YEAR 11 AUTUMN TERM REVISION GUIDE - "Cleverer and kinder every day" - All students will be provided with materials and - Evelyn Grace Academy
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YEAR 11
AUTUMN TERM REVISION
GUIDE
All students will be provided with materials and
work by their subject teachers.
“Cleverer and kinder every day”
1
Introduction
Between April and June 2019, you will sit your GCSE exams. The grades that you
achieve from these exams will be your FINAL grades which will determine whether
you get accepted into sixth form, college or onto an apprenticeship. So, it is
important that you start preparation now.
Success in GCSE exams is about preparation, starting revision early and hard work
from start to finish. The first step is to design a revision schedule, so you can
prioritise what you are going to revise and when, and then actually do your revision.
Complete the revision schedule we have prepared for you on page 16.
Knowing how to revise is critical, there are useful step-by-step instructions and tips
in this booklet to guide your revision, so refer to this booklet frequently. Speak to
your subject teacher about what content you must revise for and apply the revision
techniques you learn in this booklet. Remember, knowing how to revise, what to
revise and doing it daily from here on, is key if you want to sit your exams with
confidence and attain good GCSE grades.
You have a choice about your future. You will need resilience – the capacity to
recover quickly from difficulties and remain focused on your goal of achieving the
grades your hard work deserves. The teachers at EGA and I all believe you can do it.
Nothing worth having comes without first working hard and remaining disciplined.
This is your time to unlock the door to your future
Mr Morrissey (Associate Assistant Principal Head of KS4)
2
Contents
Independent learning:
15 Key Revision Tips -4
Key Revision Techniques-7
Create Revision Flash Cards in 5 easy steps
Create Revision Mind Maps in 5 easy steps
Try other revision techniques-10
Useful revision websites-11
Examination regulations-12
Your Weekly Revision Planner-14
Subjects
English - 17
English Language paper 2 - 17
Inspector Calls. - 23
Unseen poetry -25
Science - 27
Maths - 29
History - 31
Religion - 33
Business - 34
Media - 36
Art - 38
Design and Technology- 40
Photography - 41
Physical Education - 43
Geography - 47
Music GCSE - 52
Music BTEC - 54
Drama- 55
Spanish -57
3
Revision Tips
15 Key Revision Tips
1. Start revising early
Start revision months, not days before the exam. Use a timetable to plan your
revision and stick to it religiously.
2. Don't spend ages making your notes look pretty
Overly decorating your notes is just wasting time. For
diagrams, include all the details you need to learn, but
don't try to produce a work of art. Limit yourself to 2
or 3 colours so you don't get carried away with making
things look pretty.
3. Take short breaks
Take a break after 90 minutes of revision for about 30 minutes. Then start
again.
4. Buy recommended revision guides as revision material
5. Get enough sleep, it is vital for revision
Your brain will be able to absorb and retain more information
when it has been rested. Get a minimum of 7 hours sleep each
night. So you will have make sacrifices and put other activities
you normally do after school on hold until all your exams are
complete.
4
6. Stick revision flash cards all around your house
So in the exam you think — "aha, quadratic
equations, they were on the fridge..."
7. Get yourself some drinks and healthy snacks
This will ensure you have the energy and brain power
for long hours of revision. Hunger and dehydration is
detrimental for effective revision.
8. Sit upright at a proper desk
Don't get into bad habits of revising lying in
bed or slouching on a couch, you’re likely to
fall asleep and get nothing done. Sit upright
at a desk and make sure there is good
lighting and no distractions.
9. Don't put revision off
Under NO circumstances should you PROCRASTINATE. By this we mean
finding unnecessary things to do i.e. rearranging stuff on your desk, getting a
sudden urge tidy your room, playing computer games, thinking about the
weekend, doodling on notes, painting your nails, chatting or texting on your
mobile etc, etc, etc,... Sit down at your desk and GET ON WITH IT.
10. Don't turn yourself into a revision zombie
Don’t overdo things to the point you become a mental wreck, in other words
you become a zombie. It's really important that you
make some time to do things you enjoy... like cinema,
shopping, sports, writing novels, whatever tickles your
ferret... When you're doing these try to relax and totally
forget about revision. But remember revision is the
main focus until the exam period is over.
5
11. Complete lots of practice exam papers
This is especially important as you get close to the
exams.
12. Read the exam timetable properly
Check the timetable, then double-check the timetable and then check it again
so you don't miss an exam and have plenty of time to prepare for it.
13. Find the right environment to revise
Do NOT revise in front of the TV or while listening to the radio. Music can
sometimes be ok, but you need to find the right kind. It's got to be something
that's just there in the background that you're not thinking about at all. Music
without singing is usually better.
14. Don't hang around with the nervous paranoid
On the day of the exam don’t get consumed with the fears of other people,
they'll just stress you out, which does not help at all. Stay calm and focused on
the exam paper you’re about to sit.
15. Be on time
6
Key Revision Techniques
Create Revision Flash Cards in 5 easy steps
Use flash cards to segment complex topics and highlight key points. Test yourself on
the flash card and use them to help you answer exam style questions.
1. Collect your flash cards,
subject text books and exercise
note books. Mark the pages of the
books with the information you need
with page markers or post-it notes, revise those pages repeatedly.
2. Highlight the most important
information. As you read through your
exercise book highlight the most significant
sections in the text, particularly if the section
correlates to answers in the mark scheme.
3. Write short, concise notes. On
the flash card, write the keywords and key
points in bright colours. Try to colour code
the most important points to make it easier
to remember them.
4. Make sure your writing is
clear and well-spaced. If your writing
is small, you will not be able to read it
easily and if it's crowded you will have too
much to take in at one time. Writing
7
clearly will enable you to read your notes easily.
5. Draw diagrams on the back
by drawing diagrams and labelling them,
you’re more likely to remember the topic in
an exam.
*Remember to get someone to test you on your
flashcards
Create Revision Mind Maps in 5 easy steps
Use mind maps to revise complex topics and to build the big picture of a concept.
Mind map are a great tool to remember all key points related to a main topic.
1 Size matters. Mind maps should be no
larger than an A4 piece of paper. To cover more
topics, come up with a master mind map which
acts as a contents page for various smaller mind
maps. Attach more paper as needed.
2 Select a revision topic and write it
in the centre of the page. Ideally you want a
pictogram or visual representation (sketch) of
the central topic. Writing the topic in bold
letters should be reserved for things without
any visual form.
..
8
3 Use free association to start
the ideas flowing. As you review notes
from your exercise books and text books,
record what comes to mind. As you
generate thoughts, draw branches from
the main topic. Keep words to a
minimum, capturing the essence of each
point succinctly.
4 Create branches. Extend branches off of your
main topic. Connect your
thoughts from one idea to the
next. Draw lines between each
topic to illustrate the
relationship. Continue to draw
images and use colour coding to
highlight key points
5 When you are finished mapping,
carefully study the connections that you
have made and try to refine the
relationships. What larger patterns have you
uncovered?
9
Try other revision techniques
1. Create learning posters and visual material
Cover key points and topics
Use colour, symbols and drawings
Practise drawing diagrams for your subject, if relevant
Pin revision posters up where you will see them often
2. Create mnemonics on key words, phrases, themes or concepts
Place keywords into a pattern of letters to help you remember them.
For example to remember how best set targets, make them SMART.
S.M.A.R.T represents Specific, Measureable, Achievable,
Realistic and Time bound.
Add two or three sentences underneath each word, course examples or
diagrams if relevant
3. Summary tables or comparison grids
Use tables to compare competing theories or key people
4. Teach someone
Teach a topic to a fellow student, a friend or a mirror! Thinking and
talking it through is effective revision
Fill in any gaps in your knowledge as you identify them
5. Reinforce your memory
As you end a revision session, review any key points
Review again regularly
6. Test a study buddy
The majority of the strategies listed become more effective when you
work with a peer who can challenge your thinking
Prepare questions for each other and try to catch each other out with
your subject knowledge. Keep a score table. Make your revision
competitive and enjoyable.
10Useful revision websites
Get Revising - www.getrevising.co.uk
GCSE POD - www.gcsepod.com
11Sitting the Exam
1. Read the paper through carefully before you start
Follow all instructions and answer the right number of questions from
each section
2. Choose your questions (if applicable)
Select the ones that let you show your knowledge
Unpick the meaning to check you can answer fully
Be sure to identify any questions that are compulsory
3. Plan your answer
Keep referring back to the question
Make sure you keep focused
Include examples from the course
4. Write your answer
Keep it legible
Check against your plan
Number the answers and label any diagrams clearly
5. Near the end of the exam
Go over what you’ve written
Add details, make small changes
If you run out of time, make brief notes or bullet points
6. Before the end of the exam
Make sure you have answered all questions and attempt any that are
still blank. You will not lose marks for incorrect answers so it is always
best to have a go.
For written answers, make sure you used PEE.
Double or triple check your answers are correct.
Check your answers for correct spelling, punctuation and grammar and
make sure that what you have written answers the question.
12Examination regulations
1. No person will be allowed in an examination room during an examination
except the candidates concerned and those supervising the examination.
2. Candidates must appear at the examination room at least twenty minutes
before the exam starts.
3. Coats, jackets, knapsacks, purses, pencil cases, notes and books are to be
deposited in areas designated by the Exams Officer and are not to be taken to
the examination desk or table.
4. The Exams Officer has authority to assign seats to candidates.
5. Candidates shall not communicate with one another in any manner
whatsoever during the examination. Candidates may not leave the examination
room unescorted for any reason, and this includes using the washroom.
6. No materials or electronic devices shall be brought into the room or used at an
examination
7. In general, candidates will not be permitted to enter an examination room
later than fifteen minutes after the commencement of the examination, nor to
leave except under supervision until at least half an hour after the examination
has commenced.
8. Candidates shall remain seated at their desks during the final ten minutes of
each examination.
9. At the conclusion of an examination, all writing shall cease. The Exams
Officer may seize the papers of candidates who fail to observe this requirement,
and a penalty may be imposed.
10. Examination books and other material issued for the examination shall not be
removed from the examination room except by authority of the Exams Officer.
13The Week Ahead
Your Weekly Revision Planner
Week Beginning:
How to use this planner:
1. For each day shade out your regular activities – meals, clubs, jobs etc
2. Decide on what exam preparation you need to do this week.
3. Allocate sufficient time to achieve your targets.
4. Don’t forget to leave some time for rest and relaxation.
Fill in the targets box to show this.
Targets: What I want to achieve this week
Subject Target Deadline
4 – 5 pm 5 – 6 pm 6 – 7 pm 7 – 8 pm 8 – 9 pm 9 – 10 pm
Mon
Tue
Wed
Thurs
Fri
9 – 11 am 11 am – 1 1 – 3 pm 3 – 5 pm 5 – 7 pm 7 – 9 pm
pm
Sat
Sun
14The Week Ahead
Your Weekly Revision Planner
Week Beginning:
How to use this planner:
1. For each day shade out your regular activities – meals, clubs, jobs etc
2. Decide on what exam preparation you need to do this week.
3. Allocate sufficient time to achieve your targets.
4. Don’t forget to leave some time for rest and relaxation.
Fill in the targets box to show this.
Targets: What I want to achieve this week
Subject Target Deadline
4 – 5 pm 5 – 6 pm 6 – 7 pm 7 – 8 pm 8 – 9 pm 9 – 10 pm
Mo
n
Tu
e
We
d
Thur
s
Fri
9 – 11 am 11 am – 1 1 – 3 pm 3 – 5 pm 5 – 7 pm 7 – 9 pm
pm
Sat
Su
n
15The Week Ahead
Your Weekly Revision Planner
How to use this planner:
1. For each day shade out your regular activities – meals, clubs, jobs etc
2. Allocate sufficient time to achieve your targets.
3. Decide on what exam preparation you need to do this week.
4. Don’t forget to leave some time for rest and relaxation.
Fill in the targets box to show this.
Targets: What I want to achieve this week
Subject Target Deadline Subject Target Deadline
4 – 5 pm 5 – 6 pm 6 – 7 pm 7 – 8 pm 8 – 9 pm 9 – 10
pm
Mon
Tue
Wed
Thurs
Fri
9 – 11 am 11 am – 1 1 – 3 pm 3 – 5 pm 5 – 7 pm 7 – 9 pm
pm
Sat
Sun
16Week Ahead
Your Weekly Revision Planner
Week Beginning:
How to use this planner:
1. For each day shade out your regular activities – meals, clubs, jobs etc
2. Allocate sufficient time to achieve your targets.
3. Decide on what exam preparation you need to do this week.
4. Don’t forget to leave some time for rest and relaxation.
Fill in the targets box to show this.
Targets: What I want to achieve this week
Subject Target Deadline Subject Target Deadline
4 – 5 pm 5 – 6 pm 6 – 7 pm 7 – 8 pm 8 – 9 pm 9 – 10 pm
Mon
Tue
Wed
Thurs
Fri
9 – 11 am 11 am – 1 1 – 3 pm 3 – 5 pm 5 – 7 pm 7 – 9 pm
pm
Sat
Sun
17Subject ENGLISH
English Language Paper 2: Writers’ Viewpoints and Perspectives –
focusses on non-fiction.
For paper 2, there will be a question paper and separate insert containing two non-
fiction sources – one from the nineteenth century and one from either the twentieth
or twenty-first century.
You should spend the first 15 minutes reading through the sources and the questions.
Section A: Reading is worth 40 marks. It has 4 questions:
Question 1 is worth 4 marks. You should spend about 5 minutes on this.
Question 2 is worth 8 marks. You should spend about 8 minutes on this.
Question 3 is worth 12 marks. You should spend about 12 minutes on this.
Question 4 is worth 16 marks. You should spend about 20 minutes on this.
Section B: Writing is worth 40 marks. You should spend 45 minutes on this.
Assessment Objective 1:
Pick out and understand pieces of explicit and implicit information from the
texts.
Collect and out together information from different texts.
Assessment Objective 2:
Explain how writers use language and structure to achieve their purpose and
influence readers.
Use technical terms to support your analysis of language and structure.
Assessment Objective 3:
Identify different writers’ ideas and perspectives.
Compare the methods used by different writers to convey their ideas.
Assessment Objective 4:
Critically evaluate texts, giving an opinion about how successful the writing is.
Provide detailed evidence from the text to support your opinion.
Assessment Objective 5:
Write clearly and imaginatively, adapting your tone and style for various
purposes and audiences.
Organise your writing in to a clear structure.
Assessment Objective 6:
Use a wide variety of sentence structures and vocabulary, so that your writing
is clear and purposeful.
Write accurately, paying attention to spelling, punctuation and grammar.
Paper 2 starts with two questions that test your ability to find information and ideas
in the sources.
You need to find Four Facts in Question 1:
1) This question will test the first part of assessment objective 1 – you will need
to show that you can find information or ideas in the text.
182) The question will look like this:
You can only
pick out facts
from this part of
the text.
It is important
that you only
select four
statements.
You’ll get 1 mark
for each true
statement you
find.
The facts might be implicit or
explicit. Look at the tone of the text
for help with the more implicit ones.
19Subject ENGLISH
Question 2 asks for facts from both sources:
1) Question 2 will test both parts of assessment objective 1 – it will test your
ability to find information and ideas in two sources and summarise what you
find.
2) The question looks like this:
Pick out
bits of
implicit
and explicit
informatio The question is asking you to The question will always ask
n to support summarise information from both texts about something that both
your – use linking words to show you’re texts have in common – it
points. thinking about both texts together. might be a topic or a pair of
Remember characters.
to include 3 on paper 2 is pretty similar to question 2 on paper 1 – it’s all about how
Question
quotes.
the writer has used language. Question 4 is about writers’ attitudes and how they
have conveyed them.
Question 3 covers the Effects of the writer’s use of Language:
1) This question will test the language part of assessment objective 2 – you’ll
need to write about how the writer uses language to achieve effects and
influence the reader.
2) The question will look like this:
This is another ‘how’ Your answer should include This part of the
question, so you need to write lots of quotes and technical question will
about the techniques the terms to back up your points. change depending
writer has used to achieve Try to refer specifically to on the purpose of
their purpose. This is a particular words, phrases, the text.
similar skill to that used in language features and
paper 1, questions 2 and 3. techniques.
20Subject ENGLISH
Question 4 asks you to Compare Perspectives:
1) This question will test assessment objective 3 –
you’ll need to identify and compare different writer’s attitudes and
perspectives, and how they are conveyed.
2) The question will look like this: Question 4 is synoptic –
which means that you’ll need
to use everything you’ve
learnt across the whole course
to answer it properly.
This part of
Make sure the question
you cover will change
everything depending
mentioned on the
in the bullet topics
points – you covered.
need to write
about what
Try to identify how the writers
the writer’s
Make sure you have used language and structure
attitudes are
give quotes and to show subtle differences in their
and how
examples from both attitudes. This will show the
they are
sources. examiner that you’ve really
Pay attention
similar or to how many marks each question is worth …
understood the text.
Question 3 is very similar to question 2 on paper 1, but don’t forget – it’s worth quite
different.
a few more marks.
Question 4 is your chance to bring all your skills together and really show you’ve
understood the texts.
21Subject ENGLISH
Paper 2, question 5 is another 40 mark writing task. This time, you need to give your
own perspective on a theme. The theme will be similar to the one that was covered
by the two sources in the reading section.
The last question is a Writing task:
1) Question 5 is a writing task that will test assessment
objectives 5 and 6 – examiners will be looking for you to produce an
interesting, well-organised and accurately written piece.
2) You’ll need to write in the form of a non-fiction text,
such as a newspaper article.
3) The question will ask you to give your own
perspective on a similar theme to the one covered in the reading section of
the paper.
The question will look like this:
Question 5 is the
This question is only question in The task will
worth 40 marks the writing usually ask
– 25% of the section. you to
Language respond to a
GCSE, so you’ll prompt. It
need to write might be an
quite a lengthy opinion, a
answer – you scenario or a
must plan your statement.
writing to help
you make sure
your answer is
The question
well organised.
will always
give you a
specific 24/40 of the marks
purpose, form are awarded for
and audience –
assessment objective
you need to
show that 5 – so you need to There are marks available for assessment
you’ve adapted make sure your objective 6. Make sure you’ve used
your writing writing is clear, Standard English and your spelling,
style to match imaginative and punctuation and grammar are accurate.
these.
You will need to adapt yourwell structured.
tone, style and register …
Your answer to question 5 needs to be well-suited to the purpose, form and audience
given in the question.
2223
24
25
26
Subject – Science
Exam Combined –1 hr 15 min each for Biology, Chemistry and
Length Physics
Paper 1 – 35 marks Paper 2 – 35 marks per subject
Triple - 1 hr 45 min each for Biology, Chemistry and
Physics
Paper 1 – 50 marks Paper 2 – 50 marks per subject
Topics to Paper 1:
Revise
Taken from Biology- B1-Cell Structure and transport; B12-Cell
Year 9-11 division; B3- Organisation and the digestive system B4-
studies. Organising plants and animals B5—Communicable
diseases, B6-Preventing and treating diseases, B7-Non-
communicable diseases, B8-Photosynthesis, B9-
Respiration
Chemistry-C1-Atomic Structure, C2-The periodic table,
C3- Structure and Bonding, C4-Chemical Calculations,
C5- Chemical Changes,C6-Electrolysis
C7-Energy Changes
Physics- P1-Energy and Energy resources, P2 Energy
transfer by heating,
P3- Energy Resources Wave Properties, P4-Particles at
work, P5-Electricity in the home, P6 Molecules and
matter, P7-Radioactivity
Paper 2:
Biology- B10 Human Nervous System; B11-Hormonal
Coordination; B13- Reproduction B14- Variation and
evolution B15-Adaptation, Interdependence
Competition B16- Ecology B17- Organising and
ecosystem
Chemistry-C8- Rates and equilibrium C9- Crude oil
and fuels, C12-Chemical Analysis C13- The Earth’s
Atmosphere
27Physics- P8-Forces in balance, P9-Motion P12-Wave
Properties
P13-electromagnetic waves P16-Space (triple only)
Useful www.seneca.com (for combined science only)
Websites freegcsescience (both triple and combined)
mygsescience.com (triple science only)
Educake.com (passwords from your teacher)
Revision / Back to basics Chemistry Friday 7:30am – 8:00am
Intervention (Invitation only)
Sessions Physics drop-in Physics Tuesday 7:30am – 8:00am
Biology Mastery Wednesday
Teacher Ms Isaac – Room 2-04
Contact for Mrs Clarke Room 2-34
Support Ms Florence Room 2-33
28Subject MATHS
Topics to Revise Sets 1-4 Set 5-6
Number Number
■ The four operations ■ The four operations
■ Factors and multiples ■ Factors and multiples
■ Cubes, roots and squares ■ Cubes, roots and squares
■ Index laws ■ Index laws
■ Standard form ■ Fractions, decimals and
■ Surds percentages
■ Fractions, decimals and ■ Inverse operations
percentages ■ Accuracy
■ Inverse operations ■ Recurring decimals
■ Accuracy ■ Using percentages
■ Recurring decimals ■ Ratio
■ Using percentages Algebra
■ Ratio ■ Expressions
Algebra ■ Factorising
■ Expressions ■ Formulae
■ Factorising ■ Sequences
■ Formulae ■ Coordinates in 2-D, 3-D
■ Rational expressions ■ Straight line graphs
■ Sequences ■ Real life graphs
■ Coordinates in 2-D, 3-D Geometry and Measures
■ Straight line graphs ■ Angles and triangles
■ Gradients of lines ■ Quadrilaterals
■ Graphs of loci ■ Symmetry
■ Real life graphs ■ Polygons
Geometry and Measures ■ Parts of a circle
■ Angles and triangles ■ Perimeter and area
■ Quadrilaterals ■ 3-D shapes
■ Symmetry ■ Volume
■ Polygons ■ Scales and measures
■ Parts of a circle ■ Compound measures
■ Perimeter and area
■ Circle theorems
■ 3-D shapes
■ Volume
29■ Scales and measures
■ Compound measures
Useful Websites BBC Bitesize, Sam learning, www.mathsrevision.net/gcse/, mathswatch, hegartymaths
Revision / Students should consult with teachers about revision times.
Intervention
Sessions
30Subject HISTORY
Paper 1: Medicine through Time (1 hour 15 minutes)
1.a) Describe two features of… 4
2.a) How useful are sources A and B for an enquiry into… 8
2.b) How could you follow up source A… 4
3. Explain how X is similar/different in… 4
4. Explain why… 12
5/6. How far do you agree with the statement? 16
1 Point, Evidence, Point, Evidence
2A What does the source tell us? What does it not tell us?
Is the provenance useful? Have you used own knowledge?
3 Have you described compared the two periods?
Have you used specific evidence from each period?
Have you explained why that’s different/similar?
4 Have you used three different points?
Have you used specific evidence to support your point?
Have you explained your point and linked back to the question?
5/6 Have you written two paragraphs that agree and one that
Topics to
disagrees?
Have you used specific evidence in each paragraph? Revise
Have you explained your points in relation to the question? Unit 1: What
Have you reached a judgement at the end which is well did people
supported? understand
about what caused disease 1250-today?
Medieval understanding about causes, Renaissance understanding about causes
(Harvey, Vesalius and Sydenham), Understanding about causes 1700-1900, Germ
Theory in the 19th century, DNA and other 20th century causes
Unit 2: How did people treat disease?
Medieval treatments, Renaissance treatments, Pare & surgery, Treatments from
1700-1900, Jenner & Vaccination, Anaesthetics and antiseptics 1700-1900, Hospital
care 1250-2000, 20th century high tech treatments
Unit 3: How did people prevent disease?
Medieval methods of preventing disease, Renaissance methods of preventing disease,
preventing disease 1700-1875 , how rapid was progress after 1875?
Unit 4: Medical moments – case studies in treatment and prevention of disease
Medieval case study – The Black Death, Renaissance case study – The Great Plague,
1700-1900 case study – Jenner & Vaccination, Modern case study – Treating Lung
Cancer
Who was the most significant medical hero, Harvey, Jenner or Fleming, Florey and
Chain? Why was change so slow in the middle ages? Did the speed of change really
get quicker during the Renaissance? How rapid was change after 1700?
Paper 3: Germany in Transition (1 hour 15 minutes)
1. Describe two features of… 4
2. Explain why... 12
3. A) How useful are sources A and B… 8
3. B) State the main difference between interpretation 1 and 2… 4
3. C) Suggest one reason why they have different views… 4
313. D) How far do you agree with interpretation 2? 16
1 -Do Not just write what you see
-Do Not include a quote/words form the source in your point,
use synonyms
2 Have you used three different points?
Have you used specific evidence to support your point?
Have you explained your point and linked back to the question?
3a What does the source tell us? What does it not tell us?
Is the provenance useful? Have you used own knowledge?
3b State the main difference.
Give details from both Interpretations
3c ‘The interpretations are placing more weight on different
sources.
Topics to
For example, interpretation 1 is using source A…’
Revise
3d Explain how far you agree with Interpretation 1
Unit 1: The
Compare Interpretation 1 and 2
Conclusion with your final judgment Weimar
Republic 1918-
1929
The origins of the Republic after WW1, the strengths and weaknesses of Weimar,
challenges to the Republic (Kapp and Spartacist uprisings), hyperinflation and the
Ruhr, recovery under Streseman, living standards in the Republic.
Unit 2: Hitler’s rise to power 1919-1933
Hitler’s early career, the Munich Putsch, Mein Kampf, the reorganisation of the Nazi
Party, the Great Depression and unemployment, the appeal of the SA, how Hitler
became Chancellor.
Unit 3: Nazi control and dictatorship (1933-1939)
The creation of a dictatorship, Night of the Long Knives, Reichstag Fire, Enabling
Act, the police state, opposition from churches and the young.
Unit 4: Life in Nazi Germany (1933-1939)
Nazi policies towards women, the young and minorities, living standards in Nazi
Germany.
Useful Websites:
http://www.bbc.co.uk/schools/gcsebitesize/history/
http://www.johndclare.net/
http://www.schoolhistory.co.uk/revision/
http://www.youtube.com/ArkVega
3233
Subject BUSINESS
1. Business in the real world
1.1 The purpose and nature of businesses 1.5 Business location
Purpose of business Factors influencing the location decision of a
Reasons for starting a business business
Basic functions and types of business
Business enterprise and entrepreneurship
Dynamic nature of business
1.2 Business ownership 1.6 Business planning
Sole traders The purpose of business planning
Partnerships The main sections within a business plan
Private limited companies (ltd) Basic financial terms
Public limited companies (plc) Basic financial calculations
Not-for-profit organisations
1.3 Setting business aims and objectives 1.7 Expanding a business
What are business aims and objectives Methods of expansion
Purpose of setting objectives Benefits and drawbacks of expansion
Role of objectives in running a business Economies of scale
Changing objectives Diseconomies of scale
Use of objectives in judging success
1.4 Stakeholders
Main stakeholders of businesses
Objectives of stakeholders
Impact of business activity on stakeholders
Impact and influence stakeholders have on
businesses
2 Influences on business
2.1 Technology 2.4 Globalisation
E-commerce How UK businesses compete internationally,
Digital communication offering:
better designs
Higher quality products at lower prices.
Exchange rates
2.2 Ethical and environmental considerations 2.5 Legislation
Ethical considerations Employment law
Environmental considerations: Health and Safety law
impact on traffic congestion Consumer law
recycling
disposing of waste
Noise and air pollution.
2.3 The economic climate on businesses 2.6 Competitive environment
Interest rates: Impact on businesses of operating in
how fluctuating interest rates can affect competitive markets
businesses that rely on overdrafts and loans for Uncertainty and risks businesses face
finance
how fluctuating interest rates can affect
consumer and business spending.
Level of employment
Consumer spending
343 Business operations
3.1 Production processes 3.2 The role of procurement
Methods of production: Managing stock:
job Just in time (JIT)
flow. Just in case (JIC).
Efficiency in production: Factors affecting choice of suppliers
lean production including:
just in time (JIT). price
quality
reliability.
The effects of procurement and logistics
on a business, including:
efficiency
lower unit costs.
The value of effective supply chain management,
including:
working with suppliers to ensure that key
processes are running efficiently and cost
effectively
getting goods and services for the best price
and value
cutting any waste and unnecessary costs to
create a streamlined process and fast
production times.
4 Human resources
4.1 Organisational structures 4.3 Motivating employees
Organisational structures Importance of motivation in the workforce
Appropriateness of organisational structures Methods to motivate staff
Centralisation and decentralisation
4.2 Recruitment and selection of employees 4.4 Training
The need for recruitment Importance of training the workforce
Methods of recruitment and selection of Types of training undertaken by businesses
Employees
Contracts of employment
35Subject Media Studies
Paper 1 Section A: Television – Cuffs and the Avengers
Paper 1 Section B: Promoting Media – Lego Movie
Paper 2 Section A: Music
Paper 2 Section B: News
Useful websites:
BBC Bitesize
BBC School News Report (excellent video and activity resources)
http://www.mediaknowall.com/
http://www.englishbiz.co.uk/ - non-fiction and media
https://englishguru.wikispaces.com/GCSE+Non-Fiction+and+Media+Texts
www.newscript.com
Theories:
Knowledge and application of Uses and Gratification Theory
Knowledge and application of the Reception Theory
A representation theory for:
Gender
Age
Disability
Sexuality
Social Class
Ethnicity
Newspapers:
(You need to have detailed knowledge and understanding of each aspect.
confidently and precisely recall, select and communicate ideas and concepts.)
Conventions of Newspapers – how the news is written, layout etc. – why is
this important? How could it reflect the story being presented?
Targeted audience and use of newspapers.
The news values and how this affects the news – coverage of stories
How can political viewpoints influence information presented by a newspaper.
The way individuals, groups or ideas are portrayed – the view of the journalist.
How organisations such as news agencies influence what appears in
newspapers.
Radio News
(You need to have detailed knowledge and understanding of each aspect.
confidently and precisely recall, select and communicate ideas and concepts.)
The events and ideas reported in radio and television news that will be
affected by the sources that provide the information on which the news
reports are based.
Conventions of radio news – timings, scripting etc – Why are these important
– what could go wrong if these are not considered.
36 Format of a Radio broadcast (script, timings, station etc.) – how these might
differ from station to station (think national, international and local)
Independent radio stations – what is the difference from commercial?
Audiences and radio stations – knowing who is listening and what content is
provided, essential information provided to programme controllers.
The events and ideas reported in radio and television news that will be
affected by the sources that provide the information on which the news
reports are based.
Practice questions
Explain how and why producers of radio programmes target different
audiences. Refer to the Radio 1 Live Lounge to support your answer.
10 marks
Explain one way in which music videos use media language to differ
from each other. Refer to one example of contrasting media language
in two music videos you have studied to support your answer. 4
marks
37Subject Art and Design
PORTFOLIO OF WORK (SEPTEMBER-JANUARY)
ALL ME, ME, ME
In this unit of work students will study a range of ideas through identity
and self-expression in Art. They begin the unit through drawing hands,
objects of desire, food and personal objects (i.e., computer, phone, game
console, shoes, makeup, etc).
Contextual Artist Research:
Students are given a range of artists to explore and they can also explore
artists of their choice; Chaim Soutine, Modigliani, Frida Kahlo,
Alexander Calder, Egon Schiele, Ellen Gallagher, and Alberto
Giacometti.
Skills:
Students must develop experimentations in their journal. We will look at
this through colour studies, impasto technique, line-continuous, and
superimpose, tone and chiaroscuro, as well as collage.
Explore:
Students will also explore the German expressionist. This was an art
movement which took place in Germany around 1930. When Hitler came
to rise in Germany he detested these artists. He referred to their work
has degenerate art. This is due to their expression, exaggerated features,
jarring style, distortion and vivid expression of colour.
Students may want to investigate: Emile Nolde, Max Beckman, Ludwig
Kirchner, Alxei Von Jawiensky, George Grosz and Otto Dix.
Websites:
BBC Bitesize
Pinterest
www.tate.org.uk
www,guggenheim.org
www.royalacademy.org.uk
www.moma.org
Year11 Art Mock Examination
38In December the year 11 students will sit their Art mock exam.
This will be based on the unit Organic and Geometry which they
concluded in year 10. They will need to prepare a Final Idea (A04) from
their Art Assessment.
Recap:
Organic and Geometry definitions
Regular and Irregular forms
Colour
Pattern and Texture
Artists:
Stephen Sprouse, Peter Randall, Picasso’s the Dancer, Alexander Calder,
Sonia Delaunay, Wassilly Kandinsky, Yayoi Kusama, Henry Moore and
Barbra Hepworth.
Students must make sure their year 10 journals are up to date by
January. They will also be doing a 10 hour examination under strict
examination conditions.
Assessment:
Develop
Record
Experiment
Present
Please see Mr. Gayle or Miss Nevitt
39Subject Design and Technology
Y11 AQA GCSE Design and Technology: Woods, metals and polymers
Exam Length 1 hour
Topics to revise Metals
Woods
Material specialisms
Polymers
Products in society and analysis
Work of Designers
Understanding User Needs
Ergonomic/anthropometrics
Useful websites www.technologystudent.com
BBC Bitesize
AQA website
Useful revision tools Revision booklets will be given to you on
materials and work of designers
Use class books to help with revision
Practice questions booklet will be given to
you
Revision Thursdays afterschool 0.62 (TBC)
Teacher to contact Ms Pattinson
Grade Criteria Marks out of 100
9=100
8=95+
7=85+
6=75+
5=60+
4=40+
3=25+
2=10+
1=0+
40Subject Photography
Mastery sessions – Mondays 3:20-400pm, Wednesdays 3:20 – 5:00pm
Topic: Time and Place
Exam: You have 10 hours to produce a Final Outcome for the Time and
place project, this could take the form of:
A series of edited photographs
Images transferred onto material
Collaged images [must be your own]
Images printed onto different materials/ objects
41As with your real exam, your sketchbook must show evidence of a01/2 and 3 in a
clear progression building up to the final idea
Link with artists
Link with own ideas
Development/ experimentation/ annotation
Prior to exam you must have a plan step by step/ hour by hour– you can have your
images printed and ready if you will spend the 10 hours manipulating them/ making
them 3d/ transferring etc.
You must write an evaluation
When planning consider:
What am I making and why?
What has led me to this point?
How will I conduct my photoshoot in preparation?
What do I need for the exam? [Images, object, transfer etc.]
How will I make my final idea?
How long will each step take?
42Subject Physical Education
Yr 11 OCR PE GCSE— Paper 1- Applied anatomy and physiology
Physical training
Exam Length 60 minutes—exam
Format: Multiple choice, short and long answers
Topics to 1.1.a. The structure and function of the
skeletal system
Revise
Location of major bones
Functions of the skeleton
Types of synovial joint
Types of movement at hinge joints and ball and
socket joints
Other components of joints
Location of major muscle groups
The roles of muscle in movement
Lever systems
Planes of movement and axes of rotation
Structure and function of the cardiovascular
system
Structure and function of the respiratory system
Aerobic and anaerobic exercise
Short-term effects of exercise
Long-term (training) effects of exercise
1.2.a. Components of fitness
Components of fitness cont.
Principles of training
Optimising training
Prevention of injury
43Useful https://www.bbc.com/bitesize/topics
Websites
Revision / After school on Wednesdays with Mr Hall
Intervention
Sessions
Teacher Miss Angileh (PE teacher)
Contact for Mr Wingate (Head of Department)
Support
44Subject Physical Education
Yr 11 OCR PE GCSE—Paper 2 Socio-cultural
influences Sports psychology
Exam Length 60 minutes—exam
Format: Multiple choice, short and long
answers
Topics to 2.2.a. Engagement patterns of different
social groups in physical activities and
Revise
sports
Physical activity and sport in the UK
Participation in physical activity and sport
Commercialisation of sport
Ethics in sport
Drugs in sport
Violence in sport
2.2 Sports psychology
Characteristics of skilful movement
Classification of skills
Goal setting
Mental preparation
Types of guidance
Types of feedback
2.3 Health, fitness and well-being
Health, fitness and well-being
Health, fitness and well-being cont.
Diet and nutrition
Useful Websites https://www.bbc.com/bitesize/topics
45Revision / After school on Wednesdays with Mr Hall
Intervention
Sessions
Teacher Contact Miss Angileh (PE teacher)
for Support
Mr Wingate (Head of Department)
46Subject –Geography
Exam Full Paper 1 (35%)
Length Paper 2-Economic world and Urbanisation plus
paper 3 Sec B (25% + 15%) Paper 3 Sec B (40%)
Topics to Paper 1:
Revise
Section A: Natural hazards- 3.1.1
Natural hazards
Tectonic Hazards
Weather hazards
Climate change
The living world 3.1.2
Ecosystems
Tropical rainforests
Hot Deserts
3.1.3 Physical landscapes in the UK
Coasts
Rivers
Paper 2:
3.2.1 Urban issues and challenges
Urbanisation
London
Mumbai
3.2.2 The changing economic world
Development
TNCs
India
3.3.2 Fieldwork
King’s cross (Human)
Thames river (Physical)
47Useful https://www.bbc.com/bitesize/guides/z2vjxsg/revision/1
Websites
https://www.bbc.com/bitesize/guides/zp46sg8/revision/1
https://www.bbc.com/bitesize/guides/z8p9j6f/revision/1
Revision / In class and any time after school.
Intervention
Sessions Wednesday after school with Mr Hadden
Teacher Mr Hadden
Contact for Mr Ashraf
Support
Sections to answer on each paper and Question structures
Paper 1
Section A – hazards
Section B – the living world – case study option the desert (The Sahara for
desertification and the for opportunities and challenges)
Section C – Question 3 - coasts and Question 4 – rivers
Paper 2
Section A – Urban issues and challenges
Section B – Economic world
Section C- Field work
Question structures
4 mark questions can take two structures depending on the question
If a 4 mark question does not specify how many points to make your
structure is:
Two points that are developed e.g.
Explain the likely economic effects of river flooding on an area [4]
One economic impact of flooding on an area is roads and transport links getting
closed because if roads are closed people will lose money as they cannot get to work
and there is the cost of rebuilding roads.
A second economic impact of flooding is damage to property as it may be costly to
repair and there is the added cost of rehoming people.
If a 4 mark question asks for one reason your structure changes to:
Point + 3 times development e.g.
Outline one strategy which aims to reduce the rate of climate change (mitigation). [4]
One way we can reduce the rate of climate change is through the use of renewable
energies, this can include sources such as wind, solar and hydro-electricity. As the
population is growing so is our demand for energy and this can reduce the volume of
greenhouse gases entering our atmosphere. In 2013 15% of the UK’s energy came
from solar panels.
48Subject –Geography
6 mark question structure
2 X PEE paragraphs e.g.
To what extent do urban areas in lower income countries (LICs) or newly emerging
economies (NEEs) provide social and economic opportunities for people. [6]
The NEE I have studied is India. One economic opportunity for people in India is
working in Mumbai. 11 out of the world’s 12 diamond mines are created there, the
quality of diamonds there is high therefore many buyers trust them which means the
reputation makes Mumbai a lot of money.
9 mark question structure
Introduction – introduce the case study and your opinion
Two PEEL paragraphs on your overall opinion whether it is agreeing or
disagreeing with the statement
One more PEEL paragraphs on a contrasting opinion
Conclusion stating your overall opinion again
Ensure that evaluative language is used in your link back to the question
To what extent has urban change created opportunities in a UK city you have
studied? [9] [3]
The UK city I have studied is London. One area that has undergone change to create
opportunities is the London Docklands.
After the London docklands went through regeneration Canary Wharf provided jobs
for over 100,000 people, this was because Canary Wharf established itself as one of
the leading financial centres in the world which would encourage foreign investment
into the area and more job opportunities. This proves that the change to the
Dockland area was vital for providing economic opportunity.
However the change to the London docklands was also a failure as only many locals
were left unemployed. In 1988 only 13% of the locals were employed, this was
because many of the new jobs created in the area did not match the skill set of the
locals. It is for this reasons that I think that the change to the London docklands may
not have been as effective in providing opportunity to the people.
49Subject –Geography
Command words and question structure
Complete:
A fill in the blanks exercise or complete a graph exercise worth 1-2 marks. Make sure if
completing a graph you follow the key!
Identify
Name the feature or characteristic worth one mark, can be a one word answer
E.g. Identify the coastal feature at grid reference 69, 58 [1]
Give
Write down an answer from memory recall, usually one mark
E.g. give one condition that is needed for a tropical storm to form [1]
State
Express in clear terms, can be a one word answer, worth one mark
E.g. State one characteristic of the course of the River Ouse in grid square 5754 [1]
Compare
Identify similarities and differences, used when comparing data sets, can be maps, graphs or
numerical data, Compare questions are worth 2 marks and need to use connectives like
“whereas” and “however”
E.g. Using Figure 4, compare HDI values in Africa and South America [2]
Outline
Point and develop it. Can be a two mark answer or a four mark question, if it is a four mark
develop two points
E.g. outline one way that Fairtrade helps to deal with the problems of unequal development
[2]
50Subject –Geography
Suggest
Give a possible outcome, or present a possible case. Usually four mark question. Structure is
point and develop that point three times or develop two separate points
E.g. Suggest how the sea defences shown in Figure 11 help to protect the coastline. [4]
Discuss
Present key points about different ideas or strengths and weaknesses of an idea. Usually a 6
mark question and structure is PEE
E.g. discuss the effects of urban sprawl on people and the environment. Use Figure 3 and a
case study of a major city in the UK. [6]
Describe
Say what you can see in the figure. Use the TEA method to describe what you can see. Can
be worth two or four marks.
E.g. Using Figure 9, describe the distribution of areas with existing licenses for fracking in
the UK [2]
Explain
Give reasons for how or why something is the way it is. Can be a four or a six mark
question. PEE structure
E.g. Using Figure 12 and your own knowledge, explain how different landforms may be
created by the transport and deposition of sediment along the coast. [6]
Use evidence to support this statement
To select and present information to prove or disprove something. Worth six marks.
Structure is PEE.
E.g. 'Weather in the UK is becoming more extreme.' Use evidence to support this statement.
[6]
To what extent
Judge how important or successful a strategy was. 9 mark question and structure is PEEL,
evaluative language needs to be used and need to make sure that you look at both sides of the
argument.
E.g. To what extent urban areas in lower income countries (LICs) do or newly emerging
economies (NEEs) provide social and economic opportunities for people? [9]
Justify
Support an example with evidence. 9 mark question and structure is PEEL. Answer only
needs to be about the side of the argument you agree on.
E.g. 'Transnational corporations (TNCs) only bring advantages to the host country.' Do you
agree with this statement? Justify your decision. [9]
Evaluate
Look at the pros and cons of a strategy. 9 mark question and structure is PEEL, evaluative
language needs to be used and need to make sure that you look at both sides of the argument.
E.g. evaluate the effectiveness of an urban transport scheme(s) you have studied. [9]
51Subject Music
Exam Length 1 hour 30 minutes
Final paper to be completed in June 2019
Mock paper to be completed in November 2018
Topics to Revise Listening and Appraising topics for mock paper
Set works
Defying Gravity—Wicked
Rebel Blockade Runner—Star Wars
Killer Queen—Queen
You will need to revise all elements in your revision
packs for these three set works.
Revision tips:
1. Listen to the set work whilst you are revising it.
2. Create spider diagrams for the set work using the
below musical elements as your headings.
3. Annotate scores to accompany your spider diagrams
4. Write and answer your own practice questions
relating to the different sections of the set work.
Elements of music for each set work:
Structure
Pitch and Melody
Harmony and Tonality
Texture
Tempo, Metre and Duration
Dynamics, Instrumentation and Sonority
52Context
53Subject Btec Music
Exam Length 1 hour
Final papers to be completed in January and June 2019
Mock paper to be completed in November 2018
Topics to Unit 1—The Music Industry
Revise Topics to revise
Job roles
Service companies
Unions
Venues
Copyright
Production and Promotion
Marketing and distribution
How to get paid
How different areas of the industry work together
Revision tips:
1. Create spider diagrams for each job role with their role
in the industry, who they would work with, their
importance in the music industry and how they would
get paid.
2. Create flash cards to test yourself on key words
3. Use the revision packs and answer all the questions in
detail.
4. Write your own exam style questions and answers. Try
writing your own scenario and extended writing
question.
54Subject Drama
Length of 1 hour
examination
Topics to 1) The plot of ‘Blood Brothers’ by Willy Russell
revise 2) Stage shapes.
3) What the characters of Mrs J, Mrs L, Edward, Mickey and the
Narrator should be like on stage.
4) The importance of stage directions in Blood Brothers
(memorise 2)
5) The role of the director in Blood Brothers
6) The role of the designer (set, lighting, costume, sound) in Blood
Brothers
7) Social / Historical / Cultural context in Blood Brothers
Website Look at https://www.bbc.com/bitesize/guides/zwt4frd/revision/1 for
links help with understanding Blood Brothers plot.
Look at https://www.bbc.com/bitesize/guides/z26bjxs/revision/1 for
more information about the different stage shapes (proscenium arch,
in the round etc)
Look at https://www.bbc.com/bitesize/guides/z94vcwx/revision/2
for a breakdown of advice to actors playing the main characters in
Blood Brothers.
This website is great for continuing your learning on the role of the
theatre director https://www.stagemilk.com/what-does-a-theatre-
director-do/
And here’s one for the theatre designer role:
https://www.bbc.com/bitesize/guides/z39x34j/revision/1
Please make sure that you have a look at this excellent presentation on
social and historical contexts in the play:
https://prezi.com/z9y5acbfbjt-/social-cultural-and-political-context-
of-blood-brothers/
Finally, to look at how others have created Blood Brothers for the
stage – search Blood Brothers Theatre Ink on YouTube.
Practice 1) Look at the line as written below. Explain how it has an impact
Questions on the character of Edward in Blood Brothers
‘Mickey: ‘Ey, we were born on the same day… that means we can be
blood brothers. Do you wanna be my blood brother Eddie?’ (4)
2) Explain, using examples from the performance text you have
studied, how stage directions can be used to support the actors
55in communicating their role to the audience. (6)
3) Compare the advantages and disadvantages for an actor when
presenting the performance text you have studies ‘in the round’
(6)
4) Discuss how a director could stage the opening of the
performance text you have studied to engage the audience from
the start. You may refer to the direction of the performers
and/or design of the scene in your answer. (8)
5) Describe one suitable costume for a character from the
performance text you have studied. Justify why your choices
are appropriate. In your answer, name the character from the
performance text you have studied. You may include a sketch of
your design with annotations in your answer. (8)
6) Explain, using two examples, how the social and/or historical
context can be seen in the performance text you have studied.
(8)
Grade This is too lengthy to be contained within this document. However, we
criteria will be doing work on this in class. In the meantime please feel free to
have a look at the OCR documentation which contains a detailed
breakdown of how the examination is marked:
https://www.ocr.org.uk/qualifications/gcse/drama-j316-from-2016/
Reading It is recommended that you re-read Blood Brothers twice in
Material preparation for this exam. If you lose or mislay your copy in the build
up to the assessment please see Mr Kemp.
Support We will be doing a lot of preparation for this assessment in class and
there may be related mastery sessions depending on need.
As always, please drop by to the Drama Studio any time (as long as I’m
not teaching, and you’re not meant to be in another lesson) and I will
be happy to spend some time supporting you.
Alternatively please feel free to email me on
daniel.kemp@evelyngraceacademy.org
56Subject Spanish
Exam Reading: 50 minutes Listening: 50 minutes
Length Controlled Assessment Writing: 90 minutes
Topics to Themes 1, 2, 3 (Identity and culture, school,
Revise holidays travel and tourism)
Go through the all the areas of this topic studied
since September.
Useful SAM learning
Websites BBC bitesize (select F or H Tier)
http://www.ashcombe.surrey.sch.uk/Curriculum/modla
ng/
www.asisehace.net
www.español-extra.co.uk
www.languagesonline.org.uk
www.mflgames.co.uk
www.bbc.co.uk/languages/spanish
Revision / After school on Wednesday.
Interventio
n Sessions
Teacher Class teacher or Miss Perez.
Contact for
Support
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