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Matravers School
GCSE EXAMS 2013
The Final Phase
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March 2013
Dear Student
This booklet has been designed to help you to plan and manage your work so thatyou will be able to do your very best in your nal GCSE exams.
It contains essential information about the exams themselves and a diary section for you to usein planning your revision, as well as a guide to revision techniques.
It is important that you revise efciently and effectively to give yourself the best possiblechances of success, and you will need to take a planned and serious approach to organisingyour own time. In school we will be running a full timetable of revision lessons from now on andall the way through the exam period. These will include special pre-exams top up lessons, anda nal timetable of subject after school sessions.
We will also provide you with general support and guidance and, if you need any extra help,please do ask us. We will be only too happy to provide it.
Good Luck! We wish you every success.
Yours sincerely
G TesterHead of Year`
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REVISION
This part of the booklet is designed to help you revise effectively.
REMEMBER - REVISION MUST BE ACTIVE. The more you use and think about the material,
the easier it will be to recall.
PLANNING YOUR REVISION TIME THE EASTER HOLIDAYS, WEEKENDS
AND EVENINGS
Use the revision timetable
Think carefully about your time. Try to start your revision as early as possible and draw up a
timetable for your time. By planning your revision you will still have time to relax and have a
social life.
Make sure you split your revision time up into manageable chunks and take regular breaks.
Each revision session should last about 40 minutes with 10 minute breaks between each
session.
Try not to revise more than two subjects a day and dont attempt to do all of the subjects in
one go.
Decide what time of day you work most effectively: mornings, afternoons or evenings and
keep this in mind when planning your timetable.
Make sure you have time to relax before going to bed and try to get plenty of sleep.
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WAYS TO REVISE
Some Memory Techniques
To remember anything we use our IMAGINATION to make it OUTSTANDING, we ASSOCIATE
it to something we already know and then CONDITION ITS RECALL until we cant get it wrong.
Mnemonics (First Letter Triggers)
A mnemonic is a way of helping you remember information using abbreviations, words or
phrases. The funnier these are the better.
Take the rst letter of each word you need to remember and use them to make an imaginative
sentence. The rst letter then triggers the original word when you need to remember it.
Try your own.
Image Chains
My
Very
ElderlyMother
Just
Speaks
Utter
Nonsense
Mercury
Venus
EarthMars
Jupiter
Saturn
Uranus
Neptune
=
Check the VLE regularly for revision notes and updates:
www.matravers.wilts.sch.uk
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SOME SHORT SHARP WINS
Guess What I AmAsk another student to write a keyword on a post it note and stick it on your head (or a card
turned over on the desk). The others in your group have to describe what the keyword is and
you have to try and guess it.
Keyword PairsWrite keywords on lots of different pieces of card and denitions on other pieces of card. Use
different colour card for keywords and denitions. Then turn all the cards face downwards and
play pairs. Turn over a keyword and then a denition and see if it matches. If not then turn it
back over again.
JeopardyWrite keywords or facts on pieces of card and then other students need to come up with several
questions that could be answered by the fact/keyword you wrote down. The more difcult the
question the more points they get.
JigsawCopy out a section of a subject revision guide and make it into a jigsaw for someone else to do.
Crosswords and WordsearchesMake a crossword or wordsearch. Write questions and your partner has to nd the answers in
the wordsearch.
Can You Remember?You need two or more teams. One person holds up a page of a revision guide and one member
from each team comes up to look at the book. The students looking at the book have to
remember as much as they can and go back to their team and remember what they saw. The
next team member goes up and does the same. You continue until one team completes the
page.
Community Revision CardsIn groups make one revision card for each member of a team on a topic and write some
questions to check understanding. Then teach each other what you have learnt using the
revision card. After you have all had a go then complete questions that you have written for
each other.
Have fun!
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Revision Wheel
The idea of this revision wheel is to provide you with a system for generating your own revision
notes. The process of creating your own notes is more important than trying to memorise facts.
Breakdown your topic into eight headings which best summarise the topic. Write these
headings in the outer boxes of the wheel.
Take a look at one of the headings. Now try to summarise the most important points
relevant to that heading. Put your ideas onto a piece of scrap paper and review them
before you write them in the main segment of the wheel.
You can write lists, notes, equations; draw diagrams, mind maps, spider diagrams or
graphs. Just choose what suits you.
For each heading repeat the above process of summarising the most important points.
WAYS TO REVISE
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REVISION WHEEL TEMPLATE
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HOW TO REVISE MIND MAPS
Mind maps are easy to make and are fantastic at putting all those key deas into a simple, easy
to remember format.
How to Make a Mind Map
First take a blank piece of A4 paper. Use the paper in landscape. Start in the centre by making
an image or use a word which describes the topic you wish to revise.
The main themes whch come off your central image can be thought of as chapters.
From these add smaller themes linked to the larger one it s coming off.
Repeat this until you have covered the whole topic.
You should now have a complete mind map for your chosen topic n a simple summarised
diagram. The example below s on the kidney.
Kidney
UltraltrationProducts
removed
Excretion
Selective
reabsorption
Excess water
Urea
Excess
ions
Sodium,
Potassium etc
Concentrated
urine
More water
reabsorbed MoreADH
Pituitary
gland
Blood water
level
Too lowToo
high
Pituitary
gland
Less
ADH
Less water
reabsorbed
Dilute
urine
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REVISION VISION
COMBINING FACTORS
Link your revised facts
together under headings
push/pull factors?
change/continuity?
Colour code these using
highlighters or write them on
different coloured post-its.
KEY RING
Write facts on slips of paper.
Punch a hole in the corner and
place on a key ring.
As you learn the facts, tear
them off. Aim for an empty key
ring by the day of the exam.
WORD CLOUD
Paste your typed notes into
Wordle and create a word
cloud of them. Print out and
stick somewhere you can
see it all the time.
YOUR REVISION SONG
Pick a song you know really
well the more words in it,
the better.
Rewrite the lyrics using key
facts you need to revise.
Learn the alternative lyrics.
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HOW TO REVISE
Why not create a loop card game on a topic you nd difcult?
A loop game is a set of cards that are split in two, as in the diagram below.
Answer Question
The rst step is to nd a topic that you nd difcult, within the module on which you are to be
tested, and devise a set of questions (usually between 10 and 20 is good). Create a good variety
of questions that are both simple and taxing on the brain.
On the left side you place the answer to one of the questions and on the right side you place a
different question.
Remember the answer and question must notbe on the same card!
The more you shufe up the cards and play the game, the easier the difcult questions become
and you will quickly become an expert on the topic!
Here are ve cards for you to try and loop together. The topic is hormones, see how you get on.
Auxin
What is
secreted after
a meal?
Testosterone
What plant
hormone
controls
growth?
Insulin
Where are
hormones
released?
Muscles and
liver cells
What domales release
more of than
women?
Glands
What are the
target organs
of insulin?
You should notice that if you change the start question the game still works and the rst answer
should always match the last question.
After you become the expert on this topic why not share it with someone in your group and help
them with their revision, theyll love you for it!
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DOMINOES
Theideahereistoproduceasummaryforatop
icandmakelinksbetweenideastohelpyouunderstandthebiggerpicture.Itishelp
fultostart
withmakingalistofthemaintopicareasandso
mekeypointsforeachtopic.Therearemanywaystou
seRevisionDominoes:
Putkeywordson
onesetandthedenitions
onanotherthentryandmat
chthemup.
Putonehalfofa
sentenceinoneboxandth
eotherhalfinanotherbox
workwithafriendandtesteachotherwithyourDomino
Cardscan
theymatchupyoursentences?
START
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MORE ON MNEMONICS
Mnemonics are devices which help us to remember things.
The word comes from the Greek mnemoniks, which refers to
the mind.
There are many forms of mnemonic. The most common ones are:
1. Rhymes
Placing the facts to be learned into a rhyme or poem.
EgAbout blood vessels and the heart:
Arterybegins with A, sends the blood Away
Veinends in in, brings the blood back in
About Water ond Osmosis:
To help us remember that water molecules move from a dilute solution (lots of water) to a more
concentrated solution (less water) through a semi-permeable membrane:
Wateris horrid, water is puke,
When there's lots of it we say its dilute.
Wateris yuck when we use it to wash,
Water is lovely when we drink it in squash,
But if there's not much when it is tasted,
Then we say it is concentrated.
Water likes to be evenly spread,
So molecules move from here to there,
Through semi-permeablemembranes they move,
From where there are lots to where there are few.
2. Acronyms
Can be used to either:
a. Remember how to spell a word
Eg PERMEABLEPies Enter Richards Mouth Easily And Becka Likes Everyone
IFyou nd it harder to memorise the sentence than the spelling of the word then the mnemonic is
no good!!
Usually though sentences are easier to learn, especially for words with tricky spellings.
b. Remember the order of words or a list of items
By using the rst letter of each word to spell out a simple word:
EgOxidation Is Loss Reduction Is Gain - OILRIG
By using the rst letter of each word to spell out a simple phrase:
Eg My Very Easy Method: Just Set Up Nine Planets.
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.
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WAYS TO REVISE
Pass the Buck
A brilliant activity for a group of three to four.
Get four similar yet different exam questions and write them onto the top of a sheet of paper.
Give each member of the group a question.
Agree a time to answer each question (eg one minute).
The rst person writes their answer in Answer Box 1.
When the time is up fold over theanswer and pass the sheet to the person on the right.
Now write the answer to the question at the top of the sheet in Answer Box 2.
Repeat until all questions have been answered by everyone.
Now unfold the answers and highlight parts that are most relevant to constructing the perfect
answer.
Question:
AnswerBox4
AnswerBox3
AnswerBox2
AnswerBox1
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HISTORY:
ANSWERING AN EXPLAIN QUESTION
Explain why the Mormons went West to
settle at the Great Salt Lake.
Detailed knowledge
Explain answer
PEE
PEE
ANSWER the Q!
These are the building blocks of your
answer. Write two or three Point, Example,
Explain paragraphs. Make sure you:
These are the keys to success. Make sure
you include detail from your own knowledge
(dont be vague!) and explainthe answer.
DEPPA
Paragraph plan:
The most important reasons why the
Mormons went West was...
Another reason the Mormons went West
was...
Finally, the Mormons went Westbecause.
My point is... My example is... My link back to the queson is...
The Mormons moved West
to escape persecuon.
In Nauvoo they were aacked in the street and tarred
and feathered because of their beliefs. Their leader,
Joseph Smith, was aacked and killed in prison.
Therefore they had to move West
for their safety.
The Mormons moved West
to pracse polygamy.
Polygamy was illegal in the United States but the Great
Salt Lake was owned by Mexico back then.
Therefore the Mormons were able
to follow their religious beliefs.
The Mormons moved West
because Brigham Young led
them there.
Brigham Young was a strong leader and the Mormons
trusted him to lead them to a beer life.
Therefore Youngs leadership was a
key reason why the Mormons
moved West.
Makei
tgreat
:
Lin
kfacto
rstoge
ther
Explain
which
ismost
import
ant
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REVISING BY STORIES
A lot of individuals fnd it easier to remember stories rather than
remembering lengthy concepts. This is how you do it!
Say you had to remember the digestive system
You have to remember:
Which enzyme breaks down what? Where each enzyme is found?
What each organ does?
How it all ts together
So your story could go like this.....
Amy amylasewas hanging about in the cave waiting for someone to be nice to suddenly a
lump of carbohydratefull pasta rushed in which sweet Amy whispered sweet nothings into its
pasta shell ear to make it feel very sweet and sugary. The pasta skipped off, went down a slide
(oesophagus) and ended up in a swimming pool of acid. AHHH, screamed the pasta as it beganto melt! Suddenly Pat Butcher Proteasedived in to save it (she was covered in acid proof latex).
She pulled at the pasta and a small, no a mini(amino acid), bit of pasta shell fell off!!! AHHH
screamed the pasta and got sucked out of the bottom of the pool into a leafy lane (pancreas
looks like a leaf!). Bob Bilefrom the land of Gallwas there to comfort the pasta and gave it a
drop of alkalinetea to neutraliseall the nasty acid. It was then that Bob turned nasty and started
attacking the pasta with an axe until the pasta was no more than a pile of fat globules. Bobs
friend Lucy lipase, who was partial to fat, ate the fat globules turning them into fatty acids and
glycerolwhich drifted off into the nearby river of blood that had formed due to Bobs axe attack.
Suddenly Amy and Pat(without latex gear) appeared from the trees(pancreas looks like a leaf!)and jumped on the mashed remains of the pasta. Pat continued to make it into mini bits whilst Amy
tried again to make the carbohydrate feel better about itself she was so sweet! Pat, Amy and
Lucy continued the pasta fest as they walked down intestine roadwhere eventually they chucked
anything they didnt want down the loo!
It does sound very bizarre but if you know what youre talking about it will all make sense.
Why not make up a story and turn it into a cartoon strip?
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Topic area
What are the key terms in the
question? What do they mean?
What are the key things you need
to know to answer the question?
What do
you need
to revise/
revisit to
answerthis
question?
What
command
words are
used?
Whatdo they
mean?
UNDERSTANDING EXAM QUESTIONS
It is really important that you know and understand what the exam question is asking you
to do. Go through a past paper with a friend and ll out some grids like the one below to
help you understand the exam questions.
Re-writing the exams question can really help you get to grips with what the examiner is
asking for.
Using a past paper(you can get these from your teacher or from the exam website eg Google
AQA and follow the links to past papers) re-write the question in a way that explains to you
how you are going to answer it.
For example if the question was:
Why does an increase in temperature increase the rate of reaction? (3 marks)
You might re-write it as:Explain why if you increase the temperature the rate of a reaction goes up. use keywords
particles, collide, energy. Must use BECAUSE as its an explanation question. Must put in 3
main points as its a 3 mark question.
This method might seem really long-winded but it will really help you to understand the
questions and to see where you are losing marks.
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Subject Venue Teacher Time Students Targeted
Monday 25 March
ICT Room 14/15 Mr Kilby/Mr Turnball 9am-2pm All ICT students welcome
Dance Dance Studio Mr Clark 10am-3pm All dance students welcome
GCSE Music Music Rooms Mrs Andrews 9.30am-3.30pm All GCSE Music Students
welcomeArt Room 26 Mrs Leach 9am-3pm All Art students welcome
English Room 1 & 8 English Dept 9.30am-2.30pm Students that have receivedletters from English staff only
Tuesday 26March
Spanish Room 7 Mrs Alyston Students that have receivedletters Mrs Alyston only
English Room 1 & 8 English Dept 9.30am-2.30pm Students that have receivedletters from English staff only
Wednesday 27 March
English Room 1 & 8 English Dept 9.30am-2.30pm Students that have receivedletters from English staff only
Tuesday 2 April
History Room M08 Mrs Thorne and MrTester
10am-2.30pm All History students welcome
Geography Rooms 9 & 10 Mr Simms and MrTaylor
9am-12pm Students that have been invitedby Geography teachers only.
Science S30-S34 Ms Denham 9:30am 3:30pm All students welcome
Wednesday 3April
Maths Room 38 Mrs Hodges & MrTadman
10.30am-2.30pm Foundation students only
Drama Drama Miss Mowat 10am-4pm All Drama students welcome
Science
Photography Room 15 Miss Lloyd 10am-2.30pm All Miss Lloyd Photography
students welcomeBTEC Music Music Rooms Mr Badley 10am-2pm All BTEC Music students
welcome
Thursday 4April
Maths Room 38 Mrs Hodges & MrTadman
10.30am-2.30pm Higher Paper Students only
BTEC Music Music Rooms Mr Badley 10am-2pm All BTEC Music studentswelcome
Drama Drama Studio Miss Mowat 10am-4pm All Drama students welcome
Dance Dance Studio Mr Clark 10am-3pm All dance students welcome
Friday 5April
BTEC Sport 15 Mr Solomons 10am-1pm All BTEC sport students welcome
Dance Dance Studio Mr Clark 10am-3pm All dance students welcome
BTEC Music Music Rooms Mr Badley 10am-2pm All BTEC Music studentswelcome
EASTER HOLIDAY SUPPORT TIMETABLE
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AFTER-SCHOOL EXTRA SUPPORT SESSIONS
Revision
Grade Boosting
These will run from 8 April until the end of the exams.
Week One
Day Subjects and Times
Tuesday Maths:3.00 4.00pm
Wednesday Geography: 3.00 3.30pm
French&Spanish: 3.30 4.00pm
Thursday Music:3.00 3.45pmICT: 3.00 4.00pm
Friday Science:3.00 4.00pm
Week Two
Day Subjects and Times
Tuesday Maths:3.00 4.00pm
Wednesday English:3.00 4.00pm
Thursday Design Technology: retakes only
3.00 3.30pm
ICT:3.00 4.00pm
History: 3.30 4.00pm
Friday PE: 3.00 4.00pm
Dance:3.45 4.30pm
Science: 3.00 3.45pm
Artand Photographyalso run evening sessions on a Tuesday and Wednesday
from 4.00pm onwards and on Thursday and Friday from 3.00pm.
Dramagroup rehearsals by individual timetabling.
Please note: sessions can start at 3.00pm and nish later if the other subjects
being held that day are not being studied.
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ON THE DAY OF THE EXAM
Before The Exam.
Eatw
ell
togive
you
ener
gy
arrive early!
MAKE SURE YOU....
get a good nights sleep
brin
gabo
ttleofw
ater
bring all the right
equipment
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At the Start of the Exam....
Staycalmandfocused
Make sure you....
Read all the instructions slowly, twice
Fill inyour personal details on the front of the paper
Read the whole paper, twice
Tickall the questions you think you could answer
be clearwhat the question is asking you to do
Look at the number of marks for each question and
plan how longto spend on it
check the wording carefully, a small difference in
wording may require a very different answer
highlightkey words in the questions that you have
chosen
create the right impression with the examiner
The front page of the exam answer book is used by candidates to
indicate the numbers of those questions that they have attempted.
One of the easiestways to create the wrong impression with theexaminer before he/she has even started to mark the work is for the
candidate either to failto ll in the front page of the answer book, or
to ll it in incorrectly.
At the End of the Exam....
Always leave time to checkback over allof your answers.
If after checking your paper you stillhave fiveminutes
left use this time to revisit questions that attract only a few
marks.
The reason for this is that with only a few minutes remainingyou will only be able to modify your answers slightly but this
could make a big difference to a small answer.
!
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IMPORTANT FINAL INSTRUCTIONS FOR THE GCSE
EXAMINATIONS
Venues: Written examinations will normally take place in the Hall. Be aware though
that the Gym or Drama rooms will be used as an overow. Go to the Gym
unless told otherwise.
Start Times: Mornings Arrive 8.35 am Start 9.00 am
Afternoons Arrive 12.45 pm Start 1.00 pm
If you have an afternoon exam, lunchtime will be from 12.15 in the
Dining Hall.
Seating: Before you go in check the seating plan to see where you will be. This will
be on the wall of the meeting place. Sit at the desk with your candidate
number card on it.
At the end of the exam all desks will be checked for grafti/damage. If
there is any, you will be asked to clean the table or be charged for makingit good or replacing the desk.
Uniform: You are required to wear correct school uniform for every exam. Failure to
do so will lead to you taking your exams in isolation or not at all.
Equipment: Make sure you know what you can or must bring - pencils, pens, crayons,
drawing instruments, calculators and dictionaries where they are allowed.
CORRECTING FLUID, SUCH AS TIPPEX AND GEL PENS, ARE NOT
PERMITTED. There will be a clock, but it may also help to have a watch.
Equipment may only be kept in a clear plastic bag.
A bottle of drink may be brought with you but it must be clear with no
labels.
Bring only the equipment you need to the exams. If you do have a bag or
coat these must be left in tutor rooms.
Unfair Practice: This means cheating in any way or disrupting the exam:
You may not have any equipment or information other than that
allowed in the exam;
You may not copy from other candidates;
You may not talk in the exam room;
You may not act in any way that is likely to disturb others.
Mobile phones or electronic devices are not permitted in the exam
room.
If you behave in any of these ways, you will be removed from the exam
and may not be permitted to take any further exams. Exams that you have
already taken may be discounted. Failure to attend an exam will result in
you being asked to pay for the exam.
Finishing: The invigilator will collect your paper and check your table. When all
of those who are nished have handed in their work, you will be told to
leave. You must leave without disturbing the other candidates or trying to
communicate with them. You may not re-enter the exam room once you
have left.
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Buses: If an afternoon exam is for 2 hours, be aware that you may have to
arrange your own transport home unless there is a late bus.
Illness: If you miss an exam due to illness you must let the school know
immediatelyand also get a doctors certicate to say that you could not
attend. If you do this it maybe possible for a grade to be awarded based
on the papers you have taken for that subject, but this is not always
possible. If you do not, you will be marked absent and charged for the
subject entry.
If you feel ill during an exam, tell the invigilator.You will probably be
allowed to have extra time. In extreme circumstances, an appeal can be
made to take your illness into consideration when your paper is marked.
Discomforts such as headaches and hay fever do not tend to get a
sympathetic response from the exam boards.
Lateness: If you are late, you must report immediately to MainReception. It may be
possible to let you into the exam. Never enter an exam that has started
without a member of staff. Regular lateness will be considered to be
disruptive behaviour and will lead to exclusion from all exams.
Information: Read the exam groups instructions and warnings carefully and make sure
you follow them.
These exams are very important to you, so make sure you are properly prepared and do
your best. It can be a time of great stress for all of us, so please try to minimise this by
always coming prepared, being in the right place at the right time and co-operating with
the invigilators.
GOOD LUCK TO ALL OF YOU!
GCSE Results
Results should be available in school on the morning of Thursday, 22 August. You may come in
after 10 am on that morning.
If you wish Matravers to post your exam results to you, leave a stamped, self addressed
envelope with Mrs Forecaste before you go on study leave. She will only post home results to
students who leave her an envelope.
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AQA City & Guilds CCEA Edexcel OCR WJEC
Information for candidatesFor written examinations effective from 1 September 2012
This document has been written to help you. Read it carefully and follow the instructions.If there is anything you do not understand, especially which calculator you may use, ask your teacher.
A Regulations Make sure you understand the rules
1 Be on time for all your exams. If you are late, your work might not be accepted.
2 Do not become involved in any unfair or dishonest practice during the exam.
3 If you try to cheat, or break the rules in any way, you could be disqualified from all your subjects.
4 You must not take into the exam room: notes; a calculator case/instruction leaflet; a reading pen; a mobile phone, iPod, MP3/4 player, a wrist watch which has a data storage device or any other product
with text/digital facilities.
Any pencil cases taken into the exam room must be see-through.
Remember: possession of unauthorised material is breaking the rules, even if you do not intend to use it, and you will besubject to penalty and possible disqualification.
5 Do not use correcting pens, fluid or tape, erasable pens, highlighters or gel pens in your answers.
6 Do not talk to or try to communicate with, or disturb other candidates once the exam has started.
7 If you leave the exam room unaccompanied by an invigilator before the exam has finished, you will not be allowed to return.
8 Do not borrow anything from another candidate during the exam.
B Information Make sure you attend your exams and bring what you need
1 Know the dates and times of all your exams.
2 Arrive at least ten minutes before the start of each exam.
3 If you arrive late for an exam, report to the invigilator running the exam.
4 If you arrive more than one hour after the published starting time for the exam, you may not be allowed to take it.
5 Only take into the exam room the pens, pencils, erasers and any other equipment which you need for the exam.
6 You must write in black ink. Coloured pencils or inks may be used only for diagrams, maps, charts, etc. unless the instructionsprinted on the front of the question paper state otherwise.
C Calculators, Dictionaries and Computer Spell-checkers
1 You may use a calculator unless you are told otherwise.2 If you use a calculator
make sure it works properly; check that the batteries are working properly; clear anything stored in it; remove any parts such as cases, lids or covers which have printed instructions or formulas; do not bring into the exam room any operating instructions or prepared programs.
3 Do not use a dictionary or computer spell checker unless you are told otherwise.
D Instructions during the exam
1 Listen to the invigilator and follow their instructions at all times.
2 Tell the invigilator at once: if you think you have not been given the right question paper or all of the materials listed on the front of the paper; if the question paper is incomplete or badly printed.
3 Read carefully and follow the instructions printed on the question paper and/or on the answer booklet.
4 Fill in all the details required on the front of the question paper and/or the answer booklet before you start the exam.Make sure you fill these details in on any additional answer sheets that you use.
5 Remember to write your answers within the designated sections of the answer booklet.6 Do your rough work on the proper exam stationery. Cross it through and hand it in with your answers.
Make sure you add your candidate details to any additional answer sheets that you use.
E Advice and assistance
1 If on the day of the exam you feel that your work may be affected by ill health or any other reason, tell the invigilator.
2 Put up your hand during the exam if: you have a problem and are in doubt about what you should do; you do not feel well; you need more paper.
3 You must not ask for, and will not be given, any explanation of the questions.
F At the end of the exam
1 If you have used more than one answer booklet and/or any loose sheets of paper, place them in the correct order. Rememberto fasten them together with a treasury tag before you leave. Make sure you add your candidate details to any additionalanswer sheets that you use.
2 Do not leave the exam room until told to do so by the invigilator.
3 Do not take from the exam room any stationery, this includes the question paper, answer booklets used or unused, roughwork or any other materials provided for the exam.
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EXAMINATION TIMETABLE - SUMMER 2013
DATE AM PM
APRILMonday, 8 MUSIC PERFORMING GCSE
Tuesday, 9 MUSIC PERFORMING GCSE
Wednesday, 10 MUSIC PERFORMING GCSE
Thursday, 11 MUSIC PERFORMING BTEC
Friday, 12 MUSIC PERFORMING BTEC
MAYTuesday, 7 ENGLISH FUNCTIONAL SKILLS: 1hr
Monday, 13 RELIGIOUS STUDIES: 1hr 30minsFRENCH Unit 1: 35/45mins
FRENCH Unit 2:30/50mins
Tuesday, 14 BIOLOGY B1, B2, B3 Retake: 1hr PE: 1hr 30mins
Wednesday, 15 DANCE:1hr
Thursday, 16 ICT FUNCTIONAL SKILLS: 3hrs
Friday, 17 MATHS FUNCTIONAL SKILLS: 1hr 30minsSPANISH Unit 1: 45mins
SPANISH Unit 2: 50min
Monday, 20 ENGLISH LITERATURE Paper 1:1hr 30mins CHEMISTRY C1, C2, C3: 1hr
Wednesday, 22 TEXTILES: 2hrs
Thursday, 23 PHYSICS P1, P2, P3:1hrENGINEERING: 1hr 30mins
ENGLISH LITERATURE Paper 2:1hr 15mins
Friday, 24MUSIC: 1hr
BUSINESS STUDIES,Retake: 1hr 30mins
Spring Holiday
JUNEMonday, 3 FOOD TECHNOLOGY: 2hrs HISTORY:2hrs
Tuesday, 4 ENGLISH LANGUAGE: 2hrs 15mins GEOGRAPHY, Retake: 1hr
Wednesday, 5 CHILD DEVELOPMENT: 1hr 30mins BIOLOGY, B4, B5, B6 Retake: 1hr
Friday, 7 RESISTANT MATERIALS: 2hrs
Monday, 10 HISTORY, Retake: 1hr 30mins CHEMISTRY: C4, C5, C6: 1hr
Tuesday, 11 MATHS Paper 1: 1hr 15mins/1hr 30mins GRAPHICS: 2hrs
Wednesday, 12 GEOGRAPHY: 1hr 30mins
Thursday, 13 PHYSICS: P4, P5, P6: 1hrFriday, 14 MATHS Paper 2: 1hr 45mins/ 2hrs
Tuesday, 18 BIOLOGY B7:1hr
Wednesday, 19 FURTHER MATHS Paper 1: 1hr 30mins
Thursday, 20 CHEMISTRY C7: 1hr
Friday, 21 FURTHER MATHS Paper 2: 2hrs
Monday, 24 PHYSICS P7:1hr
Wheretwoor three times are shown this refers to different lengths of exam depending on tier.
Besurewhich tier you are entered for by asking your teacher.FunctionalSkills ICTwill be a 3 hour exam between the 13 and 17 May: Timings yet to be arranged.
FunctionalSkills Mathswill be either between the 13 and 17 Mayor between the 17 and 21 June: To be arranged.
Consultyour teacher about any practical/oral exams that are not included in this timetable.
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APPEALS GUIDANCE TO STUDENTS
If students have any concerns or are disappointed with their results they should speak to their
teacher or exams ofcer in the rst instance. Teachers are able to explain what was achieved
and if the results are as expected. The exams ofcer (Mrs Forecaste) will be able to make an
Enquiry about Results if the student or teacher wishes to take the query further.
The following EAR services are available: Service 1 (Clerical re-check)
Service 2 (Post-results review of marking)
Mrs Forecaste can also request a copy of your paper via the Access to Scripts service which
may help decide if an enquiry is appropriate. Please speak to them as soon as possible as there
are deadlines involved in this process.
Grades do not often change as few errors are made, but the exam boards will change a grade
where appropriate.
It must also be noted that following an Enquiry about Results marks can go up as well asdown: THIS COULD RESULT IN THE GRADE BEING DROPPED DOWN.
Service 1: Clerical re-check. This service checks that all the marks on your paper
are counted correctly, that all papers have been marked and that you have gained the
correct grade.
Service 2: This service prompts a clerical re-check and a Senior Examiner will check all
the original marking.
Please note that the above services apply to the external written papers that are sat. If you
have queries about the other parts of the GCSE then you must speak to a member of staff
immediately.
A form will be available from Mrs Forecaste on Results Day and available to collect from Main
Reception during the following days. This will detail prices and deadlines for enquiries.
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Personal
Revision Planner
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EXAMPLE OF ACTION PLANNING
1. Identify the subjects which need revising.
Write them down.
2. Now number them according to the revision time they will need.
Number 1 will need the most time.
3. Look at your blank timetable and put lines through the boxes where you know you cannotgive time.
4. Start with Subject 1 requiring most time and write it in the rst of your empty boxes on the
timetable.
Take Subject 2 and write it in the second box and do the same with Subject 3.
5. Remember that you need a 5 or 10 minute break after a 30 minute revision session.
6. Now go to Day 2:
Write Subject 1 in the rst box. Subject 2 in the second box.
Subject 4 in the third box.
7. Now go to Day 3:
Write Subject 1 in the rst box.
Subject 3 in the second box.
Subject 4 in the third box.
and so on.
8. Remember to give more spaces to subject 1 than subject 2 and more to subject 2 than
subject 3 and so on.
REMEMBER
YOUR TIMETABLE MUST BE REALISTIC FOR YOU
YOU MUST WORK TO IT
MAKE A BREAK A REAL BREAK
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Revision
TimetableExample
Friday
22 March
Morning Maths
30
questions
Afternoon Business
Studies
make set of
revisioncards and
learn
Evening Geography
- note
making
read 2
chapters
of textbook
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Revision
Timetable
Saturday
23 March
Sunday
24 March
Monday
25 March
Morning
Afternoon
Evening
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Tuesday
26 March
Wednesday
27 March
Thursday
28 March
Friday
29 March
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Revision
Timetable
Saturday
30 March
Sunday
31 March
Monday
1 April
Morning
Afternoon
Evening
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Tuesday
2 April
Wednesday
3 April
Thursday
4 April
Friday
5 April
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Revision
Timetable
Saturday
6 April
Sunday
7 April
Monday
8 April
Morning
Afternoon
Evening
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Tuesday
9 April
Wednesday
10 April
Thursday
11 April
Friday
12 April
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Revision
Timetable
Saturday
13 April
Sunday
14 April
Monday
15 April
Morning
Afternoon
Evening
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Tuesday
16 April
Wednesday
17 April
Thursday
18 April
Friday
19 April
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Revision
Timetable
Saturday
20 April
Sunday
21 April
Monday
22 April
Morning
Afternoon
Evening
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Tuesday
23 April
Wednesday
24 April
Thursday
25 April
Friday
26 April
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Revision
Timetable
Saturday
27 April
Sunday
28 April
Monday
29 April
Morning
Afternoon
Evening
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Tuesday
30 April
Wednesday
1 May
Thursday
2 May
Friday
3 May
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Revision
Timetable
Saturday
4 May
Sunday
5 May
Monday
6 May
Morning
Afternoon
Evening
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Tuesday
7 May
Wednesday
8 May
Thursday
9 May
Friday
10 May
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Revision
Timetable
Saturday
11 May
Sunday
12 May
Monday
13 May
Morning
Afternoon
Evening
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Tuesday
14 May
Wednesday
15 May
Thursday
16 May
Friday
17 May
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Revision
Timetable
Saturday
18 May
Sunday
19 May
Monday
20 May
Morning
Afternoon
Evening
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Tuesday
21 May
Wednesday
22 May
Thursday
23 May
Friday
24 May
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Revision
Timetable
Saturday
25 May
Sunday
26 May
Monday
27 May
Morning
Afternoon
Evening
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Tuesday
28 May
Wednesday
29 May
Thursday
30 May
Friday
31 May
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Revision
Timetable
Saturday
1 June
Sunday
2 June
Monday
3 June
Morning
Afternoon
Evening
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Tuesday
4 June
Wednesday
5 June
Thursday
6 June
Friday
7 June
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Revision
Timetable
Saturday
8 June
Sunday
9 June
Monday
10 June
Morning
Afternoon
Evening
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Tuesday
11 June
Wednesday
12 June
Thursday
13 June
Friday
14 June
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Revision
Timetable
Saturday
15 June
Sunday
16 June
Monday
17 June
Morning
Afternoon
Evening
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Tuesday
18 June
Wednesday
19 June
Thursday
20 June
Friday
21 June
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Revision
Timetable
Saturday
22 June
Sunday
23 June
Monday
24 June
Morning
Afternoon
Evening
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ENGLISH LANGUAGE
TIERS OF EXAMINATION
There are twotiers of examination. Students should refer to their Statements of Entry to conrm
the level at which they have been entered. It is possible that you may be entered at different
tiers in English Language and English Literature.
Foundation Tier exams are marked grades G to C
Higher Tier exams are marked grades D to A*
Because of the modular nature of the GCSE qualications, it is possible for Foundation Tier
students to achieve higher than a C grade.
EXAM FORMAT
UNIT 1 (2 hours) 40% of GCSE
Section A: This section tests Reading
You will have to read three non-ction texts such as leaets, articles etc and then respondto them and how they were written.
Section B: This section tests Writing
You will be asked to complete a Shorter and a Longer Writing Task, writing to argue,
describe, persuade etc for a specied audience and in a particular form.
CONTROLLED CONDITIONS
UNIT 2 20% of GCSE
You will complete a range of Speaking and Listening activities and submit three assessments
meeting the following criteria:
Group work
Individual Presentation
Role Play
UNIT 3 40% of GCSE
You will complete four written responses under examination conditions in class. These will be
based on:
Spoken Language
Writing in Response to Film
Writing in Response to Poetry
Analysis of a Literary Text
REVISION HEADINGS
Revise and practise technical aspects of English: spelling, punctuation, paragraphing,
handwriting and clear expression.
Learn how to identify and analyse the effect of features such as facts and opinions,presentational devices, images etc.
Practise summarising skills, and writing in different forms.
Practise working under exam conditions.
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RESOURCES
Read quality newspaper/magazine articles to see the vocabulary and style.
Notes made in class.
The English Faculty Revision Booklet.
Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize, www.ActiveRevision.com.
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ENGLISH LITERATURE
TIERS OF EXAMINATION
There are twotiers of examination. Students should refer to their Statements of Entry to conrm
the level at which they have been entered. It is possible that you may be entered at different
tiers in English Language and English Literature.
Foundation Tier exams are marked grades G to C
Higher Tier exams are marked grades D to A*
Because of the modular nature of the GCSE qualications, it is possible for Foundation Tier
students to achieve higher than a C grade.
EXAM FORMAT
There are twowritten examinations.
UNIT 1 Exploring Modern Texts (1 hours) 35% of GCSE
Section A: Modern Prose or Drama (45 minutes)
You will write one essay on the Modern Prose or Drama text you have studied, exploring
the authors presentation of themes, characters, setting etc.
Section B: Exploring Cultures (45 minutes)
You will write one two-part essay on the Exploring Cultures text you have studied,
exploring:
How the writer constucts meaning
How the text reects different contextual and cultural elements
UNIT 2 Poetry Across Time (1 hours) 35% of GCSE
Section A: Anthology (45 minutes)
You will be asked to compare two poems from onecluster of the Anthology that you have
studied.
Section B: Unseen Poetry (30 minutes)
You will be asked to respond critically to one unseen poem.
CONTROLLED CONDITIONS
UNIT 3 Shakespeare and the Literary Heritage 30% of GCSE
You will be asked to compare a Shakespearean play and a text from the English Literary
Heritage in terms of character, style or theme.
REVISION HEADINGS
Revise the Anthology poetry Cluster and the two set texts you have studied.
Practise working under exam conditions.
Learn a range of stylistic and poetic features and their effects.
Practise writing in a critical style.
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RESOURCES
The AQA Anthology.
Notes made in class.
The English Faculty Revision Booklet.
Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize.
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ENGLISH FUNCTIONAL SKILLS
EXAM FORMAT
There are two papers of one hour each testing reading and writing.
Speaking and listening are assessed in lessons.
There are two levels of entry; Level 1 and the more demanding Level 2. No grades areawarded; it is either pass or fail.
There is a great deal of similarity between English Functional Skills and GCSE English
Paper 1, therefore the English Faculty revision guide Paper 1 and the BBC Bitesize website are
useful revision sources.
RESOURCES
The English Faculty Revision Booklet.
Websites: www.bbc.co.uk/schools/gcsebitesize
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MATHEMATICS
EXAM FORMAT
Almost all students are sitting a linear exam in the summer of 2013. This entails two papers, the
rst is calculator and the second is non-calculator. There are no module exams or coursework.
A small number of students are taking an early entry Foundation exam in March 2013 followed
by the Higher exams in the summer. You will have been informed by letter if this affects you.
An even smaller number of students are taking a module exam in March, with the option to cash
this in and take a further module in the summer, or to bin the March result and take the linear
exam in the summer. You will have been informed by letter if this affects you.
EXAM EQUIPMENT
All students will need the following (and will not be able to pass the exam otherwise):
Pen, pencil, ruler, eraser, protractor, pair of compasses, scientic calculator (can be bought from
the school Reprographics Department, consult your school planner for prices).
REVISION RESOURCES
Students are, of course, being well prepared in class, but no student will achieve their best
unless they prepare thoroughly at home.
If you have previously purchased revision materials from the Mathematics Faculty then you do
not need to buy again. It does not matter if they say modular or linear as the content is exactly
the same, it is just the exam format that differs.
We recommend the use of:
Practice exam papers FREE On the VLENeed to Know lists FREE On the VLE
www.mymaths.co.uk FREE Login as matravers, the password is
heptagon
www.bbc.co.uk/schools/gcsebitesize No login required
FREE
CGP Revision Guides 3.00 Revision notes and explanations in
student friendly language
CGP Workbooks and answers 3.00 Really useful (best to get the revisionguide and the workbook, but if you can
only afford one, get the workbook and use in
conjunction with MyMaths)
MathsWatch DVD 3.00 Probably the most valuable resource you can
use, containing explanations, worked examples
and questions.
If you would like to purchase any of the items above please send the money into school with
your child who can collect the items from any Mathematics teacher.
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MATHEMATICS FUNCTIONAL SKILLS
EXAM FORMAT
The examination is 1 hour 30 minutes and is based upon Real-Life contexts. Students sit the
Edexcel Functional Skills Exam at either Level 1 or Level 2 as appropriate to the student.
EXAM EQUIPMENT
For all written papers essential items of equipment are PEN, PENCIL, RULER, ERASER,
PROTRACTOR, COMPASS and CALCULATOR. (Students without a calculator will nd it
extremely difcult to pass this exam.)
REVISION RESOURCES
Papers from your Functional Skills teacher.
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SCIENCE DOUBLE AWARD
EXAM FORMAT
OCR 21st Century (remaining modules)
The nal written exams count for 25% of the Core GCSE and 25% of the Additional Science
GCSE.
There are two levels of entry for the nal exam: Foundation (F) and Higher (H). Each level
consists of two papers. The range of grades available is as follows:
Level Grades
F GC
H DA*
The OCR 21st Century provides each student with a Data Sheet during the nal exams. It is
used for reference and contains information on chemical symbols, equations, formulae etc.
There is a course revision guide written under the direction of OCR. These are available forpurchase from the Science Faculty for 4.00. We have both Core and Additional Science
revision guides available.
Summer Assessment
GCSE Additional Science one paper (tiered) lasting for one hour containing structured
questions. This centre-assessed unit accounts for 25% of the Additional Science GCSE.
GCSE Core Science one paper (tiered) lasting for one hour containing structured
questions. This centre-assessed unit accounts for 25% of the Core Science GCSE.
The questions are based on:
Knowledge and understanding of these modules.
Data Interpretation (eg drawing graphs, extracting information, tables etc).
REVISION HEADINGS
Core Science Final Module
Chemistry C1, C2 and C3 (to nish the Core Science element of the GCSE)
Chemistry (C1) Air Quality
The evolution of athe atmosphere
The atmosphere today
Chemical reactions
Fossil fuels
Air pollution, carbon, sulphur, nitrogen
Reducing pollution
Chemistry (C2) Material Choices
Natural and synthetic materials
Materials and properties
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Crude oil uses of
Polymerisation
Polymers
Nanotechnology
Chemistry (C3) Chemicals in Our Lives
Tectonic plates
Minerals in the Earths crust
Salt
Salt in the food industry
Electrolysis of salt
Chlorination
Alkalis
Chemical production
Life cycle assessments
Additional Science Final Module
Chemistry C4, C5 and C6
Chemistry (C4) Chemical Patterns
Atoms
Chemical equations
Line spectrums
History of Periodic Table
Modern Periodic Table
Electron shells
Ionic bonding
Ions and formulae
Groups one and seven
Laboratory safety
Chemistry (C5) Chemicals of the Natural Environment
Chemicals in the atmosphere
Covalent bonding
Chemicals in the hydrosphere
Testing positive and negative ions
Chemicals in the lithosphere
Metals from minerals
Electrolysis Calculating mass
Metals
Environmental impact
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Chemistry (C6) Chemical Synthesis
Industrial chemical synthesis
Acids and alkalis
Acids reacting with metals
Oxides, hydroxides and carbonates
Synthesising compounds
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THREE SCIENCES
EXAM FORMAT
OCR 21st Century (remaining modules)
The nal exams count for 25% of each of the Three Sciences although Chemistry GCSE exams
will count for 50% of the Chemistry GCSE.
Students will be taking the following exams:
REVISION HEADINGS
Biology (B7) Further Biology
Blood and circulatory system
Tissue uid and skeletal system
Exercise and tness
Exercise and injury
Controlling body temperature
Controlling sugar
Industrial use of microbes
Genetic modication
Biological technology
Ecosystems
Chemistry C4, C5 and C6
Chemistry (C4) Chemical Patterns
Atoms
Chemical equations
Line spectrums
History of Periodic Table
Modern Periodic Table
Electron shells
Ionic bonding Ions and formulae
Groups one and seven
Laboratory safety
Chemistry (C5) Chemicals of the Natural Environment
Chemicals in the atmosphere
Covalent bonding
Chemicals in the hydrosphere
Testing positive and negative ions
Chemicals in the lithosphere
Metals from minerals
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Electrolysis
Calculating mass
Metals
Environmental impact
Chemistry (C6) Chemical Synthesis
Industrial chemical synthesis
Acids and alkalis
Acids reacting with metals
Oxides, hydroxides and carbonates
Synthesising compounds
Chemistry (C7) Further Chemistry
Chemical Industry
Producing chemicals
Energy transfer, bond energy
Catalysts reversible reactions
Haber process
Nitrogen xation
Alkanes
Alcohols
Ethanol
Carboxylic acids
Esters
Analytical procedures
Titrates
Solution concentration
Chromatography
Physics (P7) Studying the Universe
Observing the sky
Eclipses and the moon
Coordinates in astronomy
Refraction
Converging lenses
Telescopes
Astronomical distances
Scales of the universe Gas behaviour
Fusion
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Star spectra
Stars
Observatories
Calculating mass
Purication
Titration
Energy transfer in reactions
Rate of reaction
Collision theory
Measuring rates
Students may be guided, or elect, to retake modules that they have previously taken. Parents
will be informed of these retakes; relevant content will be found on the BBC Bitesize website.
Revision sessions are compulsory for some students.
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RELIGIOUS STUDIES
EXAM FORMAT
The exam counts for 100% of the marks.
There is one paper which lasts for 1 hour 30 minutes.
The paper will containfour compulsorysections.
Students answer one four part question from each section, (a, b, c and d).
Students will therefore answer fourfull questions altogether.
The two religions students answer questions about are Christianity and Islam.
REVISION HEADINGS
Section 1 Believing in God
This section can be based on the study of Christianity or Islam.
How religious upbringing in a family or community of ONE religion can lead to or support beliefin God. The nature of religious experience as seen in the numinous, conversion, miracles,
prayer, and how these may lead to or support belief in God.
How the appearance of the world (designand causation) may lead to or support belief in God.
How the search for meaning and purpose in life may lead to or support belief in God. How the
presence of religion in the world may led to or support belief in God.
How non-religious explanations of the world and of miracles may lead to or support
agnosticismor atheism. How unanswered prayers and the existence of evil and suffering
(including moral eviland natural evil) may lead people to question or reject belief in God.
Why the existence of evil and suffering raises problems for people who believe in God asomnipotent, benevolent and omniscient. How the followers of ONE religion respond to this
problem.
Section 2 Matters of Life and Death
This section MUST be based on a study of Christianity and Islam.
Differences among Christians in their attitudes to life after death, including resurrection
and immortality of the soul. The teachings of ONE religion other than Christianity on life
after death. Why Christians, and the followers of ONE other religion, believe in life after
death. Reasons for belief in life after death not specic to any religion, including near-death
experiences and the paranormal. Why some people do not believe in life after death.
The nature of abortion, including current British legislation and non-religious arguments
concerning abortion. Christian attitudes, and the attitudes of ONE other religion, to sanctity of
lifeand abortion.
The nature of euthanasia(assisted suicide, voluntary andnon-voluntary euthanasia),
including current British legislation and non-religious arguments concerning euthanasia.
Christian attitudes, and the attitudes of ONE other religion, to sanctity of life and euthanasia.
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Section 3 Marriage and the Family
This section MUST be based on a study of Christianity and Islam.
Changing attitudes in the United Kingdom to cohabitationand marriage. The purposes
of marriage, as expressed in a marriage ceremony, in Christianity and ONE other religion
(faithfulness). The attitudes of Christianity, and ONE other religion, to sex outside marriage
(pre-marital sex, promiscuity and adultery), including the reasons for the attitudes.
Changing attitudes to divorce in the United Kingdom. The attitudes of Christianity, and ONE
other religion, to divorce (including re-marriage), and the reasons for the attitudes.
The changing nature of family life (nuclear family, extended family, re-constituted family) in
the United Kingdom. The teachings of Christianity, and ONE other religion, on family life and its
importance. How churches help with the upbringing of children and keeping the family together.
How ONE religion other than Christianity helps with the upbringing of children and keeping the
family together.
Section 4 Community Cohesion
This section MUST be based on a study of Christianity and Islam.The growth of equal rights for women in the United Kingdom. Different Christian attitudes to the
roles of men and women, including the reasons for them. The attitudes of ONE religion, other
than Christianity, to the roles of men and women, including the reasons for them (equalityand
sexism).
The nature of the United Kingdom as a multi-ethnic society, including prejudice,
discriminationand racism. The teachings of Christianity, and ONE religion other than
Christianity, which help to promote racial harmony.
The quality, variety and richness of life in the United Kingdom as a multi-faith society, including
considerations of religious freedomand religious pluarlism. The attitudes of Christianity(exclusivism, inclusivism, pluralism) and ONE other religion towards other religions,
including the reasons for them.
RESOURCES
Exercise books.
Websites: www.bbc.co.uk/schools/gcsebitesize.
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GEOGRAPHY
EXAM FORMAT
The nal exam counts for 50%of the total mark.
The exam paper has an emphasis upon knowledge and understanding and is based upon the
three remaining themes. (Natural hazards, Rivers & Coasts and Economic Development)
REVISION HEADINGS
Economic Development
Employment structures
Economic activity
Industrial location
Multinational companies
Rivers and Coasts
Fluvial processes and landforms
The causes, consequences and management of ooding Coastal processes and landforms
Coastline management
Natural Hazards
Earthquakes and Volcanoes
Tropical storms and severe droughts
The impact of natural hazards on rich and poor countries
Prediction and protection methods
Case studies: Make sure you have information on all the case studies covered within the threethemes. Be aware that the case study section in each question is worth 8 out of the 25 marks
allocated.
RESOURCES
Exercise books.
Websites: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize, www.s-cool.co.uk.
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HISTORY
EXAM FORMAT
Paper 1 2 hours
Section A covers Crime and Punishment Through Time. There is onecompulsory, four-part,
source question. There are three structured questions, from which you answer one.
Section B covers The American West 1840-1895. There is onecompulsory, four-part, source
question. There are two structured questions, from which you answer one.
Paper 2 1 hour 30 minutes
Source based questions from the Crime and Punishment Through Time issue outlined below.
REVISION HEADINGS
Paper 1 Section A: Crime and Punishment Through Time
Crime and Punishment in the Ancient World
Ancient Rome:The nature of crime and punishment in Rome; the extent to which Roman
Law was extended to parts of the Empire; how were subject nations treated by the
Romans?
Crime and Punishment in the Middle Ages: The changing nature of crime and punishment
in the Middle Ages; the impact of the fall of the Roman Empire on systems of crime and
punishment; changes in Anglo-Saxon systems of crime prevention, trial and punishment; the co
-existence of the Anglo-Saxon law and Norman law; reforms of the later Middle Ages; including
the development of juries and justices of the peace; attitudes towards women and crime and
punishment; crime and punishment in the village community - the manorial courts; case study of
the legend of Robin Hood; crime and punishment in Islamic societies at the time.Crime and Punishment in early Modern Britain: The changing nature of crime and
punishment; the impact of population growth and the development of towns; the treatment
of vagrants and heretics, the Gunpowder Plot; the witch-hunting craze and attitudes towards
women; the introduction of the Bloody Code in the eighteenth-century; eighteenth-century
attitudes towards crimes against property, including smuggling, highwaymen and poaching;
changing responses to riot and political crime case studies of Peterloo and the Rebecca Riots.
Crime and Punishment in Industrial Britian: The impact of industrialisation on crime and
punishment; changing ideas about the causes of crime; transportation, prisons and prison
reform; the development of policing; attitudes towards women and crime and punishment;
juvenile crime and punishment.
Crime and Punishment in the Twentieth Century: Case study of the suffragettes; the impact
of changes in communication and technology on crime and policing; changing attitudes towards
crime and punishment; the impact of wars, recessions and prosperity; junenile crime and
punishment.
Paper 1 Section B: The American West 1840-1895
How the Plains Indians Lived on the Great Plains:Beliefs of the Indians; what the Great
Plains were like; whites attitudes to the Great Plains; Medicine Men; role of women in the
tribes; tribal structure; Indian warfare. Why did People Settle and Stay in the West?Reasons for moving West in the 1840s;
miners, mountain men, homesteaders; what the journey to the West was like; the
Mormons (origins and Salt Lake City); impact of the railroads; Homestead Acts; Manifest
Destiny; problems faced by the homesteaders; role of women on homesteads.
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The Consquences of the Spread of Cattle Ranching to the Plains:Early cattle
ranching in Texas; development of cow towns; ranching of the Great Plains; work of the
cowboy: myth and reality; reasons for conict between the ranchers and homesteaders;
the Johnson County War; the end of the open range.
The Destruction of the Plains Indians by the Whites:Attitudes of white Americans
towards the Indians; reasons for Indian-White conict; changing government policy
towards the Indians; Battle of the Little Bighorn; the impact of the reservation system onthe Indians.
Paper 2: Source questions on the subject of The Suffragettes
(This will only be taken by any students needing to re-sit the January exam.)
This case study may include :
The actions taken by the Suffragettes
Why Suffragettes acted as they did
Public reaction to theSuffragettes
How successful the Suffragettes were
RESOURCES
Notes in exercise books.
The Internet try the BBC History Bitesize section at www.bbc.co.uk/schools/gcsebitesize
The History Channel website may also have useful information: www.thehistorychannel.co.uk.
Also the Guardian website: www.learn.co.uk
TV BBC History Bitesize programmes are very good.
Podcasts on the schools website.We will provide the revision books.
Mrs Thornes Facebook group.
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FRENCH
Linear Course
EXAM FORMAT
There are four language skills to be assessed: Listening, Speaking, Reading and Writing.
Candidates will be entered for Reading and Listening skills at either Foundation TierF(gradeGC) or Higher TierH(grade DA*). Speaking and writing are differentiated by outcome.
They may be entered at the same tier for both skills or at a different tier, but they may not enter
at both tiers for the same skill.
SKILL DURATION WEIGHTING
Paper 1 Listening 35 minutes (F) 45 minutes (H) 20%
Paper 2 Reading 30 minutes (F) 50 minutes (H) 20%
Paper 3 Speaking 4 6 minutes 30%
Paper 4 Writing (30%)These speaking and writing skills are assessed through controlled
assessment done throughout Years 10 and 11. Two pieces of written work covering different
areas of experience are completed under controlled conditions.
Paper 1 Listeningwill require students to:
Understand and respond to instructions, messages and dialogues made up of familiar,
simple language, spoken clearly at normal speed with natural intonation. The range of
spoken texts may relate to past, present and future events eg instructions, news items and
messages. (F)
Understand and respond to a variety of types of authentic spoken language in a range of
contexts that express issues and concerns and present differing points of view (H).
Paper 2 Readingwill require students to:
Understand and respond to signs and notices, short factual and non-factual texts (both
printed and hand-written) from varying contexts and recognise and identify key vocabulary
items. They will need to recognise and identify reference to past, present and future
events. (F)
Understand and respond to a range of authentic texts where some of the subject matter
is unfamiliar. They will need to identify different points of view, attitudes and emotions and
draw conclusions from the material presented. (H)Paper 3 Speaking and Paper 4 Writing
Students prepare and perform two tasks throughout the course of the GCSE. We give students
the opportunity to do four pieces and we select the best two from each skill.
PREPARATION
Formal revision sessions have already started and we have a French assistant to help students
with the preparation and practice of the speaking skill.
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REVISION HEADINGS
Revision should be structured around the four areas of experience:
A: Lifestyle
Health
Relationships and choices
B: Leisure
Free time and the media
Holidays
C: Home and Environment
Home and the local area
Environment
D: Work and Education
School/College and future plans
Current and future jobs
RESOURCES
In addition to the vocabulary, grammar notes and textbooks that students have, they may also
nd these websites useful: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize,
www.linguastars.com, www.linguascope.com (user name: matravers, password: tricolore,
Intermediate option).
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SPANISH
Linear Course
EXAM FORMAT
There are four language skills to be assessed: Listening, Speaking, Reading and Writing.
Candidates will be entered for Reading and Listening skills at either Foundation TierF(gradeGC) or Higher TierH(grade DA*). Speaking and writing are differentiated by outcome.
They may be entered at the same tier for both skills or at a different tier, but they may not enter
at both tiers for the same skill.
SKILL DURATION WEIGHTING
Paper 1 Listening 35 minutes (F) 45 minutes (H) 20%
Paper 2 Reading 30 minutes (F) 50 minutes (H) 20%
Paper 3 Speaking 4 6 minutes 30%
Paper 4 Writing (30%)These skills are assessed through controlled assessment done
throughout Years 10 and 11. Two pieces of written work covering different areas of experience
are completed under controlled conditions.
Paper 1 Listeningwill require students to:
Understand and respond to instructions, messages and dialogues made up of familiar,
simple language, spoken clearly at normal speed with natural intonation. The range of
spoken texts may relate to past, present and future events eg instructions, news items and
messages. (F)
Understand and respond to a variety of types of authentic spoken language in a range of
contexts that express issues and concerns and present differing points of view (H).
Paper 2 Readingwill require students to:
Understand and respond to signs and notices, short factual and non-factual texts (both
printed and hand-written) from varying contexts and recognise and identify key vocabulary
items. They will need to recognise and identify reference to past, present and future
events. (F)
Understand and respond to a range of authentic texts where some of the subject matter
is unfamiliar. They will need to identify different points of view, attitudes and emotions and
draw conclusions from the material presented. (H)Paper 3 Speaking and Paper 4 Writing
Students prepare and perform two tasks (conversations) throughout the course of the GCSE.
We give students the opportunity to do four pieces and we select the best two from each skill.
PREPARATION
Formal revision sessions have already started.
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REVISION HEADINGS
Revision should be structured around the four areas of experience:
A: Lifestyle
Health
Relationships and choices
B: Leisure
Free time and the media
Holidays
C: Home and Environment
Home and the local area
Environment
D: Work and Education
School/College and future plans
Current and future jobs
RESOURCES
In addition to the vocabulary, grammar notes and textbooks that students have, they may also
nd these websites useful: www.learn.co.uk, www.bbc.co.uk/schools/gcsebitesize,
www.linguastars.com, www.linguascope.com (user name: matravers, password: tricolore,
Intermediate option).
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ART AND DESIGN
EXAM FORMAT
The examination is worth 40% of the total marks for the subject.
Students have been working on preparatory studies since they received their examination
papers at the beginning of January.
By Friday, 1 March, they should have sufcientgood qualityprep work to ll at least three large
mounts. The quality of the work, and its presentation, is of great importance.
The exam will take place during the period Monday, 11 March Friday, 3 May.
Each student will have up to 10 hours in which to complete his or her work two whole days.
This may just be one piece or a series of pieces. Candidates should be aware that the only
criteria on which the work is marked, are coverage of all four assessment objectives and quality.
The examination work and preparatory studies are marked together. Top quality preparatory
work can mean that the candidate can achieve almost all the marks available before even
setting foot in the exam.
All examination work will be marked at the end of the second week after the Easter holiday. The
very last date for handing in any additional supporting exam work will be in the Art lesson by
Friday, 3 May.
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DANCE
The assessment for GCSE Dance consists of four units:
Unit 1 Critical Appreciation of Dance 20% Externally assessed
Unit 2 Set Dance 20% Externally assessed
Unit 3 Performance in a Duo or Group 20% Internally assessedUnit 4 Choreography 40% Internally assessed
The majority of the work for the practical units (2, 3 and 4) has been examined but students
must ensure that this work is rehearsed in preparation for the practical moderation.
Units 3 and 4 Performance and Choreography
(Internally assessed, externally moderated)
A selection of students will be chosen by the exam board for external moderation. These
students will be required to perform aspects of their practical work for the visiting moderator.
These may include: Performance in a Group (Unit 3), Solo Composition Task (Unit 4a) and
Choreography (Unit 4b). Students should remember that the mark awarded on the day ofmoderation will be their nal mark for that aspect of the course and it is therefore vital that all
students are thoroughly prepared.
Rehearsal opportunities will be provided for those students selected for the moderation process
and it is essential that students attend rehearsals when requested in order to ensure that they
can achieve the highest mark possible on the moderation day. Students are reminded that plain
black kit and smart appearance are required on the day of the external moderation.
Unit 2 Set Dance
(Externally assessed)
Students have been lmed performing the Set Dance and this will be sent to the examiner
shortly after the Easter break. Some students will be required to re-lm this element in
order to ensure that their performance reects their full ability for the assessment.If
otherstudents wish to have another attempt at this element of the course they should discuss
this with their Dance teacher at the earliest opportunity.
Unit 1 Critical Appreciation of Dance: Written Examination Paper
(Externally assessed)
Students are required to answer a range of questions on the two works that they have been
studying during the GCSE Dance course. These works are Matthew Bournes Nutcracker! and
Christopher Bruces Swansong.
Students will be expected to demonstrate their knowledge of these works with regard to
movement analysis, choreographic devices, costume, set design and accompaniment as well as
the themes inherent within the dances.
The exam paper could also include questions related to performance skills, choreography, the
rehearsal process and safe practice. Students should be revising these aspects of the course as
well.
Students will be following a revision programme during lesson time but this should be supported
by their own independent study in order to allow them to achieve their full potential. (Revision
materials will be available from the Dance Department after the Easter break.)
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DRAMA
EXAM FORMAT
For the nal exam students will be expected to perform in front of a external examiner. This is
worth 40% of your nal grade. The options that your teacher will have gone through are:
Performance devised by the candidates from a stimulus chosen by the centre and
related to the assignment brief
Performance of a complete short published play
Performance of an extract from a full length published play
Performance of an adaptation of a selection of scenes from a full length published play
Performance based on a full length published play using some of the original text
with additional devised work based on the situations and roles in the original text
Performance of a Theatre in Education piece to a target audience
Performance based on the assignment brief that can include devised work plus existingplay texts, poetry, song, lyrics and factual material
Unit 3
This year your assignment brief is a performance that must make the audience watch and
think. Your nal performance piece must be no less than 15 minutes and no more than 45
minutes long. The time limit must equal ve minutes per person.
The examiner will be assessing you on the following four elements:
Voice and Movement
Roles and Characterisation
Communication
Content, Style and Form
The examiner will require a brief statement written by the group on how your performance has
met the assignment brief. You will also be expected to provide a script of the play that you
perform.
Within one week you may have two to three hours of set Drama, incorporating 15 to 20 minutes
with your teacher helping you. For you to do well in your exam, it is essential that you nd timedo the following:
Write your script together
Learn your lines as soon as possible
Rehearse your piece and include strong character techniques and a range of
explorative strategies
The Final Performance
Before your nal exam you will have the opportunity to perform your play to parents and friends
on 18 April from 6pm. We recommend you do this so that all staging, lights and sound can beincluded as a practice run to your real performance on 22 April. This dress rehearsal will help
improve your condence in front of a live audience.
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MUSIC
EXAMINATION/COURSEWORK WEIGHTING
Composing Music 20%
Performing Music 40%
Composing and Appraising Music 20%Listening 20%
COURSEWORK
Composing Music: This is your rst composition. This will have been composed in Year
10 with the chance to improve it in Year 11.
Performing Music:This will be two performances, one solo and one ensemble, recorded
in an exam at a specic time in the course (beginning 8 April 2013).
EXAMINATION
Composing and Appraising Music: One composition, arising from an area of study.
Issued in the the second year. This must also be accompanied by a recorded realisation
and an appraisal that will involve a two hour controlled assessment session for completion
of the appraisal.
Listening:This consists of one paper that lasts one hour. Questions will be set on the ve
areas of study. All questions need a written answer.
REVISION HEADINGS
Revise the ve key areas of study. Use these to break up your revision.
Five Areas of Study
Rhythm and metre
Harmony and tonality
Texture and melody
Timbre and dynamics
Structure and form
Also listen to a range of music Classic FM, Radio 1, MTV etc. YouTube and Spotify are alsogood places to nd composers, styles and examples.
When you listen, try to comment on the musical elements in turn: Tempo, pitch, dynamics,
intrumentation etc. Use your vocabulary lists to help you. Learning these words is essential.
You have been given a revision booklet, and there are extra sessions taking place for
composition, performing and listening. Your teacher will give you more details, but these are
generally on Fridays after school. However most days you are welcome to use the Music Block
to rehearse or use the iMacs.
BBC bitesize is a good place to do some revision, as well as the key websites your teacher has
gone through with you. These can support your classwork and revision notes.
There will be a nal revision session before the exam.
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PHOTOGRAPHY
EXAM FORMAT
The examination is worth 40% of the total marks for the subject.
Students have been working on preparatory studies since they received their examination
papers at the beginning of January.
By Friday, 1 March, they should have sufcientgood qualityprep work to ll at least three large
mounts. The quality of the work, and its presentation, is of great importance.
The exam will take place during the period Monday, 11 March Friday, 3 May.
Each student will have up to 10 hours in which to complete his or her work two whole days.
This may just be one piece or a series of pieces. Candidates should be aware that the only
criteria on which the work is marked, are coverage of all four assessment objectives and quality.
The examination work and preparatory studies are marked together. Top quality preparatory
work can mean that the candidate can achieve almost all the marks available before even
setting foot in the exam.
All examination work will be marked at the end of the second week after the Easter holiday. The
very last date for handing in any additional supporting exam work will be in the Photography
lesson by Friday, 3 May.
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BUSINESS STUDIES
Applied Business Studies (OCR single award J213/J226)
EXAM FORMAT
Controlled Task: Will be completed by May
Examination: Written exam (1 hour 30 minutes) 40% of nal markBusiness Type Forms of Ownership
I understand the advantages and disadvantages of each of the following different forms of
ownership:
Sole trader
Partnership
Private limited company (LTD)
Public limited company (PLC) Franchise
Voluntary/charitable/not for prot
Business Activity Why and How Businesses Start, Succeed and/or Fail
I understand and can:
Identify possible reasons why a business starts eg to meet the needs of a particular
target market, in response to an innovative idea;
Identify types of activity a business may become involved in eg manufacturing ofgoods (consumer and capital goods), retailing, provision of services (leisure, nancial,
communication);
Explain possible changes in the external environment that can impact on these activities
eg economic factors such as the level of consumer spending on different goods and
services, new competitors entering the market;
Evaluate the consequences of these changes in the external environment to business
activity eg success, failure.
Business Organisation How Businesses Organise Themselves
I understand that businesses will group key tasks together into departments/functional areas. I
know that this enables a business to operate more efciently and allows a business to develop
discrete job roles.
I have looked at and understand how the following functional areas work:
Finance
Human resources
Marketing
Operations
Administration/ICT
I can evaluate the consequences for a business if the functional areas do not operate efciently.
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I can describe the above using a local business example that I have studied.
Framework for Activity Aims, Objectives and Mission Statements
I understand and can:
Identify the main aims of businesses eg making a prot, survival, gro
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