Year 10 PPE Revision Lists June 2019
What should I revise? • Many of these are for prep for Exams in the Sports Hall. Some are for Class Based Exam preparation
• Start with anything specific staff have highlighted from previous tests and exams including Smith Proformas
• Then work through each of these check lists and anything specific from your teacher.
Contents – Click the subject to take you to that section
Examination Boards 2019 (Provisional for other Year Groups) ...................................................................................... 2
Maths ................................................................................................................................................................................ 3
10 Set 1 – Paper 1 and 2 ............................................................................................................................................... 3
10 Set 2 – Paper 1 and 2 ............................................................................................................................................... 3
All Other Sets – Paper 1 and 2 ..................................................................................................................................... 4
English Language .............................................................................................................................................................. 5
English Literature.............................................................................................................................................................. 6
Science – Combined ......................................................................................................................................................... 7
Science - Triple .................................................................................................................................................................. 7
Religious Education .......................................................................................................................................................... 8
Geography ...................................................................................................................................................................... 10
History ............................................................................................................................................................................. 12
Engineering ..................................................................................................................................................................... 13
Business Studies ............................................................................................................................................................. 15
Computer Science ........................................................................................................................................................... 16
Creative iMedia .............................................................................................................................................................. 17
Food Technology ............................................................................................................................................................ 18
Design and Technology .................................................................................................................................................. 20
Physical Education .......................................................................................................................................................... 21
Examination Boards 2019 (Provisional for other Year Groups)
Board TITLE
QAN
Special Examination
Codes
AQA Computer Science 601/8301/9
AQA Design and Technology 603/0984/2
AQA English Language 601/4292/3
AQA French 601/8157/6
AQA German 601/8159/X
AQA Religious Studies A 601/8400/0
Edexcel Biology 601/8610/0
Edexcel BTEC Level 1/Level 2 Tech Award in Performing Arts 603/0406/6
Edexcel Business Studies 603/0121/1
Edexcel Chemistry 601/8611/2
Edexcel Chinese (Cantonese) 603/1048/0
Edexcel Combined Science 601/8612/4
Edexcel Engineering (BTEC-T) - Level 1/2 Tech Award 603/0829/1
Edexcel Level 1/2 Tech Award in Health & Social Care 603/0395/5
Edexcel Maths 601/4700/3
Edexcel Physical Education 601/8161/8
Edexcel Physics 601/8609/4
EDUQAS Geography B 601/8153/9
EDUQAS Music 601/8131/X
OCR Fine Art 60180869
OCR Food Preparation and Nutrition 601/8379/2
OCR Level 1/2 Cambridge National Certificate in Creative iMedia 600/7043/2
OCR Photography 60180869
Pearson History 601/8092/4
WJEC Level 1/2 Vocational Award in Constructing the Built Environment 603/3068/5
Maths 10 Set 1 – Paper 1 and 2
Higher paper 1 Higher Paper 2 Algebraic Proof Angles in polygons
Angles in parallel lines Area of a sector
Area of a circle Circumference
Box Plot Quadratic Formula
Direct proportion Compound Interest
Distance Speed Time Expanding a double bracket
Estimate mean Factorise
Form and solve equations Histogram
Fractional Indices Inverse proportion
Ordering Decimals Law of indices
Problem Solving Percentage profit
Product of primes Pie Chart
Quadratic Graphs Probability
Ratio Probability
Rationalise Denominator Product rule
Recurring Decimals Pythagoras
Reverse percentage Solving equations with brackets
Similar Triangles Time graph
Simultaneous Equations Transformations
Solving equations unknown both sides Trigonometry
Using a calculator
10 Set 2 – Paper 1 and 2
Foundation Paper 1 Higher Paper 2 Adding Fractions Angles in polygons
Angles in parallel lines Area of a sector
Area Circumference
Area of a circle Quadratic Formula
Best Buy Compound Interest
Bidmas Expanding a double bracket
Co-ordinates Factorise
Conversions Histogram
Directed Numbers Inverse proportion
Division Law of indices
Estimate mean Percentage profit
Estimation Pie Chart
Factors Probability
Form and solve equations Probability
Forming equations Product rule
Negative Indices Pythagoras
Ordering Fractions Solving equations with brackets
Percentage problems Time graph
Probability Transformations
Product of primes Trigonometry
Proportion Using a calculator
Quadratic Graphs
Ratio
Reverse percentage
Sequences
Solving equations unknown both sides
Solving Equations
Standard form
Stem and Leaf Diagrams
Surface area
Two way table
Volume
All Other Sets – Paper 1 and 2
Foundation Paper 1 Foundation Paper 2 Adding Fractions Bearings
Angles in parallel lines Circumference
Area Collecting like terms
Area of a circle Conversions
Best Buy Decimals to percentages
Bidmas Expanding a double bracket
Co-ordinates Expanding a single bracket
Conversions Factorise
Directed Numbers Frequency tree
Division Law of indices
Estimate mean Line graphs
Estimation Money problems
Factors Multiples
Form and solve equations Percentage profit
Forming equations Pie charts
Negative Indices Prime numbers
Ordering Fractions Probability
Percentage problems Problem Solving
Probability Pythagoras
Product of primes Ratio
Proportion Shape
Quadratic Graphs Solving equations with brackets
Ratio Transformations
Reverse percentage Trigonometry
Sequences Using a calculator
Solving equations unknown both sides
Solving Equations
Standard form
Stem and Leaf Diagrams
Surface area
Two way table
Volume
English Language
Reading Skills ☺
I am able to identify and interpret explicit and implicit information and ideas
I am able to show clear understanding when explaining the effects of writer's choices of language/structure
I am able to select a range of relevant quotations
I am able to use subject terminology accurately
I am able to clearly evaluate the text
I am able to offer examples from the text to explain views clearly
I am able to show a clear understanding by beginning to interpret both texts
I am able to show a clear understanding by demonstrating clear connections between texts
I am able to select relevant quotations/references from both texts to support my response
I am able to show a clear understanding by comparing ideas and perspectives in a clear and relevant way
I am able to explain clearly how methods are used to convey ideas and perspectives
Writing Skills ☺
I am able to communicate in a way that is consistently clear and effective
I am able to match tone, style and register to purpose, form and audience
I am able to use increasingly sophisticated vocabulary and phrasing chosen for effect with a range of linguistic devices
I am able write in an engaging way with a range of detailed connected ideas
I am able to use coherent paragraphs with integrated discourse markers
I am able to make effective use of structural features
I am able to mark sentences in a way that is mostly secure and accurate
I am able to make use of a range of punctuation, mostly with success
I am able to make use of a variety of sentence forms for effect
I am able to use Standard English mostly accurately, including control of grammatical structures
I am able to be generally accurate with my spelling, including complex and irregular words
I am able to make use of increasingly sophisticated vocabulary
English Literature
Macbeth- Aspects of the play ☺
1. Key themes: ambition, supernatural, fate, violence, guilt, retribution
2. Historical/social context (links to King James I)
3. The Natural Order/hierarchy/kingship
4. Plot structure
5. How the characters are connected to each other
6. Relationship of Macbeth and Lady Macbeth
7. How they change throughout the play and why
8. Role of the witches and significance of witchcraft
9. Friendship of Macbeth and Banquo
10. Role of men and women (links to context)
11. King Duncan/how other thanes view him (especially Macduff)
12. Key quotes and significant scenes
13. Key terms: aside, soliloquy, dramatic tension, dramatic irony 14. 15. 16.
17. How Shakespeare’s audience would have reacted compared to modern audiences 18. 19. 20.
Aspects of the poetry anthology: ☺
1. Meaning of each poem- the story of what happens 1. 2. 3.
2. Historical/social context of each poem 4. 5. 6.
3. Poet’s message (linked to his the context) 7. 8. 9.
4. Links to Power (Power of Nature, Power of Memories, Power of People, Lack of Power) 10. 11. 12.
5. Links to Conflict (War, Inner Conflict, Effect of Conflict on Soldiers, Effect of Conflict on
Civilians)
13. 14. 15.
6. Key Language Terms: Simile, Metaphor, Personification, Imagery 16. 17. 18.
7. Key Word Classes: Adjective, Adverb, Verb, Pronoun 19. 20. 21.
8. Key Structural Devices: Repetition, Enjambment, Caesura, Alliteration, Sibilance, Assonance 22. 23. 24.
9. Key Form Terms: Sonnet, Quatrains, Blank Verse, Free Verse, Stanza, Rhythm, Rhyme
Scheme
25. 26. 27.
List of poems to revise: ☺
Exposure
Bayonet
Charge
Remains
Science – Combined One paper per subject (3 total) - Each paper is 1hr 10 minutes
Biology Topics
Paper 1: topics 1-4
• Key concepts in biology
• Cells and control
• Genetics
• Natural selection and genetic modification
Chemistry Topics
Paper 1: topics 1-4
• Key concepts in chemistry
• States of matter and mixtures
• Chemical changes
• Extracting metals and equilibria
Physics Topics
Physics 1 – topics 1-6
• Key concepts of physics
• Motion and forces
• Conservation of energy
• Waves
• Light and the electromagnetic spectrum
• Radioactivity
Science - Triple
One paper per subject (3 total) - 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
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
Physics Topics
Physics 1 – topics 1-7
• Key concepts of physics
• Motion and forces
• Conservation of energy
• Waves
• Light and the electromagnetic spectrum
• Radioactivity
• Astronomy
Page 8 of 22
Religious Education 3.2.1.2 Theme B: Religion and life
Students should study religious teachings, and religious, philosophical and ethical arguments, relating to
the issues that follow, and their impact and influence in the modern world. They should be aware of
contrasting perspectives in contemporary British society on all of these issues.
They must be able to explain contrasting beliefs on the following three issues with reference to the main
religious tradition in Britain (Christianity) and one or more other religious traditions:
• Abortion.
• Euthanasia.
• Animal experimentation.
The origins and value of the universe
• The origins of the universe, including:
• religious teachings about the origins of the universe, and different interpretations of these
• the relationship between scientific views, such as the Big Bang theory, and religious views.
• The value of the world and the duty of human beings to protect it, including religious teaching about
stewardship, dominion, responsibility, awe and wonder.
• The use and abuse of the environment, including the use of natural resources, pollution.
• The use and abuse of animals, including:
• animal experimentation
• the use of animals for food.
The origins and value of human life
• The origins of life, including:
• religious teachings about the origins of human life, and different interpretations of these
• the relationship between scientific views, such as evolution, and religious views.
• The concepts of sanctity of life and the quality of life.
• Abortion, including situations when the mother's life is at risk.
• Ethical arguments related to abortion, including those based on the sanctity of life and quality of life.
• Euthanasia.
• Beliefs about death and an afterlife, and their impact on beliefs about the value of human life.
3.2.1.5 Theme E: Religion, crime and punishment
Students should study religious teachings, and religious, philosophical and ethical arguments, relating to
the issues that follow, and their impact and influence in the modern world. They should be aware of
contrasting perspectives in contemporary British society on all of these issues.
They must be able to explain contrasting beliefs on the following three issues with reference to the main
religious tradition in Britain (Christianity) and one or more other religious traditions:
• Corporal punishment.
• Death penalty.
• Forgiveness.
Religion, crime and the causes of crime
• Good and evil intentions and actions, including whether it can ever be good to cause suffering.
• Reasons for crime, including:
• poverty and upbringing
• mental illness and addiction
Page 9 of 22
• greed and hate
• opposition to an unjust law.
• Views about people who break the law for these reasons.
• Views about different types of crime, including hate crimes, theft and murder.
Religion and punishment
• The aims of punishment, including:
• retribution
• deterrence
• reformation.
• The treatment of criminals, including:
• prison
• corporal punishment
• community service.
• Forgiveness.
• The death penalty.
• Ethical arguments related to the death penalty, including those based on the principle of utility and
sanctity of life.
Page 10 of 22
Geography THEME 2 KEY IDEA: 2.2 Shaping the landscape – rivers and river management G
reen
Am
ber
Re
d
My knowledge domain I can…
Give the meaning of each of these terms: Interception, transpiration, infiltration, surface run-off and throughflow.
Give the meaning of each erosion term: hydraulic action, abrasion, attrition, and solution.
Give the meaning of each transport term: traction, saltation, suspension, and solution.
Describe the main features of each of the following river landforms: V–shaped valley, waterfall, gorge, meander, ox-bow lake, floodplain, estuary.
Describe the main processes that can change the shape of two river landforms.
Recall three facts about one flash flood that I studied.
Describe one type of hard engineering, and one type of soft engineering, used to manage rivers.
My understanding domain I can…
Explain why water moves through one drainage basin more quickly than another because of the geology
Explain why cutting down and planting trees can alter the stores/flows in a drainage basin.
Explain why building towns and roads can alter the stores/flows in a drainage basin.
Give two different reasons why people alter rivers.
Explain why flood risk can be reduced by: Building dams; changing river channels (eg dredging); and land-use zoning in towns.
My analysis domain I can…
Compare the shape of two contrasting hydrographs and use them to identify possible reasons for the differences in discharge that I have noted.
Identify a range of impacts of flooding and sort these into positive and negative; social and economic consequences.
Suggest why stakeholders (different groups of people) hold different views on river management and then explain why they have these views.
My evaluation domain I can…
Weigh up the relative social, economic and environmental costs and benefits of river management.
Show that I can make connections between the impact of river management in one place and the effects of the management further downstream.
My decision making domain I can…
Rank the effectiveness of different strategies that attempt to reduce the flood risk.
Use evidence to demonstrate why one river management strategy is more sustainable than another.
Make suggestions to reduce tension between different groups of people (stakeholders) when management decisions are controversial.
THEME 2 KEY IDEA: 2.4 Climate change – cause and effect G
reen
Am
ber
Re
d
My knowledge domain
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I can… Give the meaning of glacial and interglacial periods Give the meaning of quaternary period Describe the features of carbon sinks Recall the main greenhouse gases Recall the main types of renewable energy My understanding domain I can…
Explain how the global climate has changed due to natural reasons: sun spots, tilt/axis, volcanic eruptions
Explain the natural greenhouse effect works Explain how human activity can enhance the greenhouse effect Explain how different regions of the world be affected by sea level rise, glacial melt and changing weather patterns
Explain how different regions of the world will be affected by TWO of the following: Farming and food supply (p200-2, 204-5) Wildlife and habitats (p200-202, 205 Water and water supplies (p204-7) Where people live and population movement (p204-7) Tourism and tourist destinations (p208-9)
Explain what low carbon means My analysis domain I can…
Interpret a range of graphs as evidence for climate change (CO2 levels, temperature etc). Suggest why there are different attitudes to climate change My evaluation domain I can…
Compare the effectiveness of different renewable energies Show that I can make connections between my actions and climate change My decision making domain I can…
Weigh up the advantages and disadvantages of different solutions to tackle climate change in the UK and internationally
Page 12 of 22
History Superpower Relations and the Cold War Revision Checklist
Content
Revision/Date
Revision/Date
I can identify the two Superpowers and the differences between Communism and Capitalism
I understand what happened at the Tehran, Yalta and Potsdam Conferences and can explain the impact of these on relations between the USA and USSR
I can describe the attitudes of Stalin, Truman and Churchill
I can explain the impact on international relations of the atomic bomb, Long and Novikov telegrams and the creation of satellite states in eastern Europe.
I can describe the Truman Doctrine and Marshall Plan and can explain the impact of these on relations between the USA and USSR
I understand what Cominform (1947), Comecon (1949) and NATO (1949) are, and how their development affected relations between the USA and USSR
I can explain the significance of Berlin; its division into zones. the Berlin Crisis of 1948-49 (blockade and airlift) and its impact. The formation of the Federal Republic of Germany and German Democratic Republic
I can explain the significance of the arms race and development of the Warsaw Pact 1955
I can explain short and long-term causes of the Hungarian Uprising 1956
I can explain the consequences of the Hungarian uprising and the impact this had on relations between the USA and USSR
I have an understanding of the refugee problem in Berlin, Khrushchev’s Berlin ultimatum (1958), and the summit meetings of 1959–61
I am confident in explaining two consequences of an event
I am confident in structuring paragraphs using PEE (Point, Evidence, Explanation)
I am able to write a narrative account that links events together into a chronological sequence
I am able to identify and explain the importance of events on international relations
I understand what is meant by the terms cause, consequence, significance and importance
I have a clear chronological understanding of key events in the Cold War
I have a clear understanding of the key leaders involved in the Cold War period
I understand what is meant by the term ‘international relations’
R
A
G
R
A
G
R
A
G
Page 13 of 22
Engineering
A Carry out a process to meet the needs of an engineering brief
A1 Carry out a process
· Following planned procedures.
· Using and testing a prototype/model.
· Assembling, handling and using materials, equipment and machinery.
A2 Recording the process
· Measuring and recording data with accuracy and precision, using appropriate units.
· Tabulating appropriate data in the correct format accurately and to a suitable degree of precision.
· Displaying appropriate data graphically with accuracy:
o chart/graph
o line/curve of best fit
o axis
o scaling
o labelling.
· Observation skills, e.g. noting problems with practical activities.
A3 Interpretation of data
· Identifying anomalous results or sources of error.
· Comparison of trends/patterns in data, to include tables, charts and graphs.
· Evaluating the process, to include testing process used, recording/processing results.
· Drawing valid conclusions.
· Making recommendations related to engineering briefs.
B Provide a design solution for an engineered product against the needs of an engineering brief
B1 Interpretation of a given brief for an engineered product
· Analysing the existing product with reference to the brief.
· Dimensions and tolerances, to include linear, radial, surface finish.
· Physical form, to include 2D, 3D, flat, curved.
· Attributes, to include low resistance, sharp corners, moisture traps.
· Materials, e.g. aluminium, steels, polymers.
· Processes, e.g. fabrication, drilling.
B2 Redesign
· Identifying relevant issues with existing design.
· Design sketching, to include 2D, 3D, exploded diagrams, annotation, circuit diagrams.
· Design for manufacture, e.g. fabricate, forge, cast, machined.
· Design ideas, e.g. variation in form, variation in approach, use of different methods, use of different componentry.
B3 Evaluation
· Reviewing the credibility of the design ideas given the needs of the brief.
· Selecting the most appropriate design solution.
· Justification of the design solution.
· Justification of the processes to be used.
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C Provide solutions to meet the needs of an engineering brief
C1 Analysing engineering information associated with the problem
· Types of engineering information, to include production data, engineering drawings, job cards.
· Interpreting patterns and trends related to the engineering information.
· Identifying issues and causes associated with the problem.
C2 Selecting a solution
· Possible solutions for current and/or potential issues, e.g. design, tooling, process
· Extent to which these solutions have fulfilled their primary purpose.
· Any wider factors that need to be considered in order to meet the brief, e.g. resources, need for batch production,
safety restrictions, and environmental impact.
· Ways in which the solution might be improved on against its primary purpose and/or other factors.
· Using the best fit approach to select the best solution.
· Identifying advantages and disadvantages/limitations/constraints.
· Justifying the best solution.
· Reflecting on processes and making recommendations for improvements to the best solution.
C3 Problem solution
· Resources required and their use, to include materials, tools, components, equipment, apparatus, e.g. instruments,
sensors.
· Designs of solution, to include diagrams, sketches, including measurements, labels/annotation.
· Make processes to include the steps needed to follow to create a prototype solution, e.g. rapid prototyping.
· Processes to follow, e.g. in relation to using tools and equipment, and health and safety.
· Manufacturing processes to use, e.g. casting, forging, welding, use of jigs and tools.
· Data collection requirements, to include what quantitative and qualitative data must be recorded, resource material,
data sources.
· Data analysis and quality, to include trends, meeting specifications, possible solutions.
· Safety considerations, to include hazards and requirements of Control of Substances
Hazardous to Health (COSHH) Regulations 2002 where appropriate.
COMPONENT 3: RESPONDING TO AN ENGINEERING BRIEF
Pearson BTEC Level 1/Level 2 Tech Award in Engineering – Specification –
Final PRE PUBLICATION version 1.1 – December 2016 © Pearson Education Limited 2016 33
· Considering timescales.
Page 15 of 22
Business Studies
Page 16 of 22
Computer Science Topic What you need to know Revision
completed Questions you would like to ask
CPU
Components of a CPU
Data Representation
Binary Shifts; Sound Representation – Sample Rate and Sample Resolution; Ascii, Huffman Encoding
Computer Systems
Embedded systems and operating systems; penetration testing; logic gates; memory and storage unit;
Source Code
Copyright
Networks Bus and Star; general advantages and disadvantages of networks; protocols; security; verification
Malware and cyber- security
Malware types
Page 17 of 22
Creative iMedia Topic Revised?
Yes/No Issues/Support you need
Areas you are unsure about
Visualisation Theory
Theory - when to use certain pre-production documents
Legislation in relation to images
Primary and secondary research
Choosing the right target audience
Using a target audience to create a mood board
Creating mind maps
Hardware and software in website design
Work Plan theory
What makes a good visualisation diagram?
Page 18 of 22
Food Technology
8 questions on the paper cover these topics Revised
Ok Know well
Choux pastry Ingredients and functions of each Scientific Method for making Qualities for excellent choux pastry Dishes made with choux pastry Dishes made with flaky pastry
Health and safety when making cakes / buns
Methods of heat transfer with examples of cooking methods
Sources and functions of carbohydrates Complex carbohydrates
Importance of fibre in the diet
Sources and functions of B group vitamins
Why white bread has more calcium than wholemeal
What is fortification?
Science behind breadmaking – stages for making, ingredients and how they perform, what happens
Primary processing of wheat
Primary processing of milk
Saturated fat and polyunsaturated fats – types. uses/ dietary guidelines
Describe the process of gelatinisation in sauce making
Examples of Different dietary needs
Sources of HBV and LBV protein Why we need protein Alternatives to animal protein sources
Reasons for being vegetarian
Dietary advice for a lacto vegetarian
Causes of food spoilage
Methods of preserving food and what happens- Canning Cook chill AFD Freezing Using acids e.g.: pickles
What contributes to food waste and how we can reduce food waste
Page 19 of 22
Safety rules using a mixer, electrical kitchen equipment Revised
Ok Know well
For / against for using a food processor
Value of fruit and vegetables in our diet. Advice on eating fruit and vegetables
Sources and functions of vitamin C, B group vitamins (B group and C are water soluble)
Sources and functions of vitamins A D E K (fat soluble)
For / Against for buying local produce and fruit / vegetables grown in UK
Functions of water in the diet Effects of too little water
Sources and functions of nutrients in cheese
Secondary processing of: milk in to cheese, yoghurt, cream
Types of flour / gluten content and examples of uses
Stages and science of breadmaking
Examples of food fortified by law
Types of fat and dishes made with them eg: Olive oil, vegetable oil, lard, butter, white vegetable fat, hard margarine, soft margarine
What is meant by saturated / polyunsaturated fat
Functions of fats in pastry making
Dietary guidelines
Dietary advice/ healthy eating in life stages eg in pregnancy, Coeliac lactose intolerant Diabetic
Ways food can be marketed to appeal to families
Information required on packaging label by law
Value of nutritional labels on food
Ways of making food look attractive eg: plate of biscuits, cheese flan, curry, pasties, bread rolls, lasagne
Temperature of fridge, freezer, in the danger zone , What is a probe Why should you check the cooked temperature of meat
What is cross contamination
Examples of high and low risk foods and safe storage and food preparation
Page 20 of 22
Design and Technology The content for revision can be found in your Yellow folders in the form of work you have covered and Homework completed. You can also use the CGP Revision guide.
• New and emerging technologies
• Energy storage and generation
• Developments in new materials
• Systems approach to designing
• Mechanical devices
• Material categories
• Material properties
• Specialist technical principles
• Selection of materials or components
• Forces and stresses
• Sources and origins
• Using and working with materials
• Specialist techniques and processes
• Stock forms, types and sizes
• Surface treatments and finishes
• Designing and making principles
• Investigation, primary and secondary data
• Environmental, social and economic challenge
• Design strategies
• Communication of design ideas
• Selection of materials and components
• Material management
• Specialist tools and equipment
• Specialist techniques and processes
Page 21 of 22
Physical Education Paper 1, 1 hour 45 mins
• Components of fitness - Key words from definitions and sporting examples
• Match most relevant components to specific sports
• Knowledge of fitness tests for each component (and how tests are used to measure
performance)
• Principles of Training - definitions and benefits to the performer
• Link to PEP
• Methods of Training - Knowledge of different methods, advantages and disadvantages
and the fitness components / types of sport benefitted by each one
• Preventing injuries - Methods of preventing injury (safety equipment for some sports)
- common types of injuries, fractures/breaks/pulled muscles
- treatments (RICE)
• The skeletal system - functions (jobs) of the skeleton
- types of bone link to function, eg long bones for movement, flat bones for
protection
- names of bones (including the structure of the vertebral column)
- movement terms
- joint types
- structure of a synovial joint – tendons, ligaments, synovial fluid and
cartilage
• The Muscular system - Muscle types (voluntary, involuntary, and cardiac)
- Muscle names and functions
- Antagonistic muscles – agonist, antagonist and synergist
- Different types of muscle fibre (Fast - Type IIa, Type IIx, and slow - Type I)
• The Cardio-vascular system
- Functions (Transport of substances, Temperature Control, Clotting)
- Structure (Heart, Blood vessels, Blood) -
understanding of how the heart pumps blood around the body
- The difference between and structure of veins, arteries and capillaries
- The different components of blood – plasma, red cells, white cells and platelets
- short and long term effects of exercise (vascular shunt, vasodilation, increased number of red blood cells,
capillarisation, cardiac hypertrophy)
• The Respiratory System –functions, structure, lung volumes, gaseous exchange, spirographs, short and long term
effects of exercise
• Aerobic and Anaerobic functions- Short and Long term effects on the body
• Levers, Axes and Planes- Functions ,definitions and practical applications, analysis of pictures
Movement analysis
from sporting
picture eg rugby
question
Movement analysis
from sporting picture
eg running question
Page 22 of 22
Paper2 1 hour, 15mins
• Health Fitness and Wellbeing – Sedentary lifestyle and its impact
-Classifications of weight because of lifestyle Overweight/Overfat/Obese
-Eat Well Plate- The diet and energy balance
-What different sportsmen and women need from their diet in order to
perform.
-Food groups including Macronutrients and Micronutrients
-Optimum Weight understanding its definition and explaining it and also how
certain sports performers and their body’s perform out of the Optimum weight
category and why eg a heavy weight boxer may seem overfat but needs the
weight to overpower his opponent
- How sportsmen/women prepare for big events-Carbo loading, Protein intake,
Hydration
• Goal Setting - SMART Goals- definitions of the acronym
-Value of Goal setting
-Practical applications
• Classification of Skills -Classification of skills
-What is a Continuum? How do we use them to measure skills?
-Open and Closed skills with practical applications and definitions
-Basic and Complex skills with applied sporting examples and definitions
-Types of practise including knowledge understanding and practical application
for examples for Massed practice, Distributed practise, Fixed and Variable
practises
Each paper has two, 9 mark questions:
Marks awarded for:
KNOWLEDGE – definitions, lists, descriptions
APPLICATION – link to sports / sporting examples
EVALUATION – making a judgement about the importance of something / deciding which is best
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