GCSE revision checklist 2020/2021
GCSE revision checklist
2020/2021
http://www.ocr.org.uk/qualifications/gcse/gcse-mathematics-j560-from-2015/
FOUNDATION LEVEL grades 1 – 5: J560 papers 1, 2, 3
REVISION GUIDE: CGP GCSE OCR Mathematics Foundation Level ISBN 9781782943754 (available from finance dept for £2.50)
Summary of content and revision topics - Page numbers from CGP revision guide:
http://www.ocr.org.uk/qualifications/gcse/gcse-mathematics-j560-from-2015/
HIGHER LEVEL grades 3 – 9: J560 papers 4, 5, 6
REVISION GUIDE: CGP GCSE OCR Mathematics Higher Level ISBN 9781782943792 (available from finance dept for £2.50)
Summary of content and revision topics - Page numbers from CGP revision guide:
Combined Science
OCR Gateway Science Suite - Combined Science A (9-1) - J250 (from 2016)
http://www.ocr.org.uk/qualifications/gcse/gcse-gateway-science-suite-combined-science-a-j250-from-2016/
Useful physics equations website: http://23equations.com/
Higher combined science revision guides are available from finance for £5.50
Unit Revision topic Fact revision Exam prep
revision
Student
choice
Bio
logy
B1: Cell level systems
B2: Scaling up
B3: Organism level systems
B4: Community level systems
B5: Genes, inheritance and selection
B6: Global challenges
CS7: Practical skills
Ch
em
istr
y
C1: Particles
C2: Elements, compounds and mixtures
C3: Chemical reactions
C4: Predicting and identifying reactions and products
C5: Monitoring and controlling chemical reactions
C6 Global challenges
CS7: Practical skills
Ph
ysic
s
P1: Matter
P2: Forces
P3: Electricity and magnetism
P4: Waves and radioactivity
P5: Energy
P6: Global challenges
CS7: Practical skills
Triple Science
OCR Gateway Science Suite - Biology A (9-1) – J247
Website
Revision guides available from finance for £2.75 per science
Unit Revision topic Fact revision Exam prep
revision
Student
choice
Bio
logy
B1: Cell level systems
B2: Scaling up
B3: Organism level systems
B4: Community level systems
B5: Genes, inheritance and selection
B6: Global challenges
B7: Practical skills
OCR Gateway Science Suite - Chemistry A (9-1) - J248
Website
Unit Revision topic Fact
revision
Exam prep
revision
Student choice
Ch
em
istr
y
C1: Particles
C2: Elements, compounds and mixtures
C3: Chemical reactions
C4: Predicting and identifying reactions and products
C5: Monitoring and controlling chemical reactions
C6 Global challenges
C7: Practical skills
OCR Gateway Science Suite - Physics A (9-1) - J249
Website: http://www.ocr.org.uk/qualifications/gcse/gcse-gateway-science-suite-physics-a-j249-from-2016/
Unit Revision topic Fact revision Exam prep
revision
Student
choice
Ph
ysic
s
P1: Matter
P2: Forces
P3: Electricity
P4: Magnetism and magnetic fields
P5: Waves in matter
P6: Radioactivity P7: Energy
P8: Global challenges
P9: Practical skills
http://www.ocr.org.uk/qualifications/gcse/gcse-
gateway-science-suite-biology-a-j247-from-2016/
http://www.ocr.org.uk/qualifications/gcse/gcse-gateway-science-suite-chemistry-a-j248-from-2016/
English Language 8700
Website: https://www.aqa.org.uk/subjects/english/gcse/english-language-8700
Revision guide: Workbooks are available from the finance office
Below is a table of activities that you could do to aid revision in English Language.
Language Paper 1A: Reading
fiction
Language Paper 1B:
Writing to describe/narrate Language 2A: Reading non-fiction Language 2B: Writing to
express an opinion
Read and annotate a practice extract Plan a Q2 response Write a Q2 response Plan a Q3 response Write a Q3 response Plan a Q4 response Write a Q4 response Read the opening two pages to a novel – what features of an opening can you identify? How is setting/character/them e introduced? Create a glossary of language features Create a glossary for structural features Create a vocabulary bank for possible reader responses Read the openings to your literature texts to see how language and structural devices are used to engage Read. Just read. Label the different sentence types on the first page of a book Work through tasks in CGP pupil workbook. Read a model answer. . Watch Mr Bruff… Complete individual questions or whole of section A under timed conditions. Use the mark scheme to assess your own/swap with a buddy
Read model answers and assess.
Plan a practice task Write three short openings for the same task – one focused on character, one of setting, one with dialogue Create a word bank of synonyms for good/bad/happy/unhappy Write an opening in response to the task. Change it – change narrative viewpoint or tense. Use a picture from www.literacyshed.com/th e-images-shed. Plan a response based on the picture. Write a list of good descriptive techniques. Write a list of interesting colours e.g. acid green, vermillion, azure blue. Look at paint charts for inspiration. Write an opening from a non-human perspective Create a passage of writing that uses weather to create mood. Find a story and use a thesaurus to change as many words as you can - how does it change the effect? Create ten complex sentences using subordinate clauses. Create ten sentences using an ing/ed or ly word at the start and two using a simile starter. Revise speech punctuation. Create a poster of the full range of punctuation – with rules and examples Plan and write a response to a practice task under timed conditions.
Use the mark scheme to assess
your own/swap with a buddy.
Challenge yourself to improve
previously written tasks – change
5 words/openers/punctuatio n
marks.
Read an article from The Guardian: https://www.the guardian.com/uk /commentisfree. Ask yourself how the writer uses language and expresses their opinion. Sign up to The Guardian daily email and read at least one link. Plan a Q2 response Write a Q2 response Plan a Q3 response Write a Q3 response Plan a Q4 response Write a Q4 response Read a non-fiction text from the C19th: www.bl.uk/learning/langlit/texts/conte xt www.bl.uk/victorian-britain List the conventions of C19th nonfiction text Create a Q1 for a newspaper article
you’ve read – 8 statement containing 4 truths and 4 lies List persuasive/argumentative language methods and possible effects Learn 15 words to identify a writer’s tone/point of view. E.g. outraged, sympathetic. Look at the openings of opinion pieces to see how writers create strong openings with a clear point of view expressed. Practise reading and annotating two sources in 15 minutes. Read and annotate pre 1900 sources Work through tasks in CGP pupil workbook. Read a model answer and identify strengths/weakneesses . Watch Mr Bruff Complete individual questions or whole of section A under timed conditions. Use the mark scheme to assess your own/swap with a buddy
Write a vocabulary list – adjectives for something you love/hate Produce a plan for a practice task (15mins) Read a good example of opinion writing. Use the mark scheme to assess it. Create a revision poster (with examples) of different punctuation types Write your own question and attempt/swap with a friend Watch/listen speeches on YouTube – how do they engage through language? Create checklists of features for speeches/articles/blogs/lette rs Use a practice question to write the opening of a task. Then change the format, e.g. blog to article Make/learn a list of techniques to use in argue and persuade pieces e.g. emotive language. Identify ways to start a strong opinion piece and practise your own openings. Look at how writers conclude opinion pieces and try to write your own strong endings. Work through tasks in hCGP pupil workbook or other study guides. Plan as many questions as possible – 10-15 mins for each. Read and assess a model answer. Plan and write a response under timed conditions Self-assess your own responses Challenge yourself to improve writing tasks – e.g. 5 better words, 5 more effective punctuation marks
Watch Mr Bruff…
English Literature 8702
Website: https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702
Revision guide: Workbooks are available from the finance office
Below is a table of activities that you could do to aid revision in English Literature.
Literature 1A:
Shakespeare
Literature 1B: C19th
novel
Literature 2A: Modern
text
Literature 2B:
Anthology poetry
Literature 2C: Unseen
poetry Watch a movie version – whilst watching, follow the text version or make notes on characters/key quotations Read the play Find key quotations on a particular character or theme Turn your key quotations into flash cards Annotate a key extract from the play Write a PEC paragraph about an annotated extract Produce an essay plan Plan and write an essay under timed conditions Read and assess an example essay Paint the skills of your own/an example essay Read extracts – get your family involved as characters Storyboard key events. Add quotations to your storyboard Summarise the story in no more than 250 words Create a character timeline – consider how they change over the play Add supporting quotations to your character timeline Create a timeline of key events Identify the 6-8 most important moments from the play Identify and study a soliloquy – focus on characterisation and themes Create a quiz and answers – buddy up to test. Plan a past question(s) and annotate the text accordingly. Use your study guide – CGP, York notes etc. Use websites like BBC Bitesize, Schmoop. Watch Mr Bruff on YouTube. Read and assess a model response. Write a full essay response to a practice question in timed conditions. Share essays with a buddy and peer- mark/feedback/improve Try
and list Shakespeare’s big
messages presented through
the play. Write down everything you know about the time the play was written.
Try to link your contextual
knowledge to specific
moments in the play.
Listen to an audio version of the novel Read the novel Find key quotations on a particular character or theme Turn your key quotations into flash cards Annotate a key extract from the novel Write a PEC paragraph about an annotated extract Produce an essay plan Plan and write an essay under timed conditions Read and assess an example essay Paint the skills of your own/an example essay Storyboard key events. Add quotations to your storyboard Summarise the story in no more than 250 words Create a character timeline – consider how they change through the novel Add supporting quotations to your character timeline Create a timeline of key events Identify the 6-8 most important moments from the novel Create a quiz and answers – buddy up to test. Plan a practice question Use your study guide – CGP, York notes etc. Use websites like BBC Bitesize, Schmoop. Watch Mr Bruff on YouTube. Read and assess a model response. Share essays with a buddy and peermark/feedback/improve Try and list the writer’s big messages presented through the novel Write down everything you know about the time the novel was written Try to link your contextual knowledge to specific moments in the novel
If studying a play, watch a stage version – make notes on key quotations/ characters/themes If studying a novel, listen to an audio version Read a review (The Independent/The Guardian) on the novel/play Read the text Find key quotations on a particular character or theme Turn your key quotations into flash cards Annotate a key extract from the novel/play Write a PEC paragraph about an annotated extract Produce an essay plan Plan and write an essay under timed conditions Read and assess an example essay Paint the skills of your own/an example essay Storyboard key events. Add quotations to your storyboard Summarise the story in no more than 250 words Create a character timeline – consider how they change through the novel/play Add supporting quotations to your character timeline Create a timeline of key events Identify the 6-8 most important moments from the novel/play Create a quiz and answers – buddy up to test. Plan a practice question Use your study guide – CGP, York notes etc. Use websites like BBC Bitesize, Schmoop. Watch Mr Bruff on YouTube. Read and assess a model response. Share essays with a buddy and peer- mark/feedback/improve Try
and list the writer’s big
messages presented
through the novel/play
Annotate a blank version of the poem to test your memory Choose two poems at random and see how many similarities and differences you can find Select 5 words from a poem and analyse them in detail Select a theme and see how many poems fit the theme Add quotations to the theme challenge above Flashcards – key quotations of poems Select one quotation that ‘represents’ each poem. Make a comic strip of the poem Draw symbols and pictures to
visualise the poem’s imagery Read and assess an example essay Paint the skills of your own/an example essay Create sets of flashcards (6 quotations per poem). Select two poems randomly and see if you can match quotations Try to devise a game with flashcards – e.g. snap/guess who Read the poems Watch/listen to the poems Highlight ‘neon phrases’ in a poem and analyse Revise a glossary of literary terms and techniques Find examples of literary techniques in the cluster Annotate the poems with focus on what is learned about the speaker Plan a practice question Watch Mr Bruff on YouTube Use your revision books e.g. York notes, CGP etc. Use websites like BBC Bitesize. Create a quiz and answers – buddy up Write a full essay response to a practice question in timed conditions. Share essays with a buddy and peer- mark/feedback/improve
Annotate an example unseen poem (you can use the unused cluster in your anthology) Print off a favourite song and analyse as if it were a poem Create a poster glossary of poetic terms Plan and write an essay under timed conditions Using the unused cluster, select two poems at random and
bullet point similarities and
differences
AQA Geography 8035
Website: http://www.aqa.org.uk/subjects/geography/gcse/geography-8035
Revision Guide: The new 9-1 AQA Geography revision book, published by Coordination Group
Paper 1: LIVING WITH THE PHYSICAL ENVIRONMENT:
Theme 3: Physical Landscape in the UK: RIVERS AND COASTS
Topic Book
References
Notes in my
ex book Y/N
Revised
once./ twice
Know
well
Paper 2: CHALLENGES IN THE HUMAN ENVIRONMENT:
Theme 2: The Changing economic world
Book page
reference Notes in my
ex book Y/N
Revised
once/
twice.
Know well
What is ‘development?’
How is development measured?
What is the demographic transition model?
Population structure – illustrating it and explaining changes over time.
What is the development gap?
What are the causes of uneven development?
Uneven development consequences - wealth and health.
Uneven development consequences - Migration
Reducing the gap: investment and industrial development
Reducing the gap: ‘development aid’.
Reducing the gap: fairtrade.
Reducing the gap: debt relief
Reducing the gap: tourism
Nigeria: a NEE:
Why is Nigeria an important country?
What is Nigeria’s geographical context?
How is Nigeria linked to the rest of the world?
How is Nigeria changing economically?
The role of TNCs in Nigeria
Nigeria and International Aid
Nigeria’s environmental issues
Has Nigerian quality of life improved with economic development?
The UK : a HIC
How has the UK economy changed over time?
What is deindustrialization/ a post-industrial economy?
Case study Cambridge
What are the environmental impacts of industry?
Case study Torr Quarry, Somerset
How are economic changes affecting rural areas of the UK?
What is the North-South divide?
UK transport developments
How can transport be made more sustainable?
The UK links to the wider world.
The UK’s relief and landscapes.
COASTS
Waves: cause and characteristics
Weathering and mass movement
Coastal processes: erosion, transportation, deposition; longshore drift
Coastal erosion landforms
Old Harry rocks, Swanage,, Dorset
Coastal deposition landforms.
Blakeney spit
Coastal defences: Hard engineering
Case study Cromer, Norfolk
Coastal defences: Soft engineering
Case study: Pevensey Bay
Managed retreat
Case study: Medmerry, West Sussex
Why ‘Do nothing’?
RIVERS
The hydrological cycle and its processes, stores, inputs and outputs
What are the processes occuring in a river? (Erosion, transportation, depositon)
The river long profile and cross-section
What are the features in the upper course?
What are the features in the middle course?
What are the features in the lower course?
Case study: The different features of River Tees and where they occur on a map of
the river’s course
How and why a river floods
Managing flooding: hard engineering
Managing flooding: soft engineering
Flood hydrographs.
Case study: Somerset floods
Paper 2: CHALLENGES IN THE HUMAN ENVIRONMENT:
Theme 1: Urban issues and challenges
Topic Book
References
Notes in my
ex book Y/N
Revised
once.
Know
well
An increasingly urban world
Megacities
Introduction to Rio De Janeiro
Socai cahllenges in Rio
Ecinomic challenges in Rio
Improving Rio’s environment
Managing the growth of squatter settlements
Planning for Rio’s squatter settlements.
Urban change in the UK
Introduction to Bristol
Urban change creates social opportunities
Urban change can create economic opportunities
Urban change affects the environment
Creating a clean environment in Bristol
Socail inequality in Bristol
New housing for Bristol
Regeneration in Bristol
Sustainable urban development
Case study Freiburg
Paper 1: LIVING WITH THE PHYSICAL ENVIRONMENT:
Theme 1: Natural hazards
Topic Book
References
Notes in my
ex book Y/N
Revised
once.
Know
well
What are natural hazards?
Tectonic Hazards:
The Earth’s structure and the distribution of of earthquakes and volcanoes
What are the processes at plate margins?
The effects of Earthquakes
Case study HIC: L’Aquila, Italy 2009
Case Study: LIC: Nepal, 2015
How and why does the level of economic development of places influence the
severity of the impact of a hazard?
Why do people continue to live in areas prone to earthquakes and volcanic
erptions?
How can the effects of an earthquake / volcanic eruption be reduced?
Weather hazards:
Global atmospheric circulation
Where and how are tropical storms formed?
What are the structure and features of a tropical storm?
Case study: Typhoon Haiyan 2013
Why are the effects of tropical storms so different in MEDCs and LEDCs and
why do people still live in such areas of risk?
How can the effects of tropical storms be reduced?
UK weather hazards
Case study: UK extreme weather : Somerset floods 2014
Climate change – what is it?
What are the possible causes?
The human enhanced greenhouse effect
How can the causes of climate change be mitigated?
How can we adapt to climate change?
Paper 1: LIVING WITH THE PHYSICAL ENVIRONMENT:
Theme 2: The living world
Topic Book
References
Notes in my
ex book Y/N
Revised
once.
Know
well
Ecosystems – what are they?
How does change affect ecosystems?
Global ecosystems
Tropical rainforests: characteristics
Deforestation: Case study: Malaysia: Cause
Deforestation: Case study: Malaysia: Effects
Managing deforestation
Sustainable management of tropical rainforests
Cold environments: characteristics
Case study: Svalbard: Opportunities for development
Case study: Svalbard: Challenges of development
Cold environments under threat
Managing cold environments
Paper 2: CHALLENGES IN THE HUMAN ENVIRONMENT:
Theme 3: The challenge of resource management
Topic Book
References
Notes in my
ex book Y/N
Revised
once.
Know
well
The global distribution of resources
Uk: Food resources
UK: Water resources
UK: Energy resources
Global food supply
What is food insecurity and what causes it?
How can food supply be increased?
Case study: The Indus Basin Irrigation System
Sustainable food production.
GCSE History Content Checklist
ELIZABETHAN ENGLAND: 1568 TO 1603
Topic Fact
Revision
Exam
Revision
Student
Choice
Who were the Tudors
Tudor Religious Upheaval
Tudor Government
Problems Elizabeth Faced
Elizabethan Religious Settlement
Mary Queen of Scots to 1572
Mary Queen of Scots to 1587
Plots and Mary Queen of Scots
Causes and Impact of Mary’s Execution
Being Catholic in Elizabeth’s England
Being Puritan in Elizabeth’s England
Why did the Spanish Attack
Events of the Armada
Impact of the Armada
Walter Raleigh and Francis Drake
Rise of the Gentry
Poverty in Elizabethan England
Reaction to Poverty and the Poor Law
Elizabethan Plays and Theatre
William Shakespeare
Growth of the Elizabethan Empire
Local Study
Political Structure: Council & Parliament
Elizabeth’s Control Methods
Controlling the Privy Council
Controlling the Parliaments
Marriage and Politics
Succession and Politics
Challenges to Elizabeth (Essex Rebellion)
Elizabeth’s Relationship with Parliament
Key Questions Fact
Revision
Exam
Revision
Student
Choice
What problems did Elizabeth face when she became Queen?
How did Elizabeth deal with religious upheaval in England?
How did Mary Queen of Scots threaten Elizabeth?
How did Elizabeth deal with the threat of Spain?
How did Elizabeth deal with the problem of poverty?
How far did England succeed in becoming a global empire?
Was the Elizabethan Period a ‘golden age’ for everyone?
How far does the local study show the experience of people in England?
How successfully did Elizabeth control her Privy Council and Parliament?
How did Elizabeth successfully avoid the problem of marriage?
Who controlled the government of England?
HEALTH AND THE PEOPLE: 1250 TO PRESENT DAY
Topic Fact
Revision
Exam
Revision
Student
Choice
Ancient Medicine
Medieval World and the Church
Christian and Muslim Medicine
Medieval Medical Schools
Medieval Hospitals
Medieval Surgery
Medieval Public Health
Causes & Treatments of the Black Death
The Impact of the Black Death
Social Impact of the Renaissance
Vesalius and Fabric of the Human Body
Harvey and Circulation
Pare, Hunter and Developing Surgery
Causes & Treatments of Great Plague
Renaissance Treatments & Quackery
Renaissance Hospitals and Doctors
Jenner and Vaccination
Opposition to Jenner and Change
The Hazards of Industrialisation
Germ Theory, Pasteur, Koch and Ehrlich
Nightingale and Industrial Hospitals
The Appearance of Women Doctors
Industrial Cure Alls
Development of Anaesthetic Surgery
Development of Antiseptic Surgery
John Snow and Cholera
Victorian Public Health and Individuals
Victorian Public Health and Government
20th Century Liberal Public Health Reforms
Impact of World Wars on Medicine
Development of Penicillin and Drugs
Forming and Development of the NHS
20th Century Surgery
21st Century Alternative Medicines
21st Century Medicine and Problems
Key Questions Fact
Revision
Exam
Revision
Student
Choice
Which factors allowed causes of disease to be discovered?
Which factors allowed treatments of disease to be discovered?
Which factors allowed surgery to improve?
How and why did Public Health improve?
Why is the discovery of Germ Theory so important?
Why did the Renaissance allow for a change of medical thought?
Why did the government become less laissez-faire?
How did the government change medicine in the 20th Century?
CONFLICT AND TENSION: 1894 TO 1918
Topic Fact
Revision
Exam
Revision
Student
Choice
Splendid Isolation and Alliances
Kaiser Wilhelm and Weltpolitik
Colonial Tensions and Imperial Rivalries
Anglo-German Rivalry and Naval Race
First and Second Moroccan Crisis
Crisis of the Balkans Wars
Assassination of Archduke Ferdinand
Consequences of the Assassination
July Crisis and Declaration of War
Schlieffen Plan and Belgium
Escalating the War
Failure of Schlieffen Plan
Development of Stalemate in Europe
Developing Weaponry of the War
Air War and Red Baron
Trench Warfare
Causes of the Somme
The Battle of Somme
Impact of the Somme
Leading to Passchendaele
War at Sea and U-Boat Campaign
Battle of Jutland
Withdrawal of Russia
Zimmermann Telegraph and Lusitania
Why did America Enter the War
Changing Military Technology in 1918
German Spring Offensive 1918
Hundred Days Offensive and the Advance of America, Britain and France
Reasons for Germany Surrenders
Abdication of Kaiser Wilhelm
Armistice and the End of the War
Key Questions Fact
Revision
Exam
Revision
Student
Choice
Why did the First World War begin?
Why did the war become a Stalemate by December 1914?
Why did the Battle of the Somme happen?
Why did the Battle of the Somme fail to achieve a breakthrough?
What were the differences between the Somme and Passchendaele?
Why was the Sea War important?
Why did the Americans enter the War by 1917?
Why did the Russians leave the War by 1918?
Why was the Spring Offensive 1918 important?
Why did the Germans lose the First World War?
What were the differences in military technology from 1914 to 1918?
Was General Haig a butcher or a hero?
GROWTH OF DEMOCRACY AND DICTATORSHIP IN GERMANY: 1894 TO 1945
Topic Fact
Revision
Exam
Revision
Student
Choice
Autocracy in Germany
Prussian Militarism and Growth of Parliamentary Government
Industrial, Social and Domestic Change in Pre-War Germany
Impact of the First World War on Germany
Founding of the Weimar
Treaty of Versailles
Post-War Problems and Reparations
Occupation of Ruhr and Hyperinflation
Munich Putsch
Recovery during Stresemann Era
Economic Recovery in Germany
Weimar Culture
Impact of the Great Depression on Germany
Growth of the Nazi Party
Failures of the Weimar Government, Brunel, Papen and Hindenburg
Factors in Hitler becoming the Chancellor in 1933
Creation of the Nazi Dictatorship
Factors in Hitler becoming the Fuhrer in 1933
Use of Propaganda and Censorship in Nazi Germany
Use of Fear and Repression in Nazi Germany
Role of Himmler and the SS
Creation of the social policies towards women
Education and Nazi Schooling
Hitler Youth and creation of Youth groups
Control of Churches and religion
Aryan ideals and race science
Persecution of Minorities
The Final Solution
Economic changes, benefits and drawbacks
Employment and Public Works
Rearmament and Self-Sufficient Economy
Youth Opposition to the Nazis
Church Opposition to the Nazis
Army Opposition to the Nazis
Impact of the Second World War on Nazi Germany
End of the Nazi Dictatorship
Key Questions Fact
Revision
Exam
Revision
Student
Choice
How far did the German government change under the Kaiser?
What effect did the First World War have on Germany?
Why was the Weimar Republic so unstable?
Did Stresemann fix the problems or cover the cracks in Germany?
Why did Hitler become the Chancellor?
Why did Hitler become the Fuhrer?
How did the Nazis control Germany?
How successful were Nazi social policies?
CREATIVE IMEDIA
All students have been given a set of revision notes for the exam unit R081
Website: https://www.ocr.org.uk/qualifications/cambridge-nationals/creative-imedia-level-1-2-award-certificate-j807-j817/
☺ LO1: Understand the purpose and content of pre-production 1.1 I understand the purpose and uses for moodboards
1.2 I can create a moodboard
1.3 I understand the purpose and uses for mind maps/spider diagrams
1.4 I can create a minds map/spider diagram
1.5 I understand the purpose and uses for visualisation diagrams
1.6 I can create visualisation diagrams
1.7 I understand the purpose and uses for storyboards
1.8 I can create a storyboard
1.9 I understand the purpose and uses for scripts
1.10 I can create a script
LO2: Be able to plan pre-production 2.1 I can interpret client requirements for pre-production
2.2 I understand what primary and secondary research is
2.3 I can produce a work plan and production schedule
2.4 I understand how to categorise audiences, including:
• gender
• age
• ethnicity
• income
• location
• accessibility
2.5 I understand the hardware techniques and software used for, including:
• Digitising paper-based documents
• Creating electronic pre-production documents
2.6 I understand the health and safety considerations when creating digital media products
2.7 I understand the legislation regarding any assets to be sourced, including:
• copyright
• trademarks
• intellectual property
2.8 I can identify how legislation applies to creative media production, including:
• data protection
• privacy
• defamation
• certification and classification
• use of copyrighted material
• intellectual property
LO3: Be able to produce pre-production documents 3.1 I understand the properties and limitations of file formats for still images
3.2 I understand the properties and limitations of file formats for audio
3.3 I understand the properties and limitations of file formats for moving images
3.4 I can identify appropriate file formats needed to produce pre-production documents
LO4: Be able to review pre-production documents
4.1 I understand how to review a pre-production document
4.2 I can identify areas for improvement in a pre-production document
OCR Computer Science J276
Website: http://www.ocr.org.uk/qualifications/gcse/gcse-computer-science-j276-from-2016/
Revision Guide: OCR GCSE 9-1 Computer Science
Unit Revision topic Fact revision Exam prep
revision
Student
choice
Co
mp
ute
r sy
ste
ms
System architecture
Memory
Storage
Wired and wireless networks
Network topologies, protocols and layers
System security
Ethical, legal, cultural and environmental concerns
Co
mp
uta
tio
nal
th
inki
ng,
algo
rith
ms
and
pro
gram
min
g
Algorithms
Programming techniques
Producing robust programs
Computational logic
Translators and facilities of languages
Data representation
Pro
gram
min
g p
roje
ct
(Co
ntr
olle
d a
sse
ssm
en
t) Programming techniques N/A N/A N/A
Analysis N/A N/A N/A
Design N/A N/A N/A
Development N/A N/A N/A
Testing and evaluation and conclusions N/A N/A N/A
MFL - German
Website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/german-2016.html
Listening and Reading – Things to have a go at
• Memrise – You can access this at home, but will need a log in from your teacher
• Vocab tests
• Practise for specimen papers
Topics:
Theme 1: Local area, holiday and travel
Theme 2: Identity and Culture
Theme 3: School
Theme 4: Future aspirations, study and work
Theme 5: International and global dimension
Vocab module to revise:
1. Auf in die Schule/Desconéctate
2. Zeit für Freizeit/Mi vida en el insti
3. Menschliche Beziehungen/Mi gente
4. Willkommen bei mir/ Intereses e influencias
5. Ich liebe Wien/ Ciudades
6. Im Urlaub und zu Hause/De costumbre
7. Rund um die Arbeit/A currar
8. Eine wunderbare Welt/Hacia un mundo mejor
Writing
• Understand key grammar
• Learn key phrases to use in the exam
• Practise in writing booklets
• Memrise – You can access this at home, but will need a log in from your teacher
• Use past papers/specimen paper
• Work through grammar workbook
Speaking
• Understand key grammar
• Learn key phrases to use in the exam
• Complete speaking booklets with answers to conversation questions
• Memrise – You can access this at home, but will need a log in from your teacher
• Use past papers/specimen papers to practise role-play and picture-based questions
• Work through grammar workbook
MFL - Spanish
Website: https://qualifications.pearson.com/en/qualifications/edexcel-
gcses/spanish-2016.html
Listening and Reading – Things to have a go at
• Memrise – You can access this at home, but will need a log in from your
teacher
• Vocab tests
• Practise for specimen papers
Topics:
Theme 1: Local area, holiday and travel
Theme 2: Identity and Culture
Theme 3: School
Theme 4: Future aspirations, study and work
Theme 5: International and global dimension
Vocab modules to revise:
9. Desconéctate
10. Mi vida en el insti
11. Mi gente
12. Intereses e influencias
13. Ciudades
14. De costumbre
15. ¡A currar!
16. Hacia un mundo mejor
Writing
• Understand key grammar
• Learn key phrases to use in the exam
• Practise in writing booklets
• Memrise – You can access this at home, but will need a log in from your teacher
• Use past papers/specimen paper
• Work through grammar workbook
Speaking
• Understand key grammar
• Learn key phrases to use in the exam
• Complete speaking booklets with answers to conversation questions
• Memrise – You can access this at home, but will need a log in from your teacher
• Use past papers/specimen papers to practise role-play and picture-based questions
• Work through grammar workbook
MFL - French
Website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/french-2016.html
Listening and Reading – Things to have a go at
• Memrise – You can access this at home, but will need a log in from your teacher
• Vocab tests
• Practise for specimen papers
• Active Learn/Library- You have access to lots of listening and reading activities at foundation and
higher level
Topics:
Theme 1: Identity and Culture
Theme 2: Local area, holiday and travel
Theme 3: School
Theme 4: Future aspirations, study and work
Theme 5: International and global dimension
Vocab module to revise:
17. Qui suis-je ?
18. Le temps des loisirs
19. Jours ordinaires, jours de fête
20. De la ville à la campagne
21. Le grand large...
22. Au collège
23. Bon travail ! 24. Un œil sur le monde
Writing
• Understand key grammar
• Learn key phrases to use in the exam
• Practise in writing booklets
• Memrise – You can access this at home
• Use past papers/specimen paper
• Work through grammar workbook
Speaking
• Understand key grammar
• Learn key phrases to use in the exam
• Complete speaking booklets with answers to conversation questions
• Memrise – You can access this at home
• Use past papers/specimen papers to practise role-play and picture-based questions
• Work through grammar workbook
AQA GCSE Physical Education 8582
Website: https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582
Revision Guide: Pearson Revise AQA GCSE (9-1) Physical Education Revision Guide
(Purple book available from finance £2.50)
Paper 1 revision topics:
Paper 2 Revision topics:
Unit Revision topic A01
Definitions
A02
Practical
examples
A03 Impact
on performer
Spo
rts
Psy
cho
logu
Skill classification
Goal setting
Information Processing & Memory
Inverted U theory and stress management
Unit Revision topic A01
Definitions
A02
Practical
examples
A03 Impact
on performer
Ap
plie
d A
nat
om
y an
d
Ph
ysio
logy
Bones & Joint
Muscle
Respiratory System
Cardiovascular System
Effects of Exercise
Mo
vem
en
t
An
alys
is Planes
Axis
Ph
ysic
al T
rain
ing
Components of fitness
Fitness Testing
Types of training
Principles of training
Seasonal training
Injury prevention, warm ups and cool down
Training intensities
Aggression, Personality & Motivation
Guidance & Feedback
Unit Revision topic A01
Definitions
A02
Practical
examples
A03 Impact
on performer
Soci
o-C
ult
ura
l In
flu
en
ces Socio Groups (family, friends, peers) plus Gender, Race, Age &
Disability
Commercialisation – Advantages and disadvantages
Technology – Advantages & disadvantages
Timber
Conduct of performers & spectators
Performance enhancing drugs
He
alth
, Fit
ne
ss &
We
llbe
ing Fitness plus Physical, Mental & Social Health
Effects of a sedentary lifestyle
Obesity
Somatotypes
Energy use, Diet and Water balance
Use
of
Dat
a &
Exa
m
Tech
niq
ue
Interpreting and reading graphs
Plotting graphs
Extended answer technique (PEEL or IDEEL)
Short answer questions technique
Command words – what do they mean?
OCR Music (9-1) J536
Website: http://www.ocr.org.uk/qualifications/gcse/gcse-music-j536-from-2016/
Revision Guide: http://rhinegoldeducation.co.uk/product/ocr-gcse-music-study-guide/
Unit Revised?
My
Mu
sic
Learners should study the capabilities and limitations of their instrument, voice or technology including:
• its range and characteristic timbre
• the techniques required to play it and any techniques that are specific to it
• how it might be used in different genres
• what type of ensembles it might be used in
• how its use is influenced by context and culture.
The
co
nce
rto
th
rou
gh t
ime
Learners should study and develop an understanding of:
• what a concerto is and the way it has developed through time
• the instruments that have been used for the solo part in the concerto and how they have developed through time
• the growth and development of the orchestra through time
• the role of the soloist(s)
• the relationship between the soloist(s) and the orchestral accompaniment
• how the concerto has developed through time in terms of length, complexity and virtuosity
• the characteristics of Baroque, Classical and Romantic music as reflected in The Concerto.
Learners should study and understand how composers of concertos use musical elements and compositional devices in their concertos
including:
• instruments and timbre
• pitch and melody
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture
• structure, phrasing and cadences
• harmony and tonality
• repetition, sequence and imitation
• ornamentation.
Learners should have some knowledge of:
• the names and intentions of composers who wrote concertos in each period
• the historical and social context of the concerto in each period
• the need for a larger venue over time as the genre expanded and developed
• the changing nature of commissioner and audience over time.
Rh
yth
ms
of
the
wo
rld
Learners should study the traditional rhythmic roots from four geographical regions of the world:
• India and Punjab
• Eastern Mediterranean and Middle East
• Africa
• Central and South America. Learners should study and develop an understanding of the characteristic rhythmic features of:
• Indian Classical Music and traditional Punjabi Bhangra
• Traditional Eastern Mediterranean and Arabic folk rhythms, with particular focus on traditional Greek, Palestinian and Israeli music
• Traditional African drumming
• Traditional Calypso and Samba
Learners should study and develop an understanding of the following for each geographical region including:
• characteristic rhythms and metres
• the origins and cultural context of the traditional music
• the musical characteristics of the folk music
• the impact of modern technology on traditional music
• the names of performers and groups
• ways in which performers work together. Learners will study and understand how a range of musical elements is combined in
traditional music, including:
• instruments and timbre
• pitch and melody
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture • structure and phrasing
• harmony and tonality
• repetition, ostinato
• ornamentation. Learners should have some knowledge of:
• techniques of performing traditional drums
• traditional rhythm patterns (including regular and irregular metres, syncopation and cross rhythms)
• how texture builds with added parts
• improvised melodic lines based on traditional scales (including modal and microtonal melodic ideas)
Film
Mu
sic
Learners should study a range of music used for films including:
• music that has been composed specifically for a film
• music from the Western Classical tradition that has been used within a film
• music that has been composed as a soundtrack for a video game.
Unit Revised?
Film
Mu
sic
Learners should study how composers create music to support, express, complement and enhance:
• a mood or emotion being conveyed on the screen
• a significant character(s) or place
• specific actions or dramatic effects. Learners should study and understand how composers use music dramatically and expressively
through a variety of musical elements and compositional devices, including:
• instruments and timbre
• pitch and melody
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture
• structure and phrasing
• harmony and tonality
• repetition, ostinato, sequence and imitation
• ornamentation
• motif, leitmotif. Learners should have some knowledge of:
• how music can develop and/or evolve during the course of a film or video game
• the resources that are used to create and perform film and video soundtracks, including the use of technology
• the names of composers of music for film and/or video games.
Co
nve
nti
on
s o
f p
op
Learners should study a range of popular music from the 1950s to the present day, focussing on:
• Rock ‘n’ Roll of the 1950s and 1960s
• Rock Anthems of the 1970s and 1980s
• Pop Ballads of the 1970s, 1980s and 1990s
• Solo Artists from 1990 to the present day
Learners should study and demonstrate an understanding of:
• vocal and instrumental techniques within popular music
• how voices and instruments interact within popular music
• the development of instruments in popular music over time
• the development and impact of technology over time
• the variety and development of styles within popular music over time
• the origins and cultural context of the named genres of popular music
• the typical musical characteristics, conventions and features of the specified genres. Learners should study and understand how
composers of popular music use and develop musical elements and compositional devices, including:
• instruments and timbre (acoustic and electric)
• pitch and melody (including bass lines and riffs)
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture
• structure and phrasing
• harmony and tonality
• dynamics, expression and articulation
• ornamentation
• repetition, ostinato and sequence
• technology including amplification and recording techniques. Learners should have some knowledge of:
• names of solo artists and groups who composed and/or performed in each genre
• the changing nature of song structure
• the historical and social context of the named genres of popular music
• the growth of the popular music industry.
WJEC Eduqas GCSE in Sociology
Website: http://eduqas.co.uk/qualifications/sociology/gcse/
Textbook: WJEC Eduqas GCSE Sociology by Steve Tivey & Marion Davies
Unit 1
1 Key concepts and processes of cultural transmission
Content – highlight those areas you feel you need to address
Overall Confidence –
Red/Yellow/Green
1.1 Key sociological concepts
culture, norms, values, roles, status, identity, sanctions, cultural diversity
1.2 Debates over the acquisition of identity
• nature/nurture including examples of feral children and cultural diversity
1.3 The process of socialisation
• agents of socialisation: family, education, media, peer group
• how agents of socialisation pass on culture and identity, for example: gender, class and ethnic identity
• informal and formal social control
2 Families
2.1 Family diversity and different family forms in the UK and within a global context
• what is a family?
• nuclear family, extended family, reconstituted family, lone parent family, single sex family, cohabiting family, beanpole family
• ethnic minority family forms
• global family forms including polygamy, arranged marriages
• one-child family policy in China
2.2 Social changes and family structures
• changes in social norms, secularisation, values and laws, feminism, economic factors, technology and immigration and their impact on o family diversity, including the work of
Rapoports o divorce rates and serial monogamy
o cohabitation, single parent families, later
age of marriage o singlehood
o family size
2.3 Social changes and family relationships
• changes in social norms, secularisation, values and laws, feminism
• economic factors, technology and their impact on o segregated and joint conjugal roles,
symmetrical families, domestic division of labour o New Man
o decision making / money management
o dual career families
o leisure activities
o theory of symmetrical family and principle of
stratified diffusion, developed from the functionalist perspective of Willmott and Young
• child-rearing patterns and child-centred families
• ‘boomerang’ children
• ‘sandwich’ generation 2.4 Sociological theories of the role of the family
• conflict versus consensus debate on the role of the family
• consensus view of Functionalism
• Functionalist theory of the role and functions of family, such as Parsons and primary socialisation and stabilisation of adult personalities
• conflict view of Marxism
• Marxist theory of families serving the interests of capitalism, including the work of Zaretsky
• conflict view of Feminism
• Feminist critique of family as a patriarchal institution, including the work of Delphy and Leonard and Oakley and the conventional family
• New Right views of family
2.5 Criticisms of family
• loss of traditional functions
• lack of contact with wider kinship network
• dysfunctional families
• status and role of women
• isolation and unrealistic expectations
• marital breakdown and divorce
• the dark side of family life including domestic violence
• decline of the traditional family
3 Education
3.1 Sociological theories of the role of education
• conflict view of Marxism
• Marxist theory of education serving the needs of capitalism
• conflict versus consensus debate on the role of education
• consensus view of Functionalism
• Functionalist theory of education o serving the needs of society and the
economy facilitating social mobility and fostering social cohesion including the work of Durkheim on education as the transmission of norms and values o achieved status and education operating on
meritocratic principles, with reference to the work of Parsons o education maintaining inequality, including
the work of Bowles and Gintis on the correspondence theory
• conflict view of Feminism
• Feminist theory of education perpetuating patriarchy, including the work of Becky Francis on the patriarchal nature of schools
3.2 Processes inside schools.
• processes within schools affecting educational achievement o labelling, including the work of Hargreaves
o hidden curriculum
o streaming, banding
o anti-school sub-cultures including the work
of Willis
o teacher expectations, including the work of
Ball o self-fulfilling prophecy
3.3 Patterns of educational achievement
• patterns of attainment by o gender
o social class
o ethnicity
3.4 Factors affecting educational achievement
• social class o contribution of material factors, including
the work of Halsey on class based inequalities o cultural factors
o labelling
o catchment areas
o types of school, including the work of Ball
on streaming, choice and competition between schools o counter school cultures, including the work
of Willis
• ethnicity o contribution of material and cultural factors
o curriculum
o labelling
o racism
3.5 Factors affecting Educational achievement
• gender o contribution of more employment
opportunities for females o feminism
o feminisation of schools
o crisis of masculinity
o peer pressure and sub cultures
4 Sociology Research Methods
4.1 Usefulness of different types of data
• primary and secondary data
• qualitative and quantitative data
• sources of secondary data, including diaries, journals, official and non-official statistics
• usefulness of these types of data to sociologists
4.2 Methods of research
• qualitative and quantitative methods including o questionnaires
o structured and unstructured interviews
o different types of observations
• the value, practical application and strengths and weaknesses of different methods in terms of o validity,
o reliability,
o ethics
o representativeness
• mixed methods approaches
4.3 Sampling processes
• representative and non-representative sampling techniques
4.4 Practical issues affecting research
• access to subjects of research
• gatekeeper to allow access
• time and cost of research
4.5 Ethical issues affecting research
• informed consent
• confidentiality
• harm to participants
• deception
• strategies used by sociologists to address issues
Unit 2 5 Social differentiation and stratification
Content Confidence Red/Yellow/Green
5.1 Sociological theories of stratification
• conflict versus consensus debate on stratification
• consensus view of Functionalism
• Functionalist theory of stratification o Davis and Moore's theory on the role of
stratification in terms of effective role allocation and performances linked to the promise of rewards o meritocracy
• conflict view of Marxism
• Marxist theory of social stratification o socio-economic classifications and two class
system o power of bourgeoisie to exploit the
proletariat and to maintain their position o false class consciousness
• conflict view of Weber
• Weberian theory of stratification o socio-economic classifications
o theory of class, status and party
• conflict view of Feminism o Feminist views on patriarchy and
stratification
5.2 Different forms and sources of power and authority
• formal and informal sources of power
• agencies of social control
• Weberian theory of authority: o traditional
o charismatic and
o rational-legal
5.3 Equality/inequality in relation to class, gender, ethnicity, age, disability and sexuality
• evidence and examples should be used to demonstrate equality/inequality in contemporary UK drawn from the following areas: o education
o crime
o income and wealth
o health
o family
o work
o media
5.4 Factors which may influence access to life chances and power
• factors which may influence class, gender, ethnicity, age, disability and sexuality o social construction of identity/roles, status
o prejudice, discrimination
o stereotyping, labelling
o scapegoating
o media representation
o legislation
o moral panics
o sub-cultures
• with specific reference to social class o private schooling
o old boys’ network
o affluent worker, including the work of Devine
• with specific reference to gender o sexism
o glass ceiling
o patriarchy, including the work of Walby
o crisis of masculinity
• with specific reference to ethnicity o racism, institutional racism
• with specific reference to age o ageism
• with specific reference to disability o medical and social models of disability
• with specific reference to sexuality o homophobia
• religion and belief
5.5 Poverty as a social issue
• absolute and relative poverty, including the work of Townsend on relative deprivation
• material deprivation
• groups prone to poverty
• culture of poverty, including the work of Murray on the underclass
• cycle of deprivation
• social exclusion and inclusion
• impact of globalisation
6 Crime and Deviance
6.1 Social construction of concepts of crime and deviance
• what is crime?
• what is deviance?
• historical and cultural variations
• social construction of crime and deviance
6.2 Social control
• informal and formal social control and unwritten rules
• agencies of informal social control o family
o peer group
o education
o religion
o media
• sanctions
• formal social control o role of the police and courts
6.3 Patterns of criminal and deviant behaviour
• patterns of criminal behaviour by: o social class
o ethnicity
o age
o gender
6.4 Sociological theories and explanations of
• conflict versus consensus debate
• consensus view of Functionalism
deviance and criminal behaviour (structural, subcultural, interactionist and feminist)
o functions of crime
o anomie, including the work of Merton and
strain theory
• Subcultural theory o Albert Cohen and delinquent sub-cultures
• conflict view of Marxism o Chambliss and differential enforcement of
the law o white collar and corporate crime
• Interactionism o notion of the typical offender
o labelling
o self-fulfilling prophecy, including the work of
Becker and the deviant career o moral panics
• conflict view of Feminism o social control, including the work of
Heidensohn on female conformity in a male dominated society o women and poverty including the work of
Carlen o chivalry thesis
• ethnicity and crime o racism
o institutional racism
o scapegoating
6.5 Sources of data on crime
• patterns and trends of criminal behaviour
• official statistics
• victim and self-report studies
• usefulness of sources of data on crime o dark figure of crime
o unreported and unrecorded crime
o police bias and labelling
o moral panics
o invisible crime
7 Applied methods of sociological enquiry
7.1 The process of research design
• choosing a research area
• establishing an aim and/or hypothesis
• choosing a method
• use of pilot study
• selection of sampling techniques
• analysis of data
• usefulness of mixed methods approach
7.2 Interpreting data
• how to interpret graphs, diagrams, charts and tables in order to discern patterns and trends
WJEC Eduqas GCSE in DRAMA SPECIFICATION Qualification Accreditation Number: 601/8420/6
Website: http://www.eduqas.co.uk/qualifications/drama-and-theatre/gcse/WJEC-Eduqas-GCSE-Drama-specification.pdf
Revision Guide:
https://www.amazon.co.uk/Grade-GCSE-Drama-Revision-
Guide/dp/1782949623/ref=pd_lpo_sbs_14_t_0?_encoding=UTF8&psc=1&refRID=ZQ7VC2XX6F432DWMPNFK
https://www.cgpbooks.co.uk/School/books_gcse_drama#
Component
3
Evaluation of Live Theatre Fact revision Exam prep
revision
Student choice
How to respond to live theatre
Individual opinion
Staging, style, lighting, practitioner, music, special effects,
characterisation
Component
3
Scripted
Text Study
DNA- Dennis Kelly Fact revision Exam prep
revision
Student
choice
Scri
pte
d T
ext
Stu
dy Rehearsal Techniques
Practitioner Exploration
Context
Costume
Lighting
Scri
pte
d T
ext
Stu
dy Sound production
Staging
Set Design
Character Analysis
Study of Key scenes
Scri
pte
d T
ext
Stu
dy Use of quotations
Stage directions
Character Motivation (Units, Objectives, Super Objectives)
History of Drama
Eduqas Design and Technology
Website: https://www.eduqas.co.uk/qualifications/design-and-technology/gcse/
Revision Guide: Hodder education Wjec Eduqas GCSE (9-1) Design and Technology
Core knowledge revision topics: Graphics and Resistant Materials:
In depth knowledge and understanding:
Unit Revision topic Fact
revision
Exam prep
revision
Student
choice
Re
sist
ant
mat
eri
als –
Tim
be
rs
Gra
ph
ics –
Pap
ers
an
d b
oar
ds
Sources, origins, physical and working properties
Selection of materials and components
The impact of forces and stresses
Stock forms, types and sizes
Manufacturing to different scales of production
Specialist techniques and processes
Surface treatment and finishes
Unit Revision topic Fact
revision
Exam
prep
revision
Student
choice
Mat
eri
als
and
th
eir
wo
rkin
g
pro
pe
rtie
s
Textiles
Polymers
Metals
Timber
Papers and boards
Smart materials, composites and technical textiles
DT
and
ou
r w
orl
d The impact of new and emerging technologies on industry and
enterprise
How critical evaluation of new and emerging technologies informs
design decisions
How energy is generated and stored
Ele
ctro
nic
syst
em
s an
d
pro
gram
mab
le
com
po
ne
nts
Electronic control systems
Programmable systems
Me
chan
ical
com
po
ne
nts
and
de
vice
s Types of motion
Mechanical systems
Mechanical components
Eduqas Food Preparation and nutrition - QN: 601/8093/6
601/8093/6
Website: http://eduqas.co.uk/qualifications/food-preparation-and-nutrition/
Revision Guide: Food preparation and nutrition 9-1 by Jane Hill
Food Preparation & Nutrition - Exam Checklist
Fact revision Exam prep revision Student choice
Macronutrients Dietary Fibre, Soluble and Insoluble Fibre
Balanced Diets Energy in Food
Reference Intakes Food Labelling Special Diets
Food Allergies Religious Diets
Understanding why we cook food Heat transfer of food
Cooking Methods Chemical changes of food
Raising Agents Emulsions
Formation of Gluten Signs of food spoilage Safe storage of food
Pathogenic Bacteria/ Food Poisoning
Cross-Contamination HACCP
Preserving Food Reducing Food Waste Reducing Food Miles
Identify dishes from x5 countries/cultures
Developments of food Economic Food Trade
Convenience Food Factors affecting our food choices
Seasonality of Food Cake making methods
Types of Pastry Gelatinization Dextrinization
Denature Coagulation
Aeration Cereals and Wholegrains
Dairy Meat and Fish
Fruit and Vegetables Meat Alternatives
Fats and oils
Business Studies 9-1 Edexcel GCSE
Revision guide: all students have been given the revision guide
Website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.html
☺
Paper 1: Investigation Small Business 1.1.1 Dynamic nature of business p6-7
1.1.2 Risk & Reward p8-9
1.1.3 The Role of Business Enterprise p10-11
1.2.1 Customer needs p14-15
1.2.2 Market Research p16-17
1.2.3 Market segmentation p18-19
1.2.4 The Competitive Environment p20-21
1.3.1 Business Aims and Objectives p26-27
1.3.2 Business Revenues, Costs and Profits p28-29
1.3.3 Cash and Cash-Flow p30-31
1.3.4 Sources of Business Finance p32-33
1.4.1 The options for Start-ups and Small Business p38-39
1.4.2 Business Location p40-41
1.4.3 Marketing Mix p42-43
1.4.4 Business Plans p44-45
1.5.1 Business Stakeholders p50-51
1.5.2 Technology and Business p52-53
1.5.3 Legislation and Business p54-55
1.5.4 The Economy and Business p56-57
1.5.5 External Influences p58-59
Paper 2: Building a Business 2.1.1 Business Growth p64-65
2.1.2 Changes in Business Aims and Objectives p66-67
2.1.3 Business and Globalisation p68-69
2.1.4 Ethics the Environment and Business p70-71
2.2.1 Product p76-77
2.2.2 Price p78-79
2.2.3 Promotion p80-81
2.2.4 Place p82-83
2.2.5 Using the marketing mix to make business decisions p84-85
2.3.1 Business operations p90-91
2.3.2 Working with suppliers p92-93
2.3.3 Managing quality p94-95
2.3.4 The Sales Process p96-97
2.4.1 Business calculations p102-103
2.4.2 Understanding business performance p104-105
2.5.1 Organisational structures p110-111
2.5.2 Effective recruitment p112-113
2.5.3 Effective training and development p114-115
2.5.4 Motivation p116-117
https://www.eduqas.co.uk/qualifications/film-studies/gcse/eduqas-gcse-film-
studies-spec-from-2017-e.pdf
https://mrcolefilmstudies.blogspot.com/
Revision
tasks
complete
Practice
papers
complete
Key Developments in US Film
Written
examination:
1 hour 30 minutes
(35% of
qualification)
US film comparative study
- One stepped question on the first of the chosen pair of
films (produced between 1930 and 1960) ‘REBEL
WITHOUT A CAUSE’
- One stepped question on the second of the chosen pair
of films (produced between 1961 and 1990) ‘FERRIS
BUELLER’S DAY OFF’
-One question requiring a comparison of both films
Key developments in film and film technology
-One multi-part question on developments in film and film
technology (From film history timeline/bookmarks)
US independent film
-One question on one US independent film ‘JUNO’
Key focus- critical/specialist writing
Global Film: Narrative, Representation and Film Style Written
examination: 1 hour
30 minutes 35% of
qualification
One stepped question on one global English
language film ‘SLUMDOG MILLIONAIRE’
Key focus- Narrative
One stepped question on one global
non-English language film ‘LET THE RIGHT ONE IN’
Key focus- Representation
One stepped question on one contemporary
UK film ‘ATTACK THE BLOCK’
Key focus- Film style