End of Year Exam Revision Booklet Year 10 April June 2019 · Question 3 – Comparative Essay (20...
Transcript of End of Year Exam Revision Booklet Year 10 April June 2019 · Question 3 – Comparative Essay (20...
End of Year Exam Revision Booklet
Year 10
April — June 2019
Name: ________________________________________
Form: _________________________________________
The Aim of Revision:
To help students realise their potential
To encourage the development of independent study
To provide opportunities for parents to support the learning
of their children
What we expect of you:
You will present your work neatly and take pride in what you
produce
You will complete all of the work outlined in preparation for
your exams
What you can expect from your teachers:
We will outline the content of the end of year exams
We will provide you with guidance as to how to best prepare
for these exams
We will offer support through the use of after school clubs
and/or additional materials outlined in this booklet
Year 10 GCSE Business – End of Year Exam
W/b 20th May 2019 – In normal lessons
You will sit 90 minute GCSE exam paper based on all the content from Theme 2 – Building
a business. There are five topic areas:
Topic 2.1 – Growing the business – methods of growth, how and why business objectives
change as businesses evolve, the impact of globalisation and the ethical and environmental
questions facing the business are explored.
Topic 2.2 – Making marketing decisions – how each element of the marketing mix is
managed and used to inform and make business decisions in a competitive marketplace.
Topic 2.3 – Making operational decisions – meeting customer needs through the design,
supply, quality and sales decisions a business makes.
Topic 2.4 – Making financial decisions – financial business decision making tools used,
including ratio analysis and the use and limitation of a range of financial information.
Topic 2.5 – Making human resource decisions – organisational structures, recruitment,
training and motivation.
What and how should I revise?
Obviously, the complete theme. However, do not waste time revising the concepts that you
know, concentrate on the ones you don’t. Make mind maps, revision cards, complete
practice questions and use the Seneca on-line learning invitation I sent you to revise topics
on line.
Exam technique
Make sure that for 3 and 6 mark questions you are using the connectives PBLT – Point……,
because……, leads to……….., therefore………
For 9 and 12 mark questions, ensure that you are choosing one option, explaining the
benefits and drawbacks and then write a final paragraph with your justification for choice.
Remember context is required in your answers so make sure that you answer the questions
in the right context…e.g. if the question is about hotels, think carefully about how and why a
hotel would approach the problem or idea – not just using generic terms which show you
have knowledge – you have to apply that knowledge to the business outlined in the case
study.
Y10 - GCSE Computer Science Revision list
Paper 1 Paper 2
Storage – primary and secondary Data types – Integer, Boolean, String
Memory sizes – Bit, Byte, KB, MB,GB,TB SQL statements
Backup methods – incremental, full Arrays and indexing
Utility programs Pseudo code
Legislation – Creative commons licence, Data protection act
Algorithms
Networks – LAN, WAN Variables – Local / Global
Ethernet and WiFi Logic gates
Network Hardware – Router, cable, NIC, Server, HUB, WAP, Switch, Bridge
Truth tables
DNS – Its purpose e.g. link URL to IP Functions and Procedures
Data Packets – Process and stages Merge Sort / Insertion sort
Network threats – Viruses, interception, Spyware, Phishing, Hacker
Denary to binary conversions
Von Neumann Architecture – CPU clock speed, registers, Cores Dual, Quad.
Binary to Hexadecimal
ROM, RAM, virtual memory – Non Volatile, Volatile
Binary shifts (left and right) and their uses
Protocols – HTTPS, FTP, SMTP, IMAP ASCII and UNICODE
IDE – facilities within the environment
Year 10 Working Notebook This piece of coursework is worth 30% of the students GCSE in Drama. They have been completing this in class but it is important that they check their writing to ensure they have hit all the criteria below in each section. It would be beneficial for the students to read this out to parents/carers or for you to read this with the students to ensure you can picture what they are writing about. The presumption is that if it’s clear to someone who has not seen the piece of Drama then it will be a coherent response. Section 1: Response to a stimulus
In this section students are expected to explain their initial ideas, research and intentions for the devised piece. The student must explain: • their initial response to the stimuli presented by the teacher and the stimulus they chose • the ideas, themes and settings they have considered for the devised piece in response to the stimulus they chose • their research findings • their own dramatic aims and intentions • the dramatic aims and intentions of the piece as a whole Section 2: Development and collaboration
In this section students are expected to explain the process they undertook to refine their initial ideas and intentions into a final devised piece. The student must explain: • how they developed and refined their own ideas and those of the pair/group • how they developed and refined the piece in rehearsal • how they developed and refined their own theatrical skills during the devising process • how they responded to feedback • how they as individuals used their refined theatrical skills and ideas in the final piece Section 3: Analysis and evaluation
This section offers students the opportunity to demonstrate their analytical and evaluative skills with respect to their own devised work. Students are expected to analyse and evaluate the ways in which they individually contributed to the devising process as a whole and to the final devised piece, exploring their strengths and the learning opportunities taken from the experience. Students should analyse and evaluate: • how far they developed their theatrical skills • the benefits they brought to the pair/group and the way in which they positively shaped the outcome • the overall impact they had as individuals. Students should also appraise those areas for further development in their future devising work (ie the aspects that did not go as well as they'd hoped). In the context of this section: • to ‘analyse’ is to identify and investigate • to ‘evaluate’ is to assess the merit of the different approaches used and formulate judgements.
Year 10 Exam Ethics
Who? All students in Year 10
What? A 1 hour 40 minute exam paper.
When? Half term 6, check specific date with your ethics teacher.
Where? In your Ethics classroom
Why? To give students the experience of sitting a formal Ethics exam. It will
also give Ethics teachers an opportunity to assess what you have learnt, and how
we can support you to move forward.
Topics for revision I have
notes
I have
revised
this
Denominations
Creation story
Crucifixion, Resurrection, Ascension
Judgement
Salvation
Problem of Evil
Types of worship
Baptism
Pilgrimage
Festivals
Holy Communion/Eucharist
Street Pastors/Evangelism/Missionaries
Relationships and Families Unit
Crime and Punishment Unit
Peace and Conflict Unit
Life Issues
Revision guides are available to purchase through Parent Pay and the Finance
office. Collect your workbooks from your ethics classroom for your notes.
USEFUL LINKS
https://www.bbc.com/bitesize/topics/z6bw2hv
FILM STUDIES PAPER 1 PREPARATION GUIDE (STREAMLINED)
Question 1 (15 marks, 20 minutes) – Rear Window
Areas to revise
Elements of Film (Mise-En-Scene, Cinematography, Soundtrack, Editing)
Conventions of Genre
The contexts of film (Social, Cultural, Historical, Political, & Institutional)
Key scenes to revise
The opening pan around the apartment complex
The face-off between Thorwald and Jefferies
Question 2 (15 marks, 20 minutes) - Witness
Areas to revise
Elements of Film (Mise-En-Scene, Cinematography, Soundtrack, Editing)
Conventions of Genre
The contexts of film (Social, Cultural, Historical, Political, & Institutional)
Key scenes to revise
The gun scene – Book/Rachel/Samuel & Eli/Samuel
The opening – Amish life
The Amish dance party –
The hot dog lunch in Pennsylvania
The ending
Question 3 – Comparative Essay (20 marks – 25 minutes) – Rear Window to Witness
Areas to revise
Themes present in both films (Crime and Punishment, Justice, Love and
Relationships, Being an Outsider)
Narrative structures of both films
Representational issues
Question 4 – Short Answer/Multiple Choice/Fill In The Blank (5 marks – 5 minutes)
Revise by watching the timeline (on Edmodo)
For each development, consider which advancements appear in which films we
have studied.
Question 5 – Response to Specialist Writing (15 marks – 20 minutes)
Areas to revise
The premise of smart comedy/dark humour
The criticisms of traditional American life
Does the film have a happy ending?
Key scenes to revise
The chicken dinner
America The Beautiful
The opening
The conclusion
For a more detailed breakdown of the requirements for each question, please go
to the Edmodo or the school revision website.
LO1 Understand the environment in which hospitality and catering providers operate:
AC1.1 describe the structure of the hospitality and catering industry
Types of provider Types of service Commercial establishments Non-commercial catering establishments Services provided Suppliers Hospitality is provided at non-catering venues Standards and ratings Job roles
AC1.2 analyse job requirements within the hospitality and catering industry
Supply and demand Jobs for specific needs Rates of pay Training Qualifications and experience Personal attributes
AC1.3 describe working conditions of different job roles across the hospitality and catering industry
Different types of employment contracts Working hours Rates of pay Holiday entitlement Remuneration (tips, bonus payments, rewards)
AC1.4 explain factors affecting the success of hospitality and catering providers
Costs Profit Economy Environmental Technology Emerging and innovative cooking techniques Customer demographics and lifestyle and expectations
Customer service and service provision generally Competition Trends Political factors Media
LO2 Understand how hospitality and catering provision operates
AC2.1 describe the operation of the kitchen Layout Work Flow Operational activities Equipment and materials Stock control Documentation and administration Staff allocations Dress code Safety and security AC2.2 describe the operation of front of
house
AC2.3 explain how hospitality and catering provision meet customer requirements
Leisure Business/corporate Local residents Customer needs Customer expectations Customer trends Equality Customer rights
LO3 Understand how hospitality and catering provision meets health and safety requirements
AC3.1 describe personal safety responsibilities in the workplace
Of employees Of employers In relation to Health and Safety at Work Act Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) Control of Substances Hazardous to Health Regulations (COSHH) Manual Handling Operations Regulations Personal Protective Equipment at Work Regulations (PPER)
AC3.2 identify risks to personal safety in hospitality and catering
To health To security Level of risk (low, medium, high) in relation to employers, employees, suppliers and customers
AC3.3 recommend personal safety control measures for hospitality and catering provision
For employees For customers
LO4 Know how food can cause ill health
AC4.1 describe food related causes of ill health
Bacteria Microbes Chemicals Metals Poisonous plants Allergies Intolerances
AC4.2 describe the role and responsibilities of the Environmental Health Officer (EHO)
Enforcing environmental health laws Inspecting business for food safety standards Follow up complaints Follow up outbreaks of food poisoning Collecting samples for testing Giving evidence in prosecutions Maintaining evidence Submitting reports
AC4.3 describe food safety legislation Food Safety Act Food Safety (General Food Hygiene Regulations) Food Labelling Regulations
AC4.4 describe common types of food poisoning
Campylobacter Salmonella E-coli Clostridium perfringens Listeria Bacillius cereus Staphylococcus aureus
AC4.5 describe the symptoms of food induced ill health
Visible symptoms Signs Non-visible symptoms Length of time until symptoms appear Duration of symptomsIntolerances Allergies Food poisoning
LO5 Be able to propose a hospitality and catering provision to meet specific requirements
AC5.1 review options for hospitality and catering provision
Summarise different options Advantages/disadvantages of different options Use of supporting information which justify how this meets specified needs
AC5.2 recommend options for hospitality provision
Propose ideas Justify decisions in relation to specified needs Use of supporting information e.g. structured proposal
Unit 1: Hospitality and Catering ACTUAL Exam - Tuesday 18th June 2019
Unit 1: A 90 minute written exam on paper. This is a mixture of short and extended answer questions. You will be expected to use stimulus material to respond to some questions, make sure you always refer to the question. Use your class notes to make any revision aids that work for you – mind maps, flash cards, notes etc.
Year 10 Geography
For your Year 10 mock you will be completing a Paper 1: Challenges of the physical environment.
Topics:
Challenges of natural hazards
Living world
UK Coastal and River landscapes
Time: 1 hour 30 minutes
Date of test: Friday 21st June
Topic 1: Hazards I have notes on this I have revised this
Plate tectonics
Volcanoes
Eyjafjallajokull 2010
Nyiragongo 2009
Why people live near volcanoes
Prediction, protection and planning of tectonic hazards
Global atmospheric circulation
Tropical storms
Typhoon Haiyan
Prediction, protection and planning of atmospheric hazards
Extreme UK Weather
Somerset Levels
Climate change evidence
Climate change causes
Climate change effects
Climate change mitigation
Climate change and tropical storms
Topic 2: Living World I have notes on this I have revised this
Biomes
Ecosystems
Nap Wood case study
Tropical rainforests location & climate
Tropical rainforests adaptations
Malaysia case study
Hot deserts location and climate
Hot deserts adaptations
Thar desert case study
Desertification
Topic 3: Coasts I have notes on this I have revised this
Coastal systems, waves.
Erosion and associated landforms
Longshore drift
Deposition and associated landforms
Hard and soft engineering
Managed retreat and Medmerry case study
Coastal protection on the Isle of Wright (hard engineering)
Topic 3: Rivers I have notes on this I have revised this
Long and cross profile
Erosion, transportation and deposition
Waterfalls, gorges and interlocking spurs
Meanders, oxbow lakes
Estruaries, levees
Causes of flooding
Flood hydrographs
Flood management
Boscastle case studies
Support
CGP Revision guide, class notes, BBC GCSE bitesize, class teacher, peers
History 1
Migration to Britain 1000-2000
Medieval Migration to England (1000-1500)
1. Describe two ways in which the Norman invaders exerted their control over England after
1066. (4)
2. Explain the impact of Flemish weavers on English society? (8)
3. What was the significance of ‘Blood Libel’? (14)
4. ‘Only immigrants who had a positive financial impact were accepted into Britain.’ How far do
you agree with this statement? (24)
European immigration to Britain in the early modern period:
1. Describe the reasons of two groups which came to England between 1688 and 1730. (4)
2. Explain why the Huguenots came to Britain in the 17th Century. (8)
3. What was the impact on England of the French Refugees? (14)
4. ‘Only immigrants who were seeking an escape from persecution were made to feel welcome
in Britain between 1000-2000.’ How far do you agree with this statement? (24)
Industrial immigration to Britain in the Industrial Period (1750-1900):
1. Describe the impact of the Potato famine on Irish society (4)
2. Explain why Scottish and Irish migrants came to Britain in the Industrial Period? (8)
3. What was the impact of the Irish migrants on Britain in the Industrial Period? (14)
4. ‘Britain was a welcoming place for all migrants.’ How far do you agree with this statement?
(24)
Modern Migration to Britain (1900 -2000)
1. Describe the treatment of the Germans during the First World War. (4)
2. Explain the impact of the Polish after 1939. (8)
3. What was the significance of the Windrush on racism in Post-War Britain? (14)
4. “Between 1440 and 2010 migrant communities have had to struggle for acceptance within
British society” How far do you agree with this statement? (24)
History 2
Impact of empire 1688-1730:
Source 1: A silver medal commemorating the Battle of the Boyne by Jan Luder. The words in Latin
say: ‘He arrived and removed them. Liberator of Ireland 1689’
When the Irish soldiers faced the challenge of the battle they fled like cowards, allowing for the
enemy to seize our provisions. They could not be persuaded to come back and fight even though our
losses were only small. From now on I have decided never to lead an Irish army. I now resolve to look
after myself and so, gentlemen, must you.
Source 2: James’s words to his advisors after the Battle of the Boyne, criticising his own Irish
soldiers (his words have been translated into English).
Each bring his love, a bogland captive home,
Such proper pages, will long trains become,
With copper collars, and with brawny backs
Quite to put down the fashion of our Blacks
Source 3: An extract from the prologue to ‘The prophetess; By English poet John Dryden (1690)
Questions:
1. Explain why there was war in Ireland between 1689-1691. (10)
2. “Most Irish Protestants saw themselves as superior to, and different from the Catholic
majority.” How far do sources 1, 2 and 3 in this topic convince you that this view is
correct.(20)
You will need to consider: what the sources say and whether they support the statement;
who the writers were and whether they represented most Irish Protestants; what do you
know about Catholics and Protestants in Ireland.
Year 10 – End of year Maths exams
Foundation Higher
Powers, decimals, HCF& LCM, roots and rounding Substitution, brackets and factorising Collecting and representing data Fractions and percentages Equations, inequalities and sequences Angles, polygons and parallel lines Averages and range, sampling, collecting data, analysing data Perimeter, area and volume Graphs Real-life and algebraic linear graphs Transformation Ratio and proportion Right Angled Triangles: Pythagoras and Trigonometry
Estimation, multiples and factors, indices, standard form and surds Expressions, substitution, equations, formulae, sequences Averages, frequency polygons, pie charts, scatter graphs and two way tables Fractions, ratio and percentages Angles in polygons, angles in parallel lines, Pythagoras and trigonometry Real – life graphs, linear graphs, quadratic graphs, cubic graphs, parallel and perpendicular lines Perimeter, area, volume and surface area Transformations, constructions, loci, bearings, plans and elevations Solving quadratic equations, inequalities, simultaneous equations Probability Direct and inverse proportion, compound measures, repeated proportional change Similarity and congruence in 2D and 3D
French year 10 German year 10 Spanish year 10 Topics 1 – personal info – relationships, going out, when I was
younger 2 – free time and hobbies – sport, music, technology, Internet, tv, cinema 3 – daily routine + festivals 4 – where I live 5 - holidays
1 – school 2 – hobbies + free time 3 – relationships + role models 4 – where I live 5 – travel + transport 6 - holidays
1 – holidays 2 – school 3 – family + relationships, social media + reading 4 – hobbies + free time 5 – where I live 6 – daily routine + festivals
Grammar 1 – present tense, future tense, past( perfect) tense, imperfect tense 2 – depuis + present, comparative, direct object pronouns, superlative 3 – questions, range of tenses 4 – pronoun y, negatives, future tense 5 – conditional tense, en+present participle, avant de+ infinitive, pluperfect tense
1 – present tense, imperfect+ perfect tenses, denn + weil, future tense 2 – adverbs, plural nouns, conditional tense 3 – adjectives, dative + mit, modal verbs in imperfect 4 – separable verbs, prepositions with accusative + dative, wenn clauses 5 – subordinate clauses, seit + present tense, wenn + subjunctive 6 – warden in present tense, prepositions + genitive, pluperfect tense
1 – present + preterite tenses, imperfect tense, verbs with usted 2 – adjectives, comparative+ superlative, negatives, future tense, object pronouns 3 – para + infinitives, present continuous, connectives 4 – stem changing verbs, soler + infinitive, perfefct tense 5 – se peude +se peuden, conditional tense 6 – passive, reflexive verbs in preterite, expressions followed by infinitive
Revision tasks
Revision tasks : 1 – use your textbook to create flashcards to revise vocab. Try the Leitner technique : https://www.youtube.com/watch?v=C20EvKtdJwQ 2 – write a paragraph about yourself – include as much as you possible can ( something from each topic), with a wide range of grammar 3 – practice exam questions – at the end of every module of your testbook
Revision tasks : 1 – use your textbook to create flashcards to revise vocab. Try the Leitner technique : https://www.youtube.com/watch?v=C20EvKtdJwQ 2 – write a paragraph about yourself – include as much as you possible can ( something from each topic), with a wide range of grammar 3 – practice exam questions – at the end of every module of your testbook
Revision tasks : 1 – use your textbook to create flashcards to revise vocab. Try the Leitner technique : https://www.youtube.com/watch?v=C20EvKtdJwQ 2 – write a paragraph about yourself – include as much as you possible can ( something from each topic), with a wide range of grammar 3 – practice exam questions – at the end of every module of your testbook
Year 10 GCSE P.E. End of Year Exam revision
The end of year exam will be based around the course content taught from September 2018 to April 2019. All content will come from Paper 2: Socio-Cultural Issues and Sport Psychology. Listed below are the topics we have covered and therefore the ones which need revising.
1. Physical activity and sport in the UK (trends, NGBs, Sport England,
social groups)
2. Participation in physical activity (factors affecting,
promotion/provision/access)
3. Commercialisation of sport
4. Ethics in sport (sportsmanship, gamesmanship, deviance)
5. Drugs in sport (anabolic steroids, beta blockers, stimulants)
6. Violence in sport (reasons, practical examples)
7. Characteristics of skilful movement
8. Classification of skills
9. Goal Setting
10. Mental Preparation
11. Types of Guidance
12. Types of Feedback
13. Health, Fitness and Well-being
14. Diet and Nutrition
The above topics as set out in the OCR GCSE PE Specification, which can be
found on the DMA website under “Curriculum Information”. Scroll down and
you will find the link to “Physical Education and Sport”. Scroll down to the
section titled “Examination PE” and click the blue link “GCSE Physical
Education (9-1)”.
https://www.ocr.org.uk/qualifications/gcse/physical-education-j587-from-
2016/
Year 10 Science; End of Year Exam
Year 10 will have end of year exams for Science during the three weeks commencing 17th June 2019. The table below provides a summary of the content students will be examined on:
AQA Science GCSE Chapters
Areas to Revise AQA Science GCSE
Chapters Areas to Revise
Biology 1; Cell Biology
Prokaryotes, Eukaryotes and Microscopes Biology 3;
Infection and Response
Communicable diseases; fungal, bacterial and viral
Cell specialisation and division Vaccinations and antibiotics
Stem cells and cloning Developing new drugs
Biology 2; Organisation
Digestive system and enzymes
Biology 4; Bioenergetics
Photosynthesis
Circulatory system and the heart Leaf structure
Non-communicable diseases and cancer
Aerobic and anaerobic respiration
Plant tissues and organs Metabolism and exercise
Chemistry 1; Atomic Structure & the Periodic Table
Structure of the atom and electron configuration
Chemistry 3; Quantitative
Chemistry
Conservation or mass and balancing equations
Atom models and the periodic table
Relative formula mass
Metals and non-metals Moles
Group 1, 7 & 0 properties and trends
Percentage yield and atom economy
Chemistry 2; Bonding & Properties
of Matter
Ionic, covalent and metallic bonding
Chemistry 4; Chemical Changes
Metal oxides and the reactivity series
Giant covalent structures; diamond & graphite
Metal extraction, oxidation and reduction
Polymers and nanomaterials Metals, acids & salts
Chemistry 5; Energy Changes
Endothermic and exothermic pH and neutralisation
Reaction profiles Electrolysis
Physics 1; Energy
Gravitational and elastic potential energy
Physics 3; Particle Model of
Matter
Density
Kinetic energy, work done and power
Changing state and internal energy
Dissipation of energy and efficiency
Specific heat capacity and latent heat
Physics 2; Electricity
Circuit symbols, series and parallel
Physics 4; Atomic Structure
Atomic structure and ionising radiation
Current, voltage and resistance Nuclear equations and half life
National grid, transformers and electrical home safety
Hazards and uses of radiation including irradiation and contamination
Seneca Learning; go to https://app.senecalearning.com/ and make an account – either the website or the app. Click on “Classes and Assignments” at the top of the screen. Click on Join Class and enter the code FOUNDATION st7p3pjyjj and HIGHER 72aton8mpr. This will allow you to follow the lessons and complete the revision tasks online. The following websites can also be used for effective Science revision: https://www.bbc.com/bitesize/examspecs/z8r997h https://www.primrosekitten.com/collections/gcse https://www.educationquizzes.com/gcse/science/
http://www.planet-science.com/categories/parentsteachers/science-resources/2013/04/online-revision-resources-for-ks2,-ks3-and-gcses.aspx