end of year exam revision booklet year 10 april june 2019 · question 3 – comparative essay (20...

End of Year Exam Revision Booklet

Year 10

April — June 2019

Name: ________________________________________

Form: _________________________________________

The Aim of Revision:

To help students realise their potential

To encourage the development of independent study

To provide opportunities for parents to support the learning

of their children

What we expect of you:

You will present your work neatly and take pride in what you

produce

You will complete all of the work outlined in preparation for

your exams

What you can expect from your teachers:

We will outline the content of the end of year exams

We will provide you with guidance as to how to best prepare

for these exams

We will offer support through the use of after school clubs

and/or additional materials outlined in this booklet

Year 10 GCSE Business – End of Year Exam

W/b 20th May 2019 – In normal lessons

You will sit 90 minute GCSE exam paper based on all the content from Theme 2 – Building

a business. There are five topic areas:

Topic 2.1 – Growing the business – methods of growth, how and why business objectives

change as businesses evolve, the impact of globalisation and the ethical and environmental

questions facing the business are explored.

Topic 2.2 – Making marketing decisions – how each element of the marketing mix is

managed and used to inform and make business decisions in a competitive marketplace.

Topic 2.3 – Making operational decisions – meeting customer needs through the design,

supply, quality and sales decisions a business makes.

Topic 2.4 – Making financial decisions – financial business decision making tools used,

including ratio analysis and the use and limitation of a range of financial information.

Topic 2.5 – Making human resource decisions – organisational structures, recruitment,

training and motivation.

What and how should I revise?

Obviously, the complete theme. However, do not waste time revising the concepts that you

know, concentrate on the ones you don’t. Make mind maps, revision cards, complete

practice questions and use the Seneca on-line learning invitation I sent you to revise topics

on line.

Exam technique

Make sure that for 3 and 6 mark questions you are using the connectives PBLT – Point……,

because……, leads to……….., therefore………

For 9 and 12 mark questions, ensure that you are choosing one option, explaining the

benefits and drawbacks and then write a final paragraph with your justification for choice.

Remember context is required in your answers so make sure that you answer the questions

in the right context…e.g. if the question is about hotels, think carefully about how and why a

hotel would approach the problem or idea – not just using generic terms which show you

have knowledge – you have to apply that knowledge to the business outlined in the case

study.

Y10 - GCSE Computer Science Revision list

Paper 1 Paper 2

Storage – primary and secondary Data types – Integer, Boolean, String

Memory sizes – Bit, Byte, KB, MB,GB,TB SQL statements

Backup methods – incremental, full Arrays and indexing

Utility programs Pseudo code

Legislation – Creative commons licence, Data protection act

Algorithms

Networks – LAN, WAN Variables – Local / Global

Ethernet and WiFi Logic gates

Network Hardware – Router, cable, NIC, Server, HUB, WAP, Switch, Bridge

Truth tables

DNS – Its purpose e.g. link URL to IP Functions and Procedures

Data Packets – Process and stages Merge Sort / Insertion sort

Network threats – Viruses, interception, Spyware, Phishing, Hacker

Denary to binary conversions

Von Neumann Architecture – CPU clock speed, registers, Cores Dual, Quad.

Binary to Hexadecimal

ROM, RAM, virtual memory – Non Volatile, Volatile

Binary shifts (left and right) and their uses

Protocols – HTTPS, FTP, SMTP, IMAP ASCII and UNICODE

IDE – facilities within the environment

Year 10 Working Notebook This piece of coursework is worth 30% of the students GCSE in Drama. They have been completing this in class but it is important that they check their writing to ensure they have hit all the criteria below in each section. It would be beneficial for the students to read this out to parents/carers or for you to read this with the students to ensure you can picture what they are writing about. The presumption is that if it’s clear to someone who has not seen the piece of Drama then it will be a coherent response. Section 1: Response to a stimulus

In this section students are expected to explain their initial ideas, research and intentions for the devised piece. The student must explain: • their initial response to the stimuli presented by the teacher and the stimulus they chose • the ideas, themes and settings they have considered for the devised piece in response to the stimulus they chose • their research findings • their own dramatic aims and intentions • the dramatic aims and intentions of the piece as a whole Section 2: Development and collaboration

In this section students are expected to explain the process they undertook to refine their initial ideas and intentions into a final devised piece. The student must explain: • how they developed and refined their own ideas and those of the pair/group • how they developed and refined the piece in rehearsal • how they developed and refined their own theatrical skills during the devising process • how they responded to feedback • how they as individuals used their refined theatrical skills and ideas in the final piece Section 3: Analysis and evaluation

This section offers students the opportunity to demonstrate their analytical and evaluative skills with respect to their own devised work. Students are expected to analyse and evaluate the ways in which they individually contributed to the devising process as a whole and to the final devised piece, exploring their strengths and the learning opportunities taken from the experience. Students should analyse and evaluate: • how far they developed their theatrical skills • the benefits they brought to the pair/group and the way in which they positively shaped the outcome • the overall impact they had as individuals. Students should also appraise those areas for further development in their future devising work (ie the aspects that did not go as well as they'd hoped). In the context of this section: • to ‘analyse’ is to identify and investigate • to ‘evaluate’ is to assess the merit of the different approaches used and formulate judgements.

Year 10 Exam Ethics

Who? All students in Year 10

What? A 1 hour 40 minute exam paper.

When? Half term 6, check specific date with your ethics teacher.

Where? In your Ethics classroom

Why? To give students the experience of sitting a formal Ethics exam. It will

also give Ethics teachers an opportunity to assess what you have learnt, and how

we can support you to move forward.

Topics for revision I have

notes

I have

revised

this

Denominations

Creation story

Crucifixion, Resurrection, Ascension

Judgement

Salvation

Problem of Evil

Types of worship

Baptism

Pilgrimage

Festivals

Holy Communion/Eucharist

Street Pastors/Evangelism/Missionaries

Relationships and Families Unit

Crime and Punishment Unit

Peace and Conflict Unit

Life Issues

Revision guides are available to purchase through Parent Pay and the Finance

office. Collect your workbooks from your ethics classroom for your notes.

USEFUL LINKS

https://www.bbc.com/bitesize/topics/z6bw2hv

FILM STUDIES PAPER 1 PREPARATION GUIDE (STREAMLINED)

Question 1 (15 marks, 20 minutes) – Rear Window

Areas to revise

Elements of Film (Mise-En-Scene, Cinematography, Soundtrack, Editing)

Conventions of Genre

The contexts of film (Social, Cultural, Historical, Political, & Institutional)

Key scenes to revise

The opening pan around the apartment complex

The face-off between Thorwald and Jefferies

Question 2 (15 marks, 20 minutes) - Witness

Areas to revise

Elements of Film (Mise-En-Scene, Cinematography, Soundtrack, Editing)

Conventions of Genre

The contexts of film (Social, Cultural, Historical, Political, & Institutional)


The gun scene – Book/Rachel/Samuel & Eli/Samuel

The opening – Amish life

The Amish dance party –

The hot dog lunch in Pennsylvania

The ending

Question 3 – Comparative Essay (20 marks – 25 minutes) – Rear Window to Witness

Areas to revise

Themes present in both films (Crime and Punishment, Justice, Love and

Relationships, Being an Outsider)

Narrative structures of both films

Representational issues

Question 4 – Short Answer/Multiple Choice/Fill In The Blank (5 marks – 5 minutes)

Revise by watching the timeline (on Edmodo)

For each development, consider which advancements appear in which films we

have studied.

Question 5 – Response to Specialist Writing (15 marks – 20 minutes)

Areas to revise

The premise of smart comedy/dark humour

The criticisms of traditional American life

Does the film have a happy ending?


The chicken dinner

America The Beautiful

The opening

The conclusion

For a more detailed breakdown of the requirements for each question, please go

to the Edmodo or the school revision website.

LO1 Understand the environment in which hospitality and catering providers operate:

AC1.1 describe the structure of the hospitality and catering industry

Types of provider Types of service Commercial establishments Non-commercial catering establishments Services provided Suppliers Hospitality is provided at non-catering venues Standards and ratings Job roles

AC1.2 analyse job requirements within the hospitality and catering industry

Supply and demand Jobs for specific needs Rates of pay Training Qualifications and experience Personal attributes

AC1.3 describe working conditions of different job roles across the hospitality and catering industry

Different types of employment contracts Working hours Rates of pay Holiday entitlement Remuneration (tips, bonus payments, rewards)

AC1.4 explain factors affecting the success of hospitality and catering providers

Costs Profit Economy Environmental Technology Emerging and innovative cooking techniques Customer demographics and lifestyle and expectations

Customer service and service provision generally Competition Trends Political factors Media

LO2 Understand how hospitality and catering provision operates

AC2.1 describe the operation of the kitchen Layout Work Flow Operational activities Equipment and materials Stock control Documentation and administration Staff allocations Dress code Safety and security AC2.2 describe the operation of front of

house

AC2.3 explain how hospitality and catering provision meet customer requirements

Leisure Business/corporate Local residents Customer needs Customer expectations Customer trends Equality Customer rights

LO3 Understand how hospitality and catering provision meets health and safety requirements

AC3.1 describe personal safety responsibilities in the workplace

Of employees Of employers In relation to Health and Safety at Work Act Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) Control of Substances Hazardous to Health Regulations (COSHH) Manual Handling Operations Regulations Personal Protective Equipment at Work Regulations (PPER)

AC3.2 identify risks to personal safety in hospitality and catering

To health To security Level of risk (low, medium, high) in relation to employers, employees, suppliers and customers

AC3.3 recommend personal safety control measures for hospitality and catering provision

For employees For customers

LO4 Know how food can cause ill health

AC4.1 describe food related causes of ill health

Bacteria Microbes Chemicals Metals Poisonous plants Allergies Intolerances

AC4.2 describe the role and responsibilities of the Environmental Health Officer (EHO)

Enforcing environmental health laws Inspecting business for food safety standards Follow up complaints Follow up outbreaks of food poisoning Collecting samples for testing Giving evidence in prosecutions Maintaining evidence Submitting reports

AC4.3 describe food safety legislation Food Safety Act Food Safety (General Food Hygiene Regulations) Food Labelling Regulations

AC4.4 describe common types of food poisoning

Campylobacter Salmonella E-coli Clostridium perfringens Listeria Bacillius cereus Staphylococcus aureus

AC4.5 describe the symptoms of food induced ill health

Visible symptoms Signs Non-visible symptoms Length of time until symptoms appear Duration of symptomsIntolerances Allergies Food poisoning

LO5 Be able to propose a hospitality and catering provision to meet specific requirements

AC5.1 review options for hospitality and catering provision

Summarise different options Advantages/disadvantages of different options Use of supporting information which justify how this meets specified needs

AC5.2 recommend options for hospitality provision

Propose ideas Justify decisions in relation to specified needs Use of supporting information e.g. structured proposal

Unit 1: Hospitality and Catering ACTUAL Exam - Tuesday 18th June 2019

Unit 1: A 90 minute written exam on paper. This is a mixture of short and extended answer questions. You will be expected to use stimulus material to respond to some questions, make sure you always refer to the question. Use your class notes to make any revision aids that work for you – mind maps, flash cards, notes etc.

Year 10 Geography

For your Year 10 mock you will be completing a Paper 1: Challenges of the physical environment.

Topics:

Challenges of natural hazards

Living world

UK Coastal and River landscapes

Time: 1 hour 30 minutes

Date of test: Friday 21st June

Topic 1: Hazards I have notes on this I have revised this

Plate tectonics

Volcanoes

Eyjafjallajokull 2010

Nyiragongo 2009

Why people live near volcanoes

Prediction, protection and planning of tectonic hazards

Global atmospheric circulation

Tropical storms

Typhoon Haiyan

Prediction, protection and planning of atmospheric hazards

Extreme UK Weather

Somerset Levels

Climate change evidence

Climate change causes

Climate change effects

Climate change mitigation

Climate change and tropical storms

Topic 2: Living World I have notes on this I have revised this

Biomes

Ecosystems

Nap Wood case study

Tropical rainforests location & climate

Tropical rainforests adaptations

Malaysia case study

Hot deserts location and climate

Hot deserts adaptations

Thar desert case study

Desertification

Topic 3: Coasts I have notes on this I have revised this

Coastal systems, waves.

Erosion and associated landforms

Longshore drift

Deposition and associated landforms

Hard and soft engineering

Managed retreat and Medmerry case study

Coastal protection on the Isle of Wright (hard engineering)

Topic 3: Rivers I have notes on this I have revised this

Long and cross profile

Erosion, transportation and deposition

Waterfalls, gorges and interlocking spurs

Meanders, oxbow lakes

Estruaries, levees

Causes of flooding

Flood hydrographs

Flood management

Boscastle case studies

Support

CGP Revision guide, class notes, BBC GCSE bitesize, class teacher, peers

History 1

Migration to Britain 1000-2000

Medieval Migration to England (1000-1500)

1. Describe two ways in which the Norman invaders exerted their control over England after

1066. (4)

2. Explain the impact of Flemish weavers on English society? (8)

3. What was the significance of ‘Blood Libel’? (14)

4. ‘Only immigrants who had a positive financial impact were accepted into Britain.’ How far do

you agree with this statement? (24)

European immigration to Britain in the early modern period:

1. Describe the reasons of two groups which came to England between 1688 and 1730. (4)

2. Explain why the Huguenots came to Britain in the 17th Century. (8)

3. What was the impact on England of the French Refugees? (14)

4. ‘Only immigrants who were seeking an escape from persecution were made to feel welcome

in Britain between 1000-2000.’ How far do you agree with this statement? (24)

Industrial immigration to Britain in the Industrial Period (1750-1900):

1. Describe the impact of the Potato famine on Irish society (4)

2. Explain why Scottish and Irish migrants came to Britain in the Industrial Period? (8)

3. What was the impact of the Irish migrants on Britain in the Industrial Period? (14)

4. ‘Britain was a welcoming place for all migrants.’ How far do you agree with this statement?

(24)

Modern Migration to Britain (1900 -2000)

1. Describe the treatment of the Germans during the First World War. (4)

2. Explain the impact of the Polish after 1939. (8)

3. What was the significance of the Windrush on racism in Post-War Britain? (14)

4. “Between 1440 and 2010 migrant communities have had to struggle for acceptance within

British society” How far do you agree with this statement? (24)

History 2

Impact of empire 1688-1730:

Source 1: A silver medal commemorating the Battle of the Boyne by Jan Luder. The words in Latin

say: ‘He arrived and removed them. Liberator of Ireland 1689’

When the Irish soldiers faced the challenge of the battle they fled like cowards, allowing for the

enemy to seize our provisions. They could not be persuaded to come back and fight even though our

losses were only small. From now on I have decided never to lead an Irish army. I now resolve to look

after myself and so, gentlemen, must you.

Source 2: James’s words to his advisors after the Battle of the Boyne, criticising his own Irish

soldiers (his words have been translated into English).

Each bring his love, a bogland captive home,

Such proper pages, will long trains become,

With copper collars, and with brawny backs

Quite to put down the fashion of our Blacks

Source 3: An extract from the prologue to ‘The prophetess; By English poet John Dryden (1690)

Questions:

1. Explain why there was war in Ireland between 1689-1691. (10)

2. “Most Irish Protestants saw themselves as superior to, and different from the Catholic

majority.” How far do sources 1, 2 and 3 in this topic convince you that this view is

correct.(20)

You will need to consider: what the sources say and whether they support the statement;

who the writers were and whether they represented most Irish Protestants; what do you

know about Catholics and Protestants in Ireland.

Year 10 – End of year Maths exams

Foundation Higher

Powers, decimals, HCF& LCM, roots and rounding Substitution, brackets and factorising Collecting and representing data Fractions and percentages Equations, inequalities and sequences Angles, polygons and parallel lines Averages and range, sampling, collecting data, analysing data Perimeter, area and volume Graphs Real-life and algebraic linear graphs Transformation Ratio and proportion Right Angled Triangles: Pythagoras and Trigonometry

Estimation, multiples and factors, indices, standard form and surds Expressions, substitution, equations, formulae, sequences Averages, frequency polygons, pie charts, scatter graphs and two way tables Fractions, ratio and percentages Angles in polygons, angles in parallel lines, Pythagoras and trigonometry Real – life graphs, linear graphs, quadratic graphs, cubic graphs, parallel and perpendicular lines Perimeter, area, volume and surface area Transformations, constructions, loci, bearings, plans and elevations Solving quadratic equations, inequalities, simultaneous equations Probability Direct and inverse proportion, compound measures, repeated proportional change Similarity and congruence in 2D and 3D

French year 10 German year 10 Spanish year 10 Topics 1 – personal info – relationships, going out, when I was

younger 2 – free time and hobbies – sport, music, technology, Internet, tv, cinema 3 – daily routine + festivals 4 – where I live 5 - holidays

1 – school 2 – hobbies + free time 3 – relationships + role models 4 – where I live 5 – travel + transport 6 - holidays

1 – holidays 2 – school 3 – family + relationships, social media + reading 4 – hobbies + free time 5 – where I live 6 – daily routine + festivals

Grammar 1 – present tense, future tense, past( perfect) tense, imperfect tense 2 – depuis + present, comparative, direct object pronouns, superlative 3 – questions, range of tenses 4 – pronoun y, negatives, future tense 5 – conditional tense, en+present participle, avant de+ infinitive, pluperfect tense

1 – present tense, imperfect+ perfect tenses, denn + weil, future tense 2 – adverbs, plural nouns, conditional tense 3 – adjectives, dative + mit, modal verbs in imperfect 4 – separable verbs, prepositions with accusative + dative, wenn clauses 5 – subordinate clauses, seit + present tense, wenn + subjunctive 6 – warden in present tense, prepositions + genitive, pluperfect tense

1 – present + preterite tenses, imperfect tense, verbs with usted 2 – adjectives, comparative+ superlative, negatives, future tense, object pronouns 3 – para + infinitives, present continuous, connectives 4 – stem changing verbs, soler + infinitive, perfefct tense 5 – se peude +se peuden, conditional tense 6 – passive, reflexive verbs in preterite, expressions followed by infinitive

Revision tasks

Revision tasks : 1 – use your textbook to create flashcards to revise vocab. Try the Leitner technique : https://www.youtube.com/watch?v=C20EvKtdJwQ 2 – write a paragraph about yourself – include as much as you possible can ( something from each topic), with a wide range of grammar 3 – practice exam questions – at the end of every module of your testbook



Year 10 GCSE P.E. End of Year Exam revision

The end of year exam will be based around the course content taught from September 2018 to April 2019. All content will come from Paper 2: Socio-Cultural Issues and Sport Psychology. Listed below are the topics we have covered and therefore the ones which need revising.

1. Physical activity and sport in the UK (trends, NGBs, Sport England,

social groups)

2. Participation in physical activity (factors affecting,

promotion/provision/access)

3. Commercialisation of sport

4. Ethics in sport (sportsmanship, gamesmanship, deviance)

5. Drugs in sport (anabolic steroids, beta blockers, stimulants)

6. Violence in sport (reasons, practical examples)

7. Characteristics of skilful movement

8. Classification of skills

9. Goal Setting

10. Mental Preparation

11. Types of Guidance

12. Types of Feedback

13. Health, Fitness and Well-being

14. Diet and Nutrition

The above topics as set out in the OCR GCSE PE Specification, which can be

found on the DMA website under “Curriculum Information”. Scroll down and

you will find the link to “Physical Education and Sport”. Scroll down to the

section titled “Examination PE” and click the blue link “GCSE Physical

Education (9-1)”.

https://www.ocr.org.uk/qualifications/gcse/physical-education-j587-from-

2016/

Year 10 Science; End of Year Exam

Year 10 will have end of year exams for Science during the three weeks commencing 17th June 2019. The table below provides a summary of the content students will be examined on:

AQA Science GCSE Chapters

Areas to Revise AQA Science GCSE

Chapters Areas to Revise

Biology 1; Cell Biology

Prokaryotes, Eukaryotes and Microscopes Biology 3;

Infection and Response

Communicable diseases; fungal, bacterial and viral

Cell specialisation and division Vaccinations and antibiotics

Stem cells and cloning Developing new drugs

Biology 2; Organisation

Digestive system and enzymes

Biology 4; Bioenergetics

Photosynthesis

Circulatory system and the heart Leaf structure

Non-communicable diseases and cancer

Aerobic and anaerobic respiration

Plant tissues and organs Metabolism and exercise

Chemistry 1; Atomic Structure & the Periodic Table

Structure of the atom and electron configuration

Chemistry 3; Quantitative

Chemistry

Conservation or mass and balancing equations

Atom models and the periodic table

Relative formula mass

Metals and non-metals Moles

Group 1, 7 & 0 properties and trends

Percentage yield and atom economy

Chemistry 2; Bonding & Properties

of Matter

Ionic, covalent and metallic bonding

Chemistry 4; Chemical Changes

Metal oxides and the reactivity series

Giant covalent structures; diamond & graphite

Metal extraction, oxidation and reduction

Polymers and nanomaterials Metals, acids & salts

Chemistry 5; Energy Changes

Endothermic and exothermic pH and neutralisation

Reaction profiles Electrolysis

Physics 1; Energy

Gravitational and elastic potential energy

Physics 3; Particle Model of

Matter

Density

Kinetic energy, work done and power

Changing state and internal energy

Dissipation of energy and efficiency

Specific heat capacity and latent heat

Physics 2; Electricity

Circuit symbols, series and parallel

Physics 4; Atomic Structure

Atomic structure and ionising radiation

Current, voltage and resistance Nuclear equations and half life

National grid, transformers and electrical home safety

Hazards and uses of radiation including irradiation and contamination

Seneca Learning; go to https://app.senecalearning.com/ and make an account – either the website or the app. Click on “Classes and Assignments” at the top of the screen. Click on Join Class and enter the code FOUNDATION st7p3pjyjj and HIGHER 72aton8mpr. This will allow you to follow the lessons and complete the revision tasks online. The following websites can also be used for effective Science revision: https://www.bbc.com/bitesize/examspecs/z8r997h https://www.primrosekitten.com/collections/gcse https://www.educationquizzes.com/gcse/science/

http://www.planet-science.com/categories/parentsteachers/science-resources/2013/04/online-revision-resources-for-ks2,-ks3-and-gcses.aspx

end of year exam revision booklet year 10 april june 2019 · question 3 – comparative essay (20...

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