Monday - Gillotts School



Year 11 Mock ExaminationsPreparation Guide(Monday 28th November - Friday 9th December 2016)CONTENTSContentsPageKey Contacts Year 11 Mock TimetableRevision Sessions (Term 2)Blank Revision TimetableWhat will be examined in each subject in the Mock ExamArt & DesignBusiness StudiesComputingCreative Technologies – Food TechnologyEnglish LanguageEnglish LiteratureGeographyModern Foreign LanguageHistory SociologyMaths (Foundation)Maths (Higher)MusicPE & DanceReligious StudiesScience - BiologyScience - ChemistryScience - PhysicsScience - Core Science - Additional ScienceKey ContactsIf you are unsure about any aspect of the mock exams and preparing for them, you should discuss this with your teacher. Your parents can also get in contact with your teachers by e-mailing them.The e-mail addresses below are for the Subject Leaders/ Teachers in charge of each subject:Teacher NameSubjectE-mail addressMr SwainsonArt & Designkswainson@.ukMrs McBainBTEC Children’s Playpmcbain@.ukMr Gasden Business Studies jgasden@.ukMiss NaylorBusiness Studieslnaylor@.ukMrs WakefieldComputingfwakefield@.ukMs RogersDancehrogers@.ukMrs DavidDramafdavid@.ukMs WaelendEnglishhwaeland@.ukMrs WakefieldFood Technologyfwakefield@.ukMrs LoweGeographyslowe@.ukMr YeatmanHistory pyeatman@.ukMiss EllisModern Foreign Languagescellis@.ukMrs DavidMusicfdavid@.ukMs RogersPEhrogers@.ukMs SadlerSciencelsadler@.ukMiss FrackiewiczRSyfrackiewicz@.ukMrs White-ZamlerMathematicsjwhitezamler@.ukMr NashSociologypyeatman@.ukYear 11 Mock TimetableMonday28 NovemberB weekTuesday29 NovemberWednesday30 NovemberThursday1 DecemberFriday2 DecemberMonday5 DecemberA WeekTuesday6 DecemberWednesday7 DecemberThursday8 DecemberReligious Studies1 hr 30minEnglish LanguageExplorations in Creative Reading & Writing1hr 45minMaths Paper 1(Non- CalculatorPaper)1hr 30 minFood Technology1hr 30minComputing1hr 30minDance1 hourMusic(Exam in A4)1hr 30minArt Exam All Day(In Art Rooms)PE Exam(Exam in A4)1hr 30minEnglish LiteratureShakespeare & the 19th Century Novel1hr 45minMaths Paper 2(Calculator Paper)1hr 30 minBusiness Studies(Unit 1 & 3)1hr 30minMaths Paper 3(Calculator Paper)1hr 30 minBREAKBREAKBREAKBREAKBREAKBREAKBREAKBREAKBREAKFrenchListening50min - Exam in MFLArt Exam (In Art Rooms)Spanish Listening50min- Exam in MFLGermanListening50min - Exam in MFLGerman, Spanish& French ReadingExams35min Foundation50min HigherLUNCHLUNCHLUNCHLUNCHLUNCHLUNCHLUNCHLUNCHLUNCHPhysical Geography1hr 30minBiology1hourHuman Geography1hourArt Exam (In Art Rooms)History1hr 15minSociology1hr 30minChemistry1hourPhysics1hourRevision Sessions (Term 2)DayPeriodSubjectRoomWednesday 3.35- 4.30 Lunchtimes by appointmentHistory/SociologyS12-Learn/T1-RecallS11-ApplyMonday 3.35-4.30pmWednesday 3.35-4.30pmThursday 3.35-4.30pmLunchtimes and personalised revision sessions by appointmentMathematicsS14M3/M1S13/M2In other subjects, support sessions can be arranged individually with your child’s teacher.Year 11 Controlled Assessment Calendar (2016-17)We have included this in the guide so that you have an up-to-date version even though it is not directly related to the mock exams.Year 11 Term 1Year 11 Term 2Year 11 Term 3Year 11 Term 4Art & DesignComplete Unit 1 Portfolio of Work (60%) including final piece. Deadline: Dec 2016Unit 2 Externally Set Task (40%) – unlimited preparatory time with 10hrs on final piece Exam dates: April 2016 Improving Unit 1 Final deadline for all work: June 2016ComputingUnit 1 - Practical Programming, Externally Set.Task (25%) - 15 hours to complete under examination conditionsWill begin on the 16th of January 2017 - each session will be 50 mins.DancePractical moderation day - might be in term 5DramaDevised ThematicActingFood TechnologyMake Task (60%)Make Task (60%)GeographyField trip to collect data and complete write upAny students with extra time may not finish in Term 1 and therefore may continue into Term 2HistoryFinal write-up of Controlled Assessment part B:“Some historians argue that British generals like Haig were incompetent leaders. How valid is this interpretation of British generals like Haig in World War I?”Worth 25% of student’s final grade when combined with Part A (completed in Year 10)MFL – French2nd Writing and 2nd Speaking Task3rd Writing and 3rd Speaking Task (if required)MFL – German2nd Writing OR 2nd Speaking Task3rd Writing and 3rd Speaking Task (if required)MFL - Spanish2nd Writing OR 2nd Speaking Task3rd Writing and 3rd Speaking Task (if required)MusicComposition TaskComposition TaskPEPEP - planning and writing ofPEP - planning and writing ofPEP - doing and evaluation Practical - practice moderation evening and 2 moderation daysScience- BiologyPractical Investigation- Water loss in plantsPractical Investigation- Water loss in plantsDouble Science – AdditionalPractical Investigation-Resistance of a wirePractical Investigation- Resistance of a wireThere is not any controlled assessment in the following subjects:English LanguageEnglish LiteratureMathematicsRSSociologyControlled assessment have been completed in the following subjects:Business StudiesScience (Chemistry, Physics, Case study and Data analysis for Core scienceRevision TimetableMondayTuesdayWednesdayThursdayFridaySundayWeek 1(wb Week 2(wb Week 3(wb Week 4(wb Week 5(wbWeek 6(wbWeek 7(wbWhat will be examinedin each subject in the Mock Exam?Year 11 Art Mock ExamUnit 1 – Developing a Portfolio/Body of Work – Project 2 (Still Life)Whilst the Year 11 Mock Exam is a period of time working towards a final piece, it is the culmination of students’ work from May 2015 in relation to the theme ‘Identity’ and encompasses the following areas or Assessment Objectives:Paper Length - 5 hoursTopicThemeContentsDetailsUNIT 1‘Identity’AO1Develop ideas through investigations, demonstrating critical understanding of sourcesAO1 is about developing ideas from a starting point to a final piece. This is done through mind-mapping, sketches and studies related to the work of other artists, designers and craftspeople. Students need to analyse and understand these contextual sources, and develop their ideas in a personal way.AO2Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processesAssessment Objective 2 is about refining ideas through selecting and experimenting with appropriate resources, media, materials, techniques and processes. There are various ways of using these to develop ideas and create a personal response.AO3Record ideas, observations and insights relevant to intentions as work progressesAssessment Objective 3 is about recording ideas, observations and insights, which can be in visual, written and other forms. Students should work from a range of experiences and stimulus materials, as each of these could lead to different ways of developing their ideas. They should reflect upon your work, and consider what they have achieved at each stage and what they will do next.AO4Present a personal and meaningful response that realises intentions and demonstrate understanding of visual languageAssessment Objective 4 is about presenting a personal, informed and meaningful response, from students’ initial research through to their final piece 9to be completed in the allotted 5 hour mock). Students must demonstrate analytical and critical understanding as they respond to their theme.Year 11 Business Studies Mock ExamThere will be a single exam (1hr 30 mins) in the Mock period which includes all of Unit 1 and two topics from Unit 3.Unit 1 Introduction to Small Businesses TopicThemeContentsDetailsTopic1.1Spotting a Business OpportunityBusinessesUnderstand what a business does.Appreciate that most businesses are small.Understand why large numbers of businesses are created and closed down each year.Understand the terms: Supplier; Consumer; Customer and Markets.Understanding Customer NeedsWhy are customer needs central to starting a business?What are the different types of market research?How can market research data be collected and interpreted?Why is market knowledge through direct customer contact important?Market MappingHow can customer buying habits and preferences be analysed?How can businesses identify market segments?How can businesses map their markets and identify market gaps?Analysing Competitor StrengthsWhy should initial planning for a business start-up include an analysis of market competitors?How can competitors’ strengths and weaknesses be analysed?Why should a business compare its offering with that of rivals?What options exist for starting up a business?What is a franchise?What are the advantages and disadvantages of using a franchise to start up a business compared to other alternatives?What is a good location for a business?Year 11 Business Studies Mock ExamUnit 1 Introduction to Small BusinessesTopicThemeContentsDetailsTopic1.2Showing EnterpriseWhat is enterprise?Why does enterprise involve taking risks, showing initiative and being willing to undertake new ventures?What is the difference between a good and a bad service?Thinking creativelyWhy is thinking creatively important in developing both competitive advantage and a new business?What is the role of lateral thinking and deliberate creativity in developing new business ideas?What questions do entrepreneurs ask?What are the important questions to ask when coming up with new business ideas?Why should entrepreneurs look beyond the obvious?Why are questions such as ‘What if?’; ‘Why?’ and ‘Why not?’ important?Why do entrepreneurs need to judge the value of outcomes?Invention and innovation – generating new business ideasHow do new business ideas come about?What is the difference between innovation and invention?How does the process of innovation bring a new idea onto the markets?How can patents and copyrights help entrepreneurs protect their ideas?Taking a calculated riskWhat is the principle of taking a calculated risk?Why is weighing up the risks and rewards of a new business idea an important part of the process of judging outcomes and viability of a start-up?Why are mistakes an important part of the process of learning to succeed?Other important enterprise skillsWhat is the importance of planning; thinking ahead; seeing opportunities and having drive and determination to enterprise skills?How can an entrepreneur make connections?What is the role of mind maps in collecting thoughts and seeing opportunities?Year 11 Business Studies Mock ExamUnit 3 Building a BusinessTopicThemeContentsDetailsTopic3.1MarketingWhat is marketing?What is marketing?How is market research used?The Marketing MixWhat are the 4Ps?Product Trial and Repeat PurchaseWhat is the difference in ‘sales’ between product trial and repeat purchase?How can repeat purchase be maximised through customer loyalty?Product Life CycleWhat are the 4 (or 6?) phases of the product life cycle?What is meant by ‘extension strategies’?How does cash flow change during the product life cycle?What is the product portfolio analysis in general and the Boston Matrix in particular?How are the Product Life Cycle and The Boston Matrix linked?Branding and DifferentiationWhy are brands important for successful product trials and repeat purchase?Why is there a need to differentiate a product (a good or a service) from others?Building a successful Marketing MixWhy is it important to manage a brand?How can a brand be managed using the 4Ps?Year 11 Business Studies Mock ExamUnit 3 Building a Business1 hour and 30 minutesTopicThemeContentsDetailsTopic3.2Meeting customer needsDesign and Research and DevelopmentWhy is design a key approach to product differentiation?What is meant by the ‘design mix’?Why is there a need for a scientific research to provide the basis for product development?Managing StockWhat is a bar gate stock graph?How does stock control work in theory?How should a bar gate stock graph be interpreted?Quality AssuranceWhy is there a need for the Just-In-Time (JIT) Stock Control method?Cost-effective operations and competitivenessHow can productivity be increased?How can costs be lowered?Why are higher productivity and lower costs important in managing overall costs?How do lower costs feed through to lower competitive prices?Effective Customer ServiceWhy is it important for a business to provide customers with the service level they want, when they want it?What is the link between effective customer service and repeat purchase levels?What are the disadvantages of poor customer services to a business?Meeting Consumer Protection LawsWhat is the purpose of these legislations e.g. the Trade Descriptions Act [TDA] (1968) and the Sales of Goods Act [SOGA] (1979)?What effect does this legislation have on a business?Year 11 Computing Mock Exam1 hour 30 minutesTopics which will be coveredDefinitionsNetwork ProtocolsInternet InfrastructureNetwork TopologiesTypes of NetworkVirtual MachinesUnderstandingEncryptionAdding binary integarsConverting binary to hexadecimalBits Lossy CompressionBinary digits and the Cartesian Co-ordinate SystemLegislationHigh Level and Low Level Programming LanguagesPseudocodeClient server modelStored Program ConceptSequential and Parallel Computational modelsArtifical IntelligenceSoftwareOperating system functionsHTMLUse of libraries in codeSQLYear 11 Creative Technology – Food Technology Mock Exam1 hour 30 minutesTopics which will be coveredNutrition - including: Carbohydrates, Proteins, Vitamins, Minerals, Energy Balance, Dietary Guidelines, special dietary needs, Government Recommendations, and Individual Requirements.Healthy Eating - ways to ensure a healthy balanced diet High risk foodsFood safety and preservation the 4 C’sMacro- nutrients – e.g. protein, fat and carbohydratesCooking methods and effect on nutrientsFood labelling and packagingPrimary and Secondary Foods - types, processing and preservationHousehold Food Production - skills, processes and equipment used on producing foods at home. Key culinary terms e.g caramelisation, coagulation, gelatinisation, fermentationIndustrial Food Production - processes and equipment for manufacturing food in large quantities and use of standard components.Analysing Food Products - ways of analysing products, evaluating, providing feedback and presenting results.Designing Food Products - the creation of new products to meet a given specification and the ways in which computers are used to assist in this method. Food Issues - issues in the world regarding the safe production and manufacture of the food supply. Environmental issues such as seasonal foods, air miles, Genetically Modified foods.Use Collins GCSE Food Tech revision book. Available from Student Services ?2.50. BBC bitesize Design and Technology - Food Technology -revise, activity and then testYear 11 Drama Mock Exam45 minutes (Half of the 1:30 exam)SECTION A: PRACTICAL WORK COMPLETED DURING THE COURSEThis section of the exam is assessing the following objectives.AO1: “Recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas”AO3: “Analyse and evaluate their own work and that of others using appropriate terminology”You need to write about a piece of practical work you have completed. This could be scripted or non-scripted, BUT you must write about the same piece in each answer.Question 01 (AO1)This question is the same every year. It asks you to DESCRIBE and STATE your piece. The answer can be learnt by heart and there is no excuse for getting anything less than 8/10!Your answer to this question sets the scene for the remaining questions in section A and give them examiner the context.You need to to be able to explain;What your piece is about (including the title, playwright or if it was devised)The style (of performance)The genre (of the piece)The target audienceThe time period The performance space (the place you performed, NOT the place your play is set)Any design elements (set, costumes and props)Any technical elements (Sound, lights and special effects)Your contribution. (ALWAYS as an actor. Briefly explain the age and status of your character)Question 02 (AO1)This question asks you to EXPLAIN an element of your rehearsal process. It has a different focus each year but may include;Initial ideasCharacterisationHow you developed understanding of a roleIt will ask you to give SPECIFIC examples. (It will tell you how many) Be as precise as you can. Talk about what you did in rehearsals and what you learnt from this. Then how you used this knowledge in the development of your pieceQuestion 03 (AO3)This question asks you to ANALYSE and EVALUATE a part of your rehearsal process. Again, it has a different focus each year, but may include;CharacterisationOvercoming problems, (Please note: Line learning, or not turning up to rehearsals is NEVER an appropriate thing to discuss in the exam!)Team workStaging choicesChanges you made.It will ask you to give SPECIFIC examples. (It will tell you how many) Make sure you justify every point that you make, and ALWAYS talk about how successful a strategy/technique/idea was in reaching the purpose you used it for.Question 04 (AO3)This question asks you to ANALYSE and EVALUATE an aspect of your final performance. The focus changes but it could include;How well you achieved your aims.How well you personally showed characterisation.How well the group showed good dynamicsHow well the piece achieved the purpose you had intended for it.It will ask you to give SPECIFIC examples. (It will tell you how many) Remember that you need to JUDGE and JUSTIFY. Never make a statement without backing it TIPSYou will get no marks for telling the story.The examiner will not be impressed if you use the exam as a chance to rant about how hard you worked compared to everyone plaints about people not turning up to rehearsals /not knowing their lines are never appropriate in an exam!Back up everything you say.Each question is worth 10 marks. Get 01 out of the way (with your learnt answer) then spend equal time on the rest.WHERE TO GET HELPResources will be shared with you on google classroom.If you have been keeping good lesson diaries then here is when they come in helpful. (See that homework I’ve been setting you isn’t a waste of time!)I am happy to mark practice questions if you send them to me.Year 11 English Language Mock Exam: AQA Paper 11 hour 45 minutesSection A: Fiction Extract Analysis :Paper Length - 1 hour 45 minutes25% of final English Exam40 MARKSRead and plan: 15 minutes.Q1: comprehension 4 marks (5 minutes)Q2: use of language 8 marks (10 minutes)Q3: structure 8 marks (10 minutes) Q4: detailed analysis (character/setting/theme etc) 20 marks ( 20 minutes)Section B: Fiction Writing: 25% 4O MARKS 45 minutes. 5 planning; 30 writing; 10 editing.The opening of a story / a description of a photograph or image.· Clear, effective, imaginative writing.· Tone, style, register.· Organise ideas.· A range of vocabulary.· A range of sentence structures.· Accurate spelling Accurate punctuation Where to Get help: Resources will be shared on Google ClassroomYear 11 English Literature Mock Exam – Paper 1: Paper Length - 1 hr 45 minsENGLISH LITERATURE EXAM 1Section A: Romeo and Juliet20% 34 marks (includes 4 marks for SPAG)50 minutes including reading and planning time. An essay on a theme or a character: start with a given extract and develop your essay to discuss the whole play. · Develop an informed, personal response.· Use textual references.· Analyse language, form and structure.· Use relevant subject terminology.· Show understanding of the context.· Accurate grammar, spelling and punctuation.ENGLISH LITERATURE EXAM 1Section B: Strange Case of Dr Jekyll and Mr Hyde20% 30 marks50 minutes including reading and planning time. An essay on a theme or a character: start with a given extract and develop your essay to discuss the whole play. · Develop an informed, personal response.· Use textual references.· Analyse language, form and structure.· Use relevant subject terminology.· Show understanding of the context. Where to Get help: Resources will be shared on Google ClassroomYear 11 Geography- Mock Exam2 Mocks Paper 1 - Physical GeographyTopics:Restless Earth, Water on the Land, Coastal ZonePaper Length - 1.5 hoursRestless EarthContentsDetailsThe Earth’s crust is unstable, especially at plate margins.Distribution of plates; contrasts between continental and oceanic plates.Destructive, constructive, conservative and collision 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 and adapt to the conditions within them.Case Study:A case study of one range of fold mountains - Andes. To include:- ??????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 tectonic activity. Their primary and secondary effects are positive as well as negative.Responses change in the aftermath of an eruption.Characteristics of composite and shield volcanoesCase study:A case study of a volcanic eruption Eyjafjallajokull and Nyiragongo – its cause; primary and secondary effects; positive and negative impacts; immediate and long term responsesMonitoring and predicting volcanic eruptions.Super volcanoes are on a much bigger scale than other volcanoes and an eruption would have global consequences.The characteristics of a super volcano and the likely effects of an eruption eg YellowstoneEarthquakes occur at constructive,Destructive and conservative plate margins.Location and causes of earthquakesFeatures of earthquakes – epicenter, focus, shock wavesMeasurement of earthquakes using the Richter and Mercalli Scales.The effects of earthquakes and responses to them differ due to contrasts in levels of wealth.Case Study:A case study of an earthquake in a rich part of the world (MEDC) - Christchurch 2011. The specific causes; primary and secondary effects; immediate and long-term responses – the need to predict, protect and prepare.Case Study:A case study of an earthquake in a poorer part of the world (LEDC) - Haiti 2010. The 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 clearTsunamis are a specific secondary effects and can have devastating effects in coastal areas.Case Study:A case study of a tsunami - Asian tsunami 2004.?Its cause, effects and responsesWater on the LandContentsDetailsValleys change as rivers flow downstream due to the dominance of different processes.Processes of erosion – hydraulic action, abrasion, attrition, solution; vertical and lateral erosion.Processes of transportation – traction, saltation, suspension and solution.Deposition and reasons for itLong profile and changing cross profile.Distinctive landforms result from different processes as rivers flow downstream.Landforms resulting from erosion – waterfallsand gorges; landforms resulting from erosionand deposition – meanders and ox-bow lakes;landforms resulting from deposition – levees and flood plains.The amount of water in a river fluctuates due to a number of reasons.Factors affecting discharge – amount and type of rainfall, temperature, previous weather conditions, relief, rock type (impermeable, permeable, porous and pervious) and land use.Rivers flood due to a number of physical and human causes. Flooding appears to be an increasingly frequent event.The causes of flooding: physical – prolonged rain, heavy rain, snowmelt, relief; and human – deforestation, building construction.The frequency and location of flood events – in the UK in the last 20 years.The effects of and responses to floods vary between areas of contrasting levels of wealth.Case Study:A case study of flooding in a rich part of the world and one from a poorer area – thedifferent effects of and responses to flooding - Bangladesh and Boscastle.There is discussion about the costs and benefits of hard and soft engineering and debate about which is the better option.Hard engineering strategies – dams and reservoirs, straightening.Soft engineering – flood warnings, preparation, flood plain zoning, ‘do nothing’. The costs and benefits of these.Rivers are managed to provide a water supply. There are a variety of issues resulting from this.The UK – increasing demand for water; areas of deficit and areas of surplus; the need for transfer.Case Study:A case study of a dam/reservoir to consider resulting economic, social and environmental issues and the need for sustainable supplies. Three Gorges DamCoastal Zone The coast is shaped by weathering, mass movement, erosion, transportation and deposition. Weathering processes – mechanical, chemical. Mass movement – sliding and slumping. 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 itDistinctive landforms result from different processes.Landforms resulting from erosion – characteristics and formation of headlands and bays, cliffs and wave cut platforms, caves, arches and stacks.Landforms resulting from deposition – characteristics and formation of beaches, spits and bars.Rising sea level will have important consequences for people living in the coastal zone.Reasons for rising sea level. Case study:East Anglia - to illustrate the economic, social, environmental and political impact of coastal flooding.Coastal erosion can lead to cliff collapse. This causes problems for people and the environment.Case study: Holderness coastline – rates of coastal erosion; reasons why it is susceptible to undercutting by the sea and collapse; how people may worsen the situation; the impact on people’s lives and the environment.How should the coast be managed?Debate the costs and benefits of ‘hard’ and ‘soft’ engineering.Management strategies: Hard engineering – sea walls, groynes, rock armour. Soft engineering – beach nourishment, dune regeneration and marsh creation.Managed retreat. Case study: Minehead coastal management to assess the costs and benefits of strategies adopted.Coastal areas provide a unique environment and habitat. There is a need for conservation and this leads to conflict with other land uses.Case study:Keyhaven Marshes, Hampshire - a saltmarsh.Environmental characteristics; the resulting habitat and species that inhabit it and reasons why. Strategies to ensure the environment is conserved, but also allow sustainable use of the area.Paper 2 - Human GeographyTopics: Population Change and Changing Urban AreasPaper Length - 1 hourPopulation ChangeOver time the global population increases and the population structures of different countries change.The exponential rate of world population growth.Countries pass through different stages of population growth as shown in the fivestages of the Demographic Transition Model (birth rate, death rate and natural population changes).Changing population structure.The impact of increasing urbanisation, agricultural change, education and the emancipation of women on the rate of population growth.A range of strategies has been tried by countries experiencing rapid population growth.The social, economic and political implication 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.Case Study: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 future development of a country.The relationship between the population structure and population decline and the impact on the future economic development.The problems associated with an ageing dependent ernment strategies to cope with an ageing population and the incentives suggested for encouraging an increase in a country’s birth rate.Case Study:A case study of the problems and strategies in one EU country with an ageing population.Population movements impact on both the source regions of migrants and the receiving countries.Migration is a result of decision making push and pull factors which can have positive and negative impacts.Economic movements within the EU, refugee movements to the EU and the impacts of such movements.Changing Urban AreasUrbanisation is a global phenomenon. Causes of urbanisation in rich and poor worldReasons for pace of urbanisation to differ in rich and poor worldsUrban areas have a variety of functions and land uses.Describe and explain the different functional parts of a settlement including locations of CBD, inner city, suburbs and rural-urban fringe.To explain how the Burgess and Hoyt models of land use are different and can be applied to countries at different levels of developmentThere are aspects of urban living in a richer part of the world that need careful planning in order to support the population and environment of cities and towns.There are many issues facing urban areas today: Housing – the attempts to satisfy the increased housing needs of the population in different parts of the city. Impact of Government strategies from the 1990s on the inner city (LDDC)Traffic – impact of increased use of road transport on the environment and solutions aimed at reducing the impact (examples in London) Revitalising the image of the CBD by improving the physical environment (Hulme Manchester)Cultural Mix – factors causing ethnic segregation within urban areas. Strategies aimed at supporting the multicultural nature of many urban areas.Rapid urbanisation has led to the development of squatter settlements and an informal sector to the economyCharacteristics of squatter settlements and the effect on the lives of the people of living in squatter settlements. Attempts by the inhabitants themselves to improve squatter settlements over time. Self-help, Site and Service and Local Authority schemes to improve squatter settlements. Case study:A case study of a squatter settlement redevelopment - KiberaRapid urbanisation in a poorer part of the world requires the management of the environmental problems caused.Effects of rapid urbanisation and industrialisation. Difficulties of disposal of waste, much of which is toxicEffects and management of air and water pollutionAttempts can be made to ensure that urban living is sustainable.Characteristics of a sustainable city. Environmental – the importance of conserving the historic and natural environment. Use of Brownfield sites. Reducing and safely disposing of waste. Providing adequate open spaces. Social – including local people in the decision-making process. Provision of an efficient public transport system.Case study:A case study of sustainable urban living - Curitiba, BrazilYear 11 Modern Foreign Language Mock Exam65 minutes (30 minutes listening, 35 minutes reading)Topics which will be coveredStudents will complete a past paper in both their?listening and reading Exam. (Foundation tier)??This could contain any topic on the syllabus.?All vocabulary for the Foundation or Higher paper?which could come up is on Vocab Express. All students have log ins.?Students must also be using the Edexcel GCSE revision guide and workbook (purple ones they bought from Student Services) regularly as they contain graded practice questions and key language from the syllabusYear 11 History Mock Exam1 hour 15 minutesUSA 1930-2000 Outline Study PaperChanging attitudes to the race issue in the USA, 1930-2000Content focusContent exemplification Why was there so much racial inequality in the USA between 1930 and 1945? The position of black people in the 1930s (segregation and the Jim Crow Laws, the Ku Klux Klan; reaction: the NAACP, the impact of the depression and the New Deal) Black people and World War II (the Jim Crow Army, black workers at home, the impact of the war on the civil rights issue)Why was it difficult for black Americans to gain equal rights in the USA in the 1950s and 1960s?The struggle for equal education (the importance of: Brown v Topeka 1954, Little Rock High 1957, James Meredith, 1962) The struggle for equality in transport (the Montgomery Bus boycott; the freedom riders) Key figures in the campaign for equal rights (The role and significance of Martin Luther King; the role and significance of Malcolm X and the Black Power movement)How much progress has been made by black Americans since the 1960s? The extent of change (Civil Rights legislation, developments in education and housing for black people, race riots; the extent of change and progress) Developments in black culture (the development of black identity and culture; the extent of black success in politics, sport, media and entertainment) The USA and Wider World 1930-2000Content focusContent exemplification How and why did US foreign policy change between 1930 and 1945? Out of isolation (the policy of isolationism examples of increasing involvement in world affairs in the 1930s) America's and World War II (Japan, Pearl Harbor and entry into war; America's role in Europe and in the Pacific, the dropping of the Atomic Bomb)How and why was the USA involved in the Cold War? The origins of the Cold War (containment, Truman Doctrine, Marshall Aid, domino theory) The USA and the Cold War in Europe (the Berlin blockade and airlift, entering NATO)The USA and the Cold War in the wider world (the causes and importance of the Cuban crisis and the war in Vietnam) What role has the USA played in the search for world peace since 1970?Early attempts to improve relations (reasons for détente, SALT 1, Helsinki agreements, Nixon and China, Afghanistan)Later efforts to establish stability (Reagan and Gorbachev, reasons for the end of the Cold War, involvement in areas such as Iran, the Gulf War and Iraq)Year 11 Sociology Mock Exam1 hour 30 minutesUnit 1 – Topic 1 Studying SocietyKey terms and conceptsHow is the sociological approach different from the biological, psychological and journalistic approach?What are social structures, social processes and social issues?How do we develop as individuals and become part of society?What is culture?What are values, norms, status and roles?What is socialisation?What is primary and secondary socialisation?How are we socialised into gender roles?What is social control and how do agencies of social control work?What is ethnicity?What is social class?What are the differences between consensus and conflict approaches to sociology?How do sociologists carry out research?What is quantitative and qualitative data?What do validity, reliability and representativeness mean in sociological research?What is a hypothesis?What are the advantages and disadvantages of using experiments?What is the Hawthorne effect?What different types of questionnaires can be used?What are the advantages and disadvantages of using questionnaires?What different types of interviews can be used?What are the advantages and disadvantages of using interviews?What different types of observation techniques can be used?What are the advantages and disadvantages of using observation techniques?What are the advantages and disadvantages of longitudinal studies?What different types of secondary data can be used?What are the advantages and disadvantages of using secondary data?What different types of sample can sociologists use?What ethical issues do sociologists need to be aware of?How is sociology useful in making and implementing policies in areas such as education, welfare and criminal justice?Topic 2 – EducationWhat is the role of education in modern Britain?What are the roles of education in society?How do different sociological perspectives view education?What is the hidden curriculum?How successful have educational reforms been in reducing inequality?How did the Grammar School system introduced in 1944 work?How did the Comprehensive system introduced in 1965 work? What were the main changes introduced by the 1988 Education Act? What changes have New Labour made to the Education system? What is the structure of the British education system today? What is school factors affect educational achievementHow does the hidden curriculum work? What impact do streaming and setting have? What are labelling and the self-fulfilling prophecy? How do subcultures affect achievement? How does social class affect educational achievementWhat impact does home environment have on achievement? What is cultural capital? How might teachers label working class pupils? What impact could the rising cost of higher education have on working class students? What impact does home environment have on achievement? What is cultural capital? How might teachers label working class pupils? What impact could the rising cost of higher education have on working class students? How does gender affect educational achievementWhy have girls done better than boys in education in the last 20 years? Why have boys done worse than girls in education over the last 20 years? Why do boys and girls pick different subjects in school? How does ethnicity affect educational achievement?Why do some ethnic groups do better in education than others?Why might cultural differences explain these different levels of achievement?What in school factors could lead to students from ethnic minorities doing less well? What are contemporary issues relating to education?Why is education a political issue? What criticisms have been made of recent government education reforms? What debates are there around faith schools, testing special needs and alternative forms of provision as a social issue? Topic 3 – FamiliesWhat types of family are there?What is a family?What are nuclear, extended, lone, same sex, reconstituted and empty nest families? Why is there a greater diversity of families in Britain today? What are the different sociological viewpoints on the family?Is the nuclear family typical of families in modern Britain? What are functionalist views on the family? What are New Right views on the family? What do sociologists mean by the dark side of the family? Why do feminists believe the nuclear family is unfair on women? What at the different roles people play in the family?What is the division of labour? What are conjugal roles? What is the symmetrical family? Does the New Man exist? What role do grandparents play in families? What role do children play in families? How have children’s role in the family changed in the last 50 years? Why have men and women’s roles in the family changed in the last 50 years?How has life course changed over the last 50 years? How has life expectancy changed? How have patterns of fertility changed? What impact will an ageing population have on the country? How has the family changed over the last 50 years?Why has marriage declined? Why has cohabitation increased? Why have births outside of marriage increased? What are the effects of divorce? What are the arguments in favour of lone parent families? What are the arguments against lone parent families? What are contemporary issues relating to familiesWhat debates are there around the quality of parenting as a social issue?What debates are there around the care of the disabled and elderly as a social issue? What debates are there around the relationship between teenagers and adults as a social issue?YEAR 11 MATHS MOCK EXAMEdexcel GCSE MathsLinear Exam Topic List - FOUNDATION$/lsinger/Downloads/List-of-Clips-v15-2.pdfNUMBERAdd, subtract, multiply, divideWrite numbers in wordsWrite numbers from wordsAdd, subtract, multiply, divide whole numbers, integers, negatives, fractions, and decimals and numbers in index formMultiply and divide any number between 0 and 1.Divide decimals up to 2 decimal placesSolve a problem involving division by a decimal (up to two decimal places)Know the fraction-to-decimal conversion of?familiar fractionsOrder numbersPut in order of size, integers, decimals and fractionsUnderstand and use positive and negative numbers on a number lineFactors, multiples and primesUnderstand the terms;Odd and evenFactorMultipleCommon factorHighest common factorLowest (least) common multiplePrime numberBe able to identify factors, multiples and primes from a list of numbersExpress a number as a product of prime factors (factor tree)Find common multiples or common factors of two numbersFind the highest common factor (HCF) or the lowest common multiple (LCM) of two numbers.Squares, square roots, cubes and cube rootsKnow all the square numbers from 2? = 4 up to 15? = 225Know all the cube numbers from 2? = 8 up to 5? = 125 and also 10? = 1000Find squares and cubesFind square roots and cube rootsIndex notationUse index notation for squares and cubes, eg. 5?Use index notation for powers of 10, eg. 106Understand indices in calculationsIndex lawsMultiply and divide by adding or subtracting indicesCalculate using index laws when indices are fractions or negativeEquivalent fractions and adding and subtracting fractionsFind equivalent fractionsSimplify a fraction to its simplest formConvert between improper fractions and mixed numbersAdd and subtract fractionsDecimals, including recurring decimalsKnow fraction to decimal conversions for simple fractionsConvert between fractions and decimalsUnderstand that all recurring decimals are exact fractions, and that some exact fractions are recurring decimalsConvert between recurring decimals and fractionsPercentagesUnderstand percentagesConvert between fractions, decimals and percentagesUsing fractions, decimals and percentagesFind a fraction of a quantityFind a percentage of a quantityUse decimals to find quantitiesUse a multiplier to increase of decrease a quantity (eg. use x 1.05 to increase by 5%, or 0.88 to decrease by 12%))PercentagesUse percentages to calculate and useVATSimple interestIncome taxPrices after an increase or decreasePercentage profit and loss Fractions, decimals and percentagesFind one number as a fraction of another numberFind one number as a percentage of another numberMultiply using percentages or decimals as operatorsRatioWrite a ratio in its simplest formDivide a quantity in a given ratioSolve problems using ratiosNumber operations and the relationships between them, including order of operations and inverse operationsUnderstand multiplying and dividing, and that one is the inverse of the otherUse inverse operationsUnderstand the use of brackets in calculationsUnderstand the hierarchy of operations (BIDMAS)Solve word problemsUnderstand and find reciprocalsUnderstand and use 1 over a number is the inverse of multiplying by that numberRounding and approximationRound to the nearest integer (whole number)Round numbers to any given power of 10Round to a number of decimal placesRound to a number of significant figuresEstimate the answer to a calculation by using roundingUse a calculator effectivelySimple and complex calculations, including involving time or moneyUse the following functions+, -, x, ÷x? and √xx? and ?√xmemory functionsbracketsUnderstand that rounding too early can causes inaccuracyALGEBRAAlgebraic notationUnderstand notation and symbols used in algebraUnderstand the difference between “expression”, “formula” and “equation”Be able to select an expression, formula or equation from a listBe able to write an expression to solve a problemManipulate algebraic expressionsSimplify by collecting like termsMultiply out a single bracketFactorise a single bracket by taking out a common factorWrite expressions involving squares or cubesUse algebraic expressions to solve problemsSolve linear equationsSet up simple equations for a problemRearrange simple equationsSolve simple equationsSolve equations with the unknown on either sideSolve equations with the unknown on both sidesSolve equations that include bracketsSolve equations with negatives, including negative answersSolve equations involving fractionsUsing formulaeDerive formulaeSubstitute numbers (positive or negative) into a formula, including formulae with x? or x? termsChange the subject of a simple formulaSolve linear inequalitiesUse inequality signs correctly (<,>,≤,≥)Solve a simple linear inequality with one variableShow the solution to a linear inequality on a number lineTrial and improvementUse trial and improvement to find an approximate solution to an equationSequencesUnderstand odd and even numbersGenerate number sequences from diagramsDescribe the rule for a number sequence (eg. subtract 3)Find a particular term in a sequence, or explain why a particular number is not in a sequenceNth term of a sequenceFind the nth term expression for a sequenceUse the nth term expression to find a particular number in the sequence (eg. the 20th term)CoordinatesUse axes and coordinates, both positive and negativeUnderstand and plot points in four quadrantsFind the coordinates of a pointPlot a point given the coordinatesFind the coordinates of the mid-point of a lineCalculate the length of a line using coordinatesGraphsDraw, label and add a scale to axesUnderstand that an equation of the form y = mx + c corresponds to a straight line graphPlot straight line graphs from their equationsPlot and draw a graph of an equation in the formy = mx + cFind the gradient of a straight line graph Graphs from quadratic and other functionsGenerate points for quadratic functionsPlot graphs of quadratic functionsReal life graphsPlot a linear graphUse real life graphs, for example, for fuel bills, telephone tariffs, currency conversionUse distance-time graphsInterpret information on linear (straight line) and non-linear (curved) graphsGEOMETRYAngles on intersecting lines, in triangles and quadrilaterals, and on parallel lines Understand acute, obtuse, reflex and right anglesAngles round a point add up to 360°Angles on a straight line add up to 180°Know the properties of scalene, isosceles, equilateral and right-angled trianglesAngles in a triangle add up to 180°Vertically opposite angles are equalBe able to mark parallel lines on a diagramBe able to identify perpendicular lines on a diagramBe able to use letters to name lines, eg. XY or ABBe able to use letters to name angles, eg. angle ACDCorresponding angles (in parallel lines)Alternate angles (in parallel lines)Calculate angles and give reasonsUse the angles a quadrilateral add up to 360° to find missing anglesUse the angles in a triangle add up to 180° to find missing anglesUnderstand that the exterior angle of a triangle of a triangle is equal to the sum of the interior angles at the other two verticesInterior and exterior angles of polygonsCalculate the sum of interior angles in a polygonUnderstand the polygon names; pentagon, hexagon, heptagon, octagon and decagonUse the angle sum of an irregular polygon in a problemCalculate and use the sum of the interior angles of a regular polygonUnderstand and use fact that the exterior angles of a polygon add up to 360°Understand and use the fact that an interior and exterior angle at one vertex of a polygon add up to 180°Be able to calculate the exterior angle of a regular polygonBe able to calculate the interior angle of a regular polygonBe able to deduce the number of sides of a regular polygon, given one of its anglesUnderstand tessellations of regular and irregular polygonsTessellate combinations of polygonsExplain why some shapes tessellate and some do notProperties of quadrilateralsRemember the definitions and properties (including equal sides, equal angles, parallel sides, lines of symmetry, etc.) of special quadrilaterals, ie.SquareRectangleParallelogramTrapeziumRhombusKiteBe able to sketch each type of quadrilateralList or classify quadrilaterals by their propertiesReflection and rotation symmetry in 2D shapesRecognise reflection symmetry and be able to draw lines of symmetry on a shapeRecognise rotation symmetry of 2D shapesFind the order of rotational symmetry of a shapeComplete a diagram given the line or lines of symmetryState a line of symmetry on a grid as a simple algebraic equation, eg. x = 2 or y = xComplete diagrams with a given order of rotational symmetryCongruence and similarityUnderstand what congruent meansIdentify shapes that are congruentUnderstand what similar meansUnderstand that two shapes that are similar have the same anglesPythagoras’ theoremUnderstand and use Pythagoras’ theorem in trianglesParts of a circleDraw a circle with compasses, given either the diameter or radiusUnderstand and remember parts of a circle:CentreRadiusDiameterChordCircumferenceTangentArcSectorSegmentUsing 2D diagrams to represent 3D shapesUnderstand the words face, edge and vertexIdentify or name these solid shapes:CubeCuboidCylinderPrismPyramidSphereConeUse isometric gridsDraw nets and show how they fold to make a 3D solid shapeUnderstand and draw front and side elevations and plans of simple solidsDraw a sketch of a 3D solid shape given the front and side elevations and plan of the solidTransformationsRotationsRotate a 2D shape around the origin or other pointUnderstand that a rotation is defined by an angle, direction and a centre of rotationFind the centre of rotationUnderstand that a rotation produces a shape congruent to the originalReflectionsUnderstand and describe reflectionsIdentify the mirror line for a reflection, and find its equationUnderstand that a reflection produces a shape congruent to the originalTransformations continuedTranslationsUnderstand and use translationsUnderstand that translations are defined by a distance and a direction using a vectorTranslate a shape by a given vectorUnderstand that a translation produces a shape congruent to the originalEnlargementsUnderstand that an enlargement is defined by a centre of enlargement and a scale factorUnderstand that angles remain the same in an enlargementEnlarge a shape by a scale factor, using (0, 0) or any other point as the centreFind the centre of a given enlargementIdentify the scale factor of a given enlargementGeneral transformationsDescribe a transformation Straight edge and compass constructionsConstruct a given triangleConstruct an equilateral triangleUnderstand that SSS, SAS, ASA and RHS triangles are unique but ASS ones are notConstruct a perpendicular bisector of a lineConstruct a perpendicular from a point to a lineConstruct a perpendicular from a point on a lineBisect an angleConstruct angles of 60°, 90°, 30° and 45°Construct parallel linesDraw circles and arcs of a given radiusConstruct a regular hexagon inside a circleConstruct diagrams involving any of the aboveConstruct diagrams from given informationLociConstruct a region bounded by a circle and an intersecting lineConstruct a loci of a given distance from a point and a given distance from a lineConstruct a loci of equal distances from two pointsConstruct a loci of equal distances from two linesIdentify regions defined by “nearer to” or “greater than”Find or describe regions satisfying a combination of lociPerimeter and areaMeasure shapes to find perimeter or areaFind the perimeter of a rectangle or triangleUse a formula to find the area of a rectangleUse a formula to find the area of a triangleUse a formula to find the area of a parallelogramUse a formula to find the area of a trapeziumCalculate the perimeter and area of compound shapes made from triangles, rectangles and other shapesFind the surface area of shapes such as prisms or pyramids by using the formulae for triangles, rectangles and other shapesCircumference and area of a circleFind circumference of a circle using C = πd or C = 2πrFind the area of a circle using A = πr?Use π = 3.142 or the π button on a calculatorFind the perimeter and area of semcircles and quarter circlesFind the surface area of a cylinderVolumes of prismsUse the formula to calculate the volume of a cuboidCalculate the volume of a shape made from cuboidsCalculate volume of a prism, such as a triangular prismFind the volume of a cylinderMEASURESMaps and scale drawingsUse, interpret and construct maps and scale drawingsDraw lines and shapes to scaleEstimate lengths using a scale diagramEnlargement of shapes, including solidsUnderstand the effect of enlargement on perimeter, area and volumeUnderstand and use the fact that area and volume are affected differently by an enlargementUnderstand simple enlargements when a 2D or solid shape is an enlargement of another 2D or solid shapeInterpretation and accuracyRead and interpret scales on measuring equipmentKnow the relationships between seconds, minutes, hours, days, weeks, months and yearsUse 12 and 24 hour clock times correctlyWork out the difference between two timesUnderstand that choice of unit affects accuracyUnderstand that measurements given to a whole unit may be up to half a unit inaccurate in either directionConverting measurementsKnow conversion factors between different metric unitsConvert between metric unitsConvert between imperial units (conversion factors will be given in questions)Know imperial/metric equivalents as follows1 kg = 2.2 pounds1 litre = 1? pints4.5 litres = 1 gallon8 km = 5 miles30 cm = 1 footConvert between imperial and metric measures using the above conversion factorsConvert between metric measurements of areaConvert between metric measurements of volumeConvert between different metric units of speed, eg. metres per second and km per hourConvert between metric units of volume and metric units of capacity, eg. 1 cm? = 1 mlEstimation of measuresMake estimates of measurementsChoose appropriate units for estimates of measurementsBearingsUse 3 figure bearings to describe a directionMark a point on a diagram, given a bearing and distance from another pointMeasure a bearing on a map or scale planGiven a bearing of one point from another, find the bearing of the first point from the secondCompound measuresUnderstand and use compound measures, including speedMeasure and draw lines and anglesMeasure and draw straight lines to the nearest mmMeasure and draw angles to the nearest degreeDrawing using a ruler and protractorMake accurate drawings of triangles and other 2D shapes using ruler and protractorMake an accurate scale drawing from a diagramUse accurate drawing to solve bearings problemsSTATISTICSData handlingDecide on what data and analysis may be required for a problemData collectionPresenting dataDiscuss dataBiasUnderstand how sources of data might be biasedDesigning a surveyIdentify what data is neededConsider fairness of a surveyUnderstand sample and populationDesign a question for a questionnaireCriticise questions for a questionnaireDesign data collection methodsDesign and use a data collection sheet, including one for continuous dataSort and classify data, and put data into a tableGroup data into class intervals with equal widthTables and listsTake data from tables and listsTwo-way tablesDesign two-way tablesUse information to complete a two-way tableCharts and diagramsDraw the following charts or diagramsPictogramBar chart or dual bar chartPie chartHistogram (with equal class intervals)Frequency diagram for grouped dataFrequency polygonLine graphScatter graphFrequency polygon for grouped dataStem and leaf diagramTypes of average and rangeCalculate the followingMeanModeMedianRangeModal classInterval containing the medianEstimate the mean of grouped data in a frequency table using mid-pointsFind the median for grouped dataEstimate the mean for grouped dataInterpreting graphs and diagramsUnderstand and find information frombar charts and dual bar chartspie chartsstem and leaf diagramsscatter graphsfrequency polygonsFind information from pictograms, bar charts, line graphs, frequency polygons, frequency diagrams and histograms (with equal intervals)Find information from pie chartsFind median, mode, and range from stem and leaf diagramsPatterns in dataFind patterns in dataFind exceptions in dataLines of best fitDraw a line of best fitUnderstand positive, negative and no correlationUnderstand what correlation means for the data shownUnderstand that correlation doesn’t necessarily mean one variable is the cause of the other onePredict values using a line of best fitUnderstand that “no correlation” does not necessarily mean no relationship between the values, just no linear relationshipComparing dataCompare two sets of data using mean and rangeCompare two pie charts, and understand that the sizes represented in each depend on the total represented by eachCompare data from dual bar chartsUnderstand the advantages and disadvantages of different types of averageUsing calculatorsCalculate mean using the correct key on a scientific calculatorPROBABILITYProbability language and the probability scaleImpossible, unlikely, even chance, likely and certain eventsMark events or probabilities on a 0 to 1 probability scaleWrite probabilities as fractions, decimals or percentagesEstimates of probability and relative frequencyFind probabilities of events using dice, spinners, coinsUnderstand and use relative frequency as estimates of probabilityCalculate an estimate of how many times an event will occur, given its probability and the number of trialsListing eventsList the outcomes for one or two eventsUse and draw diagrams to show all possibilitiesMutually exclusive outcomesAdd simple probabilitiesUnderstand that the sum of all the mutually exclusive outcomes is 1Know that if P is a probability of an outcome occurring, then 1 - P is the probability of the same outcome not occurringFill in a missing probability in a tableExperimental data and theoretical probabilityCompare experimental data with theoretical probabilityUnderstand that the same experiment repeated can have different results, and that increasing sample size increases accuracyCompare results from different sample sizesYEAR 11 MATHS MOCK EXAMEdexcel GCSE MathsLinear Exam Topic List - HIGHERNUMBERAdd, subtract, multiply, divideWrite numbers in wordsWrite numbers from wordsAdd, subtract, multiply, divide whole numbers, integers, negatives, fractions, and decimals and numbers in index formMultiply and divide any number between 0 and 1.Divide decimals up to 2 decimal placesSolve a problem involving division by a decimal (up to two decimal places)Know the fraction-to-decimal conversion of?familiar fractionsOrder numbersPut in order of size, integers, decimals and fractionsUnderstand and use positive and negative numbers on a number lineFactors, multiples and primesUnderstand the terms;Odd and evenFactorMultipleCommon factorHighest common factorLeast (lowest) common multiplePrime numberBe able to identify factors, multiples and primes from a list of numbersExpress a number as a product of prime factors (factor tree)Find common multiples or common factors of two numbersFind the highest common factor (HCF) or the lowest common multiple (LCM) of two numbers.Squares, square roots, cubes and cube rootsKnow all the square numbers from 2? = 4 up to 15? = 225Know all the cube numbers from 2? = 8 up to 5? = 125 and also 10? = 1000Index notationUse index notation for squares and cubes, eg. 5?Use index notation for powers of 10, eg. 106Understand indices in calculationsIndex lawsMultiply and divide by adding or subtracting indicesCalculate using index laws when indices are fractions or negativeUnderstand that for any number n, n? = 1Understand that n-1 = 1 / nUnderstand that n? = √nUnderstand that n? = 3√nStandard formUnderstand numbers written in standard formWrite large or small numbers in standard formConvert between standard form and normal formUnderstand and use standard form on a calculatorEquivalent fractions and adding and subtracting fractionsFind equivalent fractionsSimplify a fraction to its simplest formConvert between improper fractions and mixed numbersAdd and subtract fractionsDecimals, including recurring decimalsKnow fraction to decimal conversions for simple fractionsConvert between fractions and decimalsUnderstand that all recurring decimals are exact fractions, and that some exact fractions are recurring decimalsConvert between recurring decimals and fractionsKnow how to convert from recurring decimal to fraction using a proofPercentagesUnderstand percentagesConvert between fractions, decimals and percentagesUsing fractions, decimals and percentagesFind a fraction of a quantityFind a percentage of a quantityUse decimals to find quantitiesUse a multiplier to increase of decrease a quantity (eg. use x 1.05 to increase by 5%, or 0.88 to decrease by 12%))Percentages and proportional changeUse percentages to calculate and useVATSimple interestIncome taxCompound interestDepreciationPrices after an increase or decreasePercentage profit and lossFind the original amount, given the new amount and the percentage changeCalculate repeated proportional changeUse a multiplier raised to a power to calculate repeated proportional changeUse a multiplier to increase or decrease by a percentageDirect and indirect proportionCalculate an unknown quantity where quantities are in direct proportionCalculate an unknown quantity where quantities are in inverse proportionFractions, decimals and percentagesFind one number as a fraction of another numberFind one number as a percentage of another numberMultiply using percentages as operatorsNumber operations and the relationships between them, including order of operations and inverse operationsUnderstand multiplying and dividing, and that one is the inverse of the otherUse inverse operationsUnderstand the use of brackets in calculationsUnderstand the hierarchy of operations (BIDMAS)Solve word problemsUnderstand and find reciprocalsUnderstand that the inverse of raising to the power of n is the same as raising to the power of 1 over nUnderstand and use 1 over a number is the inverse of multiplying by that numberUse reverse percentage calculationsRatioWrite a ratio in its simplest formDivide a quantity in a given ratioSolve problems using ratiosUse surds and π in exact calculationsUse surds (roots) and π in calculations without a calculator, leaving the surd or π in the answer, eg. give an answer of 25 πGive an answer to a Pythagoras question as √17Manipulate surds in calculations, eg. (3 - √3)?Rationalise a denominator, ie. manipulate so that there is no longer a surd on the bottom of the fractionRounding and approximationRound to the nearest integer (whole number)Round numbers to any given power of 10Round to a number of decimal placesRound to a number of significant figuresEstimate the answer to a calculation by using roundingUpper and lower boundsFind the upper and lower bound of a calculation, especially in the calculation of:measurementsperimeterareavolumeGive a final answer to a calculation to an appropriate degree of accuracy using upper and lower boundsUse a calculator effectivelySimple and complex calculations, including involving time or moneyUse the following functions+, -, x, ÷x? and √xmemory functionsbracketsx to the power of yx to the power of 1 over ybracketstrigonometrical functionsUse a calculator effectively continuedUnderstand that rounding too early can causes inaccuracyUnderstand numbers shown in standard form, and be able to enter numbers in standard formCalculate in standard formUse for dividing to do reverse percentage calculationsUse a multiplier and the power key to calculate exponential growth or decayALGEBRAAlgebraic notationUnderstand notation and symbols used in algebraUnderstand the difference between “expression”, “formula”, “equation” and “identity”Be able to select an expression, formula, equation or identity from a listBe able to write an expression to solve a problemManipulate algebraic expressionsSimplify by collecting like termsMultiply out a single bracketFactorise a single bracket by taking out a common factorExpand two bracketsFactorise quadratics into two brackets Factorise quadratics using the difference of two squares, eg. 4y? - 25 = (2y + 5)(2y - 5)Simplify algebraic expressions by cancelling, adding, subtracting and multiplyingUse index laws, including fractional, zero and negative powers, and powers raised to another powerSolve linear equationsSet up simple equations for a problemRearrange simple equationsSolve simple equationsSolve equations with the unknown on either sideSolve equations with the unknown on both sidesSolve equations that include bracketsSolve equations with negatives, including negative answersSolve equations involving fractionsSolve simultaneous equations with two unknownsUse elimination to solve simultaneous equationsUse substitution to solve simultaneous equationsDraw straight line graphs and find the solution from the intersection of the two graphsWrite simultaneous equations for a problemSolve quadratic equationsSolve quadratic equations by factorisationSolve quadratic equations by completing the squareSolve quadratic equations using the quadratic formulaUsing formulaeDerive formulaeSubstitute numbers (positive or negative) into a formula, including formulae with x? or x? termsChange the subject of a simple formulaChange the subject of a formula where the subject appears on both sides of the formulaChange the subject of a formula that includes a power of the subjectSolve linear inequalitiesSolve a simple linear inequality with one variableShow the solution to a linear inequality with one variable on a number lineShow the solution to several inequalities with two variables on a graphTrial and improvementUse trial and improvement to find an approximate solution to an equationSequencesUnderstand odd and even numbersGenerate number sequences from diagramsDescribe the rule for a number sequenceFind a particular term in a sequence, or explain why a particular number is not in a sequenceNth term of a sequenceFind the nth term expression for a sequenceUse the nth term expression to find a number in the sequenceCoordinatesUse axes and coordinates, both positive and negative in 2DUnderstand and plot points in four quadrantsUse axes and coordinates in 3DFind the coordinates of a pointPlot a point given the coordinates, in 2D or 3DFind the mid-point of a lineCalculate the length of a line using coordinatesGraphsDraw, label and add a scale to axesUnderstand that an equation of the form y = mx + c corresponds to a straight line graphPlot straight line graphs from their equationsPlot and draw a graph of an equation in the formy = mx + cFind the gradient of a straight line graph Find the gradient of a straight line graph from its equationUnderstand that a graph of an equation in the form y = mx + c has gradient of m and a y intercept of c(ie. crosses the y axis at c)Understand how the gradient of a real life graph relates to the relationship between the two variablesGradients of parallel and perpendicular linesUnderstand how the gradients of parallel lines are relatedUnderstand how the gradients of perpendicular lines are relatedUnderstand that if the gradient of a graph in the form y = mx + c is m, then the gradient of a line perpendicular to it will be Generate equations of a line parallel or perpendicular to a straight line graphSimultaneous equations (one linear and one quadratic)Find the intersection of a linear and a quadratic graph to find (approximate) solutions to simultaneous equationsSolve simultaneous equations (one linear, one quadratic in one variable) by eliminationSolve simultaneous equations where one equation is of the form x? + y? = r?Other graphsPlot, sketch or recognise graphs of cubic functionsPlot, sketch or recognise graphs of y = 1/xPlot, sketch or recognise graphs of y = kx for integer values of xPlot, sketch or recognise graphs of y = sin x and y = cos x from -360° to +360°Draw or plot other mathematical functionsRecognise or analyse other mathematical functionsGraphs of lociConstruct the graphs of simple loci including the circle, x? + y? = r?Find the points of intersection of a circle and a straight lineApply understanding of loci to construct graphs based on circles and perpendicular linesGraphs from quadratic and other functionsGenerate points for quadratic functionsPlot graphs of quadratic functionsFind (approximate) solutions to a quadratic equation from the graph of its functionFind (approximate) solutions to simultaneous equations, one quadratic and one linear from the intersections of their graphsReal life graphsPlot a linear graphInterpret information on linear and non-linear graphsDirect and inverse proportionSet up equations to solve word problems involving direct proportionSet up equations to solve word problems involving indirect proportionUnderstand and use graphs of equations involving direct and indirect proportionTransformation of functionsApply to the graph of y = f(x) the following transformations:y = f(x) + ay = f(ax)y = f(x + a)y = a f(x)Transformation of functions continuedfor linear, quadratic and sine and cosine functions, f(x)Apply the following transformations to functions:reflectionrotationenlargementtranslationAnalyse transformations of functions and write them algebraicallyGEOMETRYAngles on intersecting lines, in triangles and quadrilaterals, and on parallel lines Angles round a point add up to 360°Angles on a straight line add up to 180°Perpendicular linesKnow the properties of scalene, isosceles, equilateral and right-angled trianglesAngles in a triangle add up to 180°Angle properties of intersecting lines, and vertically opposite angles are equalBe able to mark parallel lines on a diagramCorresponding angles in parallel linesAlternate angles in parallel linesCalculate angles and give reasonsExplain why the angle sum of a quadrilateral is 360°Understand a proof that the angle sum of a triangle is 180°Understand the proof that the exterior angle of a triangle of a triangle is equal to the sum of the interior angles at the other two verticesCalculate angles in more complex problemsInterior and exterior angles of polygonsCalculate the sum of interior angles in a polygonUnderstand the polygon names; hexagon, heptagon, octagon and decagonUse the angle sum of an irregular polygon in a problemCalculate and use the sum of the interior angles of a regular polygonUnderstand and use fact that the exterior angles of a polygon add up to 360°Understand and use the fact that the interior and exterior angles at one vertex of a polygon add up to 180°Be able to calculate the exterior angle of a regular polygonBe able to calculate the interior angle of a regular polygonBe able to deduce the number of sides of a regular polygon, given one of its anglesUnderstand tessellations of regular and irregular polygonsTessellate combinations of polygonsExplain why some shapes tessellate and some do notProperties of quadrilateralsRemember the definitions and properties (including symmetry) of special quadrilaterals, ie.SquareRectangleParallelogramTrapeziumRhombusKiteList or classify quadrilaterals by their propertiesReflection and rotation symmetry in 2D shapesRecognise reflection symmetry and be able to draw lines of symmetry on a shapeRecognise rotation symmetry of 2D shapesIdentify the order of rotational symmetry of a shapeComplete a diagram given the line or lines of symmetryState a line of symmetry on a grid as a simple algebraic equation, eg. x = 2 or y = xComplete diagrams with a given order of rotational symmetryCongruence and similarityUnderstand that angles in similar shapes are the sameProve the congruence of triangles using SSS, SAS, ASA and RHS and formal argumentUnderstand SSS, SAS, ASA and RHS in ruler and compass constructionsUnderstand similarity of triangles and other 2D shapes,Use understanding of similar figures in problemsProve formally that two triangles are similarPythagoras’ theoremUnderstand and use Pythagoras’ theorem in trianglesUnderstand and use Pythagoras’ theorem in 3D problemsUnderstand the language associated with 3D shapes, including diagonals of a cuboidUse Pythagoras’ theorem to calculate the length of a diagonal of a cuboidTrigonometryUnderstand and remember trigonometric relationships in right angled trianglesUse trigonometry in 2D problemsUse trigonometry in 3D problemsUse trigonometry to find the angle between a line and a planeFind angle of elevation and angle of depressionUse the sine rule to solve 2D and 3D problemsUse the cosine rule to solve 2D and 3D problemsParts of a circleDraw a circle with compasses, given either the diameter or radiusUnderstand and remember parts of a circle:CentreRadiusDiameterChordCircumferenceTangentArcSectorSegmentCircle theorems and their proofsProve and use each of the circle theorems:Tangent is perpendicular to the radius at the point the tangent meets the circleTwo tangents from a point are equal in lengthAngle subtended from an arc at the centre is twice the angle at the circumferenceAngle in a semicircle is a right angleAngles in the same segment are equalOpposite angles of a cyclic quadrilateral add up to 180°Alternate segment theoremPerpendicular from the centre to a chord bisects the chordUsing 2D diagrams to represent 3D shapesUse isometric gridsDraw nets and show how they fold to make a 3D solid shapeUnderstand and draw front and side elevations and plans of simple solidsDraw a sketch of a 3D solid shape given the front and side elevations and plan of the solidTransformations continuedRotationsRotate a 2D shape around the origin or other pointUnderstand that a rotation is defined by an angle, direction and a centre of rotationFind the centre of rotationUnderstand that a rotation produces a shape congruent to the originalReflectionsUnderstand and describe reflectionsIdentify the mirror line for a reflection, and find its equationUnderstand that a reflection produces a shape congruent to the originalTransformationsTranslationsUnderstand and use translationsUnderstand that translations are defined by a distance and a direction using vector notationTranslate a shape by a given vectorUnderstand that a translation produces a shape congruent to the originalEnlargementsUnderstand that an enlargement is defined by a centre of enlargement and a scale factorUnderstand that angles remain the same in an enlargementEnlarge a shape using (0, 0) or any other point as the centreEnlarge a shape by a positive scale factorEnlarge a shape by a fractional scale factorEnlarge a shape by a negative scale factorFind the centre of a given enlargementIdentify the scale factor of a given enlargementCombined transformationsDescribe a transformation using a combination of rotation, reflection, translation or enlargements.Straight edge and compass constructionsConstruct a given triangleConstruct an equilateral triangleUnderstand that SSS, SAS, ASA and RHS triangles are unique but ASS ones are notConstruct a perpendicular bisector of a lineConstruct a perpendicular from a point to a lineConstruct a perpendicular from a point on a lineBisect an angleConstruct angles of 60°, 90°, 30° and 45°Construct parallel linesDraw circles and arcs of a given radiusConstruct a regular hexagon inside a circleConstruct diagrams involving any of the aboveConstruct diagrams from given informationLociConstruct a region bounded by a circle and an intersecting lineConstruct a loci of a given distance from a point and a given distance from a lineConstruct a loci of equal distances from two pointsConstruct a loci of equal distances from two linesIdentify regions defined by “nearer to” or “greater than”Find or describe regions satisfying a combination of lociPerimeter and areaMeasure shapes to find perimeter or areaFind the perimeter of a rectangle or triangleUse a formula to find the area of a rectangleUse a formula to find the area of a triangleUse a formula to find the area of a parallelogramUse a formula to find the area of a trapeziumCalculate the perimeter and area of compound shapes made from triangles, rectangles and other shapesFind the surface area of shapes such as prisms or pyramids by using the formulae for triangles, rectangles and other shapesArea of a triangleCalculate the area of a triangle using the formulaeA = ? ab sinC Circumference and area of a circleFind circumference of a circle using C = πd or C = 2πrFind the area of a circle using A = πr?Use π = 3.142 or the π button on a calculatorFind the perimeter and area of semcircles and quarter circlesCalculate the length of an arcCalculate the area of a sectorGive answers in terms of π if requiredFind the surface area of a cylinderVolumes of prismsUse the formula to calculate the volume of a cuboidCalculate volume of a prism, such as a triangular prismCalculate the volume of a prism made from cuboidsFind the volume of a cylinderComplex shapes and solidsFind the surface area of cubes, cuboids, cones, pyramids, spheres and hemispheresFind the volumes of cones, pyramids, spheres and hemispheres, frustrumsFind the surface area or volume of a compound solid made up of other solid shapes, eg. a cuboid with pyramid on top, or cyclinder with cone on top.Use volumes in complex problemsFind the area of a segment of a circle given the radius and length of the chordVectorsUnderstand and use vector notationAdd or subtract two vectorsMultiply a vector by a numberCalculate the result of two vectorsSolve problems using vectorsUse vectors in geometrical proofsMEASURESMaps and scale drawingsUse, interpret and construct maps and scale drawingsDraw lines and shapes to scaleEstimate lengths using a scale diagramEnlargement of shapes, including solidsUnderstand the effect of enlargement on perimeter, area and volumeUnderstand and use the fact that area and volume are affected differently by an enlargementKnow the relationship between linear, area and volume scale factors when one 2D or solid shape is an enlargement of anotherInterpretation and accuracyRead and interpret scales on measuring equipmentKnow the relationships between seconds, minutes, hours, days, weeks, months and yearsUse 12 and 24 hour clock timesCalculate time intervalsRecognise inaccuracy of measurement, and choose appropriate units of measurementUnderstand that choice of unit affects accuracyUnderstand that measurements given to a whole unit may be up to half a unit inaccurate in either directionConverting measurementsKnow conversion factors between different metric unitsConvert between metric unitsConvert between imperial units, given the conversion factorKnow rough imperial/metric equivalents as follows1 kg = 2.2 pounds1 litre = 1? pints4.5 litres = 1 gallon8 km = 5 miles30 cm = 1 footConvert between imperial and metric measures using the above conversion factorsConvert between metric measurements of areaConvert between metric measurements of volumeConvert between different metric units of speed, eg. metres per second and km per hourConvert between metric units of volume and metric units of capacity, eg. 1 cm? = 1 mlEstimation of measuresMake estimates of measurementsChoose appropriate units for estimates of measurementsBearingsUse 3 figure bearings to specify directionMark a point on a diagram, given a bearing and distance from another pointMeasure or draw a bearing on a map or scale planGiven a bearing of one point from another, find the bearing of the first point from the secondCompound measuresUnderstand and use compound measures, including speed and densityMeasure and draw lines and anglesMeasure and draw straight lines to the nearest mmMeasure and draw angles to the nearest degreeDrawing using a ruler and protractorMake accurate drawings of triangles and other 2D shapes using ruler and protractorMake an accurate scale drawing from a diagramUse accurate drawing to solve bearings problemsSTATISTICSData handlingDecide on what data and analysis may be required for a problemData collectionPresenting dataDiscuss dataBiasIdentify why data may be biased, and know how to minimise biasUnderstand the implications of different sizes of samplesDesigning a surveyIdentify what data is neededConsider fairness of a surveyUnderstand sample and populationDesign a question for a surveyCriticise questions for a surveyUnderstand random samplingUnderstand stratified samplingCalculate numbers needed for stratified samplingDesign data collection methodsDesign and use a data collection sheet, including one for continuous dataSort and classify data, and put data into a tableGroup data into class intervals with equal widthTables and listsExtract data from tables and listsTwo-way tablesDesign two-way tablesComplete a two-way tableCharts and diagramsDraw the following charts or diagramsBar chartDual bar chartPie chartHistogram with equal class intervalsFrequency polygonFrequency diagram for grouped discrete dataScatter graphLine graphFrequency polygon for grouped dataGrouped frequency table for continuous dataStem and leaf diagramTwo-sided stem and leaf diagramCumulative frequency tableCumulative frequency graphBox plots (from raw data, or when given the median and quartiles)Histograms with unequal class intervals, using frequency density Types of average and rangeCalculate the followingMeanModeModal classMedianInterval containing the medianRangeEstimate the mean of grouped data using mid-points of intervalsFind median, quartiles and interquartile range for grouped dataEstimate the mean for grouped dataFind median, quartiles and interquartile range from a cumulative frequency graphFind median, quartiles and interquartile range from a box plotInterpreting graphs and diagramsUnderstand and find information frompie chartsstem and leaf diagramsscatter graphsfrequency polygonsbox plotscumulative frequency diagramshistogramsFind the median or other information from a histogram, for example the number of people in a particular groupFind information from line graphs, frequency polygons and frequency diagramsFind information from pie chartsFind median, mode, range and interquartile range from stem and leaf diagramsEstimate values and find median, quartiles and interquartile range from a cumulative frequency graphComplete a frequency table from a histogramUnderstand and define frequency densityPatterns in dataFind patterns in dataFind exceptions in dataExplain an isolated point on a scatter graphLines of best fitDraw a line of best fitUnderstand positve, negative and no correlationUnderstand that correlation does not always imply one thing causes the otherPredict values using a line of best fitUnderstand that “no correlation” does not necessarily mean no relationship between the values, just no linear relationshipComparing dataCompare two sets of data using shapes of distributionsCompare two sets of data using averages and spread, such as median, range and quartilesCompare spread using box plots or cumulative frequency graphsCompare two pie chartsCompare data from dual bar chartsUnderstand the advantages and disadvantages of different types of averageUsing calculatorsCalculate mean using the correct key on a scientific calculatorΣx and Σfx or calculation of the line of best fitPROBABILITYProbability language and the probability scaleImpossible, unlikely, even chance, likely and certain eventsMark events or probabilities on a 0 to 1 probability scaleWrite probabilities as fractions, decimals or percentagesEstimates of probability and relative frequencyFind probabilities of events using dice, spinners, coinsUnderstand and use relative frequency as estimates of probabilityCalculate an estimate of how many times an event will occur, given its probability and the number of trialsListing eventsList the outcomes for one or two eventsUse and draw diagrams to show all possibilitiesMutually exclusive outcomesUnderstand that the sum of all the mutually exclusive outcomes is 1Know that if P is a probability of an outcome occurring, then 1 - P is the probability of the same outcome not occurringFill in a missing probability in a tableKnow and use the fact that, for mutually exclusive events, P(A OR B) = P(A) + P(B)Independent eventsKnow that, for independent events,P(A AND B) = P(A) x P(B)Understand the difference in calculation for selection of an object with or without replacementTree diagramsDraw a probability tree diagramCalculate probability of compound events from a tree diagramExperimental data and theoretical probabilityCompare experimental data with theoretical probabilityUnderstand that the same experiment repeated can have different results, and that increasing sample size increases accuracyCompare results from different sample sizesYear 11 Music Mock ExamPaper Length – 1 hour 30 minutesTopics which will be coveredArea of Study 1 Handel - And the Glory of the Lord,Mozart - Symphony No.40 in G MinorChopin - Raindrop PreludeArea of Study 2Schoenberg - PeripetieBernstein - Something’s ComingReich - Electric CounterpointArea of Study 3 Miles Davis - All BluesJeff Buckley - GraceMoby - Why does my heart feel so badArea of Study 4Capercaillie - Skye Waulking SongRag Desh - Anoushka Shankar (Sitar)Rag Desh - Chiranji Lal Tanwar (Vocal)Rag Desh - Steve Gorn and Benjy Wertheimer (Flute)You will be asked questions on two pieces per Area of Study and will have the choice between the final pieces to write a 12 mark essay question.Use your ‘MR TIGHTS’ and ‘Set Work Summary’ sheet to help you revise and ensure you have listened to the pieces at home regularly so that you are familiar.Year 11 PE Mock ExamPaper Length - 1 hour 30 minutesPE TopicsTopicTHE THREE CATEGORIES OF A HEALTHY LIFESTYLEBe able to explain what constitutes a healthy active lifestyleBe able to classify the benefits of a healthy, active lifestyle into 3 categories = physical, mental and socialBe able to give an example for each of the 3 areas and be able to explain whyDefine key term = healthy , active lifestyle = TopicBENEFITS OF TAKING PART IN PHYSICAL ACITIVITYBe able to explain how a healthy, active lifestyle can increase individual well being (increase fitness)Be able to explain how a healthy, active lifestyle can help the individual to feel good (serotonin)Be able to explain how a healthy, active lifestyle can help relieve stress and prevent stress related illnessBe able to explain how a healthy, active lifestyle can increase self esteem and confidenceBe able to explain how a healthy, active lifestyle can contribute to good health (improve general health)Be able to explain how a healthy, active lifestyle can contribute to enjoyment of lifeBe able to explain how a healthy, active lifestyle can increase individual well being (mental challenge) TopicREASONS FOR TAKING PART IN PHYSICAL ACTIVITYBe able to explain how participation in physical activity can stimulate co-operationBe able to explain how participation in physical activity can stimulate competitionBe able to explain how participation in physical activity can stimulate physical challengeBe able to explain how participation in physical activity can stimulate aesthetic appreciationBe able to explain how participation in physical activity can stimulate development of friendships and social mixing TopicINFLUENCES ON TAKING PART IN PHYSICAL ACTIVITYBe able to identify the main factors that affect involvement in physical and explain why/how they do: these includePeople = family, peers, role modelsImage = fashion, media coverageCultural factors = age, gender, disability, raceResources = availability, locations, access, timeHealth and Wellbeing = illness and health problemsSocio-economic = cost, status TopicOPPORTUNITIES FOR GETTING INVOLVED IN SPORTBe able to explain opportunities for getting involved in physical activity including leadership, officiating and volunteeringBe able to describe a number of initiatives developed to encourage participation in physical activityBe able to explain what the key focuses and aims are for sport EnglandBe able to explain what the key focuses and aims are for sport Youth sports trustBe able to explain what the key focuses and aims are for sport National governing bodies (NGB) TopicSPORTS PARTICIPATION PYRAMIDBe able to explain the sports participation pyramid in regard to each stage in their correct order – foundation – participation – performance and excellenceBe able to explain what each section delivers with examples of what sports people are in them TopicHEALTH, EXERCISE, FTINESS AND PERFORMANCEUnderstand and be able to give the correct definitions for Health, Fitness, Exercise and PerformanceUnderstand and be able to explain how Health, Fitness and exercise are related to and can have an effect on performance TopicTHE FIVE COMPONENTS OF HEALTH RELATED FITNESS (HRF)Understand and be able to give the correct definitions for Cardiovascular fitness (CVF), Muscular Strength (MS), Muscular Endurance (ME), Flexibility and Body Composition (BC)For each of the above be able to explain what sports they are important in and whyFor each of the above be able to identify and explain how each one is tested TopicTHE SIX COMPONENTS OF HEALTH RELATED FITNESS (SRF)Understand and be able to give the correct definition for Agility, explain what sports it is important in and whyUnderstand and be able to give the correct definition for Balance, explain what sports it is important in and whyUnderstand and be able to give the correct definition for Co-ordination, explain what sports it is important in and whyUnderstand and be able to give the correct definition for Power, explain what sports it is important in and whyUnderstand and be able to give the correct definition for Reaction Time, explain what sports it is important in and whyUnderstand and be able to give the correct definition for Speed, explain what sports it is important in and whyFor each of the above be able to identify and explain how each one is tested and know what is meant by PAR-Q TopicTHE PRINCIPLES OF TRAININGBe able to explain what is meant by individual needs when planning a PEP with an exampleBe able to explain what is meant by Specificity when planning a PEP with an exampleBe able to explain what is meant by progressive overload when planning a PEP with an exampleBe able to explain what is meant by rest and recovery when planning a PEP and how it is used within itBe able to explain the 4 components of the FITT principle – Frequency, Intensity, Time and Type AND give an example for each and explain how they are linked to the principles of trainingFor each element of FITT be able to give an example of how progressive overload can be used in it to improve performance and fitnessUnderstand and be able to explain the term Reversibility and its impact on performance TopicGOAL SETTINGBE able to describe and explain the principles of setting SMART targets (Specific, Measurable, Achievable, Realistic, Time-bound)Be able to explain how each element of SMART is taken into consideration when setting up a PEP with specific examples of how each one is used TopicMETHODS OF TRAININGKnow and be able to describe the 6 different training methods = Continuous, Circuit, Cross, Fartlek, Interval, WeightFor each training method be able to explain how it is done, what sportspeople use it and whyFor each training method be able to explain how you can use progressive overload within it to improve fitness – with examplesFor each training method be able to the advantages and disadvantages for each TopicTHE TRAINING SESSIONUnderstand and be able to explain the 3 stages of a training session = warm up, main activity and cool downBe able to explain the importance of each section within a training session and be able to state the 3 sections of a warm up TopicCOMPARING 2 DIFFERENT TYPES OF TRAINING SESSIONS Understand and be able to explain how a method of training can be used to create different effects and improve physical performance Understand how different methods of training can match individual needs and differences and know how to use the principles of specificityBe able to explain the difference between aerobic and anaerobic training and fitness and give the correct definitions for both TopicANALYSING TRAINING SESSIONS Understand and be able to explain what is meant by resting heart rate (RHR), working heart rate (WHR) and recovery rate AND be able to plot and evaluate results of these on a graphUnderstand and be able to explain what is meant by maximum heart rate (MHR) and be able to plot this on a graphUnderstand and be able to explain what is meant by thresholds of training, Target Zones (TZ), state how an individual's target zone is worked out and be able to plot this on a graph to show an individual's fitness and performance TopicTHE LINK BETWEEN EXERCISE, DIET, WORK AND RESTUnderstand the links between exercise, diet, work and rest and how these factors influence your personal health and well beingBe able to explain and recall ALL the requirements of a balanced dietBe able to explain what each nutrient does, how it is used in the body and what foods each nutrient is found inBe able to state what are macro nutrients, micro nutrients, other nutrients and fibre areUnderstand and explain the effects of smoking, alcohol and socially unacceptable drugs on general health and physical performance.Know what substances are banned from sport and the dangers inherent in using drugs to improve physical performance. TopicDIETARY INTAKE AND PERFORMANCEBe able to explain the importance of the right timing of dietary intake for optimum performanceUnderstand and explain blood flow (blood shunting) during exerciseBe able to explain what is meant by Carbo-loading - how it is used and why TopicDIFFERENT BODY TYPESBe able to describe the different body types of endomorph, mesomorph and ectomorph, their key characteristics and explain how each somatotype is measured (related to Body composition)Be able to explain the effect each body type can have on performance and participationBe able to identify activities where each different body type is an advantage and why TopicOPTIMUM WEIGHT IN SPORTBe able to explain how optimum weight varies according to height, gender, bone structure and muscle girthBe able to explain how optimum weight can affect performance and participation in physical activityBe able to explain how losing weight for can be done by calorie intake and expenditure and what sports people might use it and why TopicWEIGHT RELATED CONDITIONSBe able to explain the terms anorexic, obese, overfat, overweight and underweightBe able to state the exact definition for each of the above and explain how they may affect physical participation and whyBe able to explain how losing weight for can be done by calorie intake and expenditure and what sports people might use it and why TopicPERFORMANCE-ENHANCING AND RECREATIONAL DRUGS Be able to explain what drugs come under performance enhancing and recreationalBe able to give the exact definition for anabolic steroids and explain how they can enhance performance, which sports people may use them and why AND be able to list the side effects of the drugBe able to give the exact definition for Beta blockers and explain how they can enhance performance, which sports people may use them and why AND be able to list the side effects of the drugBe able to give the exact definition for Diuretics and explain how they can enhance performance, which sports people may use them and why AND be able to list the side effects of the drugBe able to give the exact definition for Narcotic/analgesics and explain how they can enhance performance, which sports people may use them and why AND be able to list the side effects of the drugBe able to give the exact definition for Stimulants and explain how they can enhance performance, which sports people may use them and why AND be able to list the side effects of the drugBe able to give the exact definition for Peptide hormones, including erythropoietin (EPO) and explain how they can enhance performance, which sports people may use them and why AND be able to list the side effects of the drugUnderstand and be able to explain what is meant by recreational drugs such as alcohol and smoking and how both can affect performance in sportBe able to explain what is meant by socially acceptable and socially unacceptable drugs and be able to give examples for both TopicRISK ASSESSMENT AND PREVENTING INJURIESBe able to explain the importance of warming up and cooling down to prevent injuriesBe able to explain the importance of checking equipment and facilities to prevent injuriesBe able to explain the importance of wearing the correct clothing to prevent injuriesBe able to explain the importance of a balanced competition with examples to prevent injuriesBe able to explain the importance of playing within the rules with examples to prevent injuriesUnderstand and be able to explain the importance for a physical activity readiness (PAR-Q) to reduce the risk of injury when participating in physical activity GCSE revision checklist A and PTopic =Muscular SysteM11 major muscles7 different types of movementAgonist + AntagonistAntagonist pairsImmediate/short term effects in exerciseIsometric + IsotonicRegular/long term effects of participation in exerciseMuscle strainMuscle atrophyR.I.C.ERestDiet for muscular systemPerformance enhancing drugs Skeletal systemFunctions of skeletonJoint/hinge/ball and socketEffects of regular participation in exerciseImportance of weight bearing exerciseOsteoporosisFractures (compound, closed, greenstick (simple) and stress)Joint injuries – tennis elbow, golfer’s elbow, dislocation, sprain, torn cartilageDiet for skeletal system Topic = Cardiovascular systemDefinition: cardiovascular fitnessImmediate/short term effects of participation in exerciseDefinition: heart rateBlood pressureRegular/long term effects of exerciseDefinition: Stroke volumeCardiac Output = Heart Rate x Stroke VolumeCauses of coronary heart diseaseRestDiet (HDL + LDL)Recreational Drugs Topic =Respiratory SystemOxygen debtTidal volumeVital capacityImmediate/short term effects of exerciseRegular/long term effects of exerciseEffects of exercise Key words/termsMuscular systemSkeletal systemCardiovascular systemRespiratory systemAntagonistic pairs3 functions of the skeletonCardiovascular system consist of2 functions of respiratoryIsometricJointCardiovascular fitnessOxygen debtIsotonicBall and socket joint2 functions of bloodAlveoliAdductionHinge JointHeart rateTidal volumeAbductionFractureBlood pressureVital capacityExtensionCompound fractureSystole RotationClosed fractureDiastole FlexionSimple fractureCardiac output Dorsi flexionStress fractureStroke volume Plantar flexionGreen stick fractureHDL HypertrophySprainLDL AtrophyDislocationCardiac hypertrophy Anabolic steroidsOsteoporosisCoronary heart disease Muscular strengthCalcium Muscular enduranceVitamin D Year 11 Dance Mock Exam1 hourCritical AppreciationDeveloping critical, perceptual, evaluative and reflective skills in response to their own work and the work of others:· describe, analyse, interpret and evaluate the following features of dances, using appropriate terminology:– style– starting point– number, gender and role of dancers– subject matter/idea/concept– action, dynamic, spatial and relationship content– technical and expressive features– form and structure– choreographic principles– setting, set design, lighting and costume– accompaniment· evaluate the effectiveness of the choreography throughout the process by revising and refining the movement material· engage emotionally and imaginatively with dances Developing knowledge and understanding of the work of different choreographers and professional dance works:· recall and communicate knowledge and understanding of dances in different styles and contexts· identify the defining characteristics of different dance styles and, where appropriate, influences from other cultures· recognise similarities and differencesAppreciating the relationship between choreography, performance and production andhow these enhance understanding of time, place, character, mood and meaning:· Aural setting· Physical setting· Costume· Dance for camera· Pathways and opportunitiesKnowledge and understanding of the physical, cultural, aesthetic and artistic contexts in whichdance is created and performed:· purposes and reasons for existence· distinctive features of the style· influences from or on other dance and art forms· contribution of dance to health, fitness and wellbeingYear 11 RS - Mock Exam1 hour 30 minutesTopics which will be coveredReligion and relationshipsFor this topic students need to have a clear understanding of Christian and Buddhist views on the following:Sex before marriageContraception Purpose of marriageAdulteryDivorce Religion and multicultural societyFor this topic students need to have a clear understanding of Christian and Buddhist views on the following:MulticulturalismReligion and politicsCelebrating different culturesAsylum seekers and immigrationReligious attitudes to drug abuseFor this topic students need to have a clear understanding of Christian and Buddhist views on the following: Classification of illegal drugsSocial drugsRehabilitating drug usersClassification of cannabisReligious attitudes to crime and punishmentFor this topic students need to have a clear understanding of Christian and Buddhist views on the following:Religious offencesReasons for crimeForms of punishmentAims of punishmentAdvantages and disadvantages of prisonCapital punishmentYear 11 Biology & Science Mock ExamBiology mock exam for Biologists and Double award scientists covers B1, B2 and B3 1hourModule B1 - You and Your GenesB1.1 What are genes and how do they affect the way that organisms develop?I can recall that instructions to control how an organism develops and functions are found in the nucleus of its cells and are called genesI can recall that genes are instructions for a cell that describe how to make proteinsI can recall that proteins may be structural (e.g. collagen) or functional (e.g. enzymes such as amylase)I can recall that genes are sections of very long DNA molecules that make up chromosomes in the nuclei of cellsI understand that some characteristics are determined by genes (e.g. dimples), some are determined by environmental factors (e.g. scars), and some are determined by a combination of genes and the environment (e.g. weight)I understand that many characteristics are determined by several genes working together (e.g.eye colour).B1.2 Why can people look like their parents, brothers and sisters, but not be identical to them?I can recall that body cells contain pairs of chromosomes and that sex cells contain only one chromosome from each pairI understand that chromosomes in a pair carry the same genes in the same place, but that there may be different versions of genes called allelesI can recall that an individual usually has two alleles for each geneI can recall that in an individual the two alleles of each gene can be the same (homozygous) ordifferent (heterozygous)I understand that during sexual reproduction, genes from both parents come together and produce variation in the offspringI understand that offspring have some similarities to their parents because of the combination of maternal and paternal alleles in the fertilised eggI understand that different offspring from the same parents can differ from each other because they inherit a different combination of maternal and paternal allelesI 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 showThe associated dominant characteristicb. an individual with one recessive allele (in a pair of alleles) will not show theAssociated recessive characteristicc. an individual with both recessive alleles (in a pair of alleles) will show theAssociated recessive characteristicI can recall that human males have XY sex chromosomes and females have XX sex chromosomesI 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 developI can use and interpret genetic diagrams (family trees and Punnett squares) showing: a) the inheritance of single gene characteristics with a dominant and recessive allele and b) the inheritance of sex chromosomesI 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.Module B2 - Keeping HealthyB2.1 How do our bodies resist infection?I understand that symptoms of an infectious disease are caused by damage done to cells by microorganisms or the poisons (toxins) they produceI understand why, in suitable conditions such as those inside a human body, microorganisms(e.g. bacteria and viruses) can reproduce rapidly to produce very large numbersI can calculate the population growth of microorganisms given appropriate dataI 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 antibodiesI 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 microorganismI 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).B2.2 What are vaccines and antibiotics and how do they work?I understand that vaccinations provide protection from microorganisms by establishing memory cells that produce antibodies quickly on reinfectionI understand that a vaccine usually contains a safe form of a disease-causing microorganismI understand why, to prevent epidemics of infectious diseases, it is necessary to vaccinate a high percentage of a populationI understand that vaccines and drugs (medicines) can never be completely risk-free, since individuals have varying degrees of side effects to themI understand that due to genetic differences, people react differently to drugs and vaccinesI understand that chemicals called antimicrobials can be used to kill, or inhibit, bacteria, fungi and virusesI can recall that antibiotics are a type of antimicrobial that are effective against bacteria but not virusesI understand that over a period of time bacteria and fungi may become resistant to antimicrobialsI understand that random changes (mutations) in the genes of these microorganisms sometimes lead to varieties which are less affected by antimicrobialsI understand that to reduce antibiotic resistance we should only use antibiotics when necessary and always complete the courseI understand that new drugs and vaccines are first tested for safety and effectiveness using animals and human cells grown in the laboratoryI can recall that human trials may then be carried out:a. on healthy volunteers to test for safetyb. on people with the illness to test for safety and effectivenessI can describe and explain the use of ‘open-label’, ‘blind’ and ‘double-blind’ human trials in the testing of a new medical treatmentI understand the importance of long-term human trialsI understand the ethical issues related to using placebos in human trials.I 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 healthI understand that the drug Ecstasy results in a smaller volume of less dilute urine, due to increased ADH production. Module B3 - Life on EarthB3.1 Systems in balance – how do different species depend on each other?I understand that a species is a group of organisms that can breed together to produce fertile offspringI understand that adaptation of living organisms to their environment increases the species’ chance of survival by making it more likely that individuals will survive to reproduceI can recall, and recognise when given relevant data, examples of how different organisms are adapted to their environment, and explain how the adaptations increase the organism’s chance of surviving to successfully reproduceI understand that living organisms are dependent on the environment and other species for their survivalI understand that there is competition for resources between different species of animals or plants in the same habitatI can relate changes affecting one species in a food web to the impact on other species that are part of the same food webI can explain the interdependence of living organisms by using food websI understand that a change in the environment may cause a species to become extinct, for example, if:a. the environmental conditions change beyond its ability to adaptb. a new species that is a competitor, predator or disease organism of that species is introducedc. another species (animal, plant or microorganism) in its food web becomes extinctI understand that nearly all organisms are ultimately dependent on energy from the SunI can recall that plants absorb a small percentage of the Sun’s energy for the process of photosynthesisI can recall that this absorbed energy is stored in the chemicals which make up the plants’ cellsB3.1 Systems in balance – how do different species depend on each other? ContinuedI understand that energy is transferred between organisms in an ecosystem:a) when organisms are eatenb) when dead organisms and waste materials are fed on by decay organisms(decomposers and detritivores)I can explain how energy passes out of a food chain at each stage via heat, waste products and uneaten parts, limiting the length of food chainsI can calculate from given data the percentage efficiency of energy transfer at different stages of a food chainI understand how carbon is recycled through the environment to include the processes of combustion, respiration, photosynthesis and decompositionI understand the importance of the role of microorganisms in the carbon cycleI understand how nitrogen is recycled through the environment in the processes of:a. nitrogen fixation to form nitrogen compounds including nitratesb. conversion of nitrogen compounds to protein in plants and animalsc. transfer of nitrogen compounds through food chainsd. excretion, death and decay of plants and animals resulting in release of nitrates into the soile. uptake of nitrates by plantsf. denitrificationI understand the importance of the role of microorganisms in the nitrogen cycle, including decomposition, nitrogen fixation and denitrificationI can interpret simple diagrams of the carbon cycle and nitrogen cycleI understand how environmental change can be measured using non-living indicators, including nitrate levels, temperature and carbon dioxide levelsI understand how climate and environmental change can be measured using living indicators, including phytoplankton, lichens and aquatic river organisms such as mayfly nymphsI can interpret data obtained from living and non-living indicators to investigate environmental changeB3.2 How has life on Earth evolved?I can recall that life on Earth began approximately 3500 million years agoI understand that life on Earth (including species that are now extinct) evolved from very simple living thingsI understand that there is variation between individuals of the same species and that some of this variation is genetic so can be passed on to offspringI understand that genetic variation is the result of changes that occur in genes (mutations)I understand that mutated genes in sex cells can be passed on to offspring and may occasionally produce new characteristicsI understand the process of natural selection in terms of the effects of genetic variation and competition on survival and reproduction, leading to an increase in the number of individuals displaying beneficial characteristics in later generationsI can describe the similarities and differences between natural selection and selective breedingI can interpret data on changes in a species in terms of natural selectionI understand how the combined effect of mutations, environmental changes, natural selection and isolation can produce new species in the process of evolutionI understand that evidence for evolution is provided by the fossil record and from analysis of similarities and differences in the DNA of organismsI understand that Darwin’s theory of evolution by natural selection was the result of many observations and creative thought and why it is a better scientific explanation than Lamarck’s (e.g. fits with advances in understanding of genetics, no evidence or mechanism for inheritance of acquired characteristics)B3.3 What is the importance of biodiversity?I understand that organisms are classified into groups according to similarities and differences in characteristics including:a) physical features (e.g. flowers in flowering plants and the skeleton in vertebrates)b. DNAI understand that organisms are classified at different levels, and that these levels can be arranged in an order progressing from large groups containing many organisms with a small number of characteristics in common (e.g. kingdom) to smaller groups containing fewer organisms with more characteristics in common (e.g. species)I understand that the classification of living and fossil organisms can help to:a) make sense of the enormous diversity of organisms on Earthb) show the evolutionary relationships between organismsI understand that biodiversity refers to the variety of life on Earth including:a. the number of different speciesb. the range of different types of organisms, e.g. plants, animals and microorganismsc. the genetic variation within speciesI understand why biodiversity is important for the future development of food crops and medicinesI understand that the rate of extinction of species is increasing and why this is likely to be due to human activityI understand that maintaining biodiversity to ensure the conservation of different species is one of the keys to sustainabilityI understand that sustainability means meeting the needs of people today without damaging the Earth for future generationsI understand that large-scale monoculture crop production is not sustainable because it does not maintain biodiversityB3.3 What is the importance of biodiversity?I can describe and explain how sustainability can be improved, for example in the use of packaging materials, by considering the materials used, energy used and pollution createdI understand why it is preferable to decrease the use of some materials, including packaging materials, even when they are biodegradable, because of:a. use of energy in their production and transportb. slow decomposition in oxygen deficient landfill sites.Year 11 Chemistry & Science Mock ExamThe Chemistry mock exam or the Chemists and the Double award scientists covers C1, C2, C31 hourModule C1 Air QualityC1.1 Which chemicals make up air, and which ones are pollutants? How do I make sense of data about air pollution?I can 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 gasesI understand that air is a mixture of different gases consisting of small molecules with large spaces between themI can recall that the relative proportions of the main gases in the atmosphere are approximately 78%nitrogen, 21% oxygen and 1% argonI 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 qualityI understand how the Earth’s early atmosphere was probably formed by volcanic activity and consisted mainly of carbon dioxide and water vapourI understand that water vapour condensed to form the oceans when the Earth cooledI can explain how the evolution of photosynthesising organisms added oxygen to, and removed carbon dioxide from, the atmosphereI can 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 fuelsI 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 theatmosphereb) extra carbon dioxide and small particles of solids (e.g. carbon) to the atmosphereI 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).C1.2 What chemical reactions produce air pollutants? What happens to these pollutants in theatmosphere?I can recall that coal is mainly carbonI can recall that petrol, diesel fuel and fuel oil are mainly compounds of hydrogen and carbon(hydrocarbons)I 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)I 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 oxidationI understand that fuels burn more rapidly in pure oxygen than in airI can recall that oxygen can be obtained from the atmosphere and can be used to support combustion (e.g. in oxy-fuel welding torches)I understand that in a chemical reaction the properties of the reactants and products are differentI understand that atoms are rearranged during a chemical reactionI can interpret representations of the rearrangement of atoms during a chemical reactionI 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 massI understand how sulfur dioxide is produced if the fuel that is burned contains any sulfurI understand how burning fossil fuels in power stations and for transport pollutes the atmosphere with:a) carbon dioxide and sulfur dioxideb) 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)I can 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 moleculesI can 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’)I understand that atmospheric pollutants cannot just disappear, they have to go somewhere: a) particulate carbon is deposited on surfaces, making them dirty which is harmful to the environmentb)sulfur dioxide and nitrogen dioxide react with water and oxygen to produce acid rainc) carbon dioxide is used by plants in photosynthesisd)carbon dioxide dissolves in rain water and in sea water.C1.3 What choices can we make personally, locally, nationally or globally to improve air quality?I understand how atmospheric pollution caused by power stations that burn fossil fuels can ber educed by:a. using less electricityb. removing sulfur from natural gas and fuel oilc. removing sulfur dioxide and particulates from the flue gases emitted by coal-burning power stationsI 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 waterb. using sea waterI understand that the only way of producing less carbon dioxide is to burn less fossil fuelsI understand how atmospheric pollution caused by exhaust emissions from motor vehicles can be reduced by:a. burning less fuel, for example by having more efficient enginesb. using low sulfur fuelsc. 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 transporte. having legal limits to exhaust emissions (which are enforced by the use of MOT tests)I understand the benefits and problems of using alternatives to fossil fuels for motor vehicles, limited to biofuels and electricity.C2 Material ChoicesC2.1 How do we measure the properties of materials and why are the results useful?I can interpret information about how solid materials can differ with respect to properties such as melting point, strength (in tension or compression), stiffness, hardness and densityI can relate properties to the uses of materials such as plastics, rubbers and fibresI can relate the effectiveness and durability of a product to the materials used to make itI can interpret information about the properties of materials such as plastics, rubbers and fibres to assess the suitability of these materials for particular purposes.C2.2 Why is crude oil important as a source of new materials such as plastics and fibres?I can recall that the materials we use are chemicals or mixtures of chemicals, and include metals, ceramics and polymersI can recall that materials can be obtained or made from living things, and give examples such as cotton, paper, silk and woolI can recall that there are synthetic materials that are alternatives to materials from living thingsI can recall that raw materials from the Earth’s crust can be used to make synthetic materialsI can interpret representations of rearrangements of atoms during a chemical reactionI understand that in a chemical reaction the numbers of atoms of each element must be the same in the products as in the reactantsI can recall that crude oil consists mainly of hydrocarbons, which are chain molecules of varying lengths made from carbon and hydrogen atoms onlyI can recall that only a small percentage of crude oil is used for chemical synthesis and that most is used as fuelsI 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 synthesisI can relate the size of the forces between hydrocarbon molecules to the size of the molecules can 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 boilsI understand that some small molecules called monomers can join together to make very long molecules called polymers, and that the process is called polymerisationI can recall two examples of materials that, because of their superior properties, have replaced materials used in the past.C2.3 Why does it help to know about the molecular structure of materials such as plastics and fibres?I understand that it is possible to produce a wide range of different polymers with properties that make them each suited to a particular useI understand how the properties of polymers depend on how their molecules are arranged and held togetherI can 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 solidI understand how modifications in polymers produce changes to their properties to include modifications such as:a. increased chain lengthb. cross-linkingc. the use of plasticizersd. increased crystallinityC2.4 What is nanotechnology and why is it important?I can recall that nanotechnology involves structures that are about the same size as some moleculesI understand that nanotechnology is the use and control of structures that are very small (1 to100 nanometres in size)I understand that nanoparticles can occur naturally (for example in seaspray), by accident (for example as the smallest particulates from combustion of fuels), and by designI 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 volumeI 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 propertiesb. adding nanoparticles to plastics for sports equipment to make them strongerI 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 investigatedC3 Chemicals in our lives- risk and benefitsC3.1 What were the origins of minerals in Britain that contribute to our economic wealth?I understand that geologists explain most of the past history of the surface of the Earth in terms of processes than can be observed todayI 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 EarthI understand how geologists use magnetic clues in rocks to track the very slow movement ofthe continents over the surface of the EarthI understand that the movements of continents means that different rocks in Britain formed in different climatesI 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 saltI understand how geologists study sedimentary rocks to find evidence of the conditions under which they were formed, to include:a. fossilsb. shapes of water borne grains compared to air blown grainsc. presence of shell fragmentsd. ripples from sea or river bottomI understand that chemical industries grow up where resources are available locally, e.g. salt,limestone and coal in north west EnglandC3.2 Where does salt come from and why is it so important?I understand the importance of salt (sodium chloride) for the food industry, as a source of chemicals and to treat roads in winterI can recall that salt can be obtained from the sea or from underground salt depositsI understand how underground salt can be obtained by mining, or by solution in waterI understand why the method used to obtain salt may depend on how the salt is to be usedI understand how the methods of obtaining salt can have an impact on the environmentI understand the advantages of adding salt to food as flavouring and as a preservativeI can recall the health implications of eating too much saltI can evaluate data related to the content of salt in food and healthI can 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 foodb) advising the public in relation to the effect of food on healthC3.3 Why do we need chemicals such as alkalis and chlorine and how do we make them?I can recall that, even before industrialisation, alkalis were needed to neutralise acid soils, make chemicals that bind natural dyes to cloth, convert fats and oils into soap and to manufacture glassI can recall that traditional sources of alkali included burnt wood or stale urineI understand that alkalis neutralise acids to make saltsI can recall that soluble hydroxides and carbonates are alkalisI can predict the products of the reactions of soluble hydroxides and carbonates with acidsI understand that increased industrialisation led to a shortage of alkali in the nineteenth centuryI 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) and creating great heaps of waste that slowly released a toxic and foul smelling gas (hydrogen sulfide)I understand that pollution problems can sometimes be solved by turning wastes into useful chemicalsI understand that oxidation can convert hydrogen chloride to chlorine, and that the properties ofa compound are completely different from the elements from which it is madeI can recall that chlorine is used to kill microorganisms in domestic water supplies and as a bleachI understand how the introduction of chlorination to treat drinking water made a major contribution to public healthI can interpret data about the effects of polluted water on health and the impact of water treatment with chlorine to control diseaseI 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 waterI understand that an electric current can be used to bring about chemical change and make new chemicals through a process called electrolysisI can recall that chlorine is now obtained by the electrolysis of salt solution (brine)I can recall examples of important uses by industry of the sodium hydroxide, chlorine and hydrogen produced by electrolysis of brineI can interpret data about the environmental impact of the large scale electrolysis of brine.C3.4 What can we do to make our use of chemicals safe and sustainable?I 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 healthI understand that some toxic chemicals cause problems because they persist in the environment, can be carried over large distances, and may accumulate in food and human tissuesI can recall that PVC is a polymer that contains chlorine as well as carbon and hydrogenI 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 effectsI 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 materialsb. making the product from the materialc. using the productd. disposing of the productWhen given appropriate information from a Life Cycle Assessment (LCA), I can compare and evaluate the use of different materials for the same purposeYear 11 Physics and Core Science Mock ExamThe Physics mock exam for Physicists and Double award scientists covers P1, P2 and P3 1 hourModule P1 The Earth in the UniverseP1.1 What do we know about the place of the Earth in the Universe?I can recall that the Earth is one of eight planets moving in almost circular paths round the Sun which, together with other smaller objects orbiting the Sun (asteroids, dwarf planets, comets)and moons orbiting several planets, make up the solar systemI can describe the principal differences between planets, moons, the Sun, comets and asteroids including their relative sizes and motionsI understand that the solar system was formed over very long periods from clouds of gases and dust in space, about five thousand million years agoI can recall that the Sun is one of thousands of millions of stars in the Milky Way galaxyI can recall that there are thousands of millions of galaxies, each containing thousands of millions of stars, and that all of these galaxies make up the UniverseI can put in order and recall the relative sizes of: the diameters of the Earth, the Sun, the Earth’s orbit, the solar system, the Milky Way, the distance from the Sun to the nearest star, and the distance from the Milky Way to the nearest galaxyI understand that all the evidence we have about distant stars and galaxies comes from the radiation astronomers can detectI can recall that light travels through space (a vacuum) at a very high but finite speed, 300 000 km/sI can recall that a light-year is the distance travelled by light in a yearI understand that the finite speed of light means that very distant objects are observed as they were in the past, when the light we now see left themI understand how the distance to a star can be measured using parallax (qualitative idea only)I understand how the distance to a star can be estimated from its relative brightnessI understand that light pollution and other atmospheric conditions interfere with observations of the night skyI can explain why there are uncertainties about the distances of stars and galaxies with reference to the nature and difficulty of the observations on which these are based and the assumptions made in interpreting themI understand that the source of the Sun’s energy is the fusion of hydrogen nucleiI understand that all chemical elements with atoms heavier than helium were made in starsI understand that the redshift in the light coming from them suggests that distant galaxies are moving away from usI understand that (in general) the further away a galaxy is, the faster it is moving away from usI understand how the motions of galaxies suggests that space itself is expandingI can recall and put in order the relative ages of the Earth, the Sun, and the UniverseI can recall that scientists believe the Universe began with a ‘big bang’ about 14 thousand million years agoI understand that the ultimate fate of the Universe is difficult to predict because of difficulties in measuring the very large distances involved and the mass of the Universe, and studying the motion of very distant objects.P1.2 What do we know about the Earth and how it is changing?I understand how rocks provide evidence for changes in the Earth (erosion and sedimentation, fossils, folding)I understand that continents would be worn down to sea level by erosion, if mountains were not being continuously formedI understand that the rock processes seen today can account for past changesI understand that the age of the Earth can be estimated from, and must be greater than, the age of its oldest rocks, which are about four thousand million years oldI understand Wegener’s theory of continental drift and his evidence for it (geometric fit of continents and their matching fossils and rock layers)I understand how Wegener’s theory accounts for mountain buildingI understand reasons for the rejection of Wegener’s theory by geologists of his time (movement of continents not detectable, too big an idea from limited evidence, simpler explanations of the same evidence, Wegener an outsider to the community of geologists)I understand that seafloor spreading is a consequence of movement of the mantle (convection due to heating by the core)I recall that seafloors spread by a few centimetres a yearI understand how seafloor spreading and the periodic reversals of the Earth’s magnetic field can explain the pattern in the magnetisation of seafloor rocks on either side of the oceanic ridgesI understand that earthquakes, volcanoes and mountain building generally occur at the edges of tectonic platesI understand how the movement of tectonic plates causes earthquakes, volcanoes and mountain building, and contributes to the rock cycleI can recall that earthquakes produce wave motions on the surface and inside the Earth which can be detected by instruments located on the Earth’s surfaceI can recall that earthquakes produce:a) P-waves (longitudinal waves) which travel through solids and liquidsb) S-waves (transverse waves) which travel through solids but not liquidsI can describe the difference between a transverse and longitudinal waveI understand how differences in the wave speeds and behaviour of P- and S-waves can be used to give evidence for the structure of the EarthIn relation to waves, I can use the equation: Distance (m)= wave speed ( m/s) × time ( s)I can draw and label a diagram of the Earth to show its crust, mantle and coreI can recall that a wave is a disturbance, caused by a vibrating source, that transfers energy in the direction that the wave travels, without transferring matterI can recall that the frequency of waves, in hertz (Hz), is the number of waves each second that are made by the source, or that pass through any particular pointI can recall that the wavelength of waves is the distance between the corresponding points on two adjacent cyclesI can recall that the amplitude of a wave is the distance from the maximum displacement to the undisturbed positionI can draw and interpret diagrams showing the amplitude and the wavelength of wavesI can use the equation:wave speed (m/s) = frequency (hertz, Hz) × wavelength (m)I understand that for a constant wave speed the wavelength of the wave is inversely proportional to the frequency.Module P2 – Radiation & LifeP2.1 What types of electromagnetic radiation are there? What happens when radiation hits an object?I can interpret situations in which one object affects another some distance away in terms of a general model of electromagnetic radiation:a. one object (a source) emits radiationb. the radiation travels outwards from the source and can be reflected, transmitted or absorbed (or a combination of these) by materials it encountersc. radiation may affect another object (a detector) some distance away, when it is absorbedI understand that light is one of a family of radiations called the electromagnetic spectrumI understand that a beam of electromagnetic radiation transfers energy in ‘packets’ called photonsI understand that the higher the frequency of an electromagnetic radiation, the more energy is transferred by each photonI can list the electromagnetic radiations in order of the energy transferred by each photon, or in order of frequency: radio waves, microwaves, infrared, red visible light violet, ultraviolet, X-rays, gamma raysI can recall that all types of electromagnetic radiation travel at exactly the same, very high but finite, speed through space (a vacuum) of 300 000 km/sI understand that the energy arriving at a square metre of surface each second is a useful measure of the strength (or ‘intensity’) of a beam of electromagnetic radiationI understand that the energy transferred to an absorber by a beam of electromagnetic radiation depends on both the number of photons arriving and the energy of each photonI understand that the intensity of a beam of electromagnetic radiation decreases with distance from the source and explain why, in terms of the ever increasing surface area it reaches and its partial absorption by the medium it travels throughI understand that some electromagnetic radiations (ultraviolet radiation, X-rays, gamma rays) have enough energy to change atoms or molecules, which can initiate chemical reactions I can recall that high energy ultraviolet radiation, X-rays and gamma rays can cause ionisationI understand that the electromagnetic radiations which are ionising are those with high enough photon energy to remove an electron from an atom or molecule (ionisation).P2.2 Which types of electromagnetic radiation harm living tissue and why?I understand that the heating effect of absorbed radiation can damage living cellsI can relate the heating effect when radiation is absorbed to its intensity and durationI understand that some people have concerns about health risks from low intensity microwave radiation, for example from mobile phone handsets and masts, though the evidence for this is disputedI understand that some microwaves are strongly absorbed by water molecules and so can be used to heat objects containing waterI understand that the metal cases and door screens of microwave ovens reflect or absorb microwave radiation and so protect users from the radiationI can recall that some materials (radioactive materials) emit ionising gamma radiation all the timeI understand that with increased exposure to ionising radiation, damage to living cells increases eventually leading to cancer or cell deathI understand that the ozone layer absorbs ultraviolet radiation, emitted by the Sun, producing chemical changes in that part of the atmosphereI understand that the ozone layer protects living organisms from some of the harmful effects of ultraviolet radiationI can recall that sun-screens and clothing can be used to absorb some of the ultraviolet radiation from the SunI recall that physical barriers absorb some ionising radiation, for example: X-rays are absorbed by dense materials so can be used to produce shadow pictures of bones in our bodies or of objects in aircraft passengers’ luggage, and radiographers are protected from radiation by dense materials such as lead and concreteP2.3 What is the evidence for global warming, why might it be occurring, and how serious a threat is it?I understand that all objects emit electromagnetic radiation with a principal frequency that increases with temperatureI can recall that the Earth is surrounded by an atmosphere which allows some of the electromagnetic radiation emitted by the Sun to pass throughI can recall that this radiation warms the Earth’s surface when it is absorbedI understand that the radiation emitted by the Earth, which has a lower principal frequency than that emitted by the Sun, is absorbed or reflected back by some gases in the atmosphere; this keeps the Earth warmer than it would otherwise be and is called the greenhouse effectI can recall that one of the main greenhouse gases in the Earth’s atmosphere is carbon dioxide, which is present in very small amountsI can recall that other greenhouse gases include methane, present in very small amounts, and water vapourI can interpret simple diagrams representing the carbon cycleI can use the carbon cycle to explain:a. why, for thousands of years, the amount of carbon dioxide in the Earth’s atmosphere was approximately constantb. that some organisms remove carbon dioxide from the atmosphere by photosynthesis (e.g. green plants) and many organisms return carbon dioxide to the atmosphere by respiration as part of the recycling of carbonc. why, during the past two hundred years, the amount of carbon dioxide in the atmosphere has been steadily risingI can recall that the rise in atmospheric carbon dioxide is largely the result of:a. burning increased amounts of fossil fuels as an energy sourceb. cutting down or burning forests to clear landI understand that computer climate models provide evidence that human activities are causing global warmingI understand how global warming could result in:a. it being impossible to continue growing some food crops in particular regions because of climate changeb. more extreme weather events, due to increased convection and larger amounts of water vapour in the hotter atmospherec. flooding of low lying land due to rising sea levels, caused by melting continental ice and expansion of water in the oceans.P2.4 How are electromagnetic waves used in communications?I understand that electromagnetic radiation of some frequencies can be used for transmitting information, since:a) some radio waves and microwaves are not strongly absorbed by the atmosphere so can be used to carry information for radio and TV programmesb) light and infrared radiation can be used to carry information along optical fibres because the radiation travels large distances through glass without being significantly absorbedI can recall that information can be superimposed on to an electromagnetic carrier wave, to create a signalI can recall that a signal which can vary continuously is called an analogue signalI can recall that a signal that can take only a small number of discrete values (usually two) is called a digital signalI can recall that sound and images can be transmitted digitally (as a digital signal)I can recall that, in digital transmission, the digital code is made up from just two symbols, ‘0’ and ‘1’I understand that this coded information can be carried by switching the electromagnetic carrier wave off and on to create short bursts of waves (pulses) where ‘0’ = no pulse and ‘1’ = pulseI can recall that when the waves are received, the pulses are decoded to produce a copy of the original sound wave or imageI understand that an important advantage of digital signals over analogue signals is that if the original signal has been affected by noise it can be recovered more easily and explain whyI can recall that the amount of information needed to store an image or sound is measured in bytes (B)I understand that, generally, the more information stored the higher the quality of the sound or imageI understand that an advantage of using digital signals is that the information can be stored and processed by computersP3 Sustainable EnergyP3.1 How much energy do we use?I understand that the demand for energy is continually increasing and that this raises issues about the availability of energy sources and the environmental effects of using these sourcesI can recall the main primary energy sources that humans use: fossil fuels (oil, gas, coal), nuclear fuels, biofuels, wind, waves, and radiation from the SunI understand why electricity is called a secondary energy sourceI understand that power stations which burn fossil fuels produce carbon dioxide which contributes to global warming and climate changeI understand that when electric current passes through a component (or device), energy is transferred from the power supply to the component and/or to the environmentI can recall that the power (in watts, W) of an appliance or device is a measure of the amount of energy it transfers each second, i.e. the rate at which it transfers energyI can use the following equation to calculate the amount of energy transferred in a process, in joules and in kilowatt hours:energy transferred = power × time(joules, J) (watts, W) (seconds, s)(kilowatt hours, kWh) (kilowatts, kW) (hours, h)I can use the following equation to calculate the rate at which an electrical device transfers energy:power = voltage × current(watts, W) (volts, V) (amperes, A)I understand that a joule is a very small amount of energy, so a domestic electricity meter measures the energy transfer in kilowatt hoursI can calculate the cost of energy supplied by electricity given the power, the time and the cost per kilowatt hourI can interpret and process data on energy use, presented in a variety of waysI can interpret and construct Sankey diagrams to show understanding that energy is conservedI can suggest examples of ways to reduce energy usage in personal and national contextsI can use the following equation in the context of electrical appliances and power stations:efficiency =energy usefully transferred× 100%total energy supplied OR efficiency= power usefully transferred× 100%total power supplied P3.2 How can electricity be generated?I understand that electricity is convenient because it is easily transmitted over distances and can be used in many waysI can recall that mains electricity is produced by generatorsI understand that generators produce a voltage across a coil of wire by spinning a magnet near itI understand that the bigger the current supplied by a generator, the more primary fuel it uses every secondI understand that in many power stations a primary energy source is used to heat water; the steam produced drives a turbine which is coupled to an electrical generatorI can label a block diagram showing the basic components and structures of hydroelectric, nuclear and other thermal power stationsI understand that nuclear power stations produce radioactive wasteI understand that radioactive waste emits ionising radiationI understand that with increased exposure to ionising radiation, damage to living cells increases eventually leading to cancer or cell deathI understand the distinction between contamination and irradiation by a radioactive material, and explain why contamination by a radioactive material is more dangerous than a short period of irradiation from the radioactive materialI understand that many renewable sources of energy drive the turbine directly e.g. hydroelectric, wave and windI can interpret a Sankey diagram for electricity generation and distribution that includes information on the efficiency of energy transfersI can recall that the mains supply voltage to our homes is 230 voltsI understand that electricity is distributed through the National Grid at high voltages to reduce energy lossesP3.3 Which energy sources should we choose?I can discuss both qualitatively and quantitatively (based on given data where appropriate), the effectiveness of different choices in reducing energy demands in:a) domestic contextsb) work place contextsc) national contextsI understand that the choice of energy source for a given situation depends upon a number of factors including:a) environmental impactb) economicsc) waste producedd) carbon dioxide emissionsI can describe advantages and disadvantages of different energy sources, including non-renewable energy sources such as:a) fossil fuelsb) nuclearand renewable energy sources such as:c) biofueld) solare) windf) water (waves, tides, hydroelectricity)g) geothermalI can interpret and evaluate information about different energy sources for generating electricity, considering:a) efficiencyb) economic costsc) environmental impactd) power output and lifetimeI understand that to ensure a security of electricity supply nationally, we need a mix of energy sources ................
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