Yr 11 Revision Guide 2013

Matravers School
GCSE EXAMS 2013

The Final Phase
March 2013
Dear Student
This booklet has been designed to help you to plan and manage your work so that
you will be able to do your very best in your final GCSE exams.
It contains essential information about the exams themselves and a diary section for you to use
in planning your revision, as well as a guide to revision techniques.
It is important that you revise efficiently and effectively to give yourself the best possible
chances of success, and you will need to take a planned and serious approach to organising
your own time. In school we will be running a full timetable of revision lessons from now on and
all the way through the exam period. These will include special pre-exams top up lessons, and
a final timetable of subject after school sessions.
We will also provide you with general support and guidance and, if you need any extra help,
please do ask us. We will be only too happy to provide it.
Good Luck! We wish you every success.
Yours sincerely
G Tester
Head of Year`
REVISION
This part of the booklet is designed to help you revise effectively.
REMEMBER - REVISION MUST BE ACTIVE. The more you use and think about the material,
the easier it will be to recall.
PLANNING YOUR REVISION TIME THE EASTER HOLIDAYS, WEEKENDS

AND EVENINGS
Use the revision timetable
Think carefully about your time. Try to start your revision as early as possible and draw up a
timetable for your time. By planning your revision you will still have time to relax and have a
social life.
Make sure you split your revision time up into manageable chunks and take regular breaks.
Each revision session should last about 40 minutes with 10 minute breaks between each
session.
Try not to revise more than two subjects a day and dont attempt to do all of the subjects in
one go.
Decide what time of day you work most effectively: mornings, afternoons or evenings and
keep this in mind when planning your timetable.
Make sure you have time to relax before going to bed and try to get plenty of sleep.
WAYS TO REVISE
Some Memory Techniques
To remember anything we use our IMAGINATION to make it OUTSTANDING, we ASSOCIATE
it to something we already know and then CONDITION ITS RECALL until we cant get it wrong.
Image Chains
Mnemonics (First Letter Triggers)

A mnemonic is a way of helping you remember information using abbreviations, words or
phrases. The funnier these are the better.
Take the first letter of each word you need to remember and use them to make an imaginative
sentence. The first letter then triggers the original word when you need to remember it.
Try your own.
My
Very
Elderly
Mother
Just
Speaks
Utter
Nonsense
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Check the VLE regularly for revision notes and updates:

www.matravers.wilts.sch.uk
SOME SHORT SHARP WINS

Guess What I Am
Ask another student to write a keyword on a post it note and stick it on your head (or a card
turned over on the desk). The others in your group have to describe what the keyword is and
you have to try and guess it.
Keyword Pairs
Write keywords on lots of different pieces of card and definitions on other pieces of card. Use
different colour card for keywords and definitions. Then turn all the cards face downwards and
play pairs. Turn over a keyword and then a definition and see if it matches. If not then turn it
back over again.
Jeopardy
Write keywords or facts on pieces of card and then other students need to come up with several
questions that could be answered by the fact/keyword you wrote down. The more difficult the
question the more points they get.
Jigsaw
Copy out a section of a subject revision guide and make it into a jigsaw for someone else to do.
Crosswords and Wordsearches
Make a crossword or wordsearch. Write questions and your partner has to find the answers in
the wordsearch.
Can You Remember?
You need two or more teams. One person holds up a page of a revision guide and one member
from each team comes up to look at the book. The students looking at the book have to
remember as much as they can and go back to their team and remember what they saw. The
next team member goes up and does the same. You continue until one team completes the
page.
Community Revision Cards
In groups make one revision card for each member of a team on a topic and write some
questions to check understanding. Then teach each other what you have learnt using the
revision card. After you have all had a go then complete questions that you have written for
each other.
Have fun!
WAYS TO REVISE
Revision Wheel
The idea of this revision wheel is to provide you with a system for generating your own revision
notes. The process of creating your own notes is more important than trying to memorise facts.

reakdown your topic into eight headings which best summarise the topic. Write these
B
headings in the outer boxes of the wheel.
Take a look at one of the headings. Now try to summarise the most important points
relevant to that heading. Put your ideas onto a piece of scrap paper and review them
before you write them in the main segment of the wheel.
You can write lists, notes, equations; draw diagrams, mind maps, spider diagrams or
graphs. Just choose what suits you.
For each heading repeat the above process of summarising the most important points.
REVISION WHEEL TEMPLATE
HOW TO REVISE MIND MAPS

Mind maps are easy to make and are fantastic at putting all those key deas into a simple, easy
to remember format.
How to Make a Mind Map

First take a blank piece of A4 paper. Use the paper in landscape. Start in the centre by making
an image or use a word which describes the topic you wish to revise.
The main themes whch come off your central image can be thought of as chapters.
From these add smaller themes linked to the larger one it s coming off.
Repeat this until you have covered the whole topic.
ou should now have a complete mind map for your chosen topic n a simple summarised
Y
diagram. The example below s on the kidney.
Selective
reabsorption
Excretion
Urea
Ultrafiltration
Excess water
Kidney
Concentrated
urine
More water
reabsorbed
Excess
ions
Products
removed
More
ADH
Blood water
level
Too low
Pituitary
gland
Sodium,
Potassium etc
Too
high
Pituitary
gland
Less
ADH
Less water
reabsorbed
Dilute
urine
REVISION VISION
YOUR REVISION SONG
COMBINING FACTORS
Pick a song you know really

well the more words in it,
the better.
Link your revised facts

together under headings
push/pull factors?
change/continuity?
Rewrite the lyrics using key

facts you need to revise.
Learn the alternative lyrics.
Colour code these using

highlighters or write them on
different coloured post-its.
WORD CLOUD
KEY RING
Paste your typed notes into

Wordle and create a word
cloud of them. Print out and
stick somewhere you can
see it all the time.
Write facts on slips of paper.

Punch a hole in the corner and
place on a key ring.
As you learn the facts, tear
them off. Aim for an empty key
ring by the day of the exam.
HOW TO REVISE
Why not create a loop card game on a topic you find difficult?
A loop game is a set of cards that are split in two, as in the diagram below.
Answer
Question
The first step is to find a topic that you find difficult, within the module on which you are to be
tested, and devise a set of questions (usually between 10 and 20 is good). Create a good variety
of questions that are both simple and taxing on the brain.
On the left side you place the answer to one of the questions and on the right side you place a
different question.
Remember the answer and question must not be on the same card!
The more you shuffle up the cards and play the game, the easier the difficult questions become
and you will quickly become an expert on the topic!
Here are five cards for you to try and loop together. The topic is hormones, see how you get on.
Auxin
What is
secreted after
a meal?
What do
Muscles and males release
liver cells
more of than
women?
Testosterone
What plant
hormone
controls
growth?
Insulin
Where are
hormones
released?
Glands
What are the

target organs
of insulin?
You should notice that if you change the start question the game still works and the first answer
should always match the last question.
After you become the expert on this topic why not share it with someone in your group and help
them with their revision, theyll love you for it!
DOMINOES
The idea here is to produce a summary for a topic and make links between ideas to help you understand the bigger picture. It is helpful to start
with making a list of the main topic areas and some key points for each topic. There are many ways to use Revision Dominoes:
Put keywords on one set and the definitions on another then try and match them up.
Put one half of a sentence in one box and the other half in another box work with a friend and test each other with your Domino Cards can
they match up your sentences?
START
MORE ON MNEMONICS
Mnemonics are devices which help us to remember things.
The word comes from the Greek mnemoniks, which refers to
the mind.
There are many forms of mnemonic. The most common ones are:
1. Rhymes
Placing the facts to be learned into a rhyme or poem.
Eg About blood vessels and the heart:
Artery begins with A, sends the blood Away
Vein ends in in, brings the blood back in
About Water ond Osmosis:
To help us remember that water molecules move from a dilute solution (lots of water) to a more
concentrated solution (less water) through a semi-permeable membrane:
Water is horrid, water is puke,
When there's lots of it we say its dilute.
Water is yuck when we use it to wash,
Water is lovely when we drink it in squash,
But if there's not much when it is tasted,
Then we say it is concentrated.
Water likes to be evenly spread,
So molecules move from here to there,
Through semi-permeable membranes they move,
From where there are lots to where there are few.
2. Acronyms
Can be used to either:
a. Remember how to spell a word
Eg PERMEABLE Pies Enter Richards Mouth Easily And Becka Likes Everyone
IF you find it harder to memorise the sentence than the spelling of the word then the mnemonic is
no good!!
Usually though sentences are easier to learn, especially for words with tricky spellings.
b. Remember the order of words or a list of items
By using the first letter of each word to spell out a simple word:
Eg Oxidation Is Loss Reduction Is Gain - OILRIG
By using the first letter of each word to spell out a simple phrase:
Eg My Very Easy Method: Just Set Up Nine Planets.
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.
WAYS TO REVISE
Pass the Buck
A brilliant activity for a group of three to four.
Get four similar yet different exam questions and write them onto the top of a sheet of paper.
Give each member of the group a question.
Agree a time to answer each question (eg one minute).
The first person writes their answer in Answer Box 1.
When the time is up fold over the answer and pass the sheet to the person on the right.
Now write the answer to the question at the top of the sheet in Answer Box 2.
Repeat until all questions have been answered by everyone.
Now unfold the answers and highlight parts that are most relevant to constructing the perfect
answer.
Question:
Answer Box 4
Answer Box 3
Answer Box 2
Answer Box 1
HISTORY:
ANSWERING AN EXPLAIN QUESTION
DEPPA
Detailed knowledge
Explain answer
PEE
PEE
ANSWER the Q!
These are the keys to success. Make sure

you include detail from your own knowledge
(dont be vague!) and explain the answer.
These are the building blocks of your
answer. Write two or three Point, Example,
Explain paragraphs. Make sure you:
Explain why the Mormons went West to

settle at the Great Salt Lake.
My point is...
My example is...
My link back to the queson is...
The Mormons moved West

to escape persecuon.
In Nauvoo they were aacked in the street and tarred

and feathered because of their beliefs. Their leader,
Joseph Smith, was aacked and killed in prison.
Therefore they had to move West

for their safety.

to pracse polygamy.
Polygamy was illegal in the United States but the Great

Salt Lake was owned by Mexico back then.
Therefore the Mormons were able

to follow their religious beliefs.

because Brigham Young led
them there.
Brigham Young was a strong leader and the Mormons

trusted him to lead them to a beer life.
Therefore Youngs leadership was a

key reason why the Mormons
moved West.
Paragraph plan:
The most important reasons why the
Mormons went West was...
Another reason the Mormons went West
was...
Finally, the Mormons went West
because.
ke
a
M
:
t
a
re
g
it
her
t
e
tog
s
r
ost
o
t
m
c
a
h is
kf
c
n
i
i
L
wh
n
i
l
t
Exp rtan
o
imp
REVISING BY STORIES
A lot of individuals fnd it easier to remember stories rather than
remembering lengthy concepts. This is how you do it!
Say you had to remember the digestive system
You have to remember:
Which enzyme breaks down what?
Where each enzyme is found?
What each organ does?
How it all fits together
So your story could go like this.....
Amy amylase was hanging about in the cave waiting for someone to be nice to suddenly a
lump of carbohydrate full pasta rushed in which sweet Amy whispered sweet nothings into its
pasta shell ear to make it feel very sweet and sugary. The pasta skipped off, went down a slide
(oesophagus) and ended up in a swimming pool of acid. AHHH, screamed the pasta as it began
to melt! Suddenly Pat Butcher Protease dived in to save it (she was covered in acid proof latex).
She pulled at the pasta and a small, no a mini (amino acid), bit of pasta shell fell off!!! AHHH
screamed the pasta and got sucked out of the bottom of the pool into a leafy lane (pancreas
looks like a leaf!). Bob Bile from the land of Gall was there to comfort the pasta and gave it a
drop of alkaline tea to neutralise all the nasty acid. It was then that Bob turned nasty and started
attacking the pasta with an axe until the pasta was no more than a pile of fat globules. Bobs
friend Lucy lipase, who was partial to fat, ate the fat globules turning them into fatty acids and
glycerol which drifted off into the nearby river of blood that had formed due to Bobs axe attack.
Suddenly Amy and Pat (without latex gear) appeared from the trees (pancreas looks like a leaf!)
and jumped on the mashed remains of the pasta. Pat continued to make it into mini bits whilst Amy
tried again to make the carbohydrate feel better about itself she was so sweet! Pat, Amy and
Lucy continued the pasta fest as they walked down intestine road where eventually they chucked
anything they didnt want down the loo!
It does sound very bizarre but if you know what youre talking about it will all make sense.
Why not make up a story and turn it into a cartoon strip?
UNDERSTANDING EXAM QUESTIONS

It is really important that you know and understand what the exam question is asking you
to do. Go through a past paper with a friend and fill out some grids like the one below to
help you understand the exam questions.
What are the key terms in the

question? What do they mean?
What do
you need
to revise/
revisit to
answer
this
question?
Topic area
What
command
words are
used?
What
do they
mean?
What are the key things you need

to know to answer the question?
Re-writing the exams question can really help you get to grips with what the examiner is
asking for.
Using a past paper (you can get these from your teacher or from the exam website eg Google
AQA and follow the links to past papers) re-write the question in a way that explains to you
how you are going to answer it.
For example if the question was:
Why does an increase in temperature increase the rate of reaction? (3 marks)
You might re-write it as:
Explain why if you increase the temperature the rate of a reaction goes up. use keywords
particles, collide, energy. Must use BECAUSE as its an explanation question. Must put in 3
main points as its a 3 mark question.
This method might seem really long-winded but it will really help you to understand the
questions and to see where you are losing marks.
EASTER HOLIDAY SUPPORT TIMETABLE

Subject
Monday 25 March
ICT
Dance
GCSE Music
Venue
Teacher
Time
Students Targeted
Room 14/15
Dance Studio
Music Rooms
Mr Kilby/Mr Turnball
Mr Clark
Mrs Andrews
9am-2pm
10am-3pm
9.30am-3.30pm
Art
English
Room 26
Room 1 & 8
Mrs Leach
English Dept
9am-3pm
9.30am-2.30pm
All ICT students welcome

All dance students welcome
All GCSE Music Students
welcome
All Art students welcome
Students that have received
letters from English staff only
Tuesday 26 March
Spanish
Room 7
Mrs Alyston
English
Room 1 & 8
English Dept
9.30am-2.30pm
Wednesday 27 March
English
Room 1 & 8
English Dept
9.30am-2.30pm

Mrs Thorne and Mr

Tester
Mr Simms and Mr
Taylor
Ms Denham
10am-2.30pm
All History students welcome
9am-12pm
9:30am 3:30pm
Students that have been invited

by Geography teachers only.
All students welcome
10.30am-2.30pm
Foundation students only
10am-4pm
All Drama students welcome

All Miss Lloyd Photography
students welcome
All BTEC Music students
welcome
Tuesday 2 April
History
Room M08
Geography
Rooms 9 & 10
Science
S30-S34
Wednesday 3 April
Maths
Room 38

letters Mrs Alyston only
Drama
Science
Drama
Mrs Hodges & Mr

Tadman
Miss Mowat
Photography
Room 15
Miss Lloyd
10am-2.30pm
BTEC Music
Music Rooms
Mr Badley
10am-2pm
Thursday 4 April
Maths
Room 38
10.30am-2.30pm
Higher Paper Students only
BTEC Music
Music Rooms
Mrs Hodges & Mr

Tadman
Mr Badley
10am-2pm
Drama
Dance
Friday 5 April
BTEC Sport
Dance
BTEC Music
Drama Studio
Dance Studio
Miss Mowat
Mr Clark
10am-4pm
10am-3pm

welcome
All Drama students welcome
15
Dance Studio
Music Rooms
Mr Solomons
Mr Clark
Mr Badley
10am-1pm
10am-3pm
10am-2pm
All BTEC sport students welcome

welcome
AFTER-SCHOOL EXTRA SUPPORT SESSIONS

Revision
Grade Boosting
These will run from 8 April until the end of the exams.
Week One
Day
Subjects and Times
Tuesday
Maths: 3.00 4.00pm
Wednesday
Geography: 3.00 3.30pm

French & Spanish: 3.30 4.00pm
Thursday
Music: 3.00 3.45pm

ICT: 3.00 4.00pm
Friday
Science: 3.00 4.00pm
Week Two
Day
Subjects and Times
Tuesday
Maths: 3.00 4.00pm
Wednesday
English: 3.00 4.00pm
Thursday
Design Technology: retakes only

3.00 3.30pm
ICT: 3.00 4.00pm
History: 3.30 4.00pm
Friday
PE: 3.00 4.00pm

Dance: 3.45 4.30pm
Science: 3.00 3.45pm
Art and Photography also run evening sessions on a Tuesday and Wednesday
from 4.00pm onwards and on Thursday and Friday from 3.00pm.
Drama group rehearsals by individual timetabling.
Please note: sessions can start at 3.00pm and finish later if the other subjects
being held that day are not being studied.
ON THE DAY OF THE EXAM

Before The Exam.
ell u
w
o
t
Ea ive y y
g
g
to ener
get a good nights sleep
g
in
br
a
le
tt
bo
of
er
at
w
bring all the right
equipment
MAKE SURE YOU....
arrive early!
At the Start of the Exam....

Make sure you....
Read all the instructions slowly, twice
Fill in your personal details on the front of the paper
Read the whole paper, twice
Tick all the questions you think you could answer
be clear what the question is asking you to do
Look at the number of marks for each question and
plan how long to spend on it
check the wording carefully, a small difference in
wording may require a very different answer
highlight key words in the questions that you have
chosen
create the right impression with the examiner

The front page of the exam answer book is used by candidates to
indicate the numbers of those questions that they have attempted.
One of the easiest ways to create the wrong impression with the
examiner before he/she has even started to mark the work is for the
candidate either to fail to fill in the front page of the answer book, or
to fill it in incorrectly.
St
ay
ca
lm
At the End of the Exam....
an
df
oc
Always leave time to check back over all of your answers.
us
ed
If after checking your paper you still have five minutes

left use this time to revisit questions that attract only a few
marks.
The reason for this is that with only a few minutes remaining
you will only be able to modify your answers slightly but this
could make a big difference to a small answer.
IMPORTANT FINAL INSTRUCTIONS FOR THE GCSE

EXAMINATIONS
Venues:
Written examinations will normally take place in the Hall. Be aware though
that the Gym or Drama rooms will be used as an overflow. Go to the Gym
unless told otherwise.
Start Times:
Mornings
Arrive 8.35 am
Start 9.00 am
Afternoons
Arrive 12.45 pm
Start 1.00 pm
If you have an afternoon exam, lunchtime will be from 12.15 in the

Dining Hall.
Seating:
Before you go in check the seating plan to see where you will be. This will
be on the wall of the meeting place. Sit at the desk with your candidate
number card on it.
At the end of the exam all desks will be checked for graffiti/damage. If
there is any, you will be asked to clean the table or be charged for making
it good or replacing the desk.
Uniform:
You are required to wear correct school uniform for every exam. Failure to
do so will lead to you taking your exams in isolation or not at all.
Equipment:
Make sure you know what you can or must bring - pencils, pens, crayons,
drawing instruments, calculators and dictionaries where they are allowed.
CORRECTING FLUID, SUCH AS TIPPEX AND GEL PENS, ARE NOT
PERMITTED. There will be a clock, but it may also help to have a watch.

Equipment may only be kept in a clear plastic bag.

A bottle of drink may be brought with you but it must be clear with no
labels.
ring only the equipment you need to the exams. If you do have a bag or
B
coat these must be left in tutor rooms.
Unfair Practice:
This means cheating in any way or disrupting the exam:

You may not have any equipment or information other than that
allowed in the exam;
You may not copy from other candidates;
You may not talk in the exam room;
You may not act in any way that is likely to disturb others.
Mobile phones or electronic devices are not permitted in the exam

room.
If you behave in any of these ways, you will be removed from the exam
and may not be permitted to take any further exams. Exams that you have
already taken may be discounted. Failure to attend an exam will result in
you being asked to pay for the exam.
Finishing: The invigilator will collect your paper and check your table. When all
of those who are finished have handed in their work, you will be told to
leave. You must leave without disturbing the other candidates or trying to
communicate with them. You may not re-enter the exam room once you
have left.
Buses:
If an afternoon exam is for 2 hours, be aware that you may have to

arrange your own transport home unless there is a late bus.
Illness:
If you miss an exam due to illness you must let the school know
immediately and also get a doctors certificate to say that you could not
attend. If you do this it may be possible for a grade to be awarded based
on the papers you have taken for that subject, but this is not always
possible. If you do not, you will be marked absent and charged for the
subject entry.
If you feel ill during an exam, tell the invigilator. You will probably be
allowed to have extra time. In extreme circumstances, an appeal can be
made to take your illness into consideration when your paper is marked.
Discomforts such as headaches and hay fever do not tend to get a
sympathetic response from the exam boards.
Lateness:
If you are late, you must report immediately to Main Reception. It may be
possible to let you into the exam. Never enter an exam that has started
without a member of staff. Regular lateness will be considered to be
disruptive behaviour and will lead to exclusion from all exams.
Information:
Read the exam groups instructions and warnings carefully and make sure
you follow them.
These exams are very important to you, so make sure you are properly prepared and do
your best. It can be a time of great stress for all of us, so please try to minimise this by
always coming prepared, being in the right place at the right time and co-operating with
the invigilators.
GOOD LUCK TO ALL OF YOU!

GCSE Results
Results should be available in school on the morning of Thursday, 22 August. You may come in
after 10 am on that morning.
If you wish Matravers to post your exam results to you, leave a stamped, self addressed
envelope with Mrs Forecaste before you go on study leave. She will only post home results to
students who leave her an envelope.
AQA
City & Guilds
CCEA
Edexcel
OCR
WJEC
Information for candidates

For written examinations effective from 1 September 2012
This document has been written to help you. Read it carefully and follow the instructions.
If there is anything you do not understand, especially which calculator you may use, ask your teacher.
A
1
2
3
4
Regulations Make sure you understand the rules

Be on time for all your exams. If you are late, your work might not be accepted.
Do not become involved in any unfair or dishonest practice during the exam.
If you try to cheat, or break the rules in any way, you could be disqualified from all your subjects.
You must not take into the exam room:
notes;
a calculator case/instruction leaflet;
a reading pen;
a mobile phone, iPod, MP3/4 player, a wrist watch which has a data storage device or any other product
with text/digital facilities.
Any pencil cases taken into the exam room must be see-through.
5
6
7
8
B
1
2
3
4
5
6
C
1
2
3
D
1
2
3
4
5
6
E
1
2
3
F
1
2
3
2012
Remember: possession of unauthorised material is breaking the rules, even if you do not intend to use it, and you will be
subject to penalty and possible disqualification.
Do not use correcting pens, fluid or tape, erasable pens, highlighters or gel pens in your answers.
Do not talk to or try to communicate with, or disturb other candidates once the exam has started.
If you leave the exam room unaccompanied by an invigilator before the exam has finished, you will not be allowed to return.
Do not borrow anything from another candidate during the exam.
Information Make sure you attend your exams and bring what you need
Know the dates and times of all your exams.
Arrive at least ten minutes before the start of each exam.
If you arrive late for an exam, report to the invigilator running the exam.
If you arrive more than one hour after the published starting time for the exam, you may not be allowed to take it.
Only take into the exam room the pens, pencils, erasers and any other equipment which you need for the exam.
You must write in black ink. Coloured pencils or inks may be used only for diagrams, maps, charts, etc. unless the instructions
printed on the front of the question paper state otherwise.
Calculators, Dictionaries and Computer Spell-checkers
You may use a calculator unless you are told otherwise.
If you use a calculator
make sure it works properly; check that the batteries are working properly;
clear anything stored in it;
remove any parts such as cases, lids or covers which have printed instructions or formulas;
do not bring into the exam room any operating instructions or prepared programs.
Do not use a dictionary or computer spell checker unless you are told otherwise.
Instructions during the exam
Listen to the invigilator and follow their instructions at all times.
Tell the invigilator at once:
if you think you have not been given the right question paper or all of the materials listed on the front of the paper;
if the question paper is incomplete or badly printed.

Read carefully and follow the instructions printed on the question paper and/or on the answer booklet.
Fill in all the details required on the front of the question paper and/or the answer booklet before you start the exam.
Make sure you fill these details in on any additional answer sheets that you use.
Remember to write your answers within the designated sections of the answer booklet.
Do your rough work on the proper exam stationery. Cross it through and hand it in with your answers.
Make sure you add your candidate details to any additional answer sheets that you use.
Advice and assistance
If on the day of the exam you feel that your work may be affected by ill health or any other reason, tell the invigilator.
Put up your hand during the exam if:
you have a problem and are in doubt about what you should do;
you do not feel well;
you need more paper.

You must not ask for, and will not be given, any explanation of the questions.
At the end of the exam
If you have used more than one answer booklet and/or any loose sheets of paper, place them in the correct order. Remember
to fasten them together with a treasury tag before you leave. Make sure you add your candidate details to any additional
answer sheets that you use.
Do not leave the exam room until told to do so by the invigilator.
Do not take from the exam room any stationery, this includes the question paper, answer booklets used or unused, rough
work or any other materials provided for the exam.
EXAMINATION TIMETABLE - SUMMER 2013

DATE
AM
PM
APRIL
Monday, 8
Tuesday, 9
Wednesday, 10
Thursday, 11
Friday, 12
MUSIC PERFORMING GCSE
Tuesday, 7
ENGLISH FUNCTIONAL SKILLS: 1hr
Monday, 13
RELIGIOUS STUDIES: 1hr 30mins

MUSIC PERFORMING BTEC
MUSIC PERFORMING BTEC
MAY
FRENCH Unit 1: 35/45mins
FRENCH Unit 2: 30/50mins
BIOLOGY B1, B2, B3 Retake: 1hr

Tuesday, 14
Wednesday, 15
ICT FUNCTIONAL SKILLS: 3hrs
Thursday, 16
PE: 1hr 30mins
Friday, 17
SPANISH Unit 1: 45mins

SPANISH Unit 2: 50min
MATHS FUNCTIONAL SKILLS: 1hr 30mins
DANCE: 1hr
ENGLISH LITERATURE Paper 1:1hr 30mins CHEMISTRY C1, C2, C3: 1hr
Monday, 20
TEXTILES: 2hrs
Wednesday, 22
ENGINEERING: 1hr 30mins
ENGLISH LITERATURE Paper 2:1hr 15mins
Thursday, 23
PHYSICS P1, P2, P3: 1hr
Friday, 24
MUSIC: 1hr
BUSINESS STUDIES, Retake: 1hr 30mins
Spring Holiday
Monday, 3
Tuesday, 4
Wednesday, 5
Friday, 7
Monday, 10
Tuesday, 11
Wednesday, 12
Thursday, 13
Friday, 14
Tuesday, 18
Wednesday, 19
Thursday, 20
Friday, 21
Monday, 24
JUNE
FOOD TECHNOLOGY: 2hrs
HISTORY: 2hrs
ENGLISH LANGUAGE: 2hrs 15mins
GEOGRAPHY, Retake: 1hr
CHILD DEVELOPMENT: 1hr 30mins
BIOLOGY, B4, B5, B6 Retake: 1hr

RESISTANT MATERIALS: 2hrs
HISTORY, Retake: 1hr 30mins
CHEMISTRY: C4, C5, C6: 1hr
MATHS Paper 1: 1hr 15mins/1hr 30mins
GRAPHICS: 2hrs
GEOGRAPHY: 1hr 30mins

PHYSICS: P4, P5, P6: 1hr
MATHS Paper 2: 1hr 45mins/ 2hrs
BIOLOGY B7: 1hr
FURTHER MATHS Paper 1: 1hr 30mins
CHEMISTRY C7: 1hr
FURTHER MATHS Paper 2: 2hrs
PHYSICS P7: 1hr
Where two or three times are shown this refers to different lengths of exam depending on tier.
Be sure which tier you are entered for by asking your teacher.
Functional Skills ICT will be a 3 hour exam between the 13 and 17 May: Timings yet to be arranged.
Functional Skills Maths will be either between the 13 and 17 May or between the 17 and 21 June: To be arranged.
Consult your teacher about any practical/oral exams that are not included in this timetable.
APPEALS GUIDANCE TO STUDENTS

If students have any concerns or are disappointed with their results they should speak to their
teacher or exams officer in the first instance. Teachers are able to explain what was achieved
and if the results are as expected. The exams officer (Mrs Forecaste) will be able to make an
Enquiry about Results if the student or teacher wishes to take the query further.
The following EAR services are available:
Service 1 (Clerical re-check)
Service 2 (Post-results review of marking)
Mrs Forecaste can also request a copy of your paper via the Access to Scripts service which
may help decide if an enquiry is appropriate. Please speak to them as soon as possible as there
are deadlines involved in this process.
Grades do not often change as few errors are made, but the exam boards will change a grade
where appropriate.
It must also be noted that following an Enquiry about Results marks can go up as well as
down: THIS COULD RESULT IN THE GRADE BEING DROPPED DOWN.
Service 1: Clerical re-check. This service checks that all the marks on your paper
are counted correctly, that all papers have been marked and that you have gained the
correct grade.
Service 2: This service prompts a clerical re-check and a Senior Examiner will check all
the original marking.
Please note that the above services apply to the external written papers that are sat. If you
have queries about the other parts of the GCSE then you must speak to a member of staff
immediately.
A form will be available from Mrs Forecaste on Results Day and available to collect from Main
Reception during the following days. This will detail prices and deadlines for enquiries.

Personal
Revision
Planner
EXAMPLE OF ACTION PLANNING

1. Identify the subjects which need revising.
Write them down.
2. Now number them according to the revision time they will need.
Number 1 will need the most time.
3. Look at your blank timetable and put lines through the boxes where you know you cannot
give time.
4. Start with Subject 1 requiring most time and write it in the first of your empty boxes on the
timetable.
Take Subject 2 and write it in the second box and do the same with Subject 3.
5. Remember that you need a 5 or 10 minute break after a 30 minute revision session.
6. Now go to Day 2:

Write
Subject 1 in the first box.
Subject 2 in the second box.
Subject 4 in the third box.
7. Now go to Day 3:

Write
Subject 1 in the first box.
Subject 3 in the second box.
Subject 4 in the third box.
and so on.
8. Remember to give more spaces to subject 1 than subject 2 and more to subject 2 than
subject 3 and so on.
REMEMBER
YOUR TIMETABLE MUST BE REALISTIC FOR YOU
YOU MUST WORK TO IT
MAKE A BREAK A REAL BREAK
Revision
Timetable
Morning
Example
Maths
30
questions
Afternoon
Business
Studies
make set of
revision
cards and
learn
Evening
Geography
- note
making
read 2
chapters
of textbook
Friday
22 March
Revision
Timetable
Morning
Afternoon
Evening
Saturday
23 March
Sunday
24 March
Monday
25 March
Tuesday
26 March
Wednesday
27 March
Thursday
28 March
Friday
29 March
Revision
Timetable
Morning
Afternoon
Evening
Saturday
30 March
Sunday
31 March
Monday
1 April
Tuesday
2 April
Wednesday
3 April
Thursday
4 April
Friday
5 April
Revision
Timetable
Morning
Afternoon
Evening
Saturday
6 April
Sunday
7 April
Monday
8 April
Tuesday
9 April
Wednesday
10 April
Thursday
11 April
Friday
12 April
Revision
Timetable
Morning
Afternoon
Evening
Saturday
13 April
Sunday
14 April
Monday
15 April
Tuesday
16 April
Wednesday
17 April
Thursday
18 April
Friday
19 April
Revision
Timetable
Morning
Afternoon
Evening
Saturday
20 April
Sunday
21 April
Monday
22 April
Tuesday
23 April
Wednesday
24 April
Thursday
25 April
Friday
26 April
Revision
Timetable
Morning
Afternoon
Evening
Saturday
27 April
Sunday
28 April
Monday
29 April
Tuesday
30 April
Wednesday
1 May
Thursday
2 May
Friday
3 May
Revision
Timetable
Morning
Afternoon
Evening
Saturday
4 May
Sunday
5 May
Monday
6 May
Tuesday
7 May
Wednesday
8 May
Thursday
9 May
Friday
10 May
Revision
Timetable
Morning
Afternoon
Evening
Saturday
11 May
Sunday
12 May
Monday
13 May
Tuesday
14 May
Wednesday
15 May
Thursday
16 May
Friday
17 May
Revision
Timetable
Morning
Afternoon
Evening
Saturday
18 May
Sunday
19 May
Monday
20 May
Tuesday
21 May
Wednesday
22 May
Thursday
23 May
Friday
24 May
Revision
Timetable
Morning
Afternoon
Evening
Saturday
25 May
Sunday
26 May
Monday
27 May
Tuesday
28 May
Wednesday
29 May
Thursday
30 May
Friday
31 May
Revision
Timetable
Morning
Afternoon
Evening
Saturday
1 June
Sunday
2 June
Monday
3 June
Tuesday
4 June
Wednesday
5 June
Thursday
6 June
Friday
7 June
Revision
Timetable
Morning
Afternoon
Evening
Saturday
8 June
Sunday
9 June
Monday
10 June
Tuesday
11 June
Wednesday
12 June
Thursday
13 June
Friday
14 June
Revision
Timetable
Morning
Afternoon
Evening
Saturday
15 June
Sunday
16 June
Monday
17 June
Tuesday
18 June
Wednesday
19 June
Thursday
20 June
Friday
21 June
Revision
Timetable
Morning
Afternoon
Evening
Saturday
22 June
Sunday
23 June
Monday
24 June
ENGLISH LANGUAGE
TIERS OF EXAMINATION
There are two tiers of examination. Students should refer to their Statements of Entry to confirm
the level at which they have been entered. It is possible that you may be entered at different
tiers in English Language and English Literature.

Foundation Tier exams are marked grades G to C
Higher Tier exams are marked grades D to A*
Because of the modular nature of the GCSE qualifications, it is possible for Foundation Tier
students to achieve higher than a C grade.
EXAM FORMAT
UNIT 1 (2 hours) 40% of GCSE
Section A: This section tests Reading

You will have to read three non-fiction texts such as leaflets, articles etc and then respond
to them and how they were written.
Section B: This section tests Writing

You will be asked to complete a Shorter and a Longer Writing Task, writing to argue,
describe, persuade etc for a specified audience and in a particular form.
CONTROLLED CONDITIONS
UNIT 2 20% of GCSE
You will complete a range of Speaking and Listening activities and submit three assessments
meeting the following criteria:

Group work
Individual Presentation
Role Play
UNIT 3 40% of GCSE

You will complete four written responses under examination conditions in class. These will be
based on:

Spoken Language
Writing in Response to Film
Writing in Response to Poetry
Analysis of a Literary Text
REVISION HEADINGS

Revise and practise technical aspects of English: spelling, punctuation, paragraphing,

handwriting and clear expression.
Learn how to identify and analyse the effect of features such as facts and opinions,
presentational devices, images etc.
Practise summarising skills, and writing in different forms.
Practise working under exam conditions.
RESOURCES
Read quality newspaper/magazine articles to see the vocabulary and style.
Notes made in class.
The English Faculty Revision Booklet.
Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize, www.ActiveRevision.com.
ENGLISH LITERATURE
TIERS OF EXAMINATION
There are two tiers of examination. Students should refer to their Statements of Entry to confirm
the level at which they have been entered. It is possible that you may be entered at different
tiers in English Language and English Literature.

Foundation Tier exams are marked grades G to C
Higher Tier exams are marked grades D to A*
Because of the modular nature of the GCSE qualifications, it is possible for Foundation Tier
students to achieve higher than a C grade.
EXAM FORMAT
There are two written examinations.
UNIT 1 Exploring Modern Texts (1 hours) 35% of GCSE
Section A: Modern Prose or Drama (45 minutes)
You will write one essay on the Modern Prose or Drama text you have studied, exploring
the authors presentation of themes, characters, setting etc.
Section B: Exploring Cultures (45 minutes)
You will write one two-part essay on the Exploring Cultures text you have studied,
exploring:

How the writer constucts meaning
How the text reflects different contextual and cultural elements
UNIT 2 Poetry Across Time (1 hours) 35% of GCSE

Section A: Anthology (45 minutes)
You will be asked to compare two poems from one cluster of the Anthology that you have
studied.
Section B: Unseen Poetry (30 minutes)
You will be asked to respond critically to one unseen poem.
CONTROLLED CONDITIONS
UNIT 3 Shakespeare and the Literary Heritage 30% of GCSE
You will be asked to compare a Shakespearean play and a text from the English Literary
Heritage in terms of character, style or theme.
REVISION HEADINGS

Revise the Anthology poetry Cluster and the two set texts you have studied.
Practise working under exam conditions.
Learn a range of stylistic and poetic features and their effects.
Practise writing in a critical style.
RESOURCES
The AQA Anthology.
Notes made in class.
Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize.
ENGLISH FUNCTIONAL SKILLS

EXAM FORMAT
There are two papers of one hour each testing reading and writing.
Speaking and listening are assessed in lessons.
There are two levels of entry; Level 1 and the more demanding Level 2. No grades are
awarded; it is either pass or fail.
There is a great deal of similarity between English Functional Skills and GCSE English
Paper 1, therefore the English Faculty revision guide Paper 1 and the BBC Bitesize website are
useful revision sources.
RESOURCES
Websites: www.bbc.co.uk/schools/gcsebitesize
MATHEMATICS
EXAM FORMAT
Almost all students are sitting a linear exam in the summer of 2013. This entails two papers, the
first is calculator and the second is non-calculator. There are no module exams or coursework.
A small number of students are taking an early entry Foundation exam in March 2013 followed
by the Higher exams in the summer. You will have been informed by letter if this affects you.
An even smaller number of students are taking a module exam in March, with the option to cash
this in and take a further module in the summer, or to bin the March result and take the linear
exam in the summer. You will have been informed by letter if this affects you.
EXAM EQUIPMENT
All students will need the following (and will not be able to pass the exam otherwise):
Pen, pencil, ruler, eraser, protractor, pair of compasses, scientific calculator (can be bought from
the school Reprographics Department, consult your school planner for prices).
REVISION RESOURCES
Students are, of course, being well prepared in class, but no student will achieve their best
unless they prepare thoroughly at home.
If you have previously purchased revision materials from the Mathematics Faculty then you do
not need to buy again. It does not matter if they say modular or linear as the content is exactly
the same, it is just the exam format that differs.
We recommend the use of:
Practice exam papers FREE
On the VLE
Need to Know lists FREE
On the VLE
www.mymaths.co.uk FREE

Login as matravers, the password is

heptagon
www.bbc.co.uk/schools/gcsebitesize
FREE
No login required
CGP Revision Guides 3.00

Revision notes and explanations in

student friendly language
CGP Workbooks and answers 3.00

Really useful (best to get the revision

guide and the workbook, but if you can
only afford one, get the workbook and use in
conjunction with MyMaths)
MathsWatch DVD 3.00

Probably the most valuable resource you can

use, containing explanations, worked examples
and questions.
If you would like to purchase any of the items above please send the money into school with
your child who can collect the items from any Mathematics teacher.
MATHEMATICS FUNCTIONAL SKILLS

EXAM FORMAT
The examination is 1 hour 30 minutes and is based upon Real-Life contexts. Students sit the
Edexcel Functional Skills Exam at either Level 1 or Level 2 as appropriate to the student.
EXAM EQUIPMENT
For all written papers essential items of equipment are PEN, PENCIL, RULER, ERASER,
PROTRACTOR, COMPASS and CALCULATOR. (Students without a calculator will find it
extremely difficult to pass this exam.)
REVISION RESOURCES
Papers from your Functional Skills teacher.
SCIENCE DOUBLE AWARD

EXAM FORMAT
OCR 21st Century (remaining modules)
The final written exams count for 25% of the Core GCSE and 25% of the Additional Science
GCSE.
There are two levels of entry for the final exam: Foundation (F) and Higher (H). Each level
consists of two papers. The range of grades available is as follows:

Level
Grades
GC
DA*
The OCR 21st Century provides each student with a Data Sheet during the final exams. It is
used for reference and contains information on chemical symbols, equations, formulae etc.
There is a course revision guide written under the direction of OCR. These are available for
purchase from the Science Faculty for 4.00. We have both Core and Additional Science
revision guides available.
Summer Assessment
GCSE Additional Science one paper (tiered) lasting for one hour containing structured
questions. This centre-assessed unit accounts for 25% of the Additional Science GCSE.

GCSE Core Science one paper (tiered) lasting for one hour containing structured
questions. This centre-assessed unit accounts for 25% of the Core Science GCSE.
The questions are based on:

Knowledge and understanding of these modules.
Data Interpretation (eg drawing graphs, extracting information, tables etc).
REVISION HEADINGS
Core Science Final Module
Chemistry C1, C2 and C3 (to finish the Core Science element of the GCSE)
Chemistry (C1) Air Quality

The evolution of athe atmosphere
The atmosphere today
Chemical reactions
Fossil fuels
Air pollution, carbon, sulphur, nitrogen
Reducing pollution
Chemistry (C2) Material Choices

Natural and synthetic materials
Materials and properties
Crude oil uses of
Polymerisation
Polymers
Nanotechnology
Chemistry (C3) Chemicals in Our Lives

Tectonic plates
Minerals in the Earths crust
Salt
Salt in the food industry
Electrolysis of salt

Chlorination
Alkalis
Chemical production
Life cycle assessments
Additional Science Final Module

Chemistry C4, C5 and C6
Chemistry (C4) Chemical Patterns

Atoms
Chemical equations
Line spectrums
History of Periodic Table
Modern Periodic Table
Electron shells
Ionic bonding
Ions and formulae
Groups one and seven
Laboratory safety
Chemistry (C5) Chemicals of the Natural Environment

Chemicals in the atmosphere
Covalent bonding
Chemicals in the hydrosphere
Testing positive and negative ions
Chemicals in the lithosphere
Metals from minerals
Electrolysis
Calculating mass
Metals
Environmental impact
Chemistry (C6) Chemical Synthesis

Industrial chemical synthesis
Acids and alkalis
Acids reacting with metals
Oxides, hydroxides and carbonates
Synthesising compounds
THREE SCIENCES
EXAM FORMAT
OCR 21st Century (remaining modules)
The final exams count for 25% of each of the Three Sciences although Chemistry GCSE exams
will count for 50% of the Chemistry GCSE.
Students will be taking the following exams:
REVISION HEADINGS
Biology (B7) Further Biology
Blood and circulatory system
Tissue fluid and skeletal system
Exercise and fitness
Exercise and injury
Controlling body temperature
Controlling sugar
Industrial use of microbes
Genetic modification
Biological technology
Ecosystems
Chemistry C4, C5 and C6
Chemistry (C4) Chemical Patterns

Atoms
Chemical equations
Line spectrums
History of Periodic Table
Modern Periodic Table
Electron shells
Ionic bonding
Ions and formulae
Groups one and seven
Laboratory safety
Chemistry (C5) Chemicals of the Natural Environment

Chemicals in the atmosphere
Covalent bonding
Chemicals in the hydrosphere
Testing positive and negative ions
Chemicals in the lithosphere
Metals from minerals
Electrolysis
Calculating mass
Metals
Environmental impact
Chemistry (C6) Chemical Synthesis

Industrial chemical synthesis
Acids and alkalis
Acids reacting with metals
Oxides, hydroxides and carbonates
Synthesising compounds
Chemistry (C7) Further Chemistry

Chemical Industry
Producing chemicals
Energy transfer, bond energy
Catalysts reversible reactions
Haber process
Nitrogen fixation
Alkanes
Alcohols
Ethanol
Carboxylic acids
Esters
Analytical procedures
Titrates
Solution concentration
Chromatography
Physics (P7) Studying the Universe

Observing the sky
Eclipses and the moon
Coordinates in astronomy
Refraction
Converging lenses
Telescopes
Astronomical distances
Scales of the universe
Gas behaviour
Fusion
Star spectra
Stars
Observatories
Calculating mass
Purification
Titration
Energy transfer in reactions
Rate of reaction
Collision theory
Measuring rates
Students may be guided, or elect, to retake modules that they have previously taken. Parents
will be informed of these retakes; relevant content will be found on the BBC Bitesize website.
Revision sessions are compulsory for some students.
RELIGIOUS STUDIES
EXAM FORMAT
The exam counts for 100% of the marks.
There is one paper which lasts for 1 hour 30 minutes.
The paper will contain four compulsory sections.
Students answer one four part question from each section, (a, b, c and d).
Students will therefore answer four full questions altogether.
The two religions students answer questions about are Christianity and Islam.
REVISION HEADINGS
Section 1
Believing in God
This section can be based on the study of Christianity or Islam.

How religious upbringing in a family or community of ONE religion can lead to or support belief
in God. The nature of religious experience as seen in the numinous, conversion, miracles,
prayer, and how these may lead to or support belief in God.
How the appearance of the world (design and causation) may lead to or support belief in God.
How the search for meaning and purpose in life may lead to or support belief in God. How the
presence of religion in the world may led to or support belief in God.
How non-religious explanations of the world and of miracles may lead to or support
agnosticism or atheism. How unanswered prayers and the existence of evil and suffering
(including moral evil and natural evil) may lead people to question or reject belief in God.
Why the existence of evil and suffering raises problems for people who believe in God as
omnipotent, benevolent and omniscient. How the followers of ONE religion respond to this
problem.
Section 2
Matters of Life and Death
This section MUST be based on a study of Christianity and Islam.

Differences among Christians in their attitudes to life after death, including resurrection
and immortality of the soul. The teachings of ONE religion other than Christianity on life
after death. Why Christians, and the followers of ONE other religion, believe in life after
death. Reasons for belief in life after death not specific to any religion, including near-death
experiences and the paranormal. Why some people do not believe in life after death.
The nature of abortion, including current British legislation and non-religious arguments
concerning abortion. Christian attitudes, and the attitudes of ONE other religion, to sanctity of
life and abortion.
The nature of euthanasia (assisted suicide, voluntary and non-voluntary euthanasia),
including current British legislation and non-religious arguments concerning euthanasia.
Christian attitudes, and the attitudes of ONE other religion, to sanctity of life and euthanasia.
Section 3
Marriage and the Family

Changing attitudes in the United Kingdom to cohabitation and marriage. The purposes
of marriage, as expressed in a marriage ceremony, in Christianity and ONE other religion
(faithfulness). The attitudes of Christianity, and ONE other religion, to sex outside marriage
(pre-marital sex, promiscuity and adultery), including the reasons for the attitudes.
Changing attitudes to divorce in the United Kingdom. The attitudes of Christianity, and ONE
other religion, to divorce (including re-marriage), and the reasons for the attitudes.
The changing nature of family life (nuclear family, extended family, re-constituted family) in
the United Kingdom. The teachings of Christianity, and ONE other religion, on family life and its
importance. How churches help with the upbringing of children and keeping the family together.
How ONE religion other than Christianity helps with the upbringing of children and keeping the
family together.
Section 4
Community Cohesion

The growth of equal rights for women in the United Kingdom. Different Christian attitudes to the
roles of men and women, including the reasons for them. The attitudes of ONE religion, other
than Christianity, to the roles of men and women, including the reasons for them (equality and
sexism).
The nature of the United Kingdom as a multi-ethnic society, including prejudice,
discrimination and racism. The teachings of Christianity, and ONE religion other than
Christianity, which help to promote racial harmony.
The quality, variety and richness of life in the United Kingdom as a multi-faith society, including
considerations of religious freedom and religious pluarlism. The attitudes of Christianity
(exclusivism, inclusivism, pluralism) and ONE other religion towards other religions,
including the reasons for them.
RESOURCES
Exercise books.
Websites: www.bbc.co.uk/schools/gcsebitesize.
GEOGRAPHY
EXAM FORMAT
The final exam counts for 50% of the total mark.
The exam paper has an emphasis upon knowledge and understanding and is based upon the
three remaining themes. (Natural hazards, Rivers & Coasts and Economic Development)
REVISION HEADINGS
Economic Development

Employment structures

Economic activity

Industrial location

Multinational companies
Rivers and Coasts

Fluvial processes and landforms

The causes, consequences and management of flooding

Coastal processes and landforms

Coastline management
Natural Hazards

Earthquakes and Volcanoes

Tropical storms and severe droughts

The impact of natural hazards on rich and poor countries

Prediction and protection methods
Case studies: Make sure you have information on all the case studies covered within the three
themes. Be aware that the case study section in each question is worth 8 out of the 25 marks
allocated.
RESOURCES
Exercise books.
Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize, www.s-cool.co.uk.
HISTORY
EXAM FORMAT
Paper 1 2 hours
Section A covers Crime and Punishment Through Time. There is one compulsory, four-part,
source question. There are three structured questions, from which you answer one.
Section B covers The American West 1840-1895. There is one compulsory, four-part, source
question. There are two structured questions, from which you answer one.
Paper 2 1 hour 30 minutes
Source based questions from the Crime and Punishment Through Time issue outlined below.
REVISION HEADINGS
Paper 1 Section A: Crime and Punishment Through Time
Crime and Punishment in the Ancient World

Ancient Rome: The nature of crime and punishment in Rome; the extent to which Roman
Law was extended to parts of the Empire; how were subject nations treated by the
Romans?
Crime and Punishment in the Middle Ages: The changing nature of crime and punishment
in the Middle Ages; the impact of the fall of the Roman Empire on systems of crime and
punishment; changes in Anglo-Saxon systems of crime prevention, trial and punishment; the co
-existence of the Anglo-Saxon law and Norman law; reforms of the later Middle Ages; including
the development of juries and justices of the peace; attitudes towards women and crime and
punishment; crime and punishment in the village community - the manorial courts; case study of
the legend of Robin Hood; crime and punishment in Islamic societies at the time.
Crime and Punishment in early Modern Britain: The changing nature of crime and
punishment; the impact of population growth and the development of towns; the treatment
of vagrants and heretics, the Gunpowder Plot; the witch-hunting craze and attitudes towards
women; the introduction of the Bloody Code in the eighteenth-century; eighteenth-century
attitudes towards crimes against property, including smuggling, highwaymen and poaching;
changing responses to riot and political crime case studies of Peterloo and the Rebecca Riots.
Crime and Punishment in Industrial Britian: The impact of industrialisation on crime and
punishment; changing ideas about the causes of crime; transportation, prisons and prison
reform; the development of policing; attitudes towards women and crime and punishment;
juvenile crime and punishment.
Crime and Punishment in the Twentieth Century: Case study of the suffragettes; the impact
of changes in communication and technology on crime and policing; changing attitudes towards
crime and punishment; the impact of wars, recessions and prosperity; junenile crime and
punishment.
Paper 1 Section B: The American West 1840-1895

How the Plains Indians Lived on the Great Plains: Beliefs of the Indians; what the Great
Plains were like; whites attitudes to the Great Plains; Medicine Men; role of women in the
tribes; tribal structure; Indian warfare.
Why did People Settle and Stay in the West? Reasons for moving West in the 1840s;
miners, mountain men, homesteaders; what the journey to the West was like; the
Mormons (origins and Salt Lake City); impact of the railroads; Homestead Acts; Manifest
Destiny; problems faced by the homesteaders; role of women on homesteads.
The Consquences of the Spread of Cattle Ranching to the Plains: Early cattle
ranching in Texas; development of cow towns; ranching of the Great Plains; work of the
cowboy: myth and reality; reasons for conflict between the ranchers and homesteaders;
the Johnson County War; the end of the open range.
The Destruction of the Plains Indians by the Whites: Attitudes of white Americans
towards the Indians; reasons for Indian-White conflict; changing government policy
towards the Indians; Battle of the Little Bighorn; the impact of the reservation system on
the Indians.
Paper 2: Source questions on the subject of The Suffragettes

(This will only be taken by any students needing to re-sit the January exam.)
This case study may include :
The actions taken by the Suffragettes
Why Suffragettes acted as they did
Public reaction to the Suffragettes
How successful the Suffragettes were
RESOURCES
Notes in exercise books.
The Internet try the BBC History Bitesize section at www.bbc.co.uk/schools/gcsebitesize
The History Channel website may also have useful information: www.thehistorychannel.co.uk.
Also the Guardian website: www.learn.co.uk
TV BBC History Bitesize programmes are very good.
Podcasts on the schools website.
We will provide the revision books.
Mrs Thornes Facebook group.
FRENCH
Linear Course
EXAM FORMAT
There are four language skills to be assessed: Listening, Speaking, Reading and Writing.
Candidates will be entered for Reading and Listening skills at either Foundation TierF (grade
GC) or Higher TierH (grade DA*). Speaking and writing are differentiated by outcome.
They may be entered at the same tier for both skills or at a different tier, but they may not enter
at both tiers for the same skill.
SKILL
DURATION
WEIGHTING
Paper 1 Listening
35 minutes (F) 45 minutes (H)
20%
Paper 2 Reading
20%
Paper 3 Speaking
4 6 minutes
30%
Paper 4 Writing (30%)These speaking and writing skills are assessed through controlled
assessment done throughout Years 10 and 11. Two pieces of written work covering different
areas of experience are completed under controlled conditions.
Paper 1 Listeningwill require students to:

Understand and respond to instructions, messages and dialogues made up of familiar,

simple language, spoken clearly at normal speed with natural intonation. The range of
spoken texts may relate to past, present and future events eg instructions, news items and
messages. (F)
Understand and respond to a variety of types of authentic spoken language in a range of

contexts that express issues and concerns and present differing points of view (H).
Paper 2 Readingwill require students to:

Understand and respond to signs and notices, short factual and non-factual texts (both
printed and hand-written) from varying contexts and recognise and identify key vocabulary
items. They will need to recognise and identify reference to past, present and future
events. (F)
Understand and respond to a range of authentic texts where some of the subject matter
is unfamiliar. They will need to identify different points of view, attitudes and emotions and
draw conclusions from the material presented. (H)
Paper 3 Speaking and Paper 4 Writing

Students prepare and perform two tasks throughout the course of the GCSE. We give students
the opportunity to do four pieces and we select the best two from each skill.
PREPARATION
Formal revision sessions have already started and we have a French assistant to help students
with the preparation and practice of the speaking skill.
REVISION HEADINGS
Revision should be structured around the four areas of experience:
A: Lifestyle

Health
Relationships and choices
B: Leisure

Free time and the media
Holidays
C: Home and Environment

Home and the local area
Environment
D: Work and Education

School/College and future plans
Current and future jobs
RESOURCES
In addition to the vocabulary, grammar notes and textbooks that students have, they may also
find these websites useful: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize,
www.linguastars.com, www.linguascope.com (user name: matravers, password: tricolore,
Intermediate option).
SPANISH
Linear Course
EXAM FORMAT
There are four language skills to be assessed: Listening, Speaking, Reading and Writing.
Candidates will be entered for Reading and Listening skills at either Foundation TierF (grade
GC) or Higher TierH (grade DA*). Speaking and writing are differentiated by outcome.
They may be entered at the same tier for both skills or at a different tier, but they may not enter
at both tiers for the same skill.
SKILL
DURATION
WEIGHTING
Paper 1 Listening
20%
Paper 2 Reading
20%
Paper 3 Speaking
4 6 minutes
30%
Paper 4 Writing (30%)These skills are assessed through controlled assessment done
throughout Years 10 and 11. Two pieces of written work covering different areas of experience
are completed under controlled conditions.
Paper 1 Listeningwill require students to:

Understand and respond to instructions, messages and dialogues made up of familiar,

simple language, spoken clearly at normal speed with natural intonation. The range of
spoken texts may relate to past, present and future events eg instructions, news items and
messages. (F)
Understand and respond to a variety of types of authentic spoken language in a range of

contexts that express issues and concerns and present differing points of view (H).
Paper 2 Readingwill require students to:

Understand and respond to signs and notices, short factual and non-factual texts (both
printed and hand-written) from varying contexts and recognise and identify key vocabulary
items. They will need to recognise and identify reference to past, present and future
events. (F)
Understand and respond to a range of authentic texts where some of the subject matter
is unfamiliar. They will need to identify different points of view, attitudes and emotions and
draw conclusions from the material presented. (H)
Paper 3 Speaking and Paper 4 Writing

Students prepare and perform two tasks (conversations) throughout the course of the GCSE.
We give students the opportunity to do four pieces and we select the best two from each skill.
PREPARATION
Formal revision sessions have already started.
REVISION HEADINGS
Revision should be structured around the four areas of experience:
A: Lifestyle

Health
Relationships and choices
B: Leisure

Free time and the media
Holidays
C: Home and Environment

Home and the local area
Environment
D: Work and Education

School/College and future plans
Current and future jobs
RESOURCES
In addition to the vocabulary, grammar notes and textbooks that students have, they may also
find these websites useful: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize,
www.linguastars.com, www.linguascope.com (user name: matravers, password: tricolore,
Intermediate option).
ART AND DESIGN

EXAM FORMAT
The examination is worth 40% of the total marks for the subject.
Students have been working on preparatory studies since they received their examination
papers at the beginning of January.
By Friday, 1 March, they should have sufficient good quality prep work to fill at least three large
mounts. The quality of the work, and its presentation, is of great importance.
The exam will take place during the period Monday, 11 March Friday, 3 May.
Each student will have up to 10 hours in which to complete his or her work two whole days.
This may just be one piece or a series of pieces. Candidates should be aware that the only
criteria on which the work is marked, are coverage of all four assessment objectives and quality.
The examination work and preparatory studies are marked together. Top quality preparatory
work can mean that the candidate can achieve almost all the marks available before even
setting foot in the exam.
All examination work will be marked at the end of the second week after the Easter holiday. The
very last date for handing in any additional supporting exam work will be in the Art lesson by
Friday, 3 May.
DANCE
The assessment for GCSE Dance consists of four units:
Unit 1
Critical Appreciation of Dance
20%
Externally assessed
Unit 2
Set Dance
20%
Externally assessed
Unit 3
Performance in a Duo or Group
20%
Internally assessed
Unit 4
Choreography
40%
Internally assessed
The majority of the work for the practical units (2, 3 and 4) has been examined but students
must ensure that this work is rehearsed in preparation for the practical moderation.
Units 3 and 4
Performance and Choreography
(Internally assessed, externally moderated)
A selection of students will be chosen by the exam board for external moderation. These
students will be required to perform aspects of their practical work for the visiting moderator.
These may include: Performance in a Group (Unit 3), Solo Composition Task (Unit 4a) and
Choreography (Unit 4b). Students should remember that the mark awarded on the day of
moderation will be their final mark for that aspect of the course and it is therefore vital that all
students are thoroughly prepared.
Rehearsal opportunities will be provided for those students selected for the moderation process
and it is essential that students attend rehearsals when requested in order to ensure that they
can achieve the highest mark possible on the moderation day. Students are reminded that plain
black kit and smart appearance are required on the day of the external moderation.
Unit 2
Set Dance
(Externally assessed)
Students have been filmed performing the Set Dance and this will be sent to the examiner
shortly after the Easter break. Some students will be required to re-film this element in
order to ensure that their performance reflects their full ability for the assessment. If
other students wish to have another attempt at this element of the course they should discuss
this with their Dance teacher at the earliest opportunity.
Unit 1
Critical Appreciation of Dance: Written Examination Paper
(Externally assessed)
Students are required to answer a range of questions on the two works that they have been
studying during the GCSE Dance course. These works are Matthew Bournes Nutcracker! and
Christopher Bruces Swansong.
Students will be expected to demonstrate their knowledge of these works with regard to
movement analysis, choreographic devices, costume, set design and accompaniment as well as
the themes inherent within the dances.
The exam paper could also include questions related to performance skills, choreography, the
rehearsal process and safe practice. Students should be revising these aspects of the course as
well.
Students will be following a revision programme during lesson time but this should be supported
by their own independent study in order to allow them to achieve their full potential. (Revision
materials will be available from the Dance Department after the Easter break.)
DRAMA
EXAM FORMAT
For the final exam students will be expected to perform in front of a external examiner. This is
worth 40% of your final grade. The options that your teacher will have gone through are:

Performance devised by the candidates from a stimulus chosen by the centre and
related to the assignment brief
Performance of a complete short published play
Performance of an extract from a full length published play
Performance of an adaptation of a selection of scenes from a full length published play
Performance based on a full length published play using some of the original text
with additional devised work based on the situations and roles in the original text
Performance of a Theatre in Education piece to a target audience
Performance based on the assignment brief that can include devised work plus existing
play texts, poetry, song, lyrics and factual material
Unit 3
This year your assignment brief is a performance that must make the audience watch and
think. Your final performance piece must be no less than 15 minutes and no more than 45
minutes long. The time limit must equal five minutes per person.
The examiner will be assessing you on the following four elements:

Voice and Movement
Roles and Characterisation
Communication
Content, Style and Form
The examiner will require a brief statement written by the group on how your performance has
met the assignment brief. You will also be expected to provide a script of the play that you
perform.
Within one week you may have two to three hours of set Drama, incorporating 15 to 20 minutes
with your teacher helping you. For you to do well in your exam, it is essential that you find time
do the following:

Write your script together
Learn your lines as soon as possible
Rehearse your piece and include strong character techniques and a range of
explorative strategies
The Final Performance

Before your final exam you will have the opportunity to perform your play to parents and friends
on 18 April from 6pm. We recommend you do this so that all staging, lights and sound can be
included as a practice run to your real performance on 22 April. This dress rehearsal will help
improve your confidence in front of a live audience.
MUSIC
EXAMINATION/COURSEWORK WEIGHTING
Composing Music
20%
Performing Music
40%
Composing and Appraising Music
20%
Listening
20%
COURSEWORK

Composing Music: This is your first composition. This will have been composed in Year
10 with the chance to improve it in Year 11.
Performing Music: This will be two performances, one solo and one ensemble, recorded
in an exam at a specific time in the course (beginning 8 April 2013).
EXAMINATION

Composing and Appraising Music: One composition, arising from an area of study.
Issued in the the second year. This must also be accompanied by a recorded realisation
and an appraisal that will involve a two hour controlled assessment session for completion
of the appraisal.
Listening: This consists of one paper that lasts one hour. Questions will be set on the five
areas of study. All questions need a written answer.
REVISION HEADINGS
Revise the five key areas of study. Use these to break up your revision.
Five Areas of Study

Rhythm and metre
Harmony and tonality
Texture and melody
Timbre and dynamics
Structure and form
Also listen to a range of music Classic FM, Radio 1, MTV etc. YouTube and Spotify are also
good places to find composers, styles and examples.
When you listen, try to comment on the musical elements in turn: Tempo, pitch, dynamics,
intrumentation etc. Use your vocabulary lists to help you. Learning these words is essential.
You have been given a revision booklet, and there are extra sessions taking place for
composition, performing and listening. Your teacher will give you more details, but these are
generally on Fridays after school. However most days you are welcome to use the Music Block
to rehearse or use the iMacs.
BBC bitesize is a good place to do some revision, as well as the key websites your teacher has
gone through with you. These can support your classwork and revision notes.
There will be a final revision session before the exam.
PHOTOGRAPHY
EXAM FORMAT
The examination is worth 40% of the total marks for the subject.
Students have been working on preparatory studies since they received their examination
papers at the beginning of January.
By Friday, 1 March, they should have sufficient good quality prep work to fill at least three large
mounts. The quality of the work, and its presentation, is of great importance.
The exam will take place during the period Monday, 11 March Friday, 3 May.
Each student will have up to 10 hours in which to complete his or her work two whole days.
This may just be one piece or a series of pieces. Candidates should be aware that the only
criteria on which the work is marked, are coverage of all four assessment objectives and quality.
The examination work and preparatory studies are marked together. Top quality preparatory
work can mean that the candidate can achieve almost all the marks available before even
setting foot in the exam.
All examination work will be marked at the end of the second week after the Easter holiday. The
very last date for handing in any additional supporting exam work will be in the Photography
lesson by Friday, 3 May.
BUSINESS STUDIES
Applied Business Studies (OCR single award J213/J226)
EXAM FORMAT
Controlled Task: Will be completed by May
Examination:
Written exam (1 hour 30 minutes) 40% of final mark
Business Type Forms of Ownership

I understand the advantages and disadvantages of each of the following different forms of
ownership:

Sole trader
Partnership
Private limited company (LTD)
Public limited company (PLC)
Franchise
Voluntary/charitable/not for profit
Business Activity Why and How Businesses Start, Succeed and/or Fail
I understand and can:

Identify possible reasons why a business starts eg to meet the needs of a particular
target market, in response to an innovative idea;
Identify types of activity a business may become involved in eg manufacturing of

goods (consumer and capital goods), retailing, provision of services (leisure, financial,
communication);

Explain possible changes in the external environment that can impact on these activities
eg economic factors such as the level of consumer spending on different goods and
services, new competitors entering the market;
Evaluate the consequences of these changes in the external environment to business
activity eg success, failure.
Business Organisation How Businesses Organise Themselves
I understand that businesses will group key tasks together into departments/functional areas. I
know that this enables a business to operate more efficiently and allows a business to develop
discrete job roles.
I have looked at and understand how the following functional areas work:

Finance
Human resources
Marketing
Operations
Administration/ICT
I can evaluate the consequences for a business if the functional areas do not operate efficiently.
I can describe the above using a local business example that I have studied.
Framework for Activity Aims, Objectives and Mission Statements
I understand and can:

I dentify the main aims of businesses eg making a profit, survival, growth, expansion,
being competitive, being environmentally friendly;
Explain the importance of business aims eg gives businesses a framework to operate

within, focus for business activity;
Identify business objectives eg selling more of a product than a competitor, providing

more services than in the previous year;
Explain the importance of business objectives eg stepping stones in achieving an overall

goal, setting of realistic targets for various departments;
Explain the importance of a mission statement eg gives businesses something to aspire

to, sets out a vision for a business;
Identify and explain a local businesss aims, objectives and/or mission statement.
Stakeholders Their Differing Interests

I understand and am able to:

Identify different stakeholder groups in businesses eg customers,suppliers, employees,

employers, shareholders, local community;
Explain the different interests of stakeholder groups eg suppliers: they sell goods/
services to the business; financiers: they lend money and they want interest and
repayment;
Assess possible conflicts between different types of stakeholder groups eg employees

wanting a pay rise higher than employer is offering;
Evaluate consequences to businesses of not listening to stakeholder groups eg impact
on reputation, drop in repeat business.
I can also:

Give an example of a business I have studied which has a number of stakeholder groups;
I can explain the interest of different stakeholder groups in that business;
Discuss a conflict that has occurred between two different stakeholder groups of the
business;

Evaluate the consequences to this business of not listening to these stakeholder groups.
Employers and Employees how they operate in enterprising ways, to develop their working
relationships and meet their various rights and responsibilities.
Identify how employees can assist businesses operating in an enterprising way eg
suggestion schemes, working on new projects, being flexible in terms of their job;
Explain how businesses can be seen to operate in enterprising ways eg taking risks,
being innovative in how they operate (commerce, working practices);
Evaluate the possible benefits to businesses of operating in an enterprising way eg

increased market share, increased sales and profits, improved reputation.
I can also:
Identify what employees expect from employers eg suitable working conditions, contract
of employment, equal opportunities, safe working conditions,
Identify what employers expect from employees eg punctuality, adherence to
procedures, fulfilment of job role, complying with health and safety procedures;
Explain the legal framework that employees/employers must operate within eg The
Employment Rights Act (1996 or as amended), The Sex Discrimination Act (1975 or as
amended), The Race Relations Act (1976 or as amended), The Disability Discrimination
Act (1995 or as amended);
Assess how employees and employers develop a good working relationship eg
meetings, appraisals, training, good communication, physical working environment and
facilities, reward schemes such as employee of the month;
I can also give an example of a business I have studied and evaluate how a good working
relationship has been developed between employee and employer.
Changing Use of ICT in Business and Economic Activities
Identify different types of ICT eg personal computers and networks, spreadsheets, wordprocessing, databases, Internet, e-commerce, email;
Explain the purpose of ICT in business activities eg to communicate, to produce
spreadsheets to monitor stock levels, to record customer information;
Explain the use of ICT in economic activities eg e-commerce for on-line sales,
accounting software;
Evaluate the potential benefits/drawbacks of upgrading ICT provision to a business eg
labour-saving benefits, cost-saving benefits, training of employees, paperless office,
growth of e-commerce;
I can give an example of a business I have studied and evaluate the potential benefits/
drawbacks to this business of upgrading its current ICT provision.
Uncertainty Risk, Reward and Change
I understand that:

The environment that businesses operate in is uncertain, challenging and dynamic;
Businesses must often take risks, for example making changes to their business practices
in order to be rewarded in the long term.
I can also:
Identify possible reasons why the business environment is uncertain eg changing
customer demands, changes in the economy;
Explain the ways in which businesses can change existing business practices in order to
be successful eg change of ownership, change of business activity;
Evaluate the consequences to businesses of not making changes/taking risks eg being
left behind by competitors, losing market share;
I can also give an example of a business I have studied and explain how it has changed its
existing business practices to be more successful and evaluate the consequences to this
business of not having made these changes.
Business Within Society Ethics and Sustainability

Explain the meaning of ethics;
Explain the ways in which businesses can be seen to be operating in an ethical manner
eg producing goods that are fit for purpose, not exploiting workforce/child labour;
Evaluate the consequences to business of not operating in an ethical manner eg bad
publicity, poor reputation;

Explain the meaning of sustainability;
Explain ways in which a business may act in order to achieve sustainability eg

agriculture, fossil fuels;
I can also give an example of a business I have studied and evaluate how it can be
seen to be operating in an ethical manner. I can also evaluate the consequences to this
business of not behaving in this ethical manner .
Use of Relevant Terms, Concepts and Methods to Understand Business and Economic
Behaviour
Identify and describe a number of economic factors eg interest rates, inflation, exchange
rates;
Evaluate the possible impact of changes in such economic factors (both up and down) on
business behaviour eg an increase in interest rates means increased costs;
Assess how businesses can react to such changes in economic factors eg an increase
in interest rates may mean that a business has to look at saving money in other areas of
the business.

HOME ECONOMICS: CHILD DEVELOPMENT

EXAM FORMAT
You will sit a paper worth 50% of the final mark. All questions are to be answered.
Marks will be awarded for the accurate use of technical language, spelling, punctuation and
grammar. Textbooks will not be allowed into the exam.
Use all of the notes that you have to revise. Information sheets and worksheets on any of the
topics are available from Miss Savage to copy as required. Past exam papers are available for
revision and exam practice and it is highly recommended that you practise completing at least
one exam paper.
REVISION HEADINGS
Social Background

Family structuresnuclear, extended, single parent families.
Variations in family life and child rearingother cultures, urban, rural.
Biological Background

Structure and function of reproductive system in males & females, hormones, fertilisation.
Pregnancy (Development of embryo and foetus).
Contraceptionmethods, efficiency, acceptability.
Infertility.
Inheritancegenes, dominant, recessive, sex-linked.
ABO blood groups and rhesus incompatibility.
Congenital handicap.
Stages of labour, methods of delivery, involvement of father.
Parenthood and Pregnancy

Roles and responsibilities of parents or guardians.
Pre-conceptual care and factors affecting decision to have children.
Special nutritional needs of pregnant woman.
Care during pregnancyexercise, rest, and dangers.
Role of father and others in supporting the mothers physical and emotional needs during
pregnancy.
Antenatal provisionroutine procedures and checks.
Minor ailments during pregnancy (Serious illnesses).
Benefits available during pregnancy.
Type of hospital stay, or home confinement.
Preparation for the arrival of the babyaccommodation, equipment, clothing, consider

income, safety, health, hygiene, fitness for purpose, consumer awareness and aesthetics.
Post-natal check and care of mother. Support of father, family, others.
Physical Development

Physical attributes and needs of new-born and premature baby.
Temperature regulation, clothing baby and child.
Requirements for healthy physical growthdiet, hygiene, exercise.
Stages of physical developmentweight, height, sight, hearing, teeth, co-ordination,

crawling, sitting, walking, manipulative skills.
Safetychilds environment, safety standards, consumer rights.
Simple first aid.
Special needs of a physically handicapped child.
Play and its contribution to healthy physical development.
Infection and illness. Immunisation including parental choice and responsibility.
Care of the sick child.
Intellectual Development

Importance of the first five years. Value of play in intellectual development.
Toys for different stages of development and availability.
Activities to stimulate memory and concentration.
Development of concepts, language and mathematical activities through play.
Achievement of intellectual skills according to experience.
Special needs of mentally handicapped child.
Social & Emotional Development

Importance of first five years in establishing confidence and security.
Parent-child interaction (Role of mother, father, others).
Bonding, deprivation and its effects.
Socialisation and the development of the childs personality within family, with peers.
Growth of independence.
Special needs of children with social and emotional difficulties.
Common behaviour problems.
Community Provisions

Facilities availablehealth services, voluntary agencies, consumer protection for

pregnant woman, child, and family.
Adoption and fostering (Children in care).
Special needs of children and families at risk.
Provision for childrencare and education, including sick and handicapped children.
Facilities for childrenpre-school experience, outdoor play.
DESIGN AND TECHNOLOGY: FOOD TECHNOLOGY

EXAM FORMAT
The two hour terminal examination is worth 40% of the final mark.The preparation sheet for the
exam was issued in early March, it will need to be completed accurately with your own work and
will need to be remembered for the examination.
REVISION HEADINGS

Nutrition
Healthy Eating
Research methods
Design and Manufacturing Specification
Sensory testing
HACCP Hazard Analysis Critical Control Point and Risk Assessment
Computer aided designs
Computer aided manufacture
Standard Components
Function of ingredients
Manufacturing systems one off, batch, mass production and continuous

production
Sustainability
Food Poisoning
The preparation sheet for this year is as follows:

RESEARCH CONTEXT:

FOOD PRODUCTS FOR CONSUMERS WITH SPECIAL

DIETARY NEEDS
DESIGN THEME:
SWEET AND SAVOURY BISCUIT PRODUCTS
In preparation for the exam you should research:

How control checks are used in production systems to produce quality food products
The properties and functions of ingredients
Savoury dip and dipper products
RESOURCES

Revision booklet issued by Kathy Savage or Anne Louise Davies
Past exam papers
Revision sessions (Thursday after school)
Lonsdale GCSE Food Technology revision guide ISBN 1-903068-487

(available from Mr Kilby)
DESIGN AND TECHNOLOGY: GRAPHIC PRODUCTS

EXAM FORMAT
The two hour written examination is worth 40% of your GCSE. The paper will test your
Knowledge and Understanding of Graphic Products through questions on Designing & Making.
REVISION HEADINGS
The following areas are the main topics that will be covered in your revision lessons and
revision guide. These will cover the bare essentials and therefore further in-depth revision will
be required by you.
RESEARCH CONTEXT:
PACKAGING THAT IS USED TO PROMOTE PRODUCTS
In preparation for the exam you should:

1
Research a range of
the properties and functions of materials used
different production methods, finishes and techniques used
Discuss
Consider
Investigate
the issues related to mechanisms used

how images can be used to develop design ideas
how commercial printing is used in production systems to produce quality products
Knowledge:

Market Research Methods establishing the needs and wants of the customer.
Appropriate research ie. existing point of sale displays, typography, material, intended
usage, internal or external location, size/capacity, advertising methods.
Analysis of research to produce a specification to design your own display.
Use of 2D and 3D drawing techniques to show a range of ideas, for your own display
design. Key words to consider: corporate and product identity, image, customer identity,
typography, colour, texture, production and manufacturing processes, materials, quality
and health and safety control.
Practise development of basic designs and concepts graphically and by prototype testing,
modification and evaluation.
Look at designs used in existing point of sale displays in terms of:
suitability of location
size, shape, and success of display in marketing the product
finishes, both as a material and in range of colour, texture, etc
cost
construction and durability
manufacture and production, ie single, batch, mass, continuous CAD/CAM?
You should consider the range of materials that could be used for point of sale displays, and the
pros and cons of each. Try and relate material to product.
SKILLS

Free hand and scale drawing in 2D and 3D (annotated)
Use of ICT in design and industry
Orthographic sectional, isometric and perspective drawing techniques
Use of colour, texture, render and light and shade
Use of British Standard Conventions: scale, dimensioning, and drawing layout
Modelling and making skills
The production process: planning the making, appropriate tools for the practical task and
sequencing of production, ie, cutting lists, step by step plans, Gannts charts, CAD/CAM
Use of quality control methods and consideration of health and safety
RESOURCES:
NEAB and COLLINS Graphic Products GCSE, and the revision guide and worksheets.
Website: www.bbc.co.uk/schools/gcsebitesize
DESIGN AND TECHNOLOGY: RESISTANT MATERIALS

EXAM FORMAT
The two hour written examination is worth 40% of your GCSE. The paper will test your
knowledge of Resistant Materials through design led questions testing your graphic skills and
theory.
REVISION HEADINGS
The following areas are the main topics which will be covered in your revision lessons and
revision guide. These will cover the bare essentials and therefore further indepth revision will be
required by you.
RESEARCH CONTEXT:
TRANSPORTING AND HOLDING OF SMALL ITEMS
In preparation for the exam you should:

1
Research
Art Deco style
the properties and functions of materials used
different production methods, finishes and techniques used
Discuss
Consider
Investigate
the issues related to meeting health and safety concerns

manufacturing and production
how Ergonomics and maintenance is used in production systems to produce
quality products
Knowledge

Analysis of research to produce a specification.
A working knowledge of materials used in existing products.
Ergonomics and anthropometric on existing products.
Analysis of designs used on existing products:
Construction and durability
Manufacture and production
Size, shape, and success of design
Suitability
Materials:
Wood: Hardwoods, Softwoods, and manufactured boards.
Metals: Ferrous, Non Ferrous, and Alloys.
Plastics: Thermo and Thermosetting.
Processes used in constructing the above materials:
Joints: Permanent and Knockdown.
Wood: joints, screws, glues, turning, shaping and forming tools and equipment.
Metal: Riveting, welding, brazing, bolting, turning, shaping and Forming tools and
equipment.
Plastics: Vacuum forming, blow moulding, injection moulding, Extrusion moulding, shaping
and forming tools and equipment.
Finishes
Understanding of working drawings.
Manufacturing Systems: Able to produce flow charts.
CAD/CAM/CIM Systems.
Manufacture and production, ie single, batch, mass production.
SKILLS

Free hand drawing
Use of colour, texture, rendering to improve designs
British Standards
RESOURCES
BBC Bitesize programs and internet site. NEAB and COLLINS Resistant Materials Revision
Guide.
DESIGN AND TECHNOLOGY: TEXTILES TECHNOLOGY

EXAM FORMAT
The two hour written examination is worth 40% of your GCSE. The preparation sheet for this
exam was distributed in March. You will be unable to take this sheet into the examination.
REVISION HEADINGS
The following areas are the main topics that will be covered in your revision lessons and will
need to be included on your preparation sheet, please remember that the preparation sheet
will only consist of the bare essentials and therefore further in-depth revision will need to be
undertaken.
RESEARCH THEME:
WORLDWIDE TRANSPORT
RESEARCH CONTEXT: EDUCATIONAL PRODUCT FOR A CHILD

Knowledge

Research fabrics including printing and dyeing methods.
Investigate product design and manufacture.
Investigate methods of decorating products.
Produce some initial designs which you can develop into a final design for a product in the
examination.
Investigate the types of fibres, fabrics and components appropriate to the research
context.
Investigate the ways in which these textile products can be manufactured.
Investigate ways in which ICT might be used in the design and manufacture of these
products.
Sustainability.
Smart fabrics.
Colour Application Methods

Including batik, tie-dye, appliqu, printing and embroidery. The method of completion,
materials and equipment for each method needs to be known and the disadvantages/
advantages of each method.
Fibres and Fabrics

Properties of different materials eg strong, sun resistant, moth proof, washable. Knowledge
of three natural (including cotton) and three synthetic (including polyester) fibres and
identify the pros and cons of man-made verses natural fibres. The difference between a
fibre and a fabric and identify the most suitable one for either a top or a decorative interior
product.
Identify why fabrics are combined eg cotton/polyester blends.
Finishes

Have a knowledge of four different types of finishes that would be suitable for your top
or decorative interior product, eg flame retardant, brushing, performance finishes, crease
resistance. Also the hazards and risks that can be eliminated through the use of finishes.
Construction Methods

Plain seams, French seams, methods of strengthening eg double stitching, Vilene, bias
binding.
Fabric types - Woven eg twill weave, plain weave, knitted and bonded or felted. Identify the
criteria that determine choice of different fabrics.
Methods of Manufacture

Mass production and batch production.
Marketing

Consider how the price of an item is determined, different methods of market research,
methods of promotion, methods of product evaluation.
Legal Requirements

Trades Description Act, Weights and Measures Act, Consumer Protection Act, Consumer
Safety Act and Sale of Goods Act.
Quality Control

Identify suitable methods of quality control eg continually testing, modifying and evaluating
prototypes.
RESOURCES
Design and Make It: Textiles Technology, KS4.
Revision Guide issued by Miss Strazzanti and Miss Auburn
Preparation Sheet issued in March.
Other Books Available:
Letts Revision Guide: Design Technology ISBN 1- 85805-939-9
Oxford Revision Guide D & T: Textiles Technology Through Diagrams ISBN 0-19-832834-6
PHYSICAL EDUCATION
EXAM FORMAT
Assessment for Physical Education consists of:
Coursework
This element of the course is now completed and will account for 60% of the final marks.
Coursework assessments will be externally moderated and sent to the examining board by
Easter.
Written Examinations
One examination paper carrying 40% The examination is 1 hour and 30 minutes, and includes
multiple-choice, short-answer, and longer-answer questions.
REVISION HEADINGS
Section 1.1: Healthy, active lifestyles
1.1.1 Healthy, active lifestyles and how they could benefit you
Students should be able to:

explain what constitutes a healthy, active lifestyle;
classify the benefits of a healthy, active lifestyle as social, physical or mental.
describe how physical activity can:
increase individual wellbeing;
help the individual to feel good (serotonin levels);
help relieve stress, and prevent stress-related illness;
increase self-esteem and confidence;
contribute to good health;
contribute to enjoyment of life.
explain how participation in physical activity can stimulate:
co-operation;
competition;
physical challenge;
aesthetic appreciation;
the development of friendships and social mixing.
1.1.2 Influences on your healthy, active lifestyle


identify key influences that have an impact on them, and others, achieving sustained
involvement in physical activity, including:
people: family, peers, role models;
image: fashion, media coverage;
cultural: age, disability, gender, race;
resources: access, availability, location, time;
health and wellbeing: illness, health problems;
socio-economic: cost, perceived status of the activity.
explain the opportunities available to become, or remain, involved in physical activity in a

range of roles (including leadership, officiating and volunteering) and the qualities needed
to participate in physical activity in this way.
explain the sports participation pyramid with regard to the foundation, participation,
performance and elite stages.
describe the following initiatives developed to provide opportunities for becoming, or

remaining, involved in physical activity:
latest policies relating to minimum involvement in PE and sport;
PE School Sport and Club Links (PESSCL);
School Sport Partnerships.
Sport Englands Start, Stay, Succeed initiative:
Start

increase participation in sport in order to improve the health of the nation, with a
focus on priority groups.
Stay

retain people in sport through an effective network of clubs, sports facilities,

coaches, volunteers and competitive opportunities.
Succeed create opportunities for talented performers to achieve success.

the Youth Sport Trusts TOP and Active Kids programmes and their contribution to the
development of healthy lifestyles.
1.1.3 Exercise and fitness as part of your healthy, active lifestyle

Students should:

be able to explain the terms:
health
fitness
exercise
and know how they relate to a balanced, healthy lifestyle and performance in physical activities.

know about the components of health-related exercise:
cardiovascular fitness;
muscular strength;
muscular endurance;
flexibility;

body composition.
and relate each to physical activity, identifying the relative importance of each to different
physical activities.
know about the components of skill-related fitness:
agility
balance
co-ordination
power
reaction time

speed.
and relate each one to physical activity, identifying the relative importance of each one to
different physical activities.
1.1.4 Physical activity as part of your healthy, active lifestyle

assess personal readiness (PAR-Q);
assess fitness levels for use in an exercise programme (tests for health-related exercise:
Coopers 12-minute run test, hand grip strength test, sit and reach flexibility test, Harvard
Step Test, treadmill test; tests for skill-related fitness: Illinois Agility Run test, standing stork
test, Sergeant Jump test, standing broad jump, ruler drop test, 30-metre sprint, three ball
juggle).
describe, explain and apply the principles of training:
progressive overload;
specificity;
individual differences/needs;
rest and recovery.
explain the components of the FITT principle (Frequency, Intensity, Time and Type), noting
overlap with other principles of training, and how application of this principle can lead to
improved competence and performance.
explain the term reversibility, why it might occur and its impact on performance.
explain the value of goal setting in terms of planning, developing and maintaining regular
involvement in healthy, physical activity.
describe, explain and apply the principles of setting SMART (Specific, Measurable,
Achievable, Realistic and Time-bound) targets describe the following methods of training:
interval
continuous
Fartlek
circuit
weight

cross
and explain how they can improve health and fitness, by helping to develop physical and mental
capacity, and their relationships with the components of fitness.
link methods of training to specific physical activities based on the associated health-
related exercise and skill-related fitness requirements.
Section 1.2: Your healthy, active body
This section focuses on the ways in which body systems inter-relate during physical activity
and how a healthy, active lifestyle contributes to the growth and development of body systems,
structures and general wellbeing.
1.2.1 Physical activity and your healthy mind and body
Students must be able to:

describe the different body types (somatypes): endomorph, mesmomorph and

ectomorph and explain the effect each can have on participation and performance,
including identifying activities where different body types are an advantage;
outline why, and how, expected and optimum weight varies according to height, gender,
bone structure and muscle girth, and explain how this may affect participation, and
performance, in physical activity;
explain the terms: anorexic, obese, overfat, overweight and underweight and explain how
they may impact on achieving a sustained involvement in physical activity;
explain the effects of smoking and alcohol on general health and on physical activity.
know about different categories of drugs:

performance enhancing (anabolic steroids, beta blockers, diuretics, narcotic

analgesics, stimulants, peptide hormones including erythropoietin/EPO);
recreational (alcohol, nicotine/smoking) the effects they may have on health,

well-being and physical performance and why some performers might risk
using them;
identify risks associated with participation in physical activities, and explain how to
reduce these risks to better maintain wellbeing (warming-up/cooling-down, checking
equipment and facilities, personal readiness/PAR-Q, balanced competition, adherence to
rules, correct clothing).
1.2.2 A healthy, active lifestyle and your cardiovascular system

Students should understand the impact of a healthy, active lifestyle on their cardiovascular
system:

exercise and physical activity;
immediate and short-term effects of participation in exercise and physical activity

(increased heart rate, systolic/diastolic blood pressure, increased blood pressure);
effects of regular participation in and long-term effects of participation in

exercise and physical activity (cardiac output (HR x SV = CO), decreased resting
heart rate, faster recovery, increased stroke volume, increased size of
heart, effects on blood pressure, healthy veins and arteries);
rest (rest required for adaptation to take place, time for recovery before next
exercise session);
diet (effects on blood pressure and cholesterol HDL and LDL);
recreational drugs (effects of alcohol and smoking/nicotine on blood pressure).
1.2.3 A healthy, active lifestyle and your respiratory system

Students should understand the impact of a healthy, active lifestyle on their respiratory system:

exercise and physical activity:

(increased breathing rate, increased depth of breathing, oxygen debt);

exercise and physical activity (increased lung capacity/volume and vital
capacity);

recreational drugs (effect of smoking/nicotine on the alveoli-gaseous exchange).
1.2.4 A healthy, active lifestyle and your muscular system
Students should understand the impact of a healthy, active lifestyle on their muscular system:

role of muscular system during physical activity
major muscle groups that benefit from particular types of physical activity (deltoid,
trapezius, latissimus dorsi, pectorals, biceps, triceps, abdominals, quadriceps,
hamstrings, gluteals, gastrocnemius);
role of mucles in movement (antagonist and antagonist pairs);
exercise and physical activity

(isometric and isotonic contractions, responses increased fuel/energy demands,
lactic acid, muscle fatigue);
effects of regular participation in and long-term effects of
participation in exercise and physical activity (adaptations increased strength

and size/hypertrophy);
the potential for injuries such as muscle strain and muscle atrophy (due to injury
and inactivity), and their treatment using common Techniques;
rest (rest required for adaptation to take place, time for recovery before next exercise
session);
diet (effects of protein in building and repairing muscles);
performance enhancing drugs (use of steroids to aid muscle building and recovery).
1.2.5 A healthy, active lifestyle and your skeletal system

Students should understand the impact of a healthy, active lifestyle on their skeletal system:

role of skeletal system during physical activity;
function of skeletal system for movement, support and protection during physical
activity;
ranges of movement at hinge joint at elbow and knee, ball and socket joint at
shoulder during physical activity (flexion, extension, rotation, abduction, adduction)
exercise and physical activity

exercise and physical activity (increased bone density and strength of ligaments
and tendons);
importance of weight-bearing exercise (exercises such as walking, running, tennis

and aerobics) to prevent osteoporosis;
the potential for injuries such as fractures (compound, greenstick, simple, stress)
and joint injuries (tennis elbow, golfers elbow, dislocation, sprain, torn cartilage),
and their treatment using common techniques such as RICE (rest, ice,
compression, elevation);
diet (effect of calcium and vitamin D on bones).
RESOURCES
Theory Books from Years 10 and 11.
Any tests and revision questions completed over the past two years.
Revision on school network: start/physcial education/GCSE examzone

Yr 11 Revision Guide 2013

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Yr 11 Revision Guide 2013

Hochgeladen von

Copyright:

Verfügbare Formate

Matravers School

GCSE EXAMS 2013

PLANNING YOUR REVISION TIME THE EASTER HOLIDAYS, WEEKENDS

Mnemonics (First Letter Triggers)

Check the VLE regularly for revision notes and updates:

SOME SHORT SHARP WINS

Crosswords and Wordsearches

Can You Remember?

Community Revision Cards

REVISION WHEEL TEMPLATE

HOW TO REVISE MIND MAPS

How to Make a Mind Map

Pick a song you know really

Link your revised facts

Rewrite the lyrics using key

Colour code these using

Paste your typed notes into

Write facts on slips of paper.

What are the

These are the keys to success. Make sure

Explain why the Mormons went West to

My link back to the queson is...

The Mormons moved West

In Nauvoo they were aacked in the street and tarred

Therefore they had to move West

The Mormons moved West

Polygamy was illegal in the United States but the Great

Therefore the Mormons were able

The Mormons moved West

Brigham Young was a strong leader and the Mormons

Therefore Youngs leadership was a

UNDERSTANDING EXAM QUESTIONS

What are the key terms in the

What are the key things you need

EASTER HOLIDAY SUPPORT TIMETABLE

All ICT students welcome

Students that have received

Mrs Thorne and Mr

All History students welcome

Students that have been invited

Foundation students only

All Drama students welcome

Students that have received

Mrs Hodges & Mr

Higher Paper Students only

Mrs Hodges & Mr

All BTEC Music students

All BTEC sport students welcome

AFTER-SCHOOL EXTRA SUPPORT SESSIONS

Subjects and Times

Maths: 3.00 4.00pm

Geography: 3.00 3.30pm

Music: 3.00 3.45pm

Science: 3.00 4.00pm

Subjects and Times

Maths: 3.00 4.00pm

English: 3.00 4.00pm

Design Technology: retakes only

PE: 3.00 4.00pm

ON THE DAY OF THE EXAM

get a good nights sleep

At the Start of the Exam....

create the right impression with the examiner

At the End of the Exam....