Higher revision list for the end of Year 10 MOCK exam in the wb 3rd July. Two papers: one calculator and one non-calculator.

Place value Calculations with integers and decimals

Fractions, decimals and percentages Working with money

Standard form Ratio and proportion

Using a calculator Compound interest

Angle facts (also in parallel lines and in polygons) Area and perimeter (trapezium)

Volume and surface area(including cones and spheres) Trigonometry and Pythagoras

Similar shapes Speed, distance, time

Index notation and fractional powers Changing the subject of the formula

Factorising quadratic expressions Algebraic fractions

Straight line graphs including parallel and perpendicular graphs Special graphes - parabola, cubic, reciprocal

Regions and inequalities Iteration

Proofs Function notation

Scatter diagrams Rounding, estimation and error intervals

Averages (also from tables) Probability (including tree diagrams)

Simultaneous equations Solving quadratic equations

Foundation revision list for the end of Year 10 MOCK exam in the wb 3rd July. Two papers: one calculator and one non-calculator.

Place value Rounding and estimation

Working with negative numbers Four calculations with decimals and integers

Factors, multiples and primes Converting fractions, decimals and percentages

Four calculations with fractions (including ordering and fractions of amounts)

Algebraic notation. Expanding and simplifying (including double brackets)

Changing the subject of the formula Calculating with money

Percetage increase, decrease Averages and range

Scale drawings and metric conversions. Ratio and proportion

Compound interest Using a calculatorConversions with rate given( exchange rates,

metric-imperial conversion) Solving equations

Index laws Coordinates and midpoint

Sequences and patterns including n-th term Using formulae

Time, distance, speed Angle facts

Area and perimeter (including circles and trapezia) Volume of cuboids

Trigonometry Probability

Two-way table Stem and leaf diagram

Interpreting graphs and charts Time-series

Frequency polygons Dual bar chartsGeography

UK in the 21st century

Questions for investigation

7.1. How is the UK changing in the 21st century?

a. What does the UK look like in the 21st century?

- Overview of human and physical geographical characteristics of the UK, including population density, land use, rainfall and relief, and significant issues associated with these characteristics, including water stress and housing shortages.

b. How is the UK’s population changing?

- Overview of population trends in the UK since 2001, using population pyramids and migration statistics, to determine its position on the Demographic Transition Model.

- An understanding of the causes, effects, spatial distribution and responses to an ageing population.

- A summary of the how the population structure and ethnic diversity of a named place of the UK has changed since 2001.

c. How is the UK economy changing?

- Identify major economic changes in the UK since 2001 by examining changes in the job market including political priorities, changing employment sectors and working hours.

- Investigate the patterns of core UK economic hubs.

- Identify the changes in one economic hub and its significance to its region and the UK.

7.2. Is the UK losing its global significance?a. What is the UK’s political role

in the world? - Examine the UK’s political role in one global conflict through its participation in international organisations.

b. How is the UK’s cultural influence changing?

- Explore the UK’s media exports and their global influence including television programmes and film

- The contribution of ethnic groups to the cultural life of the UK through one of food, media and fashion.

Key terminologyArable landAgeing populationDemographyDemographic Transition ModelDependency ratioEconomic hubEmigrationEmployment sectorsEuropean Union

Ethnic diversityImmigrationLife expectancyNatural changeNet migrationPopulation densityPopulation pyramidsPopulation structurePost-industrial economyPre-industrial economy

Prevailing windPrimary industriesQuaternary industriesRain shadowRelief rainfallRuralSecondary industriesTertiary industriesUrbanWater stress

Assessment – Your understanding of this unit will be assessed through a timed exam question linking directly to the questions for investigation and any fieldwork carried out.

UK in the 21st century

Questions for investigation

7.1. How is the UK changing in the 21st century?

d. What does the UK look like - Overview of human and physical geographical characteristics of the UK, including population density, land use, rainfall and relief, and

in the 21st century? significant issues associated with these characteristics, including water stress and housing shortages.

e. How is the UK’s population changing?

- Overview of population trends in the UK since 2001, using population pyramids and migration statistics, to determine its position on the Demographic Transition Model.

- An understanding of the causes, effects, spatial distribution and responses to an ageing population.

- A summary of the how the population structure and ethnic diversity of a named place of the UK has changed since 2001.

f. How is the UK economy changing?

- Identify major economic changes in the UK since 2001 by examining changes in the job market including political priorities, changing employment sectors and working hours.

- Investigate the patterns of core UK economic hubs.

- Identify the changes in one economic hub and its significance to its region and the UK.

7.2. Is the UK losing its global significance?c. What is the UK’s political role

in the world? - Examine the UK’s political role in one global conflict through its participation in international organisations.

d. How is the UK’s cultural influence changing?

- Explore the UK’s media exports and their global influence including television programmes and film

- The contribution of ethnic groups to the cultural life of the UK through one of food, media and fashion.

Key terminologyArable landAgeing populationDemographyDemographic Transition ModelDependency ratioEconomic hubEmigration

Ethnic diversityImmigrationLife expectancyNatural changeNet migrationPopulation densityPopulation pyramidsPopulation structure

Prevailing windPrimary industriesQuaternary industriesRain shadowRelief rainfallRuralSecondary industriesTertiary industries

Employment sectorsEuropean Union

Post-industrial economyPre-industrial economy

UrbanWater stress

Assessment – Your understanding of this unit will be assessed through a timed exam question linking directly to the questions for investigation and any fieldwork carried out.

Topic 2: Changing Climates

Questions for investigation

2.1. What evidence is there to suggest climate change is a natural process?

- The pattern of climate change over time.

a. What evidence is there for climate change? - The evidence relating to climate change including

evidence from sea ice positions, ice cores, global temperature data, paintings and diaries.

b. Is climate change a natural process?

- The causes of natural climate change including theories on sun spots, volcanic eruptions and Milankovitch cycles.

- The natural greenhouse effect. The impacts that humans have on the atmosphere, including the enhanced greenhouse effect.

c. Why is climate change a global issue?

- The social, economic and environmental impacts of climate change worldwide such as those resulting from sea level rise and extreme weather events.

- The social, economic and environmental impacts of climate change within the UK such as the impact on weather patterns, seasonal changes and changes in industry.

Geographical skillsCartographic Graphical Numerical and statisticalGeo-spatial data (GIS) Pie charts Proportion and ratio, magnitude

and frequencyCoordinates, scale and distance Line graphs Design fieldwork data collection

sheetsGradient, contour and spot heights Measures of central tendency

Key terminologyAdvanced countries(ACs)Emerging and developing countries (EDCs)Low-income developing countries (LIDCs)Albedo effectBiodiversityCarbon footprintCarbon sinkClimate change

ConservationDroughtDesertificationEmissionsEnhanced greenhouse effectFlash floodingGeographical information systems (GIS)Global warmingGreenhouse effectHeatwave

High pressureIce ageIce coreInsolationInterglacial periodMicroclimateQuaternary periodStakeholdersSun spotTropical stormWater stress

Assessment – Your understanding of this unit will be assessed through a timed exam question linking directly to the questions for investigation and any fieldwork carried out.

How to revise? - do some reading or watching something relevant, little and often.

Recommended websites:

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/ (excellent videos)http://www.mrallsophistory.com/revision.html (Podcasts for the Cold War)http://www.johndclare.net/ (Excellent A* revision notes for the USA/Cold War)http://www.learnhistory.org.uk/coldwar/index.htm (Detailed notes for Cold War)http://www.schoolhistory.co.uk/http://www.bbc.co.uk/historyhttp://www.wikihow.com/Revise-Successfullyhttps://getrevising.co.uk/registerhttp://www.aqa.org.uk/subjects/history/gcse/history-8145/specification-at-a-glance

History GCSE - key facts:

We are following AQA exam board.

Paper 1: 84 marks 1 hour 45 mins

Understanding the Modern World 1D

Section A: USA 1920-1973

Question 1-3: Questions based on two interpretations. Q1 - 4 marks on comparing interpretations. Q2 4 marks on why interpretations differ.

What do I study?

Year 10: Britain and Health. C.1000 – present dayWe look at the main areas of change and continuity in British medicine across a wide time period:

1. Medicine stands still: Medieval medicine.2. The beginnings of change: The Renaissance and

Scientific Revolution3. A revolution in medicine: Industrial Revolution.4. Modern medicine.

Year 10: Restoration England 1660-1685Students complete a unit on the complex economic, religious, political and social changes during the reign of Charles II after the restoration. Key areas will be:

1. Crown, Parliament, plots and court life. 2. Life in Restoration in England (including the Fire in

London and cultural changes).3. Land, trade and war (pirates and empire).4. The historic environment of Restoration England.

Year 10/11: The USA 1920-1973Mock exams:

In Year 10 there will be one mock on Paper 2

In Year 11 there will be two mock exams in December with one for each paper.

What to do right now:

Start to organise your notes

Make flashcards for each sub-topic you study or each event/individual

Make timelines for the key events

Organise your exercise books/files. Use post-its to mark each unit of work.

Make LOTS of mind maps – the more colourful the better!

Other resources

Films

USA 1920-1973 – Grapes of Wrath (PG) The Untouchables (15)Chicago (12) King Kong (12) The Artist (PG) The Great Gatsby (12A) Bugsy Malone (U) Charlie Chaplin films, Laurel and Hardy films, Pleasantville (12)The Kennedys

Conflict in Asia 1950-1975 Forrest Gump (12) Platoon (15)

British Depth Study Restoration (15)

Documentaries:

Q3 8 marks on which view is more convincing.Q4 - Description Q for 4 marksQ5 – Explanation Q for 6 marksQ6 – Essay Q for 12 marks

Section B: Conflict in Asia 1950-1975

Q19 – Source Q. Comprehension 4 marksQ20 – Source Q. How useful are two sources? 12 marksQ21 – Explanation Q. 8 marksQ22 – Essay Q. 16 marks + 4 SPaG

Paper 2: 84 marks1 hour 45 mins

2A Health and the people with British Depth Study

Section A: Health and the people

Q1 - 8 marks on how useful a source is Q2 – 8 marks on how significant and event/person has beenQ3 – 8 marks on comparing two events/peopleQ4 – 16 marks on which factor has been the most important during a certain time period. 4 SPaG

Section B: Restoration England 1660-1685

We address the following questions:1. What was the experience of the USA during the

Boom?2. What was the impact of the Depression on the USA?3. What changes did post-war America experience?

Students will examine a range of sources to identify the good times and the bad in the USA throughout this period.

Year 11: The Cold War in Asia 1950-1975We examine three key areas:

1. What happened during the conflict in Korea?2. Why did the Cold War escalate in Vietnam?3. Why did the war in Vietnam come to an end?

Students will examine the causes of the tensions between the USSR and the USA and why wars were fought in Asia with two case studies – Korea and Vietnam and decide how effectively the USA contained communism.

Revision materials:

AQA GCSE History: Restoration England 1660-1685

Authors: Ed Podesta. Publisher: Hodder Education 

ISBN-13: 978-1-47-186432-2 . Price: £12.99

AQA GCSE History: Health and the People

Lots of appropriate material available on Clickview for students to watch independently e.g. BBC Cold War series, History File USA GCSE series. Medicine – the Victorian Slum (BBC)

Books: USA - The Grapes of Wrath, Of Mice and Men, The Great Gatsby, One Summer -1927 by Bill Bryson

Q17 – 8 mark Q on how useful an interpretation isQ18 – 8 mark explanation QQ19 – 8 mark consequences QQ20 – Essay Q on a site study. Use a site to test an interpretation. 16 marks

Assessment structure:

June Year 11 – External Exam Paper 1 = 50% of final grade

June Year 11 – External Exam Paper 2 = 50% of final grade

Authors: Alf Wilkinson. Publisher: Hodder Education 

ISBN-13: 978-147-18-6421-6  Price: £12.99

AQA GCSE History: Understanding the Modern World

Authors: David Ferriby, Dave Martin Publisher: Hodder

Education 

ISBN-13: 978-1-471-86294-6 Price: £16.99

In response to the request for revision for year 10 mock exams, here is my suggestion for year 10 dance.

Unfortunately there are no past exam papers that they can work from and limited resources online. I have been told that AQA will be putting on more specimen question papers in September. Therefore I have set homework tasks that relate to revision and they have also been given a textbook which they can use to revise from.

So tasks they can do in tutor:

1. With any of the pages in the textbook, they should look to analyse the 2 dance works that we have studied e.g. p36-37 Space - discuss, using practical examples, how A Linha Curva and Artificial Things use 'Space' in the choreography.

2. Create a Glossary of terms. Words to include: Accompaniment, accumulation, alignment, aural setting, balance, canon, complementary, contact, contrast, counterpoint, dynamics, elevation, extension, flexibility, focus, isolation, level, motif, narrative, posture, proscenium, repetition, rondo, ternary.

English

Bitesize is excellent for both Lang and Lit.English Lang:https://www.bbc.co.uk/education/examspecs/zcbchv4

English Lit:http://www.bbc.co.uk/education/subjects/zckw2hv

Mr Bruff channel / tutorials on Youtube.

Sample materials can be found on sharepoint

For the computer science:

Revision videos on each topic here:http://craigndave.org/free-ocr-flipped-classroom-videos-for-gcse-computer-science/

For revision notes and activities:Students can log in here:https://teach-ict.com/xml/substudentlogin.php

The username is: SN139DF, the password is: computer4

Then they must choose OCR GCSE and there are loads of resources.

MFL

The specification covers three distinct themes.

Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points: Topic 1: Me, my family and friends • Relationships with family and friends • Marriage/partnership Topic 2: Technology in everyday life • Social media • Mobile technology Topic 3: Free-time activities • Music • Cinema and TV • Food and eating out • Sport Topic 4: Customs and festivals in French-speaking countries/communities

Theme 2: Local, national, international and global areas of interest Theme 2: Local, national, international and global areas of interest covers the following four topics with related sub-topics shown as bullet points: Topic 1: Home, town, neighbourhood and region Topic 2: Social issues • Charity/voluntary work • Healthy/unhealthy living Topic 3: Global issues • The environment • Poverty/homelessness Topic 4: Travel and tourism

Theme 3: Current and future study and employment Theme 3: Current and future study and employment covers the following four topics: Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions

The grammar requirements for GCSE are set out in two tiers: Foundation Tier and Higher Tier.

GCSE students will be expected to have acquired knowledge and understanding of French grammar during their course. In the exam they will be required to apply their knowledge and understanding, appropriate to the relevant tier of entry, drawing from the following lists. The examples in brackets are indicative, not exclusive. For structures marked (R), only receptive knowledge is required.

Students will be expected to develop and use their knowledge and understanding of this grammar progressively throughout their course.

1 Foundation Tier

1.1 Nouns

gender

singular and plural forms

1.2 Articles

definite, indefinite and partitive, including use of de after negatives

1.3 Adjectives

agreement

position

comparative and superlative: regular and meilleur

demonstrative (ce, cet, cette, ces)

indefinite (chaque, quelque)

possessive

interrogative (quel, quelle)

1.4 Adverbs

comparative and superlative

regular

interrogative (comment, quand)

adverbs of time and place (aujourd’hui, demain, ici, là-bas)

common adverbial phrases

1.5 Quantifiers/intensifiers

très, assez, beaucoup, peu, trop

1.6 Pronouns

personal: all subjects, including on

reflexive

relative: qui

relative: que (R)

object: direct (R) and indirect (R)

position and order of object pronouns (R)

disjunctive/emphatic

demonstrative (ça, cela)

indefinite (quelqu’un)

interrogative (qui, que)

use of y, en (R)

1.7 Verbs

regular and irregular verbs, including reflexive verbs

all persons of the verb, singular and plural

negative forms

interrogative forms

modes of address: tu, vous

impersonal verbs (il faut)

verbs followed by an infinitive, with or without a preposition

Tenses:

· present

· perfect

· imperfect: avoir, être and faire

· other common verbs in the imperfect tense (R)

· immediate future

· future (R)

· conditional: vouloir and aimer

· pluperfect (R)

· passive voice: present tense (R)

· imperative

· present participle.

1.8 Prepositions

common prepositions eg à, au, à l', à la, aux; de, du, de l', de la, des; après; avant; avec; chez; contre; dans; depuis; derrière; devant; entre; pendant; pour; sans; sur; sous; vers

common compound prepositions eg à côté de; près de; en face de, à cause de; au lieu de

1.9 Conjunctions

common coordinating conjunctions eg car; donc; ensuite; et; mais; ou, ou bien, puis

common subordinating conjunctions eg comme; lorsque; parce que; puisque; quand; que; si

1.10 Number, quantity, dates and time

including use of depuis with present tense

2 Higher Tier

Students entering for Higher Tier assessments will be required to apply all grammar and structures listed for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier.

2.1 Adjectives

comparative and superlative, including meilleur, pire

2.2 Adverbs

comparative and superlative, including mieux, le mieux

2.3 Pronouns

use of y, en

relative: que

relative: dont (R)

object: direct and indirect

position and order of object pronouns

demonstrative (celui) (R)

possessive (le mien) (R)

2.4 Verbs

Tenses:

· future

· imperfect

· conditional

· pluperfect

· passive voice: future, imperfect and perfect tenses (R)

· perfect infinitive

· present participle, including use after en

· subjunctive mood: present, in commonly used expressions (R).

2.5 Time

including use of depuis with imperfect tense.