Year 11 Revision Booklet 2020

Within this booklet you will find information that will help you to prepare fully for each particular subject. Details including exam dates/times,

course structure, exam advice and useful resources for revision are all included. Please see your subject teacher if you need any more

information.

Included in this booklet is information for the following subjects:

✓ English Language

✓ English Literature

✓ Maths

✓ Science

✓ Geography

✓ History

✓ French

✓ Spanish

✓ Applied Studies

✓ Art, Design, Graphics, Textiles & Photography

✓ Business Studies

✓ Computer Science

✓ Health & Social Care

✓ Media

✓ Religious Studies

✓ BTEC Tech Award in Digital Information Systems

Name:

Tutor Group:

ENGLISH LANGUAGE

Exam Dates: Paper 1: Tuesday 2nd June 2020 am Paper 2: Friday 5th June 2020 am

English Language Paper 1: Fiction and Imaginative Writing (1 hour 45 minute exam. 40% of the total GCSE) Section A: Reading

• Study and analyse selections from a range of prose fiction.

• The length of the 19th – century fiction will be approximately 650 words.

How to revise for this section of the exam:

• Read extracts from 19th-century fiction. For example ‘Oliver Twist’,

‘Frankenstein’, ‘Wuthering Heights’.

• Look on the internet for extracts to read.

• Think about the purpose of the extract – what is happening, how has the writer tried to engage the reader?

• Q3 is for 6 marks. It will ask you how the writer uses language and

structure to reveal something in the text. For example: tension, changing

mood, emotions.

• Q4 is for 15 marks. This question asks you to evaluate how successfully

something has been achieved in the text. For example tension.

Use PECS and Spite.

• Use GCSE Bitesize English Language

Section B: Imaginative Writing

• The writing tasks are linked by a theme to the reading extract.

• One of the writing tasks will provide two images to help generate ideas.

For example: Write about a time when you or someone you know, tried to hide something. Look at the images provided and write about a frightening experience. Make sure you know all the different language techniques you could use within your writing. These include: similes, metaphors, personification, interesting adjectives, repetition, rhetorical question, personal voice, dialogue, alliteration, listing, colour imagery, paragraphing for effect, adverbs, interesting punctuation.

• Focus on the structure of your writing- try to have a setting, dilemman, climax, resolution, ending.

• Plan your response before you begin.

English Language Paper 2: Non-fiction and Transactional Writing (2 hour and 5 minutes exam. 60% of the total GCSE) Section A: Reading

• Study a range of 20th and 21st century non-fiction texts. (Including literary

non-fiction)

• Two unseen non-fiction extracts. One of these texts will be literary non-fiction.

• The word count across the two extracts will be approximately 1000 words.

The minimum length of an extract will be 300 words.

• Questions will be on Text 1, followed by Text 2. There will be a mixture of

short and extended responses on the extracts.

How to revise for this section of the exam:

• Read non-fiction extracts on line/read newspaper articles.

• Q3 asks you to analyse how language and structure are used within the

text.

• Q6 asks you to evaluate how successfully something has been achieved in

the extract. Use PECS and SPITE.

• Q7a asks you to identify similarities between the two texts.

• Q7b asks you to compare how the two texts present their ideas and

perspectives.

• Use GCSE Bitesize English Language.

Section B: Transactional Writing

• Writing tasks are linked by a theme to the reading extracts.

• It is possible for the same form (for example a letter, an article) to be present

on both tasks in the same paper but with a different focus/or audience.

For example: Write a letter to MI6, applying for a position as an Intelligence Officer. In your letter you could:

• State why you are interested in the position

• Describe the experience and skills that make a good candidate

• Explain the difference you can make to your country

As well as any other ideas you might have. Or Write an article for a newspaper, exploring how technology can track our movements. You could write about:

• The ways we are tracked, e.g. phones, computers, CCTV, supermarket

scanners

• Who tracks us, e.g. the police, large businesses, the government

• What the benefits are and/or what the problems could be

As well as any other ideas you might have. Responses are marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. Make sure you know all the different language techniques you could use within your writing. These include: similes, metaphors, personification, interesting adjectives, repetition, rhetorical question, personal voice, dialogue, alliteration, listing, colour imagery, paragraphing for effect, adverbs, interesting punctuation.

ENGLISH LITERATURE

Exam Dates: Paper 1: Wednesday 13th May 2020 am Paper 2: Thursday 21st May 2020 am

English Literature Paper 1: Shakespeare and Post-1914 Literature (1 hour and 45 minutes. 50% of GCSE)

Section A: Shakespeare – ‘Macbeth’

• Q1a – extract question. Out of 20 marks.

• You are assessed for AO2 – analysis of language, structure and form.

• Q1b – whole text question. Out of 20 marks.

• You are assessed for AO1 – interpretation of text (15 marks) and AO3 –

context (5 marks)

Areas for revision:

• Characters – key points about major and minor characters with key

quotations/examples.

• Themes – key quotations, Shakespeare’s message

• Context – audience response, divine right of kings, role of women, James I,

witchcraft.

• Key episodes – soliloquies, key extracts, think about their importance to the

play as a whole. (Think about theme development, character revelation,

character development, tension)

• Language and structure – use of imagery, connotations of words, soliloquies,

sentence structure, repetition, questioning, rhyme, rhythm, foreshadowing,

blank verse, where events happen in the play, how a speech begins and ends.

• For Section B, you need to think about the writer’s key message/big ideas etc.

Section B: Post 1914 Literature British Play. ‘An Inspector Calls’

• Out of 40 marks

• A choice of two questions

You are assessed for:

• AO1 – interpretation of the text (16 marks)

• AO3 – relationship between text and context (16 marks)

• AO4 – spelling, punctuation and grammar (8 marks)

Areas for revision: Context - audience reaction, socialism, capitalism, Priestley’s message within the play, role of women and the divide between the classes. Characters – key quotations, any changes within characters, how are they presented at the start and the end of the play. Think about the role of Inspector Goole – how does Priestley use him to get across his message to the audience, the difference between the older and younger generations in the play, who learns anything in the play. Themes- key theme of responsibility, respectability, power, status, remorse, pride, love, time. Learn key quotations connected with key themes.

English Literature Paper 2: 19th Century Novel and Poetry (2 hours and 15 minutes. 50% of GCSE) Section A: ‘Dr Jekyll and Mr Hyde’

• Q1a – extract question. Out of 20 marks.

• You are assessed for AO2 – analysis of language, structure and form.

• Q1b – whole text question. Out of 20 marks.

• You are assessed for AO1 – interpretation of text

Areas for revision:

• Characters – key points about major and minor characters with key

quotations/examples.

• Themes – key quotations, duality, science, secrecy, violence

• Key episodes – key extracts, think about their importance to the novel as a

whole. (Think about theme development, character revelation, character

development, tension)

• Language and structure – use of imagery, connotations of words, sentence

structure, repetition, questioning, foreshadowing, juxtaposition.

Section B: Poetry

• You are asked to answer one question in Part 1 from the collection you have

studied – CONFLICT.

• It is out of 20 marks

• You are assessed for AO2 – language, structure and form (15 marks) and

AO3 – context (5 marks)

• Part 2 is unseen poetry. Read the two poems and answer the question.

• It is out of 20 marks

• You are assessed for AO1 – personal interpretation (8 marks) and AO2 –

language, structure and form (12 marks)

Areas for revision:

• Re-read the poems

• Learn key quotations

• Learn to identify language and structural techniques within the poems.

• You must compare – have a go at doing this in your own time.

• Get used to looking at poems you haven’t studied before – try to identify

language and structural points within the poems.

MATHS

Exam Dates:

Paper 1 (non-calc) Tuesday 19th May 2020 am Paper 2 (calculator) Thursday 4th June 2020 am Paper 3 (calculator) Monday 8th June 2020 am

General Exam Tips:

• Make sure you show all working out as this is normally worth marks even if you get

the answer incorrect.

• Always give the correct units in your answer (m2, cm, kg etc.) Check whether the answer requires a length, area or volume as an answer and choose the appropriate unit.

• If a calculator is allowed, push the reset button or to reset a Casio, type shift, 9,3, =, AC before the exam begins. It should be in ‘DEG’ mode. Try a simple sum to make sure the calculator is working properly.

• Re-read each question and make sure you have answered exactly what the question asked, especially on percentage increase/decrease questions.

• Make sure you ask for tracing paper when answering questions on transformations.

• Use a pencil to draw graphs and diagrams in case you make a mistake. All other questions must be answered in pen.

• When answering geometry questions, see if the question is ‘drawn to scale’ or not.

This will tell you whether or not you will need to use measuring instruments such as a ruler or protractor.

• Always show all your construction lines when using a compass.

• Finally, make sure you have answered every question. Check the back page of the exam booklet!

Revision Resources for Mathematics:

Useful Foundation Maths GCSE Websites

If you practice your mathematics 20 minutes every day you will be successful in the Summer.

Mr Barton’s GCSE Page

http://mrbartonmaths.com/students/gcse/

Notes, examples, interactive questions and topic revision, this site has it all.

Revision Posters

http://lhmaths.wordpress.com/brainframes/

Topic-specific revision posters.

Click the link underneath ‘Foundation GCSE in one poster’ for all you need to

revise- very useful!!

Corbett Maths 5-a-day--- Really, really useful.

http://corbettmaths.com/5-a-day/.

Includes:

- Topic based exam style questions

- Video tutorials for each topic to go with practice questions

- Practice exam papers

- 5-a-day worksheets (five mixed questions to test your knowledge)

Hegarty Maths

https://hegartymaths.com/

Includes a video lesson on every topic, taught by Colin Hegarty, one of the top 10 maths

teachers in the world!

Also tracks student’s progress by assessing them after each video.

Go to existing users, initial login using date of birth etc., then students create their

own password.

Useful Higher Maths GCSE Websites

If you practice your mathematics 20 minutes every day you will be successful in the Summer.

Mr Barton’s GCSE Page

http://mrbartonmaths.com/students/gcse/

Notes, examples, interactive questions and topic revision, this site has it all.

JustMaths

http://justmaths.co.uk

Some free resources designed to solidify your knowledge of key topics

Hegarty Maths

https://hegartymaths.com/

Includes a video lesson on every topic, taught by Colin Hegarty, one of the top 10 maths

teachers in the world!

Use QLAs from Mock exam papers to select topics for revision.

Go to existing users, initial login using date of birth etc., then students create their

own password.

Corbett Maths -- Really, really useful.

http://corbettmaths.com

Includes:

- Topic based exam style questions

- Video tutorials for each topic to go with practice questions

- Practice exam papers

- 5-a-day worksheets (five mixed questions to test your knowledge)

- Lots of other great resources.

SCIENCE

Exam Dates:

Biology Paper 1 Tuesday 12th May 2020 pm Chemistry Paper 1 Thursday 14th May 2020 am Physics Paper 1 Wednesday 20th May 2020 pm Biology Paper 2 Monday 1st June 2020 pm Chemistry Paper 2 Wednesday 10th June 2020 am Physics Paper 2 Friday 12th June 2020 am

Edexcel (9-1) - Combined Science GCSE (1SC0) Specification Link: http://qualifications.pearson.com/en/qualifications/edexcel- gcses/sciences-2016.html#tab-0

There are six papers in total and this will gain you 2 GCSEs for the combined Science: 2 for biology, 2 for chemistry and 2 for physics these will all be taken at the end of Year 11 in the Summer exams.

Each paper is 1hr 10mins – 60 marks (16.7% of the GCSE)

Biology Topics

Paper 1: – topics 1-5 • Key concepts in biology

• Cells and control

• Genetics

• Natural selection and genetic modification

• Health, disease and the

development of

medicines

Paper 2: - topic 1 + topics 6-9 • Key concepts in biology

• Plant structures and their

functions

• Animal coordination, control and homeostasis

• Exchange and transport in animals

• Ecosystems and material cycles

. Chemistry Topics

Paper 3: – topics 1-4 • Key concepts in chemistry,

• States of matter and mixtures

• Chemical changes

• Extracting metals and equilibria

Paper 4: - topic 1 + topics 6- 8 • Key concepts in chemistry

• Groups in the periodic table

• Rates of reaction and energy changes

• Fuels and Earth science

Physics Topics

Paper 5: – topics 1-6 • Key concepts of physics

• Motion and forces

• Conservation of energy

• Waves

• Light and the electromagnetic spectrum

• Radioactivity

Paper 6: - topic 1 + topics 8-15 • Key concepts of physics

• Energy - Forces doing work

• Forces and their effects

• Electricity and circuits

• Magnetism and the motor effect

• Electromagnetic induction

• Particle model

• Forces and matter

Edexcel (9-1) - Single Sciences (Triple) GCSE (1SC0)

Specification Link: http://qualifications.pearson.com/en/qualifications/edexcel-

gcses/sciences-2016.html#tab-0

There are six papers in total and this will gain you 3 separate GCSEs (Biology, Chemistry, Physics). 2 papers each for biology, chemistry and physics these will all be taken at the end of Year 11 in the Summer exams.

Each paper is 1hr 45mins – 100 marks (50% of the GCSE)

Biology Topics Paper 1: topics 1-5

• Key concepts in biology • Cells and control • Genetics • Natural selection and

genetic modification • Health, disease and

the development of medicines

Paper 2: topic 1 + topics 6-9

• Key concepts in biology • Plant structures and their

functions • Animal coordination,

control and homeostasis • Exchange and transport in

animals • Ecosystems and material

cycles

Chemistry Topics

Paper 1: topics 1-5

• Key concepts in chemistry • States of matter and mixtures • Chemical changes • Extracting metals and

equilibria • Separate chemistry 1

Paper 2: topic 1 + topics 6-8 • Key concepts in chemistry • Groups in the periodic table • Rates of reaction and energy

changes • Fuels and Earth science • Separate chemistry 2

Physics Topics

Paper 5: Physics 1 – topics 1-7

• Key concepts of physics • Motion and forces • Conservation of energy

• Waves • Light and the

electromagnetic spectrum

• Radioactivity • Astronomy

Paper 6: Physics 2 - topic 1 + topics 8-

15 • Key concepts of physics • Energy - Forces doing work • Forces and their effects • Electricity and circuits • Magnetism and the motor effect • Electromagnetic induction • Particle model • Forces and matter

Practical Work in Science

Biology Core Practicals:

o Investigate biological specimens using microscopes, including magnification calculations and labelled scientific drawings from observations

o Investigate the effect of pH on enzyme activity

o Investigate osmosis in potatoes

o Investigate the effect of light intensity on the rate of photosynthesis

o Investigate the rate of respiration in living organisms

o Investigate the relationship between organisms and their environment using fieldwork

techniques, including quadrats and belt transects

Chemistry Core Practicals:

o Investigate the composition of inks using simple distillation and paper

chromatography

o Investigate the change in pH on adding powdered calcium hydroxide or calcium

oxide to a fixed volume of dilute hydrochloric acid

o Investigate the preparation of pure, dry hydrated copper sulfate crystals starting from copper

oxide including the use of a water bath

o Investigate the electrolysis of copper sulfate solution with inert electrodes and copper electrodes

o Investigate the effects of changing the conditions of a reaction on the rates of chemical

reactions by:

▪ measuring the production of a gas (in the reaction between hydrochloric acid and marble chips)

▪ observing a colour change (in the reaction between sodium thiosulfate and hydrochloric acid)

Physics Core Practicals:

o Investigate the relationship between force, mass and acceleration by

varying the masses added to trolleys

o Investigate the suitability of equipment to measure the speed, frequency and

wavelength of a wave in a solid and a fluid

o Investigate refraction in rectangular glass blocks in terms of the interaction of

electromagnetic waves with matter

o Construct electrical circuits to:

• investigate the relationship between potential difference,

current and resistance for a resistor and a filament lamp b

test series and parallel circuits using resistors and filament

lamps

• Investigate the densities of solid and liquids

o Investigate the properties of water by determining the specific heat capacity

of water and obtaining a temperature-time graph for melting ice

o Investigate the extension and work done when applying forces to a spring

Simple revision tips in Science

LCC – Look Cover Check – the simplest form of revision

Look – Read the left hand side

Cover– Cover the information with your hand

Check– Try to remember the information and then check if you got it right!

SUM – Summarise - Summarise longer texts into a shorter version using your own words. Shrink to a tweet! (140 characters)

Coal/Oil/Gas(ENERGY!)-burn fuel=boil water(chemical>heat)-steam turns turbine(heat>kinetic)-generator(kinetic>electrical)

PIC – Words into pictures (write the words as pictures!)

Green house effect caused is by CO2 and

methane.

DIAG – draw a labelled diagram

Look back in your book and produce a labelled diagram of what is being described in the table. E.g. 3 pin plug

CALC – come up with your own numbers to test an equation

Come up with your own numbers and use them in an equation to practice. Keep the numbers simple 2,3,4,5 etc

MNE – Make up a mnemonic (short poem or a sentence used to help a person remember something) to remember a sequence or list – the human mind much more easily remembers personal, surprising or humorous lists better.

MRS GREN – 7 things that living things do ROY G BIV – gives the colours of the rainbow Make your own up!

Methane

CO2

Green

Mathematics in BIOLOGY

Combined Topic Equation / Skill Support and Tips

Standard Form Converting numbers in and out of standard form

https://www.youtube.com/watch?v=Dme-G4rc6NI

Microscopy and Total Magnification

Calculating Total Magnification https://www.youtube.com/watch?v=vrZxPVmhZzM

Microscopy and Magnification Calculations

Magnification = Image Size ÷ Real (or actual) Size

https://www.youtube.com/watch?v=VBdVARYWq1c

Standard International (SI) Units

Always use the following units unless directed otherwise: Mass = Kilograms (kg) Length = Metre (m) Time = Second (s)

To make the size of numbers more manageable larger or smaller unit prefixes can be used (e.g. length in metres): Giga (109) Mega (106) Kilo (1000) Deci (0.1) Centi (0.01) Milli (0.001) Micro (10-6) Nano (10-9)

Rates of Reaction Rate = 1 ÷ Time OR Rate = Change ÷ Time

https://www.youtube.com/watch?v=GCPfvzyrpEU At pH4 it takes 34seconds for enzyme X to break down carbohydrate. Calculate rate. 1/34 = 0.029s-1 OR If 24cm3 oxygen was released in 50 seconds. Calculate rate. 24/50 = 0.48cm3s-1 Note: Units of rate are often given in seconds-1 (or s-1)

Percentage Change % change = (final mass – initial mass) ÷ initial mass) x100

https://www.youtube.com/watch?v=T6-0MwmCpE8

Calculating BMI BMI = Weight (kg) ÷ Height2 (m) https://www.youtube.com/watch?v=gIZT0Ew0ugU

Calculating Waist-Hip-Ratio Waist-to-hip ratio = waist circumference ÷ hip circumference

https://www.youtube.com/watch?v=jyL8UfGZMJE

Determining Volume Volume = length x width x height https://www.youtube.com/watch?v=iHBvVU8mO50 Units = m3

Calculating Surface Area Surface Area = length of surface x width of surface

https://www.youtube.com/watch?v=daJFLVAQrRA Units = m2

Surface Area to Volume Ratio

See above for equations E.g. The surface area of a hippo is 64m2 and its volume is 32m2. Calculate the surface area to volume ratio. This can be written as 64:32 or simplified into n:1 by dividing both sides by the volume to produce 2:1

Cardiac Output Equation Cardiac Output = Stroke Volume x Heart Rate

https://www.youtube.com/watch?v=cSmiiYJBLrU

Sampling Predicting total population sizes https://www.youtube.com/watch?v=yLHz2Ea10Mg

Calculating the Range Range = Largest value – smallest value

https://www.youtube.com/watch?v=ORoX5y6H6Cc

Calculating the Average (Add all values) ÷ total values https://www.youtube.com/watch?v=95h7qAkz5QY

Calculating Uncertainty Uncertainty = range ÷ 2 If the range was 0.04 m/s; uncertainty is 0.04 ÷ 2 = ±0.02m/s

Combined Topic Equation / Skill Support and Tips

Calorimetry Q = mcΔT https://www.youtube.com/watch?v=SagNcyN1yUQ https://www.youtube.com/watch?v=Ak7PN8tn4cU Energy in food (J) = mass of water (g) x 4.2 x temperature change of water (°C) The specific heat capacity (or ‘c’ in our equation) is always 4.2. You must remember this

Zones of Inhibition / Area Area of a circle: πr2 https://www.youtube.com/watch?v=BkbLI2mAMP8 https://www.youtube.com/watch?v=O-cawByg2aA

Biomass efficiency Efficiency = Gain in mass ÷ total biomass intake

https://www.youtube.com/watch?v=sgh1OWm0oTQ

Mathematics in CHEMISTRY

Combined Topic Equation / Skill Support and Tips

Balancing equations

Balancing chemical equations

https://www.youtube.com/watch?v=2Juem0lcifE https://www.youtube.com/watch?v=TsFXJpVy7pw re

Relative formula /molecular mass

RFM/RMM = sum of the relative atomic mass of each atom of each element in a molecule

https://www.youtube.com/watch?v=q49NwIrjaFw

Relative atomic mass from isotopic abundance

Calculating relative atomic mass (which is a mean of all isotopes) when given the abundance of each isotope

https://www.youtube.com/watch?v=SdhLTfma_Eg

Number of moles No of moles = mass (g) ÷ relative formula mass

Always check mass is given in grams, if not convert. https://www.youtube.com/watch?v=-_-fNVmDwJk https://www.youtube.com/watch?v=Md4BQL91U6w

Avogadro’s constant

How many particles in a mole 6.02 x 1023

If question asks how many particles in a given number of moles, multiply the number of moles by avogadro’s constant. Eg. In 0.5 moles there is (0.5 x 6.02 1023 = 3.01 x 1023 particles)

Concentration Concentration (gdm-3) = mass (g) ÷ volume (dm3)

Always check that mass is given in g and volume is given in dm3, if not convert. https://www.youtube.com/watch?v=3G3KQIyoZDI

Empirical formula The simplest ratio of elements in a compound

Use SMARDIDI S = symbol of each element M = mass Ar = relative atomic mass Di = divide (mass/relative atomic mass) Di = divide all numbers by the smallest number https://www.youtube.com/watch?v=hGOrioFIn-w (NOT just higher tier as it says in video!)

Limiting reactants Calculating the amount of product produced when one of the reactants is limited (not in excess)

https://www.youtube.com/watch?v=MuzOmFhiE8o

Reacting masses Balancing an equation when you are given the masses of the reactants

https://www.youtube.com/watch?v=TV6n5MFH6IU https://www.youtube.com/watch?v=4wTSLBBBMo0

Rf value (chromatography)

Distance travelled by solute ÷ distance travelled by solvent

Make sure the distances are in the same units before entering it into the equation https://www.youtube.com/watch?v=-XCPPB-sBFU

Changing pH Increase H+ concentration by a factor of 10, pH rises by 1

Eg. If the concentration of H+ rises from 0.005 to 0.05 and the pH started at pH 3, it has now changed to pH 2 (more H+ means more acidic). If the concentration rises from 0.005 to 0.5 and the pH started at pH 3, it has now changed to pH 1.

Rate of reaction Amount of reactant used ÷ time OR

https://www.youtube.com/watch?v=GCPfvzyrpEU

Amount of product formed ÷ time

Bond energies Overall energy change = energy required to break bonds ÷ energy released by forming bonds

https://www.youtube.com/watch?v=eExCBkp4jB4 https://www.youtube.com/watch?v=PdValXAVUOc

Converting units Converting from cm3/dm3 mg/g/kg

1000cm3 – 1dm3 (important in concentration calculation when inputting volume – always convert to dm3) 1000mg in 1g 1000g in 1Kg (important in any calculations involving mass – always convert to grams)

Calculating the mean

Mean = sum of all numbers ÷ how many numbers there are

Significant figures Always round to the lowest number of significant figures given in the question

The first significant figure is the first number that it is not zero.

Gradient Change in y ÷ change in x

https://www.youtube.com/watch?v=6LV63WtuvJg

Half equations Constructing half equations to represent oxidation and reduction

https://www.youtube.com/watch?v=gnbuTl2ariI

Triple Science Topics Only

Equation / Skill Example / Tips / Tricks

Titration Using no of moles and concentration equations together to find an unknown concentration or volume

Write down all the information you are given about each chemical before you start – this helps to see any gaps. If it is a wordy question, draw or imagine the experiment in steps and label. https://www.youtube.com/watch?v=x8DLLCNMKAs

Percentage yield Percentage yield = (Actual yield ÷ theoretical yield) x 100

https://www.youtube.com/watch?v=9EV0Oq8g708

Atom Economy Atom economy = (total Mr of desired products ÷ total Mr of all products) x 100

https://www.youtube.com/watch?v=h1-Vj6eh-mM

Molar volume Molar volume (dm3mol-1) = gas volume (dm3) ÷ number of moles

https://www.youtube.com/watch?v=tYE-1nywlFs

PHYSICS FORMULA

If you are taking GCSE 9-1 Combined Science or GCSE 9-1 Physics, you need to know these equations

If you are taking GCSE 9-1 Physics, you also need to know these equations

USEFUL WEBSITES:

Quizlet https://quizlet.com/en-gb

SENECA https://app.senecalearning.com/login

Primrose kitten https://www.primrosekitten.com/pages/get-exam-ready-gcse-science-edexcel UKScienceGuy https://www.freesciencelessons.co.uk/

GEOGRAPHY

Exam Dates:

Unit 1 Monday 18th May 2020 am

Unit 2 Wednesday 3rd June 2020 am

Unit 3 Thursday 11th June 2020 am

• Use examples and case studies whenever possible in all examinations.

• Refer to figures given in your responses e.g. use the data, where are the landforms on the picture, what effects does the picture show?

• Read the questions carefully.

• Do not list when answering a question.

• Develop each point’s significance in relation to the question.

• Point, Evidence, Explain Link (PEEL) paragraphs.

ON EACH EXAMINATION PAPER ONLY ANSWER THE QUESTIONS ON THE UNITS THAT YOU HAVE STUDIED.

Paper 1: Physical Geography (1 hour 30 minutes)

Section A

• Hazards Question 1

Section B

• Living World Question 2

Section C: Physical Landscapes in the UK

• Coastal Landscapes in the UK Question 3

• River Landscapes in the UK Question 4

Paper 2: Human Geography (1 hour 30 minutes)

Section A

• Urban Issues and Challenges Question 1

Section B

• The Changing Economic World Question 2

Section C: The Challenge of Resource Management

• Resources Management Question 3

• Water Question 5

Paper 3: Issue Evaluation and Fieldwork (1 hour 15 minutes)

• Answer all questions.

Geography command words that you should be familiar with before the examination:

Command Word

Meaning

Assess Make an informed judgement.

Calculate Work out the value of something

Compare Identify similarities and differences.

Complete Finish the task by adding given information.

Describe Say what you see/set out characteristics.

Discuss Present key points about different ideas or strengths and weaknesses of an idea.

Evaluate Judge from available evidence.

Explain Set out purposes or reasons.

Give Produce an answer from recall.

Identify Name or otherwise characterise.

Justify Support a case with evidence.

Outline Set out main characteristics.

State Express in clear terms.

Suggest Present a possible case.

To what extent Judge the importance or success of (strategy, scheme, project).

Use evidence to support this statement

To select and present information to prove or disprove something.

HISTORY Exam Dates:

Unit 1 Monday 1st June 2020 am

Unit 2 Thursday 4th June 2020 pm

Unit 1: Understanding the modern world

This will account for 50% of your GCSE

Paper one topics are divided into Section A and Section B;

• Section A, period study; America, 1920-1973: Opportunity and inequality • Section B, wider world depth study; Conflict and tension in Asia, 1950-1975

Unit 2: Shaping the nation This will account for 50% of your GCSE. Paper two topics are divided into Section A and Section B;

• Section A, thematic study; Britain: Health and the people: c1000 to the present day • Section B, British depth study including the historic environment; Restoration

England, 1660- 1685

REVISE THOROUGHLY! You will not achieve anywhere near your potential grade unless you spend time reading through notes, revision guides, APPs, You Tube clips, and actually learning the KEY FACTS.

WATCH THE CLOCK! Timing is essential in both History exams as you have lots of questions to answer in the time given. You will have about 1.5 minutes per mark, which is about 12 minutes for an 8 mark question. Some of the larger essay questions have SPAG marks attached, so pay attention to spellings and don’t waffle too much on a question if you have no idea about the answer!

ATTEMPT ALL THE QUESTIONS YOU ARE GIVEN! Don’t give up just because a question looks tricky, try to write something relevant to the topic given in the question, source or interpretation.

READ QUESTIONS CAREFULLY! Try to work out the ‘concept’; does it want causes? Events? Significance/importance? Make sure you refer to the source/interpretation if you are asked to, that is the point of the question! WEBSITES: Britain: Health and the people: c1000 to the present day; Use You Tube BBC Teach; Medicine Through Times short clips on each section for revision.

Unit 1; How to answer the questions

Qu.1 How do interpretations differ? 4 marks

Tips * 6 MINS *

✓ Give at least 2 ways the source are different ✓ Mention what A says that is different to B (mention

both)

Qu.2 Why are the interpretations different? 4M

Tips * 6 MINS *

✓ Give at least 2 reasons why different

✓ Nature (type of source e.g speech)

✓ Origin (author, date)

✓ Purpose (reason for doing)

Qu.3 Which interpretation is more convincing? 8M

Tips * 12 MINS *

✓ 3 paragraphs (1 on A being convincing, 1 on B being convincing and 1 on judgement about which is more and why)

✓ Mention what the source shows that is convincing

✓ Support what source shows with own knowledge

Qu.4 Describe .. 4 marks

Tips * 6 MINS *

✓ Mention at least 2 factors (3 if possible)

✓ Describe facts relevant to Qu

✓ Link facts to Qu

Qu.5 In what ways did … 8 marks

Tips * 12 MINS *

✓ Underlined key points of the question

✓ Included at least 2 factors (ideally 3)

✓ Good factual support

✓ Included developed explanation

✓ Used PEEAL

Point (refer to bullet point as Qu focus)

Evidence (facts linked to Qu)

Explain (Explanation of facts linked to Qu)

Analysis/Link (Judgement linked to Qu)

Qu.6 Which is more important? 12 marks

Tips * 18 MINS *

✓ 3 paragraph structure (1 on 1st bullet point, 1 on 2nd bullet point, 1 on judgement)

✓ Include facts on both points

✓ Use PEEAL

✓ Include a judgement of which was more important and say why

✓ For higher levels, could think about whether short or long term

Point (refer to bullet point as Qu focus) Evidence (facts about bullet points) Explain (explanation of facts linked to Qu)

Analysis/Link (how important/significant & make a judgement

linked to Qu)

Qu.19 Source supports/opposes...How do you know? 4 marks

Tips * 6 MINS *

✓ Identified 2 ways the content supports or opposes

✓ Supported what the source shows with own factual knowledge

Qu.20 How useful are sources ..? 12 marks

Tips * 18 MINS *

✓ Mention both sources

✓ What do the sources show that makes them useful? What do the sources miss out that limits its use? (own knowledge)

✓ In what ways is the NOP (nature, origin and purpose of the sources) reliable?

✓ In what ways is the NOP (nature, origin and purpose of the sources) unreliable?

✓ Judgement - which is more useful and why?

Qu.21 Write an account.. 8 marks.

Tips * 12 MINS *

✓ underline key words to focus attention on what the question wants

✓ can be descriptive depending on specifics of Qu

✓ mention 2-3 factors (paragraphs)

✓ use PEEAL for structure

Point (factor relevant to question)

Evidence (factual detail supporting your argument)

Explain (explaining facts linked to Qu)

Analysis/Link (sentence at end of paragraph to show importance/ judgement linked to question)

Qu.22 ‘Quote’ How far do you agree with the statement? 16 marks (SPaG 4 marks) Tips * 24 MINS *

✓ Underline key words in the question

✓ Used factual detail

✓ Explained ‘stated (quoted)’ factor

✓ Explained other factors ✓ Provided a supported judgement of how far you agree

with the statement

Point (factor relevant to question – you agree or disagree with the statement) Evidence (factual detail supporting your argument) Explain (explaining ‘Quote’ and other factors)

Analysis/Link (how important, judgement linked to question of

‘how far’ you agree)

Unit 2 How to answer the questions

Qu.1 How useful is Source..? 8 marks

Tips * 12 MINS *

✓ Use the content of the source – what does it say that is accurate? What does it miss out/is it inaccurate?

✓ Explain the provenance (focus on PURPOSE) of the source, what is good about reliability? What is bad?

✓ Use your own knowledge as context

Qu.2 Explain the significance of … 8 marks

Tips * 12 MINS *

✓ Underlined key points of the question

✓ Worked out the concept of the Qu (cause? Importance?)

✓ Included at least 2 factors (ideally 3)

✓ Good factual support

✓ Included developed explanation

✓ Used PEEAL

Point (refer to concept point as Qu focus)

Evidence (facts linked to Qu)

Explain (Explanation of facts linked to Qu)

Analysis/Link (Judgement linked to Qu)

Qu.3 Compare two events. – similar/different?.. 8 marks.

Tips * 12 MINS *

✓ Underline key words to focus attention on what the question wants

✓ Describe BOTH factors (in paragraphs)

✓ Compare/link the two points in a detailed summary

✓ OR, Write several paragraphs comparing aspects of the two events, one part at a time

Point (factor relevant to question)

Evidence (factual detail supporting your argument)

Explain (explaining facts linked to Qu)

Analysis/Link (sentence at end of paragraph to show importance/ judgement linked to question)

Qu.4 ‘Quote’ has been the main factor in…? 16 marks (SPaG 4 marks)

Tips * 24 MINS *

✓ Underline key words in the question

✓ Used factual detail

✓ Explained ‘stated (quoted)’ factor FIRST

✓ Explained other factors (try to get two ‘other’

factors)

✓ Provided a supported judgement of how far you agree with the quoted factor being the most important – and compare/link to the other factors

Point (factor relevant to question – you agree or disagree with the statement) Evidence (factual detail supporting your argument)

Explain (explaining ‘Quote’ or/other factors)

Analysis/Link (how important, judgement linked to question of

‘how far was that factor the main one’ you agree)

Qu. 17 How convincing is the interpretation? 8 marks

Tips * 12 MINS *

✓ INTERPRETATION – WHAT IT SAYS not WHERE IT IS FROM

✓ 1 paragraph on what points are in the content (what it shows)

✓ 1 paragraph on what points are MISSING from the

content (what it doesn’t show or exaggerates)

✓ Or,Zig-zag between the two

✓ Mini-conclusion

Qu.18 Explain the importance of … 8 marks

Tips * 12 MINS * ✓ Underlined key points of the question ✓ Worked out the concept of the Qu (cause?

Importance?)

✓ Included at least 2 factors (ideally 3)

✓ Good factual support

✓ Included developed explanation ✓ Used PEEAL

Point (refer to concept point as Qu focus) Evidence (facts linked to Qu) Explain (Explanation of facts linked to Qu) Analysis/Link (Judgement linked to Qu)

Qu.19 Write an account.. 8 marks.

Tips * 12 MINS *

✓ underline key words to focus attention on what the question wants

✓ can be descriptive depending on specifics of Qu

✓ mention 2-3 factors (paragraphs)

✓ use PEEAL for structure

Point (factor relevant to question)

Evidence (factual detail supporting your argument)

Explain (explaining facts linked to Qu)

Analysis/Link (sentence at end of paragraph to show importance/ judgement linked to question)

Qu.20 ‘Quote’ How far does a study of The Royal Observatory

support this statement…? 16 marks Tips * 24 MINS *

✓ Underline key words in the question

✓ 1st Paragraph AGREES with quote

✓ 2nd/3rd Paras DISAGREES or shows other factors

✓ Provided a supported judgement of how far you agree with the quoted factor being the most important – and compare/link to the other factors

Point (factor relevant to question – you agree or disagree with the statement) Evidence (factual detail supporting your argument) Explain (explaining ‘Quote’ or/other factors)

Analysis/Link (how important, judgement linked to question of

‘how far was that factor the main one’ you agree)

FRENCH Exam Dates:

Thursday 30th April & Friday 1st May 2020

Paper 2 Speaking exam

Tuesday 12th May 2020 am

Paper 1 Listening exam Paper 3 Reading exam

Friday 15th May 2020 am

Paper 4 Writing exam

Speaking Exam

• 7–9 minutes (Foundation Tier) + preparation time

• 10–12 minutes (Higher Tier) + preparation time

Role Play, Photo card and General Conversation (Themes 1, 2 and 3)

Please revise from your GCSE French Speaking Booklets and Role play, Photo Card preparation material given to you by your class teacher. All material should be in your GCSE revision file.

Listening Exam Make sure you make the most of the 5 minutes reading time and work out exactly what the questions want from you. Very obviously, make sure you answer the questions in the correct language: French section / English section!

The paper will consist of items of varying length, e.g. announcements, conversations, instructions, short news items, telephone messages and non-verbal and short answer questions.

You will need a detailed knowledge of all the topics. This will require thorough revision of the vocabulary and structures for each topic.

You will be expected to identify main points, extract details and points of view and infer meaning from some unfamiliar language.

For Higher Level, you will need to understand discussions of a range of issues and be able to identify themes. Remember to include in your revision important themes such as health, environment, social issues and the world of work. You will need to use context and clues to interpret meaning, recognise opinions, attitudes and personal feelings and draw conclusions.

Know your debate phrases – for and against, opposites and contradictions, advantages and disadvantages.

Listen for problems and the use of negatives e.g. ‘ne …pas’, ‘ne…jamais’ meaning ‘never’, ‘ne…rien’ meaning ‘nothing’, ‘ne...que seulement’ meaning ‘not only’, ‘ne…personne’ meaning ‘no one,

nobody’. Listen for ‘sans’ meaning ‘without’ and ‘sauf’ meaning ‘except’.

If you miss these words, it obviously makes the difference between getting the answer right or wrong !

Listen for paraphrasing and use of synonyms and know your word families/links. e.g. nager – aller à la piscine – la natation (je nage, je fais de la notation) monter à cheval – l’équitation

lire – la lecture – je lis – à la bibliothêque cigarettes – fumeurs collision/voitures/poids lourds/circulation – accident boire – la boisson – je bois, on boit (not to be confused with la boîte) lire – la lecture

Writing Exam

Questions

Foundation Tier

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

marks

• Question 2 – short passage (student writes a piece of continuous text in response to

four brief bullet points, approximately 40 words in total) – 16 marks

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

• Question 4 – structured writing task (student responds to four compulsory detailed

bullet points, producing approximately 90 words in total) – there is a choice from two

questions – 16 marks

Higher Tier

• Question 1 – structured writing task (student responds to four compulsory detailed

bullet points, producing approximately 90 words in total) – there is a choice from two

questions – 16 marks

• Question 2 – open-ended writing task (student responds to two compulsory detailed

bullet points, producing approximately 150 words in total) – there is a choice from two

questions – 32 marks

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

Reading Exam

Read all instructions, read questions properly, answer the question – don’t waffle about something irrelevant. Very obviously, make sure you answer the questions in the correct language. Know all your question words, e.g. où, quand, quel [le], qui, comment, qu’est-ce que/qui, combien, pourquoi, est-ce que, que ..., à quelle heure. You need an awareness of word associations and be able to categorise: Chien – animal agent de police – travail adore les chevaux – passionné Emploi- travail grand nombre de voitures - embouteilages

Gap fill task – remember to read ahead to develop an awareness of what kind of word you’re looking for, e.g. noun [masculine, feminine, plural?], verb [infinitive, past participle or conjugated; you will also need to be able to match up pronoun with verb ending, e.g. tu – recevras], adjective, time expressions, person, quantity, number, etc. Know your words to describe things, for who things belong to [mon ma mes], [son sa ses] that compare and give detail [moins, peu, trop etc] prepositions [sur, sous, devant, près de, derrière, etc], & verbs in different tenses (past, present, future)

Strategies for Understanding [Listening & Reading] Ignore words which are not needed for a successful completion of the task; what is important in the text is often presented more than once, in different ways. Read and Listen positively – seek out only the information you need to answer the questions.

Use the visual and verbal context – look at layout, title, length, type-face, related pictures and find clues about the purpose and content of a text. Infer the meaning of new words from the verbal context, e.g. you might not know the word mancienne but by understanding other words such as dans ses branches un oiseau chantait you could infer that it is some sort of tree.

Make use of grammatical markers and categories: recognise such clues as the plural forms of nouns or verbs; the ways verbs change to form tenses; word order and other such features to help recognise to which category [verb, noun, adjective etc] an unknown word belongs. This can lead to intelligent guesses about the meaning of an unknown word.

Make use of the social and cultural context, e.g. knowledge and understanding of France and French speaking countries, e.g. Mont-Blanc – en montagne

Make use of common patterns of word formation within French e.g. re prefix recommencer,

refaire eur ending employer – employeur able ending laver – lavable aine ending quinze – quinzaine in prefix actif – inactive, connu – inconnu ion/ation endings réparer – réparation ique ending physique ment ending complètement, lentement ant ending mangeant, fatigant

Use cognates and near cognates with care; beware of false friends, e.g. experimenté (experienced), sensible (sensitive), large (wide), journée (day), travailler (to work) Use common patterns between French & English.

BONNE CHANCE - GOOD LUCK !

SPANISH Exam Dates:

Thursday 30th April & Friday 1st May 2020

Paper 2 Speaking

Wednesday 20th May 2020 am

Paper 1 Listening Paper 3 Reading

Wednesday 3rd June 2020 pm

Paper 4 Writing

Speaking Exam

• 7–9 minutes (Foundation Tier) + preparation time

• 10–12 minutes (Higher Tier) + preparation time

Role Play, Photo card and General Conversation (Themes 1, 2 and 3) Please revise from your Speaking Booklets and Role play, photo card preparation material given to you by your class teacher. All material should be in your GCSE revision file.

Reading and Listening Exams

Look at these important tips for your Listening and Reading papers:

Spelling

Pay attention to letter combination in Spanish; especially in numbers such as

ie> siete, sientate ei> seis, veinte Careful with ph> it is always F in Spanish The same for words ending in –tion > -ción in Spanish Learn your numbers Numbers are essential!!! You need them for the time, dates and prices …so learn them. Pay attention to : Sesenta /setenta/v einte/treinta/ Cien/ dos cientos/ Nueve/novecientos

Linking words

• Linking words are ESSENTIAL to get your answers right in the

Questions of P/N/P+N (in both papers )

• Look for

• Addition : y, e, además, también, o , u

• Showing contrast: pero, sin embargo, aunque

• Giving opinions : en mi opinión, desde mi punto de vista

Likes and dislikes Make sure you recognise : Me gusta ( mucho) No me gusta ( nada ) Me encanta Me chifla / Me interesa/fascina/molesta Detesto/odio / No soporto/ no aguanto

Don’t understimate

Don’ t take for granted basic expressions such as Buen fin de semana/ Buena suerte/ Feliz cumpleaños / Buen apetito/ Buen trabajo/ Feliz Navidad/ Que tengas un buen día

Mostly seen in the section from Spanish-English

It is very important that you recognise all Wh- Questions in Spanish (they are confusing but SUPER IMPORTANTES)

Even though it is Reading and Listening paper, there is some written translation work involved so grammar needs to be accurate:

me gustaría quisiera hay que Detesto INFINITIVE debería tener que any verb of like and dislike Me

gustaria VISITAR Madrid Quisiera TRABAJAR en un banco Tenses: make sure you study tenses; present, past (preterite and imperfect) and future ( there are 2 future tenses and a conditional tense). Adjectives:

You need to be able to recognise plenty of adjectives in all SIX topics, and more than DIVERTIDO and ABURRIDO is expected of you. Check adjectives for describing PERSONALITY (always a favourite in the exam)

Vocabulary

Pay special attention to most difficult vocabulary on WEATHER/ ENVIRONMENT / HOUSEHOLD CHORES/ FURNITURE But don’t underestimate PLACES/FOOD AND DRINK/DIRECTIONS IT IS IMPORTANT that you learn vocabulary suggested for the exam board ( see specification AQA ) Where to find HELP

Use your Kerboodle book - it’s online Your class notes Your GCSE revision guide and revision file Quizlet for vocabulary learning BBC BITESIZE Attend MFL Breakfast Club Attend MFL 9 Club Complete AQA past papers www.languagesonline.org.uk studyspanish.com www.linguascope.com spanish.about.com http://www.bbc.co.uk/languages/

Other Strategies to help you get the most marks from your Reading and Listening Papers

• Multiple choice questions: Examiners like to mention all the pictures to

confuse you! It isn’t necessarily going to be the first picture they mention. Be

careful if they mention a negative in the question, and listen out for the little

words like “no”, “nunca”, “nada” in the answer: what is the next picture they

mention after a negative word?

• English comprehension questions: use the question to help you work out

what you have to listen for. “How many” is asking for a number, “when” is asking

for a day or time, “where” for a place, “what” for an activity, “why” for a reason,

and so on.

-Make sure you are answering the question. Be careful when the question has

a bolded word like “most”, “even worse”, “never”, etc or is asking for a negative.

-Make sure you word the answer well with a verb included. (Example: what is

Julia doing after watching TV? Avoid answer just “homework” and aim to include

a verb if necessary “doing homework”).

• Positive, Negative or Positive & Negative questions: in this type of tasks

you need to carefully listen for key words that suggest positive connotations like

“bien”, “bueno”, “ventaja”, “mejor” etc or negative connotations like “mal”,

“malo”, “peor”, “desventaja”, etc.

- In this type of questions you need to be careful with connectives mentioned:

connectives can help you find out whether it's P, N or PN.

- Connectives like “and” and “also” link two similar opinions, for example: “es

aburrido y dificil” or “no es caro, es cómodo también” Therefore connectives like

“y” and “también/además” link either P opinions or N opinions.

-However connectives such as “pero”, “aunque” or “sin embargo” link two

different opinions, for example: “es un trabajo bien pagado pero las horas

son largas” or “es bueno para la salud, sin embargo es caro”.

-Therefore connectives such as “pero”, “aunque” or “sin embargo” can link P &

N opinions.

• Selection words questions: sometimes you have to choose the right words

for the answers from a selection box- there will usually be a few extra words

added to make the exercise more difficult. Concentrate on the words you will

need and ignore unnecessary words.

• If you make a mistake: if you change your mind about an answer, cross it out

neatly and write answer alongside. This sounds obvious, but every year

candidates lose marks because the examiner can’t read the answer clearly.

Also, make sure your handwriting of letters is neat or you will lose the mark (A,

B, C, D…)

• Never leave a question without answer: if you are really stumped, think of

cognates, words which are similar in English, or word association, and make a

sensible guess.

• Other tips: It’s always better to spend extra minutes in each reading task to

make sure you are looking for cognates and key words than to move quickly to

the next task and finish the assessment really soon. Spend a little more time

with each text and, if you finish early, go back again to the beginning and

double check all your answers

• Word association: you can always underline words that you think are

important and try to associate them with other key words in the text if you

need them for your answer.

• Working out the meaning of an unknown word: use the context of the text,

look at the title, the sort of text (is it an ad, a letter for a friend, an application

letter, and interview, a survey, a TV script, etc), look carefully at the topic,

cognates, and any other associated words in order to make an educated

guess when you answer.

• And finally!: Revise all the list of words from AQA textbook (each glossary for

each topic and subtopic). Make a list with the keywords and use different

strategies to memorise them. Pay particular attention to connectives and

conjunctions, and even comparatives for opinions.

• Revise past papers: For old spec - Go to Google search → AQA GCSE

Spanish past papers → Go to the past papers section → Choose the

year → Choose the unit (Unit 1- Listening) & (Unit 2- Reading) →

Choose foundation or higher paper → Once done check the marking

scheme

Writing Exam

Questions Foundation Tier

• Question 1 – message (student produces four sentences in response

to a photo) – 8 marks

• Question 2 – short passage (student writes a piece of continuous text

in response to four brief bullet points, approximately 40 words in total)

– 16 marks

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

• Question 4 – structured writing task (student responds to four

compulsory detailed bullet points, producing approximately 90 words

in total) – there is a choice from two questions – 16 marks

Higher Tier

• Question 1 – structured writing task (student responds to four

compulsory detailed bullet points, producing approximately 90 words

in total) – there is a choice from two questions – 16 marks

• Question 2 – open-ended writing task (student responds to two

compulsory detailed bullet points, producing approximately 150 words

in total) – there is a choice from two questions – 32 marks

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

Be Confident!

Buena suerte para el exámen!

APPLIED STUDIES (CONSTRUCTION)

Exam Dates: Safety and Security in Construction Wednesday 3rd June 2020 am

Planning Construction Projects Wednesday 10th June 2020 am

Safety and Security in Construction External exam question topics

Your on-line examination which will take place on Wednesday 5th June, is all about the unit, Safety and Security in Construction. The purpose of the exam is to test your ability to use your knowledge of safety and security to demonstrate that you can apply it in any given situation. There are ten areas that you will be tested on.

1 Types of fire and fire extinguishers. 2 Safe storage of materials. 3 Site security and control measures to reduce risk. 4 Health and Safety at Work Act rights and responsibilities. 5 Security risks 6 Types of health and safety signs and their meanings. 7 Control measures to reduce risk in various construction operations. 8 Health and Safety Executive (HSE) and its powers. 9 Hazards of working at height and consequences of falls. 10 Risk assessment and control measures

KEY VOCABULARY AND DEFINITIONS

HEALTH AND SAFETY EXECUTIVE (HSE) This is the body that enforces the H&S laws in the UK. It has a number of powers to help it do this. It has inspectors who visit workplaces to make sure the law is being followed. When it is not, the HSE can do any of the following:

1) An IMPROVEMENT NOTICE can be issued. This allows an employer time to put right what is wrong, so that the law will be followed in future.

2) A PROHIBITION NOTICE can be issued. This orders the firm to stop all work immediately, until the problem has been resolved.

3) PROSECUTION If neither of the above are enough, then the HSE can take employers or individuals to court if they do not obey health and safety law. This is usually done when there has been a serious breach of the law and nothing has been done to put it right, even after notices have been issued.

RISK ASSESSMENT AND CONTROL MEASURES A risk assessment is the process that is used to identify any hazards in the workplace. It is usually done by inspecting a work area or a work activity and deciding what parts of either could be hazardous, and then suggesting control measures to reduce the risks. Control measures are the things that can be done, or actions that can be taken to reduce the danger from hazards that have been found, to a level that means it is safe to work in. The risk assessment questions are worth 20 marks and they will always provide you with a photo of a work area and a partly completed risk assessment table/checklist. Your job is to complete the empty parts on the table/checklist. There are three key things to remember when answering this type of question:

1) Look closely at the photo. What does it show? (Think about the place, people,

procedures, PPE, tools, materials, signs, storage). What are the problems and

risks that you can see? What might happen if there is an accident?

2) Who is at risk? Who might be injured if there is an accident? How serious is the

risk?

3) Control Measures-What should be done to remove the danger/minimise the risk

and avoid an accident?

Your answers need to state what the risk is, who is at risk and what should be done to reduce the risk. If you remember these three things you should be fine with this question.

SITE SECURITY AND CONTROL MEASURES Security on construction sites needs to be maintained for a number of reasons. The main ones among these are:

1) to keep people (especially children) out to avoid injury,

2) to prevent vandalism,

3) to prevent theft of tools and materials,

4) to prevent damage to plant and machinery.

Control measures are the things that may be done to make the site more secure. These can include hazard warning signs, 24 hour security patrols, secure fencing, secure storage, CCTV. The need for any or all of these will depend partly on the location and circumstances of the site.

TYPES OF HEALTH AND SAFETY SIGNS AND THEIR MEANINGS There are four types of sign, and they are 1) MANDATORY

These are blue signs and usually round. Mandatory means YOU MUST DO what the sign indicates.

2) PROHIBITORY These are red with a diagonal red line, and are usually round. PROHIBITORY MEANS YOU MUST NOT DO what the sign indicates.

3) HAZARD WARNING Hazard warning signs are Yellow with a black border and are usually triangular. THEY MAKE YOU AWARE AND WARN YOU OF DANGERS. The nature of the danger will be indicated by the picture on the sign.

4) FIRST AID AND SAFE CONDITION These signs are green and usually rectangular or square in shape. THEY SHOW YOU WHERE YOU CAN GET HELP FROM (FIRST AID) OR WHICH WAY TO GO TO IN AN EMERGENCY (FIRE EXIT).

5) SECURITY RISKS These are the risks to sensitive information and ICT equipment such as laptops, and software. Control measures to protect these can include passwords, storing data on external hard drives, using encryption, or securely storing equipment when not in use.

HEALTH AND SAFETY AT WORK ACT 1974 This is the most important piece of health and safety law. It gives employers 10 responsibilities (duties they must carry out) to keep their workers safe from harm. EVERY EMPLOYEE HAS A RIGHT TO EXPECT THEIR EMPLOYER (BOSS) TO CARRY OUT THESE 10 RESPONSIBILITIES. It also gives EMPLOYEES (workers) 4 responsibilities that they must carry out to keep themselves and their colleagues safe from harm. Every employer has a right to expect their employees to carry these responsibilities out.

SAFE STORAGE OF MATERIALS Some materials are hazardous by nature (think of things like petrol or sulphuric acid). However, some materials may not immediately seem dangerous at all (Think of timber or bricks). On a construction site, there are rules for storing all materials that must be followed. They may be very varied and cover things like how high materials can be stacked (eg bricks), where materials may be stored (eg away from sources of ignition), what type of container materials may be stored in (eg oil in a double skinned tank with a spill tray). A piece of law called THE CONTROL OF SUBSTANCES HAZARDOUS TO HEALTH ACT (COSHH), regulates how the more hazardous materials must be stored and handled to reduce the risk they may pose. FIRE EXTINGUISHERS AND THEIR USES There are a number of different types of fire extinguisher, and a number of different things that can cause a fire. It is important that you know which type of extinguisher can be used to fight which type of fire. Failure to do this can be fatal. All fire extinguishers are clearly marked with a letter A, B, C, D, E or F and a picture of the sort of material which causes that type of fire. For instance, the letter A and a picture of some sticks burning represents the type of fire caused by wood burning. A letter B and a picture of a petrol can indicates a fire caused by fuel or oil. Learn the different types, which are all colour coded to help you. In addition to scoring you some points in a construction exam, it may well save your life one day. WORKING AT HEIGHTS

There are a number of laws which regulate working at height, but the most important thing to remember is that the person most responsible is the person actually doing the work. Working at height can mean working on ladders, mobile platforms or scaffolding, or on a roof or other part of a building. All relevant PPE must be used, and this can include hard hats, appropriate footwear, harnesses and restraints. Scaffolding should be put up in accordance with the rules, and by qualified people, and access to it should be controlled. It is important never to take risks such as over-reaching whilst working at height. Failure to follow safety procedures can have extremely serious or even fatal consequences. In addition to this, serious injury will have a financial effect, as the person injured may not be able to work at their job for some time, or may become permanently disabled as a result of their injuries.

THE KEY THINGS YOU NEED TO KNOW ABOUT THE MOST IMPORTANT HEALTH AND SAFETY LEGISLATION (LEGISLATION MEANS THE HEALTH AND SAFETY LAWS AND REGULATIONS)

Questions will always be asked about at least two of these health and safety laws, so make sure you know what their key points are. A good way of doing this and testing yourself, is to use the following link to the app-QUIZLET.COM where you will find a wide range of quiz questions (and answers) relating to both these and other areas. https://quizlet.com/subject/health-and-safety/

THE HEALTH AND SAFETY AT WORK ACT THE CONTROL OF SUBSTANCES HAZARDOUS TO HEALTH (COSHH) REPORTING OF INJURIES, DISEASES AND DANGEROUS OCCURRENCES REGULATIONS 1995 (RIDDOR) ASBESTOS REGULATIONS PROVISION AND USE OF WORK EQUIPMENT REGULATIONS 1998 (PUWER) PERSONAL PROTECTIVE EQUIPMENT AT WORK REGULATIONS 1992 (PPER) WORKING AT HEIGHT REGULATIONS 2005 You can also find past exam paper for this unit by following the link below: https://www.eduqas.co.uk/qualifications/constructing-the-built-environment/wjec-L1-

2-award-in-constructing-the-built-enviro-u1-eSAM-e%20311018.pdf?language_id=1

Unit 3 Planning Construction Projects Aim and purpose Through this synoptic unit, learners will use learning from the development of practical skills and health and safety requirements of construction processes and gain the knowledge and understanding needed to plan straightforward built environment development projects. Unit introduction Who does what when refurbishing a property, building a new construction or improving a built environment? How long does a building development take? Is there a need for a project manager? Who is a project manager? What can stop a construction project from being successful?

Construction projects can vary from a small refurbishment of a bathroom to the development of a new town or motorway. All projects need to be planned. Some projects will need a Project Manager with several staff involved in planning and monitoring over months or years. Smaller scale projects, like refurbishments, might only involve one or two people throughout. The processes they follow are the same. Whether working for a large construction company or a self-employed trade’s person, knowledge of project management and the skills that go with it are essential to make construction projects a success.

Through this unit you will learn about different types of jobs that exist in the construction sector and how these jobs contribute to successful projects. You will develop an understanding of the processes that are followed by people working in construction that ensure projects are successful. You will use the knowledge and understanding you have acquired through carrying out practical construction tasks and consideration of safety and security of construction processes, together with planning skills developed through this unit, so that you can plan construction projects.

You will be sitting a 2 hour on-line exam which will test your knowledge and understanding, and your ability to apply these to the following three areas:

The job roles involved in realising construction and built environment projects. Understand how built environment development projects are realised. Planning built environment development projects

LO1 Know job roles involved in realising construction and built environment projects AC1.1 You need to be able to describe the activities, responsibilities and outputs of those involved in construction projects AC1.2 Describe responsibilities (including health and safety) of those involved in construction projects AC1.3 Describe outputs of those involved in realising construction projects There are some links from unit 1, so you need to be aware that Health and Safety is the responsibility of all employees and that employers also have significant responsibilities. Certain roles will have heightened levels of responsibilities such as Site Managers. Safety and Security impacts upon all involved in construction projects.

Those involved can be any of the following • client’s team

(client, architect, engineer, quantity surveyor, project manager, designer) • contractor’s team

(builder/site engineer, site supervisor, safety officer, tradespersons, specialist sub-contractors) • statutory personnel

(building inspector, town planner, public health inspector) • general team

(administrator, finance officer, public liaison officer, purchasing/procurement officer, catering, security)

Construction projects can be refurbishments extensions new development

LO2 Understand how built environment development projects are realised AC2.1 Describe processes used in built environment development projects The processes involved can be broken down into four stages • planning (design, project planning, procurement)

• construction (secure site, site clearance, substructure, superstructure)

• handover to client (commissioning, handover)

• maintenance (upkeep of the building when it is in use)

AC2.2 Calculate resources to meet requirements for built environment development projects You will need to be able to calculate: • area

• volume

• percentages

• scaling

• best value

• Tolerances

• VAT

• tender price

Resources will be: • plant

• labour

• materials

AC2.3You will also need to know about factors that may affect the success of a project. Assess potential effect of factors on project success Factors • internal e.g. lack of qualified and certified key personnel, sourcing of finance, security

• external e.g. penalty clauses, weather conditions

AC2.4 You will need to interpret sources of information

Sources of information may include: • drawings

• catalogues

• spreadsheets

• suppliers material lists

• specifications

Synoptic links: from unit 1, AC 1.1, You need to be familiar with the interpretation of technical sources in the completion of the construction project tasks. From AC 2.2 youwill have calculated resources for each of your tasks in the completion of their small scale projects. LO3 Be able to plan built environment development projects AC3.1 You need to be able to sequence processes to be followed to complete a project Processes will include: • planning

• construction

• handover

AC3.2 You will need to apportion time to the above processes

AC3.3 You will need to set project tolerances

Project tolerances consist of: • time

• cost

Synoptic links: from unit 2, learners will have gained an understanding of planning a sequence of work (AC 1.2), preparing for construction tasks (AC 2.4) and applying techniques(AC 3.1) all of which will be significant factors in the planning for larger projects.

Assessment This unit is externally assessed. The external assessment will be available in the summer of each year. The specification for the external assessment is as follows: On-line examination duration: 2 hours

Number of marks: 60

Weightings of Learning Outcomes LO1 LO2 LO3 % 20-30 32-42 33-43 Marks 12-18 19-25 20-26 Grading: Level 1 Pass, Level 2 Pass, Level 2 Merit, Level 2 Distinction Format: On screen e-assessment. Short and extended answer questions based around applied situations. Learners will be required to use stimulus material to respond to questions. A sample paper can be found by following the link below:

https://www.eduqas.co.uk/qualifications/constructing-the-built-environment/Constructing%20the%20Built%20Environment%20-%20Level%201-2%20Award%20-%20Unit%203%20-%20eSAM.pdf?language_id=1

GCSE Art and Design GCSE Art Graphics GCSE Art Textiles GCSE Photography

AQA GCSE Art

60% Portfolio of work

40% Final Examination (10 hour Exam)

Are you stuck? Try some of these activities to improve your mark in each assessment objective.

For Further help and guidance see: Mrs. A Douglas adouglas@gshs.org.uk

GCSE Photography AQA

BUSINESS STUDIES

The course that students are studying is called OCR Business Studies (9-1). The course is 100% examined, over 2 exams, with each exam being 50% of the total grade. Exam Dates: Business 1 exam: Thursday 21st May 2020 (pm)

Business 2 exam: Tuesday 2nd June 2020 (pm)

Exam 1 (Business 1) This examination is composed of Units 1 (Business Activity), 2 (Marketing) & 3 (People). 80 marks are available and students have 1 hour 30 minutes to complete the paper. To prepare for this examination, in terms of knowledge, students must use their A3 work booklets that they have been working on in class, ideally alongside the revision book that we have been promoting (these can be purchased from GSHS). Students also need to ensure they are confident in the use of the key terminology – key terms worksheets are available for each unit. Students should not underestimate how important it is to prepare in terms of exam strategy. My advice would be for students to focus on the strategy for a 3 mark ‘analyse’ question, a 3 mark ‘recommend’ question and a 7 mark ‘evaluate’ question as key priorities. This exam will test students’ quantitative skills as well as their ability to write at length, therefore students should bring their own calculator into the exam. All students should be familiar with the acronym DISCO-M and know how to deploy this approach when evaluating. Exam 2 (Business 2)

This examination is composed of Units 4 (Operations), 5 (Finance), 6 (Influences on business) & 7 (The interdependent nature of business). 80 marks are available and students have 1 hour 30 minutes to complete the paper. To prepare for this examination, the A3 booklets, key terms sheets and the revision guide are the ideal place to start in terms of knowledge. Students should not underestimate how important it is to prepare in terms of exam strategy, and again the advice is listed above. Top tips: Keep track of time! You have 90 minutes to achieve 80 marks, ie 1 mark per minute plus 10 minutes reading time. Attempt all of the questions! Don’t give up just because a question looks tricky, take a deep breath, read the case study and the question again and then try to write something relevant to the topic given in the question. Relating to the case study Remember to relate your response to the case study given. Be sure to talk specifically about the business and how the topic may affect them. After school revision sessions take place on a Thursday, and students need to inform their teacher of their attendance in advance (it is also helpful if students let us know problem areas so that we can ensure that these are a key focus of the sessions).

COMPUTER SCIENCE

Exam Dates: Paper 1 – Monday 11th May 2020 am

Paper 2 – Thursday 14th May 2020 pm

GCSE Computer Science is assessed through 2 exam papers taken in the terminal year of the qualification. Paper 1 – Computer Systems – 50% of the overall mark

• Systems architecture

• Memory

• Storage

• Wired and wireless networks

• Network topologies, protocols and layers

• System security

• System software

• Ethical, legal, cultural, and environmental concerns Paper 2 – Computational thinking, algorithms and programming – 50% of the overall mark

• Algorithms

• Programming techniques

• Producing robust programs

• Computational logic, Translators and facilities of languages

• Data representation. Below are subject knowledge organisers for each of the topics on the specification, please make use of these when completing revision. You will have access to all course materials through your OneNote, including all workbooks, and an online text book with practice questions for every topic.

HEALTH AND SOCIAL CARE

COURSEWORK UNITS

The Health and Social Care BTEC TECH Award is a 60% coursework subject. Students must take responsibility at all times for keeping up to date with their independent study, as failure to do this may lead to major complications with work overload. In order to do this, the department has set up several systems to guide and assist students through the two years of coursework. The majority of students will be nearing completion of their final piece of coursework. It is essential for all students to note that they must continue to follow guidance on how to improve their coursework until they are officially signed off.

Completing Coursework checklist:

➢ All students have been issued with hard copies of contents page style checklists that must be at the front of each section of work. These sheets will allow students to check what has been completed and what is still to be done.

➢ After school on Wednesdays, the Health and Social Care department staff

provide a coursework support session / revision session (before exams). It is highly recommended that students take advantage of this extra support in order to raise their grades.

➢ If there are issues with coursework, that require a help from a member of staff

on other days of the week, students can book a one to one appointment for extra guidance.

Please note: All students will have completed their first piece of coursework (this was submitted and moderated last year). They are now on their second component of coursework. The earlier this is completed to the appropriate standard, the earlier a student can be signed off as having completed Health and Social Care. Please note that students who need to resit the exam component will have to focus on this until after the June exam.

EXAM UNIT

The exam unit is worth 40% of the final grade. All students were entered for this exam in February 2020. After the results are released in March students will supported in making the decision on whether to resit or not in June. These decisions will be based on data or personal aspirations of the student.

All students being entered for the June exam must:

➢ Attend all scheduled after school Exam sessions (Wednesdays)

➢ Use the revision Text book guides, previous exam practise papers and their exercise books to revise exam content.

➢ Students have been taught what effective exam revision looks like -they must use this

approach when revising. ➢ Plan to revise and do quality revision using the flash cards we have given to

students. ➢ Learn how answer exam questions using the VIPS process you have been

shown.

Attend all lessons up until the exam date

MEDIA STUDIES

Exam Dates: Component 1 - Friday 5th June 2020 pm

Component 2 - Monday 8th June 2020 pm

Two exam papers: Component 1 (40% of GCSE)

Component 2 (30% of GCSE)

Component 3 (30% of GCSE) is course work

What’s in the Component 1 exam?

Section A: 55 minutes (including 10 minutes of making notes one the unseen text) This section assesses media language and representation in relation to the following media forms:

● Advertising and marketing (adverts and film posters)

● Magazine covers

● Newspaper front pages

In Section A there will be two questions:

● Question 1 will assess media language connected to one of the above set products

● Question 2 will assess context and representation in relation to a different media form from that’s

assessed in question 1

▪ Part B requires a comparison of an unseen resource with a set product in the same media

form. This question requires an extended response

Section B: 35 minutes

This section assesses Media Industries and Audiences in relation to the following media forms:

Newspapers Radio

The Sun • one complete print edition of

the newspaper and selected key pages from The Sun website

The Archers • one complete episode of The

Archers and selected key pages from The Archers website

Film Video Games

Spectre, 12 (2015) Media industries/ cross‐media study only

• selected key pages from the Spectre section of the Official James Bond 007

website

Pokemon Go (2016) • selected key pages from the Pokemon

website • extracts from the game may be considered

to illustrate industry and audience issues

In Section B there will be 2 questions:

• one stepped question on media industries

• one stepped question on audiences.

What’s in the Component 2 exam?

This component assesses all areas of the theoretical framework and contexts of the media in relation to television and music.

Section A: Television

Set texts: IT Crowd (15) S04,Ep2 (2010) Friends (12) S01,Ep1 (1994)

• one question on either media language or representation, which will be based on an extract from one of the set television programme episodes to be viewed in the examination (reference to relevant contexts may be required)

• one question on media industries, audiences or media contexts.

Section B: Music (music videos and online media)

Music Video Online

Contemporary music videos

Music videos from the 1980s and early 1990s

Websites linked to the chosen contemporary music videos and artists

Two music videos from the following options: Either Katy Perry, Roar (2013) or Taylor Swift, Bad Blood (2014) AND Either Pharrell Williams, Freedom (2015) or Bruno Mars, Uptown Funk (2014)

The following music video : Michael Jackson, Black or White (1991)

Either http://www.katyperry.com/ Or http://taylorswift.com/ AND Either http://www.brunomars.com/ Or http://pharrellwilliams.com/ Social and participatory media in relation to an artist's website will be studied. Reference should be made at least to Facebook and Twitter

• one question on either media language or representation (reference to relevant contexts may be required)

• one question on media industries, audiences or media contexts.

Any questions please ask Mr Musgrave or Miss Fearnley

RELIGIOUS STUDIES

Exam Dates: Paper 1 Monday 11th May 2020 pm

Paper 2 Tuesday 19th May 2020 pm

GCSE Religious Studies.

The GCSE RS full course is made up of 2 papers, each lasting 1 hour and 45 minutes- there are 4 topics on each paper.

Paper 1: The Study of Religion, Beliefs, Teachings and Practices. Topics- Christian beliefs, Christian practices, Jewish beliefs and Jewish practices.

Paper 2: Thematic Studies. Topics- Religion and relationships, God and Revelation, Religion, peace and conflict and Religion and life.

In both exams, you are advised to answer all the AO1 mark questions in the first 45 minutes. This will then allow you to spend the hour left answering the 4 AO2/ 12 mark questions. Remember, there will be SPAG marks attached to one of the AO2 questions and up to 5 extra marks available.

Question A is always a one mark question and is multiple choice.

e.g: Which one of the following best expresses the idea that the divine (God, gods or ultimate reality) is beyond this world?

A) Omnipotent B) Omniscient C) Transcendent D) Immanent [1 mark]

Question B

is always a two mark question and will ask you to give/ list. You do not need to write in full sentences. Often you will only need to state 2 things, but use your common sense.

e.g: Give two criteria of a Just War. [2 marks]

Question C is always a four mark question and will be an explanation question. You can spend up to 4 minutes answering this question. Paper 1, 4 mark question styles: e.g Explain two ways in which ________ influences Christians/ Jews today. [4 marks] A suggested writing frame for this would be: One way in which _________ influences Christians/ Jews today is… This is important because… Another way is… This is important because…

e.g Explain two contrasting ways/ examples/ practices of Christian/ Jewish ______. [4 marks] A suggested writing frame for this would be: One Christian/ Jewish way/ example/ practice of _________ is… They do this because… A contrasting Christian/ Jewish way/ example/ practice is… They do this because… Paper 2, 4 mark question styles: e.g Explain two contrasting beliefs/ teaching in contemporary British society about _____. In your answer, you should refer to the main religious tradition of Great Britain and one or more other religious traditions. [4 marks]

The main religious tradition is Christianity. You must refer to Christian beliefs and teachings in your answer or you won’t be credited. A suggested writing frame for this would be: One Christian belief/ teaching about _________ is… Christians may think this because… Another religious belief/ teaching is… They may think this because… e.g Explain two similar beliefs/ teachings about _____________. [4 marks]

A suggested writing frame for this would be: One Christian belief/ teaching about _________ is… Christians may think this because… Another religious belief/ teaching is… They may think this because… e.g Explain two contrasting beliefs/ teachings about _____________. [4 marks] ‘Contrasting’ means ‘different’.

A suggested writing frame for this would be: One Christian belief/ teaching about _________ is… Christians may think this because… A contrasting religious belief/ teaching is… They may think this because… Question D is always a five mark question and will be an explanation question and will ask you include a reference to a religious teaching in your answer. You can spend up to 5 minutes answering this question. Paper 1, 5 mark question styles: e.g Explain two Christian/ Jewish teachings about __________. Refer to sacred writings or another source of Christian/ Jewish belief and teaching in your answer. [5 marks] A suggested writing frame for this would be:

One Christian/ Jewish teaching is… They believe this because in the Bible/ Torah, it says… This means… Another teaching is… They believe this because in the Bible/ Torah, it says… This means… e.g. Explain two ways in which Christians/ Jews [do a religious practice]. Refer to sacred writings or another source of Christian/ Jewish belief and teaching in your answer. [5 marks] A suggested writing frame for this would be: One way in which Christians/ Jews _________ is… They do this because in the Bible/ Torah, it says… This means… Another way in which Christians/ Jews _________ is… They do this because in the Bible/ Torah, it says… This means… e.g Explain two reasons why Christians/ Jews [do a named religious practice]. Refer to sacred writings or another source of Christian/ Jewish belief and teaching in your answer. [5 marks] A suggested writing frame for this would be: One reason why Christians/ Jews _________ is… They do this because in the Bible/ Torah, it says… This means… Another reason why Christians/ Jews _________ is… They do this because in the Bible/ Torah, it says… This means… Paper 2, 5 mark question styles: e.g Explain two religious beliefs about _____________. Refer to sacred writings or another source of religious belief and teaching in your answer. [5 marks]

A suggested writing frame for this would be: One Christian belief about _________ is… This is because in the Bible, it says… This means… Another belief is… This is because in the Bible/ Torah, it says… This means…

Question E is always a twelve mark question and will have a quotation followed by the instruction “Discuss this statement. You should include different and supported points of view and a personal viewpoint. You must refer to Christianity/ Judaism in your answer”

e.g : ‘The best way for Jews to reach an understanding of God is by practising prayer.’ [12 marks]

Evaluate this statement.

• In your answer you:

• Should refer to scripture, sacred writings or other religious texts

• Should give reasoned arguments in support of this statement • Should give reasoned arguments to support a different point of view

• Should reach a justified conclusion. [12 marks]

As it is worth 12 marks, you need to spend 15 minutes answering this question. You should use the writing frame below to help structure your answer:

One reason a Christian/ Jew may agree with the quote is… They believe this because in the Bible/ Torah, it says… This means… I think this is/ isn’t a convincing argument because… Another reason a Christian/ Jew may agree with the quote is… They believe this because in the Bible/ Torah, it says… This means… I think this is/ isn’t a convincing argument because… One reason a Christian/ Jew may disagree with the quote is… They believe this because in the Bible/ Torah, it says… This means… I think this is/ isn’t a convincing argument because… Another reason a Christian/ Jew may disagree with the quote is… They believe this because in the Bible/ Torah, it says… This means… I think this is/ isn’t a convincing argument because… In conclusion, I would agree/ disagree with the quote because… My evidence for this is… This means

BTEC Tech Award in Digital Information Systems

Component 1 and 2 – Coursework Units

The BTEC Tech Award is a 60% coursework subject. 40% examination

Students must take responsibility at all times for keeping up to date with their coursework and keeping to all deadlines as this will affect their overall grade.

At the time of publication, we currently have two more assignments to complete.

Component 3 – Examination Unit

The written exam unit is worth 40% of the final grade. All students were entered for this exam on February 4th 2020. After the results are released in March students will be supported in making the decision on whether to resit or not in June. These decisions will be based on data or personal aspirations of the student.

All students being entered for the June exam must:

➢ Attend all scheduled after school Exam sessions

➢ Use the revision guides (all students have a copy), previous exam practise papers (found in OneNote) and their own OneNote notebooks to revise exam content.

➢ Attend all lessons up until the exam date

There are four main areas of revision:

Modern Technologies

• Communication technologies

• Cloud storage and computing

• Using cloud technologies

• Modern team working

• Inclusivity and accessibility

Implications of Digital Systems

• Shared data

• Environmental issues

• Equal access

• Acceptable use policies

• Data protection

• Criminal use

Planning and Communication

• Data flow diagrams

• Flowcharts

• System Diagrams

• Tables

Cyber Security

• System attacks and external threats

• Internal threats and impact of breaches

• User restrictions and finding weaknesses

• Data level protection

• Policy backups and recovery