30 March – 4 Apr i l 2017

Name:…………………………………………………………………. Tutor:……………………..

TIMETABLE

Thursday 30th March Friday 31st March Monday 3rd April Tuesday 4th April

Session 1 8.45am

French (1hr 20min)

Music (Performance Hall 90 mins)

Maths

(90 mins)

Option B (2 hours)

English Language

(2 hours)

Break

Session 2 11.20am

Option D (90 mins)

Option C (90 mins)

Spanish (80 mins) German (ML4

80mins) Italian (65 mins)

English Language-

continued (1 hour)

Option D Business Studies

Geography History

PE

Option C Child Development

Computing Drama

Geography History

ICT

Option B Citizenship Geography

Health and Social Care Latin

Product Design Textiles

All examinations will take place in the hall

unless specified above

There are no examinations for the following subjects and students should follow their normal timetable

when that option block is in examinations:-

Music Technology Dance Art Graphics Digital Literacy Catering Science – this will take place in May 2017 EQUIPMENT ALL EQUIPMENT MUST BE PLACED IN CLEAR (SEE THROUGH) PENCIL CASE. 3 black pens 3 pencils Ruler Eraser Pencil sharpener Calculator Coloured pencils A glue stick will not be required for examinations

Please list the subjects you will be examined on (use timetable on front page) and

the grade you would like to achieve. After the examinations you will be required

to record your actual results.

Subject Grade you would like

Grade achieved

9.1

9.2 A**

9.3

8.1

8.2

8.3

A*

7.1

7.2

7.3

A1

A2

6.1

6.2

6.3

A3

B1

B2

5.1

5.2

5.3

B3

C1

4.1

4.2

4.3

C2

C3

3.1

3.2

3.3

D

2.1

2.2 E

2.3

1.1 F

1.2

1.3 G

U U

AQA English Language READING Paper 1 PLC

Have a go at the paper and then identify where you are on this PLC

Paper 1 - Reading Tick

AO1 (2.5%) Question 1

Level 1 I am able to identify and interpret explicit information and ideas (P1)

I am able to identify and interpret implicit information and ideas (P1)

AO2 (10%) Question 2 and Question 3

Level 1

I am able to show simple awareness of language/structure by offering simple comment on their effect (L1)

I am able to use simple references or textual details (L1)

I am able to make simple mention of subject terminology (L1)

Level 2

I am able to attempt comments on the effect of language (L2)

I am able to select some relevant quotations (L2)

I am able to use some subject terminology and it is sometimes appropriate (L2)

Level 3

I am able to show clear understanding when explaining the effects of writer's choices of language/structure (L3)

I am able to select a range of relevant quotations (L3)

I am able to use subject terminology accurately (L3)

Level 4

I am able to select a judicious range of quotations (L4)

I am able to use sophisticated subject terminology accurately (L4)

I am able to show detailed and perceptive understanding when analysing the effects of writer's choices of language/structure (L4)

AO4 (12.5%) Question 4

Level 1

I am able to make simple evaluative comment on the text (L1)

I am able to offer simple examples from the text that may explain my view (L1)

I am able to make simple mention of writer's method (L1)

I am able to make simple reference or use textual detail (L1)

Level 2

I am able to attempt to evaluate comment on the text (L2)

I am able to offer an example from the text to explain view(s) (L2)

I am able to attempt to comment on writer's method (L2)

I am able to select some quotations, which occasionally support view (L2)

Level 3

I am able to clearly evaluate the text (L3)

I am able to offer examples from the text to explain views clearly (L3)

I am able to clearly explain the effect of writer's choices (L3)

I am able to select some relevant quotations to support views (L3)

I am able to critically evaluate the text in a detailed way (L4)

Level 4 I can offer examples from the text to explain views convincingly (L4)

I can analyse the effects of a range of writer's choices (L4)

I can select a range of relevant quotations to validate my views (L4)

AQA GCSE

English Language

8700/1

Paper 1 Explorations in creative reading and writing

1 hour 45 minutes Materials

For this paper you must have:

Source A – printed within the question paper. Instructions

Answer all questions.

Use black ink or black ball-point pen.

Fill in the boxes on this page.

You must answer the questions in the spaces provided.

Do not write outside the box around each page or on blank pages.

Do all rough work in this book. Cross through any work you do not want to be marked.

You must refer to the insert booklet provided.

You must not use a dictionary. Information

The marks for questions are shown in brackets.

The maximum mark for this paper is 80.

There are 40 marks for Section A and 40 marks for Section B.

You are reminded of the need for good English and clear presentation in your answers.

You will be assessed on your reading in Section A.

You will be assessed on the quality of your writing in Section B. Advice

You are advised to spend about 15 minutes reading through the source and all five questions you have to answer.

You should make sure you leave sufficient time to check your answers.

Source A: Empire of the Sun – J.G. Ballard (1984)

This extract is from a novel by J. G. Ballard which tells the story of a young British boy, Jim, who

lives with his parents in Shanghai during World War II. After the attack on Pearl Harbour,

Japanese troops also invaded Shanghai and in the chaos Jim, a British schoolboy living in the city,

is separated from his mother and father. He returns to his home and waits for his parents to

return.

Trying to keep up his spirits, Jim decided to visit the homes of his closest friends, Patrick Maxted and the Raymond twins. After washing himself in soda water he went into the garden to fetch his bicycle. During the night the swimming-pool had drained itself. Jim had never seen the tank empty, and he gazed with interest at the inclined floor. The once mysterious world of wavering blue lines, glimpsed through a cascade of bubbles, now lay exposed to the morning light. The tiles were slippery with leaves and dirt, and the chromium ladder at the deep end, which had once vanished into a watery abyss, ended abruptly beside a pair of scummy rubber slippers.

Jim jumped on to the floor at the shallow end. He slipped on the damp surface, and his bruised knee left a smear of blood on the tiles. A fly settled on it instantly. Watching his feet, Jim walked down the sloping floor. Around the brass vent at the deep end lay a small museum of past summers – a pair of his mother’s sun-glasses, Vera’s hair clip, a wine glass, and an English half-crown which his father had tossed into the pool for him. Jim had often spotted the silver coin, gleaming like an oyster, but had never been able to reach it.

Jim pocketed the coin and peered up at the damp walls. There was something sinister about a drained swimming-pool, and he tried to imagine what purpose it could have if it were not filled with water. It reminded him of the concrete bunkers in Tsingtao, and the bloody handprint of the maddened German gunners on the caisson walls. Perhaps murder was about to be committed in all the swimming-pools of Shanghai, and their walls were tiled so that the blood could be washed away?

Leaving the garden, Jim wheeled his bicycle through the verandah door. Then he did something he had always longed to do, mounted his cycle and rode through the formal, empty rooms. Delighted to think how shocked Vera and the servants would have been, he expertly circled his father’s study, intrigued by the patterns which the tyres cut in the thick carpet. He collided with the desk, and knocked over a table lamp as he swerved through the door into the drawing-room. Standing on the pedals, he zigzagged among the armchairs and tables, lost his balance and fell on to a sofa, remounted without touching the floor, crash-landed into the double doors that led into the dining-room, pulled them back and began a wild circuit of the long polished table. The war had brought him at least one small bonus.

chromium: a hard grey metal

abyss: an endless pit

half-crown: a British coin that was used as currency until 1967

caisson: a large watertight chamber in which construction work may be carried out underwater

verandah: a raised, covered platform that runs along the outside of a house

Section A: Reading

Answer all questions in this section. You are advised to spend about 45 minutes on this section.

1. Read again from lines 1 - 9. List four things we learn about the current condition of the swimming pool.

(4 marks)

A. _______________________________________________________________________________________

_____________________________________________________________________________

B. _______________________________________________________________________________________

_____________________________________________________________________________

C. _______________________________________________________________________________________

_____________________________________________________________________________

D. _______________________________________________________________________________________

_____________________________________________________________________________

2. Look in detail at this extract from lines 9 to 14 of the source:

How does the writer use language to create tension?

You could include the writer’s choice of:

words and phrases

language features and techniques

sentence forms. [8 marks]

3. You now need to focus on the whole of the source.

This text is from a novel.

How has the writer structured the text to interest you as a reader?

You could write about:

what the writer focuses your attention on at the beginning

how and why the writer changes this focus as the extract develops

any other structural features that interest you [8 marks]

4. Focus this part of your answer on the second half of the source, from line 15 to the end.

One view of the text is, “The writer of this text creates a sense of sympathy for Jim.”

To what extent do you agree?

In your response, you could:

write about your own impressions of the character

evaluate how the writer has created these impressions

support your opinions with quotations from the text. [20 marks]

MATHS

The maths exam contains a mixture of all topics you have covered so far in maths; it is a review of the whole course content, not just what you have covered so far this year. The exam will be a key indicator of your progress so far and a guide for your transition into GCSE mathematics. The paper will be a non-calculator paper in the style of the new GSCE exam papers with slightly reduced contend to reflect where you currently are within the course. It is very important that you show all of your working in a clear and structured manner. Correct answers written with no supported working will gain no marks. You will need the following equipment:

Pen

Pencil

Ruler

Eraser Revision tools available to you consist of the following:

1. myMaths Booster packs:

When you log onto myMaths select the ‘Booster Packs’ tab,

Then select the appropriate level booster packs from the tabs at the top of the page.

Then select a topic, use the Lesson to help you and work through the Online Homework. 2. Past papers on myHighcliffe:

When you go to the maths classroom, select the KS4 tab and you will see a list of past papers. Some in pdf form that you can print out and a number of interactive versions you can work directly on screen. Non-Calculator papers would be best suited to help you with your revision.

3. Mathswatch:

Accessed through the Mathematics classroom on myHighcliffe; mathswatch contains interactive video clips, guidance, pdf worksheets and interactive questions on all GCSE topics. Organised by grades and topics it is easy to find the right clip to help you with your revision.

You have individual Login details, these can be found through myHighcliffe, your teacher will show you how to access mathswatch during lesson time but make sure you ask if you are not sure.

With your revision you should first work on the topics that you struggle with most, you should be aware of these from any previous assessments you have done and feedback from homestudy. Although it is important for you to feel confident in all topics you have covered in maths so far, to help guide your revision here are some key mathematical topic areas which will help with future progression in your mathematics.

Ratio and Proportion o solve problems involving unequal sharing and grouping using knowledge of fractions and

multiples o use ratio notation, including reduction to simplest form o be able to use multipliers when solving problems involving proportion

Algebra o understand and use the concepts and vocabulary of expressions, equations, formulae and

terms o use and interpret algebraic notation, including: ab in place of a × b, 3y in place of y + y + y

and 3 × y, a² in place of a × a, a³ in place of a × a × a, a/b in place of a ÷ b, brackets o simplify and manipulate algebraic expressions by simplifying, expanding brackets and

factorising o Construct and Solve Linear Equations with unknowns on both sides o Change the subject of a formula o Find the nth term of a sequence o Plot and interpret graphs of the form y = mx + c

Calculating o understand and use place value o use conventional notation for priority of operations, including brackets, powers, roots

and reciprocals (BIDMAS/BODMAS) o recognise and use relationships between operations, including inverse operations (e.g.

cancellation to simplify calculations and expressions) o Apply the four operations with negative numbers

Number o Understand that fractions, decimals and percentages are different ways of representing

the same proportion o Be able to convert between fractions, decimals and percentages and apply them to

appropriate calculations. o Solve problems involving percentage change, including reverse percentages. o Convert numbers into standard form and visa versa o Apply the multiplication, division and power laws of indices

Geometry o use standard units of measure and related concepts (length, area, volume/capacity, mass,

time, money, etc. o know and apply formulae to calculate areas and perimeters of 2D shapes including circles o know and apply formulae to calculate volume and surface area of 3D shapes

Revision Checklist – Foundation Tier

Topic MathsWatch Clip Tick when revised

Ordering Decimals and Fractions 3

Fraction, Decimal, Percentage Equivalence 85

Types of number – prime, odd, even, square, cube 28, 81

Factors and Multiples 28

Written Division and Multiplication 19,20

Probability Scales 14

Percentage of amounts 87

Probability of events 59

Ratio and proportion 42, 106

Sequences 37

Calculating using estimates 91 Pictograms and Pie Charts 16, 128a

Area problem solving 53,54,55,56

Money problem solving 22a

Frequency Trees 57

Arithmetic with fractions 71a, 71b, 73, 74

Solving linear equations 139

Reverse Percentages 110

Decimal Multiplication 66

Expanding double brackets 134b

Parallel Angle Fact Problems 120

Speed, Distance, Time problems 142

Plans and Elevations 51

Transformations 48, 49, 50

Revision Checklist – Higher Tier

Topic Mathswatch Clip Tick when revised

Calculations with decimals 66

Expanding Double Brackets 134b

Parallel Angle Fact Problems 120

Speed, Distance, Time problems 142

Ratio, proportion and percentage problems 107 Plans and Elevations 51 Stratified Sampling 176 Angles in polygons 123 Standard form 83 Indices including negative and fractions 82, 154, 188 Compound Measure – Density, Pressure 142 Similar Shapes 144 Box Plots 187 Percentage Change 109 Factorising 94, 157

Change the subject of a formula 136, 190

Scale factor – length, area and volume Enlarging shapes – negative scale factors 148 Speed time graphs 216 Rationalising surds 207c Ratio and probability 42, 106

CITIZENSHIP

Areas to revise Tick when revised

Section 1.1: Rights and Responsibilities Know, understand and analyse the human, moral, legal and political rights, and the duties, equalities and freedoms of citizens.

Know the age of criminal responsibility and other legal ages when young people become legally responsible for their actions such as drive, marry, vote or join the armed forces. Understand the justifications for such age laws. Evaluate such justifications.

Know the background to Magna Carta and its main provisions. Understand the significance of Magna Carta in the development of rights.

Know the main provisions of: the UN Universal Declaration on Human Rights; the European Convention on Human Rights; the United Nations Convention on the Rights of the Child and the 1998 Human Rights Act. Understand their importance in protecting rights, equalities and freedoms. Apply this knowledge and understanding to evaluate the actions of governments across the world.

Know and understand the right to representation including the role and history of trade unions and employee associations. Evaluate the effectiveness of different organisations in supporting and representing their members. Analyse rights in local, national and global situations where there is conflict. Evaluate outcomes in cases where rights and responsibilities need to be balanced using local, national and global contexts.

Section 1.2: The Law Know the nature of rules and laws and understand how rules and laws help society deal with complex problems of fairness, justice and discrimination.

Understand the fundamental principles of law to ensure rights and freedoms, maintain order and resolve conflicts. Apply these principles to particular examples of rules and laws.

Understand the presumption of innocence and equality before the law and evaluate the effectiveness of at least one piece of legislation.

Know the key differences between criminal and civil law and apply this knowledge to specific examples.

Know the main sources of law: common law, legislation and judge-made law (precedent) and apply this knowledge to specific examples.

Know different legal jurisdictions of the UK: Northern Ireland, Scotland, England and Wales.

Section 1.3: The Legal System: England and Wales Know and understand the operation of the justice system: the role and powers of the police.

GEOGRAPHY

Areas to revise Tick when revised

Living World/Ecosystems

Food webs and food chains

Location of global ecosystems

Interpreting climate graphs

Tropical Rainforest

Tropical Rainforest locations

Layers of the tropical rainforest e.g. emergent, canopy etc.

Adaptations in the tropical rainforest

Deforestation with the case study of Malaysia

Management of the tropical rainforest

Hot Desert

The Thar Desert – opportunities and challenges

Desertification

Key Terminology

HISTORY

Areas to revise Tick when revised

THE WEIMAR REPUBLIC: ORIGINS 1918-19

Early challenges to the Republic 1919-23

The recovery of the Republic 1924-29

Changes in society 1924-29

HITLER’S RISE TO POWER 1919-33

Early development of the Nazi party 1920-22

The Munich Putsch and lean years 1923-29

Growth in Nazi support 1929-32

How Hitler became Chancellor 1932-33

MODERN FOREIGN LANGUAGES

All students will be examined on reading and listening. General vocabulary should be revised. Edexcel revision guides can be bought from Mr Wayth if you do not have one.

Italian

Areas to revise

Tick when revised

Lifestyle Health • Healthy and unhealthy lifestyles and their consequences

Relationships and Choices • Relationships with family and friends • Future plans regarding: marriage/partnership • Social issues and equality

Leisure Free Time and the Media • Free time activities • Shopping, money, fashion and trends • Advantages and disadvantages of new technology

Holidays • Plans, preferences, experiences • What to see and getting around Home and Environment Home and Local Area • Special occasions celebrated in the home • Home, town, neighbourhood and region, where it is and what it is like Environment • Current problems facing the planet • Being environmentally friendly within the home and local area

Work and Education School/College and Future Plans • What school/college is like • Pressures and problems

Current and Future Jobs • Looking for and getting a job • Advantages and disadvantages of different jobs

Numbers

Months

Days of Week

French, German, Spanish

Areas to revise Tick when revised

● Who am I? : relationships when I was younger what my friends and family are like

what makes a good friend interests socialising with friends and family role models

● Daily life: customs and everyday life food and drink

shopping social media and technology (use of, advantages and disadvantages)

● Cultural life: celebrations and festivals reading

music sport film and television

● Holidays: preferences, experiences and destinations

● Travel and tourist transactions: travel and accommodation asking for help and dealing with problems

directions eating out shopping

● Town, region and country: weather places to see things to do

● What school is like: school types school day

subjects rules and pressures celebrating success

● School activities: school trips events and exchanges

● Using languages beyond the classroom: forming relationships

travel employment

● Ambitions: further study

volunteering training

● Work: jobs careers and professions

● Bringing the world together: sports events music events campaigns and good causes

● Environmental issues: being ‘green’ access to natural resources

Make use of www.quizlet.com and www.linguascope.com to revise this vocabulary.

Latin

Areas to revise Tick when revised

Nouns: 1st-3rd declensions (with overview of 4th & 5th )

Verbs: all tenses, including imperative & subjunctive mood in present, imperfect & pluperfect, and the passive voice: participles present & past.

Grammar: all constructions done in CLC Book 3 Stages 21-26

Vocab: all vocab from Stages 21-26

Background: from Stages 25 & 26, p.48-53, pp.82-87, p. 91, pp.100-103 on religion, Roman Army, government of Britain and Roman inscriptions.

MUSIC

As a GCSE Music student you need to be able to recognise and accurately use appropriate musical vocabulary related to the areas of study. You should understand and correctly use language from the following list. Where appropriate you should be able to recognise and name features heard. The following key words are from the Areas of Study we have looked at in lessons: AOS2 – The Concerto Through Time (Baroque, Classical and Romantic) AOS3 – Rhythms from around the world (Samba and African Drumming) AOS5 – Pop music through time (Rock n roll, Rock Anthems, Solo artists, Pop Ballads) Please refer to your class notes for any other information.

Areas to revise

Articulation

Staccato, tongued, legato/slurred

Pizzicato, arco

Tremolo

Accent / Sforzando

Dynamics

pp to ff including Italian names

Crescendo & Diminuendo in words and symbols

Harmony

Diatonic, dissonant, atonal, chromatic, microtonal

Chords: major, minor, seventh, tonic, sub-dominant, dominant, blue note

Cadences: perfect, imperfect, plagal, interrupted

Block chords / chordal, arpeggio / broken chords, triads, comping

Primary triads, simple harmony, harmonic progression, harmonic rhythm

Modulation: tonic, sub-dominant, dominant, relative minor & major

Drone

12 bar blues

Instruments / Ensembles / Timbre

Standard orchestral instruments and their families

Piano, harpsichord, organ, cello

Orchestra, string orchestra, duet, trio

Jazz groupings

Electronic and pop instruments

Basic instruments relating to: Indian Classical Music, Punjabi Bhangra, Greek Folk Music, African Drumming, Samba, Calypso, Steel Bands

Musical Structures

Concerto / Concerto Grosso

Symphony

Sonata form

Strophic, through composed

Round, canon

Introduction, coda, bridge, tag

Cadenza

Verse & chorus

Instrumental break / Middle 8

Melodic and Compositional Devices

Repetition, sequence, imitation, ostinato

Inversion

Riff / Hook

Improvisation

Dialogue, question and answer phrases / call and response

Walking bass

Melody & Pitch

Stepwise, scalic, passing notes, leap

Intervals: Unionson, 2nd, 3rd, 4th, 5th, 6th, 7th, octave, tone/semitone

Scales: Major, minor, chromatic, blues

Raga

Mode

Bend / slide / glissando

Music Periods – Dates & Key Composers

Baroque

Classical

Romantic

Modern / 20th Century

Notation

Note lengths and rests from semiquaver to semibreve

Dotted notes and triplets

Stave / Score

Treble and Bass clefs

Bar and double bar lines, repeat marks

Key signatures and keys up to at least four sharps and flats

Time signatures: Simple duple, triple, quadruple and compound

Sharp, flat, natural

Ornaments / Decoration and their signs: Trill, turn, mordent, acciaccatura

Rhythm

Anacrusis / up-beat

Off-beat / syncopation, dotted

Metre / pulse

Irregular meter

Cross-rhythm / polyrhythm

Rest / silence

Swung / swung rhythm

Tala

Son Clave

Technology

Synthesiser, drum machine, mixing desk, multitracking

Amplification, sampler, sampling, DJ, looping, panning

MIDI

Digital effects: Reverb, echo, distortion, attack, delay

Vocoder, quantising

Tempo

Largo, andante, moderato, allegro, vivace presto

Accelerando

Rallentando/ritenuto

Allargando

Rubato

Pause

Texture

Solo, monophonic, thick/thin

Homophonic / chordal

Polyphonic, contrapuntal, counterpoint

Unison, parallel/contrary motion

Counter melody, descant

Melody and accompaniment

Voices / Ensembles

Voices: Soprano, alto, tenor, bass

A cappella

Syllabic, melismatic

Solo, lead singer, backing vocals, chorus/choir

Scat singing

EXPRESSIVE ARTS - Drama

The exam will focus on Section A: Study of the set play ‘Blood Brothers’. You will be asked a series of questions

which will draw upon your knowledge of the following points.

Areas to revise Tick when revised

Set Play: Blood Brothers – Willy Russell

I have identified the genre and style of the Set Text.

I have researched and explored the social, historical and cultural context in which the performance text is set.

I have thought about how I would direct key scenes within the play ‘Blood Brothers’ using subject specific terminology when explaining what staging, voice and physical skills would be used. (Describe)

I have identified and kept notes on key moments in the play. (Quotes)

I have identified and kept notes on character motivations. (Quotes)

I have understood the relationship between all characters. (Explain)

I have explored ideas for how the play may be interpreted practically. (effect on audience – Explain)

I have explored design; Costume (hair and makeup) Props (pre-set, trim, set dressing, hand, personal, greens) Set (revolves, trucks, projection, multimedia, pyrotechnics, smoke machines, flying) Sound (direction, amplification, music, sound effects – live and recorded)

I have kept notes on performers vocal interpretation of the key characters such as such as; accent, volume, pitch, timing, pace, intonation, phrasing, emotional range, delivery of lines (Describe)

I have kept notes on performers physical interpretation of the key characters such as; build, age, height, facial features, movement, posture, gesture, facial expression. (Describe)

I understand different staging types and the pros and cons of each; Traverse, In the Round, Proscenium Arch, Thrust.. (Evaluate)

PE – SPORTS SCIENCE

RO41 - REDUCING THE RISK OF SPORT INJURIES EXAM

This examination will consist of sports injuries and will last 1 hour. Here are the topics we have covered in lessons

and these are the areas you need to revise.

THEORY AREAS TICK WHEN REVISED

Extrinsic factors which can influence the risk of injury

Intrinsic factors which can influence the risk of injury

Posture and conditions associated with posture

Physical benefits of warming up

Psychological benefits of warming up

Key components of a warm up

Physical benefits of a cool down

Key components of a cool down

Specific needs which a warm up and cool down must consider

Acute and chronic injuries (what are they and examples)

Strain (types, causes, symptoms and treatment)

Sprain (types, causes, symptoms and treatment) Fractures (types, causes, symptoms and treatment)

Concussion (types, causes, symptoms and treatment)

Abrasions (causes, symptoms and treatment)

Contusions (causes, symptoms and treatment)

Blisters (causes, symptoms and treatment)

Cramp (causes, symptoms and treatment)

Conditions associated with children

Asthma (symptoms and treatment)

Diabetes (types, symptoms and treatment)

Epilepsy (symptoms and treatment)

PE

To support your revision do not forget to use your lesson books and the handouts you have been given previously in

the run up to end of unit tests. These sheets should be kept in your red folders. If you need a copy of any lesson

powerpoint to help you revise see Miss Fellingham.

Skeletal System http://www.bbc.co.uk/education/guides/zkpv4wx/revision http://revisionworld.com/gcse-revision/pe-physical-education/anatomy-and-physiology/joints

Bones that make up the skeletal system.

Bone Classifications (long, short, flat, irregular).

Joints – classifications (ball and socket, hinge).

Location of joints in the body and bones that make up each joint.

3 functions of the skeletal system Muscular System http://www.bbc.co.uk/education/guides/z8n39j6/revision

11 Voluntary muscles and their location.

Classifications of muscles (voluntary, involuntary and cardiac)

Movements available at a joint (abduction, adduction, flexion, extension and roatation)

Antagonistic pairs and examples of one at the elbow and knee

Axes of Rotation

Mechanical Advantage

Levers

Planes of Movement

Injuries http://www.bbc.co.uk/education/topics/zs8jmp3

Soft tissue injuries (sprain, strains and brusing)

Treatment of soft tissue injuries (RICE)

Injuries to the skeletal system (fractures)

Neck injuries

Head injuries – concussions

Injuries related to different facilities Health Related Fitness Components (HRF) http://www.brianmac.co.uk/situptst.htm http://www.brianmac.co.uk/grip.htm http://www.brianmac.co.uk/sitreach.htm http://www.brianmac.co.uk/fatcent.htm http://www.brianmac.co.uk/havard.htm http://www.brianmac.co.uk/beep.htm

The 5 components of health related fitness (muscular endurance, muscular strength, cardio vascular fitness, flexibility and body composition)

Definitions of all of the 5 health related fitness components

Examples of which athletes need each component and how it helps performance

Testing methods for each HRF component e.g sit and reach test = flexibility Skill related fitness components http://www.bbc.co.uk/education/topics/zh48q6f

The 5 components of skill related fitness (Speed, agility, balance, power and coordination) Definitions of all of the 5 skill related fitness components

Examples of which athletes need each component and how it helps performance

Testing methods for each skill related fitness component e.g. 30metre sprint = speed Physical activity readiness questionnaire (PAR-Q) http://www.steve-haywood.com/parq-form-physical-activity-readiness-questionnaire/24/

What is it?

Who would complete one?

Why is it needed?

How will it help performance?

What questions would be included?

When would you complete one? Respiratory System http://www.bbc.co.uk/education/topics/zh48q6f

Components of the respiratory system (what makes it up)

Know what gaseous exchange is and where it happens

Know the term oxygen debt

Know the role of the diaphragm

What happens to the system during exercise

What are the long term effects of exercise on this system

What are the immediate effects of exercise on this system

Key terms – vital capacity, tidal volume Cardiovascular System http://www.bbc.co.uk/education/topics/zh48q6f

Components of the cardiovascular system (what makes it up)

Functions of the cardio vascular system ( transport 02 and nutrients)

Be able to label a diagram of the heart (the 4 chambers)

What happens to the system during exercise

What are the long term effects of exercise on this system

What are the immediate effects of exercise on this system

What is heart rate and how is it measured and when (resting, working, recovery)

Key terms – Stroke Volume, Cardiac Output, Heart Rate

Cardiac output = stroke volume x heart rate. Performance enhancing drugs

Classifications of drugs

Examples of performers that use drugs

Testing methods

Banned and illegal drugs

Preventing risks and injury in sport

Risks associated with various facilities

Personal Protective Equipment (PPE)

Risk assessments

CHILD DEVELOPMENT

The exam will be 90 minutes. The exam will have questions from the different topics you have been taught throughout the last two years. The exam is comprised of 5 questions both short and long answer questions. You will have one extended question, which will be worth 15 marks.

Areas to revise Tick when revised

Families – the role of the family, types of family units and how family life has changed over the last 20 years, the difference between adoption and fostering, why children may be put in local authority care.

The newborn baby and its characteristics. – skin and eye colour, vernix and lanugo, how to prevent SIDS, hygiene routines and the benefits of bathing a baby, clothing including safety considerations.

Physical Growth and Development – Fine and gross motor skills – definitions, factors that can affect growth and development (environment, genes, health,) stages of development and toys, games and activities to help a child’s physical development.

The development of vision and hearing.

Intellectual development – Cognitive – mind, memory concepts, imagination. Language – sequence of language development. Activities to encourage both language and cognitive development.

Safety – why children have accidents, how to prevent accidents –equipment, supervision, safety in the home and outside, types of safety restraints for children and safety symbols and their meanings.

Emotional and Social Development: why children can feel insecure, the importance of discipline and the correct way of promoting it. Social skills a child will need to learn.

Nutrition – Breast and bottle-feeding - the advantages and disadvantages, the stages of weaning. Development of teeth, the type of equipment that would be required if bottle feeding a baby a balanced diet, essential nutrients, relationship to diet and illness, different food labels and their meaning, breast and bottle feeding, correct hygiene and storage procedures for handling food, how to make food appeal to young children, weaning stages, macro and micro nutrients, healthy eating guidelines, food intolerances and allergies, diet related illnesses, food preparation.

Response to infection – how to identify when a child is unwell and the different care that they would receive, the immunisation programme for UK. Common childhood ailments.

Practice exam questions: 1. What term describes the time between a child being infected and the appearance of the

first symptoms? (1) Every child becomes ill at some time.

2. State four signs that could show a parent/carer a child is unwell. (4) 3. Give three body measurements taken when a baby is born.

All babies have the same basic needs, 4. Identify four basic needs of a baby.

Toilet training is an important stage in a child’s development.

Explain ways parents/carers can help a child become toilet trained. (7 marks)

HEALTH AND SOCIAL CARE

The exam will be for 1 hour. The exam will cover the Unit A912: Understanding Personal Development and Relationships. The exam is comprised of four questions both short and long answer questions. You will also be marked on the quality of your written response, which means your spelling, grammar and punctuation.

Health and Social Care Tick when revised

The stages and patterns of human growth and development. You should know that growth refers to an increase in physical size (mass and height) and that development is concerned with the emergence and increase in sophistication of skills, abilities and emotions.

The stages and patterns of human growth and development You should be able to describe the expected patterns of physical growth and change and the physical, social, intellectual and emotional developments that typically take place during each of the five main life stages. These are: • infancy (0–3) • childhood (4–10) • adolescence (11–18) • adulthood (19–65) • later adulthood (65+)

The different factors that can affect human growth and development: physical factors including genetic inheritance, diet, amount and type of physical activity, sexual health, experience of illness or disease

The different factors that can affect human growth and development: social and emotional factors including gender, family relationships, friendships, educational experiences, employment/unemployment, ethnicity and religion, life experiences such as birth, marriage, death and divorce

The different factors that can affect human growth and development: economic factors including income and material possessions environmental factors including housing conditions, pollution, access to health and welfare services.

The different factors that can affect human growth and development: You should understand how these factors can interrelate and how they can affect a person's: self-esteem physical and mental health employment prospects level of education

Practice Questions: What is meant by the term ‘genetic inheritance? Give one example What is meant by the term growth. Emily is 3 years old and goes to nursery school. Give 2 ways a painting activity could help Emily’s emotional, social and intellectual development

BUSINESS COMMUNICATION STUDIES

Topic Red Amber Green The aims and objectives of business

What is a successful business

Stakeholders

What is administration

Business Functions

Roles and Responsibilities

Planning and Prioritising

The working environment

Effective workplace design

Health and Safety at Work

Modern Developments in work practices

Flexible working

Using resources with consideration

ICT data systems in business

Methods of protecting data

Data protection and the law

Contract of employment

How to recruit the right person for the job Selecting the best candidate

Employment rights and responsibilities

Methods of training employees

Ways of paying staff

Rewards other than pay

Purpose and importance of communication

Communication Systems

Choosing the right medium

Barriers to Communication

IT

Areas to revise Tick when revised

Personal computers

Cameras and camcorders

Connectivity

Social networking and on-line communities – Blogs etc.

Threats and protection of ICT systems

Wi-Fi

GPS

Online shops and physical goods

Online banking

COMPUTING

Areas to revise Tick when revised

Binary conversion

Binary addition and subtraction

Hexadecimal

Networks -how they can be used to share resources and monitor -IP Addressing and MAC Addresses -Security of Networks and System Security (use of Passwords, Encryption, Firewalls etc)

Fetch Execute Cycle including RAM, CPU, BUSES, CACHE, CPU Fetching Data

Representing Sound and Images including Lossy and Lossless Compression

Input and Output Devices

Software (File Types, Types of Security) High Level Language/Machine Code (including Compilers/Interpreters) -how some binary will be data and some instructions (linked to fetch execute cycle) -Opcode and Operand

Good Coding Practices

Resources to be used: Computing YouTube Revision Playlist https://www.youtube.com/playlist?list=PL04uZ7242_M7vEYGOr_QDVJJNAfip_iEh Notes from Lessons (stored in your MyDocuments and generally your PowerPoint presentations) GCSE Textbook: http://pond.highcliffe.dorset.sch.uk/user/74/88144.pdf

TEXTILES

Areas to revise Tick when revised

Design specification

Fabric specification

Cotton properties

Product analysis Fabric construction

Health and safety in the workplace

Risk assessment

Production flow charts

Sub assembly

Neatening seams

Components

Sustainability

Dyeing, printing and surface techniques

Fairtrade

PRODUCT DESIGN

Areas to revise Tick when revised

Nuts and bolts

Composite materials

Smart materials

Metals – properties, advantages, disadvantages of stainless steel and mild steel

Heat treatment (welding and sand casting)

Woods – properties, advantages and disadvantages of Ash

Wood joints and wood working processes

Material finishing processes (woods and metals)

Plastics – Thermosetting, thermoplastic

Plastic forming processes

Adhesives

What is the Kyoto Protocol

Marking out and material wasting tools

CNC processes, advantages and disadvantages

Renewable energy sources Using a lathe

Year 10 Revision timetable

Fill in under each day the commitments / subjects that you will revise, remember to allow for any activities that you

will be going to. Each revision session should last 40/45mins

HALF TERM

Sat 11th Feb

Sun 12th Feb

Mon 13th Feb

Tues 14th Feb

Weds 15th Feb

Thurs 16th Feb

Fri 17th Feb

Sat 18th Feb

Sun 19th Feb

7.30 – 8.30

8.30 – 9.30

9.30 – 10.30

10.30 – 11.30

11.30 – 12.30

Lunch time

1.00 – 2.00

2.00 – 3.00

3.00 – 4.00

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

9.00 – 10.00

Week B Monday 20th Feb

Tuesday 21st Feb

Wednesday 22nd Feb

Thursday 23rd Feb

Friday 24th Feb

Saturday 25th Feb

Sunday 26th Feb

Before School

7.30 – 8.30

School Day

Period 1

Period 2

Break

Period 3

Period 4

Lunch time

Period 5

After School

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

9.00 – 10.00

Notes and Reminders

Week A Monday 27th Feb

Tuesday 28th Feb

Wednesday 1st March

Thursday 2nd March

Friday 3rd March

Saturday 4th March

Sunday 5th March

Before School

7.30 – 8.30

School Day

Period 1

Period 2

Break

Period 3

Period 4

Lunchtime

Period 5

After School

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

9.00 – 10.00

Notes and Reminders

Week B Monday 6th March

Tuesday 7th March

Wednesday 8th March

Thursday 9th March

Friday 10th March

Saturday 11th March

Sunday 12th March

Before School

7.30 – 8.30

School Day

Period 1

Period 2

Break

Period 3

Period 4

Lunch time

Period 5

After School

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

9.00 – 10.00

Notes and Reminders

Week A Monday 13th March

Tuesday 14th March

Wednesday 15th March

Thursday 16th March

Friday 17th March

Saturday 18th March

Sunday 19th March

Before School

7.30 – 8.30

School Day

Period 1

Period 2

Break

Period 3

Period 4

Lunch time

Period 5

After school

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

9.00 – 10.00

Notes and Reminders

Week B Monday 20th March

Tuesday 21st March

Wednesday 22nd March

Thursday 23rd March

Friday 24th March

Saturday 25th March

Sunday 26th March

Before School

7.30 – 8.30

School Day

Period 1

Period 2

Break

Period 3

Period 4

Lunch time

Period 5

After School

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

9.00 – 10.00

Notes and Reminders

Week A Monday 27th March

Tuesday 28th March

Wednesday 29th March

Thursday 30th March

Friday 31st March

Saturday 1st April

Sunday 2nd April

Before School

7.30 – 8.30

School Day

Period 1

Period 2

Break

Period 3

Lunch time

Period 4

Period 5

After school

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

9.00 – 10.00

Notes and Reminders

Week B Monday 3rd April

Tuesday 4th April

Before School

7.30 – 8.30

School Day

Period 1

Period 2

Break

Period 3

Lunch time

Period 4

Period 5

After School

4.00 – 5.00

5.00 – 6.00

6.00 – 7.00

7.00 – 8.00

8.00 – 9.00

9.00 – 10.00

Notes and Reminders