THE SKINNERS’ SCHOOL

REVISION GUIDE

FOR MOCK EXAMS DECEMBER 2015

Preparing for exams

For the next three years you will be taking external examinations, firstly at GCSE and then at A level.

It is important that you understand how you learn most efficiently and what techniques you can

employ to make the most of the time you have for revision. If you master these skills now, then you

will find them invaluable in the future.

Contained in this booklet are some ideas for revision. Once you have done the learning styles

questionnaire, transfer your results to this booklet. You can then see which revision techniques are

most appropriate for your preferred learning style.

You do not have to use all the suggestions in this booklet. It is important that you pick the

suggestions that will work for you.

What is your learning style? Visual Learning Style: Recopy notes in colours

Visually organise or reorganise notes using columns, categories,

outline forms etc

Create timeline, models, charts, grids etc

Write / rewrite facts, formulae, notes on wall hangings, post-it notes,

balloons…….. anywhere, anyplace

Use TV / Video to help reinforce information

Make big revision poster eg. a giant mindmap

Use highlighters to pick out important facts

Make a power point presentation of important facts

Auditory Learning Style:

Participate in discussions about the topic you are trying to learn

Use role play or drama techniques

Make speeches and presentations (to yourself if necessary!)

Use a tape recorder to record your own notes

Create musical jingles / raps to aid memorization

Create mnemonics to aid memorization

Dictate to someone while they write down your thoughts

Say facts / formulae / information over and over to retain

Simultaneous walking and talking

Kinaesthetic Learning Style:

Move around to learn things

Work at a standing position

Put main points on cards and then sort in different ways

Chew gum while studying

Do demonstrations, role plays and acting

Use drawings, write things down, draw diagrams

Use bright colours to highlight reading materials

Make posters of important information

Use the process of look, cover and remember

Skim through reading material to get a rough idea what it is about before settling down to read it in detail

Trace words with finger, marker, hand

Make a power point presentation of important facts

Why should you revise?

Your brain forgets details of the work you did months ago, But…

You need these details to answer the questions in the exam,

So… You need to ‘top-up’, by using the correct revision technique.

Where should you revise?

• In a quiet room, perhaps a bedroom,

• Warm and well-lit,

• With a table to work at,

• Ideally, with a table-lamp, to help you to focus on the page,

• With a clock for timing (as described later).

When should you revise?

Start your revision early each evening, before your brain gets tired.

How should you revise?

If you just sit down to revise without a definite finishing time then your LEARNING EFFICIENCY falls lower and lower like this:

How can you improve this?

If you decide at the beginning how long you will work for, with a clock, then your brain knows that the end is coming, the graph rises towards the end.

How can you improve this even more?

If you break up a 2 hour session into 4 shorter sessions, each of about 25 minutes, with a short planned break between them, then it is even better. Compare these 2 graphs:

For example:

Suppose you start work at 6pm. You should decide, looking at your clock or watch, to stop at 6.25pm – and no later.

Then at 6.25pm have a break for 5 – 10 mins

When you start work again, look at the clock and decide to work until 7pm exactly and then have another break

This way, you are working more efficiently.

One solid session

4 shorter sessions

Area of improvement

How often should you revise?

Look at this graph:

It shows how much your brain can recall later.

It rises for about 10 minutes…. And then falls

However

If you quickly re-revise after 10 minutes then it falls more slowly – you will retain more information!

Even better

If you quickly re-revise again, after 1 day, then it falls even more slowly! Good!

And even better still

If you quickly re – revise again, after 1 week then it falls even more slowly. Great!

So the best intervals for ‘topping up’ by reviewing or briefly re-revising are:

10 minutes

1 day

1 week

…and then 1 month

The odd hour here and there isn't enough. Make a revision plan you can stick to, with a daily outline that includes

times for breaks and meals.

Know your strong and weak subjects and mix them up on your timetable, don't do all the nightmare topics at once.

Set targets that you know you can reach and tick them off as you accomplish them.

You will need help at some point, ask parents, siblings, teachers and friends for support.

Find somewhere quiet to revise. You could also try working with other people but, if you can't concentrate, save

get-togethers for breaks from the books.

Put your exams into perspective, they are only one aspect of life.

Seven Rules of Revision 1. Make your own revision notes. You'll learn as you write and, once you've got them, you're halfway there.

2. Be brief. Check the syllabus or ask a teacher to make sure you've got the key areas sussed.

3. Concentrating on the plus points of revision helps keep you going. Start by thinking how much easier you'll find the

exams.

4. Don't overdo it. Your concentration lapses after a couple of hours, so take regular breaks.

5. Experiment with different revision techniques. Variety beats boredom.

6. Focus. Don't make pointless notes. Look at past exam papers and see how questions could be asked.

7. Get confident. If you're positive about exams, you should take in more information and remember it when it counts.

Six Simple Techniques 1. Condense. Fitting notes onto one side of paper makes them easier to stomach, so rewrite and cut down as you go.

2. Highlight. Target key areas using colours and symbols. Visuals help you remember the facts.

3. Record. Try putting important points, quotes and formulae on tape. If you hear them and read them, they're more

likely to sink in.

4. Talk. Read your notes out loud, it's one way of getting them to register.

5. Test. See what you can remember without notes, but avoid testing yourself on subjects you know already.

6. Time. Do past exam papers against the clock, it's an excellent way of getting up to speed.

Tips & Techniques

It’s important to work and rest

Here is an example of an active revision technique:

SQ3R - How to:

SQ3R is a useful technique for fully absorbing written information. SQ3R helps you to create a good mental framework of a subject, into which you can fit facts correctly. It helps you to set study goals. It also prompts you to use the review techniques that will help to fix information in your mind.

By using SQ3R to actively read a document, you can get the maximum benefit from your reading time.

The acronym SQ3R stands for the five sequential techniques you should use to read a book:

Survey: Survey the document: scan the contents, introduction, chapter introductions and chapter summaries to pick up a shallow overview of the text. Form an opinion of whether it will be of any help. If it does not give you the information you want, discard it.

Question: Make a note of any questions on the subject that come to mind, or particularly interest you following your survey. Perhaps scan the document again to see if any stand out. These questions can be considered almost as study goals - understanding the answers can help you to structure the information in your own mind.

Read: Now read the document. Read through useful sections in detail, taking care to understand all the points that are relevant. In the case of some texts this reading may be very slow. This will particularly be the case if there is a lot of dense and complicated information. While you are reading, it can help to take notes in concept map format.

Recall:

Once you have read appropriate sections of the document, run through it in your mind several times. Isolate the core facts or the essential processes behind the subject, and then see how other information fits around them.

Review: Once you have run through the exercise of recalling the information, you can move on to the stage of reviewing it. This review can be by rereading the document, by expanding your notes, or by discussing the material with colleagues. A particularly effective method of reviewing information is to have to teach it to someone else!

Key points:

SQ3R is a useful technique for extracting the maximum amount of benefit from your reading time. It helps you to organize the structure of a subject in your mind. It also helps you to set study goals and to separate important information from irrelevant data. SQ3R is a 5 stage active reading technique. The stages are:

• Survey • Question • Read • Recall • Review If you use SQ3R, you will significantly improve the quality of your study time.

Planning Your Revision

In order to maximise your recall of facts and have enough time to embed the appropriate techniques, you need to plan your revision carefully.

If you have some idea of what you want to do in each revision session, then you will revise more effectively. This does not mean you cannot revise at any other time.

If you place post-it notes in prominent positions or write important facts on balloons, you are revising every time you look at them!

Try to vary your revision techniques; revision is not just about reading notes.

Try to think of something you enjoy doing and incorporate your revision into that for example, if you enjoy writing music or songs, write a song or tune to help you remember something important. If you enjoy writing stories, create a story which tells you the important facts respiration!

If you USE the information you are much more likely to remember it than if you just read it.

The last page of this booklet you can tear off and use as a revision timetable.

Points to remember when planning revision:

You cannot use every session – be sensible and practical

Little and often is better than few big, long revision sessions

Build in rewards along the way eg: a biscuit when you have finished this bit, a favourite program at the end of a session etc

Try and make it fun!

TIMETABLE FOR MOCK EXAMS

Session Wednesday 9th

December Thursday 10th

December Friday 11th December

Monday 14th December

Tuesday 15th December

Wednesday 16th December

Thursday 17th December

1

Art

(AR1/AR2) All day

9.00 – 3.35pm

(30)

9.00-10.30

Chemistry (118)

9.00-10.00

Physics (118)

9.00-10.30

Music (Music room)

(11)

9.00-10.30

Geography (84)

9.00-10.30

Maths (Non-

calculator) (65)

9.00-10.30

Normal lessons/catch up for those that missed

an exam

2

Drama All day

9.00-3.35pm

(35)

11.15-12.45

French (62)

11.15-12.45

Religious Studies (118)

11.15-12.35

History (74)

11.15-12.00

Economics (47)

11.15-12.45

Biology (118)

11.15-12.45

LUNCH

3

1.30-3.15

GAMES AFTERNOON FOR

ALL OTHER STUDENTS

(53)

1.30-3.15

English Language –

The Writer’s Voice (118)

1.45-3.15

Design & Technology

(19)

1.45-3.15

Maths (Calculator)

(65)

1.30-3.15

English Literature

(118)

1.45-3.15

German (65)

1.45-3.15

BIOLOGY

Length of paper 90 mins This will be a combined paper covering both theory and practical areas Main topics for revision (up to mock) Life processes:

Cell structure, cell division Enzymes (links to digestion) Aerobic and anaerobic respiration Diffusion, osmosis and active transport Organisation of cells into tissues, organs and systems

Variety of organisms Differences between plants, animals, fungi, protoctists, bacteria and viruses Breathing system:

Structure Ventilation using the muscles of the diaphragm and ribs Gas exchange of carbon dioxide and oxygen in the alveoli (links back to respiration) Effects of cigarette smoke on lungs

Food and digestion

Balanced diet- food requirements How to find out how much energy is in a food substance Food tests for glucose, starch Digestive system, enzymes involved, role of bile Absorption into blood

Blood and circulation

Structure of single and double circulation systems Structure of mammal heart and what controls its rate Structure of arteries, veins and capillaries and their functions Role of different blood cells, especially in disease control

Control and Co-ordination

Structure and function of sensory, motor and relay neurones Reflexes and Synapses The structure and function of the eye Chemical co-ordination by hormones- glucose control, water control in kidneys, development control

by sex hormones Plant hormones and tropisms Control of body temperature The structure and function of kidneys

Plants

Photosynthesis Improving crop production using greenhouses and fertilisers (minerals) Structure of roots, stems, leaves Transport in plants by osmosis, transpiration, active transport Plant reproduction - sexual and asexual

Ecosystems Trophic levels Flow of energy and cycling of matter, Decomposers, carbon cycle, nitrogen cycle Intensive farming for meat and fish

Human Reproduction

Structure of male and female reproductive systems Functions of the parts of the male and female systems What happens in the female menstrual cycle Control of the menstrual cycle by hormones The role of mitosis and meiosis in life cycles

Inheritance and genetics

The structure of DNA, chromosomes, genes How DNA codes for proteins Genetics crosses and outcomes involving dominant, recessive and co-dominant alleles How to interpret family trees The determination of gender by sex chromosomes

These lists do not include detail of practical work that you may have carried out. You will be examined on your understanding of practical techniques and investigations so make sure that you understand any of these that are mentioned in the text book even if you haven’t done the practical yourself! Ensure that you are familiar with the different types of variables, the meaning of terms such as precise, reliable and accurate, and any other areas of science investigations covered in the course such as how to construct results tables and graphs correctly. Know how to apply the CORMS mnemonic to plan investigations. Go for concise facts (keywords rather than extended 'waffle') – matched to the number of marks available. 3 marks means you need 3 different facts or points NOT the same thing expressed in 3 ways! Listen to guidance and feedback from your teachers when you get work back; attempt to see where you’ve made mistakes and try not to make them again. The mock you are taking is made up of questions from real Edexcel certificate exam papers from previous sessions and will include the type of questions that will be in your final Biology papers. Still to cover after mocks:

Natural selection, evolution, selective breeding

Cloning

Using Microbes and Biotechnology

Genetic engineering

CHEMISTRY

Length of paper 1 hour 30 mins Main topics for revision Principles of chemistry States of matter Atoms Atomic structure Relative formula masses and molar volumes of gases Chemical formulae and chemical equations The Periodic Table

Ionic compounds Covalent substances Metallic crystals Electrolysis

Chemistry of the elements Oxygen and oxides Hydrogen and water Reactivity series

Physical chemistry Acids, alkalis and salts Rates of reaction Equilibria

Organic chemistry Alkanes Alkenes

Chemistry in industry Extraction and uses of metals Crude oil

Equipment needed for Exam Calculator, ruler (mm), pens and pencils Other hints Download the specification for the Edexcel Certificate in Chemistry from the Edexcel website http://www.edexcel.com/quals/igcse/edexcel-certificate/science/chemistry/Pages/default.aspx Use this specification to show you exactly what you need to know. Your text book and notes will match this specification exactly. You will be tested on everything you have done since the beginning of Year 9, so start revising as soon as possible. To be sure that you really know all the material you should continue revising on a weekly basis from now until your final exams You will be expected to write formulae and balanced equations. You will not be able to do this unless you know your symbols and valencies really well. Go for concise facts (keywords rather than extended 'waffle') – matched to the number of marks available. 3 marks means you need 3 different facts or points NOT the same thing expressed in 3 ways! Listen to guidance and feedback from your teachers when you get work back; attempt to see where you’ve made mistakes and try not to make them again. The mock you are taking is made up of questions from real IGCSE exams from previous sessions and will include the type of questions that will be in your final Chemistry exam. You will sit two papers, the second being of a more practical nature where you will be expected to describe experiments and observations and there will be questions of this nature in your mock exam.

DRAMA

OCR – J315

There is no written exam in Year 11. The students are already involved in completing unit A582 ‘Drama in the Making’, which is worth 30% of the Drama GCSE. This assessment takes place under controlled conditions during their timetabled Drama lessons. They have a practical exam performance that will take place before Christmas. The written working record accompanies their practical work and is part of the controlled assessment for this unit. Students should be making notes, reflecting and evaluating on the progress that they are making in class. Next term the class will begin working on the pre-released exam materials set by the OCR board in preparation for ‘Concept to Creation’, the final 40% of the course. This will be examined early in term 5, date to be confirmed. All students have a copy of the ‘Working Record’ marking criteria which should be used in the mock to help guide their responses. The 6 areas of study that are integral to all units are:

Character, Context and Plot

Structure

Audience and performance Space

Improvisation

Genre, Performance style and Convention

The Semiotics of Drama

Students should be constantly striving to deepen their knowledge and understanding of each area of study and the impact/contribution it has on their work. Reference to the GCSE text book will provide ideas and exemplar materials. Understanding and knowledge about the text or stimulus: Research

Themes and issues that are explored

Genre, style of performance, period it is set in

Detailed character analysis

Background information - social, historical and political connections

ECONOMICS

Exam Board - AQA Length of Paper: 45 minutes You will need a pen, calculator and ruler. The exam will contain one question. All parts to be answered. The exam will cover all topics covered in chapter 4 of the textbook ‘Managing the Economy’. Pupils should pay particular attention to the instruction in the question.

DESIGN AND TECHNOLOGY

Length of paper: 1½ hours Topics for revision 1. Preparing, processing and finishing materials for graphic products.

Names and classification of materials and components,

media, paper, card, polymers etc.

The selection of appropriate materials

For example, you might be asked why certain materials have been used within an example product, and what the properties of those materials are.

How to join and assemble components and materials,

types of adhesives and their properties. methods of manufacturing, die-cutting, printing processes, etc.

Surface finishes and special print finishing techniques,

varnishing, paint finishes, paper/board lamination, etc.

2. There will be a question or questions on the Design Process.

This will involve sketching initial design ideas, and developing them through to a final presentation drawing. A knowledge of 2d and 3d drawing techniques is essential; Orthographic, Isometric, etc.

3. The influence of Design & Technology on society and the environment.

You may be asked about the use and classification of recycled materials, including the use of recycling information on packaging and products. Another common question type asks how the use of new technologies has affected the design and manufacture of products, including the use of email, CAD/CAM, etc.

4. Generally, you should be aware of the following:-

Nets and techniques for making commercial card boxes

Commercial printing processes

Methods of production

Packaging and protection of products

CAD / CAM systems

Equipment Pencils, ruler, compass, coloured pencils, markers, fineliner, rubber.

ENGLISH LITERATURE

Unit 1 Understanding Prose (50% of the final literature mark)

1 hour and 45 minutes

The examination is divided into two sections. You will need to revise both Animal Farm and Of Mice and Men.

Clean copies of the texts will be provided in the examination room - no notes or books are allowed.

Section A Animal Farm.

3 questions: a) 8 marks, b) 12 marks and c) 16 marks.

Parts a) & b) will focus on an extract selected by the exam board.

Part c) will ask students to explore a theme / idea in a section of their choosing.

For example:

a) From this extract, what do you discover about the character of Snowball?

b) Explore how the writer uses language in the extract to describe the battle.

c) In the extract, Snowball demonstrates leadership. Explore how the writer presents leadership in one other part of the novel.

Section B Of Mice and Men

1 question from a choice of 2, exploring a theme or a character and linking points made to the wider context.

For example:

Explore the significance of Crooks in the novel. Your answer must show your understanding of the context of the novel.

ENGLISH LANGUAGE

The Writer’s Voice

Unit 2 (60% of the final language mark)

1 hour 45 minutes

The examination will be divided into two sections. In Section A you must answer one question which has two analytical questions on Of Mice and Men and one creative writing question from a choice of two in Section B

Section A Reading 35%

For the reading task you will need to comment on these key features of language:

* Voice, imagery * Sentence length and variety

* Appeal to the senses * Structure

* Speech and thoughts * Any other interesting use of language

* Techniques of persuasion

Clean copies of the texts will be provided in the examination room - no notes or books are allowed.

The questions are structured to focus on the language in the extract in Part (a)

For example: Of Mice and Men

Explore how the language in the extract influences the reader’s view of the relationship between George and Lennie

You must include the examples of language features in your response

Part (b) focuses on how the writer uses language to present an aspect of the extract in another part of the text

For example:

In their relationship, George looks after Lennie.

Explore the ways George looks after Lennie in one other part of the novel.

Use examples of the language the writer uses to support your ideas

Section B Writing 25%

You will need to:

* demonstrate your skills in reflecting on ideas, issues, experiences and events.

* write in a form such as a newspaper article, formal report, magazine review or a contribution to a media programme. The target audience for the communication will be given.

* reflect and comment on contemporary issues, situations or problems that are within your general experience – such as lifestyle, school, local issues or national issues that affect young people.

* write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to the task and purpose to engage the reader.

* organise information and ideas into structured and sequenced sentences, paragraphs and whole texts using a variety of techniques to support cohesion and coherence.

* use a range of sentence structures with accurate punctuation and spelling.

FRENCH/GERMAN

Length of paper:

Listening 45 minutes – to be done in class week prior to Mock Exams

Reading and Writing 90 minutes

Guidance for revision:

Learn vocabulary from the end of each unit in the Edexcel GCSE /Expo text books Revise past, present and future tenses

Learn a range of adverbs, connectives, adjectives and opinions

Improve your grammar by using www.rgshw.com/languagesonline

Use www.yjc.org.uk for extra vocabulary revision for German.

Broaden your vocabulary with www.linguascope.com (username: skinners, password: skinmfl156)

To practise your vocabulary and grammatical knowledge log onto your Zondle account and work

through the levelled tasks.

GEOGRAPHY

AQA 4030

Length of paper: 1 1/2 hours

3 Questions – 30 minutes each. Written answers on booklet

You will need to bring black pens, ruler, coloured pencils, a calculator.

Each group will answer different questions.

Mr Bee’s group will these 3 questions:

Tourism x 2 and Population

Mr Fleming’s group will answer these 3 questions:

Tourism x 2 and Population

Mr James’ group will answer these 3 questions:

Tourism x 2 and Plate Tectonics

For each question you will need to be able to:

Recall, select and communicate their knowledge and understanding of places, environments and concepts.

Apply knowledge and understanding in familiar and unfamiliar contexts.

Select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues.

Use the following website to help your revision – www.coolgeography.co.uk

It is essential you understand and can use specialist terminology and be able to refer to case study material in detail!

HISTORY – CAMBRIDGE IGCSE

Length of paper 1 hour 20 minutes You will answer one question from a choice of four on the Core content section (‘International Relations 1918-91’) and one question on your depth study topic (‘Germany 1919-39’) Main topics for revision Core Content – 20th Century International Relations

1 Were the peace treaties of 1919–23 fair?

Focus Points

• What were the motives and aims of the Big Three at Versailles? • Why did all the victors not get everything they wanted? • What was the impact of the peace treaty on Germany up to 1923? • Could the treaties be justified at the time?

Specified Content

The peace treaties of 1919–23: the roles of individuals such as Wilson, Clemenceau and Lloyd George in the peace making process; the impact of the treaties on the defeated countries; contemporary opinions about the treaties.

2 To what extent was the League of Nations a success?

Focus Points

• How successful was the League in the 1920s? • How far did weaknesses in the League’s organisation make failure inevitable? • How far did the Depression make the work of the League more difficult? • How successful was the League in the 1930s?

Specified Content

The League of Nations; strengths and weaknesses in its structure and organisation: work of the League’s agencies/humanitarian work; successes and failures in peacekeeping during the 1920s; the impact of the World Depression on the work of the League after 1929; the failures of the League in the 1930s, including Manchuria and Abyssinia.

3 Why had international peace collapsed by 1939?

Focus Points • What were the long-term consequences of the peace treaties of 1919–23? • What were the consequences of the failures of the League in the 1930s? • How far was Hitler’s foreign policy to blame for the outbreak of war in 1939? • Was the policy of appeasement justified? • How important was the Nazi–Soviet Pact? • Why did Britain and France declare war on Germany in September 1939?

Specified Content

The collapse of international order in the 1930S; The increasing militarism of Germany, Italy and Japan; Hitler’s foreign policy to 1939; the Saar; remilitarisation of the Rhineland; involvement in the Spanish Civil War; Anschluss with Austria; appeasement; crises over Czechoslovakia and Poland; the outbreak of war

4 Who was to blame for the Cold War?

Focus Points • Why did the USA–USSR alliance begin to break down in 1945? • How had the USSR gained control of Eastern Europe by 1948? • How did the USA react to Soviet expansionism? • What were the consequences of the Berlin Blockade? • Who was the more to blame for starting the Cold War: the USA or the USSR?

Specified Content

The origins of the Cold War; the 1945 summit conferences and the breakdown of the USA–USSR alliance in 1945–46; Soviet expansion into Eastern Europe to 1948, and American reactions to it; the occupation of Germany and the Berlin Blockade; NATO and the Warsaw Pact Depth Study – Nazi Germany 1 Was the Weimar Government doomed from the start?

Focus Points • How did Germany emerge from defeat in the First World War? What was the impact of the Treaty of Versailles on the Government? To what extent did the Government recover after 1923? What were the achievements of the Weimar system?

2 Why was Hitler able to dominate Germany by 1934?

Focus Points • What did the Nazi party stand for in the 1920s? • Why did the Nazis have little success before 1930? • Why was Hitler able to become Chancellor by 1933? • How did Hitler consolidate his power in 1933 and 1934?

3 What was it like to live in Nazi Germany and how effectively did the Nazis control Germany 1933-45?

Focus Points • How much opposition was there to the Nazi regime? • How effectively did the Nazis deal with their political opponents? • How did the Nazis use culture and the media to control the German people? • Why did the Nazis persecute so many groups in German society? • How did young people react to the Nazi regime? • How successful were Nazi policies towards women and the family? • Did most people in Germany benefit from Nazi rule? • How did the coming of war change life in Nazi Germany?

Specified Content

The Revolutions of 1918, The Versailles settlement and German reaction to it, the Weimar constitution, political disorder 1918-23, economic crisis and hyperinflation, early Nazi ideas, the Munich Putsch, the impact of the Great Depression on Hitler’s rise to power, the Reichstag fire, the enabling act, economic recovery, anti-Semitism, the final solution.

Note: The mock you are taking is made up of questions from real IGCSE exams from previous years and will be very similar to your final summer exam. In the summer you will be expected to answer two, rather than just one, question from the international relations section and you will also have a further sources paper on the ‘Origins of World War Two’. Later in the Spring/Summer term there will be the opportunity to sit a mock Paper two after school, please see your teacher for more details.

MATHEMATICS

Year 11 Revision for Mock Examinations 2014 Sets 2, 3 and 4 will be taking mock examinations. There will be two, 1 hour 30 minute papers, the first is non- calculator, the second requires a calculator The revision list is:

To draw and read information from a distance-time graph To draw lines with a given gradient To calculate the gradient of a straight line and use this to find the speed from a distance-time graph To use a graph to find a formula or rule To use a graph to solve simultaneous equations To be able interpret real-life graphs To draw linear graphs parallel or perpendicular to other gradients To interpret and draw more complex real-life graphs To plot cubic, reciprocal and exponential graphs

Calculate with decimals Identify multiples, factors, prime numbers, powers and roots Find the prime factorisation of numbers Find HCF and LCM Calculate with fractions

Find angles in a triangle Calculate the area of a trapezium Find angles in quadrilaterals Find the volume of prisms Find interior and exterior angles in polygons Calculate arc length Calculate the area of a sector Calculate the volume and surface area of compound 3D shapes

To be able to write and calculate with numbers in index form To be able to multiply and divide numbers written in index form To be able to write numbers in standard form To be able to calculate numbers in standard form To know and use the rules for fractional and negative indices To be able to convert recurring decimals to fractions To be able to simplify surds To be able to manipulate expressions containing surds and rationalise denominators To solve problems using surds

To expand linear brackets To substitute numbers into expressions To factorise simple linear expressions To expand and simplify expressions To rearrange formulae where the new subject occurs once To expand two brackets To factorise quadratic expressions To recognise the Difference of Two Squares and factorise it To simplify algebraic fractions with a numerical denominator To simplify algebraic fractions with an algebraic denominator

Calculate average speed Use the relationship between speed, distance and time to solve problems Use the relationship between density, mass and volume to solve problems Find the measures of accuracy of numbers given to a certain number of decimal places or significant figures Calculate the limits of compound measures

Calculate the area and circumference of a circle Calculate the volume of cylinder Calculate the surface area of cylinders, cones and spheres Calculate the volumes of pyramids, cones and spheres Calculate the volume and surface area of compound 3D shapes

Understand that a calculator uses BIDMAS to calculate Use a calculator to perform correct calculations Calculate percentage increase and decrease Solve compound interest problems Solve complex problems involving percentage increase and decrease Use a calculator to solve problems using standard form Find reciprocals on a calculator

To be able to reflect a shape in horizontal and vertical lines and in the lines y x

To be able to describe a reflection in terms of the equation of the mirror line To be able to rotate a shape around a given point To be able to completely describe a rotation To enlarge a shape about a given point (positive and negative scale factors) To be able to completely describe a given enlargement To translate a shape by a given translation vector To be able to describe a translation by the translation vector To understand the conditions for triangles to be congruent To be able to prove any two triangles are congruent

To solve linear equations To set up and solve linear problems from practical and real-life situations To use trial and improvement to solve non-linear equations To solve linear simultaneous equations algebraically To set up a real-life problem and solve it with simultaneous equations To rearrange a formula where the new subject appears twice

To construct a perpendicular from a point to a line and from a point on a line To construct angles of 60o and 90o To describe and draw the locus of a point from a given rule To use loci to solve problems To construct angle and line bisectors

To work out unknown lengths in 2D shapes using scale factors To ratios and equations to find unknown lengths in similar triangles To understand how to find the scale factor of areas and volumes of similar shapes given the scale factor of the length To solve problems using area and volume scale factors To find the scale factor of the length given the area or volume scale factor To convert accurately between units of area and volume

To calculate the mode, mean, median and range To decide the most appropriate average to use To draw and interpret pie charts To find the mean from a frequency table of discrete data To draw a frequency polygon from a table of discrete data To find an estimate of the mean and modal class from a grouped table of continuous data To draw a frequency polygon from a grouped table of continuous data To design questionnaires and surveys To use the data handling cycle To draw a histogram from frequency tables with unequal class widths To calculate the numbers to be surveyed for a stratified sample To find the median, quartiles and interquartile range from a histogram To combine two means to find a new mean

To use Pythagoras’ theorem in right angled triangles To understand that Pythagoras’s theorem only works in right angled triangles To solve problems in 2D using Pythagoras’ theorem To solve problems in 3D using Pythagoras’ theorem To use trigonometry in right angled triangles to find missing sides To use trigonometry in right angled triangles to find missing angles To use trigonometry to solve problems

To solve linear inequalities algebraically To represent inequalities on a number line To represent a region that satisfies a linear inequality graphically To represent a region that simultaneously satisfies more than one linear inequality graphically

How to recognise direct and inverse proportion/variation Understand the constant of proportionality and how to find it To find formulae describing inverse or direct proportion/variation To solve problems involving direct or inverse proportion/variation

To expand linear brackets to get a quadratic expression To factorise a quadratic expression of the form 2x bx c

To solve a quadratic equation of the form 2 0x bx c

To factorise a quadratic expression of the form 2ax bx c

To solve a quadratic expression of the form 2 0ax bx c by factorisation

To solve a quadratic equation of the form 2 0ax bx c using the quadratic formula

To complete the square of a quadratic expression To solve a quadratic equation by completing the square

To understand apply the following circle theorems: ‘Angles in the same segment are equal’ ‘The angle at the centre is twice the angle at the circumference’ ‘The angle in a semi-circle is 90o’ ‘Opposite angles in a cyclic quadrilateral add to 180o’ ‘A radius and a tangent meet at 90o’ ‘Tangents from an external point are equal in length’ ‘A radius bisects a chord at 90o’ ‘The angle in the alternate segment’

To draw an ordered stem and leaf diagram To recognise different types of correlation To draw a line of best fit on a scatter diagram To draw a cumulative frequency diagram To find median and interquartile ranges from cumulative frequency diagrams To draw and interpret box plots To compare two sets of data

To solve complex 2D problems in right-angled triangles To use the sine rule to find missing sides and angles in non-right-angled triangles To use the cosine rule to find missing sides and angles in non-right-angled triangles To use the sine and cosine rules to solve more complex problems involving non-right-angled triangles To solve 3D problems, using Pythagoras’ theorem and trigonometric ratios To find the trigonometric ratios for any angle from 0o to 360o

To find the area of any triangle using the formula 1

sin2

ab c

To draw linear graphs To draw quadratic graphs To solve quadratic equations from their graphs To recognise the significant points of a quadratic graph To solve equations using the intersection of two graphs Use trigonometric graphs to solve sine and cosine problems To find two angles between 0o and 360o for any given value of a trigonometric ratio

To solve linear equations involving algebraic fractions where the subject appears in the numerator To combine fractions using the four rules of addition, subtraction, multiplication and division To solve a quadratic equation obtained from algebraic fractions where the variable appears in the denominator To simplify algebraic fractions by factorisation and cancellation To understand the proofs of simple theorems To show that an algebraic statement is true, using both sides of the statement to justify an answer To prove algebraic results with rigorous and logical mathematical arguments To solve simultaneous equations with one linear and one non-linear equation

MUSIC

Length of paper: 1 hour Topics for revision: The exam will be a real paper from recent years so all strands will be on the paper i.e.

Listening to and Appraising Music

• a) The Western Classical Tradition

Baroque orchestral music

The concerto

Music for voices

Chamber music

The sonata

• b) Popular Music of the 20th & 21st centuries

Blues

Popular music of the 1960s

Rock music, R’n’B, Hip-Hop

Music Theatre

Film music

• c) World Music

• Music of the Caribbean

• Music of Africa

• Music of India

Revision work should concentrate on learning musical vocabulary and its correct application. This should

include reviewing the development of the orchestra and being clear about the styles included in the

specification. The best revision resources are your own music vocabulary book and your corrected past

papers.

PHYSICS

Length of paper: 1 x 90 minutes

Topics for revision:

Heat transfer, energy and efficiency, Sankey diagrams Generating electricity and the National Grid Renewable and non-renewable resources Waves and the wave equation The electromagnetic spectrum Radioactive decay and half-life Evidence for the Big Bang Hooke’s law

Distance-time and Velocity-time graphs Acceleration, force and Newton’s laws, Terminal velocity Stopping distances and car safety features Work, Kinetic and Potential Energy Conservation of Momentum and impact forces Uses and dangers of electric charge Current, Potential Difference and Resistance Current-p.d.graphs for resistor, lamp and diode LDR and thermistor Series and parallel circuits A.c. and mains circuits, fuses, earthing, plug wiring, use of oscilloscopes Fission, fusion and balanced nuclear equations, Models of the atom Density and pressure, Gas laws Turning moments and centre of gravity Circular motion and astronomy How Science Works – issues and experimental work, variables, errors and graphs EQUIPMENT NEEDED Black pen, pencil, ruler, calculator OTHER HINTS: Most equations are NOT provided in questions, you must learn most of them, and make sure you can rearrange them. Marks can be lost if units are missing – learn the units.

See our website for revision material and tips, www.skinners-physics.co.uk

RE REVISION GUIDE FOR YR 11 MOCKS (AQA)

1. Religion and Planet Earth:

Stewardship, climate change, pollution, religious responses

2. Religion and Prejudice:

Prejudice, discrimination, equality, legal changes, religious attitudes to prejudice

3. Religion and Early Life:

Origins of life, arguments for and abortion, religious attitudes to abortion

4. Religion War and Peace:

Causes of war, sanctity of life, pacifism, jihad, religious attitudes to pacifism and war

5. Religious Attitudes to Drug Abuse:

Classification of drugs, reasons for using drugs, religious attitudes to drugs & helping victims

6. Religious Attitudes to the Elderly and Death:

Challenges facing the elderly, religious attitudes to euthanasia and life after death

These are the 6 units we have studied in full so far; students will be asked to answer

questions on 4 of these units in the Mock Exam. Units 1-4 were studied in Year 10 and units 5-

6 were studied in Year 11. It is Year 10’s content that students will most likely need to revise

the most.