year 13 revision timetable summer 2020
TRANSCRIPT
Year 13 Revision Guide – Summer 2020
ART & DESIGN
Week Beginning Topic(s) to Revise Monday 23 March 2020
Complete all elements of Experimental Portfolio and Personal Response as per personalised checklist
Monday 30 March 2020
Complete all elements of Experimental Portfolio and Personal Response as per personalised checklist
Monday 6 April 2020
Complete all elements of Experimental Portfolio and Personal Response as per personalised checklist
Monday 13 April 2020
Complete all elements of Experimental Portfolio and Personal Response as per personalised checklist
Monday 20 April 2020
Complete all elements of Experimental Portfolio and Personal Response as per personalised checklist
Monday 27 April 2020
Complete all elements of Experimental Portfolio and Personal Response as per personalised checklist
Year 13 Revision Guide – Summer 2020
BIOLOGY
Week Beginning Topic(s) to Revise Monday 23 March 2020
Biochemistry Cell
Monday 30 March 2020
Cell Physiology - Osmosis Mitosis/Meiosis
Monday 6 April 2020
Ileum/Leaf Gas Exchange and Respiratory Systems Adaptations/Classification/Biodiversity
Monday 13 April 2020
Circulation Transport Plants
Monday 20 April 2020
Learn all practicals – italics on specification
Monday 27 April 2020
Learn all practicals – italics on specification
Year 13 Revision Guide – Summer 2020
BUSINESS STUDIES
Week Beginning Topic(s) to Revise Monday 23 March 2020
Enterprise and Entrepreneurship Central purpose of Business Activity Forms of Business Ownership Stakeholder groups Markets and Markey Forces
Monday 30 March 2020
Quality Management Approaches to and measures of Quality Productivity and investment
Monday 6 April 2020
Organisational Design Investing in people Motivation Principals of Management and leadership
Monday 13 April 2020
Spectrum of competition Market structures Market Research Marketing Mix
Monday 20 April 2020
Elasticity of Demand Product Life Cycle Market Planning and Strategy E business/E Commerce Sources of finance
Monday 27 April 2020
Break Even Analysis Cash Flow and cash flow forecasts Budgeting Financial Statements Final Accounts
Year 13 Revision Guide – Summer 2020
CHEMISTRY
Week Beginning Topic(s) to Revise Monday 16 March 2020
AS1: Redox AS1: The Halogens AS1: Titrations
Monday 23 March 2020
AS2: Formulae and amounts of substance AS2: Nomenclature and isomerism in organic compounds AS2: Alkanes
Monday 30 March 2020
AS2: Alkenes AS2: Halogenoalkanes AS2: Alcohols
Monday 6 April 2020 [AS3A and AS3B Mock Exams during class]
AS2: Infrared Spectroscopy AS2: Energetics AS2: Kinetics
Monday 13 April 2020
AS2: Equilibrium AS2: Group II elements and their compounds
Monday 20 April 2020
AS1: Qualitative Tests AS1: Formulae, equations and amounts
Monday 27 April 2020
AS1: Atomic Structure AS1: Bonding
Monday 4 May 2020 AS1: Intermolecular forces AS1: Structures AS1: Shapes of Molecules and ions
Year 13 Revision Guide – Summer 2020
DIGITAL TECHNOLOGY
Week Beginning Topic(s) to Revise
Monday 23 March 2020
AS 1 Reasons for Systems Development
Explain the impact of the ‘software crisis’ Explain the need for software systems that
meet the needs of organisations and/or individuals
Explain the main factors affecting systems development: the user needs, time and cost
Understand that a computer system consists of a user interface, processes and data
Describe the roles of the following during systems development: the systems analyst; the project manager; and the programmer
Analysis Describe the purpose of analysis Evaluate different fact-finding techniques:
interviews, questionnaires, observation and document sampling
Distinguish between functional and non-functional user requirements in systems, such as stock control, reservation, payroll and billing
Explain the purpose of a data flow diagram (DFD)
Produce context and level 1 DFDs for simple scenarios
Design, Developing and Testing Describe the use of storyboarding in developing
the user interface Describe the use of prototyping in the design
of the user interface and the data model Understand the importance of testing
throughout the development of a system in ensuring system quality
Distinguish between different types of testing: system, acceptance, alpha and beta
Understand the purpose of a test plan
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Describe the main components of a test plan Distinguish between different types of test
data
Monday 30 March 2020
Implementation Describe the purpose of system implementation Evaluate different changeover methods: parallel,
direct, pilot and phased Describe the different types of documentation:
user documentation and technical documentation, and explain how they are used
Explain what is meant by data conversion Describe the purpose of system maintenance;
and evaluate different forms of maintenance: corrective, adaptive and perfective
Alternative Development Approaches Describe the main features of different
approaches to systems development: the waterfall model, Rapid Application Development (RAD) and Agile
Evaluate different approaches to systems development: the waterfall model, RAD and Agile
Monday 6 April 2020
Software Projects Describe the main elements in the organisation
of a software project: resources, constraints and risks
Explain the main features of project management for a software project
Evaluate the use of project management tools: Gantt charts and critical path analysis
Describe the importance of version management during systems development
Security Issues Explain why data is archived Explain the need for backup and recovery Evaluate methods of backup: full backup,
differential backup and incremental backup Explain the purpose of a disaster recovery plan
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Describe the contents of a typical disaster recovery plan
Monday 13 April 2020
Programming Environment Describe the purpose of a computer program Describe the main features of an integrated
development environment (IDE) Explain the process of translation
Program Structure Explain the terms algorithm, syntax, data type
and variable;
Describe the fundamental programming concepts of sequence, selection and iteration, including count-controlled and condition-controlled loops
Describe how algorithms can be represented using flowcharts
Explain object-oriented programming terminology: objects, classes, methods and inheritance;
Evaluate the use of the object-oriented approach
Monday 20 April 2020
Data Validation and Verification Describe and apply the following data validation
methods: range; type; length; format; presence; Modulus 11 check digit; and lookup
Understand the purpose of the following data validation methods: check digits; and batch totals (hash and controls)
Understand the purpose of data verification methods: double entry and proofreading
Explain the limitations of data validation and data verification
Architecture Describe the internal components of a
computer system: processor, clock, main memory, cache memory, buses
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(address, data and control), input/output (I/O) controllers, registers and ports
Describe the fetch-execute cycle Evaluate the factors that can influence the
speed of processing: processor type and clock speed
Explain the need for secondary storage Describe secondary storage media: magnetic,
optical and flash
Evaluate the use of secondary storage media for common applications
Monday 27 April 2020
The User Interface Interface: windows, icons, menu, pointer
(WIMP), command line and forms dialogue Evaluate different types of user interface:
WIMP, command line and forms dialogue Describe how text, sound and video can be
input using a range of devices, such as personal computers, laptops, tablets or smartphones
Data Compression Explain the need for data compression Describe how zipping is used to compress data Evaluate common data file formats: txt, wav,
bitmap, Joint Photographic Experts Group (JPEG), Motion Picture Experts Group (MPEG) and Graphics Interchange Format (GIF)
System Software Describe the purpose of an operating system Describe different types of operating system:
single user, multi-user, multiprocessing, multitasking and multithreading
Explain the need for utility programs
Describe some common utility programs: data compression, file backup, archive software and disk defragmenters
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Monday 4 May 2020
Application Software Explain what is meant by application software Explain the difference between generic
software and special purpose software Compare the use of custom-built software with
off-the-shelf software Explain how application software can be
delivered on Different platforms, for example downloaded to
a device or accessed using the web Evaluate different methods of obtaining
software: proprietary and open source Processing Systems
Describe batch processing and real-time processing;
Evaluate the use of batch processing and real-time processing for common applications
Describe the input, output and processing involved in a range of common devices: automatic teller machines (ATMs), point of sale (POS) terminals and smartphones
Monday 11 May 2020
Web Applications Rxplain the following terms: the World Wide
Web (WWW), the internet, Uniform Resource Locator (URL), Hypertext Transfer Protocol (HTTP), Internet Protocol (IP) address, web browser, web server, web hosting, File Transfer Protocol (FTP), internet service provider (ISP), search engine, cache, cookies, portal, website and web page
Explain how domain names are organised Describe the role of the International
Telecommunications Union (ITU) and World Wide Web Consortium (W3C) in agreeing web standards
Evaluate the use of an intranet by an organisation
Website Development Explain how web pages are created using
Hypertext Markup Language (HTML)
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Understand the purpose of a range of HTML tags: paragraph, image, anchor, ordered list, unordered list and hyperlinks
Explain how cascading style sheet (CSS) is used in web development
Distinguish between client-side and server-side processing
Evaluate methods of ensuring security over the internet: encryption (including public and private keys), hypertext transfer protocol secure (https), Secure Sockets Layer (SSL), digital signature or digital certificate
Year 13 Revision Guide – Summer 2020
ECONOMICS
Week Beginning Topic(s) to Revise Monday 23 March 2020
Key Economic Concepts Basic Economic problem Demand and Supply Markets and Equilibrium
Monday 30 March 2020
Elasticity of demand and supply Factor Markets Labour Market Failures and Imperfections
Monday 6 April 2020
Market Failures and Imperfections continued
Government Intervention
Monday 13 April 2020
Government Intervention continued The circular flow of Income Measuring National income Aggregate Demand and Aggregate supply
Monday 20 April 2020
Macroeconomic Equilibrium Macroeconomic objectives Inflation Unemployment
Monday 27 April 2020
Economic Growth Fiscal and Monetary Policy Supply Side Polices Exchange Rates
Year 13 Revision Guide – Summer 2020
ENGLISH LITERATURE Module 2: A Streetcar named Desire & the Poetry of Frost and Heaney (60%) Length of exam: 2 hours *A clean copy of the poems will be provided for you*
Week Beginning Topic(s) to Revise Monday 23 March 2020
A Streetcar named Desire: Revise all Contexts: biographical, social,
historical, cultural and political – use your Research Portfolio
Revise American Civil war, Southern belles, Deep South, Cavalier Thesis etc.
Re-read the entire play
Revise all quotes you have learned- Remember it is Closed Book!
Monday 30 March 2020
Revise Mind Maps on all Characters; Blanche, Stanley, Stella, Mitch
Revise Mind maps on key Themes: Desire, Social class, Mental illness, Violence, illusion/fantasy etc.
Revise notes on all Staging Methods
Read Exemplar A grade responses Monday 6 April 2020
The Poetry of Robert Frost & Seamus Heaney: Revise biographical notes on Robert Frost –
Book 1
Revise all biographical notes on Seamus Heaney – Book 1
Revise your Critics’ Log – learn key quotes you could use in any essay
Re-read and learn all notes /annotation on 4 poems: Out, Out, Lost Rachel, Acquainted with the night, The Peninsula)
Monday 13 April 2020
Re-read and learn all notes /annotation on 4 poems: Mowing, The Baler, Desert Places and Postscript
Year 13 Revision Guide – Summer 2020
Re-read and learn all notes /annotation on 4 poems: Personal Helicon, For Once, Then Something, Into My own, The Conway Stewart
Monday 20 April 2020
Re-read and learn all notes /annotation on 4 poems: The Railway Children, Going For Water, Birches and The Road Not Taken
Re-read and learn all notes /annotation on 4 poems: The Forge, The Wife’s Tale, Bogland, After Apple Picking
Monday 27 April 2020
Re-read and learn all notes /annotation on 4 poems: Mending Wall, Gathering Leaves, Had I not Been awake, The Harvest Bow
Read exemplar A grade essays – highlight Assessment Objectives.
Complete essay responses in timed conditions
Revise all context on both poets again.
Unit Module 2 - Frankenstein (40%) Length of exam: 1 hour
Week Beginning Topic(s) to Revise Monday 23 March 2020
The various settings that are used in Frankenstein. In Frankenstein, the setting is vital to the story.
How far and in what ways do you agree with this comment on the novel?
Revise key quotations and context relating to the Gothic Horror- including the double/doubling and setting.
As with all Gothic texts, Frankenstein challenges set oppositions, in particular, the opposition between the monstrous and human. Discuss.
Monday 30 March 2020
Revise key quotations and contextual information relating to a Feminist Reading of the novel. “They are chewed up by the plot and ground down, disassembled… the way Victor, the scientist, dismembers the second brain-child of his
Year 13 Revision Guide – Summer 2020
imagination, the she-monster. They are martyrs and victims.” In light of this comment, discuss the extent to which women are presented as victims in Frankenstein
Monday 6 April 2020
Revise key quotations and contextual information relating to literary, Classical and Biblical allusions – including intertextuality. “Did I request thee, Maker, from my clay/ To mould me man? Did I solicit thee/ From darkness to promote me?” (John Milton, Paradise Lost) In light of this comment, discuss how Shelley presents the act of creation and the responsibilities it occasions in Frankenstein?
Monday 13 April 2020
Revise Scientific/ technological developments of Enlightenment. Learn contextual information on Revolutionary politics in Europe and America. “It seem to me as if nothing would or could ever be known.” (Shelley, Frankenstein) How far and in what ways is knowledge presented as dangerous and destructive
Monday 20 April 2020
Revise mind maps for Victor, Creature and Walton. Focus on narrative voice and structure. “The point of using an unreliable narrator is indeed to reveal an interesting gap between appearance and reality, and to show how human beings distort or conceal the latter. This need not be a conscious, or mischievous intention on their part.” (David Lodge) In light of this comment, explore the function of the narrators in Frankenstein.
Monday 27 April 2020
Revise key quotations and contextual information relating to Hero/Anti-Hero. The true hero of the story is not Victor: it is his creature. How far and in what ways do you agree with this comment on the novel? Revise key quotations and contextual information relating to the Sci-Fi novel. Frankenstein has been described as the first sci-fi novel. To what extent do you accept this view?
Year 13 Revision Guide – Summer 2020
GEOGRAPHY
Week Beginning Topic(s) to Revise Monday 17 February
PHYSICAL TOPIC: Fluvial Environments (i) explain how the drainage basin operates as an open
system with inputs, outputs, stores and transfers of energy and matter;
explain what a system is; explain the difference between an open and closed
system; define inputs, stores, transfers, outputs; and learn hydrological processes such as precipitation,
surface run off (overland flow), evaporation, condensation, interception, infiltration, throughflow, percolation, groundwater flow (baseflow) and water table.
PHYSICAL TOPIC: Atmosphere
Temperature – global energy balance, vertical heat transfers (conduction, convection)
horizontal heat transfers –(latitude, ocean currents, prevailing winds)
Motion – factors controlling wind speed – pressure gradient force, Coriolis force
General circulation – Hadley, Ferrel, Polar cells (jet stream and upper westerlies; tri-cellular model)
Pressure/wind surface patterns (wind blows from high to low pressure, low pressure at Equator, NE trade winds etc)
Monday 24 February PHYSICAL TOPIC: Fluvial Environments Understand storm and annual hydrographs (regimes)
and explain the factors that influence them − relief, basin size and shape, soil, geology, land use, drainage density and precipitation;
define discharge and understand how it is calculated; draw and label a storm hydrograph; define river regimes;
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identify and explain how river regimes change over a year; and
explain each of the factors which influence discharge and regimes;
PHYSICAL TOPIC: Atmosphere Moisture – know definitions for absolute humidity,
relative humidity, dew point temperature.
Explain the factors that influence temperature, including latitude, continentality, altitude and seasonality
Precipitation – orographic, frontal and convectional.
Account for global patterns of precipitation, surface temperature, pressure and winds.
Monday 2 March PHYSICAL TOPIC: Fluvial Environments Understand river processes – erosion (abrasion/corrasion,
attrition, hydraulic action, solution/corrosion), transportation (suspension, solution, saltation, traction), and deposition (Hjulström curves).
Explain the formation of river landforms – waterfalls, rapids, meanders, pools and riffles, oxbow lakes, levees, floodplains and deltas (arcuate and bird’s foot).
For each be able to describe their formation and draw a series of fully labelled diagrams to show their formation.
Monday 9 March PHYSICAL TOPIC: Fluvial Environments
Human interaction in fluvial environments Explain why some rivers need to be channelised and how
this is achieved through realignment, re-sectioning and dredging;
Understand how and why environmentally sensitive and sustainable management strategies are needed to manage river channels;
Explain why some rivers need to be channelised and how this is achieved through realignment, re ‐ sectioning and dredging;
Understand how and why environmentally sensitive and sustainable management strategies are needed to manage river channels;
Year 13 Revision Guide – Summer 2020
PHYSICAL TOPIC: Atmosphere
explain the formation of precipitation (orographic or relief, cyclonic and convectional) air masses –
of mid-latitude weather systems (depressions and anticyclones) and their formation with reference to air masses and the Polar Front Jet Stream;
Know definition, know air masses that affect the British Isles and typical characteristics
Depressions- -be able to draw cross-section, describe formation along Polar front, recognise on a synoptic chart/satellite image, know sequence of weather at warm front, warm sector, cold front – (include cloud type, pressure, precipitation, temp, wind speed & direction, air mass) Regional Scale -England –Oct 1987
Monday 16 March
PHYSICAL TOPIC: Fluvial Environments Investigate the causes of recent flooding (human and
physical) and its effects on people, property and the land (positive and negative impacts).
Beneficial and detrimental effects of floods on people, property and land
1 X Regional scale case study of flooding: Somerset Levels 2014.
PHYSICAL TOPIC: Atmosphere
Explain how the El Niño Southern Oscillation and La Niña events affect global wind and rainfall patternshurricanes – formation (location, sea temp)
Understand how hurricanes, tropical cyclones or typhoons form and explain their structure; Structure of hurricanes – recognise key features – eye.
Describe the impacts of a recent hurricane, tropical cyclone or typhoon and evaluate the management strategies that were in place to reduce its impacts on people and property. For C/S know effects of people, property and protective measures to reduce loss of life and damage to property Regional Scale - Cyclone Haiyan (2013 (know formation, dates)
Year 13 Revision Guide – Summer 2020
Monday 23 March
PHYSICAL TOPIC: Ecosystems Identify the global distribution of biomes − tundra,
tropical rainforest, hot desert and temperate grassland. How ecosystems function, Biotic / abiotic Open system/input, outputs/transfers and stores of
energy and matter Trophic structure, autotrophs, heterotrophs, decomposers Trophic level and trophic pyramids General cycling of nutrients (including the nutrient
cycling model) Local scale case study – Breen Wood (know physical
features and food chain). The climate and soils associated with tundra and
temperate grassland biomes; Case study - Alaska Evaluate the actual and potential impacts of climate
change on tundra ecosystems. Nutrient cycling – between soil, litter & biomass – know
general model Apply to Mollisols.
Monday 30 March
GEOGRAPHICAL SKILLS: Statistical techniques – Nearest Neighbour, Spearman’s
Rank Measures of Central tendency - Mean, Median, Mode Measure of Dispersion - Range. Questionnaire Design – types of questions (open and
closed and Likert scales) and advantages and disadvantages of different types of questions
FIELDWORK Know reasons for conducting a pilot study. Sampling techniques – systematic, stratified, random
and pragmatic. Data presentation techniques: maps - choropleth. Dot
distribution, isoline, flow line; Graphs – Scatter, line, bar, pie, proportional circles and squares, triangular, population pyramids, divided bar graphs.
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Satellite images (to map urban growth, monitor deforestation, map hazards etc)
Be able to draw a sketch map from a photograph Know the planning sequence when undertaking a
geographical investigation GIS Identify geographical questions and issues, select
appropriate sources and methods, and establish effective approaches to inquiry in their geographical studies.
Know reasons for conducting a pilot study.
Describe and evaluate the data collection methods selected for geographical investigation;
Monday 6 April
PHYSICAL TOPIC: Ecosystems Vegetation succession – seral stages, climatic climax
vegetation, plagioclimax vegetation Know C/S – Psammosere succession – embryo/fore
dune/yellow/dune slacks//mature dunes Local scale –Magilligan Umbra Dunes
GEOGRAPHICAL SKILLS: Maps - choropleth. Dot distribution, isoline, flow line
Graphs – Scatter, line, bar, pie, proportional circles and squares, triangular, population pyramids, divided bar graphs.
Satellite images (to map urban growth, monitor deforestation, map hazards etc)
Be able to draw a sketch map from a photograph FIELDWORK
Show awareness of fieldwork safety both in preparation and in the field by: − completing investigative work safely in the field; − showing awareness of hazards and risks and demonstrating how their planning involves discussing strategies to avoid accident or injury while collecting data; and − describing contingencies they have made for dealing with accidents while in the field;
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Organise, record and present evidence in cartographic, diagrammatic and graphical form, making use of ICT and GIS where appropriate;
Choose and apply appropriate statistical techniques to their own data and/or data presented to them (formulae and statistical tables and graphs will be provided);
Describe, analyse, evaluate and interpret evidence and draw conclusions;
Evaluate their methods and approaches to enquiry and the limitations of the evidence collected and conclusions drawn; Sampling techniques – systematic, stratified, random and pragmatic.
Know the planning sequence when undertaking a geographical investigation
GIS
Monday 13 April
HUMAN TOPIC: Development issues. The nature and measurement of development. Defining development – be able to explain the problems.
Be able to explain and evaluate 2 economic, 2 social and 2 composite measures of development.
The aims of the Millennium Development Goals and evaluate the impact of any two of them as a means of improving global development;
The aims of the 2030 Agenda for Sustainable Development and explain how the Global Goals build on the Millennium Development Goals;
Explain the different roles that globalisation and aid can have in influencing development in LEDCs. Case study - Tanzania
Describe and explain ‘emerging markets’ in the context of LEDCs;
How and why emerging markets such as Brazil, Russia, India, China and South Africa (BRICS) and Mexico, Indonesia, Nigeria and Turkey (MINT) markets have grown in recent years. Case study - China
Monday 20 April
HUMAN TOPIC: Settlements Distinguish between rural and urban settlement, with
reference to the rural–urban continuum;
Year 13 Revision Guide – Summer 2020
Know the issues in the rural urban fringe – greenfield developments, suburbanisation, Counterurbanisation
Understand why planning is important to protect the countryside and explain how different measures can be used to manage it: ASSIs or SSSIs, AONBs and National Parks;
Evaluate the arguments for and against the development of a National Park in Northern Ireland.
Explain the main issues and challenges found in the MEDC inner city in relation to economic and social deprivation, re‐urbanisation and gentrification. MEDC urban case study - Dublin
Explain the main issues and challenges found in the LEDC city, including the growth of informal settlements, service provision and economic activity. LEDC urban Case study –Mumbai
Monday 27 April
HUMAN TOPIC: Population Know the difference between census taking and vital
registration. Contrasts between LEDCs and MEDCs in terms of data
reliability and collection and the use made of the data. Two contrasting national case studies, one from an
MEDC, for example UK and one from an LEDC, Nigeria Know the demographic transition model and the
epidemiological transition. The main fertility and mortality measures − crude birth
rate, crude death rate, total fertility rate and infant mortality rate
The differences between underpopulation, overpopulation and optimum population;
Evaluate the theories and issues of population sustainability put forward by Malthus and Boserup; and
Show knowledge and understanding of the need for fertility policies (anti-natalist and pro-natalist). Case study - China
Monday 4 May
Recap on all topics
Monday 11 May Recap on all topics
Year 13 Revision Guide – Summer 2020
HEALTH & SOCIAL CARE
Week Beginning Topic(s) to Revise Monday 23 March
• Concepts of health and wellbeing – define the following:
− health; − ill-health; − disease; − stress-related illness; − mental health; and − mental illness; • demonstrate knowledge and understanding of the physical, intellectual, emotional and social needs of service users such as children, older people, those with illnesses, physical disabilities, learning disabilities or mental health needs; • demonstrate knowledge and understanding of how to meet these needs in a range of health, social care and early years settings; • evaluate the potential impact of physical health and ill-health on psychological well-being; and • assess the potential effects of ill-health for both individuals and their families on: − education; − employment; − income; − leisure activities; and
− relationships.
Monday 30 March
Factors affecting health and well-being –
• discuss how the following socio-economic factors can affect the physical, social and psychological health and well-being of individuals: − gender; − social class; − housing; and − culture and ethnicity; • discuss how the following physical factors can affect the physical, social and psychological health and well-being of
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individuals: − a genetically inherited condition; and − a chronic illness or disease associated with the ageing process;
Monday 6 April
Factors affecting health and well-being –
• discuss how the following environmental factors can affect the physical, social and psychological health and well-being of individuals: − geographical location; − pollution; and − occupational hazards; • discuss how the following behavioural factors can affect the physical, social and psychological health and well-being of individuals: − exercise and lack of exercise; − poor diet and healthy diet; − smoking; − alcohol misuse; and − illegal drug use;
Monday 13 April
Health promotion
• describe and evaluate the following approaches to health promotion: − medical; − social change; − educational; − behaviour change; and − fear arousal.
Monday 20 April Health promotion
• identify objectives of a current health promotion campaign by the Public Health Agency (PHA) in Northern Ireland and analyse how the campaign gets its message across to meet its objectives; • demonstrate understanding of how individuals can take responsibility for their own health and well-being through: − lifestyle choices; − accessing health and social care services; and − self-advocacy;
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Monday 27 April • The roles of organisations responsible for health and well being
discuss how the World Health Organisation (WHO) contributes to health and well-being; • discuss how the following statutory organisations contribute to health and well-being: − Department of Health (DoH); − Public Health Agency; and − Health and Social Care Trusts; • discuss how voluntary organisations contribute to health and well-being for people in Northern Ireland, for example Marie Curie, Age NI, Northern Ireland Chest, Heart and Stroke, Praxis, ChildLine, Simon Community or Mencap; and • discuss how private or commercial organisations contribute to health and well-being, including pharmacies, drug companies, holistic therapists, private practitioners, private nursing homes and home care providers.
Monday 4 May • Discrimination and anti-discriminatory practice in health, social
care and early years’ settings.
• define the terms prejudice and discrimination; • describe examples of discrimination and anti-discriminatory practice relevant to: − race; − beliefs; − gender; − disability; − cognitive ability; − mental health; and − sexuality;
• Discrimination and anti-discriminatory practice in health, social
care and early years’ settings.
• analyse how managers may promote anti-discriminatory practice in health, social care and early years’ settings, for example through: − policies such as complaints and whistle-blowing; − practices such as training and supervising staff; − setting examples in their own practice; and − directly challenging discriminatory practices and using
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disciplinary procedures or reporting staff to their professional bodies; and • demonstrate understanding of how both discriminatory and anti-discriminatory practice can impact on the physical, social and psychological health and well-being of service users.
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HISTORY
Week Beginning Topic(s) to Revise Monday 23 March
February revolution
• The short-term factors that led to the downfall of the Tsar in February 1917
• The economic, political and military effects of the First World War on Russia
• The misjudgements and mistakes of Tsar Nicholas II, such as leaving government in the hands of the Tsarina and Rasputin October Revolution
• The factors that led to the downfall of the Provisional Government and the Bolshevik seizure of power in October 1917
• The weaknesses and failures of the Provisional Government, the Petrograd Soviet and dual authority
• The strengths of the Bolsheviks: the leadership of Lenin, the April Theses, the role of Trotsky and the Military Revolutionary Committee
Monday 30 March
Civil war The relative importance of the various factors that led to the Bolshevik victory in the Civil War 1918–21 • The strengths of the Bolsheviks: the role of Trotsky, the Red Army, economic and geographical advantages and the weaknesses of the Whites: divisions and foreign intervention Lenin’s economy and culture The aims and degree of success of Lenin’s economic policies 1917–24 • State Capitalism, War Communism and the New Economic Policy • Soviet society and culture under Lenin: the position of women and the family, religion and the position of the church, popular culture and the arts
Year 13 Revision Guide – Summer 2020
Monday 6 April
Stalin’s rise to power and how he maintained his power – culture terror, cult of personality
• The reasons for Stalin’s rise to power, including the relative importance of Stalin’s strengths and the weaknesses of his opponents during the power struggle
• The significance of Lenin’s Testament, Stalin’s position as General Secretary of the Party and the limitations of Stalin’s opponents
• The relative importance of the various factors that formed the basis of Stalin’s power: terror, propaganda and the cult of personality
• Stalin’s use of terror, including the post-Kirov purges 1934–36 and the Great Purge 1936–39
• Culture in Stalinist Russia, including the use of the arts and the media as a means of control, propaganda and the cult of personality
Stalin’s economy: The aims and degree of success of Stalin’s economic policies
• The policies of collectivisation and industrialisation
• The aims of the Five Year Plans and the extent to which they were successful
• The social impact of Stalin’s economic policies Monday 13 April
The Weimar Republic 1919-29 • The National Constituent Assembly, the Weimar Constitution and the main terms of the Treaty of Versailles • The political threats to the Weimar Republic from left and right 1919–23 • The reasons for the economic instability of the Weimar Republic 1919–23 • The strengths and weaknesses of the economy 1924–29 and the extent of economic recovery •The development of the Nazi Party 1923–29, including the Munich Beer Hall Putsch, the significance of the Bamberg
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Nazi Party conference, the creation of the national party structure and the contributions of Strasser and Goebbels Nazi rise to power • The economic and political impact of the Wall Street Crash on the Weimar Republic 1929–33 • The decline of parliamentary government and the rise of presidential government • The collapse of Müller’s Grand Coalition and the impact of Brüning’s policies • The electoral breakthrough of the Nazis in Presidential and Reichstag elections 1929–33 • The roles of von Schleicher, von Hindenburg and von Papen and ‘political intrigue’, leading to Hitler’s appointment as Chancellor on 30 January 1933
Monday 20 April Nazi consolidation of power The creation of the Nazi dictatorship 1933–34: the ‘Legal Revolution’, co-ordination, creation of a one party state and the Nazi Anti Semitic policies • Anti-Semitism, including legal discrimination, emigration, propaganda and indoctrination, and terror and violence, including the Night of Broken Glass, 1938 • The policies towards the Jews during the war, including Polish Jews and the ghettos, the consequences of Operation Barbarossa for Jews in the Soviet Union, the Wannsee Conference and genocide Nazi economic policies • The economic recovery of 1933–36, including the role of Schacht, and the main aims and impact of the ‘New Plan’ • The introduction, aims and impact of the Four Year Plan, including the role of Göring 1936–39 • The war economy, including the roles of Speer and Todt, and the start of ‘Total War’ defeat of the ‘Second Revolution’
Monday 27 April Opposition to the Nazis • The extent of German opposition and resistance to the Nazis in wartime, including youth and student protest, the Christian Churches, the conservatives and the military The impact of war • The consequences of the war for the German people, including rationing, indoctrination, propaganda and morale
Year 13 Revision Guide – Summer 2020
• The impact of allied bombing, the mobilisation of the labour force, the use of foreign labour and prisoners of war Culture in Nazi Germany • Culture in the Third Reich as a means of control, such as the use of the arts, including music, literature and visual arts, and the media, including radio, the press and cinema
Year 13 Revision Guide – Summer 2020
IRISH
Week Beginning Topic(s) to Revise Monday 23 March 2020
Cur i láthair Oral Topic: Mé Féin An Aimsir Chaite & Saorbhriathar An Aimsir Láithreach & Saorbhriathar Comhthéacs 1 Review
Monday 30 March 2020
Cur i láthair Oral Topic: An Teaghlach An Aimsir Ghnáthchaite & caint indíreach An t-ainm briathar & an aidiacht bhriathartha Comhthéacs 1 Review
Monday 6 April 2020
Cur I láthair Oral Topic: Caitheamh Aimsire An Aimsir Fháistineach & Saorbhriathar Réamhfhocail & Aidiachtaí Comhthéacs 1 Review
Monday 13 April 2020
Cur I láthair Oral Topic: Laethanta Saoire An Modh Coinníollach & Saorbhriathar Ainmfhocail- Bain & Fir leis an alt Comhthéacs 1 Review Essay Preparation (YMIAD)
Monday 20 April 2020
Oral Topic: An Ghaeltacht An Tuiseal Tabharthach Comhthéacs 2 Review Essay Preparation (YMIAD)
Monday 27 April 2020
Oral Topic: Fadhbanna ag Daoine Óga Uimhir Uatha/ Iolra/ Firinscneach/
Baininscneach Ginideach Comhthéacs 2 Review Essay Preparation (YMIAD)
Year 13 Revision Guide – Summer 2020
MATHEMATICS
Week Beginning Topic(s) to Revise Monday 23 March 2020
AS1 Topic 1 – Algebra & Indices and Surds
AS1 Topic 2 – Quadratic equations and inequalities
AS2 Topic 1 – Kinematics
Monday 30 March 2020
AS1 Topic 3 – Algebraic fractions & Remainder and Factor
Theorem
AS1 Topic 4 – Coordinate and Circle geometry
AS2 Topic 2 – Forces and Newton's laws
Monday 6 April 2020
AS1 Topic 5 – Binomial expansion
AS1 Topic 6 – Graphs and Transformations
AS2 Topic 3 – Sampling
Monday 13 April 2020
AS1 Topic 7 – Trigonometry
AS1 Topic 8 – Exponentials and logarithms
AS2 Topic 4 – Data presentation/interpretation
Monday 20 April 2020
AS1 Topic 9 – Differentiation
AS2 Topic 5 – Probability
Monday 27 April 2020
AS1 Topic 10 – Integration
AS1 Topic 11 – Vectors
AS2 Topic 6 – Statistical distributions
Examinations dates: AS 1: Pure Mathematics: Wednesday 13 May: 9.15 – 11.00 (1 hour 45 mins) AS 2: Applied Mathematics: Wednesday 20 May: 9.15 – 10.30 (1 hour 15 mins)
Year 13 Revision Guide – Summer 2020
MOVING IMAGE ARTS Week Beginning Topic(s) to Revise Monday 23 March 2020
Classical Hollywood Style
• Storytelling conventions & Techniques: − invisible editing; − linear continuity; − the 180 degree rule; − eye line matches; − shot/reverse-shot; and − use of establishing shots
Alfred Hitchcock - The Auteur - Cinematic style: − point-of-view (POV) camera and editing technique; − dynamic camera movements; − high-angle shots; − expressive use of the close-up; − cross-cutting; − montage editing; − expressionist lighting techniques; and − using music to create emotion - Pure Cinema - Suspense - Influence on contemporary filmmakers
Monday 30 March 2020
Realism in Hollywood
• Hollywood Realist Narrative - Conventions of realist narrative - Andre Bazin concept of Realism - Key realist techniques and explain their purpose:
− the long take; − deep focus cinematography; − hand held camera technique; − continuity of time and space; − use of CCTV cameras or television news footage to create a feeling of realism; − location shooting; − naturalistic acting; and
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− the use of only diegetic sound and music on the soundtrack
Monday 6 April 2020
Hollywood Studio System
- Industrial Model of Hollywood Film Making
- Hollywood Studio System
Monday 13 April 2020
German Expressionism
- German Expressionist Cinema of the 1920s - German film industry’s own studio system - Relationship between German Expressionist Cinema
and the expressionist movement in art - German Expressionism and how it challenged the
conventions of the continuity style - Elements of German Expressionist cinema: − iconography; − setting; − narrative; − style; − characters; and − themes German Expressionist Influence on horror, crime and sci-fi - German Expressionist Influence on contemporary
film Monday 20 April 2020
Film Noir & American Expressionism
- Identify and explain the terms Film Noir and American Expressionism
- The origins of Film Noir and the influence of German Expressionism on Hollywood film-makers
- Collaboration between the director and the cinematographer in Film Noir and American Expressionism
- Elements of Film Noir and explain their purpose: − iconography; − setting; − narrative; − style;
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− characters; and − themes - Influence of hard-boiled crime fiction on Film Noir - Influence of Film Noir on later cinema
Monday 27 April 2020
Soviet Montage
Origins of Soviet Montage and the new approaches to editing
Soviet Montage and photomontage
- Formalist style of Soviet Montage and how it challenged the conventions of the continuity style
- Key examples of Soviet cinema - Influence of Soviet Montage on the work of
subsequent film-makers
Year 13 Revision Guide – Summer 2020
MUSIC
Week Beginning Topic(s) to Revise Monday 23 March 2020
Vivaldi: Concerto in G for 2 Mandolins – movements 1 and 2
Gibbons: This is the record of John Kern: Ol Man River
Monday 30 March 2020
Mozart: Symphony No 39 movement 1 Handel: Zadok the Priest Rogers and Hammerstein: Soliloquy
Monday 6 April 2020
Beethoven: ‘Eroica’ Symphony, movement 4 Bernstein: Tonight Quintet Boubil and Schönberg: One day more
Monday 13 April 2020
Brahms: Violin Concerto in D major, movement 3 Mendelssohn: Hear my prayer Rutter: ‘A Clare Benediction’ and ‘For the Beauty
of the Earth’
Monday 20 April 2020
All Secular Vocal Music Vivaldi: Concerto in G for 2 Mandolins –
movements 1 and 2 Mozart: Symphony No 39 movement 1
Monday 27 April 2020
All Sacred Vocal Music Beethoven: ‘Eroica’ Symphony, movement 4 Brahms: Violin Concerto in D major, movement 3
Year 13 Revision Guide – Summer 2020
NUTRITION & FOOD SCIENCE
Nutrition and Food Science Unit 1
Week Beginning Topic(s) to Revise Monday 23 March
Protein demonstrate knowledge and understanding of the functions
of protein as a nutrient; identify plant, animal and novel sources of protein in the diet; compare and contrast plant, animal and novel sources of
protein in relation to nutrition, health, versatility and cost; demonstrate knowledge and understanding of the following
terms: – dispensable and indispensable amino acids; – biological value; and – complementation; and
explain nitrogen balance in relation to protein requirements. Monday 30 March
Fat demonstrate knowledge and understanding of the functions
of fat as a nutrient; demonstrate knowledge and understanding of the structure,
sources and effects on blood cholesterol of the following fatty acids: – saturated; – monounsaturated; and – polyunsaturated, (Omega 3 and Omega 6, trans-fatty
acids); demonstrate knowledge and understanding of the role of
essential fatty acids in the diet. Monday 6 April
demonstrate knowledge and understanding of the sources and functions of carbohydrate as a nutrient;
demonstrate knowledge and understanding of the nutritional significance of the following carbohydrates: – sugars – intrinsic, extrinsic and non-milk extrinsic sugars
(NMES); – starch; and – non-starch polysaccharides (NSP); and
demonstrate knowledge and understanding of the effects of different carbohydrates on blood sugar levels; and
Year 13 Revision Guide – Summer 2020
explain the term glycaemic index and glycaemic loading in relation to carbohydrate absorption.
Monday 13 April Vitamin A (retinol), Vitamin D(cholecalciferol), Vitamin E (tocopherol), Vitamin K (phylloquinone), Vitamin B1 (thiamine), Vitamin B2 (riboflavin), Niacin,Vitamin B6 (pyridoxine), Vitamin B12, (cobalamin), Folate and Vitamin C
Vitamins describe the role of fat-soluble and water-soluble vitamins in
the body; identify valuable food sources of the listed vitamins; describe the effects on health of deficiencies and excesses
of each vitamin; and demonstrate knowledge and understanding of factors
affecting bioavailability and absorption of vitamins.
demonstrate knowledge and understanding of factors affecting bioavailability and absorption of vitamins.
Monday 20 April Major minerals: calcium; magnesium; phosphorus; potassium; and sodium Trace mineral: fluorine; iodine; iron; selenium; and zinc.
Minerals describe the functions of the listed major minerals and trace
minerals; identify valuable sources of the listed major minerals and
trace minerals;
describe the effects on health of deficiencies and excesses of each major mineral and trace mineral; and
demonstrate a knowledge and understanding of factors affecting bioavailability and absorption of major minerals and trace minerals.
Monday 27 April Water and other fluids demonstrate knowledge and understanding of the sources
and functions of water and other fluids in the diet; consider the nutritional benefits derived from consuming
fluids other than water; discuss factors that impact on hydration; and
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demonstrate knowledge and understanding of the effects of dehydration and water intoxication.
Monday 4 May Nutrition through life
– demonstrate knowledge and understanding of the specific nutritional needs and energy requirements for:
– pre-conception, pregnancy and lactation; – infants and pre-school children; – school-age children and teenagers; – adult men and women; – older adults and the frail elderly; and – explain how to achieve these specific nutritional needs
and energy requirements through appropriate food choices and/or the use of supplements.
Nutrient Requirements – describe Dietary Reference Values (DRVs) for nutrients
and Estimated Average Requirements (EARs) for energy; and
– demonstrate knowledge and understanding of how DRVs and EARs should be used to evaluate diets.
Nutrition and Food Science Unit 2
Week Beginning Topic(s) to Revise Monday 23 March
Energy and energy balance explain why the body needs energy; explain factors affecting energy expenditure; interpret and comment on the EARs for energy through life;
and demonstrate knowledge and understanding of the concept of energy balance.
Monday 30 March
Eating patterns explore the trends in food consumption that have led to
increased prevalence of diet-related disorders for example: – demographics; – social change; – employment; and
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– leisure patterns; and discuss the barriers that prevent consumers from making
healthy food choices, for example: – resources; – availability; – food labelling; and
food advertising. Monday 6 April
Cardiovascular disease (CVD) define cardiovascular disease (CVD) and describe its
development; outline the non-modifiable risk factors for CVD:
– genetics; – gender; – age; – socio-economic status; – ethnicity; and – low birth weight; and
explain how the following non-modifiable risk factors may be involved in the development of CVD: – smoking; – reduced physical activity; – low fruit and vegetable intake; – excessive alcohol intake; – high blood cholesterol; – low antioxidant status; – high sodium intake; and – low soluble fibre intake.
discuss the effects of the following on the development of CVD: – overweight and obesity; – hypertension; – Type 2 diabetes; – saturated and unsaturated fatty acids; and – homocysteine; and –
Propose and justify dietary and lifestyle recommendations to prevent CVD.
Monday 13 April
Physical activity
Year 13 Revision Guide – Summer 2020
identify the current guidelines for physical activity for children and adults;
discuss the health benefits of regular physical activity for children and adults such as: – cardiovascular function; – bone and joint health; – skeletal muscular health; – energy balance; and – mental health. –
Monday 20 April Overweight and Obesity define overweight and obesity and describe ways they can be
measured; interpret and comment on possible reasons for trends in
childhood and adult obesity; discuss possible barriers to achieving a healthy weight; demonstrate knowledge and understanding of the health
problems associated with being overweight and obesity in children and adults; and
Propose and justify dietary and lifestyle recommendations to achieve a healthy weight in childhood and adulthood.
Monday 27 April Cancer define cancer and outline how it can develop; explain how the following may influence an individual’s cancer
risk – fat; – salt; – meat; – wholegrain plant foods; – fruit and vegetables; and – antioxidant nutrients; and
consider the possible influence of the following in the development of cancer: – body fat; – physical activity; – alcohol; – breastfeeding; – smoking; and
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– sun exposure; and
– Propose and justify dietary and lifestyle recommendations to reduce the risk of cancer.
Monday 4 May Type 2 Diabetes
define Type 2 diabetes and outline its symptoms; outline the risk factors for Type 2 diabetes:
– obesity; – diet; – genetics; and – physical inactivity; and
Propose and justify dietary and lifestyle recommendations for the prevention and management of Type 2 diabetes. Alcohol
demonstrate knowledge and understanding of the relationship between alcohol and: – obesity; – cardiovascular disease; and – cancer.
explain how alcohol consumption in pregnancy can affect the baby; and
explain the nutritional consequences for adult men and women of excessive alcohol consumption, for example: – fat metabolism; – control of blood glucose levels; – impact on vitamin K, vitamin D and B vitamins; and
impact on zinc and iron.
Year 13 Revision Guide – Summer 2020
PHYSICAL EDUCATION
Week Beginning Topic(s) to Revise Monday 23 March 2020
Performance analysis in sport The coaching process and its limitations: the need for performance analysis technology. Qualitative and quantitative approaches to analysing performance: choosing the correct method and analysing data. Video analysis: its advantages, disadvantages and uses. Fitness testing: laboratory-based testing and its application. Notational analysis: its advantages, disadvantages and uses. Levers Components of a lever system: pivot/fulcrum, effort and load/resistance. 1st, 2nd and 3rd order levers. Mechanical advantages and disadvantages of different types of lever.
Monday 30 March 2020
Analysis of movement in physical activities Planes and axes of rotation: frontal, sagittal and horizontal/transverse planes of the body. Movement patterns: longitudinal, horizontal/transverse and frontal/anterior-posterior axes of rotation. Flexion/extension, abduction/adduction, circumduction, pronation/supination, rotation, plantar flexion/dorsi flexion, lateral flexion and horizontal adduction and abduction. Joints and articulations Classification of joints: fibrous, cartilaginous and synovial. Types of joints: hinge, pivot, ball and socket, gliding and ellipsoid. Musculo-skeletal system Overview of the skeletal systems: functions and the axial and appendicular skeleton.
Year 13 Revision Guide – Summer 2020
Structure and functions of skeletal muscle. Major skeletal muscles of the human body. Muscle fibres: slow twitch (Type I) and fast twitch (Type IIa and IIb) and their associated characteristics. Antagonistic muscle action: prime mover (agonist), antagonist, fixator and synergist. Types of muscle contractions: isotonic; concentric and eccentric, Isometric.
Monday 6 April 2020
Preparation and training methods Components of fitness: health-related components (aerobic capacity, muscular strength, muscular endurance, body composition, flexibility) and skillrelated components (agility, balance, co-ordination, speed, power and reaction time). Methods of training: weight, continuous, fartlek, interval including high intensity training (HIT), plyometrics, circuit and mobility/flexibility. Environmental training. Periodisation. Setting goals. Energy systems and their application to training principles Role of adenosine triphosphate (ATP) and how it is restored through the use of creatine phosphate (ATPPC system), anaerobic glycolysis (lactic acid system) and aerobic glycolysis. Principles of training: specificity, progressive overload, reversibility and variance. Energy systems and their application in planning training programmes.
Monday 13 April 2020
Fatigue and the recovery process The importance of an effective warm-up and cooldown.
Year 13 Revision Guide – Summer 2020
Causes of fatigue and its effect on physical activity and sporting performance. Onset of blood lactate accumulation (OBLA) and delayed onset of muscle soreness (DOMS). Excess post-exercise oxygen consumption (EPOC). Factors that can potentially speed up the recovery processes: active cool down, ice baths, compression clothing, nutrition and supplementation and massage and their effects on recovery. Rehabilitation and recovery. Diet and nutrition and performance Constituents of a balanced diet: relative proportions of carbohydrate, fat and protein. Kilo joules/calorific intake and energy balance for health and performance purposes. Basic functions of carbohydrates, fats and proteins in relation to health and sport specific performance. Glycaemic index (GI). Variations in diets for different activities and sports and types of training. Hydration in sport and the detrimental effects of dehydration on performance. Isotonic, hypotonic and hypertonic drinks.
Monday 20 April 2020
Personality Personality theories; trait, interactionist and social learning theories. Personality types: extrovert, introvert, stable and neurotic, Type A and Type B. Personality profiling: observation, questionnaires, interviews, profile of mood states (POMS). The relationship between personality theories and sport. Possible impacts of personality types on sporting performance. The different methods used in personality profile and the benefits and limitations of each method. Stress, arousal and anxiety in sport Definition of stress, arousal and anxiety.
Year 13 Revision Guide – Summer 2020
Theories of arousal: drive theory, inverted-U and catastrophe theories. Zone of optimal functioning (ZOF) and peak flow experiences. Measurement of stress, arousal and anxiety. Methods of controlling stress, arousal and anxiety. Different types of anxiety. Motivation Intrinsic and extrinsic motivation: the use of tangible and intangible rewards. Achievement motivation and links with personality and situation. Competitiveness: sport-specific achievement motivation and its links with competitive trait anxiety. Self-efficacy, motivation and self-confidence. Skill, ability and application to practical activity Definitions of skill, ability, learning and performance. Characteristics of skilled performance. Abilities: gross motor and psychomotor. Skill continuums: pacing (internal/external), difficulty (complex/simple), organisation (low/high), continuity (discrete, serial, continuous, muscular involvement (fine/gross) and environmental influence (open/closed). The role skill acquisition plays in participating in physical activity, examples of what a skilled performance would look like. Examples of different abilities used within sport. How the classification of skills can be used to aid teaching and coaching such as the use of variable practice for open skills.
Monday 27 April 2020
Learning processes and variables Learning/performance curves: positive, negative, linear and plateau. Theories of Learning: observational learning –
Year 13 Revision Guide – Summer 2020
demonstration, attention, retention, motor reproduction, motivation, matching performance (DARMMM). Reinforcement: positive, negative and punishment; drive reduction theory. Stages of learning (Fitts and Posner): cognitive, associative and autonomous. Transfer of learning: positive/negative, proactive/retroactive, bilateral. Methods of practice: whole/part/progressive part; variable/fixed; massed/distributed; mental rehearsal and practice. Methods of guidance – visual, verbal, manual and mechanical. Types of feedback: intrinsic, extrinsic, knowledge of results, knowledge of performance. Sport, culture and society Definitions of culture, society and social institution. The role of sport within society. Sport as a means of social control; as a social institution, as a mechanism of socialisation and as a form of national identity. The importance of sport as a vehicle for the promotion of societal and cultural values such as (but not limited to) respect for authority, conforming to rules and regulations and importance of competition. The use that governments make of sport. Emergence of modern sport The role of the 19th century English public school and university system (three stages of development) in the codification and rationalisation of modern sport. The movement from amateurism to professionalism to commercialisation of modern sport. Amateurism and Olympism. Issues of shamateurism. Use of sport as a political tool. Boycotts, protests, diplomacy and promotion of national identity. Social differentiation within sport Definition of social stratification and its application
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to sport. Prejudice, stereotyping and discrimination towards ethnic minorities, women, disabled and socially deprived. Barriers to participation: issues of opportunity, provision and esteem for all disadvantaged groups. Economic and socio cultural factors and their impact on sporting participation and achievement for disadvantaged groups. Strategies for improving participation among disadvantaged groups.
Year 13 Revision Guide – Summer 2020
PHYSICS
AS3 – Practical (in lab) Revise the list of experiments for practical exam so that you can write a very short summary of what is being measured and how and that you know how to carry them out. Also revise uncertainties and practical techniques from notes and textbook chapter AS3 Practical paper in hall Revise data analysis and carry out practice questions from Past papers. Use booklet and textbook chapter.
Week Beginning Topic(s) to Revise AS1 and carry out PPQ
Topic(s) to Revise AS2 and carry out PPQ
Monday 23 March 2020
1.1 Physical quantities and units
1.2 Scalars and Vectors 1.3 Principle of Moments
PPQ
2.1 Waves PPQ
Monday 30 March 2020
1.4 Linear Motion 1.5 Dynamics
PPQ
2.2 Refraction PPQ
Monday 6 April 2020
1.6 Newton’s Laws of Motion 1.7 Linear Momentum and
Impulse
PPQ
2.3 Lenses PPQ
Monday 13 April 2020
1.8 Work done, PE and KE
PPQ
2.4 Superposition, interference and diffraction PPQ
Monday 20 April 2020
1.9 Electric current, charge, p.d. and electromotive force 1.10 Resistance and Resistivity PPQ
2.5 Quantum Physics 2.6 Wave-particle duality PPQ
Monday 27 April 2020
1.11 Internal resistance/emf 1.12 Potential Divider Circuits AS3 Data Analysis – Practical paper 3B PPQ
2.7 Astronomy PPQ AS3 Data Analysis and practical paper 3B questions
Year 13 Revision Guide – Summer 2020
RELIGION
Week Beginning
Topic(s) to Revise for AS5 Celtic Church
Topic(s) to revise for AS1 The Gospel of Luke
Monday 23 March 2020
Pre-Patrician Ireland The Social, Political and
Religious background to arrival of Patrick
The Channels of Christianity The Evidence for the existence
of Christianity The significance of references
to Palladius Human Experience: Religion in contemporary society (social, political and cultural context)
UNDERSTANDING THE GOSPEL OF LUKE Religious and political situation in
Palestine Beliefs and practices of the
Pharisees and Sadducees How and why the Gospel of Luke
was written Authorship, date, purposes and
characteristics of the Gospel; The historical accuracy and
reliability of Luke’s Gospel Human Experience: The problems posed by religious divisions and the opportunity for religious and ethical enrichment. The role of the sacred text for religious believers in any age.
Monday 30 March 2020
Patrick’s Confession and Letter Patrick’s Confession - CONTENT,
THEMES & PURPOSE Patrick’s Letter - CONTENT,
THEMES & PURPOSE Human Experience: The portrait and characteristics of Patrick which emerges from his writings
KEY NARRATIVES IN LUKE’S GOSPEL THE INFANCY NARRATIVE The importance of the opening two
chapters of the Gospel The annunciations of the births of
Jesus and John - the birth stories of Jesus and John - the visit of the shepherds
The Presentation in the Temple The boy Jesus at the Temple
EARLY MINISTRY OF JESUS The baptism and temptation of
Jesus The rejection at Nazareth
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Controversy with the religious authorities
Human Experience: The relevance of initiation and ritual in religion.
Monday 6 April 2020
Patrick’s Mission through his writings The call, nature, dangers,
difficulties, challenges and success of Patrick’s mission
Human Experience: Faith, prayer and religious authority in contemporary society
THE KINGDOM OF GOD Meaning, purpose, characteristics
and theological interpretation of parables in Luke;
PARABLES OF MERCY: The Good Samaritan The Forgiving Father The Rich Man and Lazarus
PARABLES OF THE KINGDOM: The Sower The Great Banquet
Human Experience: The importance of mercy in the life of the religious believer.
Monday 13 April 2020
Celtic Monasticism The Origins of Monasticism Nature and development of
Celtic monasticism The life/background
careers/mission of monastic founders
Human Experience: -Characteristics of religious leadership in any age- positive and negative religious leadership -The role of self-denial and asceticism in religious life.
MIRACLES: The meaning, purpose, theology and
credibility of miracles in Luke; HEALING MIRACLES: The Centurion’s Servant The Ten Lepers
RAISING TO LIFE: The Widow’s Son
NATURE MIRACLES: Calming of the Storm Feeding of the Five Thousand
Human Experience: The importance of Christian outreach to those who are marginalised. The debate about the validity and relevance of miracles;
Year 13 Revision Guide – Summer 2020
Monday 20 April 2020
Penitentials Origins and development of
Penitential Practice in Celtic Church
Content and features of Celtic penitential texts
The features of Celtic Penitential Practice
The impact and value of the Penitentials
Human Experience: -Relevance of Penitentials today -Issues of sin and forgiveness in contemporary society (religious and secular challenges)
THEMES IN LUKE’S GOSPEL DISCIPLESHIP: The call to discipleship The nature of mission The demands of discipleship Teachings to disciples The role of Peter
Human Experience: The demands of discipleship in any age.
Monday 27 April 2020
Hagiography The features and conventions of
hagiographical writing The content and features of
hagiographical writing with reference to: Murichu & Cogitosus
Human Experience: -Moral, spiritual and religious example of Saints -Value of spiritual and devotional religious writings today
SALVATION HISTORY: An overview of the concept of
Salvation History; Luke's portrayal of Salvation History;
and Contribution and critique of the
work of relevant scholars; Human Experience: The relevance of the claims of the Gospel in a multi-religious world to both Salvation and Resurrection.
Year 13 Revision Guide – Summer 2020
TECHNOLOGY Revise using your two theory booklets and jotter summary notes. Ensure you can answer all the questions at the back of each CCEA fact files and do as many past-paper questions as possible, identifying key terms and vocabulary so you can target your answers.
Week Beginning Topic(s) to Revise
Monday 23 March 2020
Students should be able to: consider the following when selecting a material:
– functional requirements (properties and characteristics); – manufacturing demands (scale of production and suitability of manufacturing process); – environment (corrosion resistance and stability); – availability (common forms and sizes); – cost; and – appropriate joining techniques; demonstrate knowledge and understanding of:
– physical properties: density, electrical and thermal conductivity; and – mechanical properties: strength, elasticity, plasticity, toughness, hardness, durability and brittleness; 1.2 Wood demonstrate knowledge of hardwoods and softwoods; demonstrate knowledge and understanding of the
properties, working characteristics and uses of pine, ash, beech, oak and mahogany; demonstrate knowledge of the available form of supply
of woods (common lengths, rough sawn and planed all round (PAR) sizes); demonstrate an understanding of the main advantages and
uses of manufactured boards: plywood, blockboard, chipboard, hardboard and medium density fibreboard (MDF); and demonstrate an understanding of the main purposes and
types of finishes for wood stains, oils, polishes, paints and synthetic resins, veneers (such as beech, ash, oak,) and laminates (such as Formica). 1.3 Metal Students should be able to: demonstrate knowledge of the available form of supply of
metals;
Year 13 Revision Guide – Summer 2020
understand the difference between ferrous and non-ferrous metals and alloys; demonstrate knowledge and understanding of the
properties, working characteristics and uses of: aluminium, aluminium alloys, copper, brass, zinc, steel (mild, medium and high) and stainless steel; demonstrate an understanding of the main purposes and
types of finishes for metals: painting, plastic coating, electroplating, anodising, enamelling and lacquering; 1.4 Plastic understand the difference between thermoplastic and
thermosetting plastics; demonstrate knowledge and understanding of the
properties, working characteristics and uses for the following polymers: – high-density polyethylene (HDPE); – low-density polyethylene (LDPE); – polyethylene terephthalate (PET); – polystyrene; – polyvinyl chloride (PVC); – acrylic, nylon, acrylonitrile butadiene styrene (ABS); – melamine-formaldehyde; and – epoxy resins; and 1.5 Modern composite and emerging technologies demonstrate knowledge, understanding and applications
for the following modern materials, and their application in product design, to include: – thermochromic and photochromic materials; – phosphorescent pigments; – reflective films and holograms; – liquid crystal displays; – polyether ether ketone (PEEK); – polyphenylsulfone (PPSU); and – graphene.
Monday 30 March 2020
1.6 Methods of processing materials Students should be able to: demonstrate knowledge and understanding of:
– wasting, including workshop hand tools, manual and computer numerical control (CNC) machine tools; – forming, including rolling, blanking, press forming and forging;
Year 13 Revision Guide – Summer 2020
– moulding, including injection moulding, blow moulding, rotational moulding, vacuum forming, sand casting and pressure die casting; and – extrusion; 1.7 Product analysis and improvement analyse, evaluate and produce redesign proposals for
existing products under the following headings: – form; – cost; – manufacture; – materials; – function; – performance; – aesthetics; – marketing constraints, target audience; – ergonomics and anthropometrics; – cultural, ethnic and moral issues; – environmental issues; and – user safety; 1.8 Design and communication demonstrate knowledge and understanding of the design
process, including: – design briefs; – research leading to the development of a specification; – generation of ideas; – design development and refining ideas; and – product review and testing; demonstrate knowledge and understanding of the design
process, in particular: – sustainability; and – creativity, flair and innovation; and communicate designs using 2D methods, to include
freehand sketching and mixed media. **Design Questions**
Monday 6 April 2020
1.9 Design and manufacture Students should be able to: demonstrate knowledge and understanding of the following:
– computer-aided design (CAD), to include drawing, solid modelling, virtual imaging and rapid prototyping; – computer-aided manufacture (CAM) computers used to assist in a manufacturing process;
Year 13 Revision Guide – Summer 2020
– computer-integrated manufacture (CIM) computers used for stock control, quality control, manufacturing and assembly; and – the advantages of using CAD, CAM and CIM; 1.10 Quality and safety demonstrate knowledge and understanding of the use of:
– factor of safety; and – tolerances; demonstrate knowledge and understanding of the purpose
of testing and inspection of components or products; and demonstrate knowledge and understanding of the risks
associated with common manufacturing and hand processes and methods used to minimise these.
Monday 13 April 2020
1.24 Designing As well as the requirements of 1.8 of the compulsory section of the specification, students should be able to: demonstrate knowledge and understanding of the design
process, including: – research methods (primary and secondary sources); – questionnaires and surveys; – purpose and information included in specifications – design, engineering and manufacturing specifications; – generation of ideas – thought showers, lateral thinking, attribute analysis, SCAMPER and inversion, design critiques and how to use these to produce innovative design solutions; – design and development and refinement of ideas; – 2D and 3D computer simulations; – a work order or schedule; – planning for manufacture using flow process charts, Gantt charts and critical path analysis; – selection of processes and techniques used in manufacture to produce products for different production levels; – formative and summative evaluation techniques used for evaluation and testing; – identifying and stating strengths and weaknesses of a product design; – fitness for purpose; and – product review and testing;
1.25 Compliant, composite and smart materials demonstrate knowledge, understanding and applications
Year 13 Revision Guide – Summer 2020
Monday 20 April 2020
for the following composites; – carbon fibre reinforced plastic (CFRP); – glass reinforced plastic (GRP); – Kevlar; and – tungsten carbide; and demonstrate knowledge and understanding of
developments in the following emerging technologies: – nanotechnology and its applications; and – biophotovoltaics. 1.25 Compliant, composite and smart materials (cont.) Students should be able to: demonstrate knowledge and understanding of the
characteristics and uses for the following smart materials: – shape memory alloys; – piezoelectric materials; and – light-emitting polymers. 1.26 Design and communication As well as the requirements of part 1.8 of the compulsory section of the specification, students should be able to: communicate designs using 2D and 3D methods, including:
– freehand sketching; – pictorial, orthographic projection (third angle only); – isometric projection; – perspective; – assembly; – exploded drawings; and – modelling, including rapid prototyping; and use these illustrations to communicate innovative design
ideas. Monday 27 April 2020
1.27 Methods of processing materials Students should be able to: demonstrate knowledge and understanding of the
following processes: – laminating; – steam bending; – die cutting; – water jet cutting; – laser cutting; – CNC router, milling and lathes; – 3D printing; and – dye sublimation.
Year 13 Revision Guide – Summer 2020
1.28 Quality and safety As well as the requirements of part 1.10 of the compulsory section of the specification, students should be able to: demonstrate knowledge and understanding of safety
requirements and how these relate to contemporary products, to include: – five stage risk assessment; – Health and Safety at Work Act (HASAWA); – Control of Substances Hazardous to Health (COSHH); – employee and consumer safety; – Trades Description Act; and – British Standards. 1.29 Manufacturing production and quality systems Students should be able to: demonstrate knowledge and understanding of scales of
production, to include: – continuous production; – mass production; – batch production; and – one-off production; demonstrate knowledge and understanding of how
manufacturing is organised, to include: – cell production; – flexible manufacturing systems (FMS); – just in-time (JIT); – quick response manufacturing (QRM); and – Kanban and concurrent engineering; demonstrate knowledge and understanding of the use of:
– quality assurance (QA) and quality control (QC) systems; – ISO 9001 standards; and – statistical testing methods; demonstrate knowledge and understanding of ‘right first
time’ and continuous improvement; and 1.30 Influences on product design demonstrate knowledge and understanding of:
– changes in fashion (miniaturisation; portability; flexibility); – cultural and social changes; and – scientific advances. 1.31 Intellectual property rights Students should be able to: demonstrate knowledge and understanding of intellectual
Year 13 Revision Guide – Summer 2020
property rights and how these relate to contemporary products, to include the key issues of: – design rights; – registered design; – patents; – trademarks;
Year 13 Revision Guide – Summer 2020
THEATRE STUDIES Week
Beginning
Monday 23 March 2020
Medea Plot Characters Historical, social and cultural
context Euripides and traditional Greek
Theatre
Revise Live Theatre Notes
Monday 30 March 2020
Extracts from a performance angle, key extracts and exam style questions/ mind maps.
Linking ideas to live theatre for each extract.
. Revise Live Theatre Notes
Monday 6 April 2020
Extracts from a direction angle, key extracts and exam style questions/ mind maps.
Linking ideas to live theatre for each extract.
Revise Live Theatre Notes
Monday 13 April 2020
Extracts from a design angle, key extracts and exam style questions/ mind maps.
Linking ideas to live theatre for each extract.
Revise Live Theatre Notes
Monday 20 April 2020
Exam technique, timed responses.
Revise all live theatre logs/notes from performances: Medea- NT version, Splendid Version, Antigone, Under the Hawthorne Tree, Playboy of the Western World and Blackout.
Revise Live Theatre Notes