yr 11 revision guide 2013

7/24/2019 Yr 11 Revision Guide 2013

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Matravers School

GCSE EXAMS 2013

The Final Phase


2/101

March 2013

Dear Student

This booklet has been designed to help you to plan and manage your work so thatyou will be able to do your very best in your nal GCSE exams.

It contains essential information about the exams themselves and a diary section for you to usein planning your revision, as well as a guide to revision techniques.

It is important that you revise efciently and effectively to give yourself the best possiblechances of success, and you will need to take a planned and serious approach to organisingyour own time. In school we will be running a full timetable of revision lessons from now on andall the way through the exam period. These will include special pre-exams top up lessons, anda nal timetable of subject after school sessions.

We will also provide you with general support and guidance and, if you need any extra help,please do ask us. We will be only too happy to provide it.

Good Luck! We wish you every success.

Yours sincerely

G TesterHead of Year`


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REVISION

This part of the booklet is designed to help you revise effectively.

REMEMBER - REVISION MUST BE ACTIVE. The more you use and think about the material,

the easier it will be to recall.

PLANNING YOUR REVISION TIME THE EASTER HOLIDAYS, WEEKENDS

AND EVENINGS

Use the revision timetable

Think carefully about your time. Try to start your revision as early as possible and draw up a

timetable for your time. By planning your revision you will still have time to relax and have a

social life.

Make sure you split your revision time up into manageable chunks and take regular breaks.

Each revision session should last about 40 minutes with 10 minute breaks between each

session.

Try not to revise more than two subjects a day and dont attempt to do all of the subjects in

one go.

Decide what time of day you work most effectively: mornings, afternoons or evenings and

keep this in mind when planning your timetable.

Make sure you have time to relax before going to bed and try to get plenty of sleep.


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WAYS TO REVISE

Some Memory Techniques

To remember anything we use our IMAGINATION to make it OUTSTANDING, we ASSOCIATE

it to something we already know and then CONDITION ITS RECALL until we cant get it wrong.

Mnemonics (First Letter Triggers)

A mnemonic is a way of helping you remember information using abbreviations, words or

phrases. The funnier these are the better.

Take the rst letter of each word you need to remember and use them to make an imaginative

sentence. The rst letter then triggers the original word when you need to remember it.

Try your own.

Image Chains

My

Very

ElderlyMother

Just

Speaks

Utter

Nonsense

Mercury

Venus

EarthMars

Jupiter

Saturn

Uranus

Neptune

=

Check the VLE regularly for revision notes and updates:

www.matravers.wilts.sch.uk


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SOME SHORT SHARP WINS

Guess What I AmAsk another student to write a keyword on a post it note and stick it on your head (or a card

turned over on the desk). The others in your group have to describe what the keyword is and

you have to try and guess it.

Keyword PairsWrite keywords on lots of different pieces of card and denitions on other pieces of card. Use

different colour card for keywords and denitions. Then turn all the cards face downwards and

play pairs. Turn over a keyword and then a denition and see if it matches. If not then turn it

back over again.

JeopardyWrite keywords or facts on pieces of card and then other students need to come up with several

questions that could be answered by the fact/keyword you wrote down. The more difcult the

question the more points they get.

JigsawCopy out a section of a subject revision guide and make it into a jigsaw for someone else to do.

Crosswords and WordsearchesMake a crossword or wordsearch. Write questions and your partner has to nd the answers in

the wordsearch.

Can You Remember?You need two or more teams. One person holds up a page of a revision guide and one member

from each team comes up to look at the book. The students looking at the book have to

remember as much as they can and go back to their team and remember what they saw. The

next team member goes up and does the same. You continue until one team completes the

page.

Community Revision CardsIn groups make one revision card for each member of a team on a topic and write some

questions to check understanding. Then teach each other what you have learnt using the

revision card. After you have all had a go then complete questions that you have written for

each other.

Have fun!


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Revision Wheel

The idea of this revision wheel is to provide you with a system for generating your own revision

notes. The process of creating your own notes is more important than trying to memorise facts.

Breakdown your topic into eight headings which best summarise the topic. Write these

headings in the outer boxes of the wheel.

Take a look at one of the headings. Now try to summarise the most important points

relevant to that heading. Put your ideas onto a piece of scrap paper and review them

before you write them in the main segment of the wheel.

You can write lists, notes, equations; draw diagrams, mind maps, spider diagrams or

graphs. Just choose what suits you.

For each heading repeat the above process of summarising the most important points.

WAYS TO REVISE


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REVISION WHEEL TEMPLATE


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HOW TO REVISE MIND MAPS

Mind maps are easy to make and are fantastic at putting all those key deas into a simple, easy

to remember format.

How to Make a Mind Map

First take a blank piece of A4 paper. Use the paper in landscape. Start in the centre by making

an image or use a word which describes the topic you wish to revise.

The main themes whch come off your central image can be thought of as chapters.

From these add smaller themes linked to the larger one it s coming off.

Repeat this until you have covered the whole topic.

You should now have a complete mind map for your chosen topic n a simple summarised

diagram. The example below s on the kidney.

Kidney

UltraltrationProducts

removed

Excretion

Selective

reabsorption

Excess water

Urea

Excess

ions

Sodium,

Potassium etc

Concentrated

urine

More water

reabsorbed MoreADH

Pituitary

gland

Blood water

level

Too lowToo

high

Pituitary

gland

Less

ADH

Less water

reabsorbed

Dilute

urine


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REVISION VISION

COMBINING FACTORS

Link your revised facts

together under headings

push/pull factors?

change/continuity?

Colour code these using

highlighters or write them on

different coloured post-its.

KEY RING

Write facts on slips of paper.

Punch a hole in the corner and

place on a key ring.

As you learn the facts, tear

them off. Aim for an empty key

ring by the day of the exam.

WORD CLOUD

Paste your typed notes into

Wordle and create a word

cloud of them. Print out and

stick somewhere you can

see it all the time.

YOUR REVISION SONG

Pick a song you know really

well the more words in it,

the better.

Rewrite the lyrics using key

facts you need to revise.

Learn the alternative lyrics.


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HOW TO REVISE

Why not create a loop card game on a topic you nd difcult?

A loop game is a set of cards that are split in two, as in the diagram below.

Answer Question

The rst step is to nd a topic that you nd difcult, within the module on which you are to be

tested, and devise a set of questions (usually between 10 and 20 is good). Create a good variety

of questions that are both simple and taxing on the brain.

On the left side you place the answer to one of the questions and on the right side you place a

different question.

Remember the answer and question must notbe on the same card!

The more you shufe up the cards and play the game, the easier the difcult questions become

and you will quickly become an expert on the topic!

Here are ve cards for you to try and loop together. The topic is hormones, see how you get on.

Auxin

What is

secreted after

a meal?

Testosterone

What plant

hormone

controls

growth?

Insulin

Where are

hormones

released?

Muscles and

liver cells

What domales release

more of than

women?

Glands

What are the

target organs

of insulin?

You should notice that if you change the start question the game still works and the rst answer

should always match the last question.

After you become the expert on this topic why not share it with someone in your group and help

them with their revision, theyll love you for it!


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DOMINOES

Theideahereistoproduceasummaryforatop

icandmakelinksbetweenideastohelpyouunderstandthebiggerpicture.Itishelp

fultostart

withmakingalistofthemaintopicareasandso

mekeypointsforeachtopic.Therearemanywaystou

seRevisionDominoes:

Putkeywordson

onesetandthedenitions

onanotherthentryandmat

chthemup.

Putonehalfofa

sentenceinoneboxandth

eotherhalfinanotherbox

workwithafriendandtesteachotherwithyourDomino

Cardscan

theymatchupyoursentences?

START


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MORE ON MNEMONICS

Mnemonics are devices which help us to remember things.

The word comes from the Greek mnemoniks, which refers to

the mind.

There are many forms of mnemonic. The most common ones are:

1. Rhymes

Placing the facts to be learned into a rhyme or poem.

EgAbout blood vessels and the heart:

Arterybegins with A, sends the blood Away

Veinends in in, brings the blood back in

About Water ond Osmosis:

To help us remember that water molecules move from a dilute solution (lots of water) to a more

concentrated solution (less water) through a semi-permeable membrane:

Wateris horrid, water is puke,

When there's lots of it we say its dilute.

Wateris yuck when we use it to wash,

Water is lovely when we drink it in squash,

But if there's not much when it is tasted,

Then we say it is concentrated.

Water likes to be evenly spread,

So molecules move from here to there,

Through semi-permeablemembranes they move,

From where there are lots to where there are few.

2. Acronyms

Can be used to either:

a. Remember how to spell a word

Eg PERMEABLEPies Enter Richards Mouth Easily And Becka Likes Everyone

IFyou nd it harder to memorise the sentence than the spelling of the word then the mnemonic is

no good!!

Usually though sentences are easier to learn, especially for words with tricky spellings.

b. Remember the order of words or a list of items

By using the rst letter of each word to spell out a simple word:

EgOxidation Is Loss Reduction Is Gain - OILRIG

By using the rst letter of each word to spell out a simple phrase:

Eg My Very Easy Method: Just Set Up Nine Planets.

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.


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WAYS TO REVISE

Pass the Buck

A brilliant activity for a group of three to four.

Get four similar yet different exam questions and write them onto the top of a sheet of paper.

Give each member of the group a question.

Agree a time to answer each question (eg one minute).

The rst person writes their answer in Answer Box 1.

When the time is up fold over theanswer and pass the sheet to the person on the right.

Now write the answer to the question at the top of the sheet in Answer Box 2.

Repeat until all questions have been answered by everyone.

Now unfold the answers and highlight parts that are most relevant to constructing the perfect

answer.

Question:

AnswerBox4

AnswerBox3

AnswerBox2

AnswerBox1


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HISTORY:

ANSWERING AN EXPLAIN QUESTION

Explain why the Mormons went West to

settle at the Great Salt Lake.

Detailed knowledge

Explain answer

PEE

PEE

ANSWER the Q!

These are the building blocks of your

answer. Write two or three Point, Example,

Explain paragraphs. Make sure you:

These are the keys to success. Make sure

you include detail from your own knowledge

(dont be vague!) and explainthe answer.

DEPPA

Paragraph plan:

The most important reasons why the

Mormons went West was...

Another reason the Mormons went West

was...

Finally, the Mormons went Westbecause.

My point is... My example is... My link back to the queson is...

The Mormons moved West

to escape persecuon.

In Nauvoo they were aacked in the street and tarred

and feathered because of their beliefs. Their leader,

Joseph Smith, was aacked and killed in prison.

Therefore they had to move West

for their safety.


to pracse polygamy.

Polygamy was illegal in the United States but the Great

Salt Lake was owned by Mexico back then.

Therefore the Mormons were able

to follow their religious beliefs.


because Brigham Young led

them there.

Brigham Young was a strong leader and the Mormons

trusted him to lead them to a beer life.

Therefore Youngs leadership was a

key reason why the Mormons

moved West.

Makei

tgreat

:

Lin

kfacto

rstoge

ther

Explain

which

ismost

import

ant


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REVISING BY STORIES

A lot of individuals fnd it easier to remember stories rather than

remembering lengthy concepts. This is how you do it!

Say you had to remember the digestive system

You have to remember:

Which enzyme breaks down what? Where each enzyme is found?

What each organ does?

How it all ts together

So your story could go like this.....

Amy amylasewas hanging about in the cave waiting for someone to be nice to suddenly a

lump of carbohydratefull pasta rushed in which sweet Amy whispered sweet nothings into its

pasta shell ear to make it feel very sweet and sugary. The pasta skipped off, went down a slide

(oesophagus) and ended up in a swimming pool of acid. AHHH, screamed the pasta as it beganto melt! Suddenly Pat Butcher Proteasedived in to save it (she was covered in acid proof latex).

She pulled at the pasta and a small, no a mini(amino acid), bit of pasta shell fell off!!! AHHH

screamed the pasta and got sucked out of the bottom of the pool into a leafy lane (pancreas

looks like a leaf!). Bob Bilefrom the land of Gallwas there to comfort the pasta and gave it a

drop of alkalinetea to neutraliseall the nasty acid. It was then that Bob turned nasty and started

attacking the pasta with an axe until the pasta was no more than a pile of fat globules. Bobs

friend Lucy lipase, who was partial to fat, ate the fat globules turning them into fatty acids and

glycerolwhich drifted off into the nearby river of blood that had formed due to Bobs axe attack.

Suddenly Amy and Pat(without latex gear) appeared from the trees(pancreas looks like a leaf!)and jumped on the mashed remains of the pasta. Pat continued to make it into mini bits whilst Amy

tried again to make the carbohydrate feel better about itself she was so sweet! Pat, Amy and

Lucy continued the pasta fest as they walked down intestine roadwhere eventually they chucked

anything they didnt want down the loo!

It does sound very bizarre but if you know what youre talking about it will all make sense.

Why not make up a story and turn it into a cartoon strip?


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Topic area

What are the key terms in the

question? What do they mean?

What are the key things you need

to know to answer the question?

What do

you need

to revise/

revisit to

answerthis

question?

What

command

words are

used?

Whatdo they

mean?

UNDERSTANDING EXAM QUESTIONS

It is really important that you know and understand what the exam question is asking you

to do. Go through a past paper with a friend and ll out some grids like the one below to

help you understand the exam questions.

Re-writing the exams question can really help you get to grips with what the examiner is

asking for.

Using a past paper(you can get these from your teacher or from the exam website eg Google

AQA and follow the links to past papers) re-write the question in a way that explains to you

how you are going to answer it.

For example if the question was:

Why does an increase in temperature increase the rate of reaction? (3 marks)

You might re-write it as:Explain why if you increase the temperature the rate of a reaction goes up. use keywords

particles, collide, energy. Must use BECAUSE as its an explanation question. Must put in 3

main points as its a 3 mark question.

This method might seem really long-winded but it will really help you to understand the

questions and to see where you are losing marks.


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Subject Venue Teacher Time Students Targeted

Monday 25 March

ICT Room 14/15 Mr Kilby/Mr Turnball 9am-2pm All ICT students welcome

Dance Dance Studio Mr Clark 10am-3pm All dance students welcome

GCSE Music Music Rooms Mrs Andrews 9.30am-3.30pm All GCSE Music Students

welcomeArt Room 26 Mrs Leach 9am-3pm All Art students welcome

English Room 1 & 8 English Dept 9.30am-2.30pm Students that have receivedletters from English staff only

Tuesday 26March

Spanish Room 7 Mrs Alyston Students that have receivedletters Mrs Alyston only


Wednesday 27 March


Tuesday 2 April

History Room M08 Mrs Thorne and MrTester

10am-2.30pm All History students welcome

Geography Rooms 9 & 10 Mr Simms and MrTaylor

9am-12pm Students that have been invitedby Geography teachers only.

Science S30-S34 Ms Denham 9:30am 3:30pm All students welcome

Wednesday 3April

Maths Room 38 Mrs Hodges & MrTadman

10.30am-2.30pm Foundation students only

Drama Drama Miss Mowat 10am-4pm All Drama students welcome

Science

Photography Room 15 Miss Lloyd 10am-2.30pm All Miss Lloyd Photography

students welcomeBTEC Music Music Rooms Mr Badley 10am-2pm All BTEC Music students

welcome

Thursday 4April

Maths Room 38 Mrs Hodges & MrTadman

10.30am-2.30pm Higher Paper Students only

BTEC Music Music Rooms Mr Badley 10am-2pm All BTEC Music studentswelcome

Drama Drama Studio Miss Mowat 10am-4pm All Drama students welcome


Friday 5April

BTEC Sport 15 Mr Solomons 10am-1pm All BTEC sport students welcome


BTEC Music Music Rooms Mr Badley 10am-2pm All BTEC Music studentswelcome

EASTER HOLIDAY SUPPORT TIMETABLE


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AFTER-SCHOOL EXTRA SUPPORT SESSIONS

Revision

Grade Boosting

These will run from 8 April until the end of the exams.

Week One

Day Subjects and Times

Tuesday Maths:3.00 4.00pm

Wednesday Geography: 3.00 3.30pm

French&Spanish: 3.30 4.00pm

Thursday Music:3.00 3.45pmICT: 3.00 4.00pm

Friday Science:3.00 4.00pm

Week Two

Day Subjects and Times

Tuesday Maths:3.00 4.00pm

Wednesday English:3.00 4.00pm

Thursday Design Technology: retakes only

3.00 3.30pm

ICT:3.00 4.00pm

History: 3.30 4.00pm

Friday PE: 3.00 4.00pm

Dance:3.45 4.30pm

Science: 3.00 3.45pm

Artand Photographyalso run evening sessions on a Tuesday and Wednesday

from 4.00pm onwards and on Thursday and Friday from 3.00pm.

Dramagroup rehearsals by individual timetabling.

Please note: sessions can start at 3.00pm and nish later if the other subjects

being held that day are not being studied.


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ON THE DAY OF THE EXAM

Before The Exam.

Eatw

ell

togive

you

ener

gy

arrive early!

MAKE SURE YOU....

get a good nights sleep

brin

gabo

ttleofw

ater

bring all the right

equipment


20/101

At the Start of the Exam....

Staycalmandfocused

Make sure you....

Read all the instructions slowly, twice

Fill inyour personal details on the front of the paper

Read the whole paper, twice

Tickall the questions you think you could answer

be clearwhat the question is asking you to do

Look at the number of marks for each question and

plan how longto spend on it

check the wording carefully, a small difference in

wording may require a very different answer

highlightkey words in the questions that you have

chosen

create the right impression with the examiner

The front page of the exam answer book is used by candidates to

indicate the numbers of those questions that they have attempted.

One of the easiestways to create the wrong impression with theexaminer before he/she has even started to mark the work is for the

candidate either to failto ll in the front page of the answer book, or

to ll it in incorrectly.

At the End of the Exam....

Always leave time to checkback over allof your answers.

If after checking your paper you stillhave fiveminutes

left use this time to revisit questions that attract only a few

marks.

The reason for this is that with only a few minutes remainingyou will only be able to modify your answers slightly but this

could make a big difference to a small answer.

!


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IMPORTANT FINAL INSTRUCTIONS FOR THE GCSE

EXAMINATIONS

Venues: Written examinations will normally take place in the Hall. Be aware though

that the Gym or Drama rooms will be used as an overow. Go to the Gym

unless told otherwise.

Start Times: Mornings Arrive 8.35 am Start 9.00 am

Afternoons Arrive 12.45 pm Start 1.00 pm

If you have an afternoon exam, lunchtime will be from 12.15 in the

Dining Hall.

Seating: Before you go in check the seating plan to see where you will be. This will

be on the wall of the meeting place. Sit at the desk with your candidate

number card on it.

At the end of the exam all desks will be checked for grafti/damage. If

there is any, you will be asked to clean the table or be charged for makingit good or replacing the desk.

Uniform: You are required to wear correct school uniform for every exam. Failure to

do so will lead to you taking your exams in isolation or not at all.

Equipment: Make sure you know what you can or must bring - pencils, pens, crayons,

drawing instruments, calculators and dictionaries where they are allowed.

CORRECTING FLUID, SUCH AS TIPPEX AND GEL PENS, ARE NOT

PERMITTED. There will be a clock, but it may also help to have a watch.

Equipment may only be kept in a clear plastic bag.

A bottle of drink may be brought with you but it must be clear with no

labels.

Bring only the equipment you need to the exams. If you do have a bag or

coat these must be left in tutor rooms.

Unfair Practice: This means cheating in any way or disrupting the exam:

You may not have any equipment or information other than that

allowed in the exam;

You may not copy from other candidates;

You may not talk in the exam room;

You may not act in any way that is likely to disturb others.

Mobile phones or electronic devices are not permitted in the exam

room.

If you behave in any of these ways, you will be removed from the exam

and may not be permitted to take any further exams. Exams that you have

already taken may be discounted. Failure to attend an exam will result in

you being asked to pay for the exam.

Finishing: The invigilator will collect your paper and check your table. When all

of those who are nished have handed in their work, you will be told to

leave. You must leave without disturbing the other candidates or trying to

communicate with them. You may not re-enter the exam room once you

have left.


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Buses: If an afternoon exam is for 2 hours, be aware that you may have to

arrange your own transport home unless there is a late bus.

Illness: If you miss an exam due to illness you must let the school know

immediatelyand also get a doctors certicate to say that you could not

attend. If you do this it maybe possible for a grade to be awarded based

on the papers you have taken for that subject, but this is not always

possible. If you do not, you will be marked absent and charged for the

subject entry.

If you feel ill during an exam, tell the invigilator.You will probably be

allowed to have extra time. In extreme circumstances, an appeal can be

made to take your illness into consideration when your paper is marked.

Discomforts such as headaches and hay fever do not tend to get a

sympathetic response from the exam boards.

Lateness: If you are late, you must report immediately to MainReception. It may be

possible to let you into the exam. Never enter an exam that has started

without a member of staff. Regular lateness will be considered to be

disruptive behaviour and will lead to exclusion from all exams.

Information: Read the exam groups instructions and warnings carefully and make sure

you follow them.

These exams are very important to you, so make sure you are properly prepared and do

your best. It can be a time of great stress for all of us, so please try to minimise this by

always coming prepared, being in the right place at the right time and co-operating with

the invigilators.

GOOD LUCK TO ALL OF YOU!

GCSE Results

Results should be available in school on the morning of Thursday, 22 August. You may come in

after 10 am on that morning.

If you wish Matravers to post your exam results to you, leave a stamped, self addressed

envelope with Mrs Forecaste before you go on study leave. She will only post home results to

students who leave her an envelope.


23/101 2012

AQA City & Guilds CCEA Edexcel OCR WJEC

Information for candidatesFor written examinations effective from 1 September 2012

This document has been written to help you. Read it carefully and follow the instructions.If there is anything you do not understand, especially which calculator you may use, ask your teacher.

A Regulations Make sure you understand the rules

1 Be on time for all your exams. If you are late, your work might not be accepted.

2 Do not become involved in any unfair or dishonest practice during the exam.

3 If you try to cheat, or break the rules in any way, you could be disqualified from all your subjects.

4 You must not take into the exam room: notes; a calculator case/instruction leaflet; a reading pen; a mobile phone, iPod, MP3/4 player, a wrist watch which has a data storage device or any other product

with text/digital facilities.

Any pencil cases taken into the exam room must be see-through.

Remember: possession of unauthorised material is breaking the rules, even if you do not intend to use it, and you will besubject to penalty and possible disqualification.

5 Do not use correcting pens, fluid or tape, erasable pens, highlighters or gel pens in your answers.

6 Do not talk to or try to communicate with, or disturb other candidates once the exam has started.

7 If you leave the exam room unaccompanied by an invigilator before the exam has finished, you will not be allowed to return.

8 Do not borrow anything from another candidate during the exam.

B Information Make sure you attend your exams and bring what you need

1 Know the dates and times of all your exams.

2 Arrive at least ten minutes before the start of each exam.

3 If you arrive late for an exam, report to the invigilator running the exam.

4 If you arrive more than one hour after the published starting time for the exam, you may not be allowed to take it.

5 Only take into the exam room the pens, pencils, erasers and any other equipment which you need for the exam.

6 You must write in black ink. Coloured pencils or inks may be used only for diagrams, maps, charts, etc. unless the instructionsprinted on the front of the question paper state otherwise.

C Calculators, Dictionaries and Computer Spell-checkers

1 You may use a calculator unless you are told otherwise.2 If you use a calculator

make sure it works properly; check that the batteries are working properly; clear anything stored in it; remove any parts such as cases, lids or covers which have printed instructions or formulas; do not bring into the exam room any operating instructions or prepared programs.

3 Do not use a dictionary or computer spell checker unless you are told otherwise.

D Instructions during the exam

1 Listen to the invigilator and follow their instructions at all times.

2 Tell the invigilator at once: if you think you have not been given the right question paper or all of the materials listed on the front of the paper; if the question paper is incomplete or badly printed.

3 Read carefully and follow the instructions printed on the question paper and/or on the answer booklet.

4 Fill in all the details required on the front of the question paper and/or the answer booklet before you start the exam.Make sure you fill these details in on any additional answer sheets that you use.

5 Remember to write your answers within the designated sections of the answer booklet.6 Do your rough work on the proper exam stationery. Cross it through and hand it in with your answers.

Make sure you add your candidate details to any additional answer sheets that you use.

E Advice and assistance

1 If on the day of the exam you feel that your work may be affected by ill health or any other reason, tell the invigilator.

2 Put up your hand during the exam if: you have a problem and are in doubt about what you should do; you do not feel well; you need more paper.

3 You must not ask for, and will not be given, any explanation of the questions.

F At the end of the exam

1 If you have used more than one answer booklet and/or any loose sheets of paper, place them in the correct order. Rememberto fasten them together with a treasury tag before you leave. Make sure you add your candidate details to any additionalanswer sheets that you use.

2 Do not leave the exam room until told to do so by the invigilator.

3 Do not take from the exam room any stationery, this includes the question paper, answer booklets used or unused, roughwork or any other materials provided for the exam.


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EXAMINATION TIMETABLE - SUMMER 2013

DATE AM PM

APRILMonday, 8 MUSIC PERFORMING GCSE

Tuesday, 9 MUSIC PERFORMING GCSE

Wednesday, 10 MUSIC PERFORMING GCSE

Thursday, 11 MUSIC PERFORMING BTEC

Friday, 12 MUSIC PERFORMING BTEC

MAYTuesday, 7 ENGLISH FUNCTIONAL SKILLS: 1hr

Monday, 13 RELIGIOUS STUDIES: 1hr 30minsFRENCH Unit 1: 35/45mins

FRENCH Unit 2:30/50mins

Tuesday, 14 BIOLOGY B1, B2, B3 Retake: 1hr PE: 1hr 30mins

Wednesday, 15 DANCE:1hr

Thursday, 16 ICT FUNCTIONAL SKILLS: 3hrs

Friday, 17 MATHS FUNCTIONAL SKILLS: 1hr 30minsSPANISH Unit 1: 45mins

SPANISH Unit 2: 50min

Monday, 20 ENGLISH LITERATURE Paper 1:1hr 30mins CHEMISTRY C1, C2, C3: 1hr

Wednesday, 22 TEXTILES: 2hrs

Thursday, 23 PHYSICS P1, P2, P3:1hrENGINEERING: 1hr 30mins

ENGLISH LITERATURE Paper 2:1hr 15mins

Friday, 24MUSIC: 1hr

BUSINESS STUDIES,Retake: 1hr 30mins

Spring Holiday

JUNEMonday, 3 FOOD TECHNOLOGY: 2hrs HISTORY:2hrs

Tuesday, 4 ENGLISH LANGUAGE: 2hrs 15mins GEOGRAPHY, Retake: 1hr

Wednesday, 5 CHILD DEVELOPMENT: 1hr 30mins BIOLOGY, B4, B5, B6 Retake: 1hr

Friday, 7 RESISTANT MATERIALS: 2hrs

Monday, 10 HISTORY, Retake: 1hr 30mins CHEMISTRY: C4, C5, C6: 1hr

Tuesday, 11 MATHS Paper 1: 1hr 15mins/1hr 30mins GRAPHICS: 2hrs

Wednesday, 12 GEOGRAPHY: 1hr 30mins

Thursday, 13 PHYSICS: P4, P5, P6: 1hrFriday, 14 MATHS Paper 2: 1hr 45mins/ 2hrs

Tuesday, 18 BIOLOGY B7:1hr

Wednesday, 19 FURTHER MATHS Paper 1: 1hr 30mins

Thursday, 20 CHEMISTRY C7: 1hr

Friday, 21 FURTHER MATHS Paper 2: 2hrs

Monday, 24 PHYSICS P7:1hr

Wheretwoor three times are shown this refers to different lengths of exam depending on tier.

Besurewhich tier you are entered for by asking your teacher.FunctionalSkills ICTwill be a 3 hour exam between the 13 and 17 May: Timings yet to be arranged.

FunctionalSkills Mathswill be either between the 13 and 17 Mayor between the 17 and 21 June: To be arranged.

Consultyour teacher about any practical/oral exams that are not included in this timetable.


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APPEALS GUIDANCE TO STUDENTS

If students have any concerns or are disappointed with their results they should speak to their

teacher or exams ofcer in the rst instance. Teachers are able to explain what was achieved

and if the results are as expected. The exams ofcer (Mrs Forecaste) will be able to make an

Enquiry about Results if the student or teacher wishes to take the query further.

The following EAR services are available: Service 1 (Clerical re-check)

Service 2 (Post-results review of marking)

Mrs Forecaste can also request a copy of your paper via the Access to Scripts service which

may help decide if an enquiry is appropriate. Please speak to them as soon as possible as there

are deadlines involved in this process.

Grades do not often change as few errors are made, but the exam boards will change a grade

where appropriate.

It must also be noted that following an Enquiry about Results marks can go up as well asdown: THIS COULD RESULT IN THE GRADE BEING DROPPED DOWN.

Service 1: Clerical re-check. This service checks that all the marks on your paper

are counted correctly, that all papers have been marked and that you have gained the

correct grade.

Service 2: This service prompts a clerical re-check and a Senior Examiner will check all

the original marking.

Please note that the above services apply to the external written papers that are sat. If you

have queries about the other parts of the GCSE then you must speak to a member of staff

immediately.

A form will be available from Mrs Forecaste on Results Day and available to collect from Main

Reception during the following days. This will detail prices and deadlines for enquiries.


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Personal

Revision Planner


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EXAMPLE OF ACTION PLANNING

1. Identify the subjects which need revising.

Write them down.

2. Now number them according to the revision time they will need.

Number 1 will need the most time.

3. Look at your blank timetable and put lines through the boxes where you know you cannotgive time.

4. Start with Subject 1 requiring most time and write it in the rst of your empty boxes on the

timetable.

Take Subject 2 and write it in the second box and do the same with Subject 3.

5. Remember that you need a 5 or 10 minute break after a 30 minute revision session.

6. Now go to Day 2:

Write Subject 1 in the rst box. Subject 2 in the second box.

Subject 4 in the third box.

7. Now go to Day 3:

Write Subject 1 in the rst box.

Subject 3 in the second box.

Subject 4 in the third box.

and so on.

8. Remember to give more spaces to subject 1 than subject 2 and more to subject 2 than

subject 3 and so on.

REMEMBER

YOUR TIMETABLE MUST BE REALISTIC FOR YOU

YOU MUST WORK TO IT

MAKE A BREAK A REAL BREAK


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Revision

TimetableExample

Friday

22 March

Morning Maths

30

questions

Afternoon Business

Studies

make set of

revisioncards and

learn

Evening Geography

- note

making

read 2

chapters

of textbook


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Revision

Timetable

Saturday

23 March

Sunday

24 March

Monday

25 March

Morning

Afternoon

Evening


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Tuesday

26 March

Wednesday

27 March

Thursday

28 March

Friday

29 March


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Revision

Timetable

Saturday

30 March

Sunday

31 March

Monday

1 April

Morning

Afternoon

Evening


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Tuesday

2 April

Wednesday

3 April

Thursday

4 April

Friday

5 April


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Revision

Timetable

Saturday

6 April

Sunday

7 April

Monday

8 April

Morning

Afternoon

Evening


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Tuesday

9 April

Wednesday

10 April

Thursday

11 April

Friday

12 April


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Revision

Timetable

Saturday

13 April

Sunday

14 April

Monday

15 April

Morning

Afternoon

Evening


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Tuesday

16 April

Wednesday

17 April

Thursday

18 April

Friday

19 April


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Revision

Timetable

Saturday

20 April

Sunday

21 April

Monday

22 April

Morning

Afternoon

Evening


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Tuesday

23 April

Wednesday

24 April

Thursday

25 April

Friday

26 April


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Revision

Timetable

Saturday

27 April

Sunday

28 April

Monday

29 April

Morning

Afternoon

Evening


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Tuesday

30 April

Wednesday

1 May

Thursday

2 May

Friday

3 May


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Revision

Timetable

Saturday

4 May

Sunday

5 May

Monday

6 May

Morning

Afternoon

Evening


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Tuesday

7 May

Wednesday

8 May

Thursday

9 May

Friday

10 May


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Revision

Timetable

Saturday

11 May

Sunday

12 May

Monday

13 May

Morning

Afternoon

Evening


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Tuesday

14 May

Wednesday

15 May

Thursday

16 May

Friday

17 May


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Revision

Timetable

Saturday

18 May

Sunday

19 May

Monday

20 May

Morning

Afternoon

Evening


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Tuesday

21 May

Wednesday

22 May

Thursday

23 May

Friday

24 May


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Revision

Timetable

Saturday

25 May

Sunday

26 May

Monday

27 May

Morning

Afternoon

Evening


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Tuesday

28 May

Wednesday

29 May

Thursday

30 May

Friday

31 May


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Revision

Timetable

Saturday

1 June

Sunday

2 June

Monday

3 June

Morning

Afternoon

Evening


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Tuesday

4 June

Wednesday

5 June

Thursday

6 June

Friday

7 June


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Revision

Timetable

Saturday

8 June

Sunday

9 June

Monday

10 June

Morning

Afternoon

Evening


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Tuesday

11 June

Wednesday

12 June

Thursday

13 June

Friday

14 June


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Revision

Timetable

Saturday

15 June

Sunday

16 June

Monday

17 June

Morning

Afternoon

Evening


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Tuesday

18 June

Wednesday

19 June

Thursday

20 June

Friday

21 June


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Revision

Timetable

Saturday

22 June

Sunday

23 June

Monday

24 June

Morning

Afternoon

Evening


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ENGLISH LANGUAGE

TIERS OF EXAMINATION

There are twotiers of examination. Students should refer to their Statements of Entry to conrm

the level at which they have been entered. It is possible that you may be entered at different

tiers in English Language and English Literature.

Foundation Tier exams are marked grades G to C

Higher Tier exams are marked grades D to A*

Because of the modular nature of the GCSE qualications, it is possible for Foundation Tier

students to achieve higher than a C grade.

EXAM FORMAT

UNIT 1 (2 hours) 40% of GCSE

Section A: This section tests Reading

You will have to read three non-ction texts such as leaets, articles etc and then respondto them and how they were written.

Section B: This section tests Writing

You will be asked to complete a Shorter and a Longer Writing Task, writing to argue,

describe, persuade etc for a specied audience and in a particular form.

CONTROLLED CONDITIONS

UNIT 2 20% of GCSE

You will complete a range of Speaking and Listening activities and submit three assessments

meeting the following criteria:

Group work

Individual Presentation

Role Play

UNIT 3 40% of GCSE

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

based on:

Spoken Language

Writing in Response to Film

Writing in Response to Poetry

Analysis of a Literary Text

REVISION HEADINGS

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

handwriting and clear expression.

Learn how to identify and analyse the effect of features such as facts and opinions,presentational devices, images etc.

Practise summarising skills, and writing in different forms.

Practise working under exam conditions.


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RESOURCES

Read quality newspaper/magazine articles to see the vocabulary and style.

Notes made in class.

The English Faculty Revision Booklet.

Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize, www.ActiveRevision.com.


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ENGLISH LITERATURE

TIERS OF EXAMINATION

There are twotiers of examination. Students should refer to their Statements of Entry to conrm

the level at which they have been entered. It is possible that you may be entered at different

tiers in English Language and English Literature.

Foundation Tier exams are marked grades G to C

Higher Tier exams are marked grades D to A*

Because of the modular nature of the GCSE qualications, it is possible for Foundation Tier

students to achieve higher than a C grade.

EXAM FORMAT

There are twowritten examinations.

UNIT 1 Exploring Modern Texts (1 hours) 35% of GCSE

Section A: Modern Prose or Drama (45 minutes)

You will write one essay on the Modern Prose or Drama text you have studied, exploring

the authors presentation of themes, characters, setting etc.

Section B: Exploring Cultures (45 minutes)

You will write one two-part essay on the Exploring Cultures text you have studied,

exploring:

How the writer constucts meaning

How the text reects different contextual and cultural elements

UNIT 2 Poetry Across Time (1 hours) 35% of GCSE

Section A: Anthology (45 minutes)

You will be asked to compare two poems from onecluster of the Anthology that you have

studied.

Section B: Unseen Poetry (30 minutes)

You will be asked to respond critically to one unseen poem.

CONTROLLED CONDITIONS

UNIT 3 Shakespeare and the Literary Heritage 30% of GCSE

You will be asked to compare a Shakespearean play and a text from the English Literary

Heritage in terms of character, style or theme.

REVISION HEADINGS

Revise the Anthology poetry Cluster and the two set texts you have studied.

Practise working under exam conditions.

Learn a range of stylistic and poetic features and their effects.

Practise writing in a critical style.


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RESOURCES

The AQA Anthology.

Notes made in class.


Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize.


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ENGLISH FUNCTIONAL SKILLS

EXAM FORMAT

There are two papers of one hour each testing reading and writing.

Speaking and listening are assessed in lessons.

There are two levels of entry; Level 1 and the more demanding Level 2. No grades areawarded; it is either pass or fail.

There is a great deal of similarity between English Functional Skills and GCSE English

Paper 1, therefore the English Faculty revision guide Paper 1 and the BBC Bitesize website are

useful revision sources.

RESOURCES


Websites: www.bbc.co.uk/schools/gcsebitesize


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MATHEMATICS

EXAM FORMAT

Almost all students are sitting a linear exam in the summer of 2013. This entails two papers, the

rst is calculator and the second is non-calculator. There are no module exams or coursework.

A small number of students are taking an early entry Foundation exam in March 2013 followed

by the Higher exams in the summer. You will have been informed by letter if this affects you.

An even smaller number of students are taking a module exam in March, with the option to cash

this in and take a further module in the summer, or to bin the March result and take the linear

exam in the summer. You will have been informed by letter if this affects you.

EXAM EQUIPMENT

All students will need the following (and will not be able to pass the exam otherwise):

Pen, pencil, ruler, eraser, protractor, pair of compasses, scientic calculator (can be bought from

the school Reprographics Department, consult your school planner for prices).

REVISION RESOURCES

Students are, of course, being well prepared in class, but no student will achieve their best

unless they prepare thoroughly at home.

If you have previously purchased revision materials from the Mathematics Faculty then you do

not need to buy again. It does not matter if they say modular or linear as the content is exactly

the same, it is just the exam format that differs.

We recommend the use of:

Practice exam papers FREE On the VLENeed to Know lists FREE On the VLE

www.mymaths.co.uk FREE Login as matravers, the password is

heptagon

www.bbc.co.uk/schools/gcsebitesize No login required

FREE

CGP Revision Guides 3.00 Revision notes and explanations in

student friendly language

CGP Workbooks and answers 3.00 Really useful (best to get the revisionguide and the workbook, but if you can

only afford one, get the workbook and use in

conjunction with MyMaths)

MathsWatch DVD 3.00 Probably the most valuable resource you can

use, containing explanations, worked examples

and questions.

If you would like to purchase any of the items above please send the money into school with

your child who can collect the items from any Mathematics teacher.


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MATHEMATICS FUNCTIONAL SKILLS

EXAM FORMAT

The examination is 1 hour 30 minutes and is based upon Real-Life contexts. Students sit the

Edexcel Functional Skills Exam at either Level 1 or Level 2 as appropriate to the student.

EXAM EQUIPMENT

For all written papers essential items of equipment are PEN, PENCIL, RULER, ERASER,

PROTRACTOR, COMPASS and CALCULATOR. (Students without a calculator will nd it

extremely difcult to pass this exam.)

REVISION RESOURCES

Papers from your Functional Skills teacher.


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SCIENCE DOUBLE AWARD

EXAM FORMAT

OCR 21st Century (remaining modules)

The nal written exams count for 25% of the Core GCSE and 25% of the Additional Science

GCSE.

There are two levels of entry for the nal exam: Foundation (F) and Higher (H). Each level

consists of two papers. The range of grades available is as follows:

Level Grades

F GC

H DA*

The OCR 21st Century provides each student with a Data Sheet during the nal exams. It is

used for reference and contains information on chemical symbols, equations, formulae etc.

There is a course revision guide written under the direction of OCR. These are available forpurchase from the Science Faculty for 4.00. We have both Core and Additional Science

revision guides available.

Summer Assessment

GCSE Additional Science one paper (tiered) lasting for one hour containing structured

questions. This centre-assessed unit accounts for 25% of the Additional Science GCSE.

GCSE Core Science one paper (tiered) lasting for one hour containing structured

questions. This centre-assessed unit accounts for 25% of the Core Science GCSE.

The questions are based on:

Knowledge and understanding of these modules.

Data Interpretation (eg drawing graphs, extracting information, tables etc).

REVISION HEADINGS

Core Science Final Module

Chemistry C1, C2 and C3 (to nish the Core Science element of the GCSE)

Chemistry (C1) Air Quality

The evolution of athe atmosphere

The atmosphere today

Chemical reactions

Fossil fuels

Air pollution, carbon, sulphur, nitrogen

Reducing pollution

Chemistry (C2) Material Choices

Natural and synthetic materials

Materials and properties


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Crude oil uses of

Polymerisation

Polymers

Nanotechnology

Chemistry (C3) Chemicals in Our Lives

Tectonic plates

Minerals in the Earths crust

Salt

Salt in the food industry

Electrolysis of salt

Chlorination

Alkalis

Chemical production

Life cycle assessments

Additional Science Final Module

Chemistry C4, C5 and C6

Chemistry (C4) Chemical Patterns

Atoms

Chemical equations

Line spectrums

History of Periodic Table

Modern Periodic Table

Electron shells

Ionic bonding

Ions and formulae

Groups one and seven

Laboratory safety

Chemistry (C5) Chemicals of the Natural Environment

Chemicals in the atmosphere

Covalent bonding

Chemicals in the hydrosphere

Testing positive and negative ions

Chemicals in the lithosphere

Metals from minerals

Electrolysis Calculating mass

Metals

Environmental impact


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Chemistry (C6) Chemical Synthesis

Industrial chemical synthesis

Acids and alkalis

Acids reacting with metals

Oxides, hydroxides and carbonates

Synthesising compounds


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THREE SCIENCES

EXAM FORMAT

OCR 21st Century (remaining modules)

The nal exams count for 25% of each of the Three Sciences although Chemistry GCSE exams

will count for 50% of the Chemistry GCSE.

Students will be taking the following exams:

REVISION HEADINGS

Biology (B7) Further Biology

Blood and circulatory system

Tissue uid and skeletal system

Exercise and tness

Exercise and injury

Controlling body temperature

Controlling sugar

Industrial use of microbes

Genetic modication

Biological technology

Ecosystems

Chemistry C4, C5 and C6

Chemistry (C4) Chemical Patterns

Atoms

Chemical equations

Line spectrums

History of Periodic Table

Modern Periodic Table

Electron shells

Ionic bonding Ions and formulae

Groups one and seven

Laboratory safety

Chemistry (C5) Chemicals of the Natural Environment

Chemicals in the atmosphere

Covalent bonding

Chemicals in the hydrosphere

Testing positive and negative ions

Chemicals in the lithosphere

Metals from minerals


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Electrolysis

Calculating mass

Metals

Environmental impact

Chemistry (C6) Chemical Synthesis

Industrial chemical synthesis

Acids and alkalis

Acids reacting with metals

Oxides, hydroxides and carbonates

Synthesising compounds

Chemistry (C7) Further Chemistry

Chemical Industry

Producing chemicals

Energy transfer, bond energy

Catalysts reversible reactions

Haber process

Nitrogen xation

Alkanes

Alcohols

Ethanol

Carboxylic acids

Esters

Analytical procedures

Titrates

Solution concentration

Chromatography

Physics (P7) Studying the Universe

Observing the sky

Eclipses and the moon

Coordinates in astronomy

Refraction

Converging lenses

Telescopes

Astronomical distances

Scales of the universe Gas behaviour

Fusion


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Star spectra

Stars

Observatories

Calculating mass

Purication

Titration

Energy transfer in reactions

Rate of reaction

Collision theory

Measuring rates

Students may be guided, or elect, to retake modules that they have previously taken. Parents

will be informed of these retakes; relevant content will be found on the BBC Bitesize website.

Revision sessions are compulsory for some students.


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RELIGIOUS STUDIES

EXAM FORMAT

The exam counts for 100% of the marks.

There is one paper which lasts for 1 hour 30 minutes.

The paper will containfour compulsorysections.

Students answer one four part question from each section, (a, b, c and d).

Students will therefore answer fourfull questions altogether.

The two religions students answer questions about are Christianity and Islam.

REVISION HEADINGS

Section 1 Believing in God

This section can be based on the study of Christianity or Islam.

How religious upbringing in a family or community of ONE religion can lead to or support beliefin God. The nature of religious experience as seen in the numinous, conversion, miracles,

prayer, and how these may lead to or support belief in God.

How the appearance of the world (designand causation) may lead to or support belief in God.

How the search for meaning and purpose in life may lead to or support belief in God. How the

presence of religion in the world may led to or support belief in God.

How non-religious explanations of the world and of miracles may lead to or support

agnosticismor atheism. How unanswered prayers and the existence of evil and suffering

(including moral eviland natural evil) may lead people to question or reject belief in God.

Why the existence of evil and suffering raises problems for people who believe in God asomnipotent, benevolent and omniscient. How the followers of ONE religion respond to this

problem.

Section 2 Matters of Life and Death

This section MUST be based on a study of Christianity and Islam.

Differences among Christians in their attitudes to life after death, including resurrection

and immortality of the soul. The teachings of ONE religion other than Christianity on life

after death. Why Christians, and the followers of ONE other religion, believe in life after

death. Reasons for belief in life after death not specic to any religion, including near-death

experiences and the paranormal. Why some people do not believe in life after death.

The nature of abortion, including current British legislation and non-religious arguments

concerning abortion. Christian attitudes, and the attitudes of ONE other religion, to sanctity of

lifeand abortion.

The nature of euthanasia(assisted suicide, voluntary andnon-voluntary euthanasia),

including current British legislation and non-religious arguments concerning euthanasia.

Christian attitudes, and the attitudes of ONE other religion, to sanctity of life and euthanasia.


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Section 3 Marriage and the Family

This section MUST be based on a study of Christianity and Islam.

Changing attitudes in the United Kingdom to cohabitationand marriage. The purposes

of marriage, as expressed in a marriage ceremony, in Christianity and ONE other religion

(faithfulness). The attitudes of Christianity, and ONE other religion, to sex outside marriage

(pre-marital sex, promiscuity and adultery), including the reasons for the attitudes.

Changing attitudes to divorce in the United Kingdom. The attitudes of Christianity, and ONE

other religion, to divorce (including re-marriage), and the reasons for the attitudes.

The changing nature of family life (nuclear family, extended family, re-constituted family) in

the United Kingdom. The teachings of Christianity, and ONE other religion, on family life and its

importance. How churches help with the upbringing of children and keeping the family together.

How ONE religion other than Christianity helps with the upbringing of children and keeping the

family together.

Section 4 Community Cohesion

This section MUST be based on a study of Christianity and Islam.The growth of equal rights for women in the United Kingdom. Different Christian attitudes to the

roles of men and women, including the reasons for them. The attitudes of ONE religion, other

than Christianity, to the roles of men and women, including the reasons for them (equalityand

sexism).

The nature of the United Kingdom as a multi-ethnic society, including prejudice,

discriminationand racism. The teachings of Christianity, and ONE religion other than

Christianity, which help to promote racial harmony.

The quality, variety and richness of life in the United Kingdom as a multi-faith society, including

considerations of religious freedomand religious pluarlism. The attitudes of Christianity(exclusivism, inclusivism, pluralism) and ONE other religion towards other religions,

including the reasons for them.

RESOURCES

Exercise books.

Websites: www.bbc.co.uk/schools/gcsebitesize.


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GEOGRAPHY

EXAM FORMAT

The nal exam counts for 50%of the total mark.

The exam paper has an emphasis upon knowledge and understanding and is based upon the

three remaining themes. (Natural hazards, Rivers & Coasts and Economic Development)

REVISION HEADINGS

Economic Development

Employment structures

Economic activity

Industrial location

Multinational companies

Rivers and Coasts

Fluvial processes and landforms

The causes, consequences and management of ooding Coastal processes and landforms

Coastline management

Natural Hazards

Earthquakes and Volcanoes

Tropical storms and severe droughts

The impact of natural hazards on rich and poor countries

Prediction and protection methods

Case studies: Make sure you have information on all the case studies covered within the threethemes. Be aware that the case study section in each question is worth 8 out of the 25 marks

allocated.

RESOURCES

Exercise books.

Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize, www.s-cool.co.uk.


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HISTORY

EXAM FORMAT

Paper 1 2 hours

Section A covers Crime and Punishment Through Time. There is onecompulsory, four-part,

source question. There are three structured questions, from which you answer one.

Section B covers The American West 1840-1895. There is onecompulsory, four-part, source

question. There are two structured questions, from which you answer one.

Paper 2 1 hour 30 minutes

Source based questions from the Crime and Punishment Through Time issue outlined below.

REVISION HEADINGS

Paper 1 Section A: Crime and Punishment Through Time

Crime and Punishment in the Ancient World

Ancient Rome:The nature of crime and punishment in Rome; the extent to which Roman

Law was extended to parts of the Empire; how were subject nations treated by the

Romans?

Crime and Punishment in the Middle Ages: The changing nature of crime and punishment

in the Middle Ages; the impact of the fall of the Roman Empire on systems of crime and

punishment; changes in Anglo-Saxon systems of crime prevention, trial and punishment; the co

-existence of the Anglo-Saxon law and Norman law; reforms of the later Middle Ages; including

the development of juries and justices of the peace; attitudes towards women and crime and

punishment; crime and punishment in the village community - the manorial courts; case study of

the legend of Robin Hood; crime and punishment in Islamic societies at the time.Crime and Punishment in early Modern Britain: The changing nature of crime and

punishment; the impact of population growth and the development of towns; the treatment

of vagrants and heretics, the Gunpowder Plot; the witch-hunting craze and attitudes towards

women; the introduction of the Bloody Code in the eighteenth-century; eighteenth-century

attitudes towards crimes against property, including smuggling, highwaymen and poaching;

changing responses to riot and political crime case studies of Peterloo and the Rebecca Riots.

Crime and Punishment in Industrial Britian: The impact of industrialisation on crime and

punishment; changing ideas about the causes of crime; transportation, prisons and prison

reform; the development of policing; attitudes towards women and crime and punishment;

juvenile crime and punishment.

Crime and Punishment in the Twentieth Century: Case study of the suffragettes; the impact

of changes in communication and technology on crime and policing; changing attitudes towards

crime and punishment; the impact of wars, recessions and prosperity; junenile crime and

punishment.

Paper 1 Section B: The American West 1840-1895

How the Plains Indians Lived on the Great Plains:Beliefs of the Indians; what the Great

Plains were like; whites attitudes to the Great Plains; Medicine Men; role of women in the

tribes; tribal structure; Indian warfare. Why did People Settle and Stay in the West?Reasons for moving West in the 1840s;

miners, mountain men, homesteaders; what the journey to the West was like; the

Mormons (origins and Salt Lake City); impact of the railroads; Homestead Acts; Manifest

Destiny; problems faced by the homesteaders; role of women on homesteads.


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The Consquences of the Spread of Cattle Ranching to the Plains:Early cattle

ranching in Texas; development of cow towns; ranching of the Great Plains; work of the

cowboy: myth and reality; reasons for conict between the ranchers and homesteaders;

the Johnson County War; the end of the open range.

The Destruction of the Plains Indians by the Whites:Attitudes of white Americans

towards the Indians; reasons for Indian-White conict; changing government policy

towards the Indians; Battle of the Little Bighorn; the impact of the reservation system onthe Indians.

Paper 2: Source questions on the subject of The Suffragettes

(This will only be taken by any students needing to re-sit the January exam.)

This case study may include :

The actions taken by the Suffragettes

Why Suffragettes acted as they did

Public reaction to theSuffragettes

How successful the Suffragettes were

RESOURCES

Notes in exercise books.

The Internet try the BBC History Bitesize section at www.bbc.co.uk/schools/gcsebitesize

The History Channel website may also have useful information: www.thehistorychannel.co.uk.

Also the Guardian website: www.learn.co.uk

TV BBC History Bitesize programmes are very good.

Podcasts on the schools website.We will provide the revision books.

Mrs Thornes Facebook group.


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FRENCH

Linear Course

EXAM FORMAT

There are four language skills to be assessed: Listening, Speaking, Reading and Writing.

Candidates will be entered for Reading and Listening skills at either Foundation TierF(gradeGC) or Higher TierH(grade DA*). Speaking and writing are differentiated by outcome.

They may be entered at the same tier for both skills or at a different tier, but they may not enter

at both tiers for the same skill.

SKILL DURATION WEIGHTING

Paper 1 Listening 35 minutes (F) 45 minutes (H) 20%

Paper 2 Reading 30 minutes (F) 50 minutes (H) 20%

Paper 3 Speaking 4 6 minutes 30%

Paper 4 Writing (30%)These speaking and writing skills are assessed through controlled

assessment done throughout Years 10 and 11. Two pieces of written work covering different

areas of experience are completed under controlled conditions.

Paper 1 Listeningwill require students to:

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

simple language, spoken clearly at normal speed with natural intonation. The range of

spoken texts may relate to past, present and future events eg instructions, news items and

messages. (F)

Understand and respond to a variety of types of authentic spoken language in a range of

contexts that express issues and concerns and present differing points of view (H).

Paper 2 Readingwill require students to:

Understand and respond to signs and notices, short factual and non-factual texts (both

printed and hand-written) from varying contexts and recognise and identify key vocabulary

items. They will need to recognise and identify reference to past, present and future

events. (F)

Understand and respond to a range of authentic texts where some of the subject matter

is unfamiliar. They will need to identify different points of view, attitudes and emotions and

draw conclusions from the material presented. (H)Paper 3 Speaking and Paper 4 Writing

Students prepare and perform two tasks throughout the course of the GCSE. We give students

the opportunity to do four pieces and we select the best two from each skill.

PREPARATION

Formal revision sessions have already started and we have a French assistant to help students

with the preparation and practice of the speaking skill.


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REVISION HEADINGS

Revision should be structured around the four areas of experience:

A: Lifestyle

Health

Relationships and choices

B: Leisure

Free time and the media

Holidays

C: Home and Environment

Home and the local area

Environment

D: Work and Education

School/College and future plans

Current and future jobs

RESOURCES

In addition to the vocabulary, grammar notes and textbooks that students have, they may also

nd these websites useful: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize,

www.linguastars.com, www.linguascope.com (user name: matravers, password: tricolore,

Intermediate option).


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SPANISH

Linear Course

EXAM FORMAT

There are four language skills to be assessed: Listening, Speaking, Reading and Writing.

Candidates will be entered for Reading and Listening skills at either Foundation TierF(gradeGC) or Higher TierH(grade DA*). Speaking and writing are differentiated by outcome.

They may be entered at the same tier for both skills or at a different tier, but they may not enter

at both tiers for the same skill.

SKILL DURATION WEIGHTING

Paper 1 Listening 35 minutes (F) 45 minutes (H) 20%

Paper 2 Reading 30 minutes (F) 50 minutes (H) 20%

Paper 3 Speaking 4 6 minutes 30%

Paper 4 Writing (30%)These skills are assessed through controlled assessment done

throughout Years 10 and 11. Two pieces of written work covering different areas of experience

are completed under controlled conditions.

Paper 1 Listeningwill require students to:

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

simple language, spoken clearly at normal speed with natural intonation. The range of

spoken texts may relate to past, present and future events eg instructions, news items and

messages. (F)

Understand and respond to a variety of types of authentic spoken language in a range of

contexts that express issues and concerns and present differing points of view (H).

Paper 2 Readingwill require students to:

Understand and respond to signs and notices, short factual and non-factual texts (both

printed and hand-written) from varying contexts and recognise and identify key vocabulary

items. They will need to recognise and identify reference to past, present and future

events. (F)

Understand and respond to a range of authentic texts where some of the subject matter

is unfamiliar. They will need to identify different points of view, attitudes and emotions and

draw conclusions from the material presented. (H)Paper 3 Speaking and Paper 4 Writing

Students prepare and perform two tasks (conversations) throughout the course of the GCSE.

We give students the opportunity to do four pieces and we select the best two from each skill.

PREPARATION

Formal revision sessions have already started.


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REVISION HEADINGS

Revision should be structured around the four areas of experience:

A: Lifestyle

Health

Relationships and choices

B: Leisure

Free time and the media

Holidays

C: Home and Environment

Home and the local area

Environment

D: Work and Education

School/College and future plans

Current and future jobs

RESOURCES

In addition to the vocabulary, grammar notes and textbooks that students have, they may also

nd these websites useful: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize,

www.linguastars.com, www.linguascope.com (user name: matravers, password: tricolore,

Intermediate option).


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ART AND DESIGN

EXAM FORMAT

The examination is worth 40% of the total marks for the subject.

Students have been working on preparatory studies since they received their examination

papers at the beginning of January.

By Friday, 1 March, they should have sufcientgood qualityprep work to ll at least three large

mounts. The quality of the work, and its presentation, is of great importance.

The exam will take place during the period Monday, 11 March Friday, 3 May.

Each student will have up to 10 hours in which to complete his or her work two whole days.

This may just be one piece or a series of pieces. Candidates should be aware that the only

criteria on which the work is marked, are coverage of all four assessment objectives and quality.

The examination work and preparatory studies are marked together. Top quality preparatory

work can mean that the candidate can achieve almost all the marks available before even

setting foot in the exam.

All examination work will be marked at the end of the second week after the Easter holiday. The

very last date for handing in any additional supporting exam work will be in the Art lesson by

Friday, 3 May.


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DANCE

The assessment for GCSE Dance consists of four units:

Unit 1 Critical Appreciation of Dance 20% Externally assessed

Unit 2 Set Dance 20% Externally assessed

Unit 3 Performance in a Duo or Group 20% Internally assessedUnit 4 Choreography 40% Internally assessed

The majority of the work for the practical units (2, 3 and 4) has been examined but students

must ensure that this work is rehearsed in preparation for the practical moderation.

Units 3 and 4 Performance and Choreography

(Internally assessed, externally moderated)

A selection of students will be chosen by the exam board for external moderation. These

students will be required to perform aspects of their practical work for the visiting moderator.

These may include: Performance in a Group (Unit 3), Solo Composition Task (Unit 4a) and

Choreography (Unit 4b). Students should remember that the mark awarded on the day ofmoderation will be their nal mark for that aspect of the course and it is therefore vital that all

students are thoroughly prepared.

Rehearsal opportunities will be provided for those students selected for the moderation process

and it is essential that students attend rehearsals when requested in order to ensure that they

can achieve the highest mark possible on the moderation day. Students are reminded that plain

black kit and smart appearance are required on the day of the external moderation.

Unit 2 Set Dance

(Externally assessed)

Students have been lmed performing the Set Dance and this will be sent to the examiner

shortly after the Easter break. Some students will be required to re-lm this element in

order to ensure that their performance reects their full ability for the assessment.If

otherstudents wish to have another attempt at this element of the course they should discuss

this with their Dance teacher at the earliest opportunity.

Unit 1 Critical Appreciation of Dance: Written Examination Paper

(Externally assessed)

Students are required to answer a range of questions on the two works that they have been

studying during the GCSE Dance course. These works are Matthew Bournes Nutcracker! and

Christopher Bruces Swansong.

Students will be expected to demonstrate their knowledge of these works with regard to

movement analysis, choreographic devices, costume, set design and accompaniment as well as

the themes inherent within the dances.

The exam paper could also include questions related to performance skills, choreography, the

rehearsal process and safe practice. Students should be revising these aspects of the course as

well.

Students will be following a revision programme during lesson time but this should be supported

by their own independent study in order to allow them to achieve their full potential. (Revision

materials will be available from the Dance Department after the Easter break.)


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DRAMA

EXAM FORMAT

For the nal exam students will be expected to perform in front of a external examiner. This is

worth 40% of your nal grade. The options that your teacher will have gone through are:

Performance devised by the candidates from a stimulus chosen by the centre and

related to the assignment brief

Performance of a complete short published play

Performance of an extract from a full length published play

Performance of an adaptation of a selection of scenes from a full length published play

Performance based on a full length published play using some of the original text

with additional devised work based on the situations and roles in the original text

Performance of a Theatre in Education piece to a target audience

Performance based on the assignment brief that can include devised work plus existingplay texts, poetry, song, lyrics and factual material

Unit 3

This year your assignment brief is a performance that must make the audience watch and

think. Your nal performance piece must be no less than 15 minutes and no more than 45

minutes long. The time limit must equal ve minutes per person.

The examiner will be assessing you on the following four elements:

Voice and Movement

Roles and Characterisation

Communication

Content, Style and Form

The examiner will require a brief statement written by the group on how your performance has

met the assignment brief. You will also be expected to provide a script of the play that you

perform.

Within one week you may have two to three hours of set Drama, incorporating 15 to 20 minutes

with your teacher helping you. For you to do well in your exam, it is essential that you nd timedo the following:

Write your script together

Learn your lines as soon as possible

Rehearse your piece and include strong character techniques and a range of

explorative strategies

The Final Performance

Before your nal exam you will have the opportunity to perform your play to parents and friends

on 18 April from 6pm. We recommend you do this so that all staging, lights and sound can beincluded as a practice run to your real performance on 22 April. This dress rehearsal will help

improve your condence in front of a live audience.


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MUSIC

EXAMINATION/COURSEWORK WEIGHTING

Composing Music 20%

Performing Music 40%

Composing and Appraising Music 20%Listening 20%

COURSEWORK

Composing Music: This is your rst composition. This will have been composed in Year

10 with the chance to improve it in Year 11.

Performing Music:This will be two performances, one solo and one ensemble, recorded

in an exam at a specic time in the course (beginning 8 April 2013).

EXAMINATION

Composing and Appraising Music: One composition, arising from an area of study.

Issued in the the second year. This must also be accompanied by a recorded realisation

and an appraisal that will involve a two hour controlled assessment session for completion

of the appraisal.

Listening:This consists of one paper that lasts one hour. Questions will be set on the ve

areas of study. All questions need a written answer.

REVISION HEADINGS

Revise the ve key areas of study. Use these to break up your revision.

Five Areas of Study

Rhythm and metre

Harmony and tonality

Texture and melody

Timbre and dynamics

Structure and form

Also listen to a range of music Classic FM, Radio 1, MTV etc. YouTube and Spotify are alsogood places to nd composers, styles and examples.

When you listen, try to comment on the musical elements in turn: Tempo, pitch, dynamics,

intrumentation etc. Use your vocabulary lists to help you. Learning these words is essential.

You have been given a revision booklet, and there are extra sessions taking place for

composition, performing and listening. Your teacher will give you more details, but these are

generally on Fridays after school. However most days you are welcome to use the Music Block

to rehearse or use the iMacs.

BBC bitesize is a good place to do some revision, as well as the key websites your teacher has

gone through with you. These can support your classwork and revision notes.

There will be a nal revision session before the exam.


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PHOTOGRAPHY

EXAM FORMAT

The examination is worth 40% of the total marks for the subject.

Students have been working on preparatory studies since they received their examination

papers at the beginning of January.

By Friday, 1 March, they should have sufcientgood qualityprep work to ll at least three large

mounts. The quality of the work, and its presentation, is of great importance.

The exam will take place during the period Monday, 11 March Friday, 3 May.

Each student will have up to 10 hours in which to complete his or her work two whole days.

This may just be one piece or a series of pieces. Candidates should be aware that the only

criteria on which the work is marked, are coverage of all four assessment objectives and quality.

The examination work and preparatory studies are marked together. Top quality preparatory

work can mean that the candidate can achieve almost all the marks available before even

setting foot in the exam.

All examination work will be marked at the end of the second week after the Easter holiday. The

very last date for handing in any additional supporting exam work will be in the Photography

lesson by Friday, 3 May.


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BUSINESS STUDIES

Applied Business Studies (OCR single award J213/J226)

EXAM FORMAT

Controlled Task: Will be completed by May

Examination: Written exam (1 hour 30 minutes) 40% of nal markBusiness Type Forms of Ownership

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

ownership:

Sole trader

Partnership

Private limited company (LTD)

Public limited company (PLC) Franchise

Voluntary/charitable/not for prot

Business Activity Why and How Businesses Start, Succeed and/or Fail

I understand and can:

Identify possible reasons why a business starts eg to meet the needs of a particular

target market, in response to an innovative idea;

Identify types of activity a business may become involved in eg manufacturing ofgoods (consumer and capital goods), retailing, provision of services (leisure, nancial,

communication);

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

eg economic factors such as the level of consumer spending on different goods and

services, new competitors entering the market;

Evaluate the consequences of these changes in the external environment to business

activity eg success, failure.

Business Organisation How Businesses Organise Themselves

I understand that businesses will group key tasks together into departments/functional areas. I

know that this enables a business to operate more efciently and allows a business to develop

discrete job roles.

I have looked at and understand how the following functional areas work:

Finance

Human resources

Marketing

Operations

Administration/ICT

I can evaluate the consequences for a business if the functional areas do not operate efciently.


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I can describe the above using a local business example that I have studied.

Framework for Activity Aims, Objectives and Mission Statements

I understand and can:

Identify the main aims of businesses eg making a prot, survival, gro

yr 11 revision guide 2013

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