Year 10 Exam Booklet - Chestnut Grove School

Transcription

A Guide to Year 10 Exams
Working hard in lessons and doing well in coursework is one thing. Successfully
revising for an exam and showing the examiner exactly what you are capable of is
quite another. Students who under-perform in their exams generally do so because
their revision has been inadequate.
Revising for an exam is vital to ensure that the student is fully prepared for the
knowledge that is being tested. Parents and carers can help in many ways to ensure
that their child is making full use of the time available before exams to prepare.
The following guide gives support for students and parents/carer with some revision
techniques and tools to support students to do the best they can.
What can you do?
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Recognise the importance of the exams and the preparation time needed to
do as well as possible;
Revising should be an on-going activity starting now, not a few weeks before
the exam;
Reward the effort made to revise;
If possible, reduce the amount of work they may undertake in paid jobs;
Communicate the importance of revision to the rest of the family;
Nominate a quiet place for revision, where disturbances will be kept to a
minimum;
Provide an area where work and revision notes can be kept safely;
Enable the provision of relaxation time, especially away from the place of
study;
Maintain a positive attitude;
Acknowledge that plenty of rest, especially the night before an exam will have
a positive outcome on results.
Preparation
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Work with your son/daughter to ensure all notes and books required for
revision are to hand;
Help them prepare a revision timetable including the date, time and location of
exams. Also, add important dates where coursework or final assignments
have to be submitted;
Use the revision timetable to plan sessions, ensuring that they are evenly
spread out over the time available for each exam;
Displaying the timetable in the study area will help keep track of progress;
Make progress checks regularly. Get them to explain what they are revising. A
good explanation shows that they understand the topic well enough to answer
exam questions covering that topic or area;
Your son/daughter should not be shy about asking for help from their
teacher(s) relating to topics they do not fully understand;

Encouragement from you will help you son/daughter to continue working hard
over the exam period.
Revision is a three step process
How to revise
By being disciplined, organised and having a revision plan you can improve
your ability to absorb information, memorise facts and more effectively utilise
study material.
Listed below are a number of revision techniques that will show you how to improve
your performance and concentration. Remember there is no ‘right’ way to revise,
meaning it is advisable to try out different techniques until you find the ones that
work for you
Revision Tips
Memory learning technique
Read the information that you want to learn, then cover it up and try to summarise (in
writing) what you have just read. Then re-read or look at the original article again and
compare it to what you have just written. Keep doing this until you get it right. This is
an excellent way to force yourself to memorise and absorb information.
Revision cards
Write a set of these, one for each subject you are studying. On them list all the key
facts and information that you need to know. Carry these cards around with you in
the day, taking them out regularly to study when you have a few spare minutes. This
is a simple, easy and effective tool to increase your performance and effectively use
any spare time you have.
Switch your mobile phone off
If you get into the ‘zone’ of revision mode the last thing you want is to be knocked out
of it by a unimportant phone call. Keep distractions to a minimum.
Relaxation time
If you are revising every day then make sure you have some relaxation and fun time
at the end of every day. Have set breaks at certain times where you go for a short
walk or make a drink for yourself etc.
Revise with a friend
Some people find that this works for them, it has the advantage of being able to ask
each other questions and getting immediate answers as well as learning from one
another
Eat sensibly
For maximum performance your body and mind needs fuel to be able to concentrate
and focus. By eating nutritious and healthy foods (i.e. fruit and vegetables) you can
keep your energy levels high which in turn can assist you to remain highly focused
throughout your studies.
Mind Maps
A mind map is a diagram for representing tasks, words, concepts, or items linked to
and arranged around a central concept or subject.
How to create a mind map
 Use images that remind you of the key topics ( you don’t have to be an artist)
 Use arrows and symbols to connect ideas
 Leave space to add to your mind map
 Find a style which works for you.
Cornell Notes blank for revision
In this column, write 3-4
headings for priority
areas to revise or
questions you need to
be able to answer.
In this column, level with the cues on the left, add
summary notes, small concept maps, bullet point lists or
similar.
Important: There is very little point in copying notes (either
by hand or electronically) from any source. You need to be
processing it yourself and ideally it should be based on a
variety of sources (folders, textbooks, software, internet,
teacher etc).
Here, write a few questions which will test your improved understanding. If you can’t
answer them with the above information covered, then it needs more work. Try
reciting or writing out the ideas (not necessarily word for word) and then
concentrating on areas of weakness.
Creating your revision timetable
Tips on making a revision timetable:
 When compiling a schedule try to be as realistic as possible. Do not try
to overburden your day with an agenda that you have no real chance
of completing.
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Make a list of the subjects that you need to revise for between now
and your exams.
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Work out which subjects have the most content that needs to be
revised.
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Concentrate on those specific topics or modules that you are weak on.
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Break down major revision subjects into smaller parts, this can help
you make your studying more precise.
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Ensure that you include break times during the day, these are
important to help you unwind and to make sure you don’t burn yourself
out.
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Work out when you ‘study best’, for instance some people are able to
concentrate better in the morning. Then use these times to study those
topics that require the most effort and energy.
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Do not leave your most difficult or hardest subjects till the end of the
day. Instead try to get these out of the way early on.
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After completing a revision period cross it off from your timetable. This
will help to instil a sense of accomplishment.
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Consider using different coloured pens to highlight specific classes or
rank subjects according to importance. However if you feel you may be
changing things around then use a simple pencil.
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Keep your timetable flexible and be ready to change it if circumstances
change.
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Try not to spend the whole day revising one subject.
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Most experts suggest studying in slots of 40 minutes and then taking a
break before your next session.
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Revision Timetable
Week
1
2
3
4
5
6
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Weekly revision Planner
English Literature
Exam Length
Exam Board/name code
2 hours
Edexcel Literature
How will you be assessed?
As befits where we currently are in the course, students will sit a combination
literature examination, answering 2 questions on their literature texts. They will
answer one question for 1 hour from the Prose exam on John Steinbeck’s ‘Of Mice
and Men’ and 1 hour from the Poetry exam answering one comparative question for
1 hour on the Poetry anthology. There will be a choice of two essay questions on ‘Of
Mice and Men’ which will focus on character, theme or setting and students will be
assessed on their ability to analyse language and link to historical and social
contexts. The Poetry question is to compare one given poem in the anthology to
another on a chosen theme and students will be assessed on their ability to analyse
language, form and structure, as well as comparing between the two poems.
Of Mice and Men Question.
Essay Question on a choice of theme or character.
AO1: Respond to texts critically and imaginatively; select and evaluate relevant
textual detail to illustrate and support interpretations
AO2: Explain how language, structure and form contribute to writers’
presentation of ideas, themes and settings
AO3: Make comparisons and explain links between texts, evaluating writers’
different ways of expressing meaning and achieving effects
AO4: Relate texts to their social, cultural and historical contexts; explain how texts
have been influential and significant to self and other readers in different
contexts and at different times
Poetry Question
Essay question comparing two poems on a chosen theme, one selected by the
exam board.
AO2: Explain how language, structure and form contribute to writers’
presentation of ideas, themes and settings
AO3: Make comparisons and explain links between texts, evaluating writers’
different ways of expressing meaning and achieving effects
What topics do you need to revise?
Themes and characters in ‘Of Mice and Men’ (re-reading the book is always
advisable!)
Historical Context in ‘Of Mice and Men’.
All of the 15 poems in the Anthology analysing Structure and form, Meaning,
Imagery, Language and Effect for each one
Literary techniques – identifying adjectives, similes, enjambment etc.
In order to get an A*/A, you need to be able to:
• Candidates respond enthusiastically and critically to texts, showing imagination and
originality in developing alternative approaches and interpretations. They confidently
explore and evaluate how language, structure and form contribute to writers’ varied
ways of presenting ideas, themes and settings, and how they achieve specific effects
on readers. Candidates make illuminating connections and comparisons between
texts. They identify and comment on the impact of the social, cultural and historical
contexts of texts on different readers at different times. They convey ideas
persuasively and cogently, supporting them with apt textual references.
In order to get a grade C, you need to be able to:
Candidates understand and demonstrate how writers use ideas, themes and
settings in texts to affect the reader. They respond personally to the effects of
language, structure and form, referring to textual detail to support their views and
reactions. They explain the relevance and impact of connections and comparisons
between texts. They show awareness of some of the social, cultural and historical
contexts of texts and of how this influences their meanings for contemporary and
modern readers. They convey ideas clearly and appropriately.
Resources required for the exam
Black pen. Blank copies of ‘Of Mice and Men’ and the anthology will be provided for
you.
Useful information and websites to support learning
BBC Bitesize/ Edmodo/ Sparknotes/Schmoop/ Edexcel Website.
Mathematics
Exam Length
1 hour 30 mins (F)
1 hour 45 mins (H)
Edexcel/1MA0F
Edexcel/1MA0H
Exam – 1 non calculator paper, 1 calculator paper.
What topics do I need to revise?
FOUNDATION (Grade C – G)
HIGHER (GRADE A* - C)
NUMBER
NUMBER
Ordering integers
Adding/Multiplying/Subtracting and
Dividing Integers
Rounding
Multiplying and Dividing by 10,100,1000
Add/Subtract/Multiply/Divide with
negatives
Rounding to Decimal places and
significant figures
Multiply and Divide with decimals
Estimation and Rounding
Prime Factorisation
Simplifying Fractions
Add/Subtract/Multiply/Divide Fractions
with the same and different denominators
Fractions in simple contextual problems
Find squares, square roots, cubes and
cube roots
Prime numbers
Ratio
Laws of indices
% of amount with and without a
calculator
% increase/decrease
Estimation and Rounding
Upper and Lower bounds
Calculating with upper and lower
bounds and more complex problems
Prime factorisation and finding HCF and
LCM
Add/Subtract/Multiply/Divide Fractions
with the same and different
denominators
More complex worded problems with
fractions
Finding reciprocals of numbers
Standard form
Ratio
Negative and Fractional indices and
laws of indices
Simplifying surds and expressions with
surds
Rationalising the denominator
% of amount with and without a
calculator
% increase/decrease
Compound Interest and Depreciation
Reverse percentages
Currency calculations and exchange
rates
ALGEBRA
ALGEBRA
Simplifying expressions
Expanding simple expressions
Forming expressions from worded
questions
Substituting positive and negative
numbers into equations
Expanding and simplifying expressions
Expanding quadratics
Factorising quadratics
Substituting positive and negative
numbers Factorising by difference of
Solving linear equations
Changing the subject of a formula
Plotting coordinates
Distance-time graphs
Plotting linear functions
Trial and Improvement
Generating Sequences
Finding the nth term
SHAPE, SPACE AND MEASURE
Types of angles
Draw/Measure Angles
Alternate/Corresponding angles
Angles on a straight line/about a point/in
a triangle/in a quadrilateral
Bearings
Properties of shape
Area/Perimeter of rectangles and
triangles
Metric units of measure
Pythagoras
Surface Area/Volume of a cuboid
Area and circumference of a circle
Translation
Rotation
Reflection
Enlargement
Constructing triangles
3D Shapes properties and names
Nets and solids
Plans and Elevations
Planes of symmetry
Scales
DATA HANDLING
two squares
Simplify algebraic fractions
Completing the square
Factorise using the quadratic formula
Solving linear and quadratic equations
Generating formulae
Solving cubic functions
Changing the subject of a formula
Plotting linear, quadratic and cubic
functions
Distance-time graphs
Trial and Improvement
Finding the nth term
Generating sequences
Graph transformations
Solving simultaneous equations
Solve simultaneous equations
graphically
y=mx + c
Sketching graphs of given functions
Direct and Inverse Proportion
SHAPE, SPACE AND MEASURE
Angles in triangles/quadrilaterals/on a
straight line
Angles in a polygon
Exterior angle of a polygon
Alternate/Corresponding angles
Complex problems involving bearings
Circle Theorems
Area/perimeter of rectangles/
triangles/parallelograms/
trapeziums/compound shapes
Area/circumference of a circle
Sector area and Arc length
Converting between metric units of
length/area and volume
Pythagoras
Surface area/Volume of a prism
Surface area/volume of a
cylinder/sphere
Trigonometry
Translation
Rotation
Reflection
Enlargement
Constructing triangles
Perpendicular bisectors
Bisecting angles
Plans and Elevations
DATA HANDLING
Scatter graphs
Correlation and line of best fit
Tally chart
Bar chart
Frequency polygon
Pictogram
Questionnaires and surveys
Two-way tables
Pie charts
Mean/median/mode and range of
discrete data
Stem and leaf diagrams
Sample space diagrams
Probability adding to 1
Probability of an event happening
Scatter graphs
Correlation and line of best fit
Frequency polygon
Questionnaires and surveys
Two-way tables
Pie charts
Histograms
Mean/median/mode/range from
frequency and grouped frequency tables
Sampling
Stem and leaf diagrams
Cumulative frequency diagrams
Upper/Lower quartile
Interquartile range
Box plots
Probability
Tree diagrams
Relative frequency
In order to be successful in your Maths GCSE whether you are aiming for a grade C
or and A* you need to know the topics that you have been taught in your class in
detail. You need to be able to apply what you know to more complex worded
problems.
If you are aiming for an A/A* you need to know every topic on the list in detail and be
able to answer the entire paper.
In order to be successful in your Maths GCSE whether you are aiming for a grade C
or and A* you need to know the topics that you have been taught in your class in
detail. You need to be able to apply what you know to more complex worded
problems.
If you are aiming for a grade C then you do not need to understand or answer many
of the A/A* topics and you would not be expected to be able to answer the extremely
difficult questions towards the end of the paper.
What resources do you need for the exam
You are not allowed to take anything into the exam with you, you must just take in
your pencil case (clear) and calculator for the calculator exam only.
Calculator, Ruler, pencils, pens, protractor, rubber, compass
Corbett maths – practice exam questions and accompanying answers and videos to
help, as well as lots of examples.
Exam solutions – videos on how to answer specific exam questions.
BBC bitesize – useful information and information on how to do different topics with
examples.
Science
GCSE Biology
Exam Length
OCR Gateway
Biology B
B1B2B3B4 exam: 1 hour 40 minutes
B1 – Understanding organisms: Fitness & health, Human health & diet, staying
healthy, the nervous system, drugs and you, staying in balance, controlling plant
growth, variation & inheritance.
B2– Understanding our environment: Classification, energy flow, recycling,
interdependence, adaptations, natural selection, population & pollution,
sustainability.
B3– Living and growing: molecules of life, proteins and mutations, respiration, cell
division, the circulatory system, growth and development, new genes for old and
cloning.
B4–
It’s atogreen
world:
in the
environment,
photosynthesis, leaves and
In
order
get an
A*/A,Ecology
you need
to local
be able
to:
photosynthesis, diffusion and osmosis, transport in plants, plants need minerals,
and farming.
decay
Remember
all of the science content that you learnt since the beginning of year 9.
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Be able to explain the scientific concepts in detail.
Be able to apply your knowledge to new tasks and situations that you will not have met before.
Be able to analyse data that is given to you in the form tables and graphs.
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Remember most of the science content that you learnt since the beginning of year 9.
Be able to describe and occasionally explain the scientific concepts in detail.
Be able to apply your knowledge to new tasks and situations that you will not have met before.
You must bring a scientific calculator to every science exam. You can get these
cheap from the Pound Shop on Balham High Street.
It is advisable to bring a ruler and pencil to your science exams.
Top tips for success:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
READ THE QUESTION
Learn key words and use them in answers to questions
Look at the number of marks for the question and write the appropriate number
of points
Address all points mentioned in 6 mark questions.
Check spelling and punctuation in 6 mark questions.
Always write the working for calculation questions
Use a revision guide to make key revision point cards
Use the module checklists to make sure that you have revised everything
Plan your revision according to your exam timetable
Tackle the concepts that you find challenging first – it is no good leaving them
until last
Answer all the questions in the exam paper – you can’t get a mark for a blank
line!
Be confident – you are an excellent scientist!!
GCSE Chemistry
Exam Length
OCR Gateway
Chemistry B
C1C2C3C4 exam: 1 hour 40 minutes
C1 – Carbon Chemistry: Making crude oil useful, using carbon Fuels, clean air,
making polymers, designer polymers, cooking & food additives, smells and paints &
pigments.
C2 – Chemical resources: structure of the earth, construction materials, metals and
alloys, making car, making ammonia, acids & bases, fertilisers & crop yield, Sodium
Chloride.
C3 – Chemical economics: rates of reaction, reacting masses, percentage yield and
atomic economy, energy, batch or continuous, allotropes of carbon and
nanochemistry.
C4– The periodic table: Atomic structure, ionic bonding, covalent bonding, group 1
elements, group 7 elements, transition elements, metal structure and properties,
purifying
and testing
water.

Remember
all of the
science content that you learnt since the beginning of year

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
9.
Be able to apply your knowledge to new tasks and situations that you will not
have met before.




Remember most of the science content that you learnt since the beginning of
year 9.
have met before.
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
READ THE QUESTION
Look at the number of marks for the question and write the appropriate
number of points
until last
line!
 http //www.bbc.co.uk/schools/gcsebitesize/
 SAM learning
 Letts and Lonsdale Essentials OCR Gateway GCSE Science and Additional
Science Revision Guides, ISBN 978-1-84419-486-5 and ISBN 978-1-84419487-2. These are available from the Science Department for £3.
GCSE Physics
Exam Length
OCR Gateway
Physics B
P1P2P3P4 exam: 1 hour 40 minutes
P1 – Energy for the home: Heating houses, keeping homes warm, a spectrum of
waves, light & lasers, cooking & communicating using waves, data transmission,
wireless signals, and stable earth.
P2 – Living for the future: collecting energy from the sun, generating electricity,
global warming, fuels for power, nuclear radiations, exploring our solar system,
threats to earth, the big bang.
P3 – Forces for transport: Speed, changing speed, forces and motion, work and
power, energy on the move, crumple zones, falling safely and the energy of games
and theme rides.
P4 – Radiation for life: Sparks, uses of electrostatics, safe electricals, ultrasound,
In order
to get an A*/A,
you need
to be
to:
what
is radioactivity,
treatment,
fission
andable
fusion.
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

Remember all of the science content that you learnt since the beginning of year
9.
have met before.




year 9.
have met before.
READ THE QUESTION
Look at the number of marks for the question and write the appropriate number
of points
28)
29)
30)
31)
32)
33)
34)
until last
35)
line!
36)
Be
confident and
– you
are an excellent
scientist!!
Useful information
websites
to support
learning
 SAM learning
 Letts and Lonsdale Essentials OCR Gateway GCSE Science and Additional
Science Revision Guides, ISBN 978-1-84419-486-5 and ISBN 978-1-84419487-2. These are available from the Science Department for £3.
25)
26)
27)
GCSE Additional Science
Exam Length
OCR Gateway
Science B
B1C1P1 exam: 1 hour 15 minutes
B2C2P2 exam: 1 hour 30 minutes
B1 – Understanding organisms: Fitness & health, Human health & diet, staying
healthy, the nervous system, drugs and you, staying in balance, controlling plant
growth, variation & inheritance.
C1 – Carbon Chemistry: Making crude oil useful, using carbon Fuels, clean air,
making polymers, designer polymers, cooking & food additives, smells and paints &
pigments.
P1 – Energy for the home: Heating houses, keeping homes warm, a spectrum of
waves, light & lasers, cooking & communicating using waves, data transmission,
wireless signals, and stable earth.
B2– Understanding our environment: Classification, energy flow, recycling,
interdependence, adaptations, natural selection, population & pollution,
sustainability.
C2 – Chemical resources: structure of the earth, construction materials, metals and
alloys, making car, making ammonia, acids & bases, fertilisers & crop yield, Sodium
Chloride.




Remember all of the science content that you learnt since the beginning of year
9.
have met before.




year 9.
have met before.
37)
38)
39)
40)
41)
42)
43)
44)
45)
46)
47)
48)
READ THE QUESTION
Look at the number of marks for the question and write the appropriate
number of points
until last
line!
 SAM learning
 Letts and Lonsdale Essentials OCR Gateway GCSE Science Revision Guide,
ISBN 978-1-84419-486-5 This is available from the Science Department for
£3.
History
Exam Length
1 hr 15 minutes
Edexcel History B
Exam 1 – Germany 1918-1945
1. Inference question (4 marks) What can your learn from
source...about...?
2. Importance or significance of an event or individual (9 marks) What
was the importance of...?
3. Explanation question (12 marks) Why did...?
4. Identify key features (9 marks) Describe the...,
5. Evaluate an issue and reach a judgement (16 marks) Do you agree
that..?
Exam 2 – Crime and Punishment
1. Inference question (8 marks) ‘What can your learn from sources A
and B about the changes in…
The change/continuity between the sources is…’
2. Key features question (6 marks) What are the key features of…
3. Usefulness question (8 marks) How useful is Source C to a
historian investigating the…
4. Explanation question (12 marks) Why did...?
5. Evaluate an issue and reach a judgement (16 marks) Do you agree
that..?
Germany 1918-1945.
Crime and Punishment
In order to get an A/B, you need to be able to:





Recall, select, organise and deploy historical knowledge with accuracy and
relevance effectively and consistently.
Show understanding of historical periods and issues through developed
explanation and evaluation.
Communicate your ideas coherently.
Provide perceptive analysis of key concepts, features and characteristics of
historical periods.
Evaluate and use critically a range of source information to investigate
historical questions and reach substantiated conclusions.





Recall, select, organise and deploy historical knowledge with accuracy and relevance.
Show understanding of historical periods and issues.
Communicate your ideas coherently.
Provide structured descriptions and explanations.
Evaluate and use critically a range of source information to investigate historical
questions.







Re read both texts at least once before the exam.
Make revision notes.
Use POINT EVIDENCE EXPLAIN for 9, 12 and 16 mark questions.
Back up all your ideas with evidence from the sources.
Remember the importance of correct punctuation, paragraphs and spelling.
Practise past papers, especially for the second exam.
Make use of GCSE Bitesize and SAM learning
Exercise book
Edexcel Revision History B booklet
Revision notes – History department
GCSE Bitesize
History.com
Johndclare.net
Geography
Exam Length
Human Environments: 45 minutes
Physical Environments: 30 minutes
Edexcel Geography A
Through a tiered examination (Foundation or Higher). In Year 10 you will do 2
papers, one on Human Environments and one on Physical Environments.
Economic Change
Population Change
Settlement
Tectonics
Coasts
1. Give 4 PEEs in your 6 mark answers
2. Give a wide range of reasons in ‘explain’ questions
3. Use evidence from case studies to support your points
4. Use evidence from resources where you are told to
5. Use key terms accurately and focus on spelling and grammar
1. Accurately respond to the fill in the gaps questions, checking your answers
are correct.
2. Give a well explained point for a two mark question.
3. Give three or four points, with evidence, for the 4 mark questions.
4. Use evidence from the resources in questions.
5. Know which case studies to use for each topic.
What resources do you need for the exam:
 You should revise fully from the checklist and case study guides, as well as
your books.
 In the exam you will need a pen, pencil, rubber, ruler and calculator.
Useful information and websites to support learning:
The purple Edexcel Geography A Revision Guide is very useful.
Use our checklists and guides to check your knowledge and understanding.
GCSE Bitesize has some very good information on physical topics and the Skills unit
which you will do in Year 11.
GCSE RELIGIOUS STUDIES / PHILOSOPHY,
BELIEFS & ETHICS
Method of assessment: 2 x 1 hour 30 mins exams (Religion & Life / Religion & Society)
AO1: Describe, explain and analyse, using knowledge and understanding (50%)
AO2: Use evidence and reasoned argument to express and evaluate personal responses,
informed insights and differing viewpoints (50%)




Assessment will be through two one-and-a-half-hour examinations (one examination per
unit). The examination paper is divided into four sections;
For each of the 4 sections, you will need to choose one of the two questions set;
Written communication is also assessed in one question (the c-type question);
For each topic you will need to answer an a-type (definition) question, a b-type (opinion)
question, a c-type (explanation) question and a d-type (evaluation) question.
What topics do you need to revise003F
1.1 Believing in God
Design argument; causation argument; how Christians respond to evil and suffering; unanswered
prayers; religious upbringing; religion in the media.
1.2 Matters of life and death
Christian and Muslim beliefs about life after death; the paranormal; atheist ideas about life after
death; pro-life and pro-choice arguments about abortion; abortion law; euthanasia law; arguments
for and against euthanasia.
1.3 Marriage and the family
Religious and non-religious attitudes to divorce contraception, sex outside of marriage and
homosexuality.
1.4 Community Cohesion
Changing role of women; Christian and Muslim attitudes to women; why the UK is a multi-ethnic
society; why the UK is a multi-faith society; government action to promote community cohesion;
religious attitudes to racism; religious groups and community cohesion; community cohesion in the
media.
8.1 Rights and responsibilities
What a democracy is; human rights; religion and human rights; Situation Ethics; how Christians
make moral decisions e.g. conscience; genetic engineering.
8.3 Crime and Punishment
What are the different aims of punishment? Why do laws need to be just? What are the arguments
for and against capital punishment? Is reform better than retribution? Why is justice important to
theists? What are different religious beliefs surrounding drugs and alcohol?
In order to get a Grade A*/A:
A* students demonstrate sophisticated knowledge of Christianity/Islam and their denominations; they
can analyse the significance/impact of religious beliefs, old and recent sources and ways of life; they
can evaluate differences within and between religions as well as non-religious points of view; they
use a sophisticated vocabulary at all times; they develop well-reasoned conclusions based on a
range of evidence.
In order to get a Grade C:
C students demonstrate sound knowledge of different religions using brief reasons; they can
describe the significance/ impact of religious beliefs, sources and ways of life; they can give some
clear reasons on both sides of a debate; they use key vocabulary most of the time; they develop brief
conclusions based on some evidence.






Use the revision guides you have been given as well as your class notes, practice papers and
the PBE podcast to create mind-maps, bullet points, typed notes, posters and revision cards!
Revise key words (found at the front of revision guides and in key word boxes)
Learn at least 10 useful quotations and practise applying them to different topics e.g. ‘Love thy
neighbour’ could be used to explain why people should look after the environment, or avoid
bullying or even to allow contraception
Time yourself as you complete practice assessments – you should spend the most amount of
time on c- and d-type questions (8 and 6 minutes respectively)
Read each question carefully and consider what the examiner is looking for i.e. are they asking
about Christian attitudes in general or one specific Christian viewpoint?
Use sentence starters to introduce new points and keep sentences concise to give yourself
enough time to complete the paper
MODERN FOREIGN LANGUAGES
 Students must give points of view and justify them using a range of reasons
 Students must use different tenses accurately (at least 3)
 Students must be able to use a range of complex structures accurately in
writing and speaking (tickable structures)
 Students should display correct use of a variety of negatives (no, nunca, nada
etc)
 Students must be able to adapt the style of their written and spoken language
to suit the context
 Students should be able to produce accurate work with few errors
 Students should be able to cope with unpredictable elements in spoken
language
 Students should be able to infer meaning from context and situation
 Students should be able to understand gist and identify main points and detail
in authentic spoken/written language
 Students should have an extensive knowledge of vocabulary for all the
prescribed topics
 Students should be able to identify main points and some detail in authentic
spoken/written language from a variety of topics
 Students must be able to use three tenses correctly
 Students must be able to express personal opinions
 Students must be able to cope with some unpredictable events when
communicating in the foreign language
 Pronunciation and intonation must be generally accurate
 Students’ writing and speaking must be readily understandable.
 Students should display correct use of negatives
P.E
Exam Length
1hour 30 mins
Edxcel 5PE01
Theory Exam
4 practical assessments
Written coursework
1. The Skeletal System
2. The Muscular System
3. Health & Fitness
4. Performance enhancing drugs
5. Influences on Participation in Sport
 Show clear understanding of subject knowledge and ability to communicate
fluently in written tasks.
 Achieve 70-90% in theory paper.
 Demonstrate an excellent level of practical performance in.
 Achieve marks of 7 or higher in practical activities (B grade)
 Achieve marks of 8 or higher in practical activities (A grade)
 Show good understanding of subject knowledge and ability to communicate
effectively in written tasks.
 Achieve 60% in theory paper.
 Demonstrate a good level of practical performance in 2 sports covered this
term.
 Achieve marks of 6 or higher in both practical activities
What resources do you need for the exam
 Revise using exercise books & red revision books.
 Complete 10 hours of SAM learning or gcse bitesize revision for PE.
 Attend extra-curricular sessions in Weight training, & football.
 Exercise book
 Red Revision book
 Internet access
 www.mypexam.com
 http://www.bbc.co.uk/education/subjects/znyb4wx
c  http://www.teachpe.com/flash_cards_gcse.php
Computing
Exam Length
90 minutes
OCR GCSE Computing
One 90 minute written paper.
80 marks available. All questions to be attempted.
What topics do you need to revise? All A451 Theory topics covered so far
including: Computer Systems, CPU, Binary Logic, Memory, I/O Devices, Secondary
Storage, OS, Data Representation, Number and Character Representation, Image
and Sound storage, Databases, Networks.
For a* you need 72 / 80 marks (90%)
For a you need 64 / 80 marks (80%)
For C you need 48 / 80 marks (60%)
In-class notes, completed homeworks, previously completed tests, annotated
booklets.
Access to Hodder text book and A451 revision guide preferred.
Useful information and websites to support learning:
X:\ICT Teaching\Year 10 CS\A451\Revision
Guide\Computing_Theory_Workbook_LOADS_OF_GOOD_RESOURCES.pdf
X:\ICT Teaching\Year 10 CS\A451\Revision Guide\GCSE_Computing_2013__2014_-_Theory_LOADS_OF_GOOD_EXERCISES.doc
X:\ICT Teaching\Year 10 CS\A451\Revision
Guide\gcse_computing_colour_pdf_download__a4_.pdf
Hodder Textbook OCR Computing for GCSE – Sean O’Byrne and George Rouse
Revision Guide OCR Computing for GCSE – Sean O’Byrne and George Rouse
Introtopython.org
Course reference: http://www.ocr.org.uk/qualifications/gcse-computing-j275-from2012/
Media
Exam Length
1.15 mins
OCR
You will watch an unseen extract from and Action Adventure film between 35mins long-you will make notes during the screening and then use these to
answer two compulsory questions.
(AO2)
candidates’ ability to analyse and respond to a short, unseen moving image extract
or print extract using media key concepts and appropriate terminology
(AO1)
candidates’ ability to recall, select, use and communicate their knowledge and
understanding of media products and the contexts of their production and
consumption in analysing a short unseen moving image or print extract.
 Demonstrate a sophisticated understanding of conventions of Action
Adventure Films
 Compare the representation of characters in AA films and how well they
conform to or challenge stereotypes
 Use media terminology with excellence and frequency
 Explain the effect of technical elements on the audience and how it makes
them feel
 Use A-Level terms and links to representation and narrative techniques
 Demonstrate some understanding of conventions of Action Adventure Films
 Discuss characters in AA films and if they are stereotypes or not
 Use media terminology when discussing the micro elements
 Explain the effects of technical elements on the audience
 Make clear notes during the screening and follow the PEE structure
Pen and pencil
Resources required for revision:
Action Adventure booklet
Representation of gender in Action Adventure Films
Camera shots, angles and movement
Editing techniques/sound editing
http://www.slideshare.net/MissCTurner/gcse-media-studies-revision-pack
http://www.ocr.org.uk/qualifications/gcse-media-studies-j526-from-2012/
Art & Design
Visual Arts
Exam Length
2 Days
Edexcel 2AD01
Year 10 Art Students will take part in a series of workshops during the two exam
days. Each Art teacher will guide the students through a demonstration of a specific
art technique and then students will use the influence of artists to support, plan and
create outcomes which will contribute to their 60% coursework mark.
AO1
A02
To be able to analyze and respond to the artist selected. Develop ideas
through investigations by contextual sources, demonstrating analytical and
cultural understanding
To be able to develop ideas through investigations by contextual sources
and comment on the artists work showing understanding.
To explore materials and techniques to create detailed studies from
primary and secondary sources which link to the theme.
To be able to select appropriate resources, media, materials, techniques
and processes to help refine ideas
A03
AO4
To explore materials and techniques to create visual ideas, which connect
to the artist, studied.
To be able to explore the new theme visually, documenting a range of
primary and secondary sources collected on the trip. To be able to create a
variety of observational drawings from sources in a variety of media,
demonstrating ability to record ideas in different ways
To be able to document work produced visually and in writing using art
specific language and discussing processes and limitations
To be able to combine influences and links from both the artists explored
and collected visual research to develop ideas for a final outcome
To present a personal, informed and meaningful response which realizes
intentions and makes connections between written, visual or other
elements
To be able to create models and test compositions in preparation for final
outcome. Document development of ideas
http://www.sitespecificart.org.uk/
www.npg.org.uk www.photographersgallery.co.uk
www.sculpture.org.uk
www.vangoghmuseum.nl
www.nationalmediamuseum.org.uk/Collection/Photography
www.stitchtextileartists.co.uk
www.thedieline.com
www.modernsculpture.com
Textile Design
Exam Length
2 days
Edexcel 2TE01
AO1
Artist researches - Alexander McQueen, Mary Katrantzou, Timorous
Beasties, William Morris, Sian Zeng, Josie Shenoy, Kimono’s and Chinese
plant symbols.
Students will identify the visual/formal elements that are important to the
work. Describe the use/effect of these.
Demonstrate understanding of the meaning/purpose/feeling/mood informed
by quotes. To demonstrate an understanding of contextual influences –
artistic, cultural, social.
A02
A03
AO4
Demonstrate an understanding of contextual influences – artistic, cultural,
social.
Create pattern design idea. You will develop patterns from your own
drawings. You will consider colour, symmetry, composition, layout, scale
and size. You will consider how to include narrative and symbolism within
your pattern designs.
Students will create these patterns experimenting with a range of tools and
techniques including Photoshop, apps, lino/monoprinting, printing with
rollers,
etching,
laser,
paint
transfer,
appliqué,
paper
making/folding/joining/sculptural, collage.
Record, use and demonstrate control over the media, techniques and
processes you use.
Create ideas for final piece that demonstrates connections to research and
(the most successful) previous responses. To annotate how your final idea
connects to the theme
www.thedieline.com
www.tate.org.uk
www.nationalgallery.org.uk
www.britishmuseum.org
www.saatchi-gallery.co.uk
www.vam.ac.uk
www.guggenheim.org
www.africanart.org
www.textilesarts.net
www.craftscouncil.org.uk
www.tate.org.uk
Digital Art
Exam Length
2 Days
Edexcel 2GC01
AO1
A02
To be able to analyze and respond to the artist selected. Develop ideas
through investigations by contextual sources, demonstrating analytical and
cultural understanding
To be able to develop ideas through investigations by contextual sources
and comment on the artists work showing understanding.
To explore materials and techniques to create detailed studies from primary
and secondary sources which link to the theme.
To be able to select appropriate resources, media, materials, techniques
and processes to help refine ideas
A03
AO4
To explore materials and techniques to create visual ideas, which connect
to the artist, studied.
To be able to explore the new theme visually, documenting a range of
primary and secondary sources collected on the trip. To be able to create a
variety of observational drawings from sources in a variety of media,
demonstrating ability to record ideas in different ways
To be able to document work produced visually and in writing using art
specific language and discussing processes and limitations
To be able to combine influences and links from both the artists explored
and collected visual research to develop ideas for a final outcome
To present a personal, informed and meaningful response which realizes
intentions and makes connections between written, visual or other
elements
To be able to create models and test compositions in preparation for final
outcome. Document development of ideas
www.thedieline.com
www.tate.org.uk
www.nationalgallery.org.uk
www.britishmuseum.org
www.saatchi-gallery.co.uk
www.vam.ac.uk
www.guggenheim.org
www.africanart.org
www.textilesarts.net
www.craftscouncil.org.uk
Design Technology
Exam Length
2 hour written paper
AQA GCSE Product Design (4555)
The exam will be 40% of your overall grade and will be out of 120 marks.
Candidates will answer all questions in two sections. The exam theme will be given
to students in April.
Materials and Components
Candidates should have a knowledge and understanding of the processes and
techniques which aid manufacture and of the commercial and industrial applications
of a range of materials involved in manufacturing their products in quantity. It is
expected that designing and making will address complete product issues and
therefore deal with materials which would aid manufacture, such as moulds, cutting
dies, printing blocks, jigs etc. as well as dealing with issues such as labelling,
packaging etc. It will be important therefore that candidates can utilise a variety of
suitable materials and components. Whilst undertaking product analysis activities, it
is expected that candidates will make detailed references to the materials used as
well as the associated manufacturing issues.
Design and Market Influences
Candidates should develop an understanding of the broad perspectives of the
designed world. This will include the appreciation of line, shape, form, proportion,
colour, movement and texture within a critical awareness of aesthetics and
ergonomics. They will need to know a range of designers and design movements.
Processes and Manufacture
Candidates should show how a range of materials are cut, shaped and formed to
designated tolerances and the difference between quality control and quality
assurance techniques. They need to know different methods of production,
manufacturing systems and about the use of ICT within design and technology.
Candidates recall, select and communicate detailed knowledge and thorough
understanding of design and technology, including its wider effects. They apply
relevant knowledge, understanding and skills in a range of situations to plan and
carry out investigations and tasks effectively. They test their solutions and work
safely with a high degree of precision. They analyse and evaluate the evidence
available, reviewing and adapting their methods when necessary. They present
information clearly and accurately, making reasoned judgements and presenting
substantiated conclusions.
Candidates recall, select and communicate sound knowledge and understanding of
design and technology, including its wider effects. They apply knowledge,
understanding and skills in a range of situations to plan and carry out investigations
and tasks. They test their solutions and work safely with precision. They review the
evidence available, analysing and evaluating some information clearly, and with
some accuracy. They make judgements and draw appropriate conclusions.
You will need (minimum):
 Pencil
 Pen
 Rubber
 Ruler
 Pencil sharpener
 Colouring pencils
Optional:
 Compass
 Fine liner
 Protractor
It would be useful for students to purchase the AQA GCSE Design and Technology:
Product Design (available from Amazon.co.uk priced at £16.99).
Useful websites include:
www.technologystudent.com
http://www.bbc.co.uk/schools/gcsebitesize/design/
Dance
Exam Length
1 hour
AQA GCSE Dance /4230
You will complete a one hour written exam which will cover the following topics:
 Technical and Performance Skills
 Choreography Skills
 Nutcracker!
You will also complete your unit 4a choreography solo during lesson time over the
final half term. You will learn 3 motifs from a professional work and then must use
motif development to turn these motifs into your own solo dance with a clear
structure that lasts between 1 and 1.5 minutes.
What topics do you need to revise for the written exam?
 Technical and Performance Skills – you need to know the definition of the
technical and performance skills and be able to explain what you might do
to improve these skills e.g. doing sit ups to develop your core stability etc.
 Choreography Skills – you need to know the four components of
movements – action, dynamics, space and relationships and the different
ways you can develop a motif using these four components. You need to
understand the different structures you can use and how to develop a dance
using contrast, highlights and a climax. You need to know about different
stimuli.
 Nutcracker! – you need to be able to describe and analyse the movement
content, costumes, set, lighting and accompaniment from Matthew
Bourne’s Nutcracker!
For the solo choreography assessment you need to work at home on improvising
and exploring different ways to develop the three motifs.
In order to get an A*/A in the written exam, you need to be able to:
In addition to what is written in the ‘C grade box’ you need to:
 Have a detailed knowledge of the all the features of Nutcracker. The
question with the highest marks is worth 10 marks and is always about describing
and analysing one of the features of the dance work, in our case, Nutcracker!. In
order to gain high marks you need to be able to use correct terminology and
detailed descriptions e.g. rather than say a ‘blue light on the stage’ you would say
‘a blue wash from overhead that fills the whole stage’.
 You also need to be able to give a more detailed analysis giving a wide range of
ways that each feature contributes to the effectiveness of the dance piece.
This means having a thorough knowledge of the theme so you understand what
Matthew Bourne is trying to communicate in his dance.
 Have a thorough understanding of choreography skills and be confident in writing
down your movement ideas.
In order to get a grade C in the written exam, you need to be able to:
 Know all the facts on the AQA Nutcracker fact sheet

You must be able to describe the movement, set, costume and lighting
of Nutcracker! giving some specific examples e.g. describing a movement motif
from a specific section, the costumes, lighting, set and music in two different
sections. You will be able to analyse the contribution made by these features
giving at three ways that each element contributes to the dance.

Know choreography terminology and be able to apply this to different
stimuli e.g. explaining what motif you would choreograph for the stimulus of the
theme ‘Friends and Enemies’,

have a sound knowledge and understanding of the main characteristics of
different dances styles.
 Know the technical and performance skills and be able to explain why each
skill is important and explain how each skill could be improved in
rehearsals.
You will need all your notes/worksheets from lessons to revise from
The GCSE Dance AQA Nutcracker fact sheet – given to you in class
Nutcracker DVD – to help you revise you can watch this again at lunchtimes and
after school in the activities hall – see Ms Crawford to arrange a time to watch it
You can find Unit 1 past papers and mark schemes on the AQA website – either
search for GCSE Dance or use the link below.
http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/dance4230/past-papers-and-mark-schemes
Nutcracker! is on YouTube (it is divided into 8 sections although the end is missing on
YouTube) and it would be very useful for you to watch the whole dance at home so
you understand the overall structure and re-watch the specific sections we have
studied in more detail i.e. The orphanage scene at the start(section1) , the frozen lake
scene (at the end of section 4), the knickerbocker Glory solo, Marshmallow Girls and
Gobstoppers (in section 6). The DVD is available on Amazon.
Music
Exam Length
1 hour
AQA 4270
Method of assessment: Listening Exam (1Hour)
Assessment is through a terminal examination marked by AQA examiners. Candidates respond
to questions based on short musical excerpts drawing on music from all five Areas of Study.
Recorded excerpts of music will be provided on a CD.
Questions will be:
• objective tests e.g.:


What can you hear? Is it a riff, ostinato, walking bass
Fill in the missing notes
• structured responses :
 tick boxes
 fill in the table
• extended responses.
 Requires more writing and analysis
 Longer answer comparison questions
Popular Music of the 20th
and 21st Centuries
There are five Areas of Study





AoS1 Rhythm and metre
AoS2 Harmony and tonality
AoS3 Texture and melody
AoS4 Timbre and dynamics
AoS5 Structure and form
These are explored through three strands.
The Western Classical Tradition





Baroque orchestral music
The concerto
Music for voices
Chamber music
The sonata





Blues
Popular music of the
1960s
Rock music, R'n'B, HipHop
Music theatre
Film music
World Music



Music of the Caribbean
Music of Africa
Music of India
 Be able to identify, recognize and analyze the use of all of the content on the Language
for Learning (see google drive) as well as identifying stylistic features of the genres listed
above in detail.

Be able to aurally dictate melodic intervals and recognise rhythms from notation.

To be able to recognize most of the content on the Language for learning and be able to
identify a wide range of music and its stylistic features.

They make critical judgements about their own and others’ music, using a musical
vocabulary.





Listen to different styles of music outside of lesson time.
Write detailed responses to comparison questions.
Revise and understand all musical vocabulary in preparation for the listening examination.
Learn the music terminology for the listening examination.
Work on recognising melodic and rhythmic features aurally.
Resources you will need:



All the notes and handouts from all your music lessons during year 10 and 11
Music Revision Booklet – two of these have been given to students over the course
Musical terminology glossary
Generally searching for musical examples online e.g. ‘mordant’ typed on its own will not
be useful ‘musical example of mordant’ may be better
BBC Bitesize
http://www.educationscotland.gov.uk/nqmusic/
Youtube tutorials on Baroque, classical, Indian music etc.
English as a second language (EAL)
Exam Length
1 ½ hours
Cambridge International
Exams (CIE)
English as a Second
Language 0511 (count-in
speaking examination)
For the mock exam, you will be assessed on a 1 ½ hour test that covers reading and
writing. (The real exam in Year 11 will also have a 40 minute listening test and a 10
minute speaking test.)
Tasks 1 and 2: you will read 2 texts and answer short-answer questions.
Task 3: you will complete an application form from the point of view of the person in
the reading text.
Task 4: you will read and make notes in a note-taking chart about a non-fiction text.
Task 5: you will write a 70-word summary based on the reading text in task 4.
Tasks 6 and 7: you will write two pieces of extended writing (about 150 words),
such a friendly letter, formal letter, school magazine article or persuasive essay.
The examination will test your SKILLS in reading and writing, not your knowledge of
specific information about topics (e.g. volcanoes, oceans, etc). For this reason, it is
important to revise and remember all the vocabulary and phrases for good writing
that we have studied this year.
You must practise the spellings of words that you often mis-spell. Write them out 5
times each, the cover them and try spelling them without looking. Check yourself
and practise again as needed.
You will also need to re-read your writing in your exercise book and take note of
what you have done well in your writing, and what your targets were to help you
improve your writing.
You should practice writing summaries of non-fiction texts, such as the ones we
have read in class. You should also practice writing friendly letters about a range of
topics, such as a recent trip to somewhere interesting, something unusual you have
just seen on the way home from school, what your school is like, etc.
 understand and communicate arguments, ideas and information both at a
straightforward and a more complex level
 structure work so the reader can follow the argument from the beginning to the
end
 select material from texts and develop it in relationship to the question, sufficient
to show some
independence of thought
 describe and reflect upon experience and express effectively what is felt and
imagined
 recognise and explain underlying meaning
 vary style straightforwardly in different types of writing and give evidence of a
good range of language
 spell and punctuate accurately, with few, if any, mistakes
 use well-constructed paragraphs and sentences (of average complexity) and
obey standard grammatical conventions
 understand and communicate arguments, ideas and information at a
straightforward level
 ensure that all work has a clear beginning, middle and ending, and that ideas
generally follow on from one another
 select material from texts in answer to questions and provide straightforward
explanations and developments to show relevance
 recognise more obvious meanings and attitudes
 write with some knowledge of style and the possibility of varying it according to
different types of writing; use a range of language adequate to all the tasks set
 spell and punctuate with accuracy so that communication is not impaired
 use adequate paragraphing and some variety of sentence construction
What resources do you need for the exam?
At least 2 blue or black pens and some ideas for your writing.
Although these websites are not specific to the CIE exam board or the IGCSE in
English as a Second Language, they have grammar explanations and exercises that
may be useful.
http://www.bbc.co.uk/worldservice/learningenglish/
http://learnenglish.britishcouncil.org/en/
http://www.bbc.co.uk/bitesize/
www.channel4.com/homework
http://oup-bookworms.com/

Year 10 Exam Booklet - Chestnut Grove School

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