Revision list for year 11 mocks

English Language AQA
The mock examination will take place in January if you are not doing the IGCSE only option
Tips and techniques!
Choose good quotes you can say lots about! Choose three good quotes that you can infer from Retrieval question
and go beyond the obvious. - Retrieval and
These quotes must support your points, do not start with a quote.
inference – "what
do you learn
 Quote that supports statement  Inference (try to give two layers of inference) (8 marks)

Text 3 will usually be travel writing – literary non-fiction Explain the
The thoughts and feelings will always involve a subtle change – from fear to relief, or the feeling
thoughts and
will get more intense feelings
To get Top Band:
(8 marks)
You need to be able to spot the shift Find three quotes that you can infer form and use to support points How to structure your answer: Three sentences that sum up the piece- identifies main feelings and the change  Quote that supports statement  Inference (try to give two layers of inference) Q2
 Look at the headline and the image (do not talk about the font or the headline being Explain how the
headline and
 Pick out one language feature or word picture are
effective and how
 Explore two or three layers of connotation
they link to the text
 Discuss the effect – this makes the reader think/feel/imagine/wonder…. (8 marks)
Link it to the text – find the answer to the question that the headline raises or anything
that reinforces or emphasises the point in the headline
The following are the best language features to look out for: Compare how
language is used
for effect in two
(16 marks)
Discuss the connotations of these! Avoid writing about sentence structures as difficult to develop! Write 4 long paragraphs
Comparison is not very important- just identifying the same language device is enough Never compare content  Just say lots of clever things about the language used and the effects on the reader  Focus on the connotations of words (what they make you think)  Spend time carefully selecting quotes, you won't get any marks until you quote Find quotes to say clever things about KEEP mentioning the reader!
For Q5 write 1 ½ to 2 sides
For Q6 write 2 ½, no more than 3, sides
Writing section
Have a clear and interesting opening and ending Use the correct form and features appropriate for that form – e.g. letter, leaflet, article, speech etc Writing to inform,
 Use at least five types of punctuation – including lots of questions and exclamations to explain, describe
engage the reader, ellipsis to create suspense and pauses  Make your writing as entertaining and interesting as possible! (16 marks)
 Use varied and clear discourse markers  Vary you sentences by starting them in different ways and having a mixture of long and short sentences where appropriate Writing to
 Use well-developed points backed up by evidence, examples, statistics, anecdotes and  Use a topic sentence and the build the paragraph around this sentence (24 marks!)
 useful to help prepare for question 6 and shows effective structuring of writing too.
English Language IGCSE

For pupils who are taking the IGCSE Language only, the mock examination will take place in January For pupils taking both AQA and IGCSE Language , the mock examination will take place in March Exam- Extended (40%) Qu 1- Directed writing (Text A)-
(15 marks Reading 5 Writing) (20 marks) You could be asked to write: You must know what the features are of these type of texts and practise writing in them Qu 2- Effects of words and phrases (Text B)
(10 marks- no quality of writing marks) Can be written in PEE table (Point, evidence, effect) PEE- last E stands for effects Highlight the words and phrases first Think about what the powerful word makes them think/feel/imagine. Don't ‘feature spot' but discuss the meaning of the word in the context of the passage You can write a short overview of the feeling of the passage generally for top band Qu 3- Summarise (Text B)
(15 marks for reading and 5 for writing) 15 POINTS- one point per mark (bullet points) Highlight your points you will summarise first from the passage Bullet points the in note form on the question paper Now write the bullet points into your own words in continuous prose using connectives
English Language AQA
The mock examination will take place in January if you are not doing the IGCSE only option
Tips and techniques!
Choose good quotes you can say lots about! Choose three good quotes that you can infer from and go Retrieval
beyond the obvious. Question -
These quotes must support your points, do not start with a quote.
Retrieval and
inference –
"what do you
learn about…"
Quote that supports statement Inference (try to give two layers of inference) (8 marks)

Text 3 will usually be travel writing – literary non-fiction Explain the
The thoughts and feelings will always involve a subtle change – from fear to relief, or the feeling will
thoughts and
get more intense feelings
To get Top Band:
(8 marks)
You need to be able to spot the shift Find three quotes that you can infer form and use to support points How to structure your answer: Three sentences that sum up the piece- identifies main feelings and the change Quote that supports statement Inference (try to give two layers of inference) Q2
Look at the headline and the image (do not talk about the font or the headline being bold) Explain how the
Pick out one language feature or word headline and
picture are
Explore two or three layers of connotation
effective and
Discuss the effect – this makes the reader think/feel/imagine/wonder…. how they link to
Link it to the text – find the answer to the question that the headline raises or anything that
the text
reinforces or emphasises the point in the headline
(8 marks)

English Language IGCSE

For pupils who are taking the IGCSE Language only, the mock examination will take place in January For pupils taking both AQA and IGCSE Language , the mock examination will take place in March Exam- Extended (40%) Qu 1- Directed writing (Text A)-
(15 marks Reading 5 Writing) (20 marks) You could be asked to write: You must know what the features are of these type of texts and practise writing in them Qu 2- Effects of words and phrases (Text B)
(10 marks- no quality of writing marks) Can be written in PEE table (Point, PEE- last E stands for effects evidence, effect) Highlight the words and phrases first Think about what the powerful word makes them think/feel/imagine. Don't ‘feature spot' but discuss the meaning of the word in the context of the passage You can write a short overview of the feeling of the passage generally for top band Qu 3- Summarise (Text B)
(15 marks for reading and 5 for writing) 15 POINTS- one point per mark (bullet Highlight your points you will summarise first from the passage Bullet points the in note form on the question paper Now write the bullet points into your own words in continuous prose using connectives The English Literature Mock (November 26th) New _
Paper 1: Exploring Modern Texts

Section A: Modern Prose or drama
Kindertransport An Inspector Calls Section B: Exploring cultures
Of Mice and Men Purple Hibiscus Candidates will be expected to consider:
- Ideas, themes and issues
- Characterisation
- Settings
Section A
A01: Response and evaluating textual detail. A02: Language, structure and form. Section B
+ A04: Relate texts to social, cultural and historical contexts. The Questions
Section A:
Candidates answer one essay question from a choice of two.
Section B:
Candidates answer one context question on a passage from the book and then a follow on theme/character/issue across the wider novel. The question will be in two parts.
• Part a will ask candidates to respond to a passage from the text for close analysis of language. • Part b will ask candidates to link this passage to events and themes across the whole text. MATHEMATICS FOUNDATION
Sequences - generating next term(s), nth term of arithmetic sequence. Plotting coordinates. Plotting graphs of linear functions, y=mx+c. Find gradient and intercept of y=mx+c. Implicit functions. Gradients of parallel lines. Solve 2 simultaneous equations in 2 unknowns graphically. Real life graphs, functions and straight line graphs, interpreting straight line graphs. Equation, formula and expression. Collecting like terms, deriving a formula. Substitute numbers Expand single bracket and factorising back. Set up and solve simple equations. Rearrange formulae Show inequalities on number line, solve inequalities. Trial and improvement. Quadratics: be able to substitute values into a quadratic expression; be able to draw the graph of a quadratic equation; be able to find solutions to a quadratic equation from a graph. Find & interpret: Mean, mode, median. Mean from frequency tables, mean for grouped data. Stem & leaf diagrams, box plots. Bar charts, pie charts, histograms for continuous data, frequency polygons Draw line graphs for time series, interpret time series Scatter graphs, correlation and lines of best fit. Probability – be able to list outcomes of an experiment or draw a sample space diagram; to be able to find the probability of something happening; to be able to find the probability of something not happening; to be able to find relative frequencies; to be able to compare theoretical and experimental probabilities and look for bias. Squares numbers, square roots, cube numbers 1,2,3,4,5 &10. Factors and multiples, HCF, LCM. Percentage increase & decrease - simple interest, profit/loss, discounts, tax, VAT. Ratio - simplify and share Negative numbers – order, add, subtract multiply and divide negative numbers. Fractions – find fractions of amounts, find equivalent fractions, add/subtract/multiply/divide fractions, change from mixed number to top heavy fraction and vice versa, write fractions as decimals and percentages Angles: at a point, on a line, interior exterior angles in polygons, regular polygons, parallel lines. Properties of Shape: Triangles, quadrilaterals, circles and construction of regular inscribed Metric/ Imperial measures. Time, bearings, maps, scale drawing. Transformations - symmetry, rotation, reflection, translations. Congruence and similarity. Combining transformations. Enlargements. Perimeter and area of shapes made from rectangles & triangles, area of parallelograms, area of trapeziums, area of compound shapes. Plans and elevation, use of isometric paper, construct nets, find surface area Pythagoras' Theorem Find coordinates of midpoint of a line segment, length of line segment. Construct triangles given SAS, SSS, ASA. Construct perpendicular bisector, angle bisector, loci 3D solids: know the names of 3D solids and their number of vertices, edges and faces; be able to draw solids using isometric paper; to be able to draw plans and elevations; to be able to draw nets; to be able to find the surface area Circles – find area and circumference, find area and perimeter of half and quarter circles. Volume – cuboids, prisms, cylinders and compound solids. Change between units of volume (cm3 Speed, distance , time – convert between 12 and 24 hour clock times, read bus/train timetables, draw and interpret distance –time graphs, find speed, distance or time using other two. MATHEMATICS HIGHER
Sequences - generating next terms, nth term of arithmetic sequence. Gradient and intercept of y=mx+c. Gradient of parallel and perpendicular lines. Implicit functions, drawing straight line graphs. Solve 2 simultaneous equations graphically. Real life graphs, functions and straight line graphs, interpreting straight line graphs. Equation, formula and expression. Collecting like terms. Expand single bracket. Factorise to get one bracket. Simplify rational expressions by cancelling, adding, subtracting, and multiplying. Expand double brackets (FOIL). Factorise quadratic expression, (a=1), to 2 brackets, including Set up and solve linear equations (including brackets), (a) unknowns on one side (b) unknown on both sides. Rearrange formulae. Show inequalities on number line, solve inequalities, be able to identify a given area on a graph using inequalities; be able to find the area on a graph given by inequalities. Plot quadratic graphs. Solve quadratic equations graphically. Trial and improvement. Simultaneous equations – be able to solve a pair of linear simultaneous equations Plot and recognise cubic, reciprocal, exponential and circular functions, use the graphs of these functions to find approximate solutions to equations Collecting data; sampling and questionnaires Stem & leaf diagrams, cumulative frequency diagrams, box plots. Find & interpret: mean, mode / modal class & median from frequency tables & grouped data. Frequency polygons, cumulative frequency curves, box plots. Draw line graphs for time series, interpret time series Scatter graphs, correlation and lines of best fit. Probability – find probabilities (may be from listing outcomes or sample space diagram), find the probability of something not happening, to be able to find relative frequencies, to be able to compare theoretical and experimental probabilities and look for bias, draw and use tree diagrams. Square numbers/square roots/cube nos/cube roots, indices, rounding, factors, multiples, HCF, Percentage increase & decrease, calculate an original amount after % change, repeated percentage change using a multiplier raised to a power - simple interest, profit/loss, discounts, tax, VAT, compound interest. Reverse percentages Indices, indices laws Ratio - simplify and share. Congruence & similarity, particularly triangles. 4 rules of fractions without calculators, fractions to decimals to percentages and vice versa Surds – be able to simplify surds and expressions involving surds, rationalise the denominator. Recurring decimals – be able to write recurring decimals as a fraction. Estimating answers to calculations by rounding. Direct and Indirect Proportion Angles: at a point, on a line, interior exterior angles in polygons, regular polygons, parallel lines. Properties of shape: Triangles, quadrilaterals, circles and construction of regular inscribed Metric/ Imperial measures. Time, bearings, maps, scale drawing. Transformations: reflections, rotations, translations and enlargements including positive fractional and negative scale factors. Congruency and similarity. Drawing 3D solids on isometric paper; plans and elevations; nets. Area of rectangles, triangles, parallelogram, trapezium, compound shapes, area and circumference of circles. Pythagoras' Theorem Find coordinates of midpoint of a line segment, length of line segment. Construct triangles given SAS, SSS, ASA. Construct perpendicular bisector, angle bisector, loci Arc length and sector area –find the area and circumference of a circle; be able to use these to find the sector area and arc length; be able to find the area and perimeter of compound shapes involving circles. Circle theorems - angle between tangent and radius; angles in same segment; angle at circumference and at centre; angle in a semi-circle; angles in cyclic quadrilaterals; alternate segment theorem. Speed, distance, time – draw and interpret distance –time graphs, find speed, distance or time using other two. Convert between different units. Density – know and use the relationship between this and mass and volume. Upper and lower bounds – be able to find upper/lower bounds of a measurement, use these in calculations. Similar and congruent shapes – proving similarity and congruency, finding area and volume of similar shapes/solids. Know the relationship between the scale factors for length, area and volume. Volume and surface area – cuboids, prisms, cylinders, cones, pyramids and spheres. Volume and surface area of compound solids and frustums. Use sin, cos and tan to find missing angles or sides for right-angled triangles. GCSE Science
Sets 1 and 2 (Triple students) - 6 mock exams each 1 hour in length
B1, B2, B3 B4, B5, B6 C1, C2, C3 C4, C5, C6 P1, P2, P3 P4, P5, P6 Sets 4, 5, 6 and 7 (Additional science) - 3 mock exams each 40mins in length Set 7 (Additional Applied science) - 1 mock exam 1 hour in length Module A - science in society Set 8 and 9 (Core science) - 3 mock exams each 1 hour in length B1, B2, B3 C1, C2, C3 P1, P2, P3 Biology - Core B1 - You and Your Genes
Section 1 - What are genes and how do they affect the way that organisms develop?

1. Recall that instructions to control how an organism develops and functions are found in the nucleus of its cells and are called genes 2. Recall that genes are instructions for a cell that describe how to make proteins 3. Recall that proteins may be structural (eg collagen) or functional (eg enzymes eg amylase) 4. Recall that genes are sections of very long DNA molecules that make up chromosomes in the nuclei of cells 5. Understand that some characteristics are determined by genes (eg dimples), some are determined by environmental factors (eg scars), and some are determined by a combination of genes and the environment (eg weight) 6. Understand that many characteristics are determined by several genes working together (eg eye colour).
Section 2 - Why can people look like their parents, brothers and sisters, but not be
identical to them?
1. Recall that body cells contain pairs of chromosomes and that sex cells contain only one
chromosome from each pair 2. Understand that chromosomes in a pair carry the same genes in the same place, but that there may be different versions of genes called alleles 3. Recall that an individual usually has two alleles for each gene
4. Recall that in an individual the two alleles of each gene can be the same (homozygous) or
different (heterozygous)
5. Understand that during sexual reproduction genes from both parents come together and
produce variation in the offspring 6. Understand that offspring have some similarities to their parents because of the combination of maternal and paternal alleles in the fertilised egg 7. Understand that different offspring from the same parents can differ from each other because they inherit a different combination of maternal and paternal alleles 8. Understand that an allele can be dominant or recessive, and that: a. An individual with one or both dominant alleles (in a pair of alleles) will show the associated dominant characteristic b. An individual with one recessive allele (in a pair of alleles) will not show the associated recessive characteristic c. An individual with both recessive alleles (in a pair of alleles) will show the associated recessive characteristic 9. Recall that human males have XY sex chromosomes and females have XX sex chromosomes 10.Understand that the sex-determining gene on the Y chromosome triggers the development of testes, and that in the absence of a Y chromosome ovaries develop 11. Use and interpret genetic diagrams (family trees and Punnett squares) showing: a. The inheritance of single gene characteristics with a dominant and recessive allele b. The inheritance of sex chromosomes 12.Understand that the term genotype describes the genetic make-up of an organism (the combination of alleles) and the term phenotype describes the observable characteristics that the organism has. Section 3 How can and should genetic information be used? How can we use our
knowledge of genes to prevent disease?
1. Understand that a small number of disorders are caused by faulty alleles of a single gene,
including Huntington's disease and cystic fibrosis 2. Recall that disorders may be caused by dominant alleles (eg Huntington's disease) or recessive alleles (eg cystic fibrosis) 3. Recall the symptoms of Huntington's disease and cystic fibrosis, to include: a. Huntington's disease – late onset, tremor, clumsiness, memory loss, inability to concentrate, mood changes b. Cystic fibrosis – thick mucus, difficulty breathing, chest infections, difficulty in digesting food. 4. Understand that a person with one recessive allele (in a pair of alleles) will not show the symptoms of the disorder, but is a carrier and can pass the recessive allele to their children. 5. Interpret through genetic diagrams (family trees and punnett squares) the inheritance of a single gene disorder, including the risk of a child being a carrier 6. Describe uses of genetic testing for screening adults, children and embryos, limited to: a. Testing embryos for embryo selection (pre-implantation genetic diagnosis)
b. Predictive testing for genetic diseases
c. Testing an individual before prescribing drugs 7. Understand that testing adults and fetuses for alleles that cause genetic disorders has implications that need to be considered, including: a. Risk of miscarriage as a result of cell sampling for the genetic test b. Using results that may not be accurate, including false positives and false negatives c. Whether or not to have children at all d. Whether or not a pregnancy should be terminated e. Whether other members of the family should be informed 8. Understand the implications of testing embryos for embryo selection prior to Implantation 9. Understand the implications of the use of genetic testing by others (for example, for genetic screening programmes by employers and insurance companies).

Section 4 How is a clone made?

1. Understand that bacteria, plants and some animals can reproduce asexually to form clones (individuals with identical genes) 2. Understand that any differences between clones are likely to be due only to environmental factors 3. Understand that clones of plants occur naturally when plants produce bulbs or runners 4. Understand that clones of animals occur: a. Naturally, when cells of an embryo separate (identical twins) b Artificially, when the nucleus from an adult body cell is transferred to an empty unfertilised egg cell 5. Understand that there are different types of stem cells: a. Adult stem cells which are unspecialised cells that can develop into some types of cells b. Embryonic stem cells which are unspecialised cells that can develop into any type of 6. Understand that, as a result of being unspecialised, stem cells from embryos and adults offer the potential to treat some illnesses 7. Understand that the majority of cells of multicellular organisms become specialised during the early development of the organism. Biology - Core B2 – Keeping Healthy
Section 1 - How do our bodies resist infection?

1. To understand that symptoms of an infectious disease are caused by damage done to cells by micro-organisms or by the poisons (toxins) they produce 2. To understand why, in suitable conditions such as those inside a human body, microorganisms (eg bacteria and viruses) can reproduce rapidly to produce very large numbers 3. To calculate the population growth of microorganisms given appropriate data 4. To understand that white blood cells are part of the body's immune system and can destroy microorganisms by engulfing and digesting them or by producing antibodies 5. To understand that antibodies recognise microorganisms by the antigens that they carry on their surface, that different microorganisms have different antigens, and that a different antibody is therefore needed to recognise each different type of microorganism 6. To understand that once the body has made the antibody to recognise a particular Microorganism, memory cells can make that antibody again very quickly, therefore protecting against that particular microorganism in the future (immunity).
Section 2 - What are vaccines and antibiotics and how do they work?

1. To understand that vaccinations provide protection from microorganisms by establishing memory cells that produce antibodies quickly on re-infection 2. To understand that a vaccine usually contains a safe form of a disease-causing microorganism 3. To understand why, to prevent epidemics of infectious diseases, it is necessary to vaccinate a high percentage of a population 4. To understand that vaccines and drugs (medicines) can never be completely risk-free, since individuals have varying degrees of side effects to them 5. To understand that due to genetic differences, people react differently to drugs and vaccines
6. To understand that chemicals called antimicrobials can be used to kill, or inhibit, bacteria,
fungi and viruses 7. To recall that antibiotics are a type of antimicrobial that are effective against bacteria but not viruses 8. To understand that over a period of time bacteria and fungi may become resistant to antimicrobials 9. To understand that random changes (mutations) in the genes of these microorganisms sometimes lead to varieties which are less affected by antimicrobials 10. To understand that to reduce antibiotic resistance we should only use antibiotics when necessary and always complete the course 11. To understand that new drugs and vaccines are first tested for safety and effectiveness using animals and human cells grown in the laboratory 12. To recall that human trials may then be carried out: a. on healthy volunteers to test for safety b. on people with the illness to test for safety and effectiveness 13.To describe and explain the use of ‘open-label', ‘blind' and ‘double-blind' human trials in the testing of a new medical treatment 14.To understand the importance of long-term human trials 15. To understand the ethical issues related to using placebos in human trials. Section 3 - What factors increase the risk of heart disease?
1. To describe the role of the heart as a double pump in the circulatory system 2. To understand why heart muscle cells need their own blood supply 3. To understand how the structure of arteries, veins and capillaries is related to their function 4. To understand that heart rate can be measured by recording the pulse rate 5. To understand that blood pressure measurements record the pressure of the blood on the walls of the artery 6. To understand that a blood pressure measurement is given as two numbers, the higher value when the heart is contracting and the lower value when the heart is relaxed 7. To understand that ‘normal' measurements for factors such as heart rate and blood pressure are given within a range because individuals vary 8. To understand how fatty deposits in the blood vessels supplying the heart muscle can produce a ‘heart attack' 9. To understand that heart disease is usually caused by lifestyle factors and/or genetic factors 10. To understand that lifestyle factors that can increase the risk of heart disease include: a. poor diet b. stress c. cigarette smoking d. misuse of drugs 11. To understand that regular moderate exercise reduces the risk of developing Heart-disease 12. To relate differences in lifestyle factors in the UK and non-industrialised countries to the prevalence of heart disease 13. To understand how factors that can increase the risk of heart disease are identified via epidemiological and large scale genetics studies 14. To assess levels of heart disease risk, and actions that could be taken to reduce risk, when provided with lifestyle and genetic data 15. To understand that high blood pressure increases the risk of heart disease 16. To understand that the misuse of drugs (eg Ecstasy, cannabis, nicotine and alcohol) can have an adverse effect on health, including heart rate and blood pressure, increasing the risk of a heart attack.
Section 4 - How do our bodies keep a healthy water balance?
1. To understand that nervous and hormonal communication systems are involved in
maintaining a constant internal environment (homeostasis) 2. To understand that automatic control systems throughout the body maintain a range of factors at steady levels and that this is required for cells to function properly 3. To recall that these control systems have: a. receptors to detect changes in the environment b. processing centres to receive information and coordinate responses automatically c. effectors to produce the response 4. To understand the principle of negative feedback 5. To understand that negative feedback between the effector and the receptor of a control system reverses any changes to the system's steady state 6. To understand that a balanced water level is important for maintaining the concentration of cell contents at the correct level for cell activity 7. To understand that water levels are controlled by balancing gains from drinks, food and respiration and losses through sweating, breathing, faeces and the excretion of urine 8. To understand that the kidneys play a vital role in balancing levels of water, waste and other chemicals in the blood 9. To understand that the kidneys balance water levels by producing dilute or concentrated urine as a response to concentration of blood plasma, which is affected by external temperature, exercise level and intake of fluids and salt 10.To understand that concentration of urine is controlled by a hormone called ADH, which is released into the bloodstream by the pituitary gland 11.To understand how ADH secretion is controlled by negative feedback 12. To understand that alcohol results in the production of a greater volume of more dilute urine, due to ADH suppression, which can lead to dehydration and adverse effects on health
13. To understand that the drug Ecstasy results in a smaller volume of less dilute urine, due to
increased ADH production.

Biology Core B3 – Life on Earth - Assess what you have understood through this topic:
You should know
That a species is a group of breeding organisms, producing fertile Why all species within a food web are dependent on each other Why organisms compete for resources with other species in the same habitat How organisms become extinct if they cannot adapt to their environment change, or if a competitor; predator; or disease-causing organism enters the environment That the Sun is the ultimate source of energy for nearly all organisms How energy transfers through the ecosystem when organisms are eaten How energy is lost from a food chain as heat , waste products and uneaten parts, limiting the length of the food chain How carbon cycles through the environment, including processes of combustion, respiration and photosynthesis That the nitrogen cycle involves nitrogen fixation, conversion to proteins, excretion, decay, uptake of nitrates by plants and denitrification That life on Earth began 3500 million years ago and evolved from simple living things Why all individuals are different and that some variation is genetic How mutations increase genetic variation and can be caused be passed How certain characteristics favour the survival of certain individuals in the process of natural selection How humans use selective breeding to choose characteristics in plants That the analysis of DNA and the fossil record provides evidence for How the classification of organisms shows their evolutionary How new species evolve through a combination of mutations, environmental changes, natural selection and isolation That biodiversity includes the variation within and between different How biodiversity ensures sustainability by increasing the stability of ecosystems and is vital for the development of food crops and medicines Why large-scale monoculture of a single crop does not maintain That all packaging materials use raw materials, energy for their production and transport, and create pollution; reducing them improves Module B4: The processes of life
B4.1 How do chemical reactions take place in living things?

1. Understand that the basic processes of life carried out by all living things depend on chemical reactions within cells that require energy released by respiration 2. Understand the role of photosynthesis in making food molecules and energy available to living organisms through food chains 3. Describe photosynthesis as a series of chemical reactions that use energy from sunlight to build large food molecules in plant cells and some microorganisms (e.g. phytoplankton) 4. Describe respiration as a series of chemical reactions that release energy by breaking down large food molecules in all living cells 5. Recall that enzymes are proteins that speed up chemical reactions 6. Recall that cells make enzymes according to the instructions carried in genes 7. Understand that molecules have to be the correct shape to fit into the active site of the enzyme (the lock and key model) 8. Understand that enzymes need a specific constant temperature to work at their optimum, and that they permanently stop working (denature) if the temperature is too high
9. Explain that enzyme activity at different temperatures is a balance between:
a. increased rates of reaction as temperature increases b. changes to the active site at higher temperatures, including denaturing Candidates are not expected to explain why rates of reaction increase with temperature 10. Recall that an enzyme works at its optimum at a specific pH
11. Explain the effect of pH on enzyme activity in terms of changes to the shape of the active site.
odule B4: The processes of life
4.2 How do plants make food?

1. Recall the names of the reactants and products of photosynthesis, and use the word equation: carbon dioxide + water → glucose + oxygen 2. Recall the formulae of the reactants and products of photosynthesis, and use the
symbol equation: 6CO2 + 6H2O → C6H12O6 + 6O2

3. Recall the main stages of photosynthesis: a. light energy absorbed by the green chemical chlorophyll b. energy used to bring about the reaction between carbon dioxide and water to produce glucose (a sugar) c. oxygen produced as a waste product 4. Recall that glucose may be: a. converted into chemicals needed for growth of plant cells, for example cellulose, protein and chlorophyll b. converted into starch for storage c. used in respiration to release energy 5. Recall the structure of a typical plant cell, limited to chloroplasts, cell membrane, nucleus, cytoplasm, mitochondria, vacuole and cell wall 6. Understand the functions of the structures in a typical plant cell that have a role in photosynthesis, including: a. chloroplasts contain chlorophyll and the enzymes for the reactions in photosynthesis b. cell membrane allows gases and water to pass in and out of the cell freely while presenting a barrier to other chemicals c. nucleus contains DNA which carries the genetic code for making enzymes and other proteins used in the chemical reactions of photosynthesis d. cytoplasm where the enzymes and other proteins are made 7. Recall that minerals taken up by plant roots are used to make some chemicals needed by cells, including nitrogen from nitrates to make proteins 8. Understand that diffusion is the passive overall movement of molecules from a region of their higher concentration to a region of their lower concentration 9. Recall that the movement of oxygen and carbon dioxide in and out of leaves during photosynthesis 10. Understand that osmosis (a specific case of diffusion) is the overall movement of water from a dilute to a more concentrated solution through a partially permeable membrane 11. Recall that the movement of water into plant roots occurs by osmosis 12. Understand that active transport is the overall movement of chemicals across a cell
membrane requiring energy from respiration

13. Recall that active transport is used in the absorption of nitrates by plant roots
14. Understand that the rate of photosynthesis may be limited by:
b. carbon dioxide c. light intensity 15. Interpret data on factors limiting the rate of photosynthesis 16. Describe and explain techniques used in fieldwork to investigate the effect of light on plants, a. using a light meter b. using a quadrat c. using an identification key 17. Understand how to take a transect. Module B4: The processes of life
B4.3 How do living organisms obtain energy?

1. Understand that all living organisms require energy released by respiration for some chemical reactions in cells, including chemical reactions involved in: a. movement b. synthesis of large molecules c. active transport
2. Understand that synthesis of large molecules includes: a. synthesis of polymers required by plant cells such as starch and cellulose from glucose in plant cells b. synthesis of amino acids from glucose and nitrates, and then proteins from amino acids in plant, animal and microbial cells 3. Recall that aerobic respiration takes place in animal and plant cells and some microorganisms, and requires oxygen 4. Recall the names of the reactants and products of aerobic respiration and use the word equation: glucose + oxygen → carbon dioxide + water (+ energy released)
5. Recall the formulae of the reactants and products of aerobic respiration and use the
symbol equation: C6H12O6 + 6O2 → 6CO2 + 6H2O
6. Recall that anaerobic respiration takes place in animal, plant and some microbial cells in
conditions of low oxygen or absence of oxygen, to include: a. plant roots in waterlogged soil b. bacteria in puncture wounds c. human cells during vigorous exercise 7. Recall the names of the reactants and products of anaerobic respiration in animal cells and some bacteria, and use the word equation: glucose → lactic acid (+ energy released) 8. Recall the names of the reactants and products of anaerobic respiration in plant cells and some microorganisms including yeast, and use the word equation: glucose → ethanol + carbon dioxide (+ energy released) 9. Understand that aerobic respiration releases more energy per glucose molecule than anaerobic respiration B4.3 How do living organisms obtain energy?
10. Recall the structure of typical animal and microbial cells (bacteria and yeast) limited to: b. cytoplasm c. cell membrane d. mitochondria (for animal and yeast cells) e. cell wall (for yeast and bacterial cells) f. circular DNA molecule (for bacterial cells) 11. Understand the functions of the structures in animal, plant, bacteria and yeast cells that have a role in respiration, including: a. mitochondria contain enzymes for the reactions in aerobic respiration (in animals, plants and yeast) b. cell membrane allows gases and water to pass in and out of the cell freely while presenting a barrier to other chemicals c. nucleus or circular DNA in bacteria contains DNA which carries the genetic code for making enzymes used in the chemical reactions of respiration d. cytoplasm where enzymes are made and which contains the enzymes used in anaerobic respiration 12. Describe examples of the applications of the anaerobic respiration of microorganisms, including the production of biogas and fermentation in bread making and alcohol production. Module B5: Growth and development
B5.1 How do organisms develop?

1. Recall that cells in multicellular organisms can be specialised to do particular jobs 2. Recall that groups of specialised cells are called tissues, and groups of tissues form organs 3. Recall that a fertilised egg cell (zygote) divides by mitosis to form an embryo 4. Recall that in a human embryo up to (and including) the eight cell stage, all the cells are identical (embryonic stem cells) and could produce any type of cell required by the organism 5. Understand that after the eight cell stage, most of the embryo cells become specialised and form different types of tissue 6. Understand that some cells (adult stem cells) remain unspecialised and can become specialised at a later stage to become many, but not all, types of cell required by the organism 7. Understand that in plants, only cells within special regions called meristems are mitotically active 8. Understand that the new cells produced from plant meristems are unspecialised and can develop into any kind of plant cell 9. Understand that unspecialised plant cells can become specialised to form different types of tissue (including xylem and phloem) within organs (including flowers, leaves, stems and roots) 10. Understand that the presence of meristems (as sources of unspecialised cells) allows the production of clones of a plant from cuttings, and that this may be done to reproduce a plant with desirable features 11. Understand that a cut stem from a plant can develop roots and then grow into a complete plant which is a clone of the parent, and that rooting can be promoted by the presence of plant hormones (auxins)
12. Understand that the growth and development of plants is also affected by the environment,
e.g. phototropism 13. Understand how phototropism increases the plant's chance of survival 14. Explain phototropism in terms of the effect of light on the distribution of auxin in a
shoot tip.

Module B5: Growth and development
B5.2 How does an organism produce new cells?

1. Recall that cell division by mitosis produces two new cells that are genetically identical to each other and to the parent cell 2. Describe the main processes of the cell cycle: a. cell growth during which: • numbers of organelles increase • the chromosomes are copied when the two strands of each DNA molecule separate and new strands form alongside them b. mitosis during which: • copies of the chromosomes separate • the nucleus divides Candidates are not expected to recall intermediate stages of mitosis 3. Recall that meiosis is a type of cell division that produces gametes 4. Understand why, in meiosis, it is important that the cells produced only contain half the chromosome number of the parent cell Candidates are not expected to recall intermediate stages of meiosis 5. Understand that a zygote contains a set of chromosomes from each parent.
B5: Growth and development
B5.3 How do genes control growth and development within the cell?
1. Recall that DNA has a double helix structure 2. Recall that both strands of the DNA molecule are made up of four different bases which always pair up in the same way: A with T, and C with G 3. Understand that the order of bases in a gene is the genetic code for the production of a protein
4. Explain how the order of bases in a gene is the code for building up amino acids in the
correct order to make a particular protein
Candidates are not expected to recall details of nucleotide structure, transcription or translation 5. Recall that the genetic code is in the cell nucleus of animal and plant cells but proteins are produced in the cell cytoplasm 6. Understand that genes do not leave the nucleus but a copy of the gene (messenger RNA) is
produced to carry the genetic code to the cytoplasm
7. Understand that although all body cells in an organism contain the same genes, many genes in a particular cell are not active (switched off) because the cell only produces the specific proteins 8. Understand that in specialised cells only the genes needed for the cell can be switched on, but in embryonic stem cells any gene can be switched on during development to produce any type of specialised cell 9. Understand that adult stem cells and embryonic stem cells have the potential to produce cells needed to replace damaged tissues 10. Understand that ethical decisions need to be taken when using embryonic stem cells and that this work is subject to Government regulation
11. Understand that, in carefully controlled conditions of mammalian cloning, it is
possible to reactivate (switch on) inactive genes in the nucleus of a body cell to form cells
of all tissue types.

Module B6: Brain and mind
B6.1 How do animals respond to changes in their environment?

1. Recall that a stimulus is a change in the environment of an organism 2. Understand that simple reflexes produce rapid involuntary responses to stimuli 3. Understand that the simplest animals rely on reflex actions for the majority of their behaviour 4. Understand that these reflex actions help to ensure that the simplest animals respond to a stimulus in a way that is most likely to result in their survival, to include finding food and sheltering from predators 5. Recall examples of simple reflexes in humans, to include newborn reflexes (e.g. stepping, grasping, sucking), pupil reflex, knee jerk and dropping a hot object 6. Understand that nervous co-ordination, including simple reflexes, requires: a. receptors to detect stimuli b. processing centres to receive information and coordinate responses c. effectors to produce the response 7. Understand that receptors and effectors can form part of complex organs, for example: a. light receptor cells in the retina of the eye b. hormone secreting cells in a gland c. muscle cells in a muscle 8. Understand that nervous systems use electrical impulses for fast, short-lived responses including simple reflexes 9. Recall that hormones are chemicals that are produced in glands, travel in the blood and bring about slower, longer-lasting responses, e.g. insulin and oestrogen 10. Recall that the development of nervous and hormonal communication systems depended on the evolution of multicellular organisms.
B6.2 How is information passed through the nervous system?

1. Recall that nervous systems are made up of neurons (nerve cells) linking receptor cells (e.g. in eyes, ears and skin) to effector cells (in muscles/glands) 2. Recall that neurons transmit electrical impulses when stimulated 3. Recall that an axon is a long extension of the cytoplasm in a neuron and is surrounded by cell membrane 4. Understand that some axons are surrounded by a fatty sheath, which insulates the neuron from neighbouring cells and increases the speed of transmission of a nerve impulse 5. Recall that in humans and other vertebrates the central nervous system (CNS) is made up of the spinal cord and brain 6. Recall that in the mammalian nervous system the CNS (brain and spinal cord) is connected to the body via the peripheral nervous system (PNS) (sensory and motor neurons) 7. Understand that the CNS coordinates an animal's responses via: a. sensory neurons carrying impulses from receptors to the CNS b. motor neurons carrying impulses from the CNS to effectors 8. Understand that within the CNS, impulses are passed from sensory neurons to motor neurons through relay neurons 9. Describe the nervous pathway of a spinal reflex arc to include receptor, sensory neuron, relay neuron, spinal cord, motor neuron and effector
10. Understand that this arrangement of neurons into a fixed pathway allows reflex
responses to be automatic and so very rapid, since no processing of information is

11. Recall that there are gaps between adjacent neurons called synapses and that impulses are transmitted across them 12. Understand that at a synapse an impulse triggers the release of chemicals
(transmitter substances) from the first neuron into the synapse, which diffuse across and
bind to receptor molecules on the membrane of the next neuron

13. Understand that only specific chemicals bind to the receptor molecules, initiating a
nerve impulse in the next neuron
14. Recall that some toxins and drugs, including Ecstasy, beta blockers and Prozac, affect the
transmission of impulses across synapses
15. Understand that Ecstasy (MDMA) blocks the sites in the brain's synapses where the
transmitter substance, serotonin, is removed
16. Understand that the effects of Ecstasy on the nervous system are due to the

subsequent increase in serotonin concentration
17. Recall that the cerebral cortex is the part of our brain most concerned with intelligence,
memory, language and consciousness 18. Understand that scientists can map the regions of the brain to particular functions (including studies of patients with brain damage, studies in which different parts of the brain are stimulated electrically, and brain scans such as MRI, showing brain structure and activity).
B6.3 Can reflex responses be learned?
1. Understand that a reflex response to a new stimulus can be learned by introducing the secondary (new) stimulus in association with the primary stimulus, and that this is called conditioning 2. Describe and explain two examples of conditioning, including Pavlov's dogs
3. Understand that in a conditioned reflex the final response (e.g. salivation) has no direct
connection to the secondary stimulus (e.g. ringing of a bell)
4. Understand that conditioned reflexes are a form of simple learning that can increase

an animal's chance of survival
5. Recall that in some circumstances the brain can modify a reflex response via a neuron

to the motor neuron of the reflex arc, for example keeping hold of a hot object.
B6.4 How do humans develop more complex behaviour?
1. Understand that the evolution of a larger brain gave early humans a better chance of survival
2. Recall that mammals have a complex brain of billions of neurons that allows learning by experience, including social behaviour 3. Understand that during development the interaction between mammals and their environment results in neuron pathways forming in the brain 4. Understand that learning is the result of experience where: a. certain pathways in the brain become more likely to transmit impulses than others b. new neuron pathways form and other neuron pathways are lost 5. Understand that this is why some skills may be learnt through repetition
6. Understand that the variety of potential pathways in the brain makes it possible for the
animal to adapt to new situations
7. Understand the implications of evidence suggesting that children may only acquire

some skills at a particular age, to include language development in feral children
8. Describe memory as the storage and retrieval of information
9. Recall that memory can be divided into short-term memory and long-term memory 10. Understand that humans are more likely to remember information if: a. they can see a pattern in it (or impose a pattern on it) b. there is repetition of the information, especially over an extended period of time c. there is a strong stimulus associated with it, including colour, light, smell, or sound 11. Understand how models can be used to describe memory (including the multi-store model) to include short-term memory, long-term memory, repetition, storage, retrieval and forgetting 12. Understand that models are limited in explaining how memory works. Module A – Science in Society - Topic A1: Sport and fitness
1. Describe two examples of local organisations that provide sport or fitness facilities for the
community, describe their provision and understand the impact they have on the local and wider community 2. Describe the roles of two qualified practitioners working at sport or fitness facilities, describe the types of scientific and technical skills they need to perform their job roles (to include coaches and personal trainers) 3. Understand the regulatory factors that affect the practitioner working at sport and fitness facilities, to include health and safety and how the regulations impact on the work they do.
Any sport or fitness programme starts with a process of baseline assessment.
1. Distinguish between the terms lifestyle (alcohol and tobacco consumption, and stress), health (medication, previous treatments, personal history (previous injuries, operations, pregnancies )), and fitness (aerobic, stamina and strength)
2. Understand why the risk to a client must be assessed before any fitness programme is
started, in order to avoid risk or injury to the client and litigation against the practitioner
3. Describe how basic information is collected in an initial health or fitness assessment (pulse
rate, temperature, blood pressure, height, body mass, aerobic fitness, gender, age) 4. Calculate and interpret body mass index data and recall ranges of BMI for underweight, healthy weight, overweight, and obese 5. Recall and describe how the equipment is used to measure a person's pulse, temperature (clinical thermometer, liquid crystal and electronic sensor), blood pressure (sphygmomanometer and electronic sensor) 6. Interpret given information and perform calculations on pulse rate, fitness determination, temperature, blood pressure, height and body mass 7. Recall and use the equation:
BMI = body mass (kg) [height (m)]2 8. Understand how lifestyle factors can adversely affect fitness, to include food, drink, exercise and stress.
Sport and fitness practitioners need to understand how the human body functions.
1. Name and locate the parts of the human breathing system (limited to ribs, intercostal muscles, diaphragm, lungs, trachea, bronchus, bronchioles and alveoli) 2. Understand how the structure of these parts is related to their function 3. Name and locate the parts of the heart (limited to valves, left and right atria and ventricles) 4. Understand how the structure of the blood vessels are related to their function, to include valves in veins to prevent backflow, thick walls of arteries to withstand pressure, thin walls of capillaries to allow exchange with surroundings 5. Recall the composition of the blood (red blood cells, white blood cells and platelets) and the functions of each component 6. Understand how respiration takes place in cells, how oxygen, glucose, carbon dioxide and lactic acid (as waste products) are involved and how all these chemicals are transported in the Blood
7. Describe and explain the body's response to changes in temperature (temperature
receptors in the skin, changes in blood flow through skin capillaries, sweating and

8. Explain and understand the role of the kidneys (an understanding of how the kidneys work is not required), to include excretion of urine and water, maintenance of fluid balance and removal of toxic by-products 9. Describe the general structure of joints, (bone, cartilage, ligaments, tendons and muscles) and explain the role of these parts of a joint 10. Apply the principle of turning moments to interpret given data on forces and
from a joint.

Sport and fitness training programmes are monitored, and sometimes modified, to
ensure the
person progresses towards desired goals.

1. Use event time and distance data to calculate speed 2. Recall two examples of performance enhancing drugs that can be detected by testing urine 3. Interpret given information on modelling and monitoring particular movement
sequences to improve sporting performance

4. Describe aspects of a training programme designed to improve general fitness, including a muscle-building exercise and an aerobic fitness exercise 5. Describe the role of the physiotherapist in the treatment of a skeletal-muscular injury, to include assessing the injury and devising a set of exercises to aid recovery 6. Describe a set of exercises that would be carried out to treat one skeletal-muscular injury 7. Describe elements of good practice, including the ability to: • develop a detached yet personal relationship with the client • make judgements when a client's statements and evidence conflict • recognise the importance of team work • consider the whole person, including family, workplace and community contexts. 8. Understand the need for effective communication skills (able to ask questions, to listen, to explain
Topic A2: Health care
Quality health care services rely on many kinds of trained practitioner and their

1. Describe two examples of local organisations that provide health care for the community,
describe their provision and understand the impact they have on the local community, e.g. health centres, hospitals, opticians and dentists 2. Describe and explain features of the National Health Service (makes health care available to all citizens, can provide specialist care not available locally, monitors national trends, plans suitable health care and allocates resources where and when they are needed) 3. Describe the roles of two qualified health care practitioners and describe the scientific and technical skills they need to perform their job role, e.g. doctors, nurses, nutritionists, pharmacists, opticians and dentists 4. Understand the regulatory factors that affect health care practitioners, to include health and safety and how the regulations impact on the practitioner and the work they do 5. Understand the advantages of regular contact between health care practitioners and their patients, to include knowing medical history and increasing trust 6. Understand the importance of education and public information about health, to include vaccination, lifestyle improvements, available treatments, operation success rates and post treatment survival times.
Medical and paramedical staff must respond quickly and appropriately to a great variety
1. Recall and understand how paramedics and triage nurses prioritise emergency patients so that those in a critical condition get medical attention first 2. Describe and explain how the accident and emergency department of a hospital manages its resources to ensure their most effective and efficient use, to include triage, practice for major incidents, assessing need and ensuring staff and equipment are available 3. Recall factors in a person's medical or lifestyle history that should be disclosed before treatment begins (limited to symptoms, current medication, alcohol or tobacco consumption,
general level of physical activity, family medical history, previous treatments, allergies) and
explain why this information is needed by a medical practitioner
4. Understand the GP role in referring patients to specialist services
5. Understand that all diagnostic procedures and treatments carry some risk and that these are weighed against the benefits gained 6. Understand the need for medical patients to give informed consent, to include ensuring the patient is fully informed of the procedure, risks and benefits 7. Understand why personal medical information must be recorded, stored and made
available to other people on a healthcare practitioner team, to include to allow other

practitioners to treat the patient, to provide information to allow the review of treatment
practices and to allow record checks and evidence collection if things go wrong.

Antenatal care generally involves the GP as well as a midwife. Patients have a right to
consent for any diagnostic procedure or treatment.
1. Describe the general structure and explain the function of the female reproductive system
(including changes during pregnancy and birth), to include the uterus, fallopian tubes, placenta, amnion, cervix and amniotic fluid 2. Understand the main stages in IVF, to include counselling, hormone treatment, collection of eggs, fertilisation, implantation, possibility of multiple births and monitoring 3. Describe and explain the main stages in the antenatal care pathway for a healthy mother, to include the role of the midwife, ultrasound and monitoring weight and blood pressure 4. Name and explain how particular conditions that can occur during pregnancy are hazardous for mother and/or child, to include gestational diabetes and pre-eclampsia 5. Describe and explain how a blood sample is taken, to include applying a pressure collar to the upper arm, sterilizing the skin, selecting a vein, inserting the needle, drawing the sample into the syringe, depositing the sample into a sample tube and ensuring the correct patient details are on the sample tube label 6. Understand how tests of glucose levels in urine and blood samples can lead to a diagnosis of gestational diabetes 7. Understand how blood tests can lead to the diagnosis of anaemia and birth defects such as Down's syndrome and spina bifida 8. Understand how blood pressure and urine tests can lead to a diagnosis of pre-eclampsia 9. Describe and explain the main stages in the post-natal care of a child, to include APGAR score, growth charts, development tests and visits to a clinic 10. Interpret weight and height data shown on an infant growth chart.
Topic A3: Monitoring and protecting the Environment
The work of scientists contributes to environmental protection.

1. Interpret information on the roles of practitioners with scientific expertise employed in environmental protection, the scientific and technical skills and the regulatory factors that affect the practitioner and the work they do 2. Interpret information about the work of organisations responsible for gathering scientific data used for environmental protection, to include monitoring industrial sites, checking water pollution and flood risks, monitoring air quality and protecting wildlife.
Good laboratory practice is essential for producing reliable evidence.
1. Understand why public laboratories have a system of accreditation (checking the accuracy and precision of their results, which gives clients confidence) 2. Understand that the repeatability and reproducibility of results can be increased by using a system of common practice and procedures 3. Understand the purpose of proficiency tests 4. Understand why good laboratory practice depends on: • adherence to health and safety regulations • regular maintenance and checking of equipment and instruments • training and continuing professional development of staff. 5. Describe and explain the stages in the collection, storage and preparation of samples for analysis: • collect representative samples • ensure appropriate labelling of samples • prevent change to or deterioration of samples • avoid contamination of samples • avoid tampering with samples. Data from sampling fresh water and sea water can help to monitor climate change and environmental pollution. 6. Explain why environmental scientists with an interest in climate change sample and identify living organisms found in the oceans 7. Explain the use of indicator organisms to compare levels of pollution in freshwater, such as ponds, streams, rivers and canals 8. Given information about indicator organisms, interpret data from the monitoring of pollution in freshwater.
Visual examination is a relatively low-tech method that can give quick results where fine
detail is not necessary for identification or measurement.
1. Recall that information can be recorded in different ways when monitoring the environment,
• written descriptions • drawings • photographs 2. Identify and describe important features of an image used for environmental monitoring, to include sharpness of focus, contrast, magnification and depth of field 3. Compare similar images to identify similarities and differences 4. take readings from a linear scale, including making an estimate of a reading taken between graduations 5. Calculate areas 6. Suggest reasons why a given measurement may not be the true value of the quantity being measured 7. Suggest reasons why several measurements of the same quantity may give different values
8. When asked to evaluate data, make reference to its repeatability and/or
9. Understand how measurement uncertainty can arise from both random errors and

systematic errors
10. Distinguish between the accuracy and the precision of data

11. Explain why a calculated area has a greater uncertainty than the measured lengths.

Indicators and test kits are used as semi-quantitative methods for investigating water
quality and
levels of minerals in soils.

1. Recall the colours of litmus to show if a solution is acid or alkali as an example of a qualitative test 2. Recall the use of Universal Indicator as an example of a semi-quantitative test 3. Explain the difference between qualitative, quantitative and semi-quantitative tests 4. Interpret given data on the use of indicator solutions to determine pH (no recall expected) 5. Interpret given data from the use of test kits in environmental monitoring (no recall expected) 6. Describe how to measure the turbidity of a water sample to assess its quality 7. Understand the difference between dissolved and suspended solids in a water sample
8. Interpret given data on measurements of dissolved or suspended solids in a water

Topic A4 - Scientists protecting the public
The work of scientists contributes to consumer protection and law enforcement.
1. Interpret information on the roles of practitioners with scientific expertise who are employed
in consumer protection or law enforcement, to include the scientific and technical skills they need, the effect their work has on the local community and the regulatory factors that affect the practitioner in their work (to include public analysts and laboratory technicians, practitioners in consumer protection and scene of crime officers in law enforcement) 2. Interpret information about Public Analysts (to include how health and safety standards are met, monitoring food safety, quality labelling and compliance with legislation and providing advice and research on food-borne diseases) and the Forensic Science Service (to include collecting, analysing, recording and preserving forensic evidence).
A colorimeter gives quantitative data. By using standard reference solutions, scientists
can measure the concentration of a coloured chemical in a solution.

1. Understand that colorimeters can be used to produce quantitative results 2. Explain how a colorimeter is used to find the concentrations of solutions by measuring the intensity of a colour 3. Understand how data from a colorimeter can be used to find the concentration of coloured • plot data to produce a calibration graph • use a calibration graph and given data to work out the concentration of a solution.
Visual examination is a relatively low-tech method that can give quick results where fine
detail is not necessary for identification or measurement.
1. Identify important features of an image (including images of fingerprints and magnified
images of hairs and fibres) 2. Compare similar images to decide whether there is an acceptable match more detail can be obtained using a light microscope.
3. Understand that light microscopy provides greater detail by increasing the magnification and
the resolution of the image
4. Calculate magnifying power given the magnification of the eyepiece and the objective lenses
5. Interpret a given unfamiliar drawing, sketch or photograph from a light microscope, together with a scale, by: • describing the main features • counting numbers of different features • making measurements of distances and lengths • using illustrations of reference samples to interpret the image. 6. Understand the term resolving power and use it to describe the limitations of light
microscopy, such as its unsuitability for transparent samples that are smaller than a

7. Understand the term depth of field with reference to images from a light microscope
8. Understand that even greater detail can be obtained using a scanning electron microscope,
but at a cost (kills the sample, complex sample preparation, expensive equipment, not portable) 9. Interpret a given unfamiliar scanning electron micrograph, together with a scale, by: • describing the main features • counting numbers of different features • making measurements of lengths • using illustrations of reference samples to interpret the image. 10. Understand why the use of scanning electron microscopes is limited by the
presentation and preparation of samples

11. Understand that a scanning electron microscope shows greater detail because it has
greater magnification and greater resolving power

12. Understand the meaning of depth of field with reference to images from a scanning
electron microscope.

Chromatography is a useful technique for analysing unknown mixtures. Paper and thin
layer chromatography are inexpensive techniques but have limited uses.
1. Understand that in chromatography, substances are separated by the movement of a solvent
(the mobile phase) through a medium (the stationary phase) 2. Recall that substances move between the mobile and stationary phases 3. Recall that some compounds dissolve well in water while others are more soluble in solvents other than water (non-aqueous solvents)
4. Understand that chromatography depends on the relative attractions of molecules of a
solute to the solvent and the medium
5. Understand the use of standard reference materials in chromatography
6. Interpret paper chromatograms qualitatively
7. Interpret data from 2-way chromatograms
8. Recall and use the equation: Rf = distance travelled by substance distance travelled by solvent 9. Understand why some chromatograms need to be developed (to show the presence of colourless substances). Electrophoresis is particularly useful for separating and identifying biological molecules, such as DNA fragments. 10. Understand how electrophoresis can be used for scientific detection, to include identifying DNA fragments 11. Recall that electrophoresis can be used on small biological samples 12. Understand how electrophoresis separates components in a mixture (because their
particles carry charges, positive particles move to the negative electrode and negative

particles move towards the positive electrode)
13. Understand how particles separate during electrophoresis (because they differ in size

and the magnitude of their charge)
14. Give and describe an example to show how changes in technology can improve methods for
law enforcement 15. Recall two examples of the use of DNA profiling to fight crime 16. Identify in given information, the ethical issues that arise from the collection of DNA samples
and the storing of DNA profiles in databases.

CHEMISTRY – C1 – Air Quality
Which chemical make up the air and which ones are pollutants?

1. recall that the atmosphere (air) that surrounds the Earth is made up mainly of nitrogen, oxygen and argon, plus small amounts of water vapour, carbon dioxide and other gases 2. understand that air is a mixture of different gases consisting of small molecules with large spaces between them 3. recall that the relative proportions of the main gases in the atmosphere are approximately 78% nitrogen, 21% oxygen and 1% argon 4. understand that other gases or particulates may be released into the atmosphere by human activity or by natural processes (e.g. volcanoes), and that these can affect air quality 5. understand how the Earth's early atmosphere was probably formed by volcanic activity and consisted mainly of carbon dioxide and water vapour 6. understand that water vapour condensed to form the oceans when the Earth cooled 7. explain how the evolution of photosynthesising organisms added oxygen to, and removed carbon dioxide from, the atmosphere 8. explain how carbon dioxide was removed from the atmosphere by dissolving in the oceans and then forming sedimentary rocks, and by the formation of fossil fuels 9. understand how human activity has changed the composition of the atmosphere by adding: a. small amounts of carbon monoxide, nitrogen oxides and sulfur dioxide to the atmosphere b. extra carbon dioxide and small particles of solids (e.g. carbon) to the atmosphere 10. understand that some of these substances, called pollutants, are directly harmful to humans (e.g. carbon monoxide reduces the amount of oxygen that blood can carry), and that some are harmful to the environment and so cause harm to humans indirectly (e.g. sulfur dioxide causes acid rain).
What chemical reactions produce air pollutants? What happens to these pollutants in the
1. recall that coal is mainly carbon
2. recall that petrol, diesel fuel and fuel oil are mainly compounds of hydrogen and carbon
3. understand that, when fuels burn, atoms of carbon and/or hydrogen from the fuel combine
with atoms of oxygen from the air to produce carbon dioxide and/or water (hydrogen oxide)
4. understand that a substance chemically combining with oxygen is an example of oxidation,
that loss of oxygen is an example of reduction, and that combustion reactions therefore involve
oxidation 5. understand that fuels burn more rapidly in pure oxygen than in air 6. recall that oxygen can be obtained from the atmosphere and can be used to support combustion (e.g. in oxy-fuel welding torches) 7. understand that in a chemical reaction the properties of the reactants and products are different 8. understand that atoms are rearranged during a chemical reaction 9. interpret representations of the rearrangement of atoms during a chemical reaction 10. understand that during the course of a chemical reaction the numbers of atoms of each element must be the same in the products as in the reactants, thus conserving mass 11. understand how sulfur dioxide is produced if the fuel that is burned contains any sulphur 12. understand how burning fossil fuels in power stations and for transport pollutes the atmosphere with: a. carbon dioxide and sulfur dioxide b. carbon monoxide and particulate carbon (from incomplete burning) c. nitrogen oxides (from the reaction between atmospheric nitrogen and oxygen at the high temperatures inside engines) 13. relate the formulae for carbon dioxide CO2, carbon monoxide CO, sulfur dioxide SO2, nitrogen monoxide NO, nitrogen dioxide NO2 and water H2O to visual representations of their molecules 14. recall that nitrogen monoxide NO is formed during the combustion of fuels in air, and is subsequently oxidised to nitrogen dioxide NO2 (NO and NO2 are jointly referred to as ‘NOx') 15. understand that atmospheric pollutants cannot just disappear, they have to go somewhere: a. particulate carbon is deposited on surfaces, making them dirty b. sulfur dioxide and nitrogen dioxide react with water and oxygen to produce acid rain which is harmful to the environment c. carbon dioxide is used by plants in photosynthesis d. carbon dioxide dissolves in rain water and in sea water.
What choices can we make personally, locally, nationally or globally to improve air
1. understand how atmospheric pollution caused by power stations that burn fossil fuels can be
a. using less electricity b. removing sulfur from natural gas and fuel oil c. removing sulfur dioxide and particulates from the flue gases emitted by coal-burning 2. understand how the acid gas sulfur dioxide is removed from flue gases by wet scrubbing: a. using an alkaline slurry e.g. a spray of calcium oxide and water b. using sea water Candidates are not required to write word or symbol equations 3. understand that the only way of producing less carbon dioxide is to burn less fossil fuels 4. understand how atmospheric pollution caused by exhaust emissions from motor vehicles canbe reduced by: a. burning less fuel, for example by having more efficient engines b. using low sulfur fuels c. using catalytic converters (in which nitrogen monoxide is reduced to nitrogen by loss of oxygen, and carbon monoxide is oxidised to carbon dioxide by gain of oxygen) d. adjusting the balance between public and private transport e. having legal limits to exhaust emissions (which are enforced by the use of MOT tests) 5. understand the benefits and problems of using alternatives to fossil fuels for motor vehicles, limited to biofuels and electricity. C2 – Material Choices.2
How do we measure the properties of materials and why are the results useful?

1. interpret information about how solid materials can differ with respect to properties such as melting point, strength (in tension or compression), stiffness, hardness and density 2. relate properties to the uses of materials such as plastics, rubbers and fibres 3. relate the effectiveness and durability of a product to the materials used to make it 4. interpret information about the properties of materials such as plastics, rubbers and fibres to assess the suitability of these materials for particular purposes.ule C2: Material choices
Why is crude oil important as a source of new materials such as plastics and fibres?
1. recall that the materials we use are chemicals or mixtures of chemicals, and include metals, ceramics and polymers 2. recall that materials can be obtained or made from living things, and give examples such as cotton, paper, silk and wool 3. recall that there are synthetic materials that are alternatives to materials from living things. 4. recall that raw materials from the Earth's crust can be used to make synthetic materials 5. interpret representations of rearrangements of atoms during a chemical reaction 6. understand that in a chemical reaction the numbers of atoms of each element must be the same in the products as in the reactants 7. recall that crude oil consists mainly of hydrocarbons, which are chain molecules of varying lengths made from carbon and hydrogen atoms only 8. recall that only a small percentage of crude oil is used for chemical synthesis and that most is used as fuels 9. understand that the petrochemical industry refines crude oil by fractional distillation; hydrocarbons are separated into fractions of different boiling points, to produce fuels, lubricants and the raw materials for chemical synthesis 10. relate the size of the forces between hydrocarbon molecules to the size of the molecules 11. relate the strength of the forces between hydrocarbon molecules in crude oil to the amount of energy needed for them to break out of a liquid and form a gas, and to the temperature at which the liquid boils 12. understand that some small molecules called monomers can join together to make very long molecules called polymers, and that the process is called polymerisation 13. recall two examples of materials that, because of their superior properties, have replaced materials used in the past.
Why does it help to know about the molecular structure of materials such as plastics and
1. understand that it is possible to produce a wide range of different polymers with properties
that make them each suited to a particular use 2. understand how the properties of polymers depend on how their molecules are arranged and held together 3. relate the strength of the forces between the molecules in a polymer to the amount of energy needed to separate them from each other, and therefore to the strength, stiffness, hardness and melting point of the solid 4. understand how modifications in polymers produce changes to their properties (see C2.1), to include modifications such as: a. increased chain length b. cross-linking c. the use of plasticizers d. increased crystallinity. What is nanotechnology and why is it important?
1. recall that nanotechnology involves structures that are about the same size as some molecules 2. understand that nanotechnology is the use and control of structures that are very small (1 to 100 nanometres in size) 3. understand that nanoparticles can occur naturally (for example in seaspray), by accident (for example as the smallest particulates from combustion of fuels), and by design 4. understand that nanoparticles of a material show different properties compared to larger particles of the same material, and that one of the reasons for this is the much larger surface area of the nanoparticles compared to their volume 5. understand that nanoparticles can be used to modify the properties of materials, and give examples including: a. the use of silver nanoparticles to give fibres antibacterial properties b. adding nanoparticles to plastics for sports equipment to make them stronger 6. understand that some nanoparticles may have harmful effects on health, and that there is concern that products with nanoparticles are being introduced before these effects have been fully investigated.
C3 – Chemicals in our lives

What were the origins of minerals in Britain that contribute to our economic wealth?
1. understand that geologists explain most of the past history of the surface of the Earth in terms of processes than can be observed today 2. understand that movements of tectonic plates mean that the parts of ancient continents that now make up Britain have moved over the surface of the Earth 3. understand how geologists use magnetic clues in rocks to track the very slow movement of the continents over the surface of the Earth 4. understand that the movements of continents means that different rocks in Britain formed in different climates 5. understand how processes such as mountain building, erosion, sedimentation, dissolving and evaporation have led to the formation of valuable resources found in England including coal, limestone and salt 6. understand how geologists study sedimentary rocks to find evidence of the conditions under which they were formed, to include: a. fossils b. shapes of water borne grains compared to air blown grains c. presence of shell fragments d. ripples from sea or river bottom 7. understand that chemical industries grow up where resources are available locally, e.g. salt, limestone and coal in north west England.
Where does salt come from and why is it so important?
1. understand the importance of salt (sodium chloride) for the food industry, as a source of
chemicals and to treat roads in winter 2. recall that salt can be obtained from the sea or from underground salt deposits 3. understand how underground salt can be obtained by mining, or by solution in water 4. understand why the method used to obtain salt may depend on how the salt is to be used 5. understand how the methods of obtaining salt can have an impact on the environment 6. understand the advantages of adding salt to food as flavouring and as a preservative 7. recall the health implications of eating too much salt 8. be able to evaluate data related to the content of salt in food and health 9. recall that Government departments, such as the Department of Health and the Department for Environment, Food and Rural Affairs, have a role in: a. carrying out risk assessments in relation to chemicals in food b. advising the public in relation to the effect of food on health.
Why do we need chemicals such as alkalis and chlorine and how do we make them?

1. recall that, even before industrialisation, alkalis were needed to neutralise acid soils, make chemicals that bind natural dyes to cloth, convert fats & oils into soap and to manufacture glass 2. recall that traditional sources of alkali included burnt wood or stale urine 3. understand that alkalis neutralise acids to make salts 4. recall that soluble hydroxides and carbonates are alkalis 5. predict the products of the reactions of soluble hydroxides and carbonates with acids 6. understand that increased industrialisation led to a shortage of alkali in the nineteenth century 7. understand that the first process for manufacturing alkali from salt and limestone using coal as a fuel caused pollution by releasing large volumes of an acid gas (hydrogen chloride) & creating great heaps of waste that slowly released a toxic & foul smelling gas (hydrogen sulfide) 8. understand that pollution problems can sometimes be solved by turning wastes into useful chemicals 9. understand that oxidation can convert hydrogen chloride to chlorine, and that the properties of a compound are completely different from the elements from which it is made 10. recall that chlorine is used to kill microorganisms in domestic water supplies and as a bleach 11. understand how the introduction of chlorination to treat drinking water made a major contribution to public health 12. interpret data about the effects of polluted water on health and the impact of water treatment with chlorine to control disease 13. understand that there may be disadvantages of chlorinating drinking water, including possible health problems from traces of chemicals formed by reaction of chlorine with organic materials in the water 14. understand that an electric current can be used to bring about chemical change and make new chemicals through a process called electrolysis 15. recall that chlorine is now obtained by the electrolysis of salt solution (brine) Technical details and the ionic reactions are not required 16. recall examples of important uses by industry of the sodium hydroxide, chlorine and hydrogen produced by electrolysis of brine
17. interpret data about the environmental impact of the large scale electrolysis of brine.

What can we do to make our use of chemicals safe and sustainable?

1. understand that there is a large number of industrial chemicals with many widespread uses, including consumer products, for which there is inadequate data to judge whether they are likely to present a risk to the environment and/or human health 2. understand that some toxic chemicals cause problems because they persist in the environment, can be carried over large distances, & may accumulate in food and human tissues 3. recall that PVC is a polymer that contains chlorine as well as carbon and hydrogen 4. understand that the plasticizers used to modify the properties of PVC can leach out from the plastic into the surroundings where they may have harmful effects 5. understand that a Life Cycle Assessment (LCA) involves consideration of the use of resources including water, the energy input or output, and the environmental impact, of each of these stages: a. making the material from natural raw materials b. making the product from the material c. using the product d. disposing of the product 6. when given appropriate information from a Life Cycle Assessment (LCA), compare and evaluate the use of different materials for the same purpose. CHEMISTRY – C4 – Chemical patterns
CHEMISTRY – C5 – Chemical of the natural environment

P1 Revision List 1 Astrophysics
1. Name the 8 planets (in order) and the other objects that orbit the sun. What objects orbit planets? 2. Put these in order of size: a planet, a moon, the Sun, comets and asteroids. Describe the differences between these objects and the way they move. 3. Describe how the universe and the solar system formed. How old is the solar system? 4. What is the name of the galaxy that contains our solar system? 5. How many stars are there in a galaxy? How many galaxies are there in the universe? 6. Put these in order of size: the Milky Way, the distance from the Sun to the nearest star, the Earth's orbit, the solar system, and the distance from the Milky Way to the nearest galaxy. 7. What kinds of radiation can astronomers detect coming from space? 8. What is the speed of light? 9. How big is a light-year? 10. Explain why distant space objects are seen on Earth as they were in the past. 11. How is the distance to a star measured using parallax? 12. How is the distance to a star measured using brightness? 13. What problems do users of telescopes face? 14. Why are parallax and brightness distance measurements only ever estimates? 15. What is the source of the Sun's energy? 16. How were the chemical elements made? 17. What does redshift tell us about galaxies? 18. Where are galaxies that have the most redshift? 19. How does redshift tell us the universe is expanding? 20. Put the following in order of age: the Sun, the Earth, and the Universe. 21. How long ago did the 'Big Bang' happen? 22. What will happen to the universe in the future? Why is nobody certain exactly what will happen? P1 Revision List 2 Seismic Waves
1. Describe how waves travel through the inside of the Earth and how they are detected.
2. What are the differences between the P-waves and S-waves that earthquakes create? 3. What do 'transverse' and 'longitudinal' mean? 4. How do the differences between P-waves and S-waves reveal that there is a liquid (outer) core at the centre of the Earth? 5. If a wave travels 25m in 0.2s what is its speed in ‘m/s'? 6. Draw and label a diagram of the structure of the Earth. 7. Complete: a wave is a disturbance, caused by a vibrating source, which transfers in the direction that the wave travels, without transferring . 8. Describe what we mean by the frequency of a wave. 9. What is wavelength? 10. What is the amplitude of a wave? 11. Draw and label a diagram of a wave showing the amplitude and the wavelength of the wave. 12. A wave has a speed of 125 m/s and a frequency of 25 Hz, what is its wavelength in ‘m'? 13. Complete: for a constant wave speed the wavelength of the wave is i _ p _ to the frequency. What does this mean? P1 Revision List 3 The Earth's Processes
1. Describe erosion, sedimentation, fossilisation and rock folding. 2. What would happen to all land if new rock was not continuously being formed? 3. How do we know that the erosion, sedimentation, fossilisation and rock folding we observe today has been happening for a long time? 4. What is the age of the Earth's oldest rocks? 5. Describe Wegener's theory of continental drift and his evidence for it. 6. How can continental drift be used to explain how mountains form? 7. Why did geologists reject Wegener's theory? 8. What causes seafloor spreading? 9. How fast do continents move as a result of seafloor spreading? 10. How does seafloor spreading lead to the creation of magnetic stripes in the rock of the sea 11. Where on tectonic plates do earthquakes, volcanoes and mountain building usually occur? 12. How does the movement of tectonic plates cause earthquakes, volcanoes and mountain building, and contribute to the rock cycle? P2 Revision List 1 Electromagnetic Spectrum
1. What is the source-transmitter-detector model of radiation? 2. Name the 7 types of radiation in the electromagnetic spectrum. 3. What are photons? 4. What happens to the amount of energy photons contain as the frequency of their radiation 5. Why are the seven types of radiation usually listed in a specific order? 6. How fast does electromagnetic radiation travel? 7. What is intensity a measure of? 8. What two factors can increase the intensity of a beam of radiation? 9. What happens to the intensity of radiation as the distance of the source is increased? What causes this? 10. Which electromagnetic radiations have enough energy to change atoms or molecules, so they initiate chemical reactions? 11. What is the above process called? 12. How exactly does the process above take place?

POR Year 11 Mock Exam January 2016
Edexcel Unit 8 - Religion and Society
There will be 2 sections: ‘Rights and Responsibilities' and ‘Environmental and medical Issues' Revision
As mentioned many times in class we highly recommend you buy the revision guide. These are available in the Holt Café and o There is also an App to support the course. This covers all aspects of the course including games and quick quizzes. Use the department resources on FROG - we regularly upload new resources to suit different revision styles. What you need to revise for the mock…….
Section 1 Rights and Responsibilities- This section is based on Christianity only
Why some Christians use only the Bible as basis for making moral decisions (it
contains 10 commandments, teachings of Jesus, the word of God, advice from leaders of the early church)  The authority of the Church for Christians and why some use only the Church's
teachings as a basis for making moral decisions (Church is the body of Christ, it's a
community of believers in God, all leaders have had training and have studied the bible,
Church teachings are inspired by God)
The role of conscience & why some Christians believe conscience is the most important
guide when making moral decisions (conscience is given by God so that we could use free will to make our own decisions on what is the right or wrong things to do)  Situation ethics & why some Christians use only Situation Ethics as a guide when making
moral decisions (Agape, Jesus said ‘Love one another as I have loved you', it follows the ‘Golden Rule' – ‘do to others what you would have them do to you')  Human rights in the UK (what are human rights? – the Human Rights act, are human rights
always right e.g. Terrorism suspects being detained without proof?)  Why human rights are important for Christians (upheld by 10 C's - the Decalogue, all
humans are created in the image of God, God loves everyone equally)  Why it is important to take part in democratic and electoral processes (politics affects
everyone in the UK, laws, taxes etc are controlled by government, taking part gets your voice heard and ensures corrupt people/policies do not get put in place)  Christian teachings on moral duties and responsibilities: the Golden Rule (Matthew
7:12), the parable of the sheep and the goats (Matthew25: 31-46), the 10 commandments (these stories teach Christians how they should behave – make sure you know them!)  The nature of genetic engineering, including cloning (gene therapy, designer babies, organ
cloning, GM crops)  Different Christian attitudes to genetic engineering and cloning and reasons for them
(most loving thing to do (agape) is to help or heal people vs. Interfering with God's plan) Section 2 Environmental and medical issues - This section MUST be based on a study of
Christianity and Islam

The causes of global warming, pollution, natural resources (what is GW/pollution and what
causes them. Different examples of renewable and non-renewable resources e.g. oil and coal, what
scientists think about the environment and what we can do as individuals)
Christian teachings on stewardship and attitudes to the environment (what God tells them
about how to treat the planet - He gave people dominion over it, why and how they can practically
save the environment)
Muslim teachings on stewardship and attitudes to the environment (what the Qu ran says
about Muslim's responsibility to the planet – not wasting anything, pass onto the next generation, be
grateful for Allah's gift, why and how they can practically save the environment)
Medical treatment for infertility (different types of fertility treatment eg surrogacy, IVF, artificial
insemination, arguments for and against fertility treatment, why some treatments are controversial)
Christian attitudes to medical treatment for infertility (why some Christians are for it/against it,
what the Bible says – changing God's plan vs. Love thy neighbour (Agape) and why)
Muslim attitudes to medical treatment for infertility (why some Muslims are for/against it,
which types of treatment the Qu ran allows (no donors) and why (brings a third person in to the
marriage), quotes to support points made)
Transplant surgery (what it is & the rules around how you can do it, arguments for & against it)
Christian attitudes to transplant surgery (why some Christians are for/against it – love thy
neighbour vs. Changing God's plan, agape)
Muslim attitudes to transplant surgery (why some Muslim are for/against it – changing Allah's
plan vs. Saving a life being priority, body should not be violated after death, "whosoever, saves the
life of one person it would be as if he saved the whole of mankind" (Surah 5)
Don't Panic!
Und erline the key
po ints of every
Read the questions
Expand your b questions.
Make your point then say
‘for example …'
Never sit and do
nothing. Write, Write,
If you finish early,
All ‘d' questions = religious
there will always be
beliefs: Bible/Jesus/Church
something you can
Muhammad, Qur'an, Hadith
improve on.
GCSE Business Studies Unit 1 Checklist
1.1 Spotting a Business Opportunity
Primary research Secondary research Qualitative and Quantitative data Market segmentation Analysing competitor strengths and weaknesses Identifying a gap in the market 1.2 Showing Enterprise
Importance of showing initiative and taking risks Thinking creatively (deliberate and lateral) Questions entrepreneurs ask (how? Why? Why not?, What if? Judging the value of outcomes Invention and innovation Patents and copyright Importance of planning, thinking ahead, determination 1.3 Putting a business idea into practice
Financial objectives (profit, income) Non-financial objectives (satisfaction, challenge, be in control) Estimating / forecasting revenues (price x quantity) Fixed and variable costs Profit = Revenue – total costs How stock levels can influence cash flow Importance of a business plan Sources of finance internal and external Short term finance (overdraft, trade credit) 1.4 Making the start-up Effective
The Marketing Mix Importance of Limited Liability Legal and tax issues (VAT, Corporation Tax, Income Tax and NI) Importance of customer satisfaction & repeat business Recruiting and Training staff Employment legislation (can't discriminate on age, sex, ethnic etc) 1.5 Understanding the Economic Context
Commodity prices determined by supply and demand Effects on small businesses of changes in commodity/fuel prices The Business Cycle GCSE Business Studies Unit 3 Checklist 3.1 Marketing

Primary and secondary research

Quantitative and qualitative data Importance of repeat purchase Product Life Cycle Boston Matrix Branding and Differentiation Marketing Mix (4Ps, Product, Price, Place, Promotion)
3.2 Meeting Customer Needs

Design and R&D
Stock control (JIT) Quality Control v Quality Assurance Productivity and impact on unit costs Customer Service Consumer protection laws
3.3 Effective Financial Management

How to improve cash flow (credit terms, de-stocking) Increasing cash in flows and decreasing cash out flows How to improve profit Break even Margin of Safety Internal and external sources of finance

3.4 Effective People Management

Organisational structures (tall v flat, centralised v decentralised) Maslow's Hierarchy of Needs Communication and barriers to communication Remuneration (payment methods and fringe benefits)

3.5 The Wider World Affecting Business

Ethics in business Possible trade-off between ethics and profit Pressure groups Environmental considerations (short-term and long-term) Extremes of income distribution internationally Import protection Subsidies Impact of Government and the EU Taxation, benefits, minimum wage, maternity/paternity rights

 To help you achieve your personal best, high light the key words for each question. Underline these in a coloured pen, to show you understand the meaning of the question  Ensure you answer in full sentences – one word answers will not be  Read the free response essay questions very carefully. If the question is in 2 parts you MUST give equal weighting to both parts of the question.
Show evidence of PLANNING your answer. This can be in the form of a spider
diagram or bullet points. Refer continually back to the question and your
plan. Answer in essay style, not as a list and remember to give an introduction
avoid repetition
 The chief examiner stated there are too many candidates who do not answer both sections of the free response questions and as a consequence loose marks accordingly.  If you are given a chart to answer information from make sure you use the information given on the paper DO NOT make up your
 Note all the marks for the questions this is an indication of the response which is expected of you  Remember use the marks in the margin as guidance to how many points the questions expect you to make. If there are 3 marks then make 3 different
 Include units in your answers wherever possible for example grams, thousands, millilitres  Take your time to read each question thoroughly and carefully – you do not have to start at the beginning of the paper ,find a question you know you can do well in and do this first, you will then feel confident to tackle the rest of the  Check all sides of the paper so you do not miss anything out  Be as neat as you can  Leave 5 minutes at the end to read through and tidy up  When answering Child Development questions remember that you are only referring to the 0-5 year age group  Do not use Trade names for example Calpol or Bonjella instead describe the medicine for example teething gel  Never answer with another question if you see the word- "consider……." Do not start your answer with "Do they …………"or "are they…………."


 Contraception PREGNANCY
 Signs of pregnancy  Suitability of clothing for pregnancy

 Intellectual development – look at milestones /norms to know when a child reaches intellectual stages  Stages of gross motor skills  Stages of drawing  Look at the chapter on behaviour and be able to identify some of the lifestyle changes which could affect the behaviour of a child.  Consider the impact of too much discipline for a child  Bottle Feeding  Breast Feeding  Weaning  Use of commercially prepared baby foods Design and Technology - Resistant Materials
Examination Board - OCR – J306 . Revision materials, past papers and online text book (The Works) are available on FROG. The revision list below is for the whole course. Your mock exam can draw questions from any of these topics. Common Materials Common hardwoods and their properties – beech, ash, oak, mahogany, iroko, jelutong etc. Common softwoods and their properties – pine, spruce etc. Common manufactured boards – plywood, chipboard, block board, MDF etc. Conversion of timber – from tree to planks Seasoning of timber – controlled drying Defects in timber – cupping, twisting, splitting, knots. Common ferrous metals and their properties – iron, steel, stainless steel etc. Common non-ferrous metals and their properties – aluminium, brass, bronze, copper, zinc etc. Common thermoplastics and their properties – ABS, acrylic, polythene, polystyrene, polypropylene nylon PVC, uPVC Common thermosetting plastics and their properties – melamine, epoxy resins, urea formaldehyde etc. Plastic processing injection moulding, extrusion, blow moulding, compression moulding, vacuum forming, dip coating and dip moulding, rotational moulding, Smart/modern materials Types and their properties - shape memory alloy, thermochromic pigments, photochromic materials, electroluminescence, piezo materials, and thermochromic sheet etc. Definition of smart materials, definition of a ‘modern' material, modern materials such as flexi ply, flexi MDF, anodised aluminium, composite sheets. Nanotechnology – basic concepts – use in products and in self-cleaning surface and water repellent wood. Properties of materials - Hardness, toughness, tensile and compressive strength, elasticity, ductility, malleability, conductivity Composite materials Composites and their properties .GRP, carbon reinforced polymers, Choosing materials Choice of materials on cultural, functional, moral and aesthetic grounds Tools and Processes Marking out – measuring, try square, dividers, scriber, centre punches, templates. Wasting – sawing, drilling, chiselling, planing. Shaping – files, surforms etc. Other tools for striking, inserting screws, holding, cramping, Hand power tools Hand router, power jigsaw, sanders, power drill. Engineer's lathe, milling machine, drilling machine, sanding disk, wood lathe, scroll saw, polishers. Associated safety. Types of CNC (computer, numerically controlled) machines – router, milling machines, lathes, laser cutters, 3D printing Laminating, bending, press forming, vacuum forming, blow moulding, line bending (strip heating), hollowing metal to make bowls, forging. Sand casting, die casting, injection moulding, extrusion. Adhesives - Epoxy resin, contact adhesive, PVA, solvents inc. Tensol cement, cyanoacrylate (Superglue), Wood joints – dowel, halving, comb, butt, rebate, mortise and tenon, housing, mitre, etc. Metal joining – soldering and brazing, welding, rivets and pop rivets Cutting screwthreads Pre-manufactured parts Wood screws, machine screws, nuts and bolts, self-tapping screws and nails. Pilot holes, clearance holes and countersinks. Knock down fittings – modesty fittings, barrel bolts and cam fittings. Hinges, catches, drawer slides, knobs, locks stays, mirror plates, keyhole plates, etc. Metal finishes – primers, paints, plating and dip coating Wood finishes – polyurethane varnish, primers, undercoats and paint finishes, stains, polishes and waxes. Choosing a suitable finish. Preparing a surface for a finish. Applying a finish Hardening and tempering and materials using heat. Annealing to relieve Control of manufacture Jigs (drilling, sawing etc.), templates and patterns to control accuracy in batch production. Industrial Production CAD/CAM – advantages and disadvantages, applications Quality assurance – definition, quality control checks, Tolerances Non-destructive and destructive tests used on products, British standards Health and Safety Machine guards, Dust and fume extraction, waste disposal, accident procedure, risk assessments, COSHH, Signage and symbols Anthropometric design, ergonomic design Environmental issues Select materials based on sustainable grounds. The 6Rs. Primary, secondary and tertiary recycling. Life cycle analysis, recycling symbols, carbon footprint and carbon offsetting. Limited product lifetime. Built in obsolescence. Global warming
Design and Technology – Graphics

Examination Board - OCR – J303. Revision materials and past papers are available on FROG. The revision list below is for the whole course. Your mock exam can draw questions from any of these topics. The general classification of graphic materials Papers. Card and Board. Foam Board. Sheet Plastics (up to 1mm thick) – their suitability for different situations; suitability of thermoplastic sheet for line bending and vacuum forming. Corriflute. Styrofoam. Hardness, toughness, strength, flexibility, impact resistance, strength to weight ratio and aesthetic qualities. Recognise the importance of understanding the physical and aesthetic properties of graphics materials when selecting a material for a specific use. The purpose of self graphic materials and applied finishes protecting, preserving and/or enhancing the appearance of products, including: laminating; varnish; ultra violet (UV) lacquer; embossing; foil application. Joining materials Joining methods, including PVA adhesive, spray adhesive, solvent cement, hot melt glue (glue gun), epoxy resin, glue sticks, single and double-sided adhesive tape. Pre-manufactured components including Velcro, double sided sticky pads, paper fasteners, eyelets, press fit ‘click' fasteners, Clic rivets (plastic rivets. Smart' and modern – Polymorph, thermochromic inks, pigments and film, photochromic inks and pigments, phosphorescent pigments, fluorescent pigments. Knowledge and understanding of the basic graphics materials. Equipment; how to select the appropriate tool and use it safely and effectively. Recognise, name and draw basic graphic shapes and developments (nets) Be able to accurately draw triangles; quadrilaterals; pentagons; hexagons; octagons; ellipses. Read, interpret and produce drawings to scale Orthographic Projection – third angle to include the layout of views, dimensioning; the third angle projection symbol; the use of square grids. Sectional Views – whole sections on the principal vertical and horizontal lines; cross-hatching. Assembly Drawings – to show up to three separate component parts join together to make a product; parts list. Isometric Drawing – to include circles and part circles using any appropriate accurate method; isometric grids; exploded views showing up to three component parts. Perspective Drawing – one- and two-point perspective, excluding circles and curves. Developments (nets) including fold/cut lines and appropriate flaps/tabs. Enhancement techniques – suggesting form and material Tone – apply an understanding of light, shade and shadow to enhance mass in pictorial drawing; to include the use of shading, shadowing, highlights, reflections, lines and dots. Thick and Thin Lines – to enhance pictorial drawings, create impact and make objects look Texture – use textural representation to illustrate the following materials – wood, plastics (matt, textured and shiny), glass, metal (matt and chrome), architectural surfaces. Select colours based on aesthetic considerations, an understanding of the colour wheel, making use of colour associations, e.g. green for safety. Graphical interpretation of data - graphs Developments - Shapes based on cube, prism, cylinder, pyramid, cone of these shapes; correct representation of fold lines, use of glue tabs, fold-in flaps and slot and tab fixing methods that do not require adhesive. Laminating card and paper; corrugation. Vacuum former and strip heater to form thin plastic sheet. Printing methods - Colour separation, process colours, CMYK, registration marks and the order of application of colours; digital printing. Die cutting, laser cutting, creasing, cutting. Analyse and design simple mechanical systems of the type used for pop-up cards and interactive pages in educational and story books based on: levers and linkages – select appropriate levers, linkages and rotating discs to design mechanisms that bring about required changes of movement; select components for joining and acting as pivots, paper fasteners, eyelets, Clic rivets (plastic rivets). Pop-up systems – based on V-fold mechanisms; multiple layers (parallelogram) mechanisms. Use of CAD packages in the school environment for producing drawings and 2D/3D images. On- screen modelling and manipulation of images. Application of CAD/CAM to quantity production CAM - Laser cutters, printing machines to include consideration of quality and quantity, rapid Use of image manipulation software to alter/enhance. Copyright issues associated with download and use of images. Understand the difference between applications of vector and Health and safety Personal protective equipment, machine guards, basic risk-assessment procedures. Recognise and understand safety symbols. Distinguish between quality of design and quality of manufacture. Describe simple quality control checks to ensure accuracy and quality of finish. Product Analysis Establish the function of commercially manufactured graphics materials products; determine what the product was designed to do. Determine the intended market or user of the product. Identify the materials and components from which products are made. Identify the process used to make the product Assess commercially manufactured products to determine fitness for purpose. Carry out a Life Cycle Analysis (LCA) to a variety of products Materials that can be recycled – primary, secondary and tertiary. Products that use recycled materials. Disassembly – reprocessing materials for use in new products. The 6Rs. Life cycle of a product(s)/Eco footprint. Built-in obsolescence. Energy and waste. Social Issues. Signs and symbols giving valuable information about materials, products and safety issues. Moral Issues. Ethical trading initiative (ETI). The reduction in the common use of chemicals and materials dangerous to the environment, i.e. bleaches, CFCs, toxic materials. Carbon offsetting. Carbon footprint. The globalisation of products. Transportation of materials and goods, energy usage in Anthropometric design, ergonomic design DESIGN AND TECHNOLOGY: FOOD
Pre – Public Examination 2016
 Read the questions carefully before you begin, high-light the key words in a coloured pen to show you understand the meaning of a question.  It is essential you do not isolate the knowledge you have gained so far in your controlled assessment. You should be able to transfer skills and knowledge to the demands of some of the questions on the paper.  One word answers are rarely sufficient; you are advised to make use of the mark allocation on the paper as an indication of the depth of response required. This will also give you an idea of how long to spend on each question.  Look at all of the work we have covered since the beginning of  Think clearly about your answers - check both sides of the paper so you do not miss anything out.  Be as neat as you can –label all answers where appropriate clearly  Take coloured pencils into the exam you will be expected to produce an annotated drawing

Nutrition - Complex carbohydrates, calcium, Vitamin D, Vitamin C
functions, sources, effects of deficiencies and excesses. Include

The Eat well Plate
Considerations relating to obesity, health concerns and low fat
Energy Balance
Extending shelf life of products
Staple foods
Lactose intolerance
Drama GCSE (AQA)
What's in the exam? The exam is 90 minutes long and you must complete TWO sections.
 Section A is compulsory. You must write about your Theatre In Education piece.
 Section B is about your set text, The Curious Incident of the Dog in the Night Time. In this
section, you write about how you performed extracts from this play.  Section C is also about Curious Incident but this time you would write about the production that you saw in October at the Gielgud Theatre. You have to choose between Section B OR C. DO NOT WRITE ABOUT BOTH! You are not
allowed to take notes or copies of Curious Incident
into the exam so you should know
your lines from the scenes you are likely to talk about, off by heart.
What do you have
to help you revise?

 The Conquering The Written Paper booklet, which you have been working on weekly. All of
these questions are structured in the same way that the exam questions will be written,
including the command words of Describe, Explain, Analyse and Evaluate.
 The How Am I Doing? booklet which has ‘student speak' marking criteria, a record of the marks you have achieved so far, and a tally of the comments that your work tends to receive as feedback. These are the areas you should focus on improving during the revision process!  Mark schemes from REAL GCSE Drama exams! Although the questions change slightly, the mark schemes are looking for the same sorts of things, particularly when talking about acting skills. So, use these mark schemes to learn spellings and prepare your thoughts about particular scenes that you performed that you can describe, explain, analyse and evaluate.  You also have revision grids (available on Frog) that encourage you to analyse your work in detail. By filling these in on the computer, the boxes will expand so that you can write as much in there as necessary, although you could use bullet points.  Exemplar answers: after Miss Ferguson and Miss Anstis attended a feedback meeting, you were given mark schemes AND example answers which have achieved a wide range of marks. Read through them again (we've looked at them in class) and compare the higher mark answers to yours. What have you missed and where are you doing well? What do you need to do to make improvements?  Your teachers! Before you leave for the Christmas break, see your teacher if you need extra help! We are happy to help you.  Your previous work (generally from Conquering the Written Paper) which has been marked in detail, and you have often completed FIT time on it. You may like to re-do one or two of those answers and hand them to be marked so you can get more feedback.  Your working notes. Because there is no text book for your Drama exam, you need to refer back to the material that you created during the rehearsal process for TIE and Curious Incident. This is where your hard work last year really starts to pay off…. Economics - Exam Board OCR - Unit 1 Checklist
What is the Economic Problem?
Factors of Production
Identify and understand the four factors of production Scarcity, choice and opportunity cost
Understand what is meant by the basic economic problem Understand why and how choices are made Apply the concept of opportunity cost to all economic decision makers Appreciate how resources are allocated by individuals, firms and governments Approaches to the economic problem
Understand the meaning of primary, secondary and tertiary sectors Identify and explain the key features of market and mixed economies Identify and explain the differences between public and private enterprises Understand the meaning of specialisation Evaluate the costs and benefits of specialisation Explain how and why individuals, firms and countries specialise Appreciate the different uses of money What are Competitive Markets?
Explain what is meant by a competitive market Understand the implications for businesses of operating in competitive markets Explain the meaning of monopoly and monopoly power Describe and evaluate the causes and consequences of monopoly power Explain and evaluate the role of government in promoting competition Explain what is meant by demand Construct an individual demand curve and a market demand curve from data Explain shifts of, and movements along, the demand curve Understand the meaning of price elasticity of demand Understand and construct graphs to illustrate price elasticity of demand Understand the implications of price elasticity of demand for revenue Explain what is meant by supply Construct an individual supply curve and a market supply curve from data Explain shifts of, and movements along, the supply curve Understand the meaning of price elasticity of supply Understand and construct graphs to illustrate price elasticity of supply Understand the implications of price elasticity of supply for revenue Determination of price in competitive markets
Understand the interrelationship of market forces to determine equilibrium price Understand and explain the impact of competition on price Explain and assess the effects of tax and subsidies on price and quantity Explain and assess the effects of maximum and minimum prices How do firms operate in competitive markets?
Costs, revenues and profit
Identify business objectives, including profit Identify and calculate total and average, fixed and variable costs Identify and calculate total and average revenues Identify and calculate profit Understand what is meant by productivity Explain the difference between production and productivity Explain how productivity may be increased by the specialisation of labour the substitution of capital and worker involvement Explain and assess the impact of competitive forces on the need for increased productivity
Growth of Firms
Understand and explain the role and operation of the product market Evaluate the benefits and limitations of the product market Understand how and why firms grow in size Explain internal and external economies of scale and diseconomies of scale Understand the implications and effects of internal and external economies of scale Discuss the costs and benefits of growth for a business Explain and assess the gains from competitive markets for firms, consumers etc Rewards for labour
Understand and explain the role and operation of the labour market Identify the differences between grow and net, and real and nominal income Understand wage determination using simple demand and supply analysis Explain and evaluate wage differentials within and between occupations Explain and evaluate the advantages and disadvantages of a national minimum Economics – Exam Board OCR - Unit 2 Checklist
What are the economic objectives of a government?
Objectives of Government Policy
Understand the objectives of government policy i.e. full employment Understand a combination of policies can be used to achieve an objective Economic Growth
Understand what is meant by economic growth Show how economic growth can be measured with reference to GDP Distinguish between GDP and GDP per capita Identify, explain and evaluate the causes of economic growth Identify, explain and evaluate the costs and benefits of economic growth Identify, explain and evaluate policies that government can use to achieve economic growth
Employment and Unemployment
Understand what is meant by employment and unemployment Explain how unemployment can be measured Identify the types of unemployment and explain the causes of these Explain and evaluate the consequences of unemployment Explain and evaluate policies that a government can use to reduce unemployment Price Stability and Inflation
Understand what is meant by price stability, inflation and the rate of inflation Understand how the rate of inflation can be measured using CPI Identify the causes of inflation, including cost-push and demand-pull inflation Evaluate the consequences of inflation, including the costs of inflation and benefits of price stability / a low rate of inflation Explain and evaluate policies that a government can use to control inflation and achieve price stability
How does the UK Government raise and spend its money?
Government Income and Expenditure
Identify the main areas of UK government spending Identify the main sources of UK government revenue Distinguish between direct and indirect taxes Understand the features of direct and indirect taxes and explain and evaluate the economic effects of changes in direct and indirect taxes
Redistribution of income
Understand what is meant by the distribution and redistribution of income Understand why income and wealth is unevenly distributed Understand the difference between progressive, proportional and regressive taxes Explain how redistribution of income and wealth can be achieved through taxation and government spending, including transfer payments Evaluate the consequences of redistribution measures Correcting Market Failure
Understand that production and consumption can lead to negative externalities, including pollution and congestion Explain and evaluate policies to correct market failure, with particular regard to positive and negative externalities.
Which policies can the UK government use?
Fiscal policy
Understand what is meant by fiscal policy Understand how a government can achieve a balanced budget, a budget surplus or a budget deficit Explain and evaluate the effects of fiscal policy on the economy Monetary and Interest Rate Policy
Understand what is meant by money and interest rates Understand that there are many different rates of interest Understand the reasons why there are different rates of interest Understand what is meant by interest rate policy Understand how interest rate policy works to achieve a target rate of inflation Explain and evaluate the effects of interest rate policy on an economy Supply-side Policies
Understand what is meant by supply-side policies Give examples of supply-side policies and how they work Explain and evaluate the effects of supply-side policies on the economy Government policies and conflicts
Compare fiscal, monetary and supply-side policies Understand that measures to achieve one policy objective might have adverse effects on other policy objectives Economics – Exam board OCR - Unit 3 Checklist
Why do countries trade?
Explain what is meant by globalisation Understand a combination of policies can be used to achieve an objective Economic Growth
Understand what is meant by economic growth Evaluate the factors that have contributed to the growth of globalisation, including the impact of new technology Give examples of, and explain what is meant by, a multinational company Evaluate the role of multinational companies in globalisation International Specialisation and Trade
Understand the meaning of specialisation Understand and apply the principles of absolute advantage Appreciate the advantages of trade and the consequences of global interdependence Explain the possible negative externalities associated with trade e.g. pollution World Trade Organisation
Explain what is meant by free trade Evaluate the arguments for free trade Understand the role of the World Trade Organisation in promoting free trade Patterns of Trade
Explain what is meant by an import and an export Identify the UK's main imports and exports within the EU and the rest of the world Evaluate the impact of changes in trading patterns on the UK and the EU Evaluate the potential impact of China and India on patterns of world trade Understand the reasons for protection Identify the methods of protection, such as tariffs and quotas Evaluate the methods of protection Why is the UK in the European Union
Membership of the EU
Identify the member countries of the EU and the eurozone Explain and evaluate the advantages and disadvantages of the single market Explain and evaluate the advantages and disadvantages of the single currency How is the UK's international trade recorded?
Balance of Payments
Identify the components of the current account Calculate the balance of trade in goods, the balance of trade in services and the current account balance
Balance of Payments deficit
Explain what is meant by a balance of payments deficit and surplus Understand the reasons for a balance of payments deficit Evaluate the methods of rectifying a balance of payments deficit How important is the value of a currency?
Exchange Rates
Explain what is meant by an exchange rate Understand and illustrate how exchange rates are determined through the interaction of demand and supply Understand how exchange rates may be influenced by interest rates Explain and evaluate the impact of changes in exchange rates on trade and international competitiveness
How does a country become more competitive?
Factors influencing competitiveness
Appreciate the importance of wages and relative unit labour costs Understand the importance of the exchange rate Understand the importance of productivity Understand the importance of other costs Government policy and international competitiveness
Understand the importance of low inflation Understand the importance of sustainable economic growth Understand the importance of incentives for investment Evaluate the importance of investment in education and training Discuss and evaluate government policies aimed at improving UK international competitiveness
The UK and globalisation
Evaluate the extent to which globalisation has benefited the UK Why do some less developed countries struggle to achieve growth and
benefit from international trade?

Explain the difference between absolute and relative poverty Explain absolute poverty and relative poverty Discuss and evaluate the impact of policies aimed at reducing poverty Limits to benefiting from globalisation
Evaluate such factors as poor infrastructure, poor education and training, health and population problems, debt, weak government and corruption, low inward investment, lack of foreign currency
What measures may be used to support growth for less developed
Ways of supporting growth

Evaluate factors such as: Help with investment in human capital Fair trade schemes Non-government organisations FRENCH GCSE LISTENING Vocabulary list
Faire le ménage To do the housework FRENCH GCSE LISTENING Vocabulary list
Le bloc sanitaire The toilet block Not disappointed Le travail de groupe Working in a group Le travail bénévole Travailler d'une façon regulière To work the same day each week Le panneau solaire Les matériaux utilises The materials used Récupérer l'argent To get back the money French GCSE Reading Vocabulary list
Consumption, use It is not allowed It hasn't rained Les plus grandes French GCSE Reading Vocabulary list
Consumption, use It is not allowed It hasn't rained Les nouveaux venus To have the right to Le vol de retour Un tremblement de terre Le rouge à lèvres To make someone call Les protestations Mieux comprendre To better understand Les réseaux sociaux Allumer la télé Switch on the TV Foundation Listening German AQA GCSE
Students revise either Foundation or Higher in both Listening and Higher. They should know
whether they are Foundation or Higher!
Krankenschwester walk round the town Es steht mir gut school newspaper Innercity transport Foundation Reading German AQA GCSE
Rollschuh laufen Naturwissenschaften Arbeitsbedingungen Working conditions Der Firmenbesitzer To owner of the firm To get on with (someone) Jewellery / decoration GERMAN - Higher Listening AQA GCSE
Students revise either Foundation or Higher in both Listening and Higher. They should know
whether they are Foundation or Higher!

walk round the town Compulsory subject Training/ education Careers' advisor To get on with things/ to cope To get on/ progress Sich interessieren für To be interested in GERMAN Higher Reading AQA GCSE
Students revise either Foundation or Higher in both Listening and Higher. They should know
whether they are Foundation or Higher!

Arbeitsbedingungen Working conditions Der Firmenbesitzer To owner of the firm To get on with (someone) Naturwissenschaften Jewellery / decoration To cross (a road) To look forward to To pick up/ fetch Round the corner To spend (money) Das Portemonnaie Die Muttersprache The mother tongue GCSE Geography - Important Information
Exam Board AQA Specification A
Text Book
By Canavan, Rae and Ross Publishers Nelson Thornes ISBN 978 1 4085 0271 6 Unit 1 Examination May / June of Year 11
Physical Geography
1. Restless Earth 2. Ice on the Land 3. Weather and Climate and associated Hazards 37.5% of total GCSE Unit 2 Examination May / June of Year 11
Human Geography
1) Tourism 2) Population Change 3) Change in Urban Environments 37.5% of total GCSE Unit 3 Controlled Assessment
There will be a compulsory fieldtrip to Lyndhurst in early September of Year 11. This will be to gather information for the controlled assessment which will be completed by the Autumn Half Term of Year 11. Useful websites
Twitter Account = @theholtgeog
3.1 Unit 1: Physical Geography Section A Specification Content
Restless Earth
The Earth's crust is unstable, especially at Distribution of plates; contrasts between continental and oceanic plates. Destructive, constructive and conservative plate margins. Unique landforms occur at plate margins. Location and formation of fold mountains, ocean trenches, composite volcanoes and shield volcanoes. People use these landforms as a resource A case study of one range of fold mountains. and adapt to the conditions within them. The ways in which they are used – farming, hydroelectric power, mining, tourism and how people adapt to limited communications, steep relief, poor soils. Volcanoes are hazards resulting from Characteristics of different types of volcanoes. tectonic activity. Their primary and A case study of a volcanic eruption – its cause; secondary effects are positive as well primary and secondary effects; positive and as negative. Responses change in the negative impacts; immediate and long term aftermath of an eruption. responses. Monitoring and predicting volcanic eruptions. Supervolcanoes are on a much bigger The characteristics of a supervolcano and the scale than other volcanoes and an eruption likely effects of an eruption. would have global consequences. Earthquakes occur at constructive, Location and cause of earthquakes. Features destructive and conservative plate margins. of earthquakes – epicentre, focus, shock waves and the measurement of earthquakes using the Richter and Mercalli Scales. The effects of earthquakes and responses A case study of an earthquake in a rich part of to them differ due to contrasts in levels of the world and one from a poorer area – their specific causes; primary and secondary effects; immediate and long-term responses – the need to predict, protect and prepare. Contrasts in effects and responses will be clear. Tsunamis are a specific secondary effect and A case study of a tsunami – its cause, effects can have devastating effects in coastal areas. Opportunities for the use of GIS in this section
Opportunities to study
section include:
Forecasting earthquakes & volcanoes Global impact of a supervolcanic eruption, debates and conflict about change in a fold mountain area (linked to management planning and sustainability). Ice on the Land
Specification Content
The amount of ice on a global and The last Ice Age (Pleistocene) – timescale and continental level has changed in the past. of maximum ice cover in the northern hemisphere. Present extent of ice cover. Con trasts and evidence of changes – global temperatures. The amount of ice depends on the glacial Glacial budget: accumulation and ablation, budget. This has seen a loss since 1950 advance and retreat. Case study of a glacier – and there are seasonal changes due to recent retreat since nineteenth century: causes fluctuations in temperature. and evidence. Seasonal shifts in temperature Ice is a powerful force in shaping the Free ze thaw weathering. Processes of land as a result of weathering, erosion, erosion – abrasion and plucking. Processes of transportation and deposition. mov ement and transportation – rotational slip and bulldozing. Deposition and the reasons for it. Distinctive landforms result from different Landforms resulting from erosion – characteristics and formation of corries, arêtes, pyramidal peaks, truncated spurs, glacial troughs, ribbon lakes and hanging valleys. Landforms resulting from transportation and deposition – drumlins, lateral, medial, ground and terminal moraine. Landscapes that are actively affected by Case study of an Alpine area for winter sports and snow and ice attract tourists. This leads an area for sightseeing of glaciers – the attractions to conflict and issues over the use of such urists; economic, social and environmental impact. The need for management and the man agement strategies used and their level of success. Avalanche hazards. Glacial retreat can pose a threat to the The impact of retreat and unreliability of economies of areas relying on tourism and snowfall in some resorts. The economic, social result in damage to fragile environments. and environmental impact – including the concept of fragile environments. Opportunities for the use of GIS in this section
Opportunities to study
in this section include:
Spatial changes in cold environments, extent of glaciation over Future impact of retreating snowline on fragile environments, alpine ski resorts The Coastal Zone
The coast is shaped by weathering, Weathering proces ses – mechanical, chemical. mass movement, erosion, Mass movement – sliding and slumping. transportation and deposition. Constructive and destructive waves. Processes of erosion – hydraulic power, abrasion, attrition and solution. Processes of transportation – longshore drift, traction, saltation, suspension and solution. Deposition and the reasons for it. Distinctive landforms result from Landforms resultin g from erosion – different processes. characteristics and formation of headlands and bays, cliffs and wave cut platforms, caves, arches and stacks. Landforms resultin g from deposition – characteristics and formation of beaches, spits and bars. Rising sea level will have Reasons for rising sea level. A case study to important consequences for illustrate the economic, social, environmental and people living in the coastal zone. political impact of coastal flooding. Coastal erosion can lead to cliff A case study of an area of recent or threatened cliff collapse. This causes problems for collapse – rates of coastal erosion; people and the environment. reasons why some areas are susceptible to undercutting by the sea and collapse; how people may worsen the situation; the impact on people's lives and the environment. There is discussion about how the Management strategies: coast should be managed. There is Hard engineering – sea walls, groynes, rock debate about the costs and benefits of ‘ha ‘soft' engineering. Soft engineering – beach nourishment, dune regeneration and m arsh creation. Managed retreat. A case study of coastal management to assess the costs and bene fits of strategies adopted. Coastal areas provide a unique A case study of a coastal habitat – its environmental environment and habitat. There is a characteristics; the resulting habitat and species that need for conservation and this leads inhabit it and reasons why. Strategies to ensure the to conflict with other land uses. environment is conserved, but also al ow sustainable use Opportunities for the use of GIS in
Opportunities to study
this section include:
section include:

Landslipping and erosion, movement of sediment. Management strategies, hard vs soft, shoreline management plans, effect of managed retreat (or coastal realignment) over time. Unit 2: Human Geography SECTION A
ULAT y Ide
Over time the global population increases The exponential rate of world population and the population structures of different countries change. Countries pass through different stages of population growth as shown in the five stages of the De mographic Transition Model (birth rate, death rate and natural population changes). Changing population structure. The impact of increasing urbanisation, agricultural chang e, education and the emancipation of women on the rate of population growth. A range of strategies has been tried by The social, economic and political implication countries experiencing rapid population of population change and the need to achieve sustainable development. The effectiveness of population policies adopted in different countries since the 1990s to include birth control programmes and other strategies adopted. A case study of China's policy since the 1990s and one of a non birth control population policy. An ageing population impacts on the The relationship between the population future development of a country. structure and population decline and the impact on the future economic development. The problems associated with an ageing dependent population. Government strategies to cope with an ageing population and th e incentives suggested for encouraging an increase in a country's birth rate. A case study of the problems and strategies in one EU country with an ageing population. Population movements impact on both Migration is a result of decision-making push the source regions of migrants and the and pull factors which can have positive and receiving countries. Economic movements within the EU, refugee movements to the EU and the impacts of such movements. Opportunities for the use of GIS in this section include:
Opportunities to
FUTURES in this
section include:

Pinpointing areas of population growth, migration patterns, using census Future challenges and alternative scenarios presented by an ageing population etc. TOURISM, KEY IDEAS
Specification Content
The global growth of tourism Reasons for the global increase in tourism. has seen the exploitation of a The potential of cities, mountains and coastal areas for the range of different environments development of tourism. for holidaymakers. The economic importance of tourism to countries in contrasting parts of the world. Effective management Contribution of tourism to the UK economy. strategies are the key to the Impact of external f actors on visitor numbers to the UK. continuing prosperity of tourist areas in the UK. Tourist area/resort life cycle model. A case study of either a UK National Park or a UK coastal
resort. The reasons for its growth as a tourist destination. The effectiveness of strategies to cope with the impact of large numbers of tourists. Plans to ensure the continuing success of the tourism industry Mass tourism has advantages The meaning of mas for an area but strategies A case study of an established tropical tourist area which need to be in place to reduce attracts large numbers of visitors. the likelihood of long-term The positive and negative effects of mass tourism on the economy and environment. Strategies for main taining the importance of tourism in the area and reducing its negative effects. Extreme environments are The attractions of extreme environments to tourists. susceptible to environmental The increased dem and for adventure holidays. damage from the development of tourism. The impact of tourism on an extreme environment. A case study of one extreme area and the extent to which it can cope with the development of a tourist industry. Sustainability requires the The need for stewardship and conservation. development of ecotourism. A case study of the ways that ecotourism can benefit the environment, the local economy and the lives of the A consideration that this form of tourism can contribute to sustainable development. Opportunities for the use of GIS in this section include:
Opportunities to study
in this section include:
Inpact tourism of highland/glaciated areas, old quarries, rubbish at Balance between mass and Mount Everest base camp, deforestation at Macchu Picchu responsible (green or eco tourism) Is tourism an appropriate tool for some areas? Management honeypot sites (National sites, coasts Fragile Environment GCSE HEALTH AND SOCIAL CARE UNIT 3 MOCK EXAM CHECK LIST
AQA specification Double Award
Definitions of health and well being
The negative definition of health and well being The positive definition of health and well being The holistic definition of health and well being Factors affecting health -regular exercise
Effects of exercise Exercise in different life stages Factors affecting health-diet
Effects of diet on physical health Diet in different life stages Factors affecting health-unprotected sex
Unprotected sex and health Factors affecting health -Genetically inherited diseases
Down syndrome- main features, cause and effects on well being Huntington disease -main features, cause and effects on well being PKU- main features, cause and effects on well being Haemophilia - main features, cause and effects on well being Colour blindness- main features, cause and effects on well being Factors affecting health- Preventing illness and managing risk
Illness prevention Methods of monitoring health Safety and risk management Preventing illness and managing risk at different life stages History- Revision details for January Mocks – YEAR 11
Exam Board - AQA Spec B
All girls should make use of the photocopied notes given to them in class to revise The Exam is in three sections as shown below:
Section 1: International Relations 1900-1914
There will be a 4, 6 and a 10 mark question. Revise: The Great Powers, the Alliance System, German foreign policy, the Moroccan Crises of 1905 and 1911, The Bosnian Crisis, The arms and naval race, tension in the Balkans, the assassination of Franz Ferdinand, The Schlieffen Plan, and responsibility for the war.
Section 2: Peace making and the League of Nations
There will be a 4, 6 and 10 mark question. Revise: The Paris Peace Conference, the ‘Big Three', the Treaty of Versailles, Germany's reaction to the treaty, strengths and weaknesses of the Treaty, Membership of the League of Nations, the structure of the League of Nations, the weaknesses of the League of Nations, the Manchuria Crisis, and the Abyssinian Crisis.
Section 3: Causes of World War Two
There will be a 4, 6 and a 10 mark question. Revise: The aims of Adolf Hitler, German rearmament, the Saar, the Anglo- German Naval agreement, the non-aggression pact with Poland in 1934, The remilitarisation of the Rhineland, The Anschluss with Austria. The entire mock exam will last 1 hour and 45 minutes. You are advised to spend 35 minutes on each of the above sections. Use the 5 booklets given to you in class to help you with your revision. Booklets 1 and 2 deal with section 1. Booklets 3 and 4 deal with section 2 and booklet 3 deals with section 3. ICT AQA (4520)
Specification:Unit 1 – (Examination) Systems and Applications in ICT: 40% - 1 hour 30 minutes
The examination is made up of 3 sections –
Section A = 10 structured questions featuring a range of question types
Section B = 3 structured questions featuring short and extended answer questions
Section C = 1 essay question from a choice of 2
To prepare for the mock examination you should:
Use the colour coding revision checklist to help you focus your revision (On N drive called "GCSE REVISION HELPER.xlsx")
o To begin with go through all the sheets and type either:  Y = Yes I understand this topic  I = Improve knowledge – I have an idea but need to improve my knowledge  N = No – I need to look over this topic o Start your revision using the red coloured sections (the ones you identify as N), then do the orange ones (O), then the green ones (Y) Use the textbook – attempt end of chapter questions (Email your teacher for answers when
needed) as well as using your own notes/previous exam papers Presentations on the N drive (can be accessed via frog from home)
Past Papers and mark schemes can be found here:
You should also ensure that you are aware of current and emerging technologies, as well as be familiar with the ICT systems and applications that you were given at the start of Year 10 (if you have lost your sheet it can be found on the N drive called: ICT Systems.docx)
You need to also be aware of abbreviations and command words (that can be found in the exam) - you were given these sheets at the start of Year 10 but they can be found on the N drive called: Abbreviations.pdf Command Words.pdf

Other useful resources:
BBC CliBBC Technology neThe Guardian Technology The Daily Telegraph technology newThe Gadget Show (Channel 5)How Stuff Wor GCSE MUSIC – Listening Paper 40% - What Do I Need To Know?
The exam paper is divided into two sections. Section A consists of eight short questions requiring you to identify musical features
from the given extracts.
In section B, you will answer one set work question (from a choice of two) in more
depth. This is an extended writing question.
For each set work, you need to know the: o Composer o Name of piece o Tempo o Time Signature/ Rhythm o Instruments/ Timbre o Structure o Melody o Tonality o Harmony o Dynamics o Genre of piece o Texture o Date it was composed o Electronic devices o Electronic processes You also need to be able to: o Give opinions as to why you like/ dislike each piece o Know both the century and date of when the piece was composed o Provide reasons as to why each set work reflects the style it was written in e.g. Romantic o Give examples of other composers of that style e.g. Bach is Baroque o State features of the style of music o Know what section of the music is being played in the extract e.g. Mozart they could play either the 1st or 2nd subject (so make sure you know the difference) o Write basic notations for some parts of the extracts. This could be for any extract, you need to be able to hear the shape of the melody for each piece of music. Learn the main motifs for each set work. o Identify the rhythm being played by a certain instrument in an extract. Year 11 PE Revision List

Exam Board: Edexcel
Full Course paper length: 1 hour 30 minutes (80 marks) Suggested revision resource ‘Edexcel GCSE Physical Education' Pearson ISBN: 978-1-84690- Influences and Benefits of a Healthy, Active Lifestyle

 The three categories of a healthy, active lifestyle  Benefits of taking part in physical activity  Reasons for taking part in physical activity  Influences of taking part  Opportunities for getting involved in sport  Sports participation pyramid Training and Exercise
 Health, exercise, fitness and performance  The five components of health-related exercise  The six components of skill-related fitness  Assessing your fitness levels  The principles of training  Goal setting  Methods of training  The exercise session  Comparing two types of training session  Analysing training sessions Personal Health and Safety
 The link between exercise, diet, work and rest  Dietary intake and performance  Different body types  Optimum weight  Weight-related conditions  Performance-enhancing and recreational drugs (section not included in Short Course or this exam for full course) Risk assessment and preventing injuries (section not included in Short Course Specification)
The Systems of the Body (section not included in Short Course Specification)
 The cardiovascular system during exercise  Regular exercise and the cardiovascular system  The effect of lifestyle on the cardiovascular system  The respiratory system  Immediate and long-term exercise effects on the respiratory system  The muscular system  Exercising the muscular system  Lifestyle, performance-enhancing drugs and the muscular system  The skeletal system  Joints and movement  Exercise and the skeletal system  Injuries to the skeletal system and the importance of diet Year 11 Spanish PPE 2015/16 Vocabulary lists
We have taken some of the key vocabulary from the reading and listening papers which you will be doing as your pre public exams. We have decided not to give you the translation as looking up the word is part of the learning process. Remember some words have more than one meaning. Use a dictionary not a translator to find the meanings. You should know which level you are entered for – ask your teacher if not sure. This list does not contain ALL the words you will need, only some of the less frequently seen ones. Some learning techniques to try
Look, cover, say, repeat, check. Make vocab cards with English on one side and Spanish
on the other. Use post it notes. Play hangman. Use apps such as memrise or quizlet on
your phone. Get someone to test you. Colour code the words, Green for go, orange for
not sure, red for don't know. Write out the word 20 times in different colours saying
the word out loud. Try using the word in a sentence 3 times over 24 hours. Look for
synonyms. Attach an image to a word to help you remember it.

Spanish Reading paper Vocabulary Higher Paper from Summer 2015 exams
tomar (transp y sol) Spanish Reading paper Vocabulary Foundation Paper from Summer 2015 exams
tomar (transp y sol) Spanish listening paper
Revise family members, methods of transport, food and drink items, clothing
In addition to the words below learn the words in bold in the higher box.

Física y química Lo importante para mí es Salir a trabajar Prácticas laborales
Spanish listening paper Higher
Hacer la sopa
Vender de todo
No saber que hacer Perder la conexión Separar la basura Requisitos básicos Entrar en el mercado laboral Sustancias más duras Cinturón de seguridad
Hacer frente al síndrome de abstenía Una merienda ligera
Abandonar el habito Aumentar de peso Los vestuarios
Romper con alguien La estación de ferrocarril Disfrutar del ambiente Ganar un concurso Hombre sin techo Recibir un premio OCR Textiles Technology
Use the list below to help you revise these topics for your January Exam.  The 6Rs and Sustainability  Fibres and fabrics including modern and smart materials  Construction methods  Decorative techniques  Care labelling  Health and safety  Printing as found on pages 48-50 in your text book.


THE EFFECTIVENESS AND SAFETY OF Australian Tea Tree Industry EFFECTIVENESS AND SAFETY AUSTRALIAN TEA TREE OIL The Rural Industries Research and Development Corporation (RIRDC) has been working closely with the Australian tea tree oil industry for more than a decade on the efficacy, safety and production of tea tree oil. Many research reports have now demonstrated tea tree oil's effectiveness as an antibacterial, antiviral and anti-inflammatory agent. More recently, the Australian Tea Tree Oil Industry Association and RIRDC have worked closely to develop a comprehensive safety dossier for tea tree oil. The results of RIRDC and related research on efficacy and safety of tea tree oil are summarised in this report in order to make them accessible to a wide range of interested producers of tea tree oil and tea tree oil products, companies, regulatory authorities and researchers.

Brain 2011: 134; 892–902 A JOURNAL OF NEUROLOGY The clinical and molecular genetic featuresof idiopathic infantile periodic alternatingnystagmus Mervyn G. Thomas,1 Moira Crosier,2 Susan Lindsay,2 Anil Kumar,1 Shery Thomas,1Masasuke Araki,3 Chris J. Talbot,4 Rebecca J. McLean,1 Mylvaganam Surendran,1 Katie Taylor,5Bart P. Leroy,6 Anthony T. Moore,7,8 David G. Hunter,9 Richard W. Hertle,10,11 Patrick Tarpey,12Andrea Langmann,13 Susanne Lindner,13 Martina Brandner13 and Irene Gottlob1