year 11 ppe revision lists november 2019 what should i …...maths – higher grades 4 ... 5...

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Year 11 PPE Revision Lists November 2019

What should I revise?

• Start with the topics highlighted in your Smith Proformas from your last PPE (not all subjects produced

these last summer). You have had this for a while now – so hopefully these are all ticked off!

• Then work through each of these check lists and anything specific from your teacher.

Contents – Click the subject to take you to that section

Maths – Higher Grades 4 to 9 .......................................................................................................................................... 2

Maths – Foundation Grades 5 to 1 .................................................................................................................................. 5

English Language .............................................................................................................................................................. 8

English Literature.............................................................................................................................................................. 9

Science (Combined) ........................................................................................................................................................ 11

Science (Triple) ............................................................................................................................................................... 12

Religious Education ........................................................................................................................................................ 13

Buddhism .................................................................................................................................................................... 13

Practices .................................................................................................................................................................. 14

Christianity.................................................................................................................................................................. 15

Beliefs & teachings ................................................................................................................................................. 15

Practices .................................................................................................................................................................. 15

Geography ...................................................................................................................................................................... 16

History ............................................................................................................................................................................. 20

Music ............................................................................................................................................................................... 23

BTEC Engineering Revision list ....................................................................................................................................... 26

Business Studies ............................................................................................................................................................. 29

Computer Science ........................................................................................................................................................... 30

Construction Unit 3 Revision List ................................................................................................................................... 31

Creative iMedia .............................................................................................................................................................. 32

Food Technology ............................................................................................................................................................ 33

French and German ........................................................................................................................................................ 35

French Grammar ......................................................................................................................................................... 35

Physical Education .......................................................................................................................................................... 38

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Maths – Higher Grades 4 to 9

Grade Algebra I can do

this Algebra I can do

this 9 Approximate solutions to equations using iteration. 5 Factorising quadratic expressions

9 Equation of a circle 5 Fibonacci, quadratic and simple geometric sequences

9 Equation of a tangent 5 Graphical solution to equations

8 Algebra and Proof 5 Inequalities on number lines

8 Gradients and area under a graph 5 Linear equations

8 Graphs of trigonometric functions 5 Quadratic graphs

8 Quadratic equations (completing the square) 5 Reciprocal real-life graphs

7 Composite functions 5 Simplify indices

7 Expand the product of two or more binomials 5 Simplify surds

7 Factorising difficult quadratic expressions 5 Solve linear inequalities in one variable

7 Geometric Sequences 5 Writing formulae and expressions

7 Graphs of exponential functions 4 Changing the subject

7 Quadratic equations (needing re-arrangement) 4 Collecting like terms

7 Quadratic equations (quadratic formula) 4 Expressions

7 Real-life exponential graphs 4 Factorise single bracket

7 Represent quadratic inequalities 4 Finding the equation of a line

7 Simultaneous equations (non-linear) 4 Graphs of linear functions

7 Solve quadratic inequalities 4 Graphs of quadratic functions

7 Translations and reflections of a function 4 Linear equations one unknown

7 Turning points & completing the square 4 Multiplying single brackets

6 Algebraic fractions 4 Non-standard real-life graphs

6 Identifying parallel lines 4 nth term of a linear sequence

6 Inverse functions 4 Number machines

6 Linear inequalities in two variables 4 Substitution

6 nth term of a quadratic sequence 4 Using "y = mx + c"

6 Quadratic equations (factorisation)

6 Quadratic equations (graphical methods)

6 Represent linear inequalities

6 Simultaneous equations (linear)

5 Algebraic argument

5 Algebraic terminology

5 Cubic and Reciprocal graphs

5 Deduce quadratic roots algebraically

5 Derive an equation

5 Equation of a line

5 Expand the product of two binomials

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Grade Statistics I can do

this Geometry and Measures I can do

this 6 Boxplots 8 Circle theorems

6 Cumulative frequency 8 Vector arguments and proof

6 Histograms with unequal class widths 7 Area of a triangle

6 Quartiles and Interquartile Range 7 Cosine Rule

5 Histograms with equal class widths 7 Pythagoras and trig 2D and 3D

5 Scatter graphs 7 Sine Rule

4 Comparing data using graphs 6 Combined transformations

4 Comparing Distributions 6 Congruence and Similarity

4 Correlation 6 Standard trigonometric ratios

4 Population 5 Arc lengths and sectors

4 Sampling 5 Derive triangle results

4 Scatter Diagrams 5 Enlargements and negative SF

4 Time series 5 Loci

5 Pythagoras

Grade Probability I can do

this

5 Similarity and Congruence

7 Conditional Probability 5 Standard constructions

5 Probability of dependent events 5 Surface Area

5 Probability of independent events 5 Trigonometric ratios

4 Mutually exclusive sum 5 Volume

4 Relative Frequency 4 Alternate and corresponding angles

4 Tables and Grids 4 Area of a circle

4 Theoretical Probability 4 Areas of composite shapes

4 Unbiased Samples 4 Areas of triangles, trapezia and parallelograms

4 Venn Diagrams 4 Bearings

4 Circle terminology

4 Circumference of a circle

4 Congruent triangles

4 Enlargements and fractional SF

4 Perimeter of 2D shapes

4 Plans and elevations

4 Polygons

4 Solve geometrical problems

4 Vector arithmetic

4 Volume of prisms

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Grade Number I can do

this Ratio, Proportion and rates of change I can do

this 8 Surds 9 Gradients and the rate of change

7 Index Laws (negative and fractional) 7 General iterative processes

7 Product rule 6 Direct and inverse proportion

7 Recurring Decimals 5 Compound Units

7 Upper and lower bounds 5 Gradient & the rate of change

6 Finance 1 5 Growth and decay

6 Powers and Roots 5 Interpret Proportion

6 Product of prime factors 5 Percentage change

6 Using Pi 5 Problems with compound units

5 Calculating with fractions 5 Scale factors and similarity

5 Error intervals 5 Simple Interest and Financial Maths

5 Index Laws 5 Solve Proportion Problems

5 Limits of accuracy 4 Compare Fractions, Decimals and Percentages

4 Adding and subtracting fractions 4 Compare lengths, area, volume

4 Checking calculations 4 Comparing quantities as a ratio

4 Compound measures 4 Division of a quantity as a ratio

4 Converting metric units 4 Express one quantity as a % of another

4 Estimation 4 Percentage change

4 Fractions and percentages 4 Problems involving ratio

4 Fractions and ratio problems 4 Proportion and ratio

4 Interpret calculator displays 4 Ratio and fractions

4 LCM and HCF 4 Ratio Sharing

4 Multiples and factors

4 Multiplying fractions

4 Operations

4 Order of operations

4 Powers

4 Rounding

4 Standard Form

4 Terminating decimals and fractions

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Maths – Foundation Grades 5 to 1

Grade Algebra I can do

this Algebra I can do

this 5 Algebraic terminology 3 Coordinates in four quadrants

5 Cubic and Reciprocal graphs 3 Plotting straight line graphs

5 Deduce quadratic roots algebraically 3 Position to term rules

5 Derive an equation 3 Sequences of square, triangular and cube numbers

5 Equation of a line 3 Using Formulae

5 Expand the product of two binomials 2 Sequences and Rules

5 Factorising quadratic expressions

5 Fibonacci, quadratic and simple geometric sequences

5 Graphical solution to equations

Grade Statistics I can do

this 5 Inequalities on number lines 5 Histograms with equal class widths

5 Linear equations 5 Scatter graphs

5 Quadratic graphs 4 Comparing data using graphs

5 Reciprocal real-life graphs 4 Comparing Distributions

5 Simplify indices 4 Correlation

5 Simplify surds 4 Population

5 Solve linear inequalities in one variable 4 Sampling

5 Writing formulae and expressions 4 Scatter Diagrams

4 Changing the subject 4 Time series

4 Collecting like terms 3 Charts and Diagrams

4 Expressions 3 Pie Charts

4 Factorise single bracket 3 Types of data

4 Finding the equation of a line 3 Vertical Line Charts

4 Graphs of linear functions

4 Graphs of quadratic functions

4 Linear equations one unknown

4 Multiplying single brackets

4 Non-standard real life graphs

4 nth term of a linear sequence

4 Number machines

4 Substitution

4 Using "y = mx + c"

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Grade Geometry and Measures I can do

this

Grade Probability I can do

this 5 Arc lengths and sectors 5 Compound Units

5 Derive triangle results 5 Gradient & the rate of change

5 Enlargements and negative SF 5 Growth and decay

5 Loci 5 Interpret Proportion

5 Pythagoras 5 Percentage change

5 Similarity and Congruence 5 Problems with compound units

5 Standard constructions 5 Scale factors and similarity

5 Surface Area 5 Simple Interest and Financial Maths

5 Trigonometric ratios 5 Solve Proportion Problems

5 Volume 4 Compare Fractions, Decimals and Percentages

4 Alternate and corresponding angles 4 Compare lengths, area, volume

4 Area of a circle 4 Comparing quantities as a ratio

4 Areas of composite shapes 4 Division of a quantity as a ratio

4 Areas of triangles, trapezia and parallelograms 4 Express one quantity as a % of another

4 Bearings 4 Percentage change

4 Circle terminology 4 Problems involving ratio

4 Circumference of a circle 4 Proportion and ratio

4 Congruent triangles 4 Ratio and fractions

4 Enlargements and fractional SF 4 Ratio Sharing

4 Perimeter of 2D shapes 3 Convert standard units

4 Plans and elevations 3 Express one quantity as a fraction of another

4 Polygons 3 Use ratio notation

4 Solve geometrical problems 3 Use scale factors, diagrams and maps

4 Vector arithmetic

4 Volume of prisms

3 3-D Shapes Grade Ratio, Proportion and rates of change

3 Congruent and similar shapes 5 Probability of dependent events

3 Geometrical terminology and diagrams 5 Probability of independent events

3 Measuring lines and angles 4 Mutually exclusive sum

3 Properties of quadrilaterals 4 Relative Frequency

3 Properties of triangles 4 Tables and Grids

3 Translations and vectors 4 Theoretical Probability

3 Using standard units 4 Unbiased Samples

4 Venn Diagrams

3 Frequency Trees

3 Probability of equally likely outcomes

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Grade Number I can do

this 5 Calculating with fractions

5 Error intervals

5 Index Laws

5 Limits of accuracy

4 Adding and subtracting fractions

4 Checking calculations

4 Compound measures

4 Converting metric units

4 Estimation

4 Fractions and percentages

4 Fractions and ratio problems

4 Interpret calculator displays

4 LCM and HCF

4 Multiples and factors

4 Multiplying fractions

4 Operations

4 Order of operations

4 Powers

4 Rounding

4 Standard Form

4 Terminating decimals and fractions

3 Decimals

3 Listing outcomes

3 Prime numbers

3 Using standard units

2 Add and Subtract integers

2 Dividing integers

2 Multiplying integers

2 Ordering numbers

2 Place value

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English Language English Language Paper 1

English Language Paper 2

Fiction Reading Analysis Non-Fiction Reading Analysis Creative Writing Writing to Argue

Reading Skills RAG Writing Skills RAG

I am able to identify and interpret explicit and implicit information and ideas I am able to communicate in a way that is consistently clear and effective

I am able to show clear understanding when explaining the effects of writer's choices of language/structure

I am able to match tone, style and register to purpose, form and audience

I am able to select a range of relevant quotations I am able to use increasingly sophisticated vocabulary and phrasing chosen for

effect with a range of linguistic devices

I am able to use subject terminology accurately I am able write in an engaging way with a range of detailed connected ideas

I am able to clearly evaluate the text I am able to use coherent paragraphs with integrated discourse markers

I am able to offer examples from the text to explain views clearly I am able to make effective use of structural features

I am able to show a clear understanding by beginning to interpret both texts I am able to mark sentences in a way that is mostly secure and accurate

I am able to show a clear understanding by demonstrating clear connections between texts

I am able to make use of a range of punctuation, mostly with success

I am able to select relevant quotations/references from both texts to support my response

I am able to make use of a variety of sentence forms for effect

I am able to show a clear understanding by comparing ideas and perspectives in a clear and relevant way

I am able to use Standard English mostly accurately, including control of grammatical structures

I am able to explain clearly how methods are used to convey ideas and perspectives

I am able to be generally accurate with my spelling, including complex and irregular words

I am able to make use of increasingly sophisticated vocabulary

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English Literature English Literature Paper 1 Macbeth Christmas Carol

Macbeth- Aspects of the play A Christmas Carol- Aspects of the novella

1. Key themes: ambition, supernatural, fate, violence, nature, retribution

1. How Scrooge is presented in Stave One

2. Historical/social context (links to King James I)

2. Historical/social context (Victorian era 1843)

3. The Natural Order/hierarchy/kingship

3. Charles Dickens’ message

4. Plot structure

4. Who each of the four ghosts are/what they represent

5. How the characters are connected to each other

5. The purpose of each ghost/what they teach Scrooge

6. Relationship of Macbeth and Lady Macbeth 6. The significance of Ignorance and Want (children with Ghost of

Christmas Present, Stave Three)

7. How they change throughout the play and why

7. The significance of fire in the novella

8. Role of the witches and significance of witchcraft

8. The role of the Cratchit family

9. Friendship of Macbeth and Banquo

9. The different methods the writer uses and relevant subject terminology

10. Role of men and women (links to context)

10. Key themes in the novella

11. King Duncan/how other thanes view him (especially MacDuff)

11. Key quotes for Aspects 1 – 9 (see above)

12. Key quotes and significant scenes

13. Key terms: aside, soliloquy, dramatic tension, dramatic irony

14. How Shakespeare’s audience would have reacted compared to modern audiences

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English Literature Paper 2 List of poems: Ozymandias, London, The Prelude, My Last Duchess, The Charge of the Light Brigade, Exposure, Storm on the Island, Bayonet Charge, Remains, Poppies, War Photographer, Tissue, The Emigree, Checking out me history, Kamikaze

An Inspector Calls AQA Poetry Anthology – Power and Conflict

Unseen Poetry

An Inspector Calls- Aspects of the play: Aspects of the poetry anthology:

1. Key themes: social responsibility, class, young/old

1. Meaning of each poem- the story of what happens

2. Historical/social context (written in 1945, set in 1912)

2. Historical/social context of each poem

3. JB Priestley’s message (linked to his politics)

3. Poet’s message (linked to the context)

4. Arthur Birling and his interaction with Eva Smith 4. Links to Power (Power of Nature, Power of Memories, Power of People,

Lack of Power)

5. Sybil Birling and her interaction with Eva Smith 5. Links to Conflict (War, Inner Conflict, Effect of Conflict on Soldiers, Effect

of Conflict on Civilians)

6. Gerald Croft and his interaction with Eva Smith

6. Key Language Terms: Simile, Metaphor, Personification, Imagery

7. Sheila Birling and her interaction with Eva Smith

7. Key Word Classes: Adjective, Adverb, Verb, Pronoun

8. Eric Birling and his interaction with Eva Smith 8. Key Structural Devices: Repetition, Enjambment, Caesura, Alliteration,

Sibilance, Assonance

9. The role of Inspector Goole and how he represents JB Priestley’s views 9. Key Form Terms: Sonnet, Quatrains, Blank Verse, Free Verse, Stanza,

Rhythm, Rhyme Scheme

10. Significance of Goole’s final speech

11. Key quotes

12. Key terms: monologue, dramatic tension, suspense, dramatic irony

13. Importance of the stage directions

14. Why Eva Smith never appears in the play

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Science (Combined)

Paper one will be covered in PPE 1 then paper 2 will be covered in PPE2.

Topics and Assessments

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

The specification can be found here: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/sciences-

2016.html#tab-0

This documents explains how Edexcel writes the question papers:

http://qualifications.pearson.com/content/dam/pdf/GCSE/Science/2016/teaching-and-learning-materials/Edexcel-

GCSE-Science-Explaining-our-exams-guide.pdf

There are six papers in total and this will gain you 3 separate GCSEs (Biology, Chemistry, Physics). 2 papers each for

biology, chemistry and physics these will all be taken at the end of Year 11 in the Summer exams.

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

Biology Topics

Chemistry Topics Paper 1: topics 1-5

• Key concepts in chemistry

• States of matter and mixtures

• Chemical changes

• Extracting metals and equilibria

• Separate chemistry 1

Paper 2: topic 1 + topics 6-8

• Key concepts in chemistry

• Groups in the periodic table

• Rates of reaction and energy changes

• Fuels and Earth science

• Separate chemistry 2

Physics Topics

Paper 5: Physics 1 – topics 1-7

• Key concepts of physics

• Motion and forces

• Conservation of energy

• Waves

• Light and the electromagnetic spectrum

• Radioactivity

• Astronomy

Paper 6: Physics 2 - topic 1 + topics 8-15

• Key concepts of physics

• Energy - Forces doing work

• Forces and their effects

• Electricity and circuits

• Magnetism and the motor effect

• Electromagnetic induction

• Particle model

• Forces and matter

Paper 1: topics 1-5

• Key concepts in biology

• Cells and control

• Genetics

• Natural selection and genetic modification

• Health, disease and the development of medicines

Paper 2: topic 1 + topics 6-9

• Key concepts in biology

• Plant structures and their functions

• Animal coordination, control and homeostasis

• Exchange and transport in animals

• Ecosystems and material cycles

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/sciences-2016.html#tab-0

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/sciences-2016.html#tab-0

http://qualifications.pearson.com/content/dam/pdf/GCSE/Science/2016/teaching-and-learning-materials/Edexcel-GCSE-Science-Explaining-our-exams-guide.pdf

http://qualifications.pearson.com/content/dam/pdf/GCSE/Science/2016/teaching-and-learning-materials/Edexcel-GCSE-Science-Explaining-our-exams-guide.pdf

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Science (Triple)

Paper one will be covered in PPE 1 then paper 2 will be covered in PPE2.

Assessment information Common to Papers 1 to 6 ● First assessment: May/June 2018. ● The assessment is 1 hour and 10 minutes. ● The assessment is out of 60 marks. ● The assessment consists of six questions. ● Students must answer all questions. ● The paper will include multiple-choice, short answer questions, calculations and extended open-response questions. ● Calculators may be used in the examination. ● Available at foundation tier and higher tier. ● Students must complete all assessments for this qualification in the same tier. ● The foundation tier paper will target grades 1–5. ● The higher tier paper will target grades 4–9. ● 16 marks of the paper will be overlap questions that appear in both the foundation and higher tier papers. Paper 1: Biology 1 (Paper code: 1SC0/1BF, 1SC0/1BH) Content assessed Topic 1 – Key concepts in biology, Topic 2 – Cells and control, Topic 3 – Genetics, Topic 4 – Natural selection and genetic modification, Topic 5 – Health, disease and the development of medicines Paper 2: Biology 2 (Paper code: 1SC0/2BF, 1SC0/2BH) Content assessed Topic 1 – Key concepts in biology, Topic 6 – Plant structures and their functions, Topic 7 – Animal coordination, control and homeostasis, Topic 8 – Exchange and transport in animals, Topic 9 – Ecosystems and material cycles Paper 3: Chemistry 1 (Paper code: 1SC0/1CF, 1SC0/1CH) Content assessed Topic 1 – Key concepts in chemistry, Topic 2 – States of matter and mixtures, Topic 3 – Chemical changes, Topic 4 – Extracting metals and equilibria Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Combined Science

Paper 4: Chemistry 2 (Paper code: 1SC0/2CF, 1SC0/2CH) Content assessed Topic 1 – Key concepts in chemistry, Topic 6 – Groups in the periodic table, Topic 7 – Rates of reaction and energy changes, Topic 8 – Fuels and Earth science Paper 5: Physics 1 (Paper code: 1SC0/1PF, 1SC0/1PH) Content assessed Topic 1 – Key concepts of physics, Topic 2 – Motion and forces, Topic 3 – Conservation of energy, Topic 4 – Waves, Topic 5 – Light and the electromagnetic spectrum, Topic 6 – Radioactivity Paper 6: Physics 2 (Paper code: 1SC0/2PF, 1SC0/2PH) Content assessed Topic 1 – Key concepts of physics, Topic 8 – Energy - Forces doing work, Topic 9 – Forces and their effects, Topic 10 – Electricity and circuits, Topic 12 – Magnetism and the motor effect, Topic 13 – Electromagnetic induction, Topic 14 – Particle model, Topic 15 – Forces and matter

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Religious Education

Buddhism

Students should be aware that Buddhism is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. This knowledge may be applied throughout the assessment of the specified content.

Students should study the beliefs, teachings and practices of Buddhism specified below and their basis in Buddhist sources of wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Some texts are prescribed for study in the content set out below and questions may be set on them. Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.

Common and divergent views within Buddhism in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of Buddhist perspectives in their answers, for example, Theravada, Mahayana, Zen and Pure Land. They must study the specific differences identified below.

Beliefs & Teachings

The Dhamma (Dharma)

• The concept of Dhamma (Dharma).

• The concept of dependent arising (paticcasamupada).

• The Three Marks of Existence:

o anicca (impermanence)

o anatta (no fixed self)

o dukkha (unsatisfactoriness of life, suffering).

• The human personality, in the Theravada and Mahayana traditions:

o Theravada: The Five Aggregates (skandhas) of form, sensation, perception, mental formations, consciousness

o Mahayana: sunyata, the possibility of attaining Buddhahood and Buddha-nature.

• Human destiny:

o different ideals in Theravada and Mahayana traditions: Arhat (a ‘perfected person’) and Bodhisattva ideals

o Buddhahood and the Pure Land.

The Buddha and the Four Noble Truths

• The Buddha’s life and its significance:

o the birth of the Buddha and his life of luxury

o the Four Sights: illness, old age, death, holy man (Jataka 075)

o the Buddha’s ascetic life

o the Buddha’s Enlightenment.

• The Four Noble Truths:

o suffering (dukkha) including different types of suffering

o the causes of suffering (samudaya); the Three Poisons, ignorance, greed and hate

o the end of craving (tanha), interpretations of nibbana (nirvana) and Enlightenment

o the Eightfold Path (magga) to nibbana/nirvana; the pathas the Threefold Way: ethics (sila), meditation (samadhi) and wisdom (panna). Dhammapada 190–191.

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Practices

Worship and festivals

• The nature, use and importance of Buddhist places of worship including temples, shrines, monasteries (viharas), halls for meditation or learning (gompas) and their key features including Buddha rupa, artefacts and offerings.

• Puja, the significance and role of puja/devotional ritual in the home and in the temple, including chanting, both as a devotional practice and as an aid to mental concentration, mantra recitation, use of malas.

• Meditation, the different aims, significance and methods of meditation:

o Samatha (concentration and tranquillity) including mindfulness of breathing

o Vipassana (insight) including zazen

o the visualisation of Buddhas and Bodhisattvas.

• The practice and significance of different ceremonies and rituals associated with death and mourning in Theravada communities and in Japan and Tibet.

• Festivals and retreats and their importance to Buddhists in Great Britain today, including the celebrations, origins and significance of:

o Wesak

o Parinirvana Day.

Buddhist ethics

• Ethical teaching:

o kamma (karma) and rebirth

o compassion (karuna)

o loving kindness (metta).

• The five moral precepts:

o do not take life

o do not take what is not given

o do not misuse the senses

o do not speak falsehoods

o do not take intoxicants that cloud the mind.

• The six perfections in the Mahayanan tradition:

o generosity

o morality

o patience

o energy

o meditation

o wisdom, including how the individual develops these perfections within themselves.

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Christianity

Students should be aware that Christianity is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. This knowledge may be applied throughout the assessment of the specified content.

Students should study the beliefs, teachings and practices of Christianity specified below and their basis in Christian sources of wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Some texts are prescribed for study in the content set out below and questions may be set on them.

Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.

Common and divergent views within Christianity in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of different Christian perspectives in their answers including Catholic, Orthodox and Protestant.

Beliefs & teachings

Key beliefs

• The nature of God:

o God as omnipotent, loving and just, and the problem of evil and suffering

o the oneness of God and the Trinity: Father, Son and Holy Spirit.

• Different Christian beliefs about creation including the role of Word and Spirit (John 1:1-3 and Genesis 1:1-3).

• Different Christian beliefs about the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell.

Jesus Christ and salvation

• Beliefs and teachings about:

o the incarnation and Jesus as the Son of God

o the crucifixion, resurrection and ascension

o sin, including original sin

o the means of salvation, including law, grace and Spirit

o the role of Christ in salvation including the idea of atonement.

Practices

Worship and festivals

• Different forms of worship and their significance:

o liturgical, non-liturgical and informal, including the use of the Bible

o private worship.

• Prayer and its significance, including the Lord’s Prayer, set prayers and informal prayer.

• The role and meaning of the sacraments:

o the meaning of sacrament

o the sacrament of baptism and its significance for Christians; infant and believers' baptism; different beliefs about infant baptism

o the sacrament of Holy Communion/Eucharist and its significance for Christians, including different ways in which it is celebrated and different interpretations of its meaning.

• The role and importance of pilgrimage and celebrations including:

o two contrasting examples of Christian pilgrimage: Lourdes and Iona

o the celebrations of Christmas and Easter, including their importance for Christians in Great Britain today.

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The role of the church in the local and worldwide community

• The role of the Church in the local community, including food banks and street pastors.

• The place of mission, evangelism and Church growth.

• The importance of the worldwide Church including:

o working for reconciliation

o how Christian churches respond to persecution

o the work of one of the following: Catholic Agency for Overseas Development (CAFOD), Christian Aid, Tearfund.

Geography

Year 11 Geography Revision PPE November 2019

Applied Fieldwork Enquiry

Written examination: 1 hour 30 minutes

72 marks (plus 4 marks for spelling, punctuation, grammar and use of specialist terms)

Component 3 is a written examination in three parts:

• Part A will assess approaches to fieldwork methodology, representation and analysis.

• Part B will assess how fieldwork enquiry may be used to investigate geography's conceptual frameworks.

• Part C will assess the application of broad geographical concepts to a wider UK context and assess the ability

to make and justify a decision.

You will need to understand the enquiry process:

1. Posing geographical questions

2. Methodology – Different techniques that can be used in an investigation, are the gathering qualitative or

quantitative data? Could you collect secondary data?

3. Types of sampling – Would it be random, systematic (e.g. every 10th person), opportunistic or stratified?

What are the benefits of these sampling methods?

4. Designing data collection sheets

5. Presenting your data – can you draw or interpret a range of graphs?

6. Analysis of data – What does the graph show? Can you suggest reasons for any patterns or trends from

graphs?

7. Write a conclusion that answers your geographical question

8. Evaluate techniques and enquiry process – Suggest improvements to make the enquiry more accurate or

reliable, e.g. did you visit multiple times? Did you test at different times of the day? Was the sampling fair?

Your exam will focus on two key themes:

Qualitative Surveys

This theme focuses on applying understanding of how to obtain quality data whilst conducting fieldwork, for

example using questionnaires or Likert Surveys. You will also need to know the advantages and disadvantages of

these techniques.

You will also need to review the different presentation methods you used for data.

Evaluate your own study, what methods did you use to investigate? Did they work?

Sustainable Communities

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You will need to revise Egan’s Wheel and examples of sustainable communities like BedZED.

You will need to think about the surveys you used to assess if the community was sustainable, for example bi-polar

surveys and Likert Surveys. You will need to know the advantages and disadvantages of both.

Both these themes will be focused on two key areas from the topics you have studied:

Leisure – National Parks

• How are rural areas are used for leisure?

• Advantages and disadvantages of leisure use for both local residents and leisure users.

• The impacts of increasing leisure use on rural honeypots.

• Study of one location where leisure use is managed and the effectiveness of the management strategy.

Retail Changes

• The cause and effect of change in retailing (shopping).

• Changes in where shops are located to include the decline of shopping areas within CBDs and the rise of out of

town retail parks.

• How technology is changing how and where we shop.

• The social, economic and environmental impact of increased online shopping.

Keywords:

• Range

• Threshold population

• Catchment area

• Conflict

• Management

• Urban

• Rural

• Honeypot Site

• Commuter village

• Industrialisation

• Stakeholder

• Controversy

• Infrastructure

• Convenience Goods

• Comparison Goods

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Skills needed for GCSE Geography Exams

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History

Option 26/27: Superpower relations and the Cold War, 1941–91

Key topic 1: The origins of the Cold War, 1941–58

1 Early tension between East and West

• The Grand Alliance. The outcomes of the Tehran, Yalta and Potsdam conferences.

• The ideological differences between the superpowers and the attitudes of Stalin, Truman and Churchill.

• The impact on US-Soviet relations of the development of the atomic bomb, the Long and Novikov telegrams and the creation

of Soviet satellite states in Eastern Europe.

2 The development of the Cold War

• The impact on US-Soviet relations of the Truman Doctrine and the Marshall Plan, 1947.

• The significance of Cominform (1947), Comecon (1949) and the formation of NATO (1949).

• Berlin: its division into zones. The Berlin Crisis (blockade and airlift) and its impact. The formation of the Federal Republic of

Germany and German Democratic Republic.

3 The Cold War intensifies

• The significance of the arms race and the formation of the Warsaw Pact.

• Events in 1956 leading to the Hungarian Uprising, and Khrushchev’s response.

• The international reaction to the Soviet invasion of Hungary.

Key topic 2: Cold War crises, 1958–70

1 Increased tension between East and West

• The refugee problem in Berlin, Khrushchev’s Berlin ultimatum (1958), and the summit meetings of 1959–61.

• Soviet relations with Cuba, the Cuban Revolution and the refusal of the USA to recognise Castro’s government. The

significance of the Bay of Pigs incident.

• Opposition in Czechoslovakia to Soviet control: the Prague Spring.

2 Cold War crises

• The construction of the Berlin Wall, 1961.

• The events of the Cuban Missile Crisis.

• The Brezhnev Doctrine and the re-establishment of Soviet control in Czechoslovakia.

3 Reaction to crisis

• Impact of the construction of the Berlin Wall on US-Soviet relations.

• Kennedy’s visit to Berlin in 1963.

• The consequences of the Cuban Missile Crisis: the ‘hotline’, the Limited Test Ban Treaty 1963; the Outer Space Treaty 1967;

and the Nuclear Non-Proliferation Treaty 1968.

• International reaction to Soviet measures in Czechoslovakia.

Key topic 3: The end of the Cold War, 1970–91

1 Attempts to reduce tension between East and West

• Détente in the 1970s, SALT 1, Helsinki, and SALT 2.

• The significance of Reagan and Gorbachev’s changing attitudes.

• Gorbachev’s ‘new thinking’ and the Intermediate-Range Nuclear Force (INF) Treaty 1987.

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2 Flashpoints

• The significance of the Soviet invasion of Afghanistan, the Carter Doctrine and the Olympic boycotts.

• Reagan and the ‘Second Cold War’, the Strategic Defence Initiative (Star Wars).

3 The collapse of Soviet control of Eastern Europe

• The impact of Gorbachev’s ‘new thinking’ on Eastern Europe: the loosening Soviet grip on Eastern Europe.

• The significance of the fall of the Berlin Wall.

• The collapse of the Soviet Union and its significance in bringing an end to the Cold War

Option B4: Early Elizabethan England, 1558–88

Key Topic One: Queen, government and religion, 1588-88

1 The situation on Elizabeth’s accession • Elizabethan England in 1558: society and government.

• The Virgin Queen: the problem of her legitimacy, gender, marriage. Her character and strengths.

• Challenges at home and from abroad: the French threat, financial weaknesses.

2 The ‘settlement’ of religion • Religious divisions in England in 1558.

• Elizabeth’s religious settlement (1559): its features and impact.

• The Church of England: its role in society.

3 Challenge to the religious settlement • The nature and extent of the Puritan challenge.

• The nature and extent of the Catholic challenge, including the role of the nobility, Papacy and foreign powers.

4 The problem of Mary, Queen of Scots • Mary, Queen of Scots: her claim to the English throne, her arrival in England in 1568.

• Relations between Elizabeth and Mary, 1568–69.

Key topic 2: Challenges to Elizabeth at home and abroad, 1569–88

1 Plots and revolts at home

• The reasons for, and significance of, the Revolt of the Northern Earls, 1569–70. • The features and significance of the Ridolfi, Throckmorton and Babington plots. Walsingham and the use of spies.

• The reasons for, and significance of, Mary Queen of Scots’ execution in 1587.

2 Relations with Spain • Political and religious rivalry.

• Commercial rivalry. The New World, privateering and the significance of the activities of Drake.

3 Outbreak of war with Spain, 1585–88

• English direct involvement in the Netherlands, 1585–88. The role of Robert Dudley.

• Drake and the raid on Cadiz: ‘Singeing the King of Spain’s beard’.

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4 The Armada

• Spanish invasion plans. Reasons why Philip used the Spanish Armada.

• The reasons for, and consequences of, the English victory.

Key topic 3: Elizabethan society in the Age of Exploration, 1558–88

1 Education and leisure

• Education in the home, schools and universities.

• Sport, pastimes and the theatre.

2 The problem of the poor

• The reasons for the increase in poverty and vagabondage during these years.

• The changing attitudes and policies towards the poor.

3 Exploration and voyages of discovery

• Factors prompting exploration, including the impact of new technology on ships and sailing and the drive to expand trade.

• The reasons for, and significance of, Drake’s circumnavigation of the globe.

4 Raleigh and Virginia

• The significance of Raleigh and the attempted colonisation of Virginia.

• Reasons for the failure of Virginia.

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Music www.bbc.co.uk/bitesize

(Music Eduqas)

Here are some useful websites:

www.musictheory.net

musictheory.net

Introductory and intermediate music theory lessons, exercises, ear

trainers, and calculators.

www.musictheory.net

1. Area of study 1: Musical Forms and Devices

Forms and devices are of fundamental importance in music of the Baroque, Classical and Romantic eras. They

provide the context for the study of binary, ternary, minuet and trio, rondo, variation and strophic forms. This will

be taught through the first set work ‘Eine Kleine Nachtmusik’, Movement 3, Minuet: Mozart (1787)

Through listening to and/or playing examples of music from the Western Classical Tradition (1650-1910), learners

will identify the main features of binary, ternary, minuet and trio, rondo, variation and strophic forms, including how

composers use the musical devices listed below to create and develop music:

• repetition • contrast • anacrusis • imitation • sequence • ostinato • syncopation • dotted rhythms • drone • pedal

• canon • conjunct movement • disjunct movement • ornamentation • broken chord/arpeggio • alberti bass •

regular phrasing • melodic and rhythmic motifs • simple chord progressions including cadences • modulation to

dominant and relative minor.

2. Area of study 2: Music for Ensemble

Music for ensemble forms the basis for a study of texture and sonority. Through a study of diverse musical styles

composed for ensemble, such as jazz and blues, musical theatre and chamber music, learners will consider how

music is composed for small groups of instruments and voices. Learners will also consider how texture is

manipulated and they are encouraged to use small instrumental/vocal groupings in their own music.

Through listening to and/or performing examples from chamber music, musical theatre, jazz and blues, learners will

study texture, including how composers combine musical lines in the following textures:

• monophonic • homophonic • polyphonic • unison • chordal • layered • melody and accompaniment • round •

canon • countermelody.

Learners will also consider how texture is used in the following instrumental and vocal groupings:

http://www.bbc.co.uk/bitesize

http://www.musictheory.net/




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• vocal ensembles (including solos, duets, trios, use of backing vocals) • jazz/blues trio • rhythm section • string

quartet • basso continuo • sonatas.

3. Area of study 3: Film Music

A film composer scores music to accompany a motion picture for film or television. This includes dramatic

underscore and thematic music as well as popular song writing. Through this area of study learners are encouraged

to consider how music for film is created, developed and performed, and the impact this has on the audience.

Through listening to and/or performing examples of film music learners will study how:

• composers use musical elements appropriately to respond to a specific commission • composers use leitmotifs

and thematic transformation to develop thematic material • to respond to a given stimulus or commission such as

words or pictures • musical features are adopted by composers to create a mood in descriptive music • performers

interpret a composition • the audience and/or venue affect the performance and/or composition • instrumental

and/or vocal timbres are used to create colour/mood • dynamics and contrast are used for the creation of special

effects • music technology may be used to further enhance sonority • minimalistic techniques are used in film

music.

4. Area of study 4: Popular Music

Popular music is a wide-ranging and diverse art form encompassing several distinct genres. Through this area of

study learners are encouraged to explore the musical idioms associated with a variety of popular music, and

recognise these features in a set work Since You’ve Been Gone: Rainbow (released 1979)

Through listening to and/or performing examples of popular music learners will study how:

• instrumental and synthesised sound is used • original music may be modified • vocal sounds are used •

instruments and voices are combined • sound is computer-generated and amplified • software and samplers are

utilised.

Learners will also identify and use (as appropriate) the following musical features:

• 32 bar song form • Strophic • 12 bar blues • verse • chorus • riffs • middle 8 • bridge • fill • instrumental break •

intros and outros • improvisation • loops • samples • panning • phasing • syncopation • driving rhythms • balance •

standard chord progressions • melismatic and syllabic writing • lead and backing vocals • backing tracks • primary

chords • secondary chords • cadences

APPENDIX C

List of musical terms all candidates need to know:

Melody • Anacrusis • Conjunct (stepwise) • Disjunct (angular) • Arpeggio/broken chord • Scalic

(ascending/descending) Low pitch • High pitch • Range • Sequence • Imitation • Repetition • Contrast • Leitmotif •

Motif • Octave • Tone/ Major 2nd • Major 3rd • Perfect 4th • Perfect 5th • Major 6th • Major 7th • Semitone •

Microtone • Chromatic movement • Pentatonic • Blue notes • Trill/ornamentation/decoration • Countermelody •

Answering phrase • Thematic • Fanfare Tonality • Major • Minor • Modulation to the Dominant and Relative

Major/Minor Pentatonic Harmony • Primary chords • Secondary chords • Inversion • Diatonic • Tonic •

Subdominant • Dominant (7th) • Perfect cadence • Imperfect cadence • Plagal cadence • Interrupted cadence •

Chord progression/chord sequence • Harmonic rhythm • Drone • Pedal • Dissonance • Power chords Form and

Structure • Binary • Ternary • Rondo • Minuet and Trio • Repetition • Contrast • Theme and variations • Strophic •

32 bar song form/AABA • 12 bar Blues • Call and response • Ostinato • Bridge • Break • Loop • Improvisation •

Verse • Chorus • Middle 8 • Fill • Introduction • Outro • Coda • Riff • Phrasing (regular and irregular) Texture •

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Monophonic • Homophonic • Polyphonic • 2, 3 or 4 part textures • Unison • Chordal • Imitation • Layered • Melody

and accompaniment • Countermelody • Descant • Round • Canon • Drone • Alberti bass • Stab chords • Walking

bass Tempo • Allegro/Vivace • Allegretto • Moderato/Andante • Adagio/Lento • Accelerando •

Ritardando/Rallentando • Rubato • Pause Rhythm • Semibreve • Minim • Crotchet • Quaver • Semiquaver •

Dotted • Syncopation • Swing rhythms • On the beat • Off-beat • Triplet • Chaal • Associated rests • Driving

rhythms • Dance rhythms • Rock rhythms Metre • Regular • Irregular • Accent • Simple time (2/4, 3/4, 4/4) •

Duple/triple/quadruple • Compound time (6/8) Dynamics • Pianissimo • Piano • Mezzo piano • Mezzo forte • Forte

• Fortissimo • Crescendo • Diminuendo • Sforzando Musical Styles • Western Classical Tradition • Baroque •

Classical • Romantic • Chamber music • Jazz • Blues • Musical Theatre/Musical • Film Music • Rock • Soul • Hip-hop

• Reggae • Ballad • Pop • Bhangra • Fusion • Minimalism Sonority Instruments, Voices and Groupings • Strings •

Violin • Viola • Cello • Double bass • Harp • Woodwind • Flute • Oboe • Clarinet • Saxophone • Bassoon • Brass •

Trumpet • French horn • Trombone • Tuba • Percussion • Timpani • Drum kit • Snare drum • Cymbal • Hand held

percussion • Glockenspiel • Xylophone • Tabla • Dhol • Keyboard • Piano • Organ • Harpsichord • Basso Continuo •

Classical or Spanish guitar • Electric guitar • Bass guitar • Sitar • Sarangi • Tumbi • Solo • Duet • Trio • Soprano •

Alto • Tenor • Bass • Backing vocals • A cappella • Chorus • Orchestra • String quartet • Basso continuo • Pop/rock

group • Rhythm section • Acoustic Technology • Synthesised/electronic • Panning • Phasing • Sample • Reverb •

Echo • Amplified Performance techniques/Articulation • Humming • Syllabic • Melismatic • Scat • Vibrato •

Falsetto • Belt • Rap • Staccato • Legato • Sustained • Accent • Pizzicato • Arco/bowed • Divisi • Double stopping

• Tremolo • Distortion • Hammer on • Rim shot • Slap bass • Drum roll • Muted • Glissando/slide • Pitch bend •

Plucked • Slurred • Tongued • Detached

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BTEC Engineering Revision list Part 1 Set task

Part 1 of the set task requires learners to carry out a practical activity and then complete a task and answer booklet.

This must be completed in the assessment period timetabled by Pearson.

The teacher notes provided in this document give information on the process for

the practical activity. It is the responsibility of centres to resource and trial the practical investigation before it is

undertaken by learners in the supervised period.

Practical activity

Learners must not see the teacher notes. A separate task and answer booklet will be available for learners at the

beginning of the supervised period. The set task brief provides all the necessary information for learners to conduct

the practical activity and includes a table for learners to record their results and observations.

Centres will be required to supervise learners when they carry out the practical activity. However, teachers cannot

provide guidance during this. The practical activity, including

Activity 1a, should take approximately one hour.

Learners must record their results and observations independently. They must do this in the task and answer booklet

provided. Learners will need to refer to their results and observations obtained when carrying out activities.

Learners must observe safe practice when carrying out practical activities. It is the

responsibility of centres to carry out risk assessments for all practical activities.

Preparation of practical activity

Preparation of the practical activity and the equipment needed will be provided for each assessment. Items should

only be assembled by the teacher where this is specifically stated in these instructions.

A Carry out a process to meet the needs of an engineering brief

A1 Carry out a process

· Following planned procedures.

· Using and testing a prototype/model.

· Assembling, handling and using materials, equipment and machinery.

A2 Recording the process

· Measuring and recording data with accuracy and precision, using appropriate units.

· Tabulating appropriate data in the correct format accurately and to a suitable degree of precision.

· Displaying appropriate data graphically with accuracy:

o chart/graph

o line/curve of best fit

o axis

o scaling

o labelling.

· Observation skills, e.g. noting problems with practical activities.

A3 Interpretation of data

· Identifying anomalous results or sources of error.

· Comparison of trends/patterns in data, to include tables, charts and graphs.

· Evaluating the process, to include testing process used, recording/processing results.

· Drawing valid conclusions.

· Making recommendations related to engineering briefs.

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B Provide a design solution for an engineered product against the needs of an engineering brief

B1 Interpretation of a given brief for an engineered product

· Analysing the existing product with reference to the brief.

· Dimensions and tolerances, to include linear, radial, surface finish.

· Physical form, to include 2D, 3D, flat, curved.

· Attributes, to include low resistance, sharp corners, moisture traps.

· Materials, e.g. aluminium, steels, polymers.

· Processes, e.g. fabrication, drilling.

B2 Redesign

· Identifying relevant issues with existing design.

· Design sketching, to include 2D, 3D, exploded diagrams, annotation, circuit diagrams.

· Design for manufacture, e.g. fabricate, forge, cast, machined.

· Design ideas, e.g. variation in form, variation in approach, use of different methods, use of different

componentry.

B3 Evaluation

· Reviewing the credibility of the design ideas given the needs of the brief.

· Selecting the most appropriate design solution.

· Justification of the design solution.

· Justification of the processes to be used.

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C Provide solutions to meet the needs of an engineering brief

C1 Analysing engineering information associated with the problem

· Types of engineering information, to include production data, engineering drawings, job cards.

· Interpreting patterns and trends related to the engineering information.

· Identifying issues and causes associated with the problem.

C2 Selecting a solution

· Possible solutions for current and/or potential issues, e.g. design, tooling, process

· Extent to which these solutions have fulfilled their primary purpose.

· Any wider factors that need to be considered in order to meet the brief, e.g. resources, need for batch

production, safety restrictions, and environmental impact.

· Ways in which the solution might be improved on against its primary purpose and/or other factors.

· Using the best fit approach to select the best solution.

· Identifying advantages and disadvantages/limitations/constraints.

· Justifying the best solution.

· Reflecting on processes and making recommendations for improvements to the best solution.

C3 Problem solution

· Resources required and their use, to include materials, tools, components, equipment, apparatus, e.g.

instruments, sensors.

· Designs of solution, to include diagrams, sketches, including measurements, labels/annotation.

· Make processes to include the steps needed to follow to create a prototype solution, e.g. rapid prototyping.

· Processes to follow, e.g. in relation to using tools and equipment, and health and safety.

· Manufacturing processes to use, e.g. casting, forging, welding, use of jigs and tools.

· Data collection requirements, to include what quantitative and qualitative data must be recorded, resource

material, data sources.

· Data analysis and quality, to include trends, meeting specifications, possible solutions.

· Safety considerations, to include hazards and requirements of Control of Substances

Hazardous to Health (COSHH) Regulations 2002 where appropriate.

COMPONENT 3: RESPONDING TO AN ENGINEERING BRIEF

Pearson BTEC Level 1/Level 2 Tech Award in Engineering – Specification –

Final PRE-PUBLICATION version 1.1 – December 2016 © Pearson Education Limited 2016 33

· Considering timescales.

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Business Studies

November 2019 Exam

Topic Revised? Yes/No Issues/Support you need Areas you are unsure about

Franchising

Market Segmentation

Quantitative and Qualitative Data

Risk and Reward

Business Ownership (sole, LTD, PLC)

External Influences

Managing Stock

Growing a Business

Obtaining sources of finance

The Marketing Mix

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Computer Science Name:

Revision list for Computer Science (Nov 2019 Exam)

For each topic create a Revision Guide/Mind Map that will help you be prepared for the exam


Using Strings

Low- and High-Level Programming Languages

Translators

How to use Pseudo Code to solve a problem (write example pseudo code)

Using Flow Charts (explain the symbols)

Using trace tables (find and practice examples)

Logic Gates

Boolean truth Tables (find and practice examples)

RLE

Programming Techniques

Binary Searches

Two Dimensional arrays

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Construction Unit 3 Revision List

AC1.1 Describe activities of those involved in construction projects

AC1.2 Describe responsibilities of those involved in construction projects

AC1.3 Describe outputs of those involved in realising construction projects

AC2.1 Describe processes used in built environment development projects

AC2.2 Calculate resources to meet requirements for built environment development projects

AC2.3 Assess potential effect of factors on project success

AC2.4 Interpret sources of information

AC3.1 Sequence processes to be followed

AC3.2 Apportion time to processes

AC3.3 Set project tolerances

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Creative iMedia Name:

Revision list for Creative I Media (Nov 2019 Exam)

For each topic create a Revision Guide/Mind Map that will help you be prepared for the exam


Mind Map Theory

Visualisation contents

How to use a Client Brief

Creating Work Plans

Creating Mood Boards

Contents of a Script

Creating Storyboards

Analysing Target Audiences

Health and Safety

Analysing Visualisations

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Food Technology Revised

Ok Know well

Sources and functions of carbohydrates – starches sugars

Value of carbohydrates in the diet

Sources and Functions of protein

Sources and functions of vitamins and minerals

Eatwell guide food groups

Nutritional needs (requirements) of target groups eg: toddlers, young children

Examples of Ways of Promoting good eating habits in children

Protein sources for vegan

Adapting recipes for vegans – know which ingredients would need changing

Signs of food spoilage

Definition of - perishable

Explanation of Cross contamination

Commercial(factory) Methods of preserving food and what happens- Canning Cook chill AFD Freezing Using acids eg: pickles

(Food hygiene, food safety and the law) Names of Organisations that enforce food safety and hygiene

Identify the different uses of additives in food and dishes

Reasons why we cook food

Methods of transferring heat

Dry and moist methods of cooking – dishes used for and why

Scientific changes that occur when baking a dough such as scones

Meaning of lactose intolerant

Information required on a food label

Ways supermarkets advertise and promote foods to appeal to different target groups

What affects or influences our Food choice

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Safety points using a mixer, electrical kitchen equipment

Choosing equipment eg: For / against for using a food processor blender

Value of fruit and vegetables in our diet. Advice on eating fruit and vegetables

Sources and functions of vitamin C, B group vitamins (B group and C are water soluble)

Sources and functions of vitamins A D E K (fat soluble)

For / Against for buying local produce and fruit / vegetables grown in UK Food provenance / seasonality

Functions of water in the diet Effects of too little water

Sources and functions of nutrients in cheese

Secondary processing of: milk in to cheese, yoghurt, cream

Types of flour / gluten content and examples of uses

Functions of ingredients in cakes

Examples of food fortified by law

Types of fat and dishes made with them eg: Olive oil, vegetable oil, lard, butter, white vegetable fat, hard margarine, soft margarine

What is meant by saturated / polyunsaturated fat

Types of fat used in pastry Functions of fats in pastry making Science of fats in pastry

Dietary guidelines tips for healthy eating

Dietary advice/ healthy eating in life stages eg in pregnancy, Coeliac lactose intolerant Diabetic

Ways food can be marketed to appeal to families

Information required on packaging label by law

Value of nutritional labels on food

Ways of making food look attractive eg: plate of biscuits, cheese flan, curry, pasties, bread rolls, lasagne

Temperature of fridge, freezer, the danger zone, What is a probe Why should you check the cooked temperature of meat

What is cross contamination

Examples of high and low risk foods and safe storage and food preparation

Methods of heat transfer

Moist and dry cooking methods

Types of raising agent – physical mechanical chemical

Cuisine – different countries

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French and German

Covering everything in the syllabus in a full exam

3.1 Themes

The specification covers three distinct themes. These themes apply to all four question papers. Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/communities where French is spoken. 3.1.1 Theme 1: Identity and culture

Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points: Topic 1: Me, my family and friends

• Relationships with family and friends • Marriage/partnership

Topic 2: Technology in everyday life

• Social media • Mobile technology

Topic 3: Free-time activities

• Music • Cinema and TV • Food and eating out • Sport

Topic 4: Customs and festivals in French-speaking

countries/communities

3.1.2 Theme 2: Local, national, international and

global areas of interest

Theme 2: Local, national, international and global areas of interest covers the following four topics with related sub-topics shown as bullet points: Topic 1: Home, town, neighbourhood and region

Topic 2: Social issues

• Charity/voluntary work • Healthy/unhealthy living

Topic 3: Global issues

• The environment • Poverty/homelessness

Topic 4: Travel and tourism

3.1.3 Theme 3: Current and future study and

employment

Topic 1: My studies

Topic 2: Life at school/college

Topic 3: Education post-16

Topic 4: Jobs, career choices and ambitions

French Grammar

3.3.1 Foundation Tier 3.3.1.1 Nouns gender singular and plural forms 3.3.1.2 Articles definite, indefinite and partitive, including use of de after negatives 3.3.1.3 Adjectives agreement position comparative and superlative: regular and meilleur demonstrative (ce, cet, cette, ces) indefinite (chaque, quelque) possessive interrogative (quel, quelle) 3.3.1.4 Adverbs

comparative and superlative regular interrogative (comment, quand) adverbs of time and place (aujourd’hui, demain, ici, là-bas) common adverbial phrases 3.3.1.5 Quantifiers/intensifiers très, assez, beaucoup, peu, trop 3.3.1.6 Pronouns personal: all subjects, including on reflexive relative: qui relative: que (R) object: direct (R) and indirect (R) position and order of object pronouns (R) disjunctive/emphatic

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demonstrative (ça, cela) indefinite (quelqu’un) interrogative (qui, que) use of y, en (R) 3.3.1.7 Verbs regular and irregular verbs, including reflexive verbs all persons of the verb, singular and plural negative forms interrogative forms modes of address: tu, vous impersonal verbs (il faut) verbs followed by an infinitive, with or without a preposition Tenses:

• present • perfect • imperfect: avoir, être and faire • other common verbs in the imperfect tense (R) • immediate future • future (R) • conditional: vouloir and aimer • pluperfect (R) • passive voice: present tense (R) • imperative • present participle.

3.3.1.8 Prepositions

common prepositions eg à, au, à l', à la, aux; de, du, de l', de la, des; après; avant; avec; chez; contre; dans; depuis; derrière; devant; entre; pendant; pour; sans; sur; sous; vers common compound prepositions eg à côté de; près de; en face de, à cause de; au lieu de 3.3.1.9 Conjunctions common coordinating conjunctions eg car; donc; ensuite; et; mais; ou, ou bien, puis

common subordinating conjunctions eg comme; lorsque; parce que; puisque; quand; que; si 3.3.1.10 Number, quantity, dates and time including use of depuis with present tense 3.3.2 Higher Tier Students entering for Higher Tier assessments will be required to apply all grammar and structures listed for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier. 3.3.2.1 Adjectives comparative and superlative, including meilleur, pire 3.3.2.2 Adverbs comparative and superlative, including mieux, le mieux 3.3.2.3 Pronouns use of y, en relative: que relative: dont (R) object: direct and indirect position and order of object pronouns demonstrative (celui) (R) possessive (le mien) (R) 3.3.2.4 Verbs Tenses:

• future • imperfect • conditional • pluperfect • passive voice: future, imperfect and perfect tenses (R) • perfect infinitive • present participle, including use after en • subjunctive mood: present, in commonly used

expressions (R). 3.3.2.5 Time including use of depuis with imperfect tense.

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German Grammar 3.3.1 Foundation Tier The case system 3.3.1.1 Nouns gender singular and plural forms, including genitive singular and dative plural weak nouns: nominative and accusative singular (Herr, Junge, Mensch, Name) (R) adjectives used as nouns (ein Deutscher) 3.3.1.2 Articles definite and indefinite kein 3.3.1.3 Adjectives adjectival endings: predicative and attributive usage, singular and plural, used after definite and indefinite articles, demonstrative and possessive adjectives adjectival endings after etwas, nichts, viel, wenig, alles (R) comparative and superlative, including common irregular forms (besser, höher, näher) demonstrative (dieser, jeder) possessive interrogative (welcher) 3.3.1.4 Adverbs comparative and superlative, including common irregular forms (besser, lieber, mehr) interrogative (wann, warum, wo, wie, wie viel) adverbs of time and place (manchmal, oft, hier, dort) common adverbial phrases (ab und zu, dann und wann, letzte Woche, nächstes Wochenende, so bald wie möglich)

3.3.1.5 Quantifiers/intensifiers sehr, zu, viel, ganz, ziemlich, ein wenig, ein bisschen 3.3.1.6 Pronouns personal, including man reflexive: accusative reflexive: dative (R) relative: nominative relative: other cases (R) and use of was (R) indefinite: jemand, niemand interrogative: wer, was, was für interrogative: wen, wem (R) 3.3.1.7 Verbs regular and irregular verbs reflexive modes of address: du, Sie modes of address: ihr (R) impersonal (most common only eg es gibt, es geht, es tut weh) separable/inseparable modal: present and imperfect tenses, imperfect subjunctive of mögen infinitive constructions (um…zu…; verbs with zu…) (R) negative forms interrogative forms Tenses:

• present • perfect: excluding modals • imperfect/simple past: haben, sein and modals • imperfect/simple past: other common verbs (R) • future

• pluperfect (R) • imperative forms.

3.3.1.8 Prepositions fixed case and dual case with accusative and/or dative with genitive (R)

3.3.1.9 Clause structures main clause word order subordinate clauses, including relative clauses 3.3.1.10 Conjunctions coordinating (most common eg aber, oder, und)

subordinating (most common eg als, obwohl, weil, wenn) 3.3.1.11 Number, quantity, dates and time including use of seit with present tense 3.3.2 Higher Tier

Students entering for Higher Tier assessments will be required to apply all grammar and structures listed for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier. 3.3.2.1 Nouns weak nouns 3.3.2.2 Adjectives adjectival endings after etwas, nichts, viel, wenig, alles 3.3.2.3 Pronouns reflexive: dative relative: all cases, and use of was interrogative: wen, wem 3.3.2.4 Verbs

mode of address: ihr impersonal infinitive constructions (ohne…zu…; um…zu…); verbs with zu… eg beginnen, hoffen, versuchen modal: imperfect subjunctive of können, sollen Tenses:

• imperfect/simple past of common verbs • future • conditional: würde with infinitive • pluperfect • imperfect subjunctive in conditional clauses: haben

and sein. 3.3.2.5 Prepositions with genitive (most common eg außerhalb, statt, trotz, während, wegen) 3.3.2.6 Conjunctions coordinating and subordinating 3.3.2.7 Time use of seit with imperfect tense.

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Physical Education Paper 1: 1-hour 45mins GCSE Physical Education Exam – Revision list

• Components of fitness - Key words from definitions and sporting examples

• Match most relevant components to specific sports

Fitness tests and measuring performance - Knowledge of fitness tests for each component, (and how tests are used to measure

performance)

• Complete the test

• Record the result

• Compare to national norms / class average

• Repeat over time to measure improvement

Fitness, health, exercise and performance – definitions and the relationship between the two

Thresholds of training – aerobic 60%-80% MHR; anaerobic 80%-90%MHR; Karvonen Formula MHR 220-age

• Principles of Training - Specificity – matching the training to the needs of the sport

• Individual Needs – matching the training to the needs of the person

• Progressive Overload – gradually increasing intensity over time to increase fitness without injury

• Over-Training – training too hard and injuring yourself

• Reversibility – not training hard enough or regularly enough resulting in loss of fitness

• FITT – Frequency, Intensity, Time, Type

• Rest and Recovery – building breaks into your training over the week to allow rest for adaptations to occur

• definitions and benefits to the performer

• Link to PEP

• Benefits / organisation of 3 part warm up and cool down

• Methods of Training

• Knowledge of different methods, advantages and disadvantages and the fitness components / types of sport benefitted

by each one

• Continuous, Fartlek, Interval, Resistance, Circuit, Plyometrics

• Fitness Classes; Aerobics, Body Pump, Pilates, Yoga, Spinning

• Preventing injuries - Methods of preventing injury

- common types of injuries

- treatments (RICE)

• The skeletal system - functions (jobs) of the skeleton

- types of bone link to function, eg long bones for movement, flat bones for protection

- names of bones (including the structure of the vertebral column) - - -

movement terms

- joint types -

structure of a synovial joint – tendons, ligaments, synovial fluid and cartilage

- short- and long-term effects of exercise to the skeletal system

• The Muscular system - Muscle types (voluntary, involuntary, and cardiac) -

Muscle names and functions -

Antagonistic muscles – agonist, antagonist and synergist -

Different types of muscle fibre (Fast - Type IIa, Type IIx, and slow - Type I)

o Short and long term effects of exercise to the muscular system

• Levers - three categories and sporting examples -

knowledge of diagrams and LOAD, FULCRUM and EFFORT in human body

Movement analysis

from sporting

picture eg rugby

question

Movement analysis

from sporting picture

eg running question

of 39

Mechanical advantage

• Planes and axes of movement

• The Cardio-vascular system -

Functions (Transport of substances, Temperature Control, Clotting) -

Structure (Heart, Blood vessels, Blood)

- understanding of how the heart pumps blood around the body

- The difference between and structure of veins, arteries and capillaries

- The different components of blood – plasma, red cells, white cells and platelets

- short- and long-term effects of exercise (vascular shunt, vasodilation, increased number of red blood cells, capillarisation, cardiac

hypertrophy)

• The Respiratory System –Functions (Inhalation, Exhalation)

Structure (Lungs, Bronchi, bronchioles, alveoli, diaphragm and intercostals)

-gas exchange in the alveoli and at the muscles

- The composition of air and differences between inhaled and exhaled air

-lung volumes / tidal volume / vital capacity

- short- and long-term effects of exercise

-knowledge of tidal volume graphs and how to interpret them (spirographs)

• How the Cardio-vascular and Respiratory Systems work together

• Performance enhancing drugs – types, effect on performance, associated health problems

Anabolic Steroids, Beta blockers, Diuretics, Narcotic Analgesics, Peptide hormones, Stimulants, Blood doping

Paper 2: 1 hour 15 mins GCSE Physical Education Exam – Revision list

• Physical, Emotional and Social Health

• Lifestyle choices – positive and negative

• Sedentary lifestyle – definition and dangers (overweight, overfat, obese)

• Diet and energy balance

• Macro nutrients / Micro nutrients, water and fibre

• Optimum weight – 4 factors affecting optimum weight and sporting anomalies

• Sport Psychology – Goal setting (SMART Targets) advantages of goal setting

- Mental Preparation – optimal arousal – warming up, mental rehearsal, visualisation…

• Classification of skills – Open-closed; simple-complex; high-low organisation

• Types of practice – Massed; distributed; fixed; variable

• Methods of guidance - Visual, Verbal, Manual, Mechanical

• Feedback – intrinsic; extrinsic; terminal; concurrent

Note: You need to know the advantages and disadvantages of all of the above and the types of skill they are best

suited to…

year 11 ppe revision lists november 2019 what should i …...maths – higher grades 4 ... 5...

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