Name: Tutor:
House:
Mock Exams Begin on 27 April
RJD February 2026
4TH -FORM MOCK EXAMS
What they are:
• A chance to experiment with revsion and study skills strategies.
• A chance to sit a formal set of exams where you can make mistakes .
• A chance to get detailed feedback from your teachers on your progress in each subject.
• A chance for you to ‘download’ most of the 4 th-Form subject content into long -term memory, so that you don’t have twice the work to do next year, and so that you are in a good place for the 5 th-Form mocks in November.
• A good starting point for you to build towards the grades you want next summer (remember, you’ll need a minimum of a ‘7’ in the subjects you want to continue to 6 th Form).
• A chance for you to test out your strategies with the exam -related skills you need to answer each question in each subject.
What they are not:
• A chance for you to ‘see how you do without any revision’. These exams will provide initial GCSE projected grades, and are your one great chance to halve the work you will need to do next year in terms of committing subject content to long -term memory.
What’s it all for?
Finding your purpose
• In simple, exam -focused terms, you need to apply detailed content knowledge to answer questions, using the language of the subject, in the time you have.
What do you need to do to succeed?
What will ‘success’ bring you?
• You don’t need 100% to get a 9. What you need to succeed depends on the grades you are aiming for.
• Your grade is built from all the papers you sit, so some might bring you more marks than others. You just need to ensure that you end up with the right total.
• Doing ‘the right things’ might not lead to the results you wanted or hoped for, but it will show you that you can make a difference if you aim to do things differently, a skill fundamental to success in life.
How should you prepare for your revision?
Warm -up drills to optimise your revision time
Use positive selftalk
De -clutter
Think metacognitively!
• If you start a revision session negatively (‘this topic is impossible’, ‘I don’t understand ‘x’’, ‘I’ll never be able to…’), then you are less likely to benefit from the session. Approach it positively. By doing something , and by doing it well, you will change something for the better.
• Make your working space like your exam desk. Have on it only the resources you need to complete the work. And that means no phones. And that means no music either.
• This basically means that you need to know what you want to achieve from your session.
• You shouldn’t be ‘just revising’ a subject; you should be focused on changing something about your understanding of that subject – a topic area you’re unsure of, a skill you haven’t yet mastered… and this should be defined and reviewed: I’m doing this… I did this…
What should you be changing in the way you revise?
Revise with purpose
• You should be taking your least -understood topics and working to understand them better.
Change your understanding of the content
Change your understanding of the subjectspecific exam skills needed
Be realistic!
Work hard and take breaks
• You should be creating links between topics so that you understand how they interconnect.
• You should be able to retrieve the content using the language of the subject.
• This is done through targeted practice, not simply through practice. Each practice should involve an informed change to your approach which is reviewed.
• You should be working hard on the exam -question skills that you haven’t yet mastered, as well as reviewing the ones you have.
• Do you need to target 100% on each question?
• Do you need to know every tiny detail?
• Set realistic goals for each session.
• Create the environment for absolute focus, but ensure that you take time out after 50 minutes to refresh yourself and allow your brain time to recover.
How do you revise content ?
4 simple strategies
• Whatever the topic, however well you know it (or don’t), you should start by retrieving whatever you can remember.
Start with what you know, not with the book.
Write it thematically
Go back to the book once you really can’t remember any more content
So what?
Space
Review
• You could start by writing down key headings from the syllabus/specification to help you.
• Why? Because you won’t have the book in the exam…but you will have your brain. And also, you will have some knowledge of the topic if you allow your brain time to think…
• Some like to use mind maps, others like spider diagrams, yet more prefer bullet points. It doesn’t really matter.
• The key is to link points together.
• Work down from general (sub -heading) to specific (fact or detail)
• Keep going from memory until you really can’t remember any more.
• Change your pen colour and add in whatever you couldn’t recall.
• Use your own words, but use the key topic language (to avoid simply copying without understanding)
• Once you’re done, connect the points (preferably out loud) from general to specific, and try to answer ‘so what?’ at each stage.
• Think through links to other topics as well.
• Allow what you’ve done to sink into your long -term memory: leave it for 24h and try to recreate the same mind map/spider diagram/bullet list.
• Review any areas you didn’t remember for a second time and spend specific time going over these.
How do you revise skills ?
3 simple strategies
• Practice makes permanent, so make your practice worthwhile.
• Before you practise an exam skill, know what one thing you are changing about how you will execute it.
Practise with a plan
Review, Mark, Review
Timing is everything
• For example, you might choose to jot down key words for a 6marker before writing it out, or your focus might be to ensure you use correct topic language.
• You should use the exam question to practise what you are changing about how you complete it, not simply to practise content retrieval.
• Once you’ve completed a question:
• Review it before you mark it: did you do the ‘one thing’ you were going to do? If not, do it now!
• Mark it: but don’t simply correct from the markscheme without thinking why your answer was wrong. Wrong answers need serious reflection.
• Review your target: did your change in approach work? Does it need tweaking? Are you confident the successful change is permanent?
• When you practise exam questions, do them under time pressure. If you’re not sure, the ‘minute per mark’ mantra is a good one to use!
Advice from Prefects
What top revision tips do you have?
• Revise little and often (spaced repetition) – don’t do hours a day because it is unnecessary, and you’ll burn yourself out.
• Do as many practice papers / exam papers as possible – and self -mark using the mark schemes.
• Read the examiner reports, they tell you where most people went wrong and the mistakes you should avoid.
• Most importantly, don’t revise the subject you like the best / are the best at, focus on your weaker subjects and topics/exam skills that you struggle with most.
What revision regrets do you have?
• Not trying a variety of revision technique s. Everyone learns differently and there are so many ways to revise, find the one that works for you.
• I listened to advice I got on TikTok too much. Some ideas on there are good, but it’s very difficult to know what ’s good advice and what ’s not.
• Leaving everything to the last minute, this causes unnecessary stress. Start revision early!
What advice do you wish you were given for the 4th form exams?
• 5th form mocks and the real GCSEs come around so quickly, so try to revise as you go along (especially in half terms and holidays) . However, also make sure you allocate time for relaxing - balance is key.
CORE SUBJECTS
ENGLISH LANGUAGE
Exam Board: Pearson Edexcel IGCSE
Paper length
• 180 minutes (3 hours)
Format
• Section A Q1 -7 – two unseen texts, each with two short answers and a 10 -mark answer, followed by a comparative question 7, comparing Text 1 and 2
• Section B - choice of letter, article (magazine/newspaper), speech, website written for a teenage audience using more informal language and register as well as points adapted from Section A articles.
• Section C: extended writing, either narrative, argumentative or descriptive
Revision Checklist:
Section Done?
• Read plenty of ambitious non -fiction, such as broadsheet newspapers, online articles or travel writing
• Revise the form of PETAL paragraphs
A
B
• Revise literary devices (and understand their effects) – know the FATP PP… acronym
• Look over previous answers to check and address EBIs
• Write exemplar answers and self -assess references to quotations, techniques, effect on the reader etc.
• Practise writing in timed conditions
• Revise the techniques for speeches, letters, newspaper/magazine articles, website content
• Look over previous answers to check and address EBIs
• Plan example answers
• Write practice pieces
• Subscribe to Word of the Day or similar tools to increase vocabulary
• Correct and revise spelling errors made in the past
• Read ambitious examples of discursive and descriptive writing, such as newspaper editorials or high -level fiction
• Use a CGP book or online resources to revise punctuation
• Practise writing under timed conditions C
• Look over previous answers to check and address EBIs
• Plan example answers
• Write practice pieces
• Subscribe to Word of the Day or similar to increase vocabulary
• Correct and revise spelling errors made in the past
• Read ambitious examples of discursive and descriptive writing, such as newspaper editorials or high -level fiction
• Use a CGP book or online resources to revise punctuation
• Practise writing under timed conditions
• Revise devices appropriate to each style of writing e.g. writing to persuade, writing to describe
Success criteria for ENGLISH LANGUAGE Section C WRITING
DESCRIPTIVE NARRATIVE DISCURSIVE (discussion/analysis)
Avoids telling a story. Rather focuses on a few key moments/ images/ snap shots
Links to the topic i.e. makes clear why/how the description of the person/place/time/ experience/feeling links to the topic.
Responds IMAGINATIVELY to the topic i.e. a clever take/interpretation of the topic (not the most obvious)
Uses a range of the 5 senses especially touch, taste, smell for powerful effect.
Describes YOUR thoughts and feelings
Uses a range of sentence lengths incl. a one -word/one-sentence paragraph
Uses an example of : and ; and ! and ? and …
Appeals to the reader’s imagination
Uses compound adjectives (seagreen eyes with a hyphen)
Uses listing (syndetic, asyndetic, trick of 3)
Uses similes, metaphors, alliteration, rhetorical questions…
Uses accurate spelling, punctuation incl. paragraphing , grammar. Is carefully structured with a thoughtful beginning, development, end.
Writes enough: ca 2 sides
Has a careful plot with clear sense of action and characters; keeps the topic in focus; offers a clever ‘take’ on the topic.
Avoids retelling Hollywood action films. Action can be dramatic, but try to ‘make it real’.
Uses direct speech – correctly punctuated e.g. He said, “No.”
Uses a range of the 5 senses especially touch, taste, smell for powerful effect.
Describes CHARACTERS’ thoughts and feelings
Uses a range of sentence lengths incl. a one -word/one-sentence paragraph
Uses an example of : and ; and ! and ? and …
Appeals to the reader’s imagination
Uses compound adjectives (seagreen eyes with a hyphen)
Uses listing (syndetic, asyndetic, trick of 3)
Uses similes, metaphors, alliteration, rhetorical questions…
Uses accurate spelling, punctuation incl. paragraphing , grammar. Is carefully structured with a thoughtful beginning, development, end.
Writes enough: ca 2 sides
Analyses both FOR and AGAINST; keeps the topic in sharp focus.
Uses lots of comparisons e.g. BOTH, WHILE, WHEREAS
Uses (made -up) facts, statistics, case studies, interviews quoting experts.
Offers thoughtful views based on interesting e.g.s and (personal) experiences.
Uses a range of sentence lengths incl. a one -word/one-sentence paragraph
Uses an example of : and ; and ! and ? and …
Appeals to the reader.
Uses compound adjectives (seagreen eyes with a hyphen)
Uses listing (syndetic, asyndetic, trick of 3)
Uses similes, metaphors, alliteration, rhetorical questions…
Uses accurate spelling, punctuation incl. paragraphing , grammar. Is carefully structured with a thoughtful beginning, development, end.
Writes enough: ca 2 sides
ENGLISH LITERATURE
Exam Board: Pearson Edexcel IGCSE
Paper Length
• 1 paper (75 minutes)
Format
• Unseen poetry – 35 mins
• Prepared poetry comparison – 40 mins
Revision Checklist:
Section
Unseen Poetry
Prepare d Poetry
• Read a range of modern poetry to increase your confidence and familiarise yourself with different writers and styles (the Poetry by Heart website is a good resource: any post -1945 poems)
• Look over previous essays to check and address EBIs
• Revise the PETAL structure/unseen response technique
• Revise literary terms and techniques
• Revise strategies for approaching unseen poetry
• Use online resources or revision guides to help develop your knowledge
• Practise writing under timed conditions
• Read over your notes for all the prepared poems
• Print or copy blank copies of the poems to re -annotate
• Plan comparative answers by theme
• Use online resources or revision books to develop the detail of your notes
• Look over previous essays to check and address EBIs
• Create a list of potential comparative questions and plan responses
• Look over exemplar essays and paragraphs
• Revise a range of comparative connectives
• Revise literary terms and techniques
• Revise the PETAL structure/comparative response technique
• Practise writing under timed conditions
Done?
Resources & Where To Find Them
1. Where should you go to find revision resources?
2. Where will you find the notes for the topics you have covered?
Ace that test
• Check past papers you have completed, as well as revision notes and guidance in OneNote.
• OneNote, exercise books, revision notes
• Use a checklist like FLIRTS for unseen poem analysis
• Remember to use poetic techniques for poetry analysis
• Use a range of comparative words/terms for Sec B
• Create a list of potential comparative questions and plan responses
• Look over previous essays to check and address EBIs, as well as exemplar essays and paragraphs
• Plan comparative answers by theme
• Practise writing under timed conditions
• Print or copy blank copies of the poems to re -annotate
• Revise a range of comparative connectives
• Revise literary terms and techniques
• Revise strategies for approaching unseen poetry
• Revise the PETAL structure/comparative response technique
• Revise the PETAL structure/comparative, and the structure/unseen response technique
• Use online resources or revision books to develop the detail of your notes e.g. Mrs Rumsey’s YouTube lessons on each of the set poems.
MATHEMATICS
Exam board: Edexcel iGCSE
Paper length:
• 120 minutes (30 minutes for ET)
Exam format :
• Calculator Exam
• Sets A – D and F : Mixture of questions starting with level 3 questions and progressing up to grade 8.
• Sets E, G & H: Foundation Past Paper: a mixture of questions starting with level 1 questions and progressing up to grade 5.
Resources and where to find them
• DIFFICULTY QUESTIONS - IG -Exams (igexams.com) Good for past paper practice (Gold, Silver, Bronze)
• Practice questions and videos: https://corbettmaths.com/
• Myimaths www.myimaths.com Username: Lordwandsworth Password: triangle
• Dr Frost Maths: https://www.drfrost.org/
• Maths Genie • Learn Edexcel IGCSE Maths for Free Good for specific topics
• GCSE / IGCSE Maths Past Papers - PMT (physicsandmathstutor.com) Past Papers
• Skills checklist (sharepoint.com)
• Notes and Past Papers (sharepoint.com)
How to succeed in the test
• Do exam papers under test conditions but work at under a ‘mark per minute’.
• Practise the questions you find most difficult first.
Higher Topic Checklist
Geometry and Measures
I can do this Grade Title
☐ 7 3D Pythagoras in cuboids
☐ 7 Sine and Cosine Rule
☐ 6/7 Trig with obtuse angles
☐ 6 Volume: Spheres and cones
☐ 6 Combined transformations
☐ 6 Areas of sectors and segments
☐ 6 Angles of elevation and depression
☐ 5 Enlargem ents
☐ 5 Pythagoras distance between two points
☐ 5 Surface Area
☐ 5 Trigonometry formulas
☐ 5 Circle theorems
☐ 4 Pythagoras theorem
☐ 4 Rotations
☐ 4 Congruent triangles
☐ 4 Enlargements and fractional SF
☐ 4 Translations
☐ 4 Reflections
☐ 4 Constructing bisectors
☐ 3 Bearings
☐ 3 Triangle constructions
☐ 3 Volume of prisms
☐ 3 Areas of composite shapes
☐ 4 Area and circumference of circles
☐ 3 Areas of triangles, trapezia and parallelograms
☐ 3 Interior and exterior angles
☐ 3 Angles o n parallel lines
☐ 3 Geometrical rules
☐ 3 Properties of quadrilaterals
☐ 3 Properties of triangles
Probability
I can do this Grade Title
☐ 6 The ‘AND’ Rule, Independent
☐ 5 The ‘OR’ Rule, Mutually exclusive
☐ 5 Probability from Venn diagrams
☐ 4 Mutually exclusive sum
☐ 4 Relative Frequency
☐ 4 Expected Frequency
☐ 4 Listing Outcomes (sample space diagrams)
☐ 3 Probability of equally likely outcomes
Statistics
I can do this Grade Title
☐ 6 Quartiles, interquartile range
☐ 6 Comparing data
☐ 4 Frequency Tables
☐ 4 Relative frequency
☐ 4 Listing Outcomes and Expected frequency
Algebra
I can do this Grade Title
☐ 8 Completing the square
☐ 8 Algebraic fractions
☐ 7 Applied quadratic equations
☐ 7 Fractional rule of indices
☐ 7 Quadrat ic formula
☐ 7 Factorising quadratic where a is not 1
☐ 7 Equations of perpendicular lines
☐ 6 Equations of parallel lines
☐ 6 Graphing linear simultaneous equations
☐ 6 Simplifying algebraic fractions
☐ 6 Changing the subject when it appears twice
☐ 6 Factorising difference of two squares
☐ 5 Simultaneous equations
☐ 5 Factorising quadratic expressions
☐ 5 Deciding if a term is in a sequence
☐ 5 Linear equations
☐ 5 Simplify indices
☐ 5 Solve linear inequalities with one variable
☐ 5 Solving equations with fractions or squares
☐ 5 Changing the subject (rearranging formulas)
☐ 4 Inequalities on number lines
☐ 4 Expressions
☐ 4 Finding the equation of a line
☐ 4 Graphs of linear functions
☐ 4 Solving equations with brackets
☐ 4 Factorisin g single brackets
☐ 4 nth term of a linear sequence
☐ 4 Expanding double brackets
☐ 4 Substitution
☐ 4 Using y = mx + c
☐ 3 Gradient of a line
☐ 3 Plotting straight line graphs
☐ 3 Inequalities
☐ 3 Midpoint of a line
☐ 3 Straight line graphs: hori zontal, vertical and diagonal
☐ 3 Solving equations with one unknown
☐ 3 Expanding single brackets
☐ 3/4 Using formulae
Number I can do this Grade Title
☐ 7 Bounds calculations: min and max
☐ 7 Venn diagrams with number of members
☐ 7 Drawing a Ven n diagram
☐ 6 Subsets: Sets and Venn
☐ 6 Sets: Describing sets, number
☐ 5 Venn diagrams to represent sets
☐ 5 Complement of sets
☐ 5 Calculating with standard form
☐ 5 Bounds
☐ 5 Index laws
☐ 5 LCM and HCF
☐ 4 Sets: member, union, intersection an d number
☐ 4 Prime factors
☐ 4 Fractions and percentages
☐ 4 Fractions and ratio problems
☐ 4 Multiplying fractions
☐ 4 Standard form
☐ 3 Adding and subtracting fractions
☐ 3 Mixed numbers and improper fractions
Ration, Proportion and Rates of Cha nge
I can do this Grade Title
☐ 6 Cumulative frequency
☐ 5 Compound interest and depreciation
☐ 4 Unit conversions: area and volume
☐ 4 Scale factors and similarity
☐ 4 Speed, density and pressure
☐ 4 Reverse percentages
☐ 4 Compare fractions, decim als and percentages
☐ 4 Comparing quantities as a ratio
☐ 4 Division of a quantity as a ratio
☐ 4 Express one quantity as a % of another
☐ 4 Percentage change
☐ 4 Ratio sharing
☐ 4 Speed-time graphs
☐ 3 Distance -time graphs
☐ 3 Proportion and recip es
☐ 3 Simple interest
☐ 3 Express one quantity as a fraction of another
☐ 3 Percentages of amounts
☐ 3 Currency conversions
Foundation topic checklists
Geometry and Measures
I can do this Grade Title
☐ 5 Enlargements and negative SF
☐ 5 Pythagoras distance between two points
☐ 5 Surface area
☐ 5 Trigonometry formulas
☐ 5 Circle theorems
☐ 4 Pythagoras theorem
☐ 4 Rotations
☐ 4 Congruent triangles
☐ 4 Enlargements and fractional SF
☐ 4 Translations
☐ 4 Reflections
☐ 4 Constructions: perp endicular and angular bisectors
☐ 3 Bearings
☐ 3 Triangle constructions
☐ 3 Volume of prisms
☐ 3 Areas of composite shapes
☐ 4 Area and circumference of circles
☐ 3 Areas of triangles, trapezia and parallelograms
☐ 3 Interior and exterior angles
☐ 3 Angles on parallel lines: alternate, corresponding and interior angles
☐ 3 Geometrical rules
☐ 3 Measuring lines and angles
☐ 3 Properties of quadrilaterals
☐ 3 Properties of triangles
☐ 3 Using standard units
☐ 2 Congruence
☐ 2 Regular polygons
☐ 2 Symmetry
☐ 2 Volume of cuboids
☐ 2 Parts of a circle
☐ 1 Nets
☐ 1 Time
Algebra
I can do this Grade Title
☐ 5 Showing inequalities on a graph (regions)
☐ 5 Simultaneous equations
☐ 5 Solving quadratic equations from a graph
☐ 5 Factorising qua dratic expressions
☐ 5 Graphical solution to equations
☐ 5 Deciding if a term is in a sequence
☐ 5 Linear equations
☐ 5 Quadratic graphs
☐ 5 Simplify indices
☐ 5 Solve linear inequalities with one variable
☐ 5 Solving equations with fractions or squ ares
☐ 5 Changing the subject (rearranging formulas)
☐ 4 Inequalities on number lines
☐ 4 Expressions
☐ 4 Finding the equation of a line
☐ 4 Graphs of linear functions
☐ 4 Solving equations with brackets
☐ 4 Factorising single brackets
☐ 4 nth term of a linear sequence
☐ 4 Expanding double brackets
☐ 4 Substitution
☐ 4 Using “y = mx + c”
☐ 3 Gradient of a line
☐ 3 Plotting straight line graphs
☐ 3 Inequalities
☐ 3 Midpoint of a line
☐ 3 Straight line graphs: horizontal, vertical and diagonal
☐ 3 Solving equations with one unknown
☐ 3 Expanding single brackets
☐ 3/4 Using formulae
☐ 3 Number and shape patterns
☐ 2 Collecting like terms
☐ 1 Coordinates in four quadrants
Statistics
I can do this Grade Title
☐ 4 Frequency Tables
☐ 4 Relative frequency
☐ 4 Listing Outcomes and Expected frequency
☐ 2/3 Pie Charts
☐ 3 Mean, median, mode and range
☐ 3 Choosing the best average
☐ 2 Two way tables
☐ 2 Expected events
☐ 1 Bar charts
☐ 1 Pictographs
Ratio, Proportion and Rates of Chang e
I can do this Grade Title
☐ 5 Compound interest and depreciation
☐ 4 Unit conversions: area and volume
☐ 4 Scale factors and similarity
☐ 4 Speed, density and pressure
☐ 4 Reverse percentages
☐ 4 Compare fractions, decimals and percentages
☐ 4 Com paring quantities as a ratio
☐ 4 Division of a quantity as a ratio
☐ 4 Express one quantity as a % of another
☐ 4 Percentage change
☐ 4 Ratio sharing
☐ 4 Speed-time graphs
☐ 3 Distance -time graphs
☐ 3 Proportion and recipes
☐ 3 Simple interest
☐ 3 Express one quantity as a fraction of another
☐ 3 Percentages of amounts
☐ 3 Currency conversions
☐ 2 Use scale factors, diagrams and maps
☐ 2 Simplifying ratios
☐ 1 Converting metric units
Number
I can do this Grade Title
☐ 5 Venn diagrams to rep resent sets
☐ 5 Complement of sets
☐ 5 Calculating with standard form
☐ 5 Bounds
☐ 5 Index laws
☐ 5 Recurring decimals
☐ 5 LCM and HCF
☐ 4 Sets: member, union, intersection and number
☐ 4 Prime factors
☐ 4 Estimation
☐ 4 Fractions and percentages
☐ 4 Fractions and ratio problems
☐ 4 Interpret calculator displays
☐ 4 Multiplying fractions
☐ 4 Standard form
☐ 3 Rounding to significant figures
☐ 3 Adding and subtracting fractions
☐ 3 Decimals
☐ 3 Mixed numbers and improper fractions
☐ 3 Prime numbers
☐ 3 Multiples and factors
☐ 2/3 Order of operations
☐ 2 Simplifying fractions
☐ 2 Integers
☐ 2 Square numbers and square roots
☐ 2 Cube numbers and cube roots
☐ 2 Rounding to decimal places
Probability
I can do this Grade Title
☐ 5 The ‘OR’ Rule, Mutually exclusive
☐ 5 Probability from Venn diagrams
☐ 4 Mutually exclusive sum
☐ 4 Relative Frequency
☐ 4 Expected Frequency
☐ 4 Listing Outcomes (sample space diagrams)
☐ 3 Probability of equally likely outcomes
☐ 1 Probability scales
MODERN LANGUAGES
FRENCH
Exam Board: Edexcel
Exam format
Reading : 40 minutes
Various exercises including true/false, multiple choice and short answers in English
Translation: Two short paragraphs to translate from French into English.
Writing : 40 minutes: 80-90 word in French from one of the topics covered this year
Listening 40 minutes
Speaking : 9-12 minutes
Translation: Five short sentences and one paragraph into French.
Various exercises including true/false, multiple choice , dictation and short answers in English
Read aloud a paragraph , short answer questions, describe a photo, and general conversation.
This will take place after exams.
Topic Checklist
Topic Theme RAG
• Ma vie en ligne https://www.textivate.com/4mfon1
• Tu as une vie active? https://www.textivate.com/5mfon1
• Qu’est -ce que tu regardes? https://www.textivate.com/6mfon1
• Qu’est -ce qu’on va faire? https://www.textivate.com/7mfon1
• Qu’est -ce que tu as fait? https://www.textivate.com/8mfon1
• J’ai participé aux jeux de la francophonie! https://www.textivate.com/9mfon1
• Un week -end en famille https://www.textivate.com/bmfon1
• L’amitié et la clé du bonheur https://www.textivate.com/cmfon1
• Couleur famille https://www.textivate.com/dmfon1
• La place des idoles https://www.textivate.com/emfon1
• Famille, amour, gâteau https://www.textivate.com/fmfon1
• Quelle est ta matière préférée? https://www.textivate.com/hmfon1
• C’est injuste https://www.textivate.com/imfon1
• As-tu fait des progrès? https://www.textivate.com/jmfon1
• Souvenirs d‘école https://www.textivate.com/kmfon1
• Les langues et l’avenir https://www.textivate.com/lmfon1
• Bon appétit ! https://www.textivate.com/ntfon1
En pleine forme
• Bien dans ma peau https://www.textivate.com/otfon1
• Ça ne va pas ? https://www.textivate.com/ptfon1
• Je change ma vie https://www.textivate.com/qtfon1
• Mieux vivre https://www.textivate.com/rtfon1
How to revise
Reading and listening
Writing and translation
On your Independent revision folder on OneNote:
• Practise end of module tests (complete and self -mark)
• Learn vocabulary for each module (using your green vocab book and the vocab lists on OneNote)
• www.languagenut.com (use your login from OneNote)
• Revise your tenses and verbs (use the green vocab book and practise questions from your independent revision folder on OneNote)
• Practise translation tasks on the independent revision folder
• Create mind maps of language you could use in any of the 4 topics covered
• Complete the end of module writing tasks
How to do well in the test
Translation to English
Translation to French
Reading & Listening
Think carefully about the tenses used. Check key vocabulary; can you work out unknown vocabulary from the context, do unknown words look like English words (cognates), do they look like French words that you know from other contexts?
Check your tenses.
Check the spelling of key vocabulary.
Think about how to convey the meaning as accurately as you can in French.
Practise using your online resources.
Use the GCSE Textivates to extend your knowledge of vocabulary. For listening, if you’re not sure of what is being said, listen with the transcript on first, then have a go at the questions with no transcript. Do an exercise a day, especially in listening, as regular bursts of practice will make you better at this skill.
Write 30 -50 words /create a mindmap in French on each of the bullet points in the topic list above (choose areas where you feel less confident). You will need to practise:
o Stylish topic language (e.g. Je m’entends avec… Il me critique toujours).
o Stylish grammatical structures (e.g. je m’entraîne ; j’y vais ; je l e suis).
Writing
o Connectives & time phrases
o Negatives
o Opinions in all tenses
o Verbs in the past, present and future
o Justified opinions
SPANISH
Exam Board: Edexcel
Exam format
Reading :40 minutes
Writing : 40 minutes:
Listening 40 minutes
Speaking : 9-12 minutes
Various exercises including true/false, multiple choice and short answers in English
Translation: Two short paragraphs to translate from Spanish into English.
80-90 word in Spanish from one of the topics covered this year
Translation: Five short sentences and one paragraph into Spanish
Various exercises including true/false, multiple choice, dictation and short answers in English
Read aloud a paragraph, short answer questions, describe a photo, and general conversation.
This will take place after exams.
Topic Checklist
Topic Theme
• Mi vida digital
• Deporte y el tiempo libre
• Una cita
• En Fin de semana pasado
• Un dia fatal
Divértete
Textivates Foundation and Higher RAG
Mobile technology: https://www.textivate.com/c6uln1
Mobile technology 2: https://www.textivate.com/8zwln1
Mobile technology 3: https://www.textivate.com/7lxln1
Good and bad of social media: https://www.textivate.com/ekxln1
TV programmes: https://www.textivate.com/cuuln1
Films:
https://www.textivate.com/b1qln1
Free time activities: https://www.textivate.com/rb2mn1
Sport: https://www.textivate.com/9i7mn1
Mi vida digital: https://www.textivate.com/menufg1on1
Disfrutamos al máximo: https://www.textivate.com/1z5on1
Nos juntamos: https://www.textivate.com/632on1
Nos juntamos 2: https://www.textivate.com/4z5on1
El fin de semana pasado: https://www.textivate.com/1n2on1
• En ruta
• La cl utura en la calle
• Mis últimas vacaciones
• Dónde te quedaste
• Mi Aventura por Latina América
Un día fatal: https://www.textivate.com/6z5on1
Food and drink: https://www.textivate.com/1m5mn1
Food and drink 2: https://www.textivate.com/2m5mn1
Festivals: https://www.textivate.com/smwln1
Festivals 2: https://www.textivate.com/h1yln1
Festivals (preterite): https://www.textivate.com/7namn1
Birthdays and Christmas (preterite): https://www.textivate.com/87bmn1
Birthdays and Christmas (future): https://www.textivate.com/b7bmn1
En ruta: https://www.textivate.com/6s3on1
En ruta 2: https://www.textivate.com/8s3on1
La cultura en la calle: https://www.textivate.com/menuv14on1
La cultura en la calle: https://www.textivate.com/lb4on1
Mis últimas vacaciones: https://www.textivate.com/pc4on1 Mis últimas vacaciones: https://www.textivate.com/1h4on1
Dónde te quedaste? https://www.textivate.com/menu2m4on1
Mi aventura por Latino america: https://www.textivate.com/q45on1
• No hay dos familias iguales
• Esta es mi gente
• A Quién sigues
• Amigos para siempre
• Necesito ayuda
Family members: https://www.textivate.com/u05ln1
Describing personality: https://www.textivate.com/zriln1
Physical description: https://www.textivate.com/htiln1
Relationships: https://www.textivate.com/f7bmn1
No hay dos familias iguales: https://www.textivate.com/cj5on1
Esta es mi gente: https://www.textivate.com/lk5on1
Esta es mi gente: https://www.textivate.com/8r5on1
A quién sigues? https://www.textivate.com/9r5on1
Viajes
Mi Gente, Mi Mundo
Mi Estilo de Vida
• Qué rico
• Llevas una vida sana
• Somos lo que comemos
• Los tiempos cambian
• Que mal estoy
• Mi salud de la cabeza a los pies
Amigos para siempre: https://www.textivate.com/w26on1
Necesito ayuda, ¿qué puedo hacer? https://www.textivate.com/4d7on1
Qué rico: https://www.textivate.com/av7on1
Llevas una vida sana: https://www.textivate.com/4ufon1
Somos lo que comemos: https://www.textivate.com/hvfon1
Los tiempos cambian: https://www.textivate.com/ivfon1
Que mal estoy: https://www.textivate.com/jvfon1
Mi salud : https://www.textivate.com/kvfon1
How to revise
Reading and listening
Writing and translation
On your Independent revision folder on OneNote:
• Practise end of module tests (complete and self -mark)
• Learn vocabulary for each module (using your red vocab book and the vocab lists on OneNote)
• www.languagenut.com (use your login from OneNote)
• Revise your tenses and verbs (use the red vocab book and practise questions from your independent revision folder on OneNote)
• Practise translation tasks on the independent revision folder
• Create mind maps of language you could use in any of the 4 topics covered
• Complete the end of module writing tasks
How to do well in the test
Translation to English
Translation to Spanish
Reading & Listening
Think carefully about the tenses used. Check key vocabulary; can you work out unknown vocabulary from the context, do unknown words look like English words (cognates), do they look like Spanish words that you know from other contexts?
Check your tenses.
Check the spelling of key vocabulary.
Think about how to convey the meaning as accurately as you can in Spanish .
Practise using your online resources. Use the GCSE Textivates to extend your knowledge of vocabulary.
For listening, if you’re not sure of what is being said, listen with the transcript on first, then have a go at the questions with no transcript. Do an exercise a day, especially in listening, as regular bursts of practice will make you better at this skill.
Writing Write 30 -50 words/create a mindmap in Spanish on each of the bullet points in the topic list above (choose areas where you feel less confident). You will need to practise:
o Stylish topic language (e.g. me llevo bien con, Pienso que...Me ayuda
o Stylish grammatical structures (e.g. cuando sea mayor, si tuviera la oportunidad, me interesa ).
o Connectives & time phrases
o Negatives
o Opinions in all tenses
o Verbs in the past, present and future
o Justified opinions
SCIENCE
4th FORM AQA GCSE COMBINED AND TRIPLE SCIENCE
Summary of papers
Paper Content
• Cell Biology
• Organisation
• Infection and response
• Bioenergetics
• Inheritance, variation and evolution
• Atomic structure and the periodic table
• Bonding, structure, and the properties of matter
• Quantitative chemistry
• Chemical changes
• Engergy changes
• The rate and extent of chemical change
• Chemistry of the atmosphere
• Using resources
• Energy
• Electricity
• Particle model of matter
• Atomic structure
• Waves
Good science resources and websites
Required practicals
• Microscopy
• Osmosis
• Food tests
• Enzymes
• Photosynthesis
• Bacterial growth (triple)
• Salt preparation
• Temperature changes in reactions
• Titration (triple)
• Rates of reaction
• Chromatography
• Water purification
• Specific heat capacity
• Resistance of a wire
• I-V characteristics
• Density
• Insulation (triple)
• Ripple tank
• Reflection (triple)
• IR absorption
• BBC Bitesize - Concise explanations, videos, and quizzes.
• Seneca Learning - Free interactive courses with Al-driven revision.
• Educake- Revision quizzes and slides
• Freesciencelessons (YouTube) - Excellent short videos covering the entire syllabus.
• Physics & Maths Tutor - Past papers, revision notes, and practice questions.
• Cognito - Animated revision videos and quizzes.
• Gojimo Revision - App-based quizzes and revision tools.
• AQA Website - Official past papers and mark schemes.
• SAM learning Two GCSE grades better with 30 minutes per week - SAM Learning.
• Grade gorilla - Free easy access revision questions.
Effective revision strategies in science
• Active Recall - Test yourself using flashcards (e.g., Quizlet) or cover-and-recall methods.
• Past Papers & Mark Schemes - Practise answering exam questions under timed conditions and review mark schemes to understand what examiners look for.
• Spaced Repetition - Review topics at increasing intervals to reinforce memory (use apps like Anki or Seneca Learning).
• Mind Maps & Diagrams - Summarise key concepts visually, especially for processes like the carbon cycle or the structure of the atom.
• Teaching Someone Else - Explaining topics to a friend, family member, or even yourself out loud helps solidify understanding.
• Exam Question Walkthroughs - Watch YouTube videos where teachers break down common exam questions and answers.
• Mnemonics & Acronyms - Create memory aids (e.g., OILRIG for oxidation and reduction).
• Pomodoro Technique - Study in focused 25-minute sessions with 5-minute breaks to maintain concentration.
• Use the revision checklist in this booklet to make sure you have revised everything.
Science skills can be assessed in any paper
Practical Skills
Planning an investigation (hypothesis, variables, method)
Identifying and controlling variables
Using scientific equipment safely and accurately
Making and recording precise and reliable measurements
Using appropriate units and conversions
Drawing scientific diagrams (e.g. circuits, experimental setups)
Carrying out qualitative and quantitative tests
Data Handling & Analysis
Recording data in tables (with appropriate headings and units)
Plotting and interpreting graphs (line graphs, bar charts, scatter graphs)
Identifying trends and patternsin data
Calculating means, ranges, and percentage changes
Recognising anomalies and suggesting improvements
Applying statistical techniques (e.g. mode, median, mean)
Mathematical Skills
Rearranging and using equations
Converting units (e.g. cm tom, J to kJ)
Using standard form and significant figures
Calculating ratios and percentages
Using appropriate decimal places in calculations
Estimating values and checking reasonableness of answers
Scientific Understanding & Application
Applying knowledge to unfamiliar contexts
Making predictions and explaining outcomes using scientific principles
Evaluating the reliability, accuracy, and validity of experiments
Identifying sources of error and suggesting improvements
Interpreting and analysing secondary data (including data from sources such as raphs, tables, and text)
Working Scientifically
Understanding how scientific theories develop over time
Explaining the importance of peer review
Assessing the impact of science on society and the environment
Distinguishing between opinion and evidence-based claims
Evaluating risks and ethical considerations in science
BIOLOGY
Cell Biology
Cell Structure - Eukaryotes and prokaryotes
Differentiation and Specialisation
Microscopy
Cell Division and the cell cycle
Binary fission
Stem Cells
The Use of Stem Cells in Medicine
Diffusion
Exchange Surfaces
Osmosis
Active Transport
Organisation
Organisation of Cells
Digestive System and Enzymes
The Lungs
Circulatory System and The Heart
Components of the Blood
Smoking, Diet, Alcohol and Exercise
Cardiovascular Disease
Cancer
Plant Tissues and Organs
Infection and Response
Pathogens and Communicable Disease
Viruses, Bacteria, Fungi and Protist Diseases
Human Defence Systems
Vaccinations and Drugs
Developing Drugs
Bioenergetics
Photosynthesis
Rate of Photosynthesis
Limiting Factors and Inverse Square Law
Uses of Glucose
Respiration
Respiration and Exercise
Oxygen debt
Metabolism
Inheritance, Variation and Evolution
DNA and the Genome
Reproduction and meiosis
Genetic Inheritance and inherited disorders
Classifying Organisms
Required practicals
Use a light microscope to observe, draw and label a selection of plant and animal cells
Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue.
Use qualitative reagents to testfor a range of carbohydrates, lipids, and proteins. To include Benedict's test for sugars; iodine test for starch; and Biuret reag ent for protein.
Investigate the effect of pH on the rate of reaction of amylase enzyme.
Investigate the effect of lightintensity on the rate of photosynthesis using an aquatic organism such as pondweed.
TRIPLE ONLY
Monoclonal Antibodies
Plant diseases and defences
Advantages and disadvantages sexual and asexual reproduction
DNA structureand Protein Synthesis
Mendel
TRIPLE ONLY PRACTICALS
Investigate the effect of antiseptics or antibiotics on bacterial growth using agar plates and measuring zones of inhibition.
CHEMISTRY
Atomic structure and the periodic table
Developing the Periodic Table
Subatomic Particles and Electronic Structure
Atoms Size and Mass
History of Atomic Structure
Elements
Chemical Reactions and Compounds
Separating Mixtures
Trends in the Periodic Table. Group 0, 1 and 7
Metalsand Non-Metals
Bonding, Structure and Properties of Matter
States of Matter and State Symbols
Particle model limitations
Ionic Bonding
Ionic Compounds and Properties
Balanced half equations
Covalent Bonding
Small Covalent Molecules and Giant Structures
Metallic Bonding
Diamond, Graphite, Graphenes and Fullerenes
Quantitative Chemistry
Conservation of Mass and Balancing Equations
Relative Formula Mass
Calculating Using Moles
Limiting Reactants
Concentrations of Solutions
Chemical Changes
Metals, Extraction and Reduction
Reactivity Series
Redox
Acids and Bases
pH Scale and Neutralisation
Strong and weak acids
Reactions of Acids and Preparing Salts
Energy Changes
Endothermic and Exothermic Reactions
Reaction profiles
Energy changes of reactions
Rate and Extent of Chemical Changes
Rate of Reaction
Collision Theory and Activation Energy
Working out rates from tangents
Chemistry of the Atmosphere
Composition of the Atmosphere
History of the Atmosphere
Greenhouse Gases
Atmospheric Pollutants and Human Activities
Using Resources
Earth's Natural Resources
Potable Water
Treatment of Wastewater
Biological Methods of Extracting Metals from low grade ores
Required practicals
Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate, using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution
Investigate thevariables that affect temperature changes in reacting solutions such as, e.g. acid plus metals, acid plus carbonates, neutralisations, displacement of metals.
Investigate how changes in concentration affect therates of reactions by a method involving measuring the volume of a gas produced and a method involvin a chan e in colour or turbidit
Investigate how paper chromatography can be used to separate and tell the difference between coloured substances. Students should calculate Rf values.
Analysis and purification of water samples from different sources, includin pH, dissolved solids, and distillation
TRIPLE ONLY
Transition metals
Nanoparticles
Corrosion and prevention
Titration
Percentage yield and atom econom y
Concentrations in mol/dm3
Gas volumes
TRIPLE ONLY PRACTICALS
Determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration – Titration Calculations
PHYSICS
Energy
Energy Stores and Systems
Energy Calculations
Energy Changes
Power
Conservation of Energy
Efficiency
Renewable and Non -renewable Energy Resources
Electricity
Circuit Symbols
Electrical Charge and Current
Potential Difference and Resistance
Power
Resistors
Series and Parallel Circuits
Particle Model of Matter
States of Matter and Changes of State
Internal Energy
Density
Specific Latent Heat
Specific Heat Capacity
How gas particles cause Pressure
Forces and Motion
Forces as Vectors
Resultant Force of 2 other forces
Newton’s 3 Laws of Motion
Hooke’s Law
Speed, Distance and Time
Velocity and Displacement as vectors
Acceleration
Distance/time and Velocity/time graphs
Terminal Velocity
Stopping Distances
Momentum
Conservation of momentum (Double qualitatively, Separate only mathematically and qualitatively)
Wave Properties
Longitudinal and Transverse Waves
Properties (measurements) of a Wave
Wavespeed Equation and Frequency Period equation
Soundwaves
Reflection and Refraction
Required practicals
An investigation to determine the specific heat capacity of one or more materials.
Use circuit diagrams to setup and check appropriate circuits to
investigate the factors affecting theresistance of electrical circuits
Use circuit diagrams to construct appropriate circuits to investigate the 1-V characteristics of a variety of circuit elements including a filament lamp, a diode, and a resistor at constant temperature.
Use appropriate apparatus to make and record the measurements needed to determine the densities of regular and irregular solid objects and liquids
Measuring the speed of a wave in a ripple tank and on a vibrating string using the wave speed equation
TRIPLE ONLY
Pressure in gases equations
Pressure in fluids Equation and Upthrust
Atmospheric pressure equation
Conservation of Momentum (Quantitatively)
Impulse and Collision Forces (equation)
TRIPLE ONLY PRACTICALS
Investigate the effectiveness of different materials as thermal insulators and the factors that may affect the thermal insulation properties of a material.
OPTION SUBJECTS
COMPUTER SCIENCE
Exam Board: Pearson Edexcel
Exam format
Paper length
Format
Week beginning 20 /04 /26
(the week before mocks)
Topic Checklist
Paper 1
1 Computational Thinking
2.1 Binary
90 minutes
• Paper 2 – Application of Computational Thinking
• The exam will consist of four programming questions
• You will program on school computers using Visual Studio Code (the programming environment you use in lessons)
• Paper 1 – Principles of Computer Science
• 45 minutes
• Written questions on the theory topics covered so far
• 1.1.2 understand the benefits of using subprograms
• 1.2.1 be able to follow and write algorithms (including flowcharts)
• 1.2.2 understand the need for and be able to follow and write algorithms that use variables and constants and onedimensional data structures [ Not 2d dat a structures]
• 1.2.3 understand the need for and be able to follow and write algorithms that use arithmetic operators a
• 2.1.1 understand that computers use binary to represent data
• 2.1.2 understand how computers represent and manipulate unsigned integers and two’s complement signed integers
• 2.1.3 be able to convert between denary and 8 -bit binary numbers (0 to 255, -128 to +127)
• 2.1.4 be able to add together two positive binary patterns and apply logical and arithmetic binary shifts
• 2.1.5 understand the concept of overflow in relation to the number of bits available to store a value
• 2.1.6 understand why hexadecimal notation is used and be able to convert between hexadecimal and binary
•
3.1 Hardware
3.2 Software
• 3.1.1 understand the von Neumann stored program concept and the role of main memory
• 3.1.2 understand the role of secondary storage and the ways in which data is stored on devices (magnetic, optical, solid state)
• 3.1.3 understand the concept of an embedded system and what embedded systems are used for
• 3.2.1 understand the purpose and functionality of an operating system
3.3
Programming
Languages
Paper 2
Programming
• 3.2.2 understand the purpose and functionality of utility software
• 3.2.3 understand the importance of developing robust software and methods of identifying vulnerabilities
• 3.3.1 understand the characteristics and purposes of lowlevel and high -level programming languages
• 3.3.2 understand how an interpreter differs from a compiler in the way it translates high -level code into machine code
• Input and output
• Variables anD data types
• Maths in Python
• Selection
• Repetition – count controlled and condition controlled
• Arrays
• Python Turtle
• Subprograms
Resources & Where To Find Them
• Glossary and notes in the knowledge section for each topic in your OneNote
General
• CraignDave videos
• Online textbook in active learn
• Isaac Computing
• Smart Revise
How to succe ed in the test
1. Create flash cards and learn the keyword for each topic. Be able to identify the keywords for a topic and relate them together
2. Revisit activities in your OneNote and complete questions in Isaac Computing to apply your learning
3. Use Smart Revise to check your understanding. Remember to use Terms and Advance questions as well as the quiz questions
4. Code regularly, go over past questions and try to rewrite the code without looking at the previous answers.
DRAMA
Exam Board: Pearson Edexcel
Exam format
Paper length 60 minutes
Section A: DNA text (answering questions from the point of view of the designer, the actor, and the director)
Section B: Live theatre – responding to live theatre.
Marks:
Section A:
Format
4/6-mark questions
A longer question - (either 9, 12 or 14 marker)
Section B:
1 question (either a 6 - or 9-mark question)
Topic Checklist
Theme Topics
You will given an extract from DNA to answer your questions on. Be sure to know what is happening in every scene confidently. Your questions are based on 3 perspectives -
YOU ARE THE ACTOR YOU ARE THE DIRECTOR YOU ARE THE DESIGNER
You will answer questions based on these 3 areas of Drama.
DNA - Know your characters! Understand how they would be played by the actor on stage.
Revise your key acting skills - vocal and physical skills. How would you describe each one when talking about a character?
DNA
• Tone, pitch, inflection , intonation
• Volume , accent, volume , breath work
• Actions , stillness
• Gestures
• Facial expressions
• Walk/stance
• Body language
• Posture
Revise your design elements - set/costume/lighting & sound/staging etc. For exampleLighting - Spot light/ fresnel/intensity/gobo/projection/ beam of light/angle of light/colour wash/parcan lantern.
Use your writing frames to support the structure of larger questions - 9,12 & 14 marker.
RAG
Live Theatre
You should ensure that you have detailed relevant notes to bring into the exam (500 words).
You should revise the following aspects of the play:
• Set & Staging
• Lighting & sound
• Costume
• Key moments which are powerful in the production
• Quality of acting - key actors in the production who made an impact on the production.
• Use of physical theatre – how did it communicate feeling and mood to the audience during scenes?
There will be 2 questions to answer. One will usually be based on some form of acting skills. The other question will be based on a design element e.g - set design.
Resources & Where To Find Them
▪ Use revision material from One Note/ Drama diaries - DNA and live theatre section on one note.
▪ Use of writing frames for Section A & B (located electronically and also paper copies provided.
▪ Use your context research to support the 9 marker DNA question.
▪ Use your 500 -word live theatre notes to support you in the examthese should be typed on word and submitted before the mock.
General
Succeed in the test
▪ Review your character profiles for DNA - these can be found in your diaries/on one note. Know and understand each characters’ personality and where they fit within the gang.
▪ Create your own vocab sheets - test yourself on vocabulary and Drama terms.
▪ Use past papers provided on one note to answer practice questions and complete these under timed conditions.
1. Learning and remembering the key Drama vocabulary for both acting skills and design elements.
2. Re-reading and annotating the DNA set text - become aware of what’s going on - know the wider play & context for bigger questions.
3. Ensuring that your 500 -word live theatre notes are clearly organised and formatted, so that you can remember key scenes and moments from ‘Othello’.
4. Remember to use your writing frames, in order to structure your larger responses.
DESIGN & TECHNOLOGY:
RESISTANT MATERIALS
Exam Board: Pearson Edexcel IGCSE
Paper length
• 105 minutes
Format
• 1-4 marks asking open and closed questions
• Some mathematics questions
• Some drawn diagrams answers
Topic Checklist
Core Theory
1.1 Impact of new and emerging technologies on:
Industry
Enterprise
Sustainability
People
Culture
Society
Environment
Production techniques and systems
Design and organisation of the workplace, automation and the use of robots, buildings and the place of work
Crowd funding, virtual marketing and retail, cooperatives, fair trade
Finite, non finite, disposal of waste
Technology push/market pull, changing job roles
Changes in fashion, respecting people of different faiths and beliefs
Design for the young, disabled, the elderly and different religious groups
Positives - Continuous improvement, efficient working
Negatives – Pollution, global warming
Automation
Computer aided design (CAD)
Computer aided manufacture (CAM)
Flexible manufacturing systems (FMS)
Just in time (JIT)
Lean manufacturing
Red Amber Green
Informing design decisions
Planned obsolescence, design for maintenance, ethics, environment
1.2 How the critical evaluation of new and emerging technologies informs design decisions; considering contemporary and potential future scenarios from different perspectives, such as ethics and the environment
How to critically evaluate new and emerging technologies that inform design decisions:
budget constraints, timescale, who the product is for, the materials used, manufacturing capabilities
How critical evaluations can be used to inform design decisions, including the consideration of contemporary and potential future scenarios: natural disasters, medical advances, travel, global warming, communication.
Ethical perspectives when evaluating new and emerging technologies:
Environmental perspectives when evaluating new and emerging technologies:
1.3 How energy is created sources, generation, and storage of energy:
Powering systems
where it was made, who was it made by, who will it benefit, fair trade products.
use of materials, carbon footprint, energy usage and consumption during manufacture and transportation, life cycle analysis (LCA).
Coal, gas, oil, Nuclear, Wind, solar, tidal, hydro-electrical, biomass
batteries and cells, solar cells, mains electricity, wind power
Factors to consider when choosing appropriate energy sources to make products and power systems: portability of the power source, environmental impact b environmental impact c power output d circuit/system connections e cost.
environmental impact, power output, Circuit/system connections and cost
1.4 Smart and modern materials
Modern materials
Smart Materials
Composite materials
Technical textiles
piezoelectric materials, temperatureresponsive polymers f conductive inks. nanomaterials etc.
Shape memory alloys, thermochromic pigments etc.
Concrete, plywood, Glass reinforced plastic (GRP), Carbon fibre reinforced plastic (CRP) robot materials
Agro -textiles, construction textiles, geotextiles, domestic textiles, environmentally friendly textiles, protective textiles, sports textiles microfibres etc.
1.5 Mechanical devices
Different types of movement
Changing magnitude and direction of force
Linear, rotary, reciprocating and oscillating movements
Levers, linkages, cams, gears, belts, and pulleys
1.6 & 1.7 Electrical systems and programmable components
Inputs
Processes
Outputs
Use of light, temperature and pressure sensors and switches
Programming microcontrollers as counters, timers and for decision, system diagrams. making
Use of buzzers, speakers and LED
1.8 Ferrous metals and non ferrous mild steel, stainless steel, cast iron, Aluminum, copper, brass.
cartridge, copier, tracing paper, Corrugated, folding, white solid board
1.9 Papers and boards
1.10 Thermoplastics and thermosetting polymers
1.11 Natural fibres
Synthetic fibres
Blended/mixed fibres
Woven
Non - woven
Knitted textiles
1.12 Natural and manufactured timbers
1.13 All design and technological practice takes place within contexts which inform outcome
1.14 Investigate environmental, social and economic challenges
1.15 Past and present Designers
Acrylic, Hips, biopol, Epoxy resin (ER), urea- formaldehyde (UF)
Cotton, wool, silk
Polyester, polyamide (nylon), elastane (lycra)
Cotton/polyester
Plain weave
Bonded fabrics, felted fabrics
Knitted fabrics
Oak, mahogany, beech, balsa, pine, cedar, plywood, MDF
Advantages of process selection and materials
Respect for different social, ethnic and economic groups, Fair trade, carbon offsetting, product disassembly and disposal, life cycle analysis (LCA).
Analysing a product, and these designers Alessi, Apple, Heatherwick studio, Joe Casely -Hayford, Pixar,
1.16 Use of different design strategies
wing Techniques
Raymond Loewy, Tesla inc, Zaha Hadid
Collaboration, user-centred design, systems thinking.
Free hand, 2d/3d drawings, 1&2 point perspective orthographic, isometric, oblique
Resources & Where To Find Them
Pearson Edexcel GCSE (9 -1) Design and technology Textbook
The Doodle Revision book which has been used in theory lessons.
Websites:
Bitesize has specific material for the Edexcel specification. https://www.bbc.com/bitesize/examspecs/zb6h92p
General
The technology Student has lots of interactive pages and exercises to do http://www.technologystudent.com/joints/joindex.htm http://www.mr-dt.com/materials/main.htm
Click HERE for revision exercise book
Click HERE for The VLE Past paper revision pages
Succeed in the test
1. Revise materials properties using your revision tables or flash cards. (Could be fun to practise with a friend?)
2. Take a highlighter to the exam and highlight key words of the question to make sure you fully understand the question.
3. Try the quizzes on BBC bitesize to test your knowledge after revising each topic.
GEOGRAPHY
Exam Board: Edexcel iGCSE
Exam format
Paper length 1 hour 30 minutes
This examination is made up of three questions, each worth 25 marks.
Each question is based on one of the following Geography topics studied this year:
• Topic 2: Coastal Environments
• Topic 3: Hazardous Environments
• Topic 6: Urban Environments
Each 25 -mark question contains a mixture of shorter and longer questions, including:
Format
• Multiple -choice questions (1 mark each)
• Short-answer questions (worth between 1 and 5 marks)
• One longer written question worth 8 marks, which asks students to explain their ideas in more detail
The questions are written in the same style as the end -of-unit tests students have completed during the course, so the format will be familiar.
Students should aim to spend about 30 minutes on each question. Good time management is important so that all questions are attempted.
This exam is designed to check students’ understanding of key geographical ideas, their ability to use knowledge accurately, and their confidence in answering different types of questions.
Topic Checklist
Theme Topics
• I can explain how waves form and describe the factors that affect wave size and energy, including wind speed, duration and fetch.
• I can describe and contrast swash and backwash and identify the differences between constructive and destructive waves.
2.1 Coastal Processes
• I can explain how longshore drift operates and how it moves sediment along the coast.
• I can explain the main types of marine erosion, including hydraulic action, abrasion, attrition and solution.
• I can explain sub -aerial weathering, including physical (freeze –thaw and salt crystallisation), chemical (carbonation and oxidation) and biological weathering (plant root action and chelation).
RAG
2.2 Coastal Ecosystems
• I can explain the main types of mass movement, including soil creep, rotational slumping, landslides and rockfalls.
• I can explain how headlands and bays form on a coastline.
• I can explain how wave refraction redistributes wave energy and apply this to Swanage Bay, including Ballard Point, Swanage Bay and Studland Bay.
• I can identify and describe concordant and discordant coastlines.
• I can explain how wave refraction creates orthogonals and leads to the formation of cracks, caves, arches, stacks and stumps, applying this to Old Harry Rocks and ‘His Wife’.
• I can explain the main factors affecting coastal erosion, including geology, wave type, ecosystems, human activity and sea -level change.
• I can explain how depositional landforms form, including beaches, spits (Hurst Castle Spit), bars (Loe Bar, Cornwall) and tombolos (Chesil Beach).
• I can describe the global distribution of coral reefs.
• I can explain the conditions needed for coral reefs to grow, including the symbiotic relationship between coral and zooxanthellae.
• I can describe the main features of coral reef ecosystems and identify the three main types of coral reef (fringing, barrier and atoll).
• I can explain how coral reefs are threatened by human activity, including climate change (temperature rise, sea -level rise and ocean acidification), local pressures (fishing, tourism, shipping and plastic pollution), and how coral bleaching occurs.
• I can describe the global distribution of mangrove ecosystems.
• I can explain the conditions mangroves need for growth and describe the main features of mangrove ecosystems.
• I can describe the main threats to mangrove ecosystems.
• I can describe the distribution of salt marshes and explain the conditions in which they grow.
• I can describe the features of sand dune ecosystems and explain how dune systems develop, applying this to a UK case study such as Studland Bay.
• I can identify and describe abiotic (non -living) and biotic (living) components of sand dune ecosystems and explain their role in the nutrient cycle.
• I can describe different economic activities in coastal environments and explain the perspectives of different stakeholders.
• I can define a Marine Conservation Zone (MCZ), explain its importance, and make a justified recommendation about coastal management decisions using stakeholder arguments and evidence.
2.3 Coastal Management
• I can explain the causes of coastal flooding, including tropical storms, storm surges, tsunamis, climate change and local subsidence, using a named example.
• I can describe how forecasting and warning systems reduce the risk of coastal flooding.
3.1 Hazardous Causes
• I can explain how building design, land -use planning and education reduce the impacts of coastal flooding.
• I can define a Shoreline Management Plan (SMP) and explain why it is used to manage coastal erosion and flooding.
• I can name and describe the four SMP approaches: Hold the Line, Advance the Line, Managed Retreat and No Active Intervention.
• I can compare hard and soft engineering strategies, including their advantages and disadvantages.
• I can justify the most appropriate coastal management strategy for a named coastline.
• I can explain why coastal management is needed at Minehead.
• I can describe how the engineering techniques used at Minehead protect the coastline.
• I can evaluate the success of the coastal management strategy at Minehead.
• I can describe the location, significance and hazards of the Palisadoes Peninsula.
• I can explain the coastal management strategies used at the Palisadoes Peninsula and assess their effectiveness and challenges.
• I can define the key terms natural hazard, natural disaster, risk and vulnerability.
• I can identify a range of different natural hazards, including tectonic and atmospheric hazards.
• I can explain the factors that affect risk and vulnerability to natural hazards, including wealth, location, governance and preparedness.
• I can explain whether natural disasters are becoming more frequent over time, using evidence.
• I can identify the different names used for tropical storms around the world.
• I can describe where tropical storms develop and explain the conditions needed for their formation.
• I can describe the structure of the Earth and identify and compare oceanic and continental crust.
• I can explain why the Earth’s tectonic plates move, including the role of convection currents.
• I can define plate tectonics, describe and explain the global distribution of earthquakes and volcanoes, and identify different inter-plate boundaries.
• I can draw and interpret diagrams of plate boundaries and use them to explain how landforms are created, matching them to realworld examples such as the Andes, Himalayas, Mid -Atlantic Ridge, San Andreas Fault and Hawaiian Islands.
• I can describe the distribution of earthquakes, annotate a crosssection of an earthquake, give a sequenced explanation for why earthquakes occur, and compare the Mercalli, Richter and Moment Magnitude scales.
• I can describe the distribution of volcanoes, annotate a crosssection of a volcano, explain why volcanic eruptions occur, compare composite and shield volcanoes, and describe the VEI (Volcanic Explosivity Index).
3.2 Hazardous Impacts
3.3 Hazardous Management
• I can explain a range of factors that influence risk and vulnerability to natural hazards.
• I can identify reasons why people choose to live in hazardous environments.
• I can explain the benefits of living in hazardous environments, despite the risks.
• I can identify primary and secondary hazards associated with earthquake events.
• I can identify primary and secondary impacts of earthquakes and categorise them into short -term and long -term impacts.
• I can explain how an earthquake can cause a tsunami.
• I can name and locate Haiti and explain the causes of the Haiti earthquake.
• I can describe the short -term and long -term impacts and responses to the Haiti earthquake.
• I can explain the features and causes of volcanic eruptions and locate Montserrat.
• I can describe the short -term and long -term impacts and responses of the 1997 Soufrière Hills eruption.
• I can name and locate Typhoon Haiyan (2013) and explain why it occurred and what increased its impacts.
• I can describe the short -term and long -term SEEP impacts (social, economic, environmental and political) of Typhoon Haiyan.
• I can define prediction, protection and preparation in relation to hazard management.
• I can explain why it is difficult to predict earthquakes accurately.
• I can identify and explain a range of methods used to prepare for earthquakes, including warning systems, evacuation planning, building design and remote sensing.
• I can describe, with examples, what GIS (Geographical Information Systems) is.
• I can explain how GIS can support geographers in managing natural hazards.
• I can apply my understanding of GIS to the management of earthquake risk.
• I can describe a range of short -term responses to earthquake events, including emergency aid, shelter and supplies.
• I can describe a range of longer -term planning strategies for earthquakes, including risk assessment, hazard mapping and rebuilding programmes.
• I can interpret hazard response curves.
• I can interpret hazard management cycles and explain how they are used to manage natural hazards over time.
• I can explain why the responses differed between Haiti and Japan, including differences in wealth, governance, technology and preparedness.
6.1 Urban Growth
• I can define urbanisation.
6.2 Urban Challenges
• I can describe the contrasting trends in urbanisation over the last 50 years between HICs and LICs/NEEs.
• I can identify the factors that affect the rate of urbanisation, including rural –urban migration, natural increase, economic development and government policy.
• I can explain how and why these factors affect the rate of urbanisation.
• I can define suburbanisation and counter -urbanisation.
• I can explain the trends in suburbanisation and counterurbanisation over the last 50 years.
• I can define the term megacity.
• I can explain the global distribution of megacities and describe how their locations are likely to change in the future.
• I can explain the opportunities created by urbanisation, including employment, services and infrastructure, using Mumbai as a case study.
• I can explain the inequalities that arise from urbanisation, including differences in housing, healthcare and quality of life, using Mumbai as a case study.
• I can explain the problems caused by rapid urbanisation, including congestion and transport, employment and crime, environmental issues and housing shortages.
• I can explain the factors that affect urban land -use patterns, including accessibility, land value, planning decisions and economic activity.
• I can explain how urban land use changes with distance from the city centre, including residential, commercial and industrial zones.
• I can explain the urban challenges in London, including demand for food, energy, transport and waste disposal.
• I can explain how concentrated resource consumption creates environmental pressures in London.
• I can explain how social segregation and inequality create challenges within London.
• I can explain the urban challenges in Mumbai, including housing shortages and slum development.
• I can explain the challenges of water supply, waste disposal and sanitation in Mumbai.
• I can explain how air pollution and traffic congestion affect quality of life in Mumbai.
• I can explain the challenges of managing the megacity of Mumbai, including population growth, housing, employment, waste and sewage.
• I can describe three challenges caused by rapid urbanisation in Mumbai and explain why they are problematic for people and the environment.
• I can explain how communities attempt to improve quality of life through self -help schemes, including housing improvement, sanitation projects and community organisation.
6.3 Urban Sustainable Management
• I can explain the changes that occur in the rural –urban fringe, including housing development, retail parks and transport links.
• I can explain the difference between greenfield and brownfield sites, including advantages and disadvantages of each.
• I can describe the key features of Battersea Power Station’s redevelopment as an example of brownfield regeneration.
• I can explain the successes of redeveloping brownfield sites, including reducing urban sprawl and reusing land.
• I can explain the criticisms and limitations of brownfield redevelopment, including cost, gentrification and displacement.
• I can explain three urban challenges in Mumbai, using placespecific facts.
• I can define the term sustainability in an urban context.
• I can explain how Mumbai attempts to manage its urban challenges, including housing, waste and transport strategies.
• I can suggest one strength and one weakness of strategies used to manage Mumbai’s urban challenges.
• I can explain how London is managed sustainably, including waste disposal, transport, housing, employment and environmental quality.
• I can explain how sustainable transport, recycling and green spaces help improve quality of life in London.
• I can explain the role of different stakeholder groups in urban management, including planners, politicians, residents, environmentalists, developers and businesses.
Resources & Where To Find Them
On your OneNote / Exams page you will find the following:
• Revision Skills – here you will find the Geography Exam Formula of the ‘Know it, Show it, Fix it ’ approach. Ideas on how to revise, alongside the exam techniques and what to do to close the gap if you have time spare at the end of the exam. Here y ou will also find the Specification topics.
• Past Papers and Mark Schemes for when you feel comfortable to test yourself fully and be able to self -mark using the accompanying mark schemes.
General
• Revision Packs for each theme containing the following:
o RAG listing of all areas to revise from the specification.
o Case Study notes
o Completed Recap Lessons that break down the areas of learning and is very useful to help guide you making your cue cards.
o Flick Cards to help you revise using short answer questions, this is useful say over the breakfast table where your parents or friends can ask you short answer questions. We also have the online Gizmo version
o Bank of 8-markers to help you get a feel for the type of longer questions that can come up, remember to use PEEL/PEECEEL to see if you can respond to them.
o Revision Guide a copy of the textbook revision guide notes for each topic
Ace that test
1. Remember to identify and write down the exam techniques for each question when in the exam.
2. Go through your flick cards and make sure you are happy with PMP
3. Practise past papers and remember PEEL or PEECEEL for 8 markers
HISTORY
Exam Board: AQA
Exam format
Paper length 90 minutes
The exam comes in 2 parts:
A. Germany, 1890 -1945: Democracy and dictatorship
B. Britain: Migration, empires and the people: c790 to the present day
You will be familiar with the question types, but here is a summary:
Part A.
This is a standard 6 question paper.
Q1 Interpretation based, 2 differences (4 marks)
Q2 Why might the authors be different (4 marks)
Format
Q3 Which interpretation is more convincing (8 marks)
Q4 Describe two problems (4 marks)
Q5 In what ways were the lives of.. (8 marks)
Q6 The more important reason question (12 marks)
Part B
You will only face 2 questions in this second part:
Q1 How useful is Source A (8 marks)
Q2 Compare the impact of 2 groups. In what ways were they similar? Explain with reference to both groups (8 marks)
Topic Checklist
Theme Topics
• Early Weimar Government
• Treaty of Versailles
• Ruhr Crisis
• Hyperinflation
• Problems with Weimar Germany’s constitution
Germany 1890 -1945 Democracy and Dictatorship
Britain: Migration, empires and the people: c790 to the present day
• Political violence: Spartacists, Kapp
• The Depression, 1929 onwards
• The Nazis and the workers
• The economy under the Nazis
• Early Nazis government from 1933
• Hitler as chancellor
• The Vikings
• Danelaw
• Alfred and Wessex
• King Cnut
• Colonisation of North America
• The Caribbean
• Slave Trade
• James Town
• Pilgrim Fathers
• India
• Robert Clive
• Indian Rebellion
• Expansion in Africa
• South Africa
• Boer War
• Scramble for Africa
Resources & Where To Find Them
• https://www.aqa.org.uk/find -past-papers-and-markschemes?subject=History&qualification=GCSE+History Past Papers
• https://www.bbc.co.uk/bitesize/topics/zskcg82
General
• Class OneNote pages – provide a step by step guide through the entire course
• Specification: https://www.aqa.org.uk/subjects/history/gcse/history8145/specification/specification -at-a-glance
Succeed in the test
1. Practise answering past paper questions in timed conditions. Then self -mark using the mark schemes.
2. There is a set method of how to answer each style of question on the paper, you must learn this method and practise using it.
3. Past papers, mark schemes and other resources are available on this link: AQA | Resources | Past Papers & AQA Mark Schemes
LATIN
Exam Board: OCR
Exam format
Paper length 90 minutes
Latin Language paper.
Passage for translation.
Format
Comprehension questions.
English to Latin sentences.
Grammar questions.
Topic Checklist
Syntax Topics
Standard uses of the cases
Expressions of time
Comparison (including the ablative of comparison)
The use of genitive, dative or ablative where these cases are taken by verbs or adjectives contained in the vocabulary list
The cases taken by prepositions contained in the Defined Vocabulary List
Direct statements
Direct commands
Prohibitions with noli and nolite
Direct questions
Uses of participles (including the Ablative Absolute construction)
Uses of the gerundive with ad to express purpose
Simple indicative conditional clauses
Relative clauses (excluding qui + subjunctive)
Indirect statements
Indirect commands
Indirect questions
Purpose clauses introduced by ut and ne
Fearing clauses introduced by timeo + ne
Result clauses
Temporal clauses with the indicative or subjunctive
Causal clauses introduced by quod and cum
Concessive clauses introduced by quamquam
RAG
Resources & Where To Find Them
• GCSE vocabulary Flashcards GCSE Latin Vocabulary | Quizlet
• Use lesson material on OneNote and exercise books
General
• Use GCSE vocab lists – paper and OneNote copies.
• the paper vocabulary lists OCR GCSE (9 -1) J282 Latin DVL
• Other vocabulary websites such as Latin Vocabulary Tester
• OneNote SUMMARY of GCSE LATIN GRAMMAR (Web view )
Ace that test
1. Learn the vocab – flash cards will help with this.
2. Practise translation of passages.
3. If unsure when translating, start with the verb.
MUSIC
Exam Board: Pearson Edexcel
Exam format
One Solo Performance
Component 1: Performing In-Class Assessment / Recording after mock exams
• Prepare a solo on your first study instrument/voice for an inclass performance (or recording).
• An entire piece; accurate, fluent and with character.
• Submit a piano accompaniment to ADP in advance, or backing track if required.
• Please note, for GCSE coursework, the required standard is Grade 4, but for this assessment grading is irrelevant.
One Listening Exam
Component 3: Appraising Paper length: 1 hour 15 minutes
Format:
Section A:
• 4 listening questions based on set works studied so far
• 1 musical dictation question
• 1 unfamiliar music listening question
Section B:
• 1 x extended response question (12 marker)
The set works featured in the exam will be:
John Williams (AoS3: Music for Stage & Screen)
Henry Purcell (AoS2 : Vocal Music )
Esperanza Spalding (AoS4: Fusions)
‘Main Title/Rebel Blockade Runner’ from Star Wars
‘Music for a While’ from Oedipus
‘Samba em Preludio’ from Esperanza
Topic Checklist
Component Checklist
Component 1
Performing Success Criteria
• I can perform with technical control
• I can perform with expression and interpretation
• I can perform with accuracy and fluency
Ace Your Practice!
Marking Grid
Things to Focus on in Your Practice
1: Technical Control Singers : diction ; breath control ; projection , intonation (tuning) ; security of tone across registers (especially very high and very low)
Component 3 Appraising
Pianists : co-ordination between hands & fingers ; pedalling (no blurring of notes); sensitivity of touch and tone
Guitarists : fluency across fretboard; coordination between hands ; precision of finger placement on frets, preventing ‘buzzing’ notes ; tone (including use of effects/pedals for electric guitarists)
Woodwind & Brass : breath control ; intonation (tuning) ; c larity of tongued vs legato note attacks ; tone quality –focused, clean, warm or bright sound (as appropriate)
Bowed Strings : bow control ; intonation (tuning); tone quality ; vibrato; fluency across the fingerboard
Drums : control of hi -hat and kick pedals; c oordination between hands and feet; fluency across the kit (particularly at fills) ; tonal contrasts
2: Expression & Interpretation This is all about bringing out the mood and character of the piece, and
• Appropriateness of tempo
• Dynamics – clear contrasts
• Phrasing
• Articulation – clear and defined
• “Involvement” with the music
3: Accuracy & Fluency Things that negatively affect the marks in this grid are:
• Errors in pitch/rhythm
• Hesitations/stop-starts
Aim for performances that adhere to the rhythms and pitches in the score, and choose tempos that allow you to play free from hesitations, with accuracy and fluency
▪ Revise set works, and the key musical features/properties of each:
▪ John Williams 'Main Title/Rebel Blockade Runner’ from Star Wars
▪ Henry Purcell ‘Music for a While’
▪ Esperanza Spalding ‘Samba em Preludio’
• Look over the relevant information in the OneNote folders for the set works, including PREP.
• Listen to the set works (available on OneNote)
▪ Revise key musical vocab and terms, including harmony/tonality, rhythm, texture etc. (DR SMITH) - more below
Resources & Where To Find Them
• GCSE Music Vocabulary: Edexcel GCSE Music Vocabulary Flashcards | Quizlet
• BBC Bitesize GCSE Music Set Works resources:
• Star Wars - John Williams: Star Wars - Edexcel - GCSE Music
Revision - Edexcel - BBC Bitesize
• Music for a While - Purcell: Music for a While - Edexcel - GCSE
Music Revision - Edexcel - BBC Bitesize
• Music for a While - Purcell: Music for a While - Edexcel - GCSE
Music Revision - Edexcel - BBC Bitesize
General
Musical Dictation
• OneNote Vocabulary Lists and Lesson Resources, including exam -style questions. Blank copies available in the Content Library for you to re -do any activities previously completed in lessons.
• Mr P’s Interactive Video Sessions (on OneNote & YouTube)
• Esperanza Spalding: Samba em Preludio
• Purcell: Music for a While (to follow)
• John Williams: Star Wars ‘Main Title/Rebel Blockade Runner’ (to follow)
Listen to the set works regularly during your revision:
1. ‘Main Title/Rebel Blockade Runner’ from Star Wars
2. ‘Music for a While’ from Oedipus
3. ‘Samba em Preludio’ from Esperanza
• Rhythmic dictation using patterns: Rhythmic Dictation using Patterns (on Teoria.com)
• Rhythmic dictation exercises: Rhythmic Dictation (on Teoria.com)
• Melodic dictation exercises: Melodic Dictation (on Teoria.com)
PHYSICAL EDUCATION
Exam Board: OCR
Exam format
Paper length 90 minutes
Format OCR – A spread of AO1, AO2, AO3 questions
Topic Checklist
Theme Topics
Cardiovascular system
Respiratory system
Aerobic and anaerobic exercise
Components of fitness
Mental preparation
Guidance
Feedback
Health, fitness and wellbeing
Commercialisation
Engagement patterns
Ethics
• The heart
• Blood vessels
• Double circulatory system
• Vascular shunt
• Heart rate, stroke volume and cardiac output
• Flow of air
• Structure and function
• Mechanics of breathing
• Breathing rate, tidal volume and minute ventilation
• Equations
• Biproducts
• Practical examples
• Definitions
• Tests
• Practical examples
• Different types
• Application
• Sporting examples
• Different types
• Positives and negatives
• Practical examples
• Different types
• How are they used?
• Examples
• Definitions
• Sedentary lifestyle
• Diet and nutrition
• Golden triangle
• Positive and negative effects
• Sporting examples
• Social groups
• Barriers to participation
• Schemes to promote participation
• Sportsmanship and gamesmanship
• Positive deviance
• Negative deviance
• Performance enhancing drugs
• Violence in sport
Resources & Where To Find Them
• Video revision resources The EverLearner - YouTube
General
Ace that test
• Log into your everlearner account for practice questions and videos.
• Go through each topics booklet in OneNote for content and exam questions.
1. Remember to include practical examples and read what the question is asking for.
2. Remember to use key terms and full names (Quadriceps and not Quads for example).
3. These are common errors to watch out for:
Answers lack depth/detail
Practical examples not included when required
Irrelevant information given, therefore cannot be credited
Inability to analyse information in a data response question
Failure to apply all AOs in the extended questions
Intrusive spelling, punctuation and grammar in extended questions
RELIGIOUS STUDIES
Exam board: AQA (GCSE Religious Studies A)
Exam format
Paper length 80 minutes
You will answer questions on three topics:
1) Christian Beliefs
2) Muslim Beliefs
Format
3) EITHER Religion, Crime & Punishmen t OR Religion & Life
For each topic there will be the 5 question types as practised in class.
Topic Checklist
Christian Beliefs and Teachings
Muslim Beliefs and Teachings
• The nature of God:
Topics
Key beliefs
▪ God as omnipotent, loving and just, and the problem of evil and suffering
▪ 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:
▪ the incarnation and Jesus as the Son of God
▪ the crucifixion, resurrection and ascension
▪ sin, including original sin
▪ the means of salvation, including law, grace and Spirit the role of Christ in salvation including the idea of atonement.
Key Beliefs
• The six articles of faith in Sunni Islam and five roots of UsuI ad- Din in Shi'a Islam, including key similarities and differences.
• Tawhid (the Oneness of God), Qur'an Surah 112.
• The nature of God: omnipotence, beneficence, mercy, fairness and justice/Adalat in Shi'a Islam, including different ideas about God's relationship with the world: immanence and transcendence.
• Angels, their nature and role, including Jibril and Mika'il.
RAG
Theme E: Religion, crime and punishment
• Predestination and human freedom and its relationship to the Day of Judgement.
• Akhirah (life afterdeath), human responsibility and accountability, resurrection, heaven and hell.
Authority
• Risalah (Prophethood)including the role and importance of Adam, Ibrahim and Muhammad.
• The holy books:
• Qur'an: revelation and authority
• the Torah, the Psalms, the Gospel, the Scrolls of Abraham and their authority.
• The imamate in Shi'a Islam: its role and significance.
Religion, crime and the causes of crime
• Good and evil intentions and actions, including whether it can ever be good to cause suffering.
• Reasons for crime, including:
▪ poverty and upbringing
▪ mental illness and addiction
▪ greed and hate
▪ opposition to an unjust law.
• Views about people who break the law for these reasons.
• Views about different types of crime, including hate crimes, theft and murder.
Religion and punishment
• The aims of punishment, including:
▪ retribution
▪ deterrence
▪ reformation.
• The treatment of criminals, including:
▪ prison
▪ corporal punishment
▪ community service.
• Forgiveness.
• The death penalty.
Ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life.
Theme B: Religion and Life
The origins and value of the universe
• The origins of the universe, including:
▪ religious teachings about the origins of the universe, and different interpretations of these
▪ the relationship between scientific views, such as the Big Bang theory, and religious views.
• The value of the world and the duty of human beings to protect it, including religious teaching about stewardship, dominion, responsibility, awe and wonder.
• The use and abuse of the environment, including the use of natural resources, pollution.
• The use and abuse of animals, including:
• animal experimentation
• the use of animals for food.
The origins and value of human life
• The origins of life, including:
▪religious teachings about the origins of human life, and different interpretations of these.
▪the relationship between scientific views, such as evolution, and religious views.
• The concepts of sanctity of life and the quality of life.
• Abortion, including situations when the mother's life is at risk.
• Ethical arguments related to abortion, including those based on the sanctity of life and quality of life.
• Euthanasia.
• Beliefs about death and an afterlife, and their impact on beliefs about the value of human life.
Resources & Where To Find Them
All the resources you need for revision are in your Class Notebook. In addition to your notes from each lesson, make sure that you refer to:
• The specification – use this as a checklist to ensure you cover everything.
• Glossaries – test yourself on this vocab, or you could misunderstand a question!
• Quote lists – memorise these to support your answers.
• Past papers – work through practice papers to check your understanding and work on exam technique.
Ace that test
1. Memorise key quotes to support your answers. Remember to say what the source is.
2. Work through the past papers provided in your Class Notebook.
3. Time yourself completing exam style questions – roughly 1 minute per mark
4. Make plans for essay questions – list 3 arguments for and 3 against. Which is strongest?
5. Include specialist vocabulary in your answers – especially keywords from the spec
