EXAM & REVISION
GUIDE
2015
Useful Websites for GCSE revision
Worthing High School VLE/Moodle http://www.worthinghigh.net The school’s resource contains materials for all GCSE subjects, links to exam boards, and past papers. BBC GCSE Bitesize http://www.bbc.co.uk/schools/gcsebitesize BBC Bitesize is a well-publicised, well-known thorough revision guide. It offers revision for every GCSE subject, and mock exams. Learnthings http://www.learn.co.uk/ Learnthings is a service from the Guardian. It requires subscription to the premium service to really utilise it, but there is a free trial available. Take out the free trial, and see if you can utilise some of the massive database of information. Onion Street Revision Tips http://www.bbc.co.uk/schools/communities/onionstreet/skills BBC Onion Street offers revision tips, advice, and skills. S-Cool http://www.s-cool.co.uk S-Cool is a similar website to BBC Bitesize, offering revision for every GCSE and A Level Subject. Schools Net Revision http://www.schoolsnet.co.uk/revision Schools Net also offers a revision website, similar to BBC Bitesize and S-Cool, although with less material. Worth a visit if you are preparing for exams. BBC SkillsWise http://www.bbc.co.uk/skillswise This BBC website offers tests and technique information to teach a certain skill to you, ranging from listening, to fractions. http://www.deblogan.com/note.html Http://www.getrevising.co.uk — a great site for revision tools.
How Parents Can Help
Encourage without pressure.
Be interested in your child’s revision. Ask your child to explain certain topics to you.
Provide drinks, snacks, treats to break up revision.
Have a copy of your son’s/daughter’s revision and exam timetables.
Help plan the day’s revision and encourage your son/daughter to stick to the plan.
Make sure your child has access to a quiet, comfortable work environment. If she/he associates the area with work, it helps to ‘get on’.
Provide highlighters, blank postcards, post-its etc.
Check the school’s Moodle resource together and make full use of the revision resources there.
Be there for testing, if he/she wants.
Time past paper questions for her/him .
Revision Notes Examinations can help you to consolidate your knowledge and bring together lots of different strands from your subjects. During revision time you may find that the ‘penny will drop’ for you on some topic that you found puzzling during the GCSE course. Making effective revision notes will help in this process and will ultimately give you an indication of what you understand and where the gaps are in your knowledge. You will have gathered lots of notes and topic revision during the GCSE courses. You should use Easter to: organize and read through your notes; write down questions for your teachers on areas you are unclear on and start to break your notes down into revision cards and brain frames/mind maps. Good notes will help you to:
understand new (and at times) difficult concepts get an overview of the topic or unit by you changing the information which is in a linear format (i.e. written text) to one which will provide links and connections (i.e. use of diagrams/flow charts/time lines) remember new terminology (use highlighters for key words) group the information in a useful format for quick access when preparing for examinations – use as a handy memoriser or something visual.
About revising Revision boils down to personal preference. However, you may not have thought about how you revise before, but now consider how you have been doing this and start thinking of alternative ways of revising. Consider now the location aspects of how you revise – your revision scenario. Remember; be honest with yourself at all times. Just because you’re sitting with your notes open, it doesn’t mean you’re actually revising! Revision techniques It is important to find a method that suits your learning style and a particular topic. You may find you want to change your method depending on the topic you are revising – just be alert to this. Remember to revise effectively you will need to remember facts and figures, understand concepts/theories and the critical debates of your topic. Some common approaches include: Summarising notes or handouts into ‘distilled’ notes (key words, phrases) of no more than one side of A4 for each possible question topic. Some people find flash cards useful for this. Flash cards can incorporate colour for different layers of information and for making links. If you are a very visual learner, you could draw charts/maps of key ideas using visual symbols/shapes, which act as a trigger for key concepts and ways in which they relate to one another.
If you would rather listen, because you have a preferred style of learning which is auditory, you could use iPods/MP3 players to read key notes onto, then play them back several times so that you can become more familiar with the language of your subject and with the key ideas relevant to the exam. It can really help to enlist the help of a friend in any or all of these approaches, as long as you promise not to distract each other from the task in hand! Some students enjoy working with others and can learn by discussing ideas and explaining concepts to consolidate knowledge and picks out where the gaps in understanding occur. Whichever revision methods you use, work towards a situation where you can imagine a map of the topics needed for the exam: which are the bigger and smaller areas? How do they relate to one another? Are there themes running across different areas? Become a cartographer of your subject. This is where mind mapping and brain framing can really help. Use spaces around your room/ the whole house to display your notes and mind maps. Use post it notes to write down key words and stick them in prominent places to remind you of topics. Ask family members at home to test you on an area. This will ensure that you’re not distracted and will get clear feedback on where the gaps are in your learning. Aids to Memorizing However effective we are at revising and gaining an understanding of the material, we have to commit it to memory for an exam. The more thoroughly we understand a topic, the more easily we can deal with unexpected and/or complex exam questions. So, don’t rely totally on pure memory recall or rote learning. However, we need to develop strategies to help us remember. Memory strategies Why do some people seem to have good memories and others struggle to remember what day it is? Perhaps, those with good memories have developed strategies for remembering and they have worked out ways of remembering which suit them best. Rote-learning (learning chunks of information by heart) may work for some topics in certain subjects, but most of your exams require a thorough level of understanding. Think about how you remember. Answer the following questions:
What was your first day at school like? (episode) What is your mobile phone number? (fact) Where did you have your last meal? (episode) How do you open a document on the computer? (procedure) A key topic area in your favourite subject (knowledge)
Our long term memory is organised so we can remember facts, episodes, knowledge and procedures. These use different aspect of our memory. In addition, how facts and knowledge are remembered (written text, diagram, mindmap etc) could reflect your ability to recall information. Certain subjects can be remembered effectively by drawing and labelling diagrams, e.g. the intricacies of the blood system, but this would not be suitable for learning the causes of poverty in the last century where a flow chart may be better. You may find yourself better at remembering some types of things than others. Can you identify your memory strengths and weaknesses?
Final Thoughts If you are still learning information right up to the last few hours before the examination, you will NOT remember all of this in the examination. You must begin your revision programme over the Easter holiday to ensure you are up to date with all of your work and to ensure that you have the best possible chance of success in the summer exams.
Adrenaline is good in examinations – at the right levels. Too much adrenaline can cause stress which means that you will under-perform on the day. Leaving your revision to the last minute will unsettle you before the exam; try to lay off the energy drinks too! Relaxation is a vital part of the revision process. During revision make sure that you have some rest periods. Concentrated spells of revision followed by short breaks are best. Physical activity, such as going for a walk or playing sport, can stimulate your brain into more activity when you are trying to remember all the information.
A healthy, balanced diet and the correct amount of sleep are vital in keeping you prepared and alert during the exam period.
English English Language Section A: Understanding non-fiction texts English Language Section B: Producing non-fiction Texts English Literature Paper 1: Exploring Modern Texts (Of Mice and Men and An Inspector Calls/Woman in Black) English Literature Paper 2: Poetry Across Time (Moon on the tides Anthology and Unseen Poetry) Here are just a few ways that you can revise English Language and Literature. They have been divided up into the three key areas.
English Language
Read newspaper articles, preferably broadsheets, and identify the main line of argument. Look for the use of persuasive features in newspaper articles or adverts and think what effect the writer is trying to achieve. Try to identify the purpose and target audience of different texts such as adverts, articles, leaflets etc. Get a selection of adverts and try to find the hidden meaning behind the images used. Learn the definitions of key terms. Play key term bingo.
English Literature: Poetry
Read the poem and try to identify the meaning, tone, language used and structure from memory. Mind maps identifying things such as theme, language, structure, and imagery. Try to use quotes. Put the key information about each poem onto an index card. Plan essays detailing the most important information. Complete timed essays at home so you can get your timings right.
English Literature: Novel and Play
Mind maps on main themes, characters and key events. Produce index cards about the different characters with some key quotes. Learn five facts about the historical background of the novel. Revise what happens in each chapter or act and practice finding quotes. Try to become really quick at this! Plan essays Practise timed essays
Maths Make sure you learn all the keywords from the specification. Listen to extracts and analyse them using the Elements of music as a good starting point. MATCH EACH HOUR OF CLASS TIME WITH ONE HOUR OF REVISION consolidating notes and/or practising exam questions REVISE WHAT YOU DO NOT KNOW
When practising past paper questions follow this foolproof procedure:HIGHLIGHT question information (not the question instruction) CIRCLE the question instruction (not question information) UNDERLINE further parts of the question instruction E.g.:- For the following sequences
add the next two terms.
Use the Mock Exam analysis and other Assessed Task feedback to be fully aware of your weak topics. (Use the contents page of the Revision Guide (Higher or Foundation) to help name these topics)
Identify in the following resources A. CGP Revision Guide and Workbook (Higher / Foundation) B. MyMaths.co.uk (Login: worthing , Password: square) - Booster Packs (A-A*, B-A, D-C, 6 Booster) C. MathsWatch CDs D. Practice Papers E. Notes from class in exercise books (A to D are available to buy from the Maths Department) Where: i) revision materials are available. ii) practice questions can be found to deal with your weaknesses.
Equipment needed for the exams: Compass Protractor Ruler Black pen
Pencil Eraser Sharpener
Science Follow the “study skills” advice in this booklet, but there are a few extra things that you could do for Science: 1. 2. 3. 4.
Get yourself a revision guide & workbook—order from Amazon now ! Create a glossary of key words in each module, stick them up on your wall Write equations and units on index cards, keep these to hand - great for the journey to school and tutor time Practice answering questions – instruction word then keys words followed by mind maps or lists; this is where the workbook fits into the grand scheme of things.
And I need to revise? How? Little and often use our revision plan timetable on the Moodle ! BBC Bitesize EXAM Alert APP If revision guides aren’t your thing, then check out the following websites :http://www.justincraig.ac.uk/revision-techniques-gcse https://www.cgpbooks.co.uk/interactive_gcse_science http://www.planet-science.com/categories/parentsteachers/scienceresources/2012/04/online-gcse-revision-resources-.aspx http://www.my-gcsescience.com Videos ! Core Yr 11 Resit Students– AQA Unit 1s Your revision lists or PLCs are on the Moodle You have a separate Core Past paper book Past papers are on the Moodle Use BBC Bitesize Core AQA web site Additional Candidates Yr11 AQA UNIT 2s Your revision checklist can either be created from the AQA revision textbook / BBC Bitesize AQA Additional and/or using the revision guide. You can also use Active learn. Past papers are in the Moodle Triple Candidates Yr 11 – AQA Units 1,2 + 3 Biology, Chemistry +Physics Please use BBC Bitesize AQA Core, Additional and Triple sections Utilise Active learn and your revision books. Past papers are on the Moodle, all classes were given 3 booklets too and can be found at :http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papersand-mark-schemes
Remember—Equipment for the exams! 2 Black pens
2 Pencils Eraser Calculator Protractor
Ruler
Art Students need to have produced approximately 4 x A1 sheets of research (drawings, copies of art work, notes, design ideas etc.) This work constitutes around 75% of the exam mark (the exam itself constitutes 40% of the total GCSE mark). These A1 sheets of research need to be completed, mounted and submitted by the end of the second day of the controlled test element of the exam. Towards the end of the exam period (late April early May) students will sit 2 x 1 day controlled test sessions lasting 5 hours each. During this time students work in exam conditions and are expected to produce a final outcome for their exam project – this could be a painting, illustration, piece of textiles, sculpture etc. On the next page is an example of the sort of activities, and a suggested layout, that students could engage with for their exam research.
Drama Drama written paper = 40% of total marks The exam lasts 1h 30. You must answer Section A and section B or section C. Section A 4 questions worth 10 marks each. You should spend 10mins on each question. You are answering on your final project. The questions will follow a set format: DESCRIBE e.g. performance space, genre, style etc. EXPLAIN e.g. first ideas, creating a role, using a particular skill ANALYSE e.g. improvements in rehearsal process EVALUATE e.g. strengths and weaknesses in final performance Section B 2 questions based on a piece of script that you have studied. This could be Blood Brothers or your final project, if you do acting in your final project. Section C 2 questions on the live performance of Warhorse or another live performance. Each question is worth 20 marks. You should spend 20mins on each question. Ways to revise: Complete practice question booklets Timed practice papers Mindmaps/bullet points on practical pieces Detailed breakdowns of how you performed certain scenes Detailed notes on improvements/changes made in rehearsal Learning key vocabulary to use in the exam Read revision material as and when it is provided to you during your lessons. To get a C or above, you need to write in lots of detail and refer to specific moments in your answers. Make sure you know which different scenes and sections you are going to refer to in the different questions.
Food Technology You will sit one exam that is 1 1/2 hours in length. It will have a mixture of multiple choice, describe and explain questions and extended writing questions. The exam is worth 40% of your GCSE grade. There are lots of revision resources and practise exam questions on the year 11 Moodle page. Topics you need to revise and learn:
Nutrition- Carbohydrates, protein, fats, vitamins and minerals. The eat-well plate and 8 government guidelines for a healthy diet.
Nutritional labelling
Special dietary needs for – infants (up to 1 year) toddlers, school children, adolescents, adults and those who are ill and convalescing (getting better after illness and operations). This may be in the form of looking at a recipe and adapting it to suit the needs of one of these groups Faith and diets e.g. Hindu faith, Muslim faith, Jewish faith.
Primary foods – including eggs, wheat, milk and dairy, fish, butter and oils, fruits and vegetables (types e.g. root vegetable) and sugar.
Secondary foods – made from primary foods and reasons for processing e.g. to improve nutritional qualities, change appearance, texture and flavour. You should be able to give examples.
Food spoilage/food poisoning/food hygiene (including cross contamination) Food Safety Act and Food Hygiene Act. Key temperatures and conditions for bacterial growth, high risk foods.
Preservation – hot (pasteurisation, sterilisation, UHT, canning) cold (chill, cook-chill, freezing, cook-freeze), dry (sun dried, spray drying, AFD Accelerated Freeze Drying), chemical (use of preservatives) and specialist packaging (MAP – Modified Atmospheric Packaging and vacuum packaging) and irradiation.
Additives used at home and in industry – colours, flavours, artificial sweeteners, herbs and spices, emulsifiers, stabilisers, gelling and setting agents, thickening agents (flour, cornflour), raising agents, preservatives, anti-oxidants, food fortification.
Standard component parts used at home and in industry – pizza bases, pasta, powder mixes (cake, biscuit, pastry, scone and bread, soups, sauces, gravy, desserts e.g. custard, cream, lemon meringue pie mix), stock cubes, baking powder, pre-blended spices, dried and tinned fruit.
Food Technology continued
Production methods including scales of manufacture (one-off e.g. wedding/ celebration cakes, batch e.g. biscuits, sandwiches, ready meals, desserts and soups and high volume e.g. bread, crisps, soft drinks) product and recipe development including scaling up and storage/distribution of products.
Moral issues e.g. factory farming, GM, food miles, Fairtrade, sustainability, organic, seasonal foods, pollution, packaging.
Use of ICT to make products safer, improve quality and consistency and speed up manufacturing– including CAD/CAM/CIM/ICT and CAM in single product – e.g. microwave ovens, bread makers and edible icing
Quality assurance and quality control
Packaging and labelling e.g. what must be included on food labels by law and what information is voluntary. You must be able to explain how food labelling informs and protects the consumer.
Product Analysis and design questions
Tools and equipment. Industrial equipment and processes and equipment that is used in the home.
Geography Geography Exam Preparation AQA Syllabus A The Exam Structure There are two GCSE Geography exams, unit one assesses the Physical Geography element and unit two assesses the Human Geography element. Both exams are equally weighted at 37.5% each and consist of a variety of short answer, longer answer and case study questions. There will be six questions (sections) on each of the exams, students are only required to answer three: Paper One –
The paper is one and a half hours long. Students are to answer all of the questions on; The Coastal Zone (Q1) Water on the Land (Q5) The Restless Earth (Q7)
Paper Two –
The paper is one and a half hours long. Students are to answer all of the questions on; Population Change (Q1) The Development Gap (Q4) Tourism (Q6)
All of these topics have been covered in class and will be revisited during the department’s revision classes. The department offer after school sessions, students should talk to their Geography teacher to arrange these. We will also be inviting students in for revision master classes over during the school holidays on the approach to the exams. In addition to these classes, your child has access to the schools Virtual Learning Environment - the Moodle. Here, you and your child will find a wealth of revision materials, which include revision checklists, collections of past exam questions, past exam papers, mark schemes, glossaries, case studies etc. Your child will also be given a comprehensive revision pack including a week-by-week revision planner. Letters have been sent home regarding revision guides and past paper questions and answer booklets. For those interested in purchasing a revision guide, the departments revision materials should ideally be used in conjunction with the course textbook, which is titled: AQA GCSE Geography A: Student Book Written and edited by Simon Ross
History Two main Subject Areas for the summer exam paper: Medicine and Public Health Through Time
Who provided medical care? What caused diagnoses and treatments to remain the same or to change? How far did new ideas and treatments affect the majority of the population?
What caused people to be healthy or unhealthy? What ideas did people have about the causes and treatment of illness and injuries?
Time Periods:
Pre-Historic Medicine Ancient Civilizations: Egyptian, Greek, Roman Middle Ages Renaissance Industrial Age Modern World
Germany 1919-45 Topic Areas:
What continuing impact did the defeat in the First World War and the Treaty of Versailles have on the Weimar Republic?
Why was the Republic so unpopular with many Germans?
How far did life improve for German people between 1924 and 1929?
What were the achievements of the Weimar period?
What were the Nazi Party stand for in the 1920’s?
Why were the Nazis unsuccessful before and successful after 1929?
What did the Nazi Party stand for in the 1920s? Why were the Nazis unsuccessful before and successful after 1929? Who supported the Nazis, and why? How important was Hitler in the success of the Nazis? How effectively did the Nazis control, Germany 1933-45? What was it like to live in Nazi Germany 1933-45?
Exam Paper One Structure
2 hours Worth 81 marks 45% of the total GCSE marks
History continued Section A — Medicine Through Time One source-based question made up of 3 parts A choice of 3 questions. Students answer 2 and there are three parts to each question Section B—Germany 1919-1945 One source question made up of three parts A choice of 2 questions. Students answer 1 and there are three parts to this question. Exam Paper Two Structure I hour 30 mins Worth 53 marks 30% of the total GCSE marks 6 questions based around a selection of sources on Public Health
Controlled Assessment Structure How far does your study of Brighton show it to have importance in the period 1500-1900? This is completed after a site visit and preparation in class. It is completed in exam conditions in January 2015. Students will write approximately 2000 words and the assessment is worth 50 marks. The Controlled Assessment accounts for 25% of the total GCSE
Graphics Revise Around the Theme: Packaging that is used to promote products This is a broad theme but basically the design question will be about packaging a product in a way that promotes it. Make yourself aware of different types of card and plastic packaging (visit a supermarket or look around your kitchen!). Research the theme by looking at the rich picture diagram. Familiarise yourself with the information. Visit www.technologystudent.com and click on GRAPHICS to find relevant information on this exam theme. Use your revision guide. Packaging (this will form a large part of our revision sessions) Materials – Plastics and Paper. Board. Advantages/Disadvantages. How plastics are shaped, eg. vacuum forming and injection blow moulding. Treatments and finishes (see no. 6.). Nets. The environment. Sustainable materials. Recycling. Ergonomics. Information graphics and symbols. Suitable print techniques. Rendering/Drawing Isometric and perspective sketching. Shading 3D objects. Using a fine liner to outline shapes. Accurate sharp pencil drawing. Neat colour pencil rendering. Drawing to BS (British Standards). Orthographic drawing. Exploded drawing. Quick rendering of Serif/Sans typefaces. Practice drawing letter styles that are thicker than a single line. Scale Drawing objects at full size, half size, quarter size. Understand what the figures mean eg. 1:1? 1:2? 1:4? etc. Reason for drawing to scale. Print Techniques/Production Methods Lithography, Flexography, Digital Printing, Screen Printing. How they work. Advantages and disadvantages (Suits materials, long/short runs, economy). Know the difference between One off, Batch, Continuous and Mass production. Advantages and disadvantages. Finishing Techniques for Packaging Scoring, Die cutting, Perforating, Varnishing (Spot and UV), Embossing, Laminating. Foil blocking. When to choose these. The Design Process Client/designer roles (who pays for design, who owns designs?). The purpose of a Specification. Specification headings; Function, Aesthetics/Style, Target Market, Materials/Processes, Size, Ergonomics, Safety, Cost. Product Analysis headings (can be same as Specification headings). Remember your coursework sheet headings and contents and why you did each sheet.
Graphics continued CAD/CAM Where to use it, e.g. vehicles/shop fronts/signage or one off graphics (or exhibitions). Cuts graphics/lettering and prototype nets. Lasers can cut finer shapes than die cutters in card. Typography Difference between Serif and Sans Serif. Uses for Decorative fonts. Uses for Script fonts. Names of some standard typefaces that fit into these categories. Computers and Studio Equipment Use of computers and design software (DTP). Name leading page layout, image manipulation, drawing, and word processing software. Input devices. Studio tools such as craft knives, glues, tapes, drawing aids etc. Be aware of advantages and disadvantages. Smart/Modern Materials Thermochromic ink, Phosphorescent (8 hour glow) ink that prints using flexography.
Exam Tricks
Developing an idea means sketching a design that is different to the first idea
Work on only the areas indicated (of a card for example)
Stick to the specification, especially if you have written it! A Development is another word for a Net (flat plan of a box)
Spot colour is a time saving way of adding colour to a design (colouring a small section and indicating that the rest of the area will be coloured).
Surface graphics are pictures/type/patterns/shapes etc. Only add these if you are asked to.
When you answer a question make sure you give a reason for your answer. Eg. Copyright symbol (answer) The design is protected by law and permission is needed to use it (reasoning behind answer).
Product Design SECTION A – The context for this year’s exam is to design storage for small items around the work of Charles Rennie Mackintosh. You will need to research into as many existing products as possible. Students need to be able to: Produce 5 different design ideas that meet the design brief: Read the brief carefully Show creativity – each idea has to be different Draw in pencil Sketch in isometric Spot colour Write a specification to design to: Function/User needs Target market Materials & Finishes Ergonomics & Anthropometrics Aesthetics Develop your best idea – can be developed in terms of design features, materials, construction Reflect on design brief and your specification Draw in isometric Fully render in colour Label and annotate – detailed notes and analysis of developed idea Give three important sizes Evaluate developed design Analyse design – Examples: environmental factors (recyclable – renewable resource, materials – e.g polypropylene suitable for outdoor use as waterproof, strong and durable, lightweight and easy to move around – aluminium and plywood.
SECTION B Equipment and processes Tools –You will be expected to name tools and their specific process. Materials, properties and finishes You will need to know the following types of materials and their properties Hardwood – e.g Oak Softwood – Scots pine Composites – e.g MDF, plywood Thermoplastic – e.g Acrylic Thermosetting plastic – e.g HIPS Ferrous metal – e.g Steel
Product Design continued Non Ferrous metal – e.g Aluminium Smart materials – e.g Polymorph Nano Materials Finishes – you need to have knowledge of a variety of finishes Oils Wax Lacquer Varnish HEALTH & SAFETY You will need to be aware of Health and Safety requirements of tools and workshop machinery, identifying hazards and precautions needed for safety. British Standards; symbols and meanings PROCESS OF MAKING – Wood metal & plastic You will be expected to draw and make detailed notes of processes and construction methods naming tools and equipment needed in production for a third party to make design in quantity using templates, jigs or formers. All tools and equipment will need to be given at each stage. Marking out Cutting and shaping Drilling Bending/joining – metal forming, wood joints Casting and moulding – different types of moulding techniques e.g. vacuum forming, injection moulding Applying surface finishes CAD/CAM/CIM/laser cutter/Router – What can these be used for in production? QA/QC – what tools can you use for Quality Control checks? Why is it important to the consumer? Tolerance – what is the importance of tolerance in manufacturing component parts? INDUSTRIAL PRACTICES You will need to have knowledge of how products are produced for various markets and understand the roles of the client, designer and manufacturer in industrial manufacture. Manufacturing Systems One off – single product Batch – hundreds/thousands Mass and continuous – thousands/hundreds of thousands Systems and Control – you will need knowledge of basic systems below: Mechanisms Electrical systems Quality control systems – understand how to apply quality control checks during the making of a product
Product Design continued ERGONOMICS & ANTHROPOMETRICS Have knowledge of how ergonomics and anthropometric data are used within design. E.g. comfort, safety, ease of use, correct size parts for the parts of the body using the product (5th, 50th, 95th percentiles). SUSTAINABILITY, ENVIRONMENTAL AND MORAL ISSUES 6 Rs - repair, reduce, recycle, reuse, rethink, refuse Social and moral issues and considerations in design Sustainable forests Waste reduction Renewable resources DESIGN INFLUENCES You will need to have knowledge of: Form vs function Market pull vs technology push Social, moral and cultural issues SUSTAINABILITY, ENVIRONMENTAL AND MORAL ISSUES 6 Rs - repair, reduce, recycle, reuse, rethink, refuse Social and moral issues and considerations in design Sustainable forests Waste reduction Renewable resources DESIGN INFLUENCES You will need to have knowledge of: Form vs function Market pull vs technology push Social, moral and cultural issues
Physical Education Topic 1.1.1
1.1.2
Healthy, active lifestyles and how they could benefit you
Influences on your healthy, active lifestyle
Detail explain what constitutes a healthy, active lifestyle classify the benefits of a healthy, active lifestyle as social, physical or mental describe how physical activity can: increase individual wellbeing help the individual to feel good (serotonin levels) help relieve stress, and prevent stress-related illness increase self-esteem and confidence contribute to good health contribute to enjoyment of life explain how participation in physical activity can stimulate: cooperation competition physical challenge aesthetic appreciation the development of friendships and social mixing key influences that have an impact on them, and others, achieving sustained involvement in physical activity, including: people: family, peers, role models image: fashion, media coverage cultural: age, disability, gender, race resources: access, availability, location, time health and wellbeing: illness, health problems socio-economic: cost, status explain the opportunities available to become, or remain, involved in physical activity in a range of roles (including leadership, officiating and volunteering) and the qualities needed to participate in physical activity in this way explain the sports participation pyramid with regard to the foundation, participation, performance and elite stages describe the common purposes of initiatives developed to provide opportunities for becoming, or remaining, involved in physical activity: increase participation in sport to improve health, with a focus on priority groups retain people in sport through an effective network of clubs, sports facilities, coaches, volunteers and competition create opportunities for talented performers to achieve success and their contributions to the development of healthy lifestyles. identify agencies involved in the provisions of opportunities for becoming, or remaining, involved in physical activity, including: Sport England Youth Sport Trust National governing bodies
Physical Education continued 1.1.3
Physical activity as part of your healthy, active lifestyle
Explain the terms: health fitness exercise and know how they relate to a balanced, healthy lifestyle and performance in physical activities know about the components of health-related exercise: cardiovascular fitness muscular strength muscular endurance flexibility body composition and relate each to physical activity, identifying the relative importance of each to different physical activities
1.1.4
Physical activity as part of your healthy, active lifestyle
know about the components of skill-related fitness: agility balance coordination power reaction time speed and relate each one to physical activity, identifying the relative importance of each one to different physical activities. assess personal readiness (PAR-Q) assess fitness levels for use in an exercise programme (tests for health-related exercise: Cooper’s 12-minute run test, hand grip strength test, sit and reach flexibility test, Harvard Step Test, treadmill test; tests for skill-related fitness: Illinois Agility Run test, standing stork test, Sergeant Jump test, standing broad jump, ruler drop test, 30-metre sprint, three ball juggle) describe, explain and apply the principles of training: progressive overload specificity individual differences/needs rest and recovery explain the components of the FITT principle (Frequency, Intensity, Time and Type), noting overlap with other principles of training, and how application of this principle can lead to improved competence and performance explain the term ‘reversibility’, why it might occur and its impact on performance explain the value of goal setting in terms of planning, developing and maintaining regular involvement in healthy, physical activity
Physical Education continued 1.1.4
Physical activity as part of your healthy, active lifestyle
describe, explain and apply the principles of setting SMART (Specific, Measurable, Achievable, Realistic and Time-bound) targets describe the following methods of training: interval continuous Fartlek circuit weight cross and explain how they can improve health and fitness, by helping to develop physical and mental capacity, and their relationships with the components of fitness link methods of training to specific physical activities based on the associated health-related exercise and skill-related fitness requirements plan and present examples from ‘typical’ exercise sessions to match the fitness requirements of selected physical activities or individuals understand the exercise session and the purpose of each Component (warm-up, main activity, cool-down) explain the use of the principles of training within an exercise programme, showing how they may be applied in planning to improve health-related exercise and skill-related fitness as part of a healthy lifestyle link methods of training to aerobic and anaerobic activity understand what is meant by resting heart rate, working heart rate and recovery rates, plot examples on a graph and evaluate results use graphs to demonstrate and explain the use of target zones and training thresholds.
1.1.5
Balanced Diet Blood Stunting
understand the link between exercise, diet, work and rest, and their influence on personal health and wellbeing explain the requirements of a balanced diet explain the importance, and use, of macro nutrients (carbohydrates, fats and protein), micro nutrients (minerals and vitamins), water and fibre for personal health and wellbeing, and maintaining a healthy, active lifestyle explain the need to consider the timing of dietary intake when performing due to the redistribution of blood flow (blood shunting) during exercise.
Physical Education continued 1.2.1
Cardiovascular immediate and short-term effects: (increased heart rate, System systolic/diastolic blood pressure, increased blood pressure) regular/long term effects: (cardiac output (HR x SV = CO), decreased resting heart rate, faster recovery, increased stroke volume, increased size of heart, effects on blood pressure, healthy veins and arteries) rest (rest required for adaptation to take place, time for recovery before next exercise session) diet (effects on blood pressure and cholesterol – HDL and LDL) Recreational drugs (effects of alcohol and smoking/nicotine on blood pressure).
1.2.2
Respiratory System
immediate and short-term effects: (increased breathing rate, increased depth of breathing, oxygen debt) Regular/long term effects: (increased lung capacity/volume and vital capacity) recreational drugs (effect of smoking/ nicotine on the alveoli-gaseous exchange).
1.2.3
Muscular System
immediate and short-term effects: (isometric and isotonic contractions, responses – increased fuel/energy demands, lactic acid) regular/long term effects (increased strength and size/ hypertrophy) rest (rest required for adaptation to take place, time for recovery before next exercise session) diet (effects of protein in building and repairing muscles) Performance enhancing drugs (use of steroids to aid muscle building and recovery).
1.2.4
Skeletal System
regular/long term effects: (increased bone density and strength of ligaments and tendons) importance of weight-bearing exercise (exercises such as walking, running, tennis and aerobics) to prevent osteoporosis the potential for injuries such as fractures (compound, greenstick, simple, stress) and joint injuries (tennis elbow, golfer’s elbow, dislocation, sprain, torn cartilage), and their treatment using common techniques such as RICE (rest, ice, compression, elevation) Diet (effect of calcium and vitamin D on bones).
Physical Education continued 1.2.5
Physical activity and your healthy mind and body
describe the different body types (somatypes): endomorph mesomorph ectomorph explain the effect each can have on participation and performance, including identifying activities where different body types are an advantage outline why, and how, expected and optimum weight varies according to height, gender, bone structure and muscle girth, and explain how this may affect participation, and performance, in physical activity and explain how they may impact on achieving a sustained involvement in physical activity performance enhancing (anabolic steroids, beta blockers, diuretics, narcotic analgesics, stimulants, peptide hormones – including erythropoietin/EPO) recreational (alcohol, nicotine/smoking) the effects they may have on health, wellbeing and physical performance and why some performers might risk using them warming-up, checking equipment and facilities, personal readiness/PAR-Q, balanced competition, adherence to rules, correct clothing
BTEC Sport BTEC Sport – Revision Guide - NQF Edexcel BTEC Level 2 First Award in Sport Unit 1: Fitness for Sport and Exercise (External Assessment) In this unit you will: Know about the components of fitness and the principles of training (Learning Aim A) Topics include: Components of physical fitness / Components of skill-related fitness / Why fitness components are important for successful participation in given sports / Exercise intensity and how it can be determined / The basic principles of training (FITT) / Additional principles of training. Explore different fitness training methods (Learning Aim B) Topics include: Requirements for each of the following fitness training methods / Additional requirements for each of the fitness training methods / Fitness training methods for: flexibility training, strength, muscular endurance and power training, aerobic endurance training, speed training. Investigate fitness testing to determine fitness levels (Learning Aim C) Topics include: Fitness test methods for components of fitness / Importance of fitness testing to sports performers and coaches / Requirements for administration of each fitness test / Interpretation of fitness test results
Unit 2: Practical Sports Performance (Internal Assessment)
In this unit you will: Understand the rules, regulations and scoring systems for selected sports (Learning Aim A) Topics include: Rules / Regulations / Scoring Systems / Application of the rules of sports in different situations / Sports / Responsibilities of officials / Roles of officials Practically demonstrate skills, techniques and tactics in selected sports (Learning Aim B) Topics include: Technical demands / Tactical demands / Safe and appropriate participation / Relevant skills and techniques / Relevant tactics / Effective use of skills and techniques, and the correct application of each components / Effective use of skills, techniques and tactics / Isolated practices / Conditioned practices / Competitive situations Be able to review sports performance (Learning Aim C) Topics include: Observation checklist / Review performance
BTEC Sport continued 
Unit 3: The Mind and Sports Performance (Internal Assessment)
In this unit you will: Investigate personality and its effect on sports performance (Learning Aim A) Topics include: Definition of personality / Structure of personality / Personality types / Methods of measuring personality / Views of personality Explore the influence that motivation and self-confidence have on sports performance (Learning Aim B) Topics include: Definition of motivation / Types of motivation / Views of motivation / Definition of achievement motivation / Benefits of motivation on sports performance / Principles of setting goals to increase and direct motivation / Definition of self-confidence / Benefits of self-confidence / Methods to increase self-confidence / Definition of self-efficacy / Factors affecting self-efficacy / Goals / Influence of goal setting on sports performance / Influence of goal setting on motivation Know about arousal and anxiety, and the effects they have on sports performance (Learning Aim C) Topics include: Definition of anxiety / Types of anxiety / How arousal and anxiety affect sports performance / How anxiety and arousal can be controlled 
Unit 6: Leading Sports Activities (Internal Assessment)
In this unit you will: Know the attributes associated with successful sports leadership (Learning Aim A) Topics include: Sports Leaders / Attributes / Responsibilities Undertake the planning and leading of sports activities (Learning Aim B) Topics include: Sports Activities / Components of sports activity session / Plan / Lead / Measures of Success Review the planning and leading of sports activities (Learning Aim C) Topics include: Review / Targets for development.
BTEC Sport continued Revision Materials for BTEC Sport Text books: Adams, M., Armstrong, R., Gledhill, A., Hancock, J., Harris, B., Phillippo, P. and Sergison, A., (2012) BTEC First Sport Student Book, Pearson Education (ISBN 978 1 44690 161 8) Commons, R., Rizzo, G. and Swales, M. (2010) Level 2 BTEC Firsts in Sport Student’s Book, Oxford, (ISBN 978 1 85008 515 7) Revision Guide for Unit 1: BTEC First in Sport Revision Guide, published by Pearson, (ISBN 978 1 44690 670 5) Websites:
www.teamgb.com/ - The British Olympic Association
www.sportsleaders.org - Sports Leaders UK
www.sportsofficialsuk.com - Sports Officials UK
www.uksport.gov.uk - UK Sport
www.teachpe.com – Teaching Physical Education
www.bbc.co.uk/sport - BBC Sports pages
www.brianmac.co.uk – Brian Mac Coaching resource
GCSE Dance Unit 1 Critical Appreciation (written exam) 1. Developing critical, perceptual, evaluative and reflective skills in response to their own work and work of others Topics include: Style/ starting point/ number/ gender/ role of dancers/ subject matter/ idea/ concept/ action/ dynamics/ space/ relationships/ technical and expressive features/ form and structure/ choreographic principles/ setting/ set design/ lighting/ accompaniment/ costumes. 2. Developing knowledge and understanding of the work of different choreographers and professional dance works Topics include: Recall and communicate knowledge and understanding of dances in different styles and contexts Identify the defining characteristics of different dance styles and where appropriate influences from other cultures Recognise similarities and difference between different dance styles and dances.
3. Appreciating the relationship between choreography, performance and production and how these enhance understanding of time, place, character, mood and meaning Topics include: Aural setting/ Physical setting/ Costume/ Dance for camera/ Pathways and opportunities 4. Knowledge and understanding of the physical, cultural, aesthetic and artistic contexts in which dance is created and performed: Topics include: Purpose and reasons for existence/ distinctive features of the style/ influences from or on other dance and art forms/ the contribution of dance to health, fitness and well being.
GCSE Dance continued
Performance 1.
The physical, technical and mental skills necessary for effective performance
Topics include: Posture/ Alignment/ co-ordination/ balance/ strength/ stamina/ flexibility/ mobility/ control/ focus/ concentration/ confidence/ action/ dynamics/ space/ relationships 2. The expressive skills necessary for effective performance Topics include: Focus/ projection/ sense of style/ musicality/ communication of choreographic intent/ relationships 3. Understanding how to achieve high quality performance Topics include: Planning/ commitment/ technical and expressive skills/ characteristic features of dance/ analysis of strengths and weaknesses Revision Materials for GCSE Dance Book: AQA Dance GCSE by Maggie Clunie, Liz Dale and Lyn Paine
BTEC PERFORMING ARTS (DANCE) BTEC Performing Arts (Dance) – Revision Guide - NQF Edexcel BTEC Level 2 First Award Unit 1: Individual Showcase (External Assessment) In this unit you will: Understand the skills required for the selected progression opportunity (Learning Aim A) Present a self – promotional response to the selected progression opportunity (Learning Aim B) Topics include: Performance skills/ movement skill and techniques/ dance skills and techniques/ Musical skills/ technical skills/lighting/ sound/design skills/ costume/ set/ props/ make up/audition process/ communication skills Unit 2: Preparation, Performance and Production (Internal Assessment) In this unit you will: Take part in the preparations for a live performance (Learning Aim A) Demonstrate performance or production skills and techniques in a performance (Learning Aim B) Topics include: Existing dance works/ exploring and developing dance ideas/ roles and responsibilities/ performance/ production/ movement skills/ technical skills/ construction skills/ design skills Unit 4: Dance Skills (Internal Assessment) In this unit you will: Explore and develop your dance skills and review your own practice (Learning Aim A) Use your dance skills within rehearsal and performance (Learning Aim B) Topics include: Technical skills/ Interpretative skills/ Styles of dance/ SMART targets/ long term and short term goals/ strengths and weaknesses Revision Materials for BTEC Performing Arts (Dance) Websites: www.candoco.co.uk www.merce.org www.northernballet.com
MFL FRENCH / GERMAN Listening Exam: 20% & Reading Exam: 20% Vocabulary and grammar from every topic in the GCSE course should be revised Use www.linguascope.com Log in: worthing, Password: knowledge Choose ‘Intermediate’ and you will find all the topics with activities to help you revise them. You should also revise from all of the resources and past papers which are on the VLE/Moodle or handed out by class teachers Subject specific revision booklets are provided by class teachers. The easiest way to learn vocabulary is to complete a little revision every day and to ask someone at home to test you. The key units of study are listed below: Personal and social life Self, family, friends, home life, shopping, meals, healthy living, free time, fashion, relationships, future plans. Local community Home town, school, education, local environment, pollution, recycling, local facilities, comparisons with other towns and regions, weather and seasons. The world of work Work experience, part-time jobs, future careers, technology The wider world Travel and holidays, media, social issues life in the countries and communities where the language is spoken.
Music Three of the Areas of Study are assessed in the B354 Listening Paper: AOS 2—Shared music Solo, Duet, Orchestra, Concerto, String Quartet, Jazz Combo, Lieder, Choral music AOS3—Music for Dance Waltz, Tango, Salsa, Bhangra, Disco, Club Dance, Line Dance, Irish Jig and Reel AOS 4—Descriptive Music Romantic Concert Overtures e.g. Hebrides/1812, Impressionism, Expressionism, Minimalism, Music for Films.
Business Studies Unit 1— Introduction to Small Business 25% of the final exam—multiple choice Time: 45min Unit 3 – Building a Business This paper is worth 50% of the final GCSE grade, so it is vital that you revise fully for the exam and understand how the paper is structured: Time: 1 ½ hours Questions: The paper is broken down into 3 sections: Section A consists of multiple choice and short answer questions. You are normally advised to answer all questions and spend 40 minutes on completing them. Section B consists of short and extended answer questions based upon a case study at the start of the section. You may be asked to analyse some financial data such as a cash flow forecast or a break even chart, so ensure that you bring a calculator and a ruler along with your normal exam equipment. You are normally advised to answer all questions and spend 30 minutes on completing this section. Section C is very similar to section B as it consists of short and extended answer questions based upon a case study at the start of the section. You are normally advised to answer all questions and spend 20 minutes on completing this section. When revising use your class notes and the Revise Edexcel GCSE Business book and remember to go online (remote login) and access the Moodle for past papers and mark schemes. Completing a past paper and then marking it using the mark scheme is an excellent way to improve your exam technique and your knowledge.
Media Studies Media Studies Exam Topic for June 2015 – TV News (40% of the final mark) News dominates our television screens. News is a part of all our lives and for many people it is important to find out what is happening in the world around us. In a multichannel environment television news is now available in a variety of formats and this is the topic for this year’s exam. Unit 1 External Assessment—The external assessment carries 40% of the total marks available for GCSE Media Studies (Single Award) and 20% for GCSE Media Studies (Double Award). It takes the form of a 1hr 30 minutes supervised formal examination and is timetabled. Issue of pre-released material to students: Monday 18 May 2015 Examination: Monday 15 June 2015 Working with the pre-release material The pre-release material will take the form of a brief detailing a contextualised scenario. During the period between its issue and the date of the examination, students are expected to extend and consolidate their knowledge and understanding of television news by completing independent research and preparation in response to the given brief. In the examination students will then be required to complete four tasks based on the pre-released material along with their own active independent research and planning. The exam assesses the ability of students to demonstrate their knowledge of a range of examples from the topic examined. Revision/research Key concepts need to be revised using notes made at the beginning of the course: Media Language Institutions Audience Representation. Media Language Students need to become familiar with the style and content of television news programmes. Television news has a familiar format which begins with the opening of the programme through to its end. It is important that students become very familiar with the different elements of this format. Key questions to consider and respond to: To what extent does visual material shape and influence what is reported? How can voice over commentary affect and influence how visual footage is received by audiences? Similarly what is the role of the "studio expert" in shaping the knowledge and understanding of audiences?
Media Studies continued Suggested activities: 1. Describe and compare the sets of two contrasting news programmes 2. Watch the openings to two contrasting news programmes. How is news made to seem important and serious? 3. How important are visuals to a news report? To what extent are they there just for something to see? 4. Compare the "branding" of two news programmes on different channels. Look at how the use of music, jingles, graphics, words, logos, tell you which channel you are watching 5. Compare the running order of two news programmes on different channels. What does this tell you about the values and priorities of the Institutions? Useful Websites: 1. Sky news classroom pack available to download free from http://corporate.sky.com/documents/work_for_sky/school_classroom_pack 2. BBC News School Report. This offers free teaching resources which are particularly useful in offering ideas for practical activities. Available from http://news.bbc.co.uk/1/hi/school_report 3. Channel 4 Breaking the News. A very useful website following the making of a news programme. Available from http://www.channel4.com/learning/ breakingthenews 4. http://www.englishandmedia.co.uk
Sociology There are two exams: Unit 1 - 11th May 2015 You will answer questions from 3 compulsory sections: Studying Society (including research methods) Education Family The exam is 1 hour 30 minutes and is worth 50% of your total mark. Unit 2— 15th May 2015 You will answer questions from 3 sections. Crime and Deviance Mass Media Power The exam is 1 hour 30 minutes and is worth 50% of your total mark. Revision You will need to revise from your class notes and from your revision guides. Revision sessions are running on Tuesdays after school. Both exam papers are similar in style: you will start with short answer questions which link to an item (an image, graph or piece of text), then there will be 4, 5 or 6 mark questions, followed by a 12 mark essay question (except for Studying Society). Learn your concepts as these run through all the areas of Sociology, and try to prepare 4 mark answers for concept questions as we do in class. Try planning out answers for the 12 mark essay questions, ensuring that you look at both sides of the argument in order to maximise your marks. Remember that these essay questions will always start with the command to “Discuss how far Sociologists would agree”, so ensure your conclusion relates directly to this. Below are some sample questions: Studying Society: Explain what sociologists mean by gender role models. (4 marks) Identify one sampling method that you could use and explain why it is better than another possible sampling method for your investigation. (6 marks) Education: Explain what sociologists studying education mean by material deprivation. (4 marks) Describe one type of secondary school found in Britain and explain how it is different from one other type of secondary school. (5 marks) Family: Identify two types of family found in Britain. (2 marks) Describe the functionalist approach to the family and explain how it differs from one other sociological approach. (5 marks) Crime and deviance: Discuss how far sociologists would agree that what is seen as deviance arises from labelling by society. 12 marks Mass Media: Discuss how far sociologists would agree that representations of women by the mass media are still largely stereotypical. 12 marks Power: Discuss how far sociologists would agree that, in Britain today, social problems such as unemployment and homelessness can be dealt with effectively by government action. (12 marks)
Revision Guides Art and Design GCSE http://www.amazon.co.uk/AQA-GCSE-Art-Design-Handbook/dp/1408503204 See also Art and Design Handbooks on the school vle (moodle) BTEC Art and Design Revision guides are in F9 and available to all students. Science AQA Core Science (Resit Core year 11 students only) £4.99 http://www.amazon.co.uk/Collins-GCSE-Essentials-Science-Revision/ dp/1844194728/ref=sr_1_16?ie=UTF8&qid=1386107926&sr=816&keywords=gcse+aqa+guides+Lonsdale AQA Additional Science revision guides £4.99 http://www.amazon.co.uk/Collins-GCSE-Essentials-Additional-Revision/ dp/1844194744/ref=pd_sim_b_2 AQA Physics revision guide £4.99 http://www.amazon.co.uk/Collins-GCSE-Essentials-Physics-Revision/ dp/1844194787/ref=sr_1_3?ie=UTF8&qid=1386107999&sr=83&keywords=gcse+physics+aqa+guides+Lonsdale AQA Chemistry revision guide £4.99 http://www.amazon.co.uk/Collins-GCSE-Essentials-Chemistry-Revision/ dp/1844194779/ref=sr_1_1?ie=UTF8&qid=1386108091&sr=81&keywords=gcse+chemistry+aqa+guides+Lonsdale AQA Biology revision guide £4.99 http://www.amazon.co.uk/Collins-GCSE-Essentials-Biology-Revision/ dp/1844194760/ref=sr_1_2?ie=UTF8&qid=1386108054&sr=82&keywords=gcse+biology+aqa+guides+Lonsdale English English Revise AQA GCSE - £3.99 http://www.amazon.co.uk/gp/reader/1447940660/ref=sib_dp_pt#reader-link Media studies Unfortunately there are no revision guides available to buy for Media Studies, but here are some useful websites. http://www.aqa.org.uk/subjects/media-studies/gcse/media-studies-4810/pastpapers-and-mark-schemes http://www.mediaknowall.com/gcse/keyconceptsgcse/keycon.php? pageID=keyterms http://www.englishandmedia.co.uk
Food Technology Edexcel GCSE Design and Technology Food Technology Student Book £17.87: http:// www.amazon.co.uk/Edexcel-GCSE-Design-Technology-Student/dp/1846907535 Collins GCSE Essentials - Food Technology: Revision Guide £4.49 : http://www.amazon.co.uk/Collins-GCSE-Essentials-Technology-Revision/ dp/1906415463/ref=sr_1_fkmr1_3?s=books&ie=UTF8&qid=1385641529&sr=1-3fkmr1&keywords=edexcel+gcse+food+revision+guide Graphics Technology GCSE Design & Technology Graphic Products AQA Revision Guide £4.76: http:// www.amazon.co.uk/Design-Technology-Graphic-Products-Revision/dp/1847623565/ ref=sr_1_2?s=books&ie=UTF8&qid=1385657753&sr=1-2&keywords=aqa+graphics+gcse Resistant Materials GCSE Design & Technology Resistant Materials AQA Revision Guide £4.99: http:// www.amazon.co.uk/Design-Technology-Resistant-Materials-Revision/dp/1847623530/ ref=sr_1_2?s=books&ie=UTF8&qid=1385657853&sr=12&keywords=aqa+resistant+materials+gcse Music Graeme Rudland/Reece Galley/Margaret Marshall: OCR GCSE Music Study Guide 2nd Edition http://www.musicroom.com/se/id_no/0712155/details.html Alan Charlton: OCR GCSE Music Revision Guide £7.95 http://www.musicroom.com/se/id_no/0703976/details.html Languages - free www.linguascope.com User name: Worthing Password: knowledge Sociology Revision GCSE Sociology – Pauline Wilson (Collins 978-0-00-735059-9) Sociology GCSE for AQA –Pauline Wilson and Allan Kidd (Collins 978-0-00-731070-8) http://www.amazon.co.uk/s/ref=nb_sb_noss/277-1308674-1711821?url=search-alias% 3Daps&field-keywords=socioloogy%20AQA%20GCSE Physical Education Book - Revise Edexcel: GCSE Physical Education Revision Guide (Revise Edexcel PE) http://www.amazon.co.uk/Revise-Edexcel-Physical-Education-Revision/ dp/1446903621 App store Planet PE application includes podcasts, unit tests and exam practice. Planet PE costs 69p. Edexcel Past Papers App – download free of charge. Search by subject, qualification and year to find the past paper(s) you need. Download the past paper(s) straight to your mobile device to easily save, print, share or email. Revise anywhere, anytime with our free Past Papers App
History Schools History Project : The American West and Medicine Through Time Current year 11 (Edexcel) http://www.waterstones.com/waterstonesweb/products/ cgp+books/cgp+books/gcse+schools+history+project+revision+guide3a+pt+1+26+2/4624281/ The Bitesize web page is good and the link is as follows http://www.bbc.co.uk/schools/gcsebitesize/history/shp/ Schools History Project : Germany 1919-1945 and Medicine Through Time for current year 10 and for year 9 opting in 2014 (OCR) http://www.hodderplus.co.uk/myrevisionnotes/gcse-history/ocr-a/index.asp Geography Revision guides: http://www.amazon.co.uk/Geography-Revision-Guide-Philip-Guides/ dp/1444110454/ref=sr_1_3?s=books&ie=UTF8&qid=1394362953&sr=13&keywords=aqa+geography+revision http://www.amazon.co.uk/GCSE-Geography-AQA-Revision-Guide/dp/1847623786/ ref=sr_1_1?s=books&ie=UTF8&qid=1394362953&sr=11&keywords=aqa+geography+revision Past paper question books: https://www.cgpbooks.co.uk/Parent/books_gcse_geography.book_GAHW43 https://www.cgpbooks.co.uk/Parent/books_gcse_geography.book_GAHA42 Past paper answer books: https://www.cgpbooks.co.uk/Parent/books_gcse_geography.book_GAFW42 https://www.cgpbooks.co.uk/Parent/books_gcse_geography.book_GAFA42 Business Studies Revision Guide http://www.amazon.co.uk/Revise-Edexcel-Business-Revision-Guide/ dp/1446903737/ref=pd_sxp_grid_pt_0_0/278-1074717-7492632 Revision workbook http://www.amazon.co.uk/Revise-Edexcel-Business-Revision-Workbook/ dp/1446903761/ref=pd_sxp_grid_i_0_1/278-1074717-7492632
Maths Active learn License that can be purchased from the Finance office in school for £5.00 Revision using BBC bitesize http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/ Revision guides: http://www.amazon.co.uk/Revise-Edexcel-Mathematics-Higher-Revision/ dp/1446900185/ref=sr_1_1?ie=UTF8&qid=1393955503&sr=81&keywords=edexcel+revision+guide+maths http://www.amazon.co.uk/Maths-Edexcel-Revision-Online-Edition/dp/1841465445/ ref=sr_1_2?ie=UTF8&qid=1393955503&sr=8-2&keywords=edexcel+revision+guide+maths http://www.amazon.co.uk/Edexcel-Complete-Revision-Practice-Edition/ dp/1847622089/ref=sr_1_3?ie=UTF8&qid=1393955503&sr=83&keywords=edexcel+revision+guide+maths http://www.amazon.co.uk/Revise-Edexcel-Mathematics-Revision-Workbook/ dp/1446900150/ref=sr_1_5?ie=UTF8&qid=1393955503&sr=85&keywords=edexcel+revision+guide+maths
http://www.amazon.co.uk/Revise-Edexcel-Mathematics-Revision-REVISE/ dp/1446900177/ref=sr_1_6?ie=UTF8&qid=1393955503&sr=86&keywords=edexcel+revision+guide+maths http://www.amazon.co.uk/s/ref=nb_sb_sabc?url=search-alias% 3Daps&pageMinusResults=1&suo=1393955914881#/ref=nb_sb_noss_1?url=search-alias% 3Daps&field-keywords=edexcel%20revision%20workbook% 20maths&sprefix=edexcel+revision+workbook+%2Caps&rh=i%3Aaps%2Ck%3Aedexcel% 20revision%20workbook%20maths http://www.amazon.co.uk/Maths-Edexcel-Revision-Online-Edition/dp/1841465453/ ref=sr_1_8?ie=UTF8&qid=1393955503&sr=8-8&keywords=edexcel+revision+guide+maths Dance Book – AQA GCSE Dance Student’s Book http://www.amazon.co.uk/AQA-GCSE-Dance-Students-Book/dp/1408504197/ ref=sr_1_1?ie=UTF8&qid=1394055930&sr=81&keywords=aqa+gcse+dance+revision+guide Please do not hesitate to contact staff should you wish to know any other useful revision guides and please also use the school VLE which has an excellent revision page.