gcse revision checklists recall spacing · past paper questions (gcse and beyond) this is a very...

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GCSE Revision Checklists

RECALL

SPACING

Use this booklet every time you revise.

It includes all the content you need to revise for your subjects.

This booklet will:

Ensure you revise everything you need to.

Help you to plan your revision and ensure you are giving yourself enough time to cover

everything.

Help you to structure your revision so that you devote your time to content and exam

technique.

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Contents:

3 Our Seven Year Revision Plan 5 English 8 Maths Science 11 Biology 14 Chemistry 17 Physics 22 RE 26 Business Studies 28 Computing 30 French 32 Geography 40 German 42 Health & Social Care 44 History 46 Hospitality & Catering 52 ICT 54 Media Studies 59 Sport

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Our 7 Year Revision Plan Recall and Spacing

Technique 1- Revision Flashcards

Flashcards have a keyword or the name of a topic on one side and a definition or a series of notes on the other. Probably the easiest way to make flashcards is to use your class notes to produce flashcards for each topic you need to study. On one side will go the topic title and on the reverse you need to summarise the key points. Use pictures and words.

IMPORTANT! If you use this technique, it is important to remember that the creation of the flash cards does not represent the end point of revision for this topic. The next crucial step is to test how well you can recall the information on the flashcard. If you

are going to create flashcards then make sure they are done early so there is time to revisit the topic (spacing) at a later date.

Technique 2 - Mind Maps

Put simply, a topic is summarised on one large sheet. Each sheet will have more information than a flashcard.

Steps to follow: Write the MAIN TOPIC in the middle of the paper and draw a ring around it. For each KEY POINT draw a branch out from the main topic. Write a KEY WORD or PHRASE on each branch. Build out further branches and add DETAILS. Use pictures and words (Dual Coding) rather than loads of writing copied from your notes. This will be even more effective if your teacher provides the framework for the mind map. If you use this technique it is important to

remember that the creation of the mind map does not represent the end point of revision for this topic. The next crucial step is to test how well you can recall the information on the mind map. If you are going to create mind maps then make sure they are done early so there is time to revisit the topic (spacing) at a later date.

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Successful recall makes this information more retrievable later (i.e. in the exam/test). Which brings us to the most simple technique which has links with techniques 1 and 2. Technique 3- Self-quizzing/Testing This can be as simple as having a blank sheet of paper in front of you and writing down (from memory) everything you know about a topic (recall) and trying to elaborate on some of the key ideas. This retrieval could be based on a mind map or flashcards. Once complete, you then self-check from the book/flashcard/mind map and corrects any spelling mistakes, omissions or inaccuracies. You can also use your friends/family to test you from your flashcards/mind maps/revision guide. Parents can really help their child by testing them regularly on different topics. A key technique to use, comes from how many of us learnt to spell – LOOK COVER WRITE CHECK. It works because it forces your brain to recall information and that means more goes into your long-term memory. Technique 4 – H Revision Simple to do and you only need a piece of A4 paper. Divide the page into sections and use it in

the following way. There is a space to write key terms and another to make some condensed notes as well as having space to summarise the information or write an answer to a relevant exam question. Of course you now have to practise recalling this information because as you know retrieval and recall are the basis of all our learning. Past Paper Questions (GCSE and beyond)

This is a very effective method of revision because you have to recall the information from memory. Your teacher may provide some papers and there are lots available online. However, you need to be thinking of the following points:

Make sure the past papers are from the same exam board that you are studying. Just doing the papers may not be enough. Can you get hold of mark schemes (online) or better still get a teacher to mark some of them? It is important to know if your answers are going to get you the marks that you need. It may be worth holding off past papers until you are well into the cycle of learning the material. Getting a question right might trick you into thinking you know all there is to know about a topic.

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ENGLISH

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Maths

Maths revision mainly consists of lots of practice; repetition of key skills and processes will improve your recall of these skills

and give you the best chance of being able to apply these processes when working under examination conditions.

The two websites that we would strongly recommend you get very familiar with over the next four months are Maths Genie

and Corbett Maths.

Maths Genie includes links to videos explaining the topics, examination style questions on each topic and the worked

solutions. We will provide you with twenty of these booklets over the next 3 months to help you get started, but you will

need to take the initiative and complete as many of these booklets as possible between now and your examinations, along

with any practice papers that your class teacher gives you. The schedule for the distribution of these booklets is on the next

page so you can keep track of what you have been given and completed.

Maths Genie gives the option of sorting the booklets by topic. When this option is selected, the booklets are arranged into

three categories; Foundation, Foundation and Higher or Higher. Students completing the Higher tier will focus on the Higher

section but may wish to review some topics in the Foundation and Higher section. Students completing the Foundation tier

of entry will focus on the Foundation and Higher section but, similarly, may wish to review some topics in the Foundation

section.

If you are unsure of how to use either Maths Genie or Corbett Maths, please speak to your Maths teacher, Miss Collins or

Mr Trafford.

With the introduction of the new specification, students are expected to know a larger number of formulae than previously.

The formulae you need to know have also been included on the last page of this Maths section.

Finally, you will sit a practice paper in your double lesson every week 2 and provided with a list of topics to revise. This is a

great opportunity for you to replicate preparing for a Maths examination and working under examination conditions. Your

marked papers are then returned so that you can identify the gaps in your learning. Teachers will help you close the gaps in

your learning by going through the worked solutions to the paper and in your “Do Now” activities but you must work outside

of lesson time independently to close the gaps in your understanding. You will then be re-tested on the topics you identified

to ensure that you have closed the gaps in your knowledge.

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Revision Booklet Schedule

TOPIC wb Set E Sets QU Sets ALI Sets TY

1

22nd Jan

Harder Graphs:

Trig/Exponential Fractional and negative indices

Indices FDP

2 Transforming Graphs y=f(x)

Surds HCF/LCM Negative Numbers

3 29th Jan

Velocity Time Graphs

Bounds Standard Form BIDMAS

4 Venn Diagrams Recurring Decimals

Form and Solve Equations

Fractions

5

5th Feb

Quadratic Sequences

Quadratic formula

Sequences Substitution

6 Forming and Solving Equations

Quadratic sequences

Expand and factorise

Collecting Like Terms

7

12th Feb

Angles in Polygons

Expand and factorise quadratics

Drawing quadratic graphs

Solving Equations

8 Simultaneous Equations

Velocity/Time Graphs

Solve simultaneous equations

Drawing Graphs

9 Solving Simultaneous Equations Graphically

Compound Interest

Equation of a line

Fractions of amount

10 Repeated Percentage Change

Reverse % Compound Interest

Ratio

11

19th Feb

Expanding Triple Brackets

Direct and Inverse Proportion

Reverse % Proportion, ingredients

12 Inequalities on Graphs

Mixed Transformations

Speed and Density

Percentages

13

26th Feb

Circle Theorems SohCahToa Pythagoras Best Buy

14 Fractional and Negative Indices

Sine and Cosine Rule

SohCahToa Circles

15

6th Mar

Rearranging Harder Formulae

Functional Questions - areas

Angles on parallel lines

Mixed Transformations

16 3d Pythagoras Circle Theorem Angles in polygons

Areas of Compound Shapes

17

13th Mar

Proof Probability Trees Functional Questions

Probability

18 Proof of the Circle Theorems

Venn Diagrams Probabiliity Mean, median, mode and range

19

20th Mar

Quadratic Simultaneous Equations

Cumulative Frequency Diagrams

*Pie Charts Stem and Leaf

20 Surds Histograms Scatter Graphs Pie Charts

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SCIENCE - BIOLOGY

EQUA need all the content below (EQ need extra – see below). LITY do not need the content in bold

Topic: Key concepts in Biology (paper 1 and 2) Revised Active learn Past paper qu’s

Structure and function of plant, animal, bacteria and specialised cells

Light and electron microscopes, calculating magnification, size and scales

Calculations in standard form

Enzymes, active site, denaturing, effects of temperature, substrate and pH on enzyme reactions

Enzymes in digestion and rates of enzyme reactions

Calculate percentage gain and loss of mass in osmosis

Core practical’s: Using microscopes/pH of enzymes/ osmosis in potatoes

Topic: Cells and Control (Paper 1) Revised Active learn Past paper qu’s

Describe mitosis including interphase, prophase, metaphase, anaphase, telophase and cytokinesis

Growth in plant and animals including cancer, differentiation and growth charts

Functions and use of stem cells

The nervous system, reflex arc, CNS, synapses and structure of a neuron

Topic: Genetics (Paper 1) Revised Active learn Past paper qu’s

Meiosis – sexual reproduction and fertilisation

Structure of DNA and DNA extraction from fruit

Alleles, inheritance, Punnett squares, sex determination, dominant and recessive traits

Human genome project and variation

Topic: Natural Selection and genetic modification (paper1) Revised Active learn Past paper qu’s

Evidence for human evolution – fossils, Darwin, stone tools, genetic analysis

Selective breeding on food plants and domestic animals

Genetic engineering benefits and risks

Describe the main stages of genetic engineering

Topic: Health, Disease and the development of medicines (paper 2) Revised Active learn Past paper qu’s

Define health, describe pathogens, communicable and non-communicable disease, BMI

Cholera, tuberculosis, chalara ash dieback, malaria, HIV, chlamydia

Physical barriers against disease, chemical defences

Immunisation, antibiotics, cardiovascular disease

Topic: Animal coordination, control and homeostasis (paper 2) Revised Active learn Past paper qu’s

Hormones and the menstrual cycle

Roles and interactions of adrenaline, thyroxine, oestrogen, progesterone, FSH, LH and glucagon

Hormonal and barrier methods of contraception

Cause and control of type 1 and 2 diabetes

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Topic: Exchange and transport in animals (paper 2) Revised Active learn Past paper qu’s

Transport of substances in/out of cells

Components of the blood, blood vessels and the heart

Core practical: the rate of respiration in living organisms

Calculate heart rate, stroke volume and cardiac output

Topic: Plant Structure and their functions (Paper 2) Revised Active learn Past paper qu’s

Photosynthesis and limiting factors

Interactions of limiting factors on photosynthesis and inverse square law calculations

Structure and function of root hair cells, phloem and xylem

Water, mineral and sucrose transport. Rate of transpiration

Topic: Ecosystems and material cycles (paper 2) Revised Active learn Past paper qu’s

Describe different levels of a community and how it can be affected by biotic and abiotic factors

Carbon, water and nitrogen cycles including microbes

+/- of humans on fish farming, eutrophication and non-indigenous species

Core practical: quadrats and belt transects

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Classes EQ (separate science) also need:

Topic: Key concepts in Biology (paper 1 and 2) Revised Active learn Past paper qu’s

Measuring energy in food using calorimetry

Transport of substances in/out of cells by diffusion, active transport and osmosis

Core practical: food tests

Topic: Cells and Control (Paper 1)

Structures and functions of the brain

CT scans, PET scans, spinal injuries and brain tumours

Structure and function of the eye, cataracts, long and short sightedness

Topic: Genetics (Paper 1)

Asexual and sexual reproduction

DNA bases coding for a protein and protein synthesis

Mendel, blood groups, sex linked genetic disorders

Topic: Natural Selection and genetic modification (paper 1)

Darwin Vs. Wallace

Anatomy of the pentadactyl limb as evidence for evolution

Describe the process of tissue culture

+/- of GM crops, fertilisers and biological control

Topic: Health, Disease and the development of medicines (paper 2)

Lifecycle of a virus

Plant defences

Core Practical: effects of antiseptics, antibiotics or plant extracts on microbes

Production and uses of monoclonal antibodies

Topic: Plant Structure and their functions (Paper 2)

Structure of a leaf and gas exchange

Plant adaptations to extreme environments

Hormones and tropisms

Commercial uses of plant hormones

Topic: Animal coordination, control and homeostasis (paper 2)

Enzymes in thermo and osmsoregulation

ADH, kidneys and treatment of kidney disease

Topic: Ecosystems and material cycles (paper 2)

Energy transfers and pyramids of biomass

Uses of indicator species in water pollution and air quality

Rates and factors of decay

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SCIENCE – CHEMISTRY

EQUA need all the content below (EQ need extra – see below). LITY do not need the content in bold

Topic: States of matter (paper 3) Revised Active learn Past paper qu’s

States of Matter

Topic: Methods of separating and purifying mixtures

Mixtures

Filtration and crystallisation

Paper chromatography

Distillation

Core practical- investigating Inks

Drinking water

Topic: Atomic structure (paper 3 and 4) Revised Active learn Past paper qu’s

Structure of the atom

Atomic number and mass number

Isotopes

Topic: The periodic table (paper 3 and 4) Revised Active learn Past paper qu’s

Elements and the periodic table

Atomic number and the periodic table

Electronic configurations and the periodic table

Topic: Ionic bonding/Covalent Bonding /Types of substances Revised Active learn Past paper qu’s

Ionic bonds

Ionic lattices

Properties of ionic compounds

Covalent bonds

Molecular compounds

Allotropes of carbon

Properties of metals

Bonding models

Topic: Acids and Alkalis Revised Active learn Past paper qu’s

Acid, alkalis and indicators

Bases and salts

Core – Practical Preparing copper sulfate

Alkalis and balancing equations

Corepractical – investigating neutralisation

Alkalis and neutralisation

Reactions of metals with metal carbonates

Solubility

Topic: Calculations involving mass Revised Active learn Past paper qu’s

Masses and empirical formulae

Conservation of mass

Moles

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Additional topics for EQ only

Topic: Electrolytic processes/obtaining and using metals/reversible reactions and equilibria

Revised Active learn Past paper qu’s

Electrolysis

Core practical - Electrolysis of copper sulfate solutions

Products of electrolysis

Reactivity

Ores

Oxidation and reduction

Life cycle assessment and recycling

Dynamic equilibria

Topic: Groups in the periodic table/rates of reaction/heat energy changes in chemical reactions


Group 1

Group 7

Halogen reactivity

Group 0

Rates of reaction

Factors affecting the rate of reacction

Core practical- Investigating the rate of reaction

Catalysts and activation energy

Exothermic and endothermic reactions

Energy changes in reactions

Topic: Fuels/Earth and atmospheric science (paper 4) Revised Active learn Past paper qu’s

Hydrocarbons in crude oil and natural gas

Fractional distillation of crude oil

The alkane homologous series

Complete and incomplete combustion

Combustible fuels and pollution

Breaking down hydrocarbons

The early atmosphere

The changing atmosphere

The atmosphere today

Climate change

Topic: Hydrocarbons/Alcohols and carboxylic acids/polymers Revised Active learn Past paper qu’s

Alkanes and alkenes, and reactions

Ethanol production

Alcohols

Core practical-combustion of alcohols

Carboxylic acid

Addition polymerisation

Polymer properties and uses

Condensation polymerisation

Problems with polymers

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Topic: Quantitative analysis/Dynamic equilibria/calculations involving volumes of gas/chemical cells and fuel cells


Yields

Atom economy

Concentrations

Titration and calculations

Core practical –Acid alkali titration

Molar volume of gas

Fertilisers and the Haber process

Factors effecting equilibrium

Chemical cells and fuel cells

Topic: Qualitative analysis Revised Active learn Past paper qu’s

Flame tests and photometry

Tests for positive ions

Tests for negative ions

Core practical-Identifying ions

Choosing materials

Composite materials

Nanoparticles

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SCIENCE – PHYSICS

EQUA need all the content below (EQ need extra – see below). LITY do not need the content in bold.

Topic: Key concepts of physics (paper 1 & 2) Revised Active learn Past paper qu’s

Use of units correctly

Converting between units (G, M, k, c, m, u, n)

Using significant figures and standard form

Topic: Motion and forces (paper 1)

Explaining the difference between vectors and scalars with examples

Recalling and using speed, distance, time equations and analysing distance/time graphs to find gradient.

Recall and use formulae for acceleration and analyse velocity/time graphs.

Describe how to use lab experiment to determine speed of objects.

Estimate everyday speeds and accelerations.

Newton’s first and second law.

Weight and Mass

Circular Motion – resultant and centripetal force.

Newton’s third law

Momentum – define, describe examples, and calculate change in momentum.

Stopping distances – factors affecting.

Topic: Conservation of Energy (paper 1)

Recall and use equations for GPE and KE

Energy transfers – diagrams and the conservation of energy through energy transfers.

Explain how energy becomes wasteful using examples.

Explain how energy waste can be reduced.

Calculate efficiency.

Explain how efficiency can be increased.

Energy sources – renewable and non-renewable.

Topic: Waves (paper 1)

Recall how waves travel and what they carry.

Define and use terms frequency, wavelength, amplitude, period, wave velocity, wavefront.

Describe the difference between longitudinal and transverse waves.

Calculate wave speed and rearrange equation.

Calculate depth or distance from time and wave velocity.

Describe reflection, refraction, transmission, absorption of waves.

Topic: Light and the electromagnetic spectrum (paper 1)

Properties of electromagnetic waves and different groups of waves.

Recall different substances absorb, transmit, reflect or refract electromagnetic waves varying with wavelength.

Dangers and Uses of electromagnetic radiation.

Topic: Radioactivity (paper 1)

Describe structure of an atoms and isotopes with size, mass and charge.

Recall atomic number and mas number purpose in atoms and isotopes.

Electron shells and orbits – becoming an ion.

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Recall types of radiation and explain background radiation.

Describing how radiation can be measured.

Radioactive decay – alpha, beta, gamma – penetration and ionisation and the effect on mass and atomic number.

Half-life – principle and calculations.

Dangers of radiation – precautions, contamination, irradiation.

Topic: Energy – forces doing work (paper 2)

Energy transfers and storage.

Calculating work done including units.

Recall and use formulae for GPE and KE

Explain how energy becomes wasteful using examples.

Calculate power.

Calculate efficiency.

Topic: Forces and their effects (paper 2)

Describe with examples how objects interact with and without contact forces.

Using vector diagrams and free body force diagrams.

Topic: Electricity and circuits (paper 2)

Describe structure of the atom – position, mass, charge.

Circuit diagrams – draw and use.

Explain potential difference and current and how to measure these.

Calculate energy transferred and charge.

Describe behaviour of current and potential difference in circuits.

Calculate potential difference, resistance in series circuits.

Explain how different resistors affect current, potential difference.

Explain resistance – thermal energy, collisions.

Calculate energy transferred, power.

Describe and explain the difference between AC and DC.

Explain UK mains voltage and the purpose of different plug wires.

Topic: Magnetism and the motor effect (paper 2)

Recall repel and attract definitions and describe uses of magnets.

Describe shape of magnetic field around bar magnet and wire carrying a current.

Describe how potting compasses show the earth’s magnetic field.

Field diagrams – concentration of lines

Explain field lines around and inside a solenoid.

Describe how magnetic fields of uniform and around and conductor interact using Flemings left hand rule.

Calculating force on a conductor.

Topic: Electromagnetic induction (paper 2)

Recall factors that affect size and direction of induced current.

Explain how a transformer works.

Explain the National Grid – how electricity is transferred at high voltages.

Calculate power across a transformer.

Topic: Particle model (paper 2)

Use models to explain solids, liquids, gases.

Calculate density.

Describe what happens when substances change state in terms of energy

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Classes EQ (Separate Science) also need:

Topic: Motion and forces (paper 1)

Stopping distance calculations.

Topic: Waves (paper 1)

Wave disturbances and how the ear works.

Ultrasound and Infrasound – uses and frequencies

Topic: Light and the electromagnetic spectrum (paper 1)

Total internal reflection including critical angle.

Lenses – types and focal length, shapes, virtual, real images

Emission and absorption of radiation from bodies.

Imbalance in absorption and emission in bodies like the earth.

Topic: Radioactivity (paper 1)

Describe uses and dangers of radioactivity.

Medical uses of radiation.

Nuclear power – fission reactions, controlling rate, generating power.

Nuclear fusion – comparison to fission plus problems with fusion.

Topic: Astronomy (paper 1)

Solar system – components, ideas over time.

Circular orbits – radius and speed.

Compare Steady State and Big Bang theories using evidence.

Describe the life cycle of a star including balance of forces.

Topic: Forces and their effects (paper 2)

Moments – calculate moment of a force.

Explain how levers and gears transmit rotational effects of forces.

Topic: Static electricity (paper 2)

Explain how a material becomes charged using everyday examples to show movement of electrons.

Explaining uses and dangers of electrostatic charges

Electric fields – define, shape, direction.

Topic: Magnetism and the motor effect (paper 2)

Explain how force on a conductor in mag field causes rotation in motor.

Topic: Electromagnetic induction (paper 2)

Explain how to produce an electric current including factors affecting.

Explain how induction is used in alternators, dynamos and microphones

Calculate missing turns or missing voltage in a transformer.

Explain advantages of power transmission in high voltage cables.

Topic: Particle model (paper 2)

Explain how gas pressure can be changed through volume.

Calculate gas pressure or volume

Topic: Forces and matter (paper 2)

Atmospheric pressure.

Calculate pressure using force and area

Explain why pressure in liquids varies with density and depth.

Calculate pressure in liquids

Explain forces acting on a fluid.

Calculations involving specific heat capacity and specific latent heat.

Explain gas pressure and the effect of temperature.

Describing absolute zero and converting between K and oC

Topic: Forces and matter (paper 2)

Describe how forces bring about elastic and inelastic distortion.

Calculate force on a spring and the energy transferred.

Describe linear and non-linear relationship between force and extension.

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Students need to be able to recall….

SP1

distance travelled = average speed × time d = s x t

acceleration = change in velocity ÷ time taken

a = (v – u) t

SP2

force = mass × acceleration F = m × a

weight = mass × gravitational field strength W = m × g

momentum = mass × velocity (Higher) p = m × v

work done = force × distance moved in the direction of the force E = F x d

kinetic energy = ½ × mass × (velocity)2 KE = ½ × m × v2

SP3

efficiency = (useful energy transferred by the device) (total energy supplied to the device)

gravitational potential energy = mass × gravitational field strength x change in vertical height

ΔGPE = m × g × Δh

kinetic energy = ½ × mass × (velocity)2 KE = ½ × m × v2

SP4

wave velocity = frequency x wavelength v = f x λ

wave speed = distance time

v = d t

SP8

power = work done ÷ time taken

P = E t

SP10

charge = current × time Q = I x t

energy transferred = charge moved × potential difference E = Q × V

potential difference = current × resistance V = I x R

power = energy transferred (joule, J) ÷ time taken

P = E t

electrical power = current × potential difference P = I x V

electrical power = current squared × resistance P = I2 x R

SP14

density = mass ÷ volume

ρ = m V

SP15

force exerted on a spring = spring constant × extension F = k × x

pressure = force normal to surface ÷ area of surface

P = F A

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Students may be asked to apply…..

SP1

(final velocity)2 – (initial velocity)2 = 2 × acceleration × distance

v2 – u2 = 2 × a × x

SP2

force = change in momentum ÷ time (Higher)

F = (mv – mu) t

SP10

energy transferred = current × potential difference × time

E = I x V x t

SP12

force on conductor at right angle to a magnetic field carrying a current = magnetic flux density × current × length (Higher)

F = B × I × L

voltage across primary coil = number of turns in primary coil voltage across secondary coil number of turns in secondary

Vp = Np

Vs Ns

(pd × current) in primary coil = (pd × current) in secondary coil

Vp × Ip = Vs × Is

SP14

change in thermal energy = mass × specific heat capacity × change in temperature

ΔQ = m × c × Δθ

thermal energy for a change of state = mass × specific latent heat Q = m × L

to calculate pressure or volume for gases of fixed mass at constant temperature

P1 x V1 = P2 x V2

SP15

energy transferred in stretching = 0.5 × spring constant × (extension)2

E = ½ × k × x2

pressure due to a column of liquid = height of column × density of liquid × gravitational field strength

P = h × ρ × g

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RELIGIOUS EDUCATION

COMPONENT 1 FOUNDATIONAL CATHOLIC THEOLOGY

Worth 37.5% of final GCSE GRADE Studied in terms 1 and 2 of year 10

THEME 1.1 ORIGINS AND MEANINS

KEY WORDS CREATION EX NIHILO, EVOLUTION, IMAGO DEI, INSPIRATION, OMNIPOTENCE, REVELATION, STEWARDSHIP, TRANSCENDENCE

THE STRUCTURE OF THE BIBLE

Old and New Testament

THE BIBLE AS A SOURCE OF AUTHORITY

Bible as word of God, incarnation, inerrant, revealed, inspired.

DIFFERENT CHRISTIAN VIEWS ABOUT THE BIBLE

Fundamentalist Christian View Liberal Christian View Catholic Christian view Issue of interpretation of Bible

CATHOLIC BELIEFS ABOUT THE ORIGINS OF THE UNIVERSE

The nature of God –omnipotent, omnibenevolent, transcendent, God creatio ex nihilo; St Augustine’s teaching

THE CREATION STORIES IN GENESIS

Genesis creation story 1 and 2; knowing the differences between the 2 stories and reasons for these differences

DIFFERENT CHRISTIAN UNDERSTANDING OF THE CREATION STORIES

Fundamentalist Christian view (Evangelical) – Bible as Word of God, inerrant and literally true. Liberal Christian View – stories as myth expressing theological truths Catholic understanding – agreeing with the liberal Christian view

SCIENCE V RELIGION: THE BIG BANG THEORY

The Big Bang, work of Stephen Hawking, problems with the Big Bang theory, Catholics and the Big Bang

SCIENCE V RELIGION: EVOLUTION

The theory of evolution, Charles Darwin, Fundamental Christian rejection of evolution, Catholics and evolution, Pope Pius XII and Pope John Paul II

CREATION IMAGO DEI Humankind as created ‘Imago Dei’ and Sanctity of life

ABORTION UK law, Different Christian attitudes to Abortion (fundamental and liberal) Arguments both for and against Abortion

CATHOLIC TEACHING ON ABORTION

Catholic teaching agreeing with fundamental Christians, Bible and church teaching regarding abortion.

NON-RELIGIOUS ATTITUDES TOWARDS ABORTION

Humanist perspective, Peter Singer and idea of speciesism (applied to the topic of abortion)

CATHOLIC SOCIAL TEACHING

7 principles of Catholic social teaching, Christian duty to care for the poor, the work of Cafod, The SVP society

STEWARDSHIP Catholic reasons for Stewardship and care for the earth, Pope Francis’ letter Laudato Si, Humanist views regarding care for the earth

FORMS OF EXPRESSION IN ART

How religious art expresses the concepts studied; Micaelangelo’s creation of Adam in Sistine Chapel Vatican, The Tree of Life Mosaic in San Clemente, Rome, Alpha and Omega and Chi Rho symbols

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COMPONENT 2: APPLIED CATHOLIC THEOLOGY

Worth 37.5% of final GCSE GRADE Studied in terms 1 and 2 of year 11

THEME 2.1 LIFE AND DEATH

KEY WORDS DEATH; ETERNAL LIFE; HEAVEN; HELL; JUDGEMENT; MAGISTERIUM; RESURRECTION; SOUL

EUTHANASIA Catholic teaching on assisted suicide and Euthanasia; the meaning of death; dying well; importance of palliative care.

BELIEFS ABOUT LIFE AFTER DEATH

1.Corinthians.15; Catholic beliefs about Soul, Heaven. Hell, Purgatory, (1.Cor.13: 1-15) and HUMANIST and Atheist beliefs about death as the end of personal existence

CATHOLIC BELIEFS ABOUT JUDEGEMENT

Particular judgement, general judgement and parables of Judgement in Matthew 18: 21-35 and Luke 16: 19-31

BELIEFS ABOUT LIFE AFTER DEATH AS EXPRESSED IN ART AND MUSIC

Iconography of the Sarcphagus with scenes of the Passion in the MuseoPoiChristiano, Vatican Rome How ideas of Resurrection are expressed by the Paschal candle in the Easter Vigil and at Baptism. How Faure’s requiem shows belief about Life after death

PRAYER AND PRAYING FOR THE DEAD

The significance of prayer as ‘raising heart and mind to God.’ Formulaic and extempore prayers; the Lord’s prayer. The significance of praying for the dead and Masses for the dead. The Catholic funeral and burial rite

THE MAGISTRIUM (teaching authority of the Church)

Pontifical and Conciliar nature of the teaching authority of the Church The nature and importance of the Second Vatican Council

THEME 1.2:GOOD AND EVIL

KEY WORDS CONSCIENCE, EVIL, FREE WILL, GOODNESS, INCARNATION, NATURAL LAW, PRIVATION, SUFFERING

THE NATURE OF GOD AND PROBLEM OF EVIL

Characteristics of God (e.g.omnipotence, benevolence etc); the story of the fall, original sin, St Augustine and Iranaeus on reason for sin and suffering, Sin as Privation, J.L.Mackies inconsistent Triad, Moral evil and Natural evil

THE GOODNESS OF GOD The Trinity as a sign of God’s goodness;

THE TRINITY the three persons of the trinity, St Augustine and the Trinity, Evidence of the Trinity in Bible,

THE INCARNATION Jesus the incarnation as evidence of God’s goodness; Jesus example of suffering servant, the cross and the meaning of suffering

FORMS OF EXPRESSION THROUGH ART

Michaelangelo’s Pieta, what the Pieta shows about God, humanity and suffering.

AVOIDING EVIL Concept of free will of humans to avoid evil and choose good

AQUINAS’ NATURAL LAW

Primary and secondary precepts, Real and Apparent Goods, Theological and Cardinal Virtues

CONSCIENCE The role of Conscience in Christian decision making; informed and educated Conscience, fallibility of Conscience

THE MORAL TEACHINGS OF JESUS

The sermon on the mount, Sayings (salt for earth and light for world)

CATHOLIC RESPONSES TO SUFFERING

Through action and prayer; the Sorrowful Mysteries of the Rosary

PILGRIMAGE AS A RESPONSE TO SUFFERING

Lourdes; the story of Lourdes, Lourdes as a place of Pilgrimage; arguments for and against pilgrimage as a response to suffering

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The 4 key documents of the second Vatican Council

2.2: SIN AND FORGIVENESS Question 2

KEY WORDS ABSOLUTISM; EUCHARIST; EVANGELISATION; FORGIVENESS; PUNISHMENT; RELATIVISM; SALVATION; SIN.

CRIME AND PUNISHMENT Difference between Crime and Sin Relativistic morality and Absolutist morality.

PURPOSE OF PUNISHMENT Retribution, Vindication, Reform, deterrence, and compatibility of each with Catholic teachings

FORGIVENESS Jesus’ teaching on forgiveness; (Mt 18:21-22 and Mt 6:14-15) The tension between Forgiveness and punishment Case studies such as Anthony Walker and the Columbine School Shootings.

CAPTIAL PUNISHMENT: Death Penalty

Developing and changing attitudes of the Catholic Church towards Capital Punishment. Arguments for and against capital punishment including non-religious views.

SALVATION Meaning of ‘Salvation’ for Catholics; the role of grace and human freedom in redemption; How do Catholics believe Jesus saves them; The compatibility with hell and the belief in the unconditional love of God.

THE CHURCH The Church as One, Holy, Catholic and Apostolic Mary as a model of the Church The Church as the body of Christ and ‘people of God’ The meaning of the claim ‘Outside the Church there is no salvation.’

SALVATION EXPRESSED FEATURES OF THE CHURCH

How the altar and the font express Catholic beliefs about salvation. How the orientation of the Church express the mystery of salvation

THE SACRAMENTS AND SALVATION

The sacramental nature of the whole of humanity The 7 sacraments and the meaning of the sacraments for salvation

THE MASS –as source and summit of Catholic worship

The meaning and significance of the Eucharist and the role it plays in salvation

EVANGELISATION Catholic imperative to evangelise and the forms this should take with reference to Pope How Catholic beliefs about the relationship between faith and salvation influence attitudes to mission

EDUQAS ROUTE B COMPONENT 3: JUDAISM

Worth 25% of the final GCSE Grade

BELIEFS AND TEACHINGS

KEY WORDS: SYNAGOGUE, SHEKINAH, SHABBAT, KOSHER, TORAH, MOTZVOT, MESSIAH, COVENANT

WHAT DO JEWS BELIEVE? 13 Principles of faith, Diversity of Judaism in Britain: Orthodox/Ultra-Orthodox & Reform and Secular Jews

JEWISH BELIEFS ABOUT THE NATURE OF GOD

God as one; as creator and sustainer; as law-giver and judge; Shekinah; words of the Shema

MASHIACH (MESSIAH) What the Torah and Tenakh say about the Messiah; Jewish beliefs about the Messiah today; Orthodox and Reform beliefs about the Messiah

COVENANTS God’s covenant with Abraham; Circumcision as sign of covenant; God’s Covenant with Moses; the 10 commandments;

LIFE ON EARTH. Jewish emphasis on life now; Pikuach Nefesh in regard to breaking mitzvot; Free will and the story of the fall; the 613 mitzvot

LIFE AFTER DEATH Jewish beliefs about the soul; Sheol; Resurrection; diversity of opinion between Orthodox and Reform Jews

PRACTICES AND LIFE-STYLE

WORSHIP: SHABBAT Shabbat in the Synagogue; Shabbat services, Torah readings in Synagogue, Shabbat in the home, orthodox and Reform (progressive) Jewish practices of Shabbat.

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WORSHIP: IN THE HOME: The Siddur, The Modeh Ani, Mezzuzah, Recitition of Shema,

WORSHIP: DRESS Kippah, Tallit and Tefillin

THE SYNAGOGUE Meaning and use of synagogue; Features of the Synagogue- (Aron Hakodesh, Torah Scrolls, Ner Tarmid, Bimah) Seating arrangements for men and women, Challenges for synagogue worship in Britain, differences in practices of Orthodox and Reform Jews.

RITUALS:

BRIT MILAH Circumcision rite, Mohel, Naming of Baby, Brit Bat (for girls) Difference between welcoming rites of male and female children; Orthodox and Reform Jewish practice.

COMING OF AGE Bar Mitzvah; Bat Mitzvah; Bat Chayil; Differences between male and female rites of coming of age; Orthodox and Reform Jewish practice

MARRIAGE Marriage: Genesis 2: 24, The Kiddushin and Ketubah, features of the ceremony.

MOURNING RITUALS AND BURIAL RITES

Recitation, of the Shema, preparation of body, role of the Onan, waiting with body-role of the Shomerim, Burial of Body, recitation of the Kaddish, the Shiva, the Avelut, Jewish customs regarding the gravesite.

DAILY LIFE Significance of use of the Tenakh and Talmud in daily life; Keeping Kosher and dietary laws – treyfah, parev, prohibition of meat and milk, requirements for a Kosher Kitchen.

FESTIVALS Origins and meanings of Rosh Hashanah, Yom Kippur, Pesach Exodus 12:14, Sukkot

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BUSINESS STUDIES

Topic Question type Current position

Review

Business types identify different forms of ownership

evaluate the advantages and disadvantages of each form of ownership

Business activity

identify possible reasons why a business starts

identify types of activity a business may become involved in

explain possible changes in the external environment that can impact on these activities

evaluate the consequences of these changes in the external environment to business activity

Business organisation

understand the following functional areas: - Finance - Human resources - Marketing - Operations - Administration/ICT

describe key operational tasks associated with each functional

evaluate the consequences for a business if the functional areas do not operate efficiently

Aims, objectives and mission statements

identify the main aims of businesses

explain the importance of business aims

identify business objectives

explain the importance of business objectives

explain the importance of a mission statement

Stakeholders

identify different stakeholder groups in businesses

explain different interests of stakeholder groups

assess possible conflicts between different types of stakeholder groups

evaluate consequences to businesses of not listening to stakeholder groups

Employer & employees

Identify how employees can assist businesses operating in an enterprising

explain how businesses can be seen to operate in enterprising ways

evaluate the possible benefits to businesses of operating in an enterprising way

identify what employees expect from employers

identify what employers expect from employees

explain the legal framework that employees/employers must operate within

assess how employees and employers develop a good working relationship

Changing use of ICT

identify different types of ICT

explain the purpose of ICT in business activities

explain the use of ICT in economic activities

evaluate the potential benefits/drawbacks of upgrading ICT provision to a business

Uncertainty

Identify possible reasons why the business environment is uncertain

explain the ways in which businesses can change existing business practices in order to be successful

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evaluate the consequences to businesses of not making changes/taking risks

Business within society

explain the meaning of ethics

explain the ways in which businesses can be seen to be operating in an ethical manner

evaluate the consequences to businesses of not operating in an ethical manner

explain the meaning of sustainability

explain ways in which a business may act in order to achieve sustainability

Use of relevant terms, concepts and methods

identify and describe a number of economic factors

evaluate the possible impact of changes in such economic factors (both up and down) on business behaviour

assess how businesses can react to such changes in economic factors

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COMPUTING

Topic/Question type Revision notes Flashcards Exam questions

1.1 Systems architecture

Purpose of the CPU and components

Von Neumann architecture/LMC

Buses and registers

Fetch-decode-execute cycle

Factors affecting CPU performance

Computer types/embedded systems

1.2 Memory

Differences between RAM and ROM

Virtual memory and flash memory

1.3 Storage

Common types of storage

Secondary storage choices

1.4 Wired and wireless networks

Types of network and performance

Network hardware

Organisation classification

The Internet

1.5 Network topologies, protocols and layers

Topologies

Wifi

Encryption

Protocols

Layering

Ethernet

Packet switching

1.6 System security

Hacking

Threats to networks

Identifying/preventing vulnerabilities

1.7 Systems software

Purpose and functionality

User interface

Operating systems

Utility software

Backing up data

1.8 Ethical, legal, cultural and environmental concerns

Considerations

Open source v proprietary software

2.1 Algorithms

Computational thinking

Standard search algorithms

Standard sorting algorithms

Flowcharts

Pseudocode

2.2 Memory

Sequence, selection and iteration

Data types

2.3 Producing robust programs

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Testing

2.4 Computational logic

Logic gates

2.5 Translators and facilities of languages

Facilities

2.6 Data representation

Units

Numbers

Characters

Images and sound

Compression

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FRENCH

For or each of the topics below, you must learn key vocabulary using Vocab Express or your booklet of GCSE vocabulary. You must also be prepared to talk about each of these topics in your speaking exam and write about them in the writing exam. Use your CGP revision guide and Active Learn for extra practice on each topic.

Revision

Notes

Flash Cards

Exam

Questions

Theme 1: Identity and culture 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

**Learn your Speaking Answers for Theme 1**

Theme 2: Local, national, international and global areas of interest 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


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


Grammar Points

Use of c’est, il y a, on voit to describe photos

The present tense of regular verbs

The present tense of irregular verbs including avoir, être, faire, aller, vouloir, pouvoir, devoir

The perfect tense with both avoir and être

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The near future tense using aller + infinitive

The future tense

The imperfect tense (for description in the past and ‘used to’)

The conditional tense

Infinitives to use after another verb (eg Je peux + infinitive)

Reflexive verbs in all tenses (eg se lever, s’amuser)

Use of correct articles: le, la, l’, les, un, une

Use of du, de la, de l’, des

Use of ‘de’ after beaucoup, trop, plus, moins, assez

Use of possessive adjectives (mon, ma, mes etc)

Adjectives : agreement and position

Prepositions (devant, à côté de, sur etc.)

Subject and object pronouns (je, tu, me, te etc)

Use of negatives (ne … pas, ne … jamais etc)

The comparative and superlative with plus and moins

Use of à with towns, en/au/aux with countries

Use of ‘il faut’ + infinitive to say ‘You should’ or ‘it is necessary to’

Use of ‘en’ + present participle (en jouant etc)

Expressions with avoir (avoir chaud, avoir faim, avoir peur etc)

Asking questions : with question words / est-ce que / inversion

Knowing when to use tu or vous

Use of ce, cet, cette, ces to mean ‘this’ + noun

Use of qui and que

Use of adverbs (heureusement, tristement etc)

Use of avant de + infinitive

use of après avoir and après être + past participle

Higher only:

Recognise the passive

Use and recognise the subjunctive (after bien que and other triggers)

Recognise the pluperfect tense

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GEOGRAPHY

Summary of the unit: This unit is looking at how an ecosystem works with everything in balance. Its focuses on 2 main

biomes in depth: Tropical rainforests and Hot Deserts.

Key words/concepts you must understand and be able to recall precise definitions of

Ecosystem Producers Consumers Decomposers Food chain

Food web Nutrient cycling Components Distribution Climate

Biodiversity Deforestation Subsistence farming Commercial farming Logging

Mineral extraction Settlement Economic Climate change Sustainable

Selective logging Conservation Ecotourism Tropical Hardwoods Inaccessibility

Desertification Overgrazing Overcultivation Appropriate technology

Atlas Test 1: /10

Key Terms Test 2: /10

Atlas Test 3: /10 Key Terms Test 4: /10

Combination Test: /10

Assignment Expectations E G S Incomplete

Active participation in class discussions and debates

Thorough note-taking; clear step by step instructions for the key skills

All homework to be completed

Specific Assignment Tasks E G S Incomplete

An example of a small scale ecosystem and be able to explain interrelationships within the system (producers, consumers, decomposers, food web, food chain, nutrient cycling)

Explain how one component of an ecosystem affects another-demonstrate this with example.

Describe the distribution of ecosystems more generally around the world (focus on location of Tropical Rainforests and Hot Deserts).

Describe the physical characteristics of tropical rainforests-climate, water, soils, plants, animals, people, and biodiversity.

Explain how plants and animals adapt to the physical conditions.

Describe the changing rates of deforestation around the world.

An example (case study) of Deforestation. Location. Causes (subsistence and commercial farming, logging, road building, mineral extraction, energy development, settlement, population growth). Impacts (economic development, soil erosion, contribution to climate change).

Describe the value of tropical rainforests to people and the environment, and strategies to manage rainforests sustainably (selective logging, replanting, conservation, education, ecotourism, international agreements, tropical hardwoods, debt reduction).

Describe the physical characteristics of Hot deserts-climate, water, soils, plants, animals, people, and biodiversity.

Explain how plants and animals adapt to the physical conditions.

An example (case study) of Hot desert-development opportunities (mineral extraction, energy, farming, tourism) and challenges (extreme temperatures, water supply, inaccessibility).

Desertification, Causes (climate change, population growth, removal of fuel wood, overgrazing, overcultivation, soil erosion) and Strategies to reduce it (water and soil management, tree planting, use of appropriate technology).

Previous topic section test score Section A /25

The Living World test score Section B / 25

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Reflection on the topic: (What have you enjoyed/disliked? What do you still need to work on?

Summary of the unit: This unit is looking at cities in areas of the world with different levels of development. It aims to

develop an understanding of the wide range of factors that change places over time, the current opportunities and

challenges different places face and the need for a sustainable future.


HIC LIC Urbanisation Migration Push factor

Pull factor Natural increase Megacity NEE Regionally

Nationally Opportunities Social Economic Challenges

Slums Squatter settlements

Sanitation Waste disposal Urban planning

Integrated transport system

Urban greening Deprivation Brownfield site Greenfield site

Urban sprawl Rural urban fringe Commuter settlement

Urban regeneration Sustainable

Atlas Test 1: /10









Describe the global pattern of urban change, what is happening in HICs and LICs

Explain the factors that are causing urbanisation (migration, push and pull factors, natural increase).

Describe what megacities are

An example (CASE STUDY) LIC or NEE: Location and importance of the city, Causes of growth (natural increase and migration), Opportunities from urban growth (access to services, health, education, access to resources, water supply, energy), Challenges from urban growth (slums, squatter settlements, clean water, sanitation, energy, health, education, unemployment, crime, waste disposal, traffic congestion, air and water pollution).

An example (CASE STUDY)-how urban planning is improving the quality of life for urban poor.

Describe the distribution of population and major cities in the UK

An example (CASE STUDY) HIC: Location and importance of the city, Impacts of migration on the growth and character of the city, Opportunities from urban growth (cultural mix, recreation, entertainment, employment, integrated transport systems, urban greening), Challenges from urban growth (urban deprivation, inequalities in housing, education, health, employment,, dereliction, building on brownfield and greenfield sites, waste disposal, urban sprawl on rural urban fringe, growth of commuter settlements).

An example (CASE STUDY) of an urban regeneration project-why the area needed regeneration, and the main features of the project.

Describe sustainable urban living: waste and energy conservation, waste recycling, creating green space, how urban transport strategies are used to reduce traffic congestion.


Urban Issues and Challenges test score Section B / 25

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Summary of the unit: This unit is looking at the UK’s physical landscape including the natural features such as mountain

ranges, coastal regions and rivers.


Upland areas Lowland areas Mechanical weathering

Chemical weathering

Mass movement

Sliding Slumping Rock Falls Erosion Hydraulic Power

Abrasion Attrition Transportation Longshore Drift Deposition

Sediment Geological structure Headlands and Bays Cliffs and Wave Cut Platforms

Caves

Arches and Stacks Beaches Sand Dunes Spits and Bars Hard engineering

Sea walls Rock armour Gabions Groynes Soft engineering

Beach nourishment Reprofiling Dune regeneration Coastal realignment Effects

Conflicts Long profile Cross profile Fluvial Hydraulic Action

Abrasion Attrition Solution Vertical erosion Lateral erosion

Traction Saltation Suspension Interlocking spurs Waterfalls and Gorges

Meanders and Ox bow lakes

Levees Floodplains Estuaries Precipitation

Geology Relief Hydrographs Discharge Dams and Reservoirs

Straightening Embankments Flood relief channels Flood plain zoning River restoration

Social Economic Environmental

Atlas Test 1: /10









Describe the location of main upland/ lowland areas and rivers in the UK

COASTS

Describe the wave types and their characteristics

Describe the main coastal processes: Weathering (mechanical, chemical), Mass movement (sliding, slumping, rock falls), Erosion (hydraulic power, abrasion, attrition) Transportation (longshore drift), Deposition-why sediment is deposited.

Explain how geological structure and rock type influence coastal landforms.

Describe and explain landforms from erosion: Headlands and Bays, Cliffs and Wave cut platforms, Caves, Arches and Stacks.

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Describe and explain landforms from deposition: Beaches, Sand Dunes, Spits and Bars.

An example (case study) of the UK coastline with examples of the above landforms.

Costs and Benefits of management strategies for coasts: Hard engineering (sea walls, rock armour, gabions and groynes). Soft engineering (beach nourishment, reprofiling, dune regeneration). Managed retreat (coastal realignment).

An example (case study) of a coastal management scheme in the UK (reasons for the management, the management strategy, the effects and conflicts from this).

RIVERS

Describe what the Long profile and Cross profile are.

Fluvial processes: Erosion (hydraulic action, abrasion, attrition, solution, vertical, lateral). Transportation (traction, saltation, suspension, solution). Deposition-why rivers deposit sediment.

Describe and explain landforms from erosion: Interlocking spurs, Waterfalls and Gorges.

Describe and explain landforms from erosion and deposition: Meanders and Ox Bow Lakes.

Describe and explain landforms from deposition: Levees, Flood Plains, Estuaries.

An example (case study) of a UK river with the above landforms.

Physical and Human causes of flooding (precipitation, geology, relief, land use)

Hydrographs and how they show the relationship between precipitation and discharge.

Costs and Benefits of management strategies for coasts: Hard engineering (dams and reservoirs, straightening, embankments, flood relief channels). Soft engineering (flood warnings, preparation, flood plain zoning, planting trees, river restoration)

An example (case study) of a flood management scheme in the UK (why the scheme was required, the management strategy, the social, economic and environmental issues).


Physical Landscapes in the UK test score Section B / 25


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Summary of the unit: This unit is looking at hazards caused by weather and plate tectonics, it explores how they are

caused and also how they affect us as humans.


Hazard Plate Margin Constructive Destructive Conservative

Primary Secondary Effect Immediate Long Term

Responses Monitoring Prediction Protection Planning

General atmospheric circulation

Pressure Belt Surface Wind Tropical storms Hurricanes

Cyclones Typhoons Sequence Formation Distribution

Frequency Intensity Social Environmental Economic

Climate change Quaternary period Orbital changes Solar output Fossil fuels

Agriculture Deforestation Mitigation Carbon capture Adaption

Atlas Test 1: /10









Define the term ‘hazard’, identify types of hazards and the factors affecting hazard risk

Explain plate tectonics theory

Describe the global distribution of earthquakes and volcanic eruptions

Explain the 3 main plate boundaries: constructive, destructive, conservative

At least 2 named examples of tectonic hazards (contrasting areas of wealth): primary and secondary effects, immediate and long term responses.

Explain why people continue to live in hazardous areas, and how monitoring, prediction, protection and planning reduce risks.

Explain the general atmospheric circulation model (pressure belts and surface winds)

Describe the global distribution of tropical storms (hurricanes, cyclones, typhoons), the link between tropical storms and general atmospheric circulation, causes of tropical storms and their formation in sequence, structure and features of a tropical storm, the effects of climate change on tropical storms (distribution, frequency, intensity).

A named example of a tropical storm: primary and secondary effects, immediate and long term responses, MPPP reduce effects.

Describe an overview of the types of weather hazard in the UK, and evidence that weather is becoming more extreme in the UK.

A named example of recent extreme weather in the UK: Causes, Impacts (social, economic, environmental) and management

Climate Change: Causes (natural factors- orbital changes, volcanic activity, solar output and human factors-fossil fuels, agriculture, deforestation), Effects (people and the environment), Management (mitigation-alternative energy production, carbon capture, planting trees, international agreements/ adaption-change in agricultural systems, managing water supply, reducing risk from rising sea levels).


The Challenge of Natural Hazards test score Section B / 25

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Summary of the unit: This unit is looking at development in different parts of the world, including the UK. Focusing on

areas that are developed and those requiring more support through international trade and aid.


Economic Quality of life Social GNI Birth rate

Death rate Infant mortality Life expectancy Literacy rate HDI

Demographic Transition Model

Disparities Industrial development

Tourism Aid

Intermediate technology

Fairtrade Microfinance loans LIC NEE

Manufacturing TNCs Political Receiving country De-industrialisation

Globalisation Post-industrial Finance Business Parks Sustainable

Rural Population Infrastructure Port Capacity

North-south divide Trade Electronic communication

EU Commonwealth

Atlas Test 1: /10









Describe how different parts of the world can be classified according to different levels of economic development and quality of life.

Describe the measures of development: GNI, Birth rate, Death rate, Infant mortality, Life expectancy, People per doctor, Literacy rate, access to safe water, HDI, and be able to explain the limitations of these measures.

Describe what the Demographic transition model is and how it links to development

Describe the causes of uneven development (physical, economic, historical)

Describe the consequences of uneven development (disparities in wealth, health and international migration).

An overview of the strategies used to reduce the development gap (investment, industrial development, tourism, aid, intermediate technology, fairtrade, debt relief, microfinance loans).

An example (CASE STUDY) of how the growth of tourism in an LIC or NEE helps to reduce the development gap.

An example (CASE STUDY) of an LIC or NEE: Location and importance of the country, Context of the country (political, social, cultural, environmental), Changing industrial structure (balance between different sectors of the

P a g e | 38

economy, manufacturing to stimulate development), Role of TNCs (advantages and disadvantages to the host country), Changing political and trading relationships with the rest of the world, International aid (types of aid, impacts of the aid on receiving country), Environmental impacts of economic development, Effects of economic development on quality of life.

UK-Causes of economic change (deindustrialisation, decline of traditional industries, globalisation, government policies)

UK-Post industrial economy (development of IT, service industries, finance, research, science and business parks).

UK-Impacts of industry on the environment. An example (CASE STUDY) of how modern industrial development is more environmentally sustainable.

UK-Social and economic changes in the rural landscape in one area of population growth/ one area of population decline

UK-Improvements and developments in road and rain infrastructure, and port and airport capacity.

UK-The north south divide, and strategies to resolve regional differences.

UK-the place of the UK in the wider world, links through trade, culture, transport, electronic communication, economic and political links-EU and Commonwealth.


Urban Issues and Challenges test score Section B / 25


Summary of the unit: This unit is looking at the management of resources such as food, water, and energy that is needed

for a sustainable future.


Economic Social Inequalities Consumption Supply

Exports Seasonal Organic Carbon footprint Food miles

Sourcing Agribusiness Demand Deficit Surplus

Transfer Fossil fuels Renewables Domestic Environmental

Exploitation Security Insecurity Distribution Consumption

Production Technology Political Industrial output Conflict

Biomass Tidal Geothermal Solar Non renewable

Sustainable Individual Efficiency LIC NEE

Atlas Test 1: /10









Describe the significance of food, water and energy to economic and social well being.

Describe the global inequalities in the world in terms of the supply and consumption of resources.

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Describe the issue of FOOD in the UK: the growing demand for high-value food exports from low income countries and the all year demand for seasonal and organic food.

Describe the issue of FOOD in the UK: the larger carbon footprints as a result of food miles travelled and explain the move towards local sourcing of food.

Describe the issue of FOOD in the UK: explain the trend towards agribusiness

Describe the issue of WATER in the UK: the changing demand for water, water quality and pollution management, matching supply and demand through transfer areas of surplus and areas of deficit.

Describe the issue of ENERGY in the UK: the changing mix of energy reliance on fossil fuels and growing use of renewables.

Describe the issue of ENERGY in the UK: reduced domestic supplies of coal, gas and oil, and the economic and environmental issues associated with exploiting energy resources.

ENERGY: Describe the areas of deficit (insecurity) and areas of surplus (security) and the global distribution of energy consumption and supply.

ENERGY: explain the reasons for increasing energy consumption (economic development, rising population, technology).

ENERGY: explain the factors that affect energy supply (physical factors, cost of exploitation and production, technology, political factors).

ENERGY: explain the impacts of energy insecurity (exploration of difficult and environmentally sensitive areas, economic and environmental costs, food production, industrial output, potential for conflict where demand exceeds supply).

ENERGY: explain strategies to increase energy supply e.g. renewable (biomass, wind, hydro, tidal, geothermal, wave, solar) and non renewables (fossil fuels, nuclear).

ENERGY: An example (CASE STUDY) to show how the extraction of a fossil fuel has advantages and disadvantages.

ENERGY: describe how to be more sustainable (individual energy use, carbon footprints, energy conservation, designing homes, workplaces, transport, demand reduction, use of technology to increase efficiency of fossil fuels).

ENERGY: An example (CASE STUDY) of a local renewable energy scheme in an LIC or NEE to provide sustainable supplies.


Physical Landscapes in the UK test score Section B / 25


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GERMAN

For or each of the topics below, you must learn key vocabulary using Vocab Express or your booklet of GCSE vocabulary. You must also be prepared to talk about each of these topics in your speaking exam and write about them in the writing exam. Use your CGP revision guide and Active Learn for extra practice on each topic.

Revision

Notes

Flash Cards

Exam

Questions

Theme 1: Identity and culture 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


Theme 2: Local, national, international and global areas of interest 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


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


Grammar Points

Use of es gibt, es ist and das ist to describe photos

The present tense of regular verbs

The present tense of irregular verbs including haben, sein, wollen, können, müssen, werden, dürfen, fahren, mögen

The perfect tense with both haben and sein

P a g e | 41

The future tense using werden + infinitive

The imperfect tense (Es war, Ich hatte, Es gab, Ich wollte)

The conditional tense (Das wäre, Ich würde, Ich möchte)

Infinitives to use after another verb (eg Man kann + infinitive)

Reflexive verbs in all tenses (eg sich waschen, sich verstehen)

Use of correct articles: der, die, das, ein, eine etc

Use of subject and object cases

Use of dative case after mit, zu, nach and to show position after in

Use of possessive adjectives (mein, dein, sein etc)

Agreement of adjectives (eg ein blaues Hemd)

Prepositions (in, an, auf, hinter, vor, zwischen etc.)

Subject and object pronouns (ich, du, er, sie, mich, dich etc)

Use of negatives (nicht, kein, nie etc)

The comparative and superlative (eg grösser, das grösste Problem)

Word-order: Verb = 2nd idea

Word-order with complex connectives: weil, wenn, dass, obwohl, bevor, nachdem, ob, als and wenn send the verb to the end

Use of nach to mean ‘to’ with towns and countries

Use of ‘man soll’ + infinitive to say ‘You should’ or ‘it is necessary to’

Expressions with haben (ich habe Angst, ich habe Hunger etc)

Asking questions : with question words and inversion (Hast du / Magst du)

Knowing when to use du or Sie for you

Use of dieser, diese, dieses to mean ‘this’ + noun

Use of relative pronouns (der, die, das) to mean ‘who’

Using and recognising numbers

Telling the time

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HEALTH & SOCIAL CARE

Topic 1

Human growth and development Students will gain an understanding of:

a. The different life stages: i. Infancy (0-2 years) ii. Early childhood (3-8 years) iii. Adolescence (9-18 years) iv. Early adulthood (19-45 years) v. Middle adulthood (46-65 years) vi. Later adulthood (65+ years)

b. Physical growth and development across the life stages, including gross and fine motor skills c. Intellectual / cognitive development across the life stages, including language development d. Emotional maturity across the life stages, including bonding and attachment, self-image, self-esteem

and self-concept

e. Self-concept across the life stages and how it is affected by factors such as gender and appearance f. Social development across the life stages including the formation of relationships with others and the

socialisation process

Topic 1.2

Factors affecting human growth and development Students will gain an understanding of:

a. Physical factors such as genetic inheritance, illness, disease, diet, exercise, alcohol and smoking b. Social, cultural and emotional factors such as family, friends, educational experiences, employment /

unemployment, community involvement, religion, gender, ethnicity, sexual orientation, culture and relationship formation including marriage and divorce

c. Economic factors such as income, wealth, employment status, occupation, social class, poverty and material possessions

d. Physical environment factors such as pollution, noise, housing conditions and rural / urban lifestyles e. Psychological factors such as stress, relationships within the family, friends and partners f. How these factors are related to the formation of, and possible change in an individual’s self-concept g. How genetic and environmental factors can affect an individual’s pattern of growth

Topic 1.3

Effects of relationships on personal growth and development Students will gain an understanding of:

a. The different types of relationships: i.Family relationships such as marriage, divorce, parenthood, sibling relationships and blended families ii.friendhsips iii.intimate, personal and sexual relationships iv.working relationships

b. The importance of the effect these relationships have, across the six life stages, on an individual’s growth and development

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Topic 1.4

The effect of life events on personal development Students will:

a. Study how expected and unexpected life events impact on human growth and development, including: i.relationship changes such as marriage, living with a partner, birth of children, death of partner, relatives or friend ii.physical changes such as puberty, menopause and the possible effects of accidents and injury iii.changes in life circumstances such as starting school, starting further education, relocation (national and international), entering the employment market, promotion, retirement, redundancy and unemployment

b. Develop knowledge and understanding about how these life events affect personal development and lead to new learning

c. Need to develop knowledge and understanding about how to manage change and of the support networks which can be accessed and used to support people through change. These include: i.partners, family and friends ii.professional carers and statutory services iii.community, voluntary and faith-based services

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HISTORY

Paper 2 Topic: Medicine Through Time Revision

notes Flashcards Exam

Questions

Medieval causes and cures of disease, including influence from the ancients

The contribution of Christian and Islamic medicine

Medieval public health and the Black Death

The impact of the Renaissance, Pare, Harvey, Vesalius and opposition to them

Renaissance treatments, hospitals and training (including John Hunter), Edward Jenner + opposition

Germ theory: Pasteur, Koch, Ehrlich and everyday treatments

Anaesthetics, including Simpson and chloroform; antiseptics, including Lister; aseptic surgery.

Public health: problems, improvements, the role of public health reformers

Pharmaceuticals: penicillin; new diseases and treatments, antibiotic resistance; alternative treatments.

Modern public health: Booth, Rowntree, and the Boer War; the Liberal social reforms; WWI/II, poverty and housing; the Beveridge Report and NHS

Normans Revision Notes

Flashcards Exam Questions

Causes of the Norman Conquest – including the 4 mens claim to the throne

Battle of Stamford Bridge

Battle of Hastings

Tactics ; cavalry castles

Harrying of the north, revolts & rebellions of 1067-1075

Feudal system

Domesday book

Government/ laws

Legal system – ‘ordeals’

Anglo- Saxon churches before 1066

Church organisation and courts; Churchstate relations; William II and the Church; the wealth of the Church; relations with the Papacy; the Investiture Controversy.

Monasticism: the Norman reforms, including the building of abbeys and monasteries; monastic life;

Learning; schools and education; Latin usage and the vernacular.

Durham Cathedral

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Paper 1

America 1920-1973 Revision Notes

Flash Cards Exam Questions

The ‘Boom’ – causes, Henry Ford, why everyone didn’t benefit Social and Cultural developments in the 1920s – Roaring 20s, how life changed

Prohibition, Al Capone, African Americans, KKK, Red Scare, Sacco & Vanzetti

The Wall St. Crash, causes & Consequences Great Depression – impact on peoples’ lives, features, experiences. Roosevelt and the 1932 election The New Deal Opposition to the New Deal, effectiveness Popular culture in the 1930s Impact of WW2 – from isolation to war, America at war Post-war American society – prosperity, life in the 1950s The Rock and Roll generation What was McCarthyism? Racial Tension, Civil Rights, MLK, Black Power JFK New Frontier; LBJ Great Society Feminism

Conflict and Tension 1918 - 1939 Revision

Notes Flash Cards Exam

Questions

The armistice: aims of the peacemakers; Wilson and the Fourteen Points; Clemenceau and Lloyd George; the extent to which they achieved their aims.

Terms of the Treaty of Versailles - LAMB

Impact of the treaty and wider settlement: reactions of the Allies; German objections; strengths and weaknesses of the settlement, including the problems faced by new states.

The League of Nations: its formation and covenant; organisation; membership and how it changed;the powers of the League;

The work of the League's agencies

the contribution of the League to peace in the 1920s, including the successes and failures of the League, such as the Aland Islands,Upper Silesia, Vilna, Corfu and Bulgaria.

Diplomacy outside the League: Locarno treaties and the Kellogg-Briand Pact.

The collapse of the League: the effects of the Depression; the Manchurian and Abyssinian crises and their consequences; the failure of the League to avert war in 1939.

the Dollfuss Affair; the Saar; German rearmament, including conscription; the Stresa Front; Anglo-German Naval Agreement.

remilitarisation of the Rhineland; Mussolini, the Axis and the Anti-Comintern Pact; Anschluss;

reasons for and against the policy of appeasement

The Sudeten Crisis and Munich;the ending of appeasement.

the occupation of Czechoslovakia

the role of the USSR and the Nazi-Soviet Pact;

the invasion of Poland and outbreak of war, September 1939

responsibility for the outbreak of war, including that of key individuals: Hitler, Stalin and Chamberlain.

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HOSPITALITY & CATERING

2 SUBJECT CONTENT This specification in food preparation and nutrition enables learners to make connections between theory and practice so that they are able to apply their understanding of food science and nutrition to practical cooking. This content relates to the study of both food and drinks.

2.1 Component 1 Principles of Food Preparation and Nutrition Written examination: 1 hour 45 minutes 50% of the qualification 100 marks Learners should be given the opportunity to develop their knowledge and understanding of the six areas of content set out on pages 6-14. Learners should also be given the opportunity to develop technical skills, as listed in Appendix A, through practical and experimental work. This opportunity will allow learners to develop sound technical skills whilst exploring and consolidating knowledge and understanding relating to food preparation and nutrition. Areas of Content 1. Food commodities 2. Principles of nutrition 3. Diet and good health 4. The science of food 5. Where food comes from 6. Cooking and food preparation

.

1. Food commodities

The range of foods and ingredients to be studied throughout the course should come from the major commodity groups (as shown below) and reflect current recommended guidelines for a healthy diet, e.g. reduction of sugar intake.

bread, cereals, flour, oats, rice, potatoes, pasta

fruit and vegetables (fresh, frozen, dried, canned and juiced)

milk, cheese and yoghurt

meat, fish, poultry, eggs

soya, tofu, beans, nuts, seeds

butter, oils, margarine, sugar and syrup For each food commodity learners need to know and understand:

the value of the commodity within in the diet

features and characteristics of each commodity with reference to their correct storage to avoid food contamination

the working characteristics of each commodity, with reference to the skill group and techniques table listed in Appendix A, e.g. when subjected to dry/moist methods of cooking

the origins of each commodity For each food commodity learners need to be able to:

experiment with the commodity to explore physical and chemical changes that occur as a result of given actions

consider complementary actions of a commodity in a recipe

prepare and cook dishes using the commodities

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2. Principles of nutrition

Macronutrients and Micronutrients

Learners must know and understand:

the definition of macronutrients and micronutrients in relation to human nutrition

the role of macronutrients and micronutrients in human nutrition Macronutrients are defined as a class of chemical compounds which humans consume in the largest quantities (i) protein: to include essential amino–acids in relation to nutritional requirements (histidine, isoleucine, lysine, leucine, methionine, phenylalanine, threonine, tryptophan, valine) and non-essential (alanine, asparagine, aspartic acid glutamic acid) (ii) fats, oils and lipids: saturated fats, monounsaturated fats, polyunsaturated fats and essential fatty acids (iii) carbohydrates: monosaccharides, disaccharides and polysaccharides Micronutrients are required by humans throughout life in small quantities to facilitate a range of physiological functions (i) fat soluble vitamins: vitamin A, and vitamin D water soluble vitamins: B vitamins: B1 thiamin B2 riboflavin, B3 niacin, B12 cobalamin and B9 folic acid (folate) and vitamin C (ii) minerals: calcium, iron, potassium and magnesium (iii) trace elements, to include: iodine and fluoride Learners must know and understand for each named macro nutrient and micronutrient:

the specific function

the main sources

dietary reference values

the consequences of malnutrition (over and under)

complementary actions of the nutrients Learners need to know and understand the dietary value of: (i) water (ii) dietary fibre (NSP)

3. Diet and good health

Energy requirements of individuals


the recommended daily intake (RDI) and the percentage energy values of protein, fat and carbohydrates: monosaccharides (sugars) polysaccharides (starch) and non-soluble polysaccharides (dietary fibre) vitamins and minerals, for: (i) a range of life-stages: toddlers, teenagers, early, middle and late adulthood (ii) individuals with specific dietary needs or nutritional deficiencies to include coeliac disease; diabetes (type 2 diabetes only to be considered), dental caries; iron deficiency anaemia; obesity; cardiovascular disease (CVD); calcium deficiencies to include bone health; nut or lactose (dairy) intolerances (iii) individuals with specific lifestyle needs to include vegetarians: lacto-ovo, lacto, vegan, and those with religious beliefs that affect choice of diet, to include Hindu, Muslim, Jewish

how nutrients work together in the body, e.g. complementary actions

basal metabolic rate (BMR) and physical activity level (PAL) and their importance in determining energy requirements Learners must have a sound awareness of other common dietary issues including coronary heart disease (CHD), cholesterol and liver disease.

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Plan balanced diets

Learners should be able to use their knowledge of nutrition and current nutritional guidelines to:

recommend guidelines for a healthy diet

identify how nutritional needs change due to age, life style choices and state of health

plan a balanced diet for: (i) a range of life-stages: toddlers, teenagers, early, middle and late adulthood (ii) individuals with specific dietary needs or nutritional deficiencies to include coeliac disease; diabetes (type 2 diabetes only to be considered), dental caries; iron deficiency anaemia; obesity; cardiovascular disease (CVD) calcium deficiencies to include bone health; nut or lactose (dairy) intolerances (iii) individuals with specific lifestyle needs to include vegetarians: lacto-ovo, lacto, vegan, and those with religious beliefs that affect choice of diet, to include Hindu, Muslim, Jewish (iv) individuals requiring high energy needs as a result of occupation or activity involvement Learners must have a sound awareness of other common dietary issues including coronary heart disease (CHD), cholesterol and liver disease.

Calculate energy and nutritional values of recipes, meals and diets

Learners should be able to:

calculate the energy and main macronutrients and micronutrients in the following: (i) a recipe (ii) a meal (iii) an individual’s existing diet over a period of time

use nutritional information/data to determine why, when and how to make changes to: (i) a recipe, e.g. increase dietary fibre (NSP) content (ii) a menu, e.g. reduce saturated fat content (iii) a diet, e.g. to increase energy intake prior to a sporting activity or to meet the new recommendations for free sugars

show how an understanding of energy balance can be used to maintain a healthy body weight throughout life

4. The science of food

The effect of cooking on food

Learners should have a theoretical and practical working knowledge and understanding of how preparation and cooking affects the sensory and nutritional properties of food. To include:

why food is cooked, to include, digestion, taste, texture, appearance and to avoid food contamination

how heat is transferred to food through conduction, convection and radiation and how and why the production of some dishes rely on more than one method of heat transference

how selection of appropriate cooking methods can: (i) conserve or modify nutritive value, e.g. steaming of green vegetables (ii) improve palatability e.g. physical denaturation of protein

the positive use of micro-organisms such as bacteria in dairy products: cheese, yoghurt; meat products: salami, chorizo and fermentation of sugar in drinks Learners need to undertake experimental work and produce dishes by following or modifying recipes to develop and apply knowledge and understanding related to:

the working characteristics, functional and chemical properties of ingredients to achieve a particular result: (i) carbohydrates – gelatinisation, dextrinization (ii) fats/oils – shortening, aeration, plasticity and emulsification

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(iii) protein – coagulation, foam formation, gluten formation, denaturation (physical, heat and acid) (iv) fruit/vegetables – enzymic browning, oxidisation

reasons why particular results may not always be achieved, e.g. a sponge cake sinks, a sauce goes lumpy

how to remedy situations when desired results may not be achieved in the first instance

Food spoilage

Learners should have a theoretical and practical working knowledge and understanding of sound microbiological food safety principles when buying, storing, preparing and cooking food. To include:

how to store foods correctly: refrigeration/freezing, dry/cold storage, appropriate packaging/covering of foods

the importance of date-marks, labelling of food products to identify storage and preparation

the growth conditions, ways of prevention and control methods for enzyme action, mould growth and yeast production

the signs of food spoilage, including enzymic action, mould growth, yeast production and bacteria

the role of temperature, pH, moisture and time in the control of bacteria

the types of bacterial cross-contamination and their prevention

preservation/keeping foods for longer, e.g. jam making, pickling, freezing, bottling, vacuum packing Learners should know and understand the signs, symptoms, risks and consequences of inadequate/unacceptable food hygiene practices. To include:

signs, symptoms of food poisoning to include poisoning caused by salmonella, campylobacter, e-coli, staphylococcus Learners should know and understand the consequences of mishandling of food on:

food wastage: including the effect on the environment and the financial implications of waste

5 Where food comes from

Food Provenance


food origins to include where and how foods are grown, reared, or caught

food miles, impact on the carbon footprint, buying foods locally

impact of packaging on the environment versus the value of packaging

sustainability of food: the impact of food waste on the environment, local, global markets and communities, effect of food poverty

food security: access to safe sufficient food for all (World Health) Learners should have a theoretical and practical working knowledge and understanding of the development of culinary traditions in British and international cuisine. All learners should have the opportunity to explore and gain knowledge of foods and recipes from at least two international countries (these countries are at the discretion of the centre and do not have to significantly differ from the UK.) To include:

the distinctive features, characteristics and eating patterns of different cuisines. Cuisine is defined as a style characteristic of a particular country or region, where the cuisine has developed historically using distinctive ingredients, specific preparation and cooking methods or equipment, and presentation or serving techniques.

traditional and modern variations of recipes to include variations of recipes to include changing use of food commodities, changes to nutritional guidelines, and use of modern cooking methods and or equipment

meal structures: presentation of menus within different Cultures

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Food manufacturing

Learners should have knowledge and understanding of:

primary stages of processing and production to include point of origin, the transporting, cleaning and sorting of the raw food e.g. bags of fruit.

secondary stages of processing and production to include how primary products are changed into other types of products, e.g. wheat to bread; milk to cheese and yoghurt; fruit to jams, jellies and juices.

how processing affects the sensory and nutritional properties of ingredients e.g. cured meat products

technological developments that claim to support better health and food production including fortification and modified foods

the positive and negative effects of food modification on health and food production e.g. flavour intensifiers, stabilisers, preservatives, colourings, emulsifiers

the ability of additives to produce the desired effect

6. Cooking and food preparation Factors affecting food choice


how sensory perception guides the choices that people make, how taste receptors and olfactory systems work

the sensory qualities of a range of foods and combinations and how to set up tasting panels for preference testing

the range of factors that influence food choices, including, enjoyment, preferences, seasonality, costs, availability, time of day, activity, celebration or occasion and culture

the choices that people make about certain foods according to religion, culture, ethical belief, medical reasons or personal choices

how to make informed choices about food and drink to achieve a varied and balanced diet, including awareness of portion sizes and costs

how information about food is available to the consumer, including food labelling and marketing and how this influences food choice

Preparation and cooking techniques

Learners must be able to plan, prepare cook and serve a number of recipes. Learners must be able to demonstrate skills from each skill group (listed in Appendix A) to include:

planning for cooking: (i) a single dish (ii) a number of dishes in one session (to ensure a dovetailed action plan)

preparation of ingredients to make a selection of recipes, e.g. weigh and measure liquids and solids, use knife skills, combine and shape, tenderise and marinate

cooking a selection of recipes, e.g. water based methods, using the oven, set a mixture, select and adjust cooking times and temperatures, judge and manipulate sensory properties: seasoning, test for readiness

presenting a selection of recipes, e.g. shaping and finishing a dough, glazing and food styling, preparing fruits and vegetables as a garnish Learners must be able to:

select appropriate preparation, cooking and serving techniques when producing dishes

work safely: follow correct personal and food safety and hygiene practices and procedures

work independently: make own judgements, e.g. cooking methods, cooking time, manipulating taste, texture and appearance

use sensory descriptors appropriately and correctly

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Developing recipes and meals

Learners must be able to develop recipes and meals to meet a specific nutritional need or lifestyle choice. Learners must:

consider the influence of lifestyle and consumer choice when adapting or developing meals and recipes, to include: (i) adaptations to recipes to address current dietary advice (ii) adaptations due to lifestyle patterns e.g. working parents needing dishes that are quick to prepare and cook

consider nutritional needs and food choices when selecting recipes, including

when making decisions about the ingredients, processes, cooking methods, and portion sizes e.g. vegetarian alternatives

develop the ability to review and make improvements to recipes by amending

them to include the most appropriate ingredients, processes cooking methods, and portion sizes, e.g. low calorie diets

manage the time and cost of recipes effectively

use their testing and sensory evaluation skills, adjusting where needed, to

improve the recipe during the preparation and cooking process, e.g. adjusting seasoning

explain, justify and present their ideas about their chosen recipes and cooking methods to others

make decisions about which techniques are appropriate in order to achieve their intended outcome, e.g. steaming instead of boiling Learners must be able to carry out the techniques (listed in Appendix A) safely, and be able to combine them to produce appealing meals whilst evaluating the end results.

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ICT

Unit 1 Understanding ICT

Examination 1½ hour

WJEC will set a theory examination each session with questions related to a home and school context. The following areas may be assessed:

Data and information Data validation Verification (passwords and online data entry forms)

Home entertainment

Interactive TV

Gaming

Basic digital photography

Webcam services

Social networking

Email

Music

Home and personal communication systems

Broadband and cable services

Wireless and Bluetooth technology

Mobile phones

PDAs

GIS systems

Home business

Online shopping and search for and on websites

Booking online

Organisations: School, home, environment

School registration systems

Management information systems in schools

Data logging in school activities

Control systems (non feedback) including sequencing instructions electronic toys, games, central heating systems, burglar alarms, smart meters

Weather forecasting systems

ICT and learning

Understanding the desktop environment

Learning devices to support disabilities

DTP, Presentation, Database, Spreadsheet and Multimedia software

Online/distance learning services

Staying safe

Online

Health issues

Issues concerning data protection

Copyright Act: Issues concerning copyright misuse

Codes of conduct for personal protection

Emerging Technologies

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Unit 3 ICT in Organisations

Examination 1½ hours

WJEC will set a theory examination each session with questions related to a business and industry context. The following areas may be assessed:

Data, information and knowledge

Data encoding

Data validation and verification

Multimedia industries

Digital imaging techniques

Web authoring and creating business websites

Animation

Networks

LANs WANs

Ring and Star topologies

Internet / Extranet / Intranet

Linking LANs and WANs: Integrated PoS systems and automatic stock control systems

Advantages / disadvantages of the above

Social and environmental impact

Employment patterns

Homeworking

Teleworking

Videoconferencing

Environmental impact

Impact upon rich and poor communities

HCI's

Operating systems

GUI

Command line

Voice

Biometrics

Organisations

Banking

e-commerce systems (business view)

Payroll

Modern postal handling methods

Control processes (feedback) including security systems, automatic doors, traffic control systems, car parking systems, greenhouse control systems and simulation (for example flight or driving)

Robotics and bionics

AI and expert systems Data protection methods

Safety in organisations

Legal issues

Ethical issues

Health and safety

Emerging Technologies

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MEDIA STUDIES

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SPORT

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