Year 10 Mock Examinations - Glenmoor Academy

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Year 10 Mock Examinations

Assessment advice for Year 10 parents and students

Glenmoor and Winton Academies

April 2017

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Science

Subject Trilogy (Combined Science) - AQA Year 10 Mock Paper This exam will be taken by all students (both combined and Triple scientists)

Assessment Year 10 exams 8th to 19th May 2017 The paper will be 1.5 hours long and cover biology, chemistry and physics.

Success Criteria The following topics will be covered in the mock for all candidates: Chemistry

Atomic Structure

Bonding

Quantitative Chemistry

Chemical Change

Energy Change Biology

Cell Biology

Organisation

Infection and Response

Physics

Energy

Electricity

Particle Model of Matter

Revision details

You will be tested on all of the content above as outlined, your teacher will inform you whether you are doing a Higher or Foundation tier paper. Revision needs to start ASAP as you have a large quantity of content to cover. See the resources on the next page or ask your teacher for more guidance.

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Revision Resources:

CGP Science Revision Guides - You can purchase the new level 1-9 books from good bookshops or borrow the old versions from your class teacher. Revise relevant topics from the books and test yourself on the questions at the end. Use the contents page to find the exact sections required.

BBC Bitesize website – Complete the revise, activity and test for the sections stated above. http://www.bbc.co.uk/schools/gcsebitesize/science/aqa

Going through the specimen papers used in your previous mock is a great way to improve your exam technique. Cross reference this with the mark scheme to check your answers and to see what the examiner is really looking for. However, do not spend hours learning a whole paper as the mock paper you will be sitting is an unseen one which you cannot access! The specimen papers can be found on the AQA website.

Specimen papers and mark schemes can be found at:http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464/assessment-resources

There are lots of videos on you tube to further your understanding. My GCSE Science channel covers all topics. This can be found at: https://www.youtube.com/channel/UCGqabAVv0SRD_SjtodhQPTQ

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History

Subject GCSE History

Edexcel 9-1

Assessment Year 10 exams 8th to 19th May 2017

Paper 2 exam: Anglo-Saxon & Norman England AND the Cold War.

Success Criteria

The first 3 questions will be about the Period Study: Cold War, and the final 3 questions will be about the Depth Study: Anglo-Saxons & Normans. [Total = 64 marks]

Q1: Describe two [causes/consequences] of… [8 marks]

Q2: “Write a narrative account analysing…” (Give 4 features of an event. A “narrative analysis” involves saying what happened and then explaining why it was important. Use a Flow Map to plan your answer) [8 marks]

Q3: Explain two of the following: [you are given a choice of 3 events; each one begins with “the importance of…”] [16 marks total. 2 x 8marks]

Q4: Describe 2 features of… [4 marks]

Q5: Explain why… [12 marks]

Q6: [You will be given a choice of 2 questions. Choose 1] “—Quote—“ How far do you agree? [16 marks] e.g. “The main reason William I was able to keep control of England in the years 1066-75 was the building of castles” To what extent do you agree with this statement? 16 marks (The second-order concept for this particular question is ‘Causation’; therefore, you would have to analyse and compare all of the other causes. Other questions would involve change, continuity, causation, consequence, significance, similarity, & difference). AO1 6, AO2 10.

AO1: Demonstrate knowledge and understanding of the key features and characteristics of the periods studied.

AO2: Explain and analyse historical events and periods using second-order historical concepts (these are: change, continuity, causation, consequence, significance, similarity, & difference.).

AO3: Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of the historical events studied.

Revision details

The first resource you should be using is your own exercise book. The notes which you have developed over the past 2 years are the main source of knowledge.

Begin by reading through your notes in order to refresh your memory. However, that is not ‘revision’ – that is simply ‘reading’!

Effective revision involves ‘remoulding’ your knowledge in order to improve your understanding. Don’t simply copy out your notes onto another sheet of paper; try to turn your notes into a newspaper article (involving a certain bias), write a speech (and then say it aloud), draw hieroglyph notes, make a poster, develop your own Learning Wheel, produce a PowerPoint presentation, create a video animation.

Find suitable YouTube documentaries and then try to write subtitles for the key parts, or mute the clip and try to write your own commentary (simply by using the images).

Ultimately, you have a lot of topics to revise (see above)! Use the bullet-points above to rate your knowledge and understanding of each topic at the beginning of your revision, and 3 weeks later.

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If you haven’t purchased your own copy of the Josh Brooman books (available on Amazon for as little 10pence!) then I suggest you do so… ‘Weimar Germany’ and ‘Hitler’s Germany’ by Josh Brooman. Incidentally, there is also one on ‘The Cold War’ which will help your next unit.

Useful websites include: o http://www.bbc.co.uk/schools/gcsebitesize/history/ o http://www.historylearningsite.co.uk/ o http://www.schoolshistory.org.uk/

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Geography

Subject Geography

Assessment Year 10 exams 8th to 19th May 2017

Success Criteria Levelled Marking General Criteria - where answers are assessed using a level of response marking system the following general criteria should be used.

Level 1: Basic knowledge of basic information. Simple understanding. Little organisation; few links; little or no detail; uses a limited range of specialist terms. Reasonable accuracy in the use of spelling, punctuation and grammar. Text is legible. Level 2: Clear knowledge of accurate information. Clear understanding. Organised answers, with some linkages; occasional detail/exemplar; uses a good range of specialist terms where appropriate. Considerable accuracy in spelling, punctuation and grammar. Text is legible. Level 3: Detailed knowledge of accurate information appropriately contextualised and/or at correct scale. Detailed understanding, supported by relevant evidence and exemplars. Well organized, demonstrating detailed linkages and the inter-relationships between factors. Clear and fluent expression of ideas in a logical form; uses a wide range of specialist terms where appropriate. Accurate use of spelling, punctuation and grammar. Text is legible. Level 3 does not always equate to full marks, a perfect answer is not usually expected, even for full marks. Please visit the following website for a list of the command words: http://filestore.aqa.org.uk/subjects/AQA-W-9030-TLR-COMMAND-WDS.PDF

Revision details Topics you will be examined on: Physical paper- 1hr 30 mins

Natural Hazards- Tectonic Hazards and Weather Hazards

The Living World- Ecosystems, Tropical Rainforests and Hot Deserts

Coastal landscapes in the UK

River landscapes in the UK

Climate Change Human paper- 1hr

Urban Issues and challenges

Resource management- Energy

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The following book would be useful to purchase and use for revision. https://www.amazon.co.uk/Grade-GCSE-Geography-Revision-Guide/dp/1782946101/ref=sr_1_1?ie=UTF8&qid=1488799671&sr=8-1&keywords=geography+aqa+gcse+9-1 This book has practice exam questions: https://www.amazon.co.uk/Grade-GCSE-Geography-Practice-Workbook/dp/178294611X/ref=pd_bxgy_14_img_2?_encoding=UTF8&psc=1&refRID=6FE16C144JFXBMTMGNDS You will also find the revision notes, quizzes and games at the links below useful too. Useful Websites: http://www.bbc.co.uk/schools/gcsebitesize/geography/ http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm http://www.aqa.org.uk/subjects/geography/gcse/geography-a-9030 http://revisionworld.com/gcse-revision/geography

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Ethics

Subject GCSE Subject: Ethics

Assessment Year 10 exams 8th to 19th May 2017

Success Criteria You will be tested on the two topics you have completed so far in the course:

Relationships

Life and death For each topic, you will answer an a, b, c and d question. Guidance on how to be successful in c and d questions can be found below, along with the specification and topic list. You will be given revision guides by your Ethics teacher to help you with the revision.

For ‘c’ questions:

These questions are marked out of 8 marks. Students should give two religious perspectives, using key vocab, teachings and examples to develop each viewpoint.

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For ‘d’ questions:

The question is out of 15 marks. Students should engage with a quotation about an ethical or religious issue. For high marks students will evaluate a range of religious/non-religious responses to the issue showing an understanding of how belief impacts on society.

Revision details The spec for the exam is based on what we have studied so far in Relationships and End of Life:

Relationships:

Area of study Specific content

Relationships Christian beliefs, attitudes and teachings about relationships in the twenty first century including beliefs about: families, roles of women and men, marriage outside the religious tradition and cohabitation

The nature and purpose of marriage. Christian marriage ceremonies in Britain and teachings (Mark 10:6-10)

Christian attitudes towards adultery, divorce and annulment and separation and re-marriage. (Matthew 19:8-9, Mark 10:9)

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Sexual relationships

Christian teachings about the nature and purpose of sex and the use of contraception including varied interpretations of the Natural Law/Absolutist approach of Thomas Aquinas' Five Precepts with reference to the second Primary Precept

Diverse attitudes within and across Christian traditions towards same sex relationships (Leviticus 18:22, 20:3 and 1 Timothy 1: 8-10)

Issues of equality: gender prejudice and discrimination

Christian attitudes to the roles of women and men in worship and authority with reference to Catholic, Orthodox and Anglican views on this issue

Interpretations of teachings: 1 Timothy 2:11-12, Galatians 3:27-29

Concepts: From the study of the above areas learners will gain an understanding of the following concepts: ● adultery ● divorce ● cohabitation ● commitment ● contraception ● gender equality ● responsibilities ● roles

End of life:

Area of study Specific content

The world Diverse Christian beliefs, teachings and attitudes about the accounts of the origin of the universe: Genesis 1 and 2

The relationship between Christian views and non-religious views of creation and the extent to which they conflict; creationism vs Big Bang

Christian and non-religious beliefs, teachings and attitudes about dominion, stewardship, environmental responsibility, sustainability, and global citizenship: (Genesis 1:28, Psalm 8:6, 'Humanists for a Better World')

The origin and value of human life

Diverse Christian beliefs, teachings and attitudes toward the origin and sanctity of human life: (Genesis 1:31, Jeremiah 1:5)

Non-religious beliefs about evolution; Charles Darwin, Richard Dawkins

Diverse Christian attitudes towards abortion and euthanasia

Non-religious views on the importance of human and animal life; Peter Singer's views on 'speciesism'

Humanist 'Dignity in Dying' Movement

Beliefs about death and the afterlife

Christian beliefs and teachings about life after death, including soul, judgement, heaven and hell: (John 11:24-27, 1 Corinthians 15: 42-44)

Diverse Christian beliefs about the after-life

How Christian and Humanist funerals in Britain reflect beliefs about the after-life

Concepts: From the study of the areas above, learners will gain an understanding of the following concepts: ● afterlife ● environmental sustainability ● euthanasia ● evolution ● abortion ● quality of life ● sanctity of life ● soul

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Languages

Subject GCSE French

Assessment Year 10 exams 8th to 19th May 2017 Paper 1 : listening Paper 2 :reading Paper 3 : speaking Paper 4 :writing

Success Criteria Students will be assessed on the following topics and grammatical structures for the 4 papers: 1) Who I am?

vocabulary:

talking about friends and what makes a good friend

talking about family relationships

making arrangements to go out

describing a night out with friends

talking about your life when you were younger

discussing role models Grammar:

using irregular verbs in present tense

using reflexive verbs in present tense

using the near future

using the perfect tense

using the imperfect tense 2) Identity and culture.

vocabulary:

talking about sports

talking about your life online

talking about books and reading

talking about television programmes

talking about actors and films Grammar:

using depuis + present tense

using the comparative

using direct object pronouns (le/la/les)

using superlative adjectives 3) culture and celebrations

describing your daily life

talking about food for special occasions

using polite language

describing family celebrations

describing festivals and traditions Grammar

using pouvoir and devoir

using the pronoun en

asking questions using tu and vous form

using venir de + infinitive

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4) Local area vocabulary:

describing a region

talking about your town, village or district

discussing what to see and do

discussing future plans and the weather

describing community projects Grammar:

using the pronoun y

using negatives

asking questions using quel/quelle/quels/quelles

using the future tense 5) holiday

vocabulary

talking about what you normally do on holiday

talking about an ideal holiday Grammar

using the conditional

Revision details

The first resource you should be using is your own exercise book. The notes which you have developed over the year are the main source of knowledge.

https://www.pearsonactivelearn.com : this website will help you with your listening and reading skills as well as vocabulary learning. You will also be able to test yourself on vocabulary.

http://www.linguascope.com/ : vocabulary learning

http://www.languagesonline.org.uk : grammar

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Languages

Subject Spanish

Assessment Year 10 exams 8th to 19th May 2017

Success Criteria Paper 1: Listening: Understanding and responding to different types of spoken language Paper 2: Speaking: Communicating and interacting effectively in speech for a variety of purposes 7–9 minutes (Foundation Tier) + preparation time 10–12 minutes (Higher Tier) + preparation time Paper 3: Reading: Understanding and responding to different types of written language Paper 4: Writing: Communicating effectively in writing for a variety of purposes Students will be completing a Listening, Speaking, Reading and Writing exam and will need to revise the following: Holidays

Saying what you do in summer

Talking about holiday preferences

Saying what you did on holiday

Describing where you stayed

Booking accommodation and dealing with problems

Using three tense together School

Describing school facilities

Talking about school uniform

Talking about subjects and teachers

Describing your school

Talking about school rules

Talking about activities and achievements People

Describing people

Talking about social networks

Making arrangements

Talking about reading preferences

Talking about friends and family Interests and influences

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Talking about free time activities

Talking about TV programmes and films

Saying what you usually do

Talking about sports

Discussing different types of entertainment Cities

Talking about places in a town

Talking about shops

Describing features of a region and saying what you can do there

Shopping for clothes and presents

Talking about problems in a town Grammar points: Present tense Preterite and imperfect tenses Adjectives and their agreements Comparatives and superlatives Using negatives Asking and answering questions Using para with infinitives Using ser and estar Using the future tense Demonstrative adjectives

Revision details

Students need to use their grammar booklets to help them revise as well as their purple book

Students can use the following websites to help with revision: -http://www.linguascope.com -http://www.languagesonline.org.uk -http://www.bbc.co.uk/schools/gcsebitesize/spanish/ -http://www.lingolex.com/spanish.htm -https://www.pearsonactivelearn.com/ Reference websites: -http://www.wordreference.com/ -http://www.verbix.com/languages/spanish.shtml

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Computer Science

Subject Computer Science

Assessment Year 10 exams 8th to 19th May 2017

Success Criteria AQA Spec 2016 Onwards Computer Science Paper 2 1hour 30 mins Topics to revise: Binary Conversion Denary Conversion Hexadecimal Conversion Binary Shift – Explain ASCII and Unicode Huffman Compression Hardware and Software The CPU and Performance ROM and RAM Images – B&W and Colour Networks – Pan v LAN, Wired, Wireless, Protocols in a network TCP/IP Stack Application v operating system Penetration testing. Black Box v White Box Social Engineering Solid State V Magnetic Storage Cloud Storage

Revision details

Revision details

Classroom toolkit – Theory Topics and Homework Jan to present

AQA Course Companion

AQA Past Papers for Computer Science Spec 4512/2 (wrong spec but some useful content)

BBC Bitesize for Computer Science * http://www.bbc.co.uk/education/subjects/z34k7ty * http://www.teach-ict.com/2016/GCSE_Computing/OCR_J276/OCR_J276_home.html (Wrong spec but useful theory)

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Music

Subject Eduqas GCSE Music

Assessment Year 10 exams 8th to 19th May 2017

Success Criteria Listening and appraising exam

Solo performance The exam will comprise of a mixture of unfamiliar and familiar listening relating to all of the areas of study. AOS1: Structure and form AOS2: Music for Ensemble AOS3: Film music AOS4: Popular music You will be expected to analyse and critique music from all areas of study including both set works- Eine Kleine Nachtmusik and Since You’ve Been Gone Your solo performance will be completed during lesson times in the lead up to the examination period. Please ensure that you are able to perform one complete piece, this can be with backing track or unaccompanied. Please provide a copy of the music

Revision details

Elements of music- harmony, tonality, structure, dynamics, tempo, sonority, texture, timbre

BBC bitesize

Exercise book and homeworks

SMHW resources

Attendance at instrumental lessons

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Dance

Subject Dance

Assessment Year 10 exams 8th to 19th May 2017

Success Criteria GCSE Dance

A. Written Paper – Choreography & Set Works In section A, students will answer questions about how they have created their own choreography and developed motifs. In section B pupils will answer questions about the set work ‘Shadows’ by Christopher Bruce. B. Practical Examination – Set Phrases Pupils will be assessed on 2 of the set phrases they have been studying this term.

Revision details You will complete part of a mock written exam (1hr):

Section A – Developing Choreography

You will need to be able to describe motifs & choreography using Action, Space & Dynamics

Explain how you would develop choreographic ideas from a stimulus

Exercises you would do to develop different skills

Dance Structure

Safe Dance practice

You will need to be able to answer questions about all aspects of the professional work ‘Shadows’ by Christopher Bruce.

You will receive a revision booklet with all the key words and skills. You should also use your classwork booklets to revise the set works.

Section B – Performance of Set Works

You will need to perform 2 of the set phrases you have learned in class (Breathe & Shift). You will be marked on your accuracy and expressive/performance skills. To revise for this you have access to the program notes and videos of the set works on the school shared area Q:\Dance\GCSE Dance 1-9\Anthology

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Drama

Subject Drama

Assessment Year 10 exams 8th to 19th May 2017

Success Criteria Drama: Performance and Response Section A – Blood Brothers Students will answer questions relating to the text that they have been practically exploring to demonstrate their knowledge and understanding of how drama and theatre is developed and performed.

Revision details You will complete an extended mock written exam (1hr 30 mins):

Section A – Blood Brothers

You are encouraged to review your current exercise book in which you have recorded your practical exploration of Blood Brothers. Concentrate on themes covered and the feedback that you have been given in response to your written work.

The following websites will aid you in revising for this section:

BBC Bitesize http://www.bbc.co.uk/education/subjects/zbckjxs

Decribing Voice http://www.bbc.co.uk/education/guides/zqtgq6f/revision/2

Describing Facial Expressions http://www.bbc.co.uk/education/guides/zwx3wmn/revision

Describing Body Language http://www.bbc.co.uk/education/guides/zg8tgk7/revision

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Media Studies

Subject Media Studies

Assessment Year 10 exams 8th to 19th May 2017

Exam details One external examination at the end of the course. The paper is 1 hour 30 minutes. There is one tier of entry. The paper is worth 40% of the final GCSE score. This year the exam focus with be on ‘Serial Television Dramas’. Q1-2 will be a research focussed question on the codes and conventions of serial TV dramas such as pre-title scene, narrative structure, characters, audience demographic, promotion, channel types and airing times. Q3 will be a production task such as creating a story-board or script. Q4 will relate to how a drama is promoted such as trailers, the use of social media, magazines and radio.

Revision details

See individual sections for: industries, genre, narrative, representation, audience & production skills: http://www.bbc.co.uk/education/guides/zc8tv4j/revision

Revise the booklet on TV serial dramas

Additional powerpoints are accessible on the student share area – familiarise yourself with media terminology (camera and sound key terms), and the theories of Todorov, Propps, and Blumler and Katz: L:\Media Studies\Year 10 Media Ms Gibson\Serial Television Dramas

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PE

Subject Physical Education

Assessment Year 10 exams 8th to 19th May 2017. Applied anatomy and physiology and physical training

Success Criteria Location of major bones: • know the name and location of the following bones in the human body: ⃝ cranium ⃝ vertebrae ⃝ ribs ⃝ sternum ⃝ clavicle ⃝ scapula ⃝ pelvis ⃝ humerus ⃝ ulna ⃝ radius ⃝ carpals ⃝ metacarpals ⃝

phalanges ⃝ femur ⃝ patella ⃝ tibia ⃝ fibula ⃝ tarsals ⃝ metatarsals. Functions of the skeleton: • understand and be able to apply examples of how the skeleton provides or allows: ⃝ support ⃝

posture ⃝ protection ⃝ movement ⃝ blood cell production ⃝ storage of minerals. Types of synovial joints: know the definition of a synovial joint • know the following hinge joints: ⃝ knee – articulating bones – femur, tibia ⃝ elbow – articulating bones – humerus, radius, ulna • know the following ball and socket joints: ⃝ shoulder – articulating bones – humerus, scapula ⃝

hip – articulating bones – pelvis, femur. Types of movement at hinge and ball and socket joints. • know the types of movement at hinge joints and be able to apply them to examples from physical activity/sport: ⃝ flexion ⃝ extension • know the types of movement at ball and socket joints and be able to apply them to examples from physical activity/sport: ⃝ flexion ⃝ extension ⃝ rotation ⃝ abduction ⃝ adduction ⃝

circumduction. Other components of joints: • know the roles of: ⃝ ligament ⃝ cartilage ⃝ tendons. Location of major muscle groups: • know the name and location of the following muscle groups in the human body and be able to apply their use to examples from physical activity/sport: ⃝ deltoid ⃝ trapezius ⃝ latissimus dorsi ⃝ pectorals ⃝ biceps ⃝ triceps ⃝ abdominals ⃝ quadriceps ⃝ hamstrings ⃝ gluteals ⃝ gastrocnemius. The roles of the muscle in movement: • know the definitions and roles of the following and be able to apply them to examples from physical activity/sport: ⃝ agonist ⃝ antagonist ⃝ fixator – antagonistic muscle action. Lever systems: • know the three classes of lever and their use in physical activity and sport: ⃝ 1st class – neck ⃝

2nd class – ankle ⃝ 3rd class – elbow • know the definition of mechanical advantage.

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Planes of movement and axes of rotation: • know the location of the planes of movement in the body and their application to physical activity and sport: ⃝ frontal ⃝ transverse ⃝ sagittal • know the location of the axes of rotation in the body and their application to physical activity and sport: ⃝ frontal ⃝ transverse ⃝ longitudinal. Structure and function of the cardiovascular system: • know the double-circulatory system (systemic and pulmonary) • know the different types of blood vessel: ⃝ arteries ⃝ capillaries ⃝ veins • understand the pathway of blood through the heart: ⃝ atria ⃝ ventricles ⃝ bicuspid, tricuspid and semilunar valves ⃝ septum and major blood vessels: – aorta – pulmonary artery – vena cava – pulmonary vein • know the definitions of: ⃝ heart rate ⃝ stroke volume ⃝ cardiac output • know the role of red blood cells. Structure and function of the respiratory system: • understand the pathway of air through the respiratory system: ⃝ mouth ⃝ nose ⃝ trachea ⃝

bronchi ⃝ bronchiole ⃝ alveoli • know the role of respiratory muscles in breathing: ⃝ diaphragm ⃝ intercostals • know the definitions of: ⃝ breathing rate ⃝ tidal volume ⃝ minute ventilation • understand about alveoli as the site of gas exchange. Aerobic and anaerobic exercise: • know the definitions of: ⃝ aerobic exercise ⃝ anaerobic exercise • be able to apply practical examples of aerobic and anaerobic activities in relation to intensity and duration. Short-term effects of exercise: • understand the short-term effects of exercise on: ⃝ muscle temperature ⃝ heart rate, stroke volume, cardiac output ⃝ redistribution of blood flow during exercise ⃝ respiratory rate, tidal volume, minute ventilation ⃝ oxygen to the working muscles ⃝ lactic acid production • be able to apply the effects to examples from physical activity/ sport • be able to collect and use data relating to short-term effects of exercise. Long-term (training) effects of exercise: • understand the long-term effects of exercise on: ⃝ bone density ⃝ hypertrophy of muscle ⃝

muscular strength ⃝ muscular endurance ⃝ resistance to fatigue ⃝ hypertrophy of the heart ⃝

resting heart rate and resting stroke volume ⃝ cardiac output ⃝ rate of recovery ⃝ aerobic capacity ⃝ respiratory muscles ⃝ tidal volume and minute volume during exercise ⃝ capilliarisation • be able to apply the effects to examples from physical activity/ sport • be able to collect and use data relating to long-term effects of exercise. Components of fitness: Know the following components of fitness: • cardiovascular endurance/stamina ⃝ know the definition of cardiovascular endurance/stamina ⃝ be able to apply practical examples where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – Cooper 12-minute run/walk test – multi-stage fitness test • muscular endurance ⃝ know the definition of muscular endurance ⃝ be able to apply practical examples where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – press-up test – sit-up test • speed ⃝ know the definition of speed ⃝ be able to apply practical examples where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – 30m sprint test • strength ⃝ know the definition of strength ⃝ be able to apply practical examples of where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – grip strength dynamometer test – 1 Repetition Maximum (RM)

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• power ⃝ know the definition of power ⃝ be able to apply practical examples of where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – ‘standing jump’ or ‘vertical jump’ tests • flexibility ⃝ know the definition of flexibility ⃝ be able to apply practical examples of where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – ‘sit and reach’ test • agility ⃝ know the definition of agility ⃝ be able to apply practical examples of where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – Illinois agility test • balance ⃝ know the definition of balance ⃝ be able to apply practical examples of where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – ‘stork stand’ test • co-ordination ⃝ know the definition of co-ordination ⃝ be able to apply practical examples of where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – ‘wall throw’ test • reaction time ⃝ know the definition of reaction time ⃝ be able to apply practical examples of where this component is particularly important in physical activity and sport ⃝ know suitable tests for this component, including: – reaction time ruler test • be able to collect and use data relating to the components of fitness. Principles of training: • know the following definitions of principles of training and be able to apply them to personal exercise/training programmes: ⃝ specificity ⃝ overload ⃝ progression ⃝ reversibility. Optimising training: • know the definition of the elements of FITT (Frequency, Intensity, Time, Type) and be able to apply these elements to personal exercise/training programmes • know different types of training, definitions and examples of: ⃝ continuous ⃝ fartlek ⃝ interval – circuit training – weight training – plyometrics – HIIT (High Intensity Interval Training). • understand the key components of a warm up and be able to apply examples: ⃝ pulse raising ⃝

mobility ⃝ stretching ⃝ dynamic movements ⃝ skill rehearsal • know the physical benefits of a warm up, including effects on: ⃝ warming up muscles/preparing the body for physical activity ⃝ body temperature ⃝ heart rate ⃝ flexibility of muscles and joints ⃝ pliability of ligaments and tendons ⃝ blood flow and oxygen to muscles ⃝ the speed of muscle contraction • understand the key components of a cool down and be able to apply examples: ⃝ low intensity exercise ⃝ stretching • know the physical benefits of a cool down, including: ⃝ helps the body’s transition back to a resting state ⃝ gradually lowers heart rate ⃝ gradually lowers temperature ⃝ circulates blood and oxygen ⃝ gradually reduces breathing rate ⃝ increases removal of waste products such as lactic acid ⃝ reduces the risk of muscle soreness and stiffness ⃝ aids recovery by stretching muscles. Prevention of injury: • understand how the risk of injury in physical activity and sport can be minimised and be able to apply examples, including: ⃝ personal protective equipment ⃝ correct clothing/footwear ⃝

appropriate level of competition ⃝ lifting and carrying equipment safely ⃝ use of warm up and cool down • know potential hazards in a range of physical activity and sport settings and be able to apply examples, including: ⃝ sports hall ⃝ fitness centre ⃝ playing field ⃝ artificial outdoor areas ⃝

swimming pool.

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Revision details

OCR GCSE PE website – 2016 specification.

GCSE bitesize – 2016 specification.

Class book and resources

Where to find past paper exam questions: http://www.ocr.org.uk/qualifications/gcse-physical-education-j587-from-2016/

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Notes

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Revision Tips Introduction Getting ready for Assessments is an important thing to do – there is nothing worse than arriving unprepared as this will only make you more anxious. These tips are designed to help you get ready for assessments with minimum stress and maximum success. It is essential to remember – everyone can experience success at assessments, especially if they are well prepared and determined to do their very best. If you have any questions about how to best prepare for your assessments, please contact us.

1. 100% Attendance – Give yourself the very best chance of success, by avoiding taking

unnecessary time off school and making sure you are at your very best during school time.

Keep as up to date in your classwork as you can and make sure you complete every home

work to the very best of your ability.

2. Be equipped and work smart – make sure you have a place set aside at home for study, a desk preferably and good seating and lighting. It is best to keep a list of the homework you have to do and the revision you would like to do from now on. It is never too early to revise. Go back over work you did not understand in class. Use your new maths text books to help you and for all other subjects use your revision guides.

3. Make sure your Homework gets your very best attention – homework is essential to help you consolidate the learning you have done in lessons and is also designed to fill learning gaps. “Flipped learning” is used sometimes where you will find you are learning new information and skills. You should always aim to produce your very best work as your homework, take care and pride over the presentation and once you have the feedback from your teacher, make sure you read the advice, respond to marking and feedback in your class books and act on the advice given.

Some specific tips to help you: Make sure you train yourself now to eat well, sleep well, rest and do some exercise. You

must make sure your body is well prepared for the exams. This means getting used to eating breakfast now if you do not already. Sleep properly without distractions – turn off your music, put your phone away, do not have your TV on in your bedroom. Take some exercise if it is only a walk to get fresh air and exercise, but you must keep healthy. And most importantly do not use energy drinks and excessive amounts of caffeine to help you study; they are not good for you and will do you more harm than good.

Give up some of the things that are getting in the way of you doing really well. Postpone

watching soaps and playing on your game stations until all your homework is done to the best

of your ability and you have done some revision as well.

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Some more tips to help you:

Use diagrams and flow charts to help you.

Use lots of colour when revising, highlighters and different colour pens.

Do not revise with the TV on

Take regular breaks – revision is like dieting, little and often works best.

Reward yourself every 20-30 minutes with a snack and a drink.

Ask your teachers about which websites and Apps are helpful, but use these sparingly, best

to revise using books, pens and papers.

To help remember lists, use a mnemonic to help you eg. PEE point evidence explanation.

If you find it easier, try listening to podcasts or recording your notes on your phone and listen

back to them.

Above all, START now, and keep at it. Talk to your teachers, do lots of question practice, try

lots of methods to see which suits you best and give it your very best shot.