GCSE Revision Checklist 2011
GCSE English Language Revision Checklist Paper One Section A – Response to Media/Non-Fiction Texts Read a range of magazine and newspaper articles Read a range of websites Read a range of advertisements Read extracts from auto/biographies Summarise the key points being made in the texts Identify and comment on the writer‘s use of fact and opinion Identify and comment on the text‘s audience and purpose Identify and comment on the vocabulary and sentence choices used by the writer Section B – Writing to Argue, Persuade and Advise Revise key techniques used for each purpose Practise writing examples of each purpose using past papers Learn 30 key spellings a week Practise writing using a range of punctuation for particular effects Paper Two Section A – Response to Poems from Other Cultures Re-read the Other Cultures poems in your anthology Practise making comparisons between pairs of poems Identify and revise a range of poetic techniques in each poem Identify what each poem reveals about the country‘s culture Section B – Writing to Inform, Explain and Describe Revise key techniques used for each purpose Practise writing examples of each purpose using past papers Learn 30 key spellings a week Practise writing using a range of punctuation for particular effects
GCSE English Literature Revision Checklist
Section A
Re-read your novel at least twice (To Kill a Mockingbird, Of Mice and Men, Lord of the Flies) Create a character profile for every character including 12-15 quotations Create a theme page for each key theme in the novel including 12-15 quotations Using examples of past questions, plan a series of essay responses Practise timed essay responses (45 minutes)
Section B
Re-read the pre-1914 poems and either the Armitage/Duffy or the Heaney/Clarke poems Connect the poems by theme Make comparisons between 4 poems (two pre-1914 and two post-1914 Identify and comment on poetic techniques in all of the poems Using examples of past questions, plan a series of essay responses Practise timed essay responses (1 hour)
Maths Revision Pupils will conduct strengths and weaknesses analysis of their mock examination papers as part of their routine maths work. They are encouraged to use revision materials to improve their weaknesses. Many students find the BBC Bitesize website helpful. Revision guides and CDs are available from the department, priced £2.50 and £3.00 respectively. Pupils are welcome to approach their teacher for help and guidance regarding a specific area of the curriculum. As part of their revision programme many pupils use practice papers to further analyse their strengths and weaknesses, and check the focus of their revision. Sets of six papers (three non-calculator and three calculator) are available from the department priced £2.50. There is some useful booster material (A to A*, C to B, C to D etc.) at www.mymaths.co.uk , user rodborough, password ruler. In the run-up to the Maths GCSE examination pupils will receive revision lessons in class. They may be topic specific at pupils‘ request, or look more generally at past GCSE questions and papers. There is further information concerning Maths GCSE exam preparation in the ―Subject Area‖ part of Rodborough‘s website www.rodborough.surrey.sch.uk .
Science Revision 2011 Double Award Science Each pupil has been issued with a textbook which covers all the work which is required for their Additional Science GCSE exam. The textbook is specific for the AQA course which they are following. Pupils should use the textbook as a guide to the content needed. The final exam questions at the end of each topic will be useful for exam preparation. In addition, many pupils have purchased revision guides which cover the Additional Science AQA content. SAM Learning and the BBC Bitesize website may also be useful for pupils preparing for their Additional Science GCSE. Triple Award Science (separate Biology, Chemistry and Physics GCSEs) Each pupil has been issued with 3 textbooks (for Biology, Chemistry and Physics) which cover all the work which is required for their Physics, Chemistry and Biology GCSE exams. The textbooks are specific for the AQA course which they are following. Pupils should use the textbooks as a guide to the content needed. The final exam questions at the end of each topic will be useful for exam preparation. In addition, many pupils have purchased revision guides which cover the Biology, Chemistry and Physics AQA content. SAM Learning and the BBC Bitesize website may also be useful for pupils preparing for their Triple Science GCSEs.
Geography Revision PAPER 1 – Physical Geography Answer 3 Questions: The Restless Earth Types of plates, their differences and distribution Destructive, constructive, conservative and collision plate boundaries Location and formation of fold mountains, ocean trenches, composite and shield volcanoes Case study of human use in fold mountains (ALPS) Characteristics of composite and shield volcanoes A case study of a volcanic eruption – causes, primary and secondary effects, immediate and long term responses. Positive and negative effects of living near a volcano Monitoring and predicting eruptions Characteristics of a supervolcano and likely effects of an eruption Locations, causes and measurement of earthquakes. A case study of an earthquake in a rich part of the world AND a poorer area – causes, primary and secondary effects, immediate and long term responses. Contrasts in effects and responses. Need to predict, protect and prepare. Tsunami case study – causes, effects and responses. Living World Small scale ecosystems and how they work Global distribution of temperate deciduous forests, tropical rainforests and hot deserts. Characteristics of vegetation, climate and soils for each ecosystem. Case study of a temperate deciduous forest – uses and management. Case study of a tropical rainforest – causes of deforestation and the economic, social, political and environmental impacts of deforestation. Sustainable management of a tropical rainforest Case study of a hot desert in a rich part of the world AND from a poorer area. Uses and management. Ice on the Land The last Ice Age (Pleistocene) – time scale and extent of maximum ice cover in northern hemisphere. Present extent of ice cover. Contrasts and evidence of changes. Glacial budgets and case study of a glacier with recent retreat. Types of weathering (freeze-thaw), erosion, transportation and deposition Landforms resulting from erosion – characteristics and formation of corries, arêtes, pyramidal peaks, truncated spurs, glacial troughs, ribbon lakes and hanging valleys. Landforms resulting from transport and deposition – drumlins, lateral, terminal, medial and ground morraines. Avalanche hazard
Case study of tourism in an Alpine area – attractions, impacts and management. Impacts of retreat and unreliability of snow in some resorts. The Coastal Zone Types of weathering, Mass movement, erosion, transportation and deposition Landforms resulting from erosion – characteristics and formation of headlands and bays, cliffs and wave-cut platforms, caves, arches and stacks. Landforms resulting from deposition – characteristics and formation of beaches, spits and bars. Causes of rising sea levels and case study of the impact of coastal flooding. Case study of an area of cliff collapse. Coastal management – costs and benefits of hard and soft engineering. Case study of coastal management. Case study of a coastal habitat – characteristics and sustainable management. PAPER 2 – Human Geography Answer the questions on: Population Change Demographic Transition Model stages – how and why birth rates, death rates and total population changes in each stage. Changes in population structure – interpretation of population pyramids Impact of urbanisation, agricultural change, education and the emancipation of women on rate of population growth. Strategies tried by countries experiencing rapid population growth. A case study of China‘s policy since the 1990s and one of a non-birth control population policy. Causes, problems and management strategies for countries with ageing populations. A case study of an EU country with an ageing population. Push and pull factors leading to migration and the effects of migration on the country of origin and host country. Economic movements within the EU, refugee movements to the EU and the impacts of such movements. The Development Gap Measures of development The relationship between quality of life and standard of living. The impact of economic, environmental, social and political factors on global inequalities. The reduction of global inequalities through international efforts – Fair Trade and Trading Groups; reduction of debt repayments; advantages and disadvantages of different types of aid; role of international aid donors in encouraging sustainable development; and a case study of one development project. Conditions leading to different levels of development in two contrasting countries of the EU. The attempts by the EU to reduce different levels of development.
Tourism Causes of the global growth in tourism. Environments that encourage tourism. The economic importance of tourism to countries in contrasting parts of the world. External factors affecting the number of visitors to the UK and the contribution of tourism to the UK. The Butler tourist resort life cycle model. Case study of either a UK National park or a UK coastal resort – reasons for growth, strategies for management and plans to ensure continued success of tourism in the area. Case study of an established tropical area that attracts large numbers of tourists. The positive and negative effects of mass tourism and strategies to reduce the negative effects. The attractions of extreme environments to tourists and reasons for increased demand in adventure holidays. Impacts of tourism on an extreme environment. Case study of one extreme area and its‘ strategies to cope with tourism. Case study of ecotourism and its benefits. Contribution of ecotourism to sustainable development. Map Skills are now incorporated into all topics and could appear in both papers. You will need to be able to apply a range of skills including drawing sketches from photos; labelling and annotating diagrams; interpreting aerial and satellite images; and describing patterns and distribution of human and physical features to questions within each of the topics. In addition you should be able to read OS maps with a 1:25 000 and 1: 50 000 scale using symbols, grid references, scale, direction and height and relief.
Revision list for History GCSE Unit 1 International Relations 1918-1956 Peace Treaties at the end of WWI What did each or the ‗Big Three‘ hope to get out of the process? The terms of the Treaty of Versailles German reactions to the Treaty of Versailles Verdicts on the Treaty of Versailles Other Peace Treaties Impact of the treaties on Central and Eastern Europe The League of Nations The aims of the League The structure of the League of Nations The League and border disputes in the 1920‘s How did the League of Nations work for a better world? How did international agreements help the work of the League? Why did the League fail in the 1930‘s Manchurian Crisis Disarmament in the 1930‘s Abyssinian Crisis Why did the League of Nations fail? Causes of WW2 Why did peace collapse in Europe in 1939? Hitler‘s challenges to the peace settlement (remilitarisation of the Rhineland etc.) Why did Britain and France follow a policy of appeasement in the 1930‘s? The end of appeasement Why did war break out in Europe in 1939? How did the Cold War develop o The origins of the Cold War The Teheran, Yalta and Potsdam Conferences, ideological differences etc. (break up of the wartime alliance etc.) o The development of the ‗iron curtain‘ and the Soviet control of Eastern Europe and the Allied response. Setting up of Cominform and Comecon. The growing involvement of the USA in W. Europe, Marshall Plan and Marshall Aid. Formation of NATO, Bizonia. o The development of the Cold War 1948-9 following the Berlin Airlift. Establishment of the arms race. o Hungary Uprising. Unit 2 Germany 1918-39 The impact of WWI on Germany The Birth of the Weimar Republic Threats to the Weimar Republic The Weimar Republic under Stresseman Hitler and the Nazis
The Depression and the rise of the Nazis How did Hitler become Chancellor in 1933? Hitler‘s dictatorship Nazi Control of Germany 1933-45 Propaganda, culture and mass media in Nazi Germany How did the Nazis deal with young people? Women in Nazi Germany Did Germans gain from Nazi rule? The impact of WW2 on Nazi Germany. The persecution of minorities, including the Nazi racial beliefs, particularly with reference to the Jews. Unit 3 War and the transformation of British Society 1903-28 The Liberals, votes for women and Social Reform What was Britain like in 1900? How and why did the liberals help the poor? How effective were the liberal reforms? Labour Exchanges 1909, the National Insurance Act 1911 How and why did women try to win the right to vote? The NUWSS, the WFL and the WSPU How effective were the suffragist and suffragette campaigns? The Cat and Mouse Act etc. How far did women contribute to the war effort? Why were some women given the vote in 1918? The Home Front in WWI The British Home Front in WWI Recruitment, conscription and rationing DORA Propaganda and Censorship Did people support the war How far did women contribute to the war effort? The part played by the British on the Western Front. o The BEF and 1914, the failure of the Schliffen Plan, the race for the sea. o Britain‘s contribution to the Western Front 1915-7, the nature of trench warfare, Haig and the Battle of the Somme o Changing methods of warfare, gas, tanks etc o The end of the war, drive to victory. Economic and Social change 1918-29 The changing role of women 1918-28, the extension of the franchise, changes the role of women‘s work and social changes The effects of WWI on trade union membership and the reasons for industrial militancy in the years 1918-20 The General Strike (Triple alliance, Black Friday, Red Friday and the Samuel Commission The end of the General strike and its effect on the coal industry and the trade union movement. Trades Disputes Act 1927.
French and German Revision list The additional topics for GCSE higher candidates appear in italics. General knowledge: Numbers, days of week and months, alphabet, pets, question words Topics: House, home and daily routine: Family and descriptions (physical and personality), relationships, characteristics, daily routine, describing your region, places in town, comparing town and countryside At home and abroad: Countries and nationalities, transport, weather, accommodation, complaints (hotel/restaurant), going to the post office, bank, tourist info office, lost property, environment Education, training and employment: School: subjects, description of school day, uniform, future plans i.e. college, university, jobs, gap year Work: pocket money and part time jobs, professions, places of work, work experience, future jobs, work issues, new technology Social activities, fitness and health: Sports and hobbies, shopping, going to a restaurant, food and drinks and quantities, body parts, at the doctor‘s, illnesses, at the pharmacy, keeping fit and staying healthy, smoking, drugs and alcohol, the environment, youth and social problems Media, entertainment and youth culture: TV programmes, different types of film, going to the cinema, invitations and excuses, reading books, media and press Grammar (for recognition in listening and reading papers and for active use of in speaking and writing assessments): Present, past, future and Conditional tenses Imperfect and past tenses Time phrases Opinions Link words (subordinate clauses) Adjectives and agreement Comparatives (bigger/smaller than etc) Superlatives (the biggest/smallest etc) Prepositions (under, in, next to, opposite, near,) Pronouns (I, we, he, she it etc) GCSE Revision Tips Speaking sessions with teachers and language assistants after school (by appointment). Revision guides (ÂŁ5) available to purchase (excellent for vocabulary and grammar)
Useful websites: For foundation candidates: www.linguascope.com, password Rodborough and username German, double click ‗beginner‘ and all topics there to practise. For foundation and higher candidates: www.linguascope.com, password Rodborough and username German, double click ‗intermediate‘ and all topics there to practise. www.languagesonline.co.uk for both vocabulary and grammar exercises SAM learning BBC Bitesize Website Start your revision early! Look at the list of topics and grammar points Plan revision topic by topic into your weekly workload Little and often is MUCH more effective and more manageable than thinking about the whole task as one big insurmountable chunk! Add tick boxes to your list so that you can cross off topics as you complete your revision. This will help you mentally to see that you are making progress rather than worrying about the total amount of work that needs to be done. It will also ensure you don‘t forget to revise a particular unit Research shows regular 10-15 minute slots of time spent revising vocabulary is much more effective than sitting down to 3 hours of French/German revision. However, regular is the key word: at least 4 or 5 times a week. Tips for memorizing vocabulary TEST YOURSELF! The old classic: LOOK COVER WRITE CHECK Or: LOOK COVER SAY CHECK Make card games with symbols on one side of a piece of paper or card, to represent the French/German word or phrase, and the writing on the back. Can be used as follows: Line up your cards and time how quickly you can say or write them all, then turn them over to check. In pairs, put the cards face up in a pile (1st person to say phrase wins card). Scramble all the letters in a word to make an anagram. Make a hangman gap-fill for yourself Play Connect 4, Battleships or Noughts and Crosses, to practice verbs or vocabulary.
GCSE Music Revision Topics The three Stands of learning Western Classical Tradition Baroque Orchestral Music The concerto Music for voices Chamber music The sonata Popular music of the 20th and 21st Centuries Blues Popular music of the 1960s Rock music, R‘n‘B, hip hop Music theatre Film Music World Music Music of the Caribbean Music of Africa Music of India The five areas of study AoS 1 Rhythm and metre Pulse / metre Time signatures Rhythms – dotted, triplets, syncopation, augmentation / diminution Cross rhythms / poly rhythms, hemiola, rubato Note values / rests AoS 2 Harmony and Tonality Consonant / dissonant / diatonic / chromatic Chords – roman numerals and names (tonic etc.) Cadences (perfect / plagal / imperfect / interrupted) Tonal / atonal / bitonal / polytonal / modal Key signatures (up to and including four flats and four sharps) Modulation Pedal / drone / inverted pedal AoS 3 Texture and Melody Monophonic / homophonic / polyphonic / heterophonic / fugual / contrapuntal / melody and accompaniment / unison / octaves Imitation / canon / antiphonal Intervals (major / minor / perfect from 2nds to an octave) Scales (major / minor / chromatic / pentatonic / whole tone / blues scale / modal) Melodic contours – (conjunct / disjunct / triadic/ ascending / descending) Ornamentation (Passing notes / appoggiatura / acciaccatura / glissando / portamento / trill / turn / tremolo etc.) Melodic development (ostinato / sequence / inversion) Aos 4 Timbre and Dynamics
Dynamics (Italian symbols and words) Timbre ( the ability to recognise the instruments from the Western classical orchestra and the main instruments from the three world music areas) Instrumental techniques (arco / pizz / con sordino / tremolo / double stopping / slurred / tongued / fills / falsetto / vibrato Technology ( drum machine / sampling / reverb / delay / distortion / chorus / panning / quantising) AoS 5 Structure and Form Classical music forms ( Binary / ternary / rondo / theme and variations / Sonata form / minuet and trio / scherzo and trio / ground bass / strophic / through composed / da capo aria / cadenzas) Popular music forms (call and response / 32-bar song form / verse-chorus form / 12-bar blues)
Each section will require at least half an hour to revise.
Business and Communication Systems GCSE The Controlled Test – 35% of the Final mark ( 90 Minutes ) Word Processing / Desk Top Publishing – Candidates should be able to: Identify and correct unmarked errors. Layout documents correctly – eg Business letters and emails. Use appropriate styles – Blocked, line spacing, centring, justification, enumeration, bullet points. Make effective use of display features – eg closed capitals, spaced capitals, emboldening, italics, a variety of fonts and font sizes. Carry out accurate amendments to documents from printed or handwritten material. Rearrange material in alphabetic, numerical and chronological sequence. Use cut, copy and paste functions. Create a mail merge letter. Use headers, footers, page numbers and columns. Know and act upon correction symbols used in Word Processing Add borders to documents Produce a range of page layouts including the use of columns, tables, text boxes, headers and footers. Produce a range of graphics including: 'call outs', word art, pictures, drawings, diagrams and borders ( for text, pages and objects ) Combine text and graphics in a variety of ways - eg by overlaying text on a graphic. Spreadsheets – Candidates should be able to: Design and create a spreadsheet for a specified task Make appropriate use of rows and columns including inserting, deleting and re-sizing. Insert, amend and delete labels, values and formulae. Replicate (repeat) values and formulae where necessary – ie use the autofill function. Format cell entries – eg alignment, number of decimal places, currency, style. Display and print formulae Sort rows in numerical, alphabetical and chorological order. Input data accurately using appropriate headings, titles, headers and footers. Format rows, cells and column widths. Use formulae and functions to carry out a range of calculations eg Sum, Average, If.
Charts – Candidates should be able to:
Import data series from spreadsheets to create charts Use a variety of chart formats to meet the needs of a given situation – eg line, column, pie chart. Insert title and data legends Databases – Candidates should be able to: Design a data capture form (eg questionnaire) for use with a database. Design and create a database with appropriate fields and records to meet a specified need. Identify data types – alphabetic, numeric and alphanumeric. Add and edit fields – eg Headings (Fieldnames), widths and data types. Insert, edit and delete records. Search, sort and select records. Modify layouts for purposes. – eg lists, mailing labels, forms. Graphics and Clipart - Candidates should be able to: Create simple freehand shapes and/or draw geometrical shapes Make use of shading and patterns Make effective use of a range of line styles, eg broken Combine text and graphics Edit graphics, using cut, copy, paste, align shapes and text. Re-size and move graphics and / or clipart. Presentation Software - Candidates should be able to: Create slides for a business presentation. Create transitions and animations. Modify presentations, create presenter notes and create handouts Composition - Candidates should be able to: Design/compose a response to given source material, in the form, of, eg a letter, flyer, notice, advertisement, e-mail or note. Response should take account of the audience/recipient of the document. Web Authoring - Candidates should be able to: Create a business web page ensuring there is a consistent page format. Animate text, change background colour, use borders and lines, insert images and use frames. Create hyperlinks to enable users to move around and between pages.
Resistant materials Revision Guide: ‘Lonsdale essentials GCSE D&T resistant materials guide’. You will have 2 papers, one about technical aspects of design and making and the other about sustainable design. You must revise the following areas: Pages Done
Topics Woods Hardwoods, softwoods and manufactured boards are the main classifications. Marking out wood Cutting wood Joining wood Adhesives Finishes Metals Metals - ferrous, non-ferrous and alloys. Marking out metals Cutting metals Joining metals Moulding metals Finishes Plastics Just two groups here: thermosetting and thermoplastics, you need to know some examples. Marking out plastics Moulding plastics Cutting plastics Joining plastics Finishes Smart materials Smart and composite materials Computer design CNC routing and turning Systems and control levers Cranks and cams Springs and linkages Gears and pulleys Health and safety Signs and health and safety issues facing designers Issues facing designers Social, moral and environmental issues The 6RS Properties and environmental issues Ergonomics and anthropometric This is the application of scientific information (concerning humans) to help design a product – anthropometric data Production systems Mass, Batch, Continuous and one off Quality control Quality assurance and quality control
Additional sources for revision: Past exam questions and revision from mocks Sustainability workbook
34 26 39 43 46 47
– 37 – 27 & 38 – 42 – 45
50 55 58 56 62 64
-54 – 61 – 57 – 63 – 65
68 – 70 71 72 – 74 75 76 76 – 77 78 – 79 82 – 83 84 – 85 86 87 88 14 – 16 18 – 20 19 32 - 33 21 22 23 - 26
Textiles Lonsdale Revision Guide Topics Equipment Tools and equipment Fabrics Fabrics Fabric properties Fabric finishes Smart fabrics Techniques Adding colour: Printing, dyeing etc Surface decoration: AppliquĂŠ, embroidery etc Construction techniques: seams and shaping Modelling Modelling using fabrics Modelling using ICT Pattern making Health and safety Regulations and standards Health and safety info Labelling Look at the different types of labels needed for different products CAD and CAM This will definitely be in your exam Production systems Batch production, mass production, individual or job production. Quality control Planning in production: Look at what factors in production need to be controlled to ensure a good quality product. Health and safety Work place, classroom, equipment and the user Sustainability YOU WILL HAVE A WHOLE EXAM ON THIS 6R‘S Reduce, Reuse, Recycle, Refuse, Rethink, Repair Textiles and the environment Additional sources for revision: Your sample books Past projects Past exam questions Revision from mocks Sustainability workbook
Pages 5-7 36-40 41-43 44-47 23-24 54-56 56-57 62-63 58 59 60 68-69 70-71 86-87 77-79 80-81 74-76
76-78 20-23 18-19
Done
Food Technology group 2011 Revision List Lonsdale Revision Guide – Food Technology Topics Nutrition – Foods that provide and bodily function of: Fat Carbohydrate Protein Vitamins Minerals NSP (fibre) water Healthy Eating The energy balance (Calories) The ‗Eatwell plate‘ (Government guidelines) 5 A Day (Government guidelines) Health issues related to diet: Heart disease Obesity Dental caries (tooth decay), High blood pressure Rickets (and vitamin D link) Anaemia Coeliac disease Food allergies Diabetes Diet through life Pregnancy, babies, young children, teenagers, adults and the elderly. Diets for religions Vegetarian Diets Reasons to become vegetarian Nutrients vegetarians need in their diet and what foods contain these nutrients. (LBV proteins) Meat Analogues (protein replacements) Bread & Cakes Raising agents Cake making Pastry Bread Cooking methods Conduction Convection Radiation (Microwave) Sauces Roux method (Gelatinisation) Other thickening methods Synerisis Using Ingredients Meat Fish Milk
Pages LRG 10 11 8,9 12 13 4,11,30 13 5,7, 11 4 4 16 5, 6 6,11 6,13 12 13 18 18 17 16 19 20 8 Classbook 9 40-41 43 44 45 42 Photocopy 46 46 46 26 & Notes 27 & Notes 28, 29
Done
Cereals, fruit and vegetables Eggs Fats & oils Sugars The Design Process Specifications Research Computer Aided Design Computer Integrated Manufacture (CIM or CAM) Scales of Production Sensory testing When in the design process Fair testing conditions Recording and displaying results Developing recipes Replacing ingredients Reducing ingredients Increasing ingredients Changing cooking methods Changing the construction of a dish Decorating techniques Using standard components Food Safety Food Poisoning Food Safety Act HACCP Equipment safety Hygiene Temperatures, conditions and the DANGER ZONE Enzymes, yeasts and moulds Food Storage and Preservation Shelf life Chilling and Freezing High Temperature methods Additives Packaging food Materials used Disposal/recycling Labelling food Legal requirements Nutrition advice and information (profiles) Making Quality Products Quality Assurance Quality Control Flowcharts Sustainability & Ethical Issues Organic Red Tractor Fair trade Genetically Modified foods Reduce, re-use, recycle‌ Food Miles Other environmental and Social issues
30 31, Notes 32, 33 33 65 66-68 5-6, 69,70 70-71 73, 81 80 65 74,76 14, 75,76 65 47
68 16,52,53,59 83 84,85 72 56 54-55 50-51 57 58,59 60 61 88,89 87 86 7 13, 82 13, 83 11, 77 20 21 21 21 22 22 23
Graphic Products Revision Guide: ‘Lonsdale Essentials GCSE D&T Graphic Products’ You will have 2 papers, one about the technical aspects of design and making and the other about sustainable design. You must revise the following areas: Topics Pages Done Communication Techniques Communication Techniques 4 Colour 5 Logos and Trademarks 7 Typography 8 Spacing 9 Drawing Techniques and Materials 10 Types of Paper and Board 11 Presentation drawings Drawing Tools 14 Plan Drawings 16 Isometric Projection 18 Perspective Drawings 19 Standards in Working Drawings 21 Third Angle Orthographic Projection 23 Design and Market Influences Design and Market Influences 26 Ergonomics and Anthropometrics 28 Product Analysis 30 Sustainability – the 6 R‘s 33 The Environment 34 Materials and Processes Materials for modelling 38 Adhesives for model making 39 Modelling – finishes and pre-manufactured components 40 Smart and Modern Materials 44 New Materials 45 Types of Plastics 46 Industrial Processes 48 Industrial Practice 52 Printing Processes 53 Planning 57 Packaging and Mechanisms Packaging and Mechanisms 60 Packaging Materials 62 Types of Movement 65 Mechanisms 70 Information and Communication Technology ICT Software 74 CAD and CAM Systems 76 ICT Applications 78 Safety Hazards and Control 80 Useful Symbols 86
Additional sources for revision: Past exam questions and revision from mocks Sustainability workbook
Revision check sheet for the PHILOSOPHY and ETHICS
SHORT COURSE You should spend about 20 minutes revising each topic ticked. Religion and Relationships Christian beliefs about marriage Christian beliefs about divorce The roles of men and women within a Christian family (this includes the church). Christian beliefs about sexual relationships Contraception Death and the Afterlife Christian beliefs about the soul Heaven, Hell and Purgatory God as Judge Christian funerals Belief about Deity What Christians believe about the nature of God Why Christians believe in God Miracles in the Bible Miracles in today‘s world- Pilgrimages (Lourdes/Knock) Religion and Medical Ethics Sanctity of Life Christian attitudes towards abortion Christian attitudes towards euthanasia Christian attitudes towards fertility treatment Christian attitudes towards the use of animals in medical testing Cloning and genetic engineering
RE GCSE Full Course Revision topics Paper 1 B601 Topic 1 Belief about Deity
Nature of God Why do they believe in God? Miracles in the Bible Miracles today (Lourdes/Knock)
Paper 2 B602 Topic 1 Good and Evil
Topic 2 Religious and Spiritual Experience
Private and Public worship Prayer and meditation Food and fasting
Topic 3 Religion and Science
Topic 3 Death and the Afterlife
The Soul Heaven and Hell God as Judge Funerals
Unit 3 Religion, Reason and Revelation
Paper 3 B603 Topic 1 Human Relationships
Topic 2 Medical Ethics
Topic 3 Poverty and Capital Wealth
Christian marriage Roles of Men and Women (including the church) Divorce Sex Contraception Abortion Fertility and cloning Treatment Euthanasia and Suicide Animal Experiments Causes of Poverty Charity Uses of Money Moral and immoral Occupations
Paper 4 B604 Topic 1 Peace and Justice
Why is there Evil? God and the Devil How do we deal with Evil? How do Christians respond to moral situations The origins of the world People and animals Stewardship The Environment WE HAVE NOT STUDIED THIS UNIT!!!!! War (Just War) Pacifism Crime Injustice
Topic 2 Religion and Equality
Equality in the Bible Racism Women Christians and other Religions Forgiveness
Topic 3 Religion and the Media
Different types of media. How Christians and Jesus are represent in the Media. How the media is used. Censorship and freedom of speech.
REVISION PLAN FOR GCSE DRAMA WRITTEN EXAM 2011 The best way to prepare for the written exam is to make notes about the practical work you have done and then revise from them. The following is a suggestion as to how you should prepare your notes for each of the three sections. Good Luck!
COMPULSORY QUESTION - SECTION A Question 1 - (Practical work completed during the course) The compulsory question is in four parts 01, 02, 03 and 04 Download the writing frames from UNISERVITY and ensure that they are fully completed. Complete revision notes as follows 01 (10 marks) DESCRIBE Make revision notes about your chosen practical project to include the following: Title and what the piece is Genre Style Period Setting Intent Your contribution Performance Space Techniques and Technical elements Target Audience 02 (10 marks) ANALYSE Make revision notes on the following: First decisions – Due to the topic you had and its style –what were the first decisions you made about your group piece or chosen role? How did space, audience needs and design effect these decisions? Rehearsal techniques used. Consider the techniques used in your project e.g. improvisation, hot-seating, role on the wall, tableaux work, potted plot exercises, thought-tracking, research etc Why did you use these and how did they take the work forward? Discuss strategies used to develop performance ideas for the piece etc What problems did you encounter as a group or an individual? Consider staging, timing, style, feed-back during rehearsals etc.
What part were you particularly proud of and why? Consider the effect it had on the audience and the success of your role/piece. Consider the intent of your piece. How did you create your role at the start and why? Consider what you know about the role and the piece? Did you develop this at all? What was the need of your role in the piece? What were your characters functions or objectives? 03 (10 marks) EXPLAIN Make revision notes and revise them on the following Make a list of any difficulties you encountered e.g. developing an accent, moving in role, using the space effectively, sequencing the scenes, multi-role playing effectively, pace, timing , etc. How did you develop and change your own performance during the rehearsal period? Why was this? What did you do to improve it? What problems did you encounter as a group and why? E.g. Staging, design, rehearsal techniques etc How did you solve them? 04 (10 marks) EVALUATE Make revision notes on the following What were you pleased with and why? How well did you contribute to and support your group? How effective was your characterisation? How well did this contribute to the success of the scene? How effective was your use of voice – pitch, pace, pause, tone, emphasis? How effective was your use of movement, posture, facial expressions and body language? How effectively did you show your character‘s age, status and relationships on stage? How effective was your interpretation of character? What would you do better next time? Why did it not work for you/the audience? How effective was the overall piece? How did it affect the audience? Why was this?
SECTION B Study and performance of a scripted play. Remember - you have to answer a question from either this section or from section C When REVISING for area of study B (Question 2 and 3) Re-read the play that you are going to write about: Texts include: ‗The Crucible‘ ‗Teechers‘ ‗Guys and Dolls‘ ‗Blood Brothers‘ Check that you know the plot thoroughly and that you have a good understanding of the characters. Select a character that you have performed. Make notes about the following aspects? Background information — name, age, occupation, home and social class when the play is set etc. Physical description of character — What does the playwright tell you about appearance, voice, accent, movement, posture etc? Status - What is the character‘s status in relation to the other characters and how did you show this? Relationships with other characters. What does the play tell you about these? Practical interpretation — characterisation Now choose a scene that you performed in and that you feel you are able to write about in detail. Outline the *Thoughts * Feelings * Motivation of the character, explaining why they behave as they do within the scene. Using the play text, write notes about the scene. Highlight the following: o Build up of tension and emotion, (climax). o Changes of mood. o Key moments of plot progression, e.g. when John Proctor tells the court that Abigail is a whore. Act III ―Crucible‖. o How relationships change or develop. Analyse how you used the following acting skills to communicate the character to include the above points. Body language
Posture, stance, body language, physical mannerisms, facial expressions, eye contact, pace, movement, style and speed. Physical changes in pace, posture, stance, body language, gesture, eye contact and spatial awareness Vocal quality Voice, tone projection, accent, pitch, pace etc vocal changes in tone, projection, emphasis, pause and pace. Spatial awareness and use of stage . Practise answering questions in the allotted time. You have 20 minutes for part (a) and 20 minutes for part (b) SECTION C (Question 4 and 5) You have to answer a question from either this section or from section B The best way to revise for this part of the paper is to make detailed notes about the performance you wish to write about. You have to answer questions about a live performance from the acting or design point of view and you should check that you know the following: The title of the play e.g ‗Blood Brothers‘ The author - e.g. Willy Russell The theatre – e.g. The Phoenix Theatre The date of the performance. Write brief notes, of the play/ Performance. The genre — e.g. musical, comedy, melodrama etc. The style – naturalistic, non-naturalistic etc The scale of the production — e.g. West End musical, one man touring show etc. The historic period/ when is it set – if appropriate The basic outline plot or theme. The type of stage — e.g. theatre in the round, proscenium arch etc.
The Acting Performances Choose at least two contrasting acting performances and make BRIEF notes on the following (use actor‘s names if appropriate) . NB don‘t just copy the list – you must put details in. You should also choose at least two scenes or sections in which they are particularly effective.
Voice — pace, accent, tone, pitch, projection etc. Movement — gesture, posture, stance, body—language, pace, use of space, eye—contact etc. Relationship with other characters and how these are shown on stage. Motivation — what makes that character behave in the way he does and how is this shown by the actor on stage? Effectiveness — do you believe in the character? Is the character convincing? Why? Did the actor communicate well with you as a member of the audience? Why do you think this? Is there evidence of team—work? Is the performance appropriate to the genre? You should prepare notes about how your chosen actors performed in at least two scenes. Make your notes DETAILED Design skills You should include notes on all aspects of a scene/ play, and when answering a question should ensure that you are clear which design skills are required in your answer. e.g. VISUAL ASPECTS INCLUDES: costume, make— up, mask, set design and lighting NOT SOUND. Make notes on: Period — historic, i.e. Victorian, present day etc. Genre. Locale — i.e. setting/ place. Time of day, if appropriate. Atmosphere, e.g. tense, light hearted, joyous, uplifting. sad, tragic, eerie. Is it symbolic of anything? Does it reflect a theme? Has the scale of the design complimented or compromised the performance as a whole? How effectively does it interact with the other design skills, e.g. colour of lighting and colour and texture of costume? Is there evidence of team work? The whole performance Make notes on: The impact of the opening of the performance.
How successfully did it gain your attention and did it hold your interest? How did the audience respond as a whole? — laughter, listening, crying, gasping, spontaneous applause, cheering, his villain etc. Did it leave a lasting impression and why? Mrs J Bearman Feb 2011
PE GCSE Revision Full Course The range of physical activities and the different roles that the active participant can choose from Range of activities The different classification of physical activities e.g outwitting opponents, performing at maximum levels, etc The different roles of the active participant – player/performer, leader/coach, etc Individual differences Age, disability, gender, physique (including somatotype), environment, risk and challenge, activity levels, training The demands of performance Psychological and physiological factors including fatigue, stress, personality, tension, anxiety, motivation, arousal, boredom, feedback How to prevent injury Health and safety including correct techniques, correct footwear and clothing, rules relating to sport and equipment The difference between aerobic and anaerobic exercise Aerobic and anaerobic respiration The function and the role of the blood as a transport system in the body Oxygen debt – what it is and how it is repaid Linking physical activity with diet, work and rest for personal health and a balanced healthy lifestyle Health, fitness and a healthy active lifestyle Fitness as one aspect of general health (including definitions of fitness and health) Differences between fitness and health and how they are related. Examples of how to adopt a healthy lifestyle. Components of fitness An understanding of how the skeletal and muscular systems contribute to fitness and health Training Knowledge of the principles, benefits, advantages and disadvantages of specific exercise and exercise programmes such as; Weight training, circuit training, interval training, fartlek training, continuous training.
Fitness training terminology specificity, overload, progression, reversibility, repetition, sets, training zones Effect of the environment e.g altitude, warm weather The training year – pre-season, competition, closed season Diet For the maintenance of good health Specific requirements for different performers Causes and results on the body of dietary imbalance/deficiency Making informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs School influences National Curriculum requirements Healthy Schools Programme and PSHE PESSCL, PESSYP and associated programmes Healthy eating policies Extra curricular opportunities and provision including attitudes of staff, facilities available, etc Emotional health and well being Bullying policies, pastoral support systems, etc Cultural and Social factors Changing attitudes Social groupings peers, family, etc. Leisure time Etiquette, rules etc Opportunities and pathways available for becoming or remaining involved in physical activities School including roles – performer, official, etc Accredited courses and examinations – especially the benefits of following these awards Differences between amateur and professional performers Careers such as PE teacher, coach, trainer, etc International and other factors Sponsorship types of and advantages and disadvantages Media types of and positive and negative effects of media coverage Competitions – various types including specific examples International sport and events, including advantages and disadvantages of hosting international sporting competitions Role models Science and ICT – the influence of technology in sporting performance