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Year 11
GCSE Mock Examinations
Revision Guide
Examination Period: 8 – 17 December 2014
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NOTES FOR MOCK EXAMINATIONS - YEAR 11
EXAM DATES
8 – 17 December 2014
TIMETABLES
Go through your timetable with a highlighter, identify any
areas that you are unsure about. Speak with your subject
teachers and ask for advice.
If you do not have an examination you will attend normal
lessons for private study.
EXAMINATIONS
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You must be on time for all your examinations. You must arrive 10 minutes before
the start time.
You must not take into the examination any unauthorised material or equipment e.g.
instruction leaflets for your calculator. Put your pens etc into a clear plastic bag. If
necessary you may take books into the examination room so that you are ready for
any lessons that follow the exam as you may not be allowed to go back to your
tutor base or locker to collect your books after the exam. These must be placed at
the front of the examination room. Please note that this applies to internal
examinations ONLY.
The minimum equipment you will be expected to bring is: 2 black pens, pencils,
ruler, eraser, pencil sharpener, calculator, a pair of compasses and a protractor. No
equipment will be lent to you by staff invigilating the examination. Make sure that
you are ready for the first exam. You are only allowed to use BLACK ink. Correction
fluid and ink erasers are not permitted. It may also be a good idea to have a
selection of coloured pencils with you.
Mobile phones are NOT allowed in the examination room (even if they are switched
off).
You must line up in silence, in alphabetical order, outside the examination room.
Listen to all instructions. You must enter the room in silence.
You can only look at the paper when told to do so. Important notes or instructions
will be read out at the beginning of the examination.
You can put up your hand to ask a question if you are not sure what to do, but the
invigilator cannot help you to answer the questions.
If you require extra paper or if you have dropped anything onto the floor, you must
put up your hand up and ask the invigilator to fetch it for you.
If you finish early, you must sit in silence. You may not bring a reading book into the
exam.
Students who are caught cheating or deliberately disrupting an examination will be
removed from the examination and sent to a member of the Leadership Team. They
will then face a ban on social activities for the rest of the academic year.
Please note: All mock examinations will take place in examination rooms under formal examination conditions.
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External invigilators will be supervising the examinations.
What Should You Revise?
As these are you first examinations for some of your GCSE courses, many subjects will set
you past GCSE questions. These could be on any aspect of the course you have studied so
far. This means that in most cases you will need to revise all of your Year 10 and Year 11
topics.
In this guide you will find a specific revision sheet for every GCSE subject informing you of
the examination requirements and telling you exactly what to revise.
These are important examinations for you. They will give you, your teachers and your
parents a good picture of how well you are doing in your chosen GCSEs and will qualify you
to sit the GCSE exams in the Summer. Make sure that you prepare well enough to do
yourself justice and so they represent your very best efforts
How Should a Year 11 Student Revise?
We are all individuals. You will have probably developed your own techniques for revision.
It is important that you update and refine these techniques to achieve your true potential.
To help you prepare for your examinations, you should use the various revision techniques
you have covered in tutor times, or any that suit you. Revise in short sessions of 20-30
minutes and then have a break before you return to your study.
When to Revise:
It is important that you manage your time carefully. Spread your work load so that you can
reduce the stress that you are under. You will also achieve much more and have more time
for other things!
How to Revise:
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Cover a range of subjects during the day.
Allow more time for the difficult topics.
List the topics you need to cover for each subject.
Timetable your topics into manageable time slots.
Take regular breaks
Reward yourself when you achieve your goals.
Good Luck!
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GCSE Subject Guides
The guides are in alphabetical order. You may find it helpful to
annotate the guides that are relevant to you and then add any
extra material that your teacher may give you.
Subject
Page
Subject
5
7
12
14
15
16
19
20
21
22
23
24
25
28
31
33
37
38
40
42
43
45
46
Art
Business studies
Computing
Dance
Drama
English
Food Technology
French
Geography
German
Graphic Products
Health and Social Care
History
ICT
Maths
Media Studies
Music
PE
Philosophy and Applied Ethics
Product Design
Science
Spanish
Textiles
Please note: there will be no mock examinations for English
Literature. This will take place towards the end of the spring
term.
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GCSE ART AND DESIGN MOCK EXAM
For your real GCSE exam you will have an
eight week period, prior to a timed 10 hour
test, in which to produce preparatory
supporting studies. At the beginning of the
eight week period your teacher will distribute
your exam paper.
The preparatory period is eight school weeks.
The timed test lasts for ten hours. The work produced by the candidates during the timed
test period should be unaided and carried out under examination conditions
MOCK GCSE ART AND DESIGN EXAM
You will have the full ten hours for your mock exam on
Thursday 4 and Friday 5 December.
In this time we would like you to complete your
outcome based on the theme of identity and inspired
by your chosen artists.
How to prepare for your mock exam:
 Make sure all bookwork is complete and you have a clear journey through to your
final outcome.
 Experiment with at least two different ideas for your final piece
 Complete a mini version of your final piece
 Make absolutely sure that your final piece has been inspired by an artist you have
studied and that there is a clear link/synthesis of ideas.
 Try out different compositions for your final piece
 Come prepared with any materials you need in order to complete your final piece
 Bring to the exam any images or collage material that may help you
 Observationally draw in detail any object that may appear in your final piece
What to bring to the mock exam:
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Your sketchbooks and preparatory work
Any materials you will use during the ten hours
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Your aim is to produce a piece that reflects your artist choices and the
synthesis of your ideas, using appropriate media in order to express your
theme identity.
Outcome of Mock Exam:
You will hand in to your Art teacher your sketch book and your final outcome.
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GCSE Business Studies Mock Revision Guide
Examination Board:
Unit
Unit 1 (3.1)
Unit 2 (3.2)
Unit 3 (3.3)
AQA
Syllabus Number:
Module
4133
Assessment type/marks
1 hour written paper, 60 marks / 40%
Setting up a Business
1 hour written paper, 60 marks / 35%
Growing as a Business
Investigating Businesses
Controlled Assessment, 40 marks / 25%
Both examinations will be sat at the end of Year 11 on the following dates:
Unit 1 (413001) Wednesday 20 May 2015
Unit 2 (413002) Friday 5 June 2015
The mock examination in December will only be assessed on Unit 1 content listed in this
guide.
Student have been provided with a revision pack and book to help prepare for both the
Mock and actual examination
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Assessment objectives for examination answers:
AO1: Demonstrate and apply knowledge and understanding of the specified subject content using
appropriate terms, concepts, theories and methods to address problems and issues
AO2: Analysing relevant information and evidence. Fully explaining the knock on effects of points
made to the business and its stakeholders.
AO3: Evaluate evidence, make reasoned judgements and present conclusions. Students must be able to
make decisions based on data from the case study.
Unit content
Unit 1: Setting up a Business
This unit introduces the issues involved in setting up and operating a business. Therefore much of the
issues covered should be viewed from the point of view of a new small business venture.
Section 1: Starting a Business
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Starting a Business Enterprise
o Sources of business ideas
o Looking for a gap in the market
o Identification of a product or market niche
o Reasons for starting a business
o Franchises
Setting Business Aims and Objectives
o Types of business aims and objectives
o Purpose of setting objectives
o Using business objectives to measure success
o Influence of stakeholders on business objectives
Business Planning
o The purpose of business planning
o The main sections within a business start-up plan
o Uncertainty and risk for start-up businesses
Choosing the Appropriate Legal Structure for the Business
o Sole trader
o Partnership
o Private limited company (ltd)
Choosing the Location of the Business
o Factors influencing start-up location decisions
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Section 2: Marketing
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Conducting Market Research with Limited Budgets
o Reasons for conducting market research
o Market research methods
Using the Marketing Mix
o Elements of the marketing mix
o Selecting an appropriate marketing mix for a small business.
o The use of ICT in assisting international marketing
Section 3: Finance
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Finance and Support for a Small Business
o Sources of finance
o Sources and types of advice available to small businesses
Financial Terms and Simple Calculations
o Basic financial terms
o Calculating profit and loss
Using Cash Flow
o Interpreting simple cash flow statements
o The importance of cash flow statements
o Identifying solutions to cash flow problems
Section 4: People in Businesses
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Recruitment and Remuneration
o The need for recruitment
o Recruitment methods
o Remuneration
o Monetary and non-monetary benefits
Motivating Staff
o Benefits to the business of motivated staff
o Methods of motivation used by small businesses
Protecting Staff through Understanding
o Legislation
o Equal pay and minimum wage laws
o Discrimination
o Employment rights
o Health and safety
Section 5: Operations Management
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Production Methods for Manufacturing and
o Providing a Service
o Methods of production – Job and Batch
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o Efficiency and technology
o Quality issues
Customer Service
o Importance of customer service
o Consumer protection
o Impact of ICT
Past Papers: All past papers will be used in class and as a mock exam. A selection of these can be
found on the AQA website at to use for revision:
http://web.aqa.org.uk/qual/newgcses/business/new/business_materials.php
Revision: Students have detailed notes in their business folders and also their class exercise books. They
will also be issued with course specific textbooks in the months before the examination. If you wish to
purchase a revision guide we recommend the GCSE Business Studies AQA Revision Guide from CGP
educational books.
Converting C/D grades into an A grade in the examination unit
Students must ensure they use the exam skills content, application (AO1), analysis (AO2) and evaluation
(AO3) when necessary in their answers to achieve top grades. The assessment objectives are described
above.
Example Question:
Do you think that Cool Collections Ltd should take out a bank loan to fund the new premises? Justify
your answer. (9 marks)
Teacher advice: The student answer must have application to the company in the case study provided
and analysis of the knock-on effects to the business of taking out a business loan. It must also have a
decision supported by a good reason based on the information provided whether they should or should
not use bank loans.
C/D grade response
Cool Collections should obtain a loan from the bank as it means they will be able to access a large
amount of finance to purchase the new premises and it means they will not have to pay it off in one
large amount but over a longer period of time.
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A grade response
Cool Collections should obtain a loan from the bank to fund the purchase of the new premises as it
means they do not have to use their own retained profit therefore leaving this in case the business has
other unexpected costs. Although using retained profit would provide no additional costs, unlike the
interest necessary when taking out a loan, it would be sensible for them to keep it as a contingency
fund to deal with any unexpected costs whilst starting up which may not have been included in their
business plan.
As the owner of Cool Collections wants to keep complete control of the business a bank loan is also
better than releasing shares or using venture capitalists. Using bank loans will mean they have the extra
costs of interest but they will have the added advantage of not having to pay it off in one large amount
but over a longer period of time this will improve Cool Collections cash flow situation and will not need
to give up a share of the firm.
Overall I believe a bank loan is the most suitable option as it is important for a small business like Cool
Collections to obtain finance and grow without damaging their cash flow if they are to survive the
difficult first few years of trading and maintain complete control of the business.
Teacher advice: The second answer has two strong points that are applied to the business situation
from the case study and analysed explaining the full knock on effect to the business of the points made.
It also has evaluation in the form of supported judgements that answer the question asked with support
from key points in the case study provided.
Useful Web sites
Exam board and Syllabus: www.aqa.org.uk
BBC Bite size business revision: http://www.bbc.co.uk/schools/gcsebitesize/business/
Tutor-2-U GCSE Revision Notes: http://tutor2u.net/revision_notes_business_gcse.htm
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Computing Year 11 Mock Exam Revision Guide
Hardware components including the function of the CPU and the uses of RAM & ROM
Input peripherals expected are:
o Keyboard, including specialised keyboards
o Mouse, touch pad, tracker ball, joystick
o Graphics digitiser
o Touch sensitive screen
o Light pen
o Scanner, digital camera for photographs or video
o Microphone
o Sensor
Output peripherals expected are:
o Screen (VDU)
o Printers (dot-matrix, laser, ink-jet)
o Plotters
o Speakers
Representing Data
o The ability to convert between binary, denary and hexadecimal..
User interface
Discuss the advantages and disadvantages of these types of interface for different
categories of users.
Identify design considerations in developing a user interface for a particular purpose
including consistency, positioning of items on the screen, use of colour, use of sound and
availability of help.
Database Management Understand the concepts of files, records and fields including
the terminology entities, tables, rows and columns.
Algorithms,
How to write them what you would write to solve a problem you are presented with
Evaluation of major hardware and software components of systems
Explain why particular hardware and software is appropriate for a particular task.
Develop criteria for evaluating hardware and software.
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Understanding Programming concepts:
Including terms such as constants and variables, selection and iteration
The creation of rules for programming.
Transferring Data:
The internet, file compression and where it is used.
Selecting Software:
The difference between bespoke, off the shelf, propriety and open source software, and the
ability to select the most appropriate.
The system life cycle Describe the steps involved in analysis, design implementation and
testing of a system.
Understand the nature and purpose of feasibility studies, and the use of interviews,
questionnaires and observation in analysis of existing or new systems.
Understand the purpose and nature of evaluation criteria.
Show awareness that there may be more than one way of implementing a particular system
and be able to discuss the advantages and disadvantages of alternative methods.
Understand the nature and purpose of a testing plan and be aware that
testing must include typical, extreme and erroneous data.
Describe the nature and purpose of documentation, which should be
provided with a system
Growth of information and its effects on society
Describe the use of information technology, and compare it with other methods.
Understand that personal information may be held on computer, which is of interest to
individuals and their families.
Understand the impact of information technology on the lives of members of the
community.
Discuss the environmental, ethical, moral and social issues raised by information
technology.
Social Impact of ICT
The digital divide
Effects ion developing countries
Effects of increasing use of ICT.
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Dance Year 11 Mock Exam Revision Guide
Written Paper
In the written paper you will be asked questions on two professional dance works studied
(Swansong choreographed by Bruce and still life at the penguin cafe by Bintley). Some
questions will require short answers and others will need longer more detailed answers. It is
important to look at the number of marks awarded to each question. This will give you an
idea of the length of answer you are expected to give. You will be expected to be able to
describe action, space, dynamics and relationships that are used in the professional works
you have studied and in the set dance. Marks can be awarded for drawings, or diagrams
that answer the question so do not be afraid to use them!
What will you be marked on?
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Your accurate description, analysis and evaluation of the aspects of the production
of the two professional dance works.
Your accurate description, analysis and evaluation of the aspects of production of
two professional dance works
Your accurate description, analysis and evaluation of action, dynamic, spatial and
relationship content of the chosen works
Your use of appropriate dance terminology
Your ability to reflect upon your own performance and choreography.
The Set Dance
The set dance is the only performance that is set by AQA. As you learn the set dance try to
be as accurate as possible in your use of actions, space and dynamics. Take advantage of
rehearsal opportunity to make sure that you give a physical performance. View the DVD for
accuracy and study your performance on video for feedback.
What will you be marked on?
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Technical ability
Accurate reproduction of the action and spatial content
Interpretation of dynamic and expressive qualities
Demonstration of style of original choreography
Safe practice as a performer
Overall sense of performance
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Drama
The good news is that you are studying the OCR GCSE Drama, therefore there is not a formal
written paper at the end of the course. As a consequence you will not be expected to sit a
written mock examination.
However ….
We will be using our mock paper time to complete Item 2 of Unit 1 Drama in The Making.
Therefore, attendance is compulsory for completion of this section.
Please note:
You are not allowed to re take any units or re write any coursework later on in the year so
you need to give of your best at all times.
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English/English Language
Paper 1 section A – Non-fiction and Media. (60 mins)
What do I have to do?
 read unseen texts
 make a summary of the key ideas
 answer comprehension questions
 evaluate the language used in the texts
 recognise and evaluate the effectiveness of media techniques
 identify facts and opinions
Points to remember –
 this section is testing your ability to read for meaning
 although your writing is not assessed it is important to write clearly
 you need to back up points you make about language and style with quotations
Revision points Non – fiction
 Who is the narrator?
 What is the intended target audience?
 How could you explain this text to another person in a simple way?
 What are they writing for? – purpose
 Who are they writing for? – audience
 What similar techniques do they use?
 What different techniques do they use?
 How effective are they? – which is better and why? COMPARE!
Analysing a text.
Refer to –
 Layout/ type of text
 Use of pictures / fonts
 Emotive language – negative and positive
 Similes / metaphors
 Rhetorical questions, alliteration
 Tone – informal, formal, humorous
 Use of facts, statistics or opinion
 Use of personal pronouns – you, we, us, our etc
 Use of headlines / text boxes
 Repeated word or phrases
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Paper 1 section B - Writing
(60mins)
What do I have to do?
 write a text in a particular style
 consider a certain target audience
 use language features to make my writing better
 write as accurately as I can
Points to remember –
 read the question carefully
 look for your target audience and the purpose of your writing
 write with the correct layout and style for your given text type
 use interesting words
 write in sentences! And paragraphs!
 Write slowly
 Proof read your writing at the end of the exam
Points to revise –
 how to write a letter
 how to write an article – don’t worry about columns
 how to write an agony Aunt column
 how to use adjectives / adverbs to improve description
 when to use capital letters
 key spellings
In English Language ...an A* student:
 is concise and precise in responses to texts.
 shows flair in developing ideas and refers in detail to aspects of language, structure
and presentation.
 can make highly original comparisons within and between texts.
 demonstrates flair and attention to detail with content, language choice,
punctuation and tone.
 produces writing which can be subtle and sophisticated and in which technical
elements are almost faultless.
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an A Grade Student:
 can understand and analyse different interpretations of a text.
 develops ideas and refers in detail to aspects of language, structure and
presentation.
 can make apt and careful comparison within and between texts.
 experiments with a range of styles and chooses language carefully.
 structures work carefully so that ideas flow seamlessly from one point to the next
and surprises the reader with techniques such as surprise, shock and direct
addresses to provoke a reaction.
 Uses vocabulary and punctuation in varied and ambitious ways that show an ‘adult
writer’ at work in a sustained, committed and persuasive way.
a B Grade Student:
 is confident to put forward their own ideas and opinions when giving an analytical
response.
 can identify the techniques used by the writer to create meaning.
 can explore how a writer influences the way a reader may respond to a text.
 supports points with detailed references to language, theme and structure.
 is confident in choosing the right style and tone for a piece of work.
 produces work which is always accurate in terms of spelling and punctuation and
uses structure, shape and punctuation to engage the reader.
a C Grade student:
 can give opinions and make judgements about a text
 shows understanding of what a writer means and how s/he puts across their ideas.
 explains why a writer has ordered their ideas in a particular way.
 explains why a writer uses certain words and phrases.
 examines how a writer uses themes in their writing.
 shows a clear understanding of when to use different formats and styles consistently
uses a range of sentence structures
 confidently uses subordinate clauses especially to vary sentence openings and grab
the reader’s interest.
 shows development of themes, ideas and characters.
 consistently uses a wide range of vocabulary.
 produces work that is accurate and well structured.
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Food Technology Year 11 Mock Exam Revision Guide
A preparation sheet will be given to you at an appropriate point before the exam and this
will provide a research theme. You will be guided through the research process during
lessons running up to the exam.
The paper will be two hours long and consist of two sections:
Section A
A design question based on the research theme supplied before the exam. This will also test
your creativity.
Section B
Covers all aspects of Food Technology knowledge.
The list below covers other specific areas that will need to be revised and practised.
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Sketching skills and annotation
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Specific functions of ingredients and their characteristics.
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Quality Control/Quality Assurance
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Environmental issues related to Food Technology.
Places to look for help with revision:
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Food Magazines/Recipe books
Text books as supplied by school
bbc.co.uk/schools/gcsebitesize/design
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French Year 11 Mock Exam Revision Guide
Format of the exams
You will be tested in all four skills:
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Speaking and writing which are each worth 30% of the overall marks
Listening and reading which are each worth 20% of the overall marks.
Speaking and writing assessments will take place before the mock examinations under
controlled conditions in class and / or by appointment. Note: these are not mocks!
Questions in the Listening and Reading papers will be in English and you should answer in
English. Dictionaries are not allowed for these two papers.
What to revise
You will be expected to know the vocabulary and grammar points we have covered so far in
Years 10 and 11.
Top Tips
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Use the Key vocabulary lists.
Learn the high frequency words from the Word Bank.
Make flashcards and review them every day
Get the quizlet.com app
Use the CGP GCSE Vocabulary Guide
Join the after school French Club Tues/Wed/Thur 3-3.45pm
Regularly practise and extend your range of vocabulary.
Use your class notes from Years 10 and 11
Visit the following websites to revise vocabulary and grammar
www.linguascope.com
user name: burgate , password: sunshine
www.bbc.co.uk/schools/gcsebitesize
www.languagesonline.org.uk
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Geography Year 11 Mock Exam Revision Guide 2014-15
Format of the exam
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You will be given a single 1 hour 10 minute exam
The exam will have two sections
 Population and settlement
 Rivers and coasts
In each section you will have to answer a case study which is also marked on SPAG
What to revise
Population and Settlement
How and why there are variations in population structures between countries
The Causes and consequence of population change
The cause and consequences of migration at different scales
How the pattern of land use is changing in cities
The cause and effect of changes in retail
Case studies: Reducing fertility; International migration; Internal migration; Urban change; Retail
change
Rivers and Coasts
The river basin system
Cause and effects of flooding
River landforms
Coastal landforms
The management of coastlines
Case studies: Flooding in a MEDC; Flooding in an LEDC; A river valley and its landforms; A coast
and its landforms; Coastal management
Top Tips
1) Watch the time. There is one minute per mark. Do not spend too long on the early low mark
questions because you will not have time to do the higher mark questions at the end.
2) Read the question carefully. Does it ask you to describe or explain or both?
3) Make your answers precise. The examiner can only mark what you write down and will not
mark correct anything that is ambiguous.
4) Use data whenever possible to support your answer.
5) In each section there will be a map, graph or photo. You will need to be able to describe
patterns on maps, trends on graphs and interpret photographic evidence. Make sure you know
how to do these things.
6) When describing the location of a place give direction (using the scale) and direction from
another place (N, S, SE, etc).
7) In the case study make sure that you write about a real place using real facts
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German Year 11 Mock Exam Revision Guide
Format of the exams
You will be tested in all four skills:
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Speaking and writing which are each worth 30% of the overall marks
Listening and reading which are each worth 20% of the overall marks.
Speaking and writing assessments will take place before the mock examinations under
controlled conditions in class and / or by appointment. Note: these are not mocks!
You may use a dictionary for preparation of the speaking assessment and in the writing
assessment so make sure you know how to use one.
Questions in the Listening and Reading papers will be in English and you should answer in
English. Dictionaries are not allowed for these two papers.
What to revise
You will be expected to know the vocabulary and grammar points we have covered so far in
Years 10 and 11.
Top Tips
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Use the ‘Survival Guide’ issued in Year 10 which includes GCSE revision tips and a full
grammar breakdown.
Learn the high frequency words from the Word Bank.
Use the CGP GCSE Vocabulary Guide
Make flashcards and review them every day
Get the quizlet.com app
Join the after school German Club Tues/Wed/Thur 3-3.45pm
Practise your speaking exam. Get a friend to listen to you
Use your class notes from Years 10 and 11
Visit the following websites to revise vocabulary and grammar
www.linguascope.com
user name: burgate password: sunshine
www.bbc.co.uk/schools/gcsebitesize
www.languagesonline.org.uk
www.klar.co.uk password : tornado
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Graphic Products Year 11 Mock Exam Revision Guide
A preparation sheet will be given to you at an appropriate point before the exam and this
will provide a research theme. You will be guided through the research process during
lessons running up to the exam.
The paper will be two hours long and consist of two sections:
Section A
A design question based upon a theme set by the exam board.
This will test your creativity and design skills, and will require you to formulate a design for a
given product.
SectionB
A series of smaller, focused questions covering all aspects of graphic products subject
knowledge.
A broad knowledge of materials and processes connected with the manufacture of graphic
products will help you to answer these questions.
The knowledge required for these questions can be acquired through textbooks, or more
readily available is the wide range of high quality online sources of information related to
the design and manufacture of graphic products.
The list below covers other specific areas that will need to be revised and practised.
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Drawing / Sketching Skills
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Packaging Materials (Paper & Board, Plastics etc.)
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Designing for a User (ergonomics)
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Environmental issues related to graphic products
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Printing Processes
Places to look for help with revision:
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Text books
technologystudent.com
bbc.co.uk/schools/gcsebitesize/design
You Tube – Instructional videos etc.
idsketching.com
design-technology.info
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Health & Social Care Year 11 Mock Revision Guide
Below is guidance on the examination for the OCR Health & Social Care GCSE and how
students can revise to achieve top grades and their potential.
This award consists of two units:
The Controlled Assessment: Unit 1- Health, social care and early years provision: 60%
Examination: Unit 2- Understanding personal development & relationships: 40%
Students will take the Unit 2 examination on Friday, 12th June 2015. It is a 1 hour exam,
worth 40% of the total marks for the GCSE Health & Social Care.
The mock examination for this unit in December will give some indication of the grade they
are likely to receive.
Topics for revision: ALL OF THE WORK WE HAVE COVERED THIS TERM
 The stages and patterns of human growth and development;
 The different factors that can affect human growth and development;
 The development of self-concept and personal relationships;
 Major life changes and how people deal with them;
 The role of relationships in personal development.
The full specification for Unit 2 is explained in detail on pages 16-19 by using the following
link:
http://www.ocr.org.uk/qualifications/type/gcse/ict_tec/hsc/index.html
Past Questions:
The students have completed a range of the available past questions. To practise the exam
technique and style of exam questions, they should try to complete all of the past papers
available on the OCR website. They should use the mark schemes to check their answers.
These papers and mark schemes can be found at:
http://www.ocr.org.uk/qualifications/type/gcse/ict_tec/hsc/documents/index.html
Extra revision sessions will be held during April and May 2015, to support students in
preparing for the exam in June.
Please email me directly if you have any questions about the exam:
[email protected]
Good luck!
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History Year 11 Mock Exam Revision Guide
THE EXAM – What to expect ....
Section A: Core Content – Peace to War 1919-39 (15 minutes)
Q1a) Cartoon Analysis – 7 marks
Comment on the message of the cartoon
Cartoon – describe what you can see in the cartoon
Context – Use your own background knowledge to explain the message
Q1b) Explain why ....? – 8 marks
- Describe and explain 3 or 4 reasons why an event happened
- Give one paragraph per reason
Section B: Core Content – Peace to War 1919-39 (35 minutes)
Choose one of two questions. You must answer ALL parts of the question you choose.
2a) / 3a) - 4 marks
- 4 bullet points of specific information or
- 2 points made with supporting detail given
2b) / 3b) – 6 marks
- Describe and explain 3 or 4 reasons why an event happened
- Give one paragraph per reason
2c / 3c – 10 marks
- The following were all equally important reasons why an event happened. How far do you
agree with this statement?
- Explain your answer referring only to the three reasons given on the exam paper.
- Aim to write at least 1 side of A4
- Use a different paragraph when explaining each reason
- Try to explain how reasons link or argue why you think one reason is more important than
another
Section C: Depth Study – Causes and Events of World War One (70 minutes)
Answer all parts of Question 7: Source based questions on Causes and events of World War One
Choose either Question 8 OR 9 Causes and events of World War One
8a) / 9a) - 4 marks
- 4 bullet points of specific information or
- 2 points made with supporting detail given
8b) / 9b) – 6 marks
- Describe and explain 3 or 4 reasons why an event happened
- Give one paragraph per reason
8c / 9c – 10 marks
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-
The following were all equally important reasons why an event happened. How far do you
agree with this statement?
Explain your answer referring only to the three reasons given on the exam paper.
Aim to write at least 1 side of A4
Use a different paragraph when explaining each reason
Try to explain how reasons link or argue why you think one reason is more important than
another
CONTENT – What to Revise ..
Key Question 1: Were the Peace Treaties of 1919-23 fair?
Focus Points
 What were the motives and aims of the Big Three at Versailles?
 Why did all of the victors not get everything they wanted?
 What was the immediate impact of the peace treaty on Germany up to 1923?
 Could the treaties be justified at the time?
Specified Content
The peace treaties of 1919-23 (Versailles, St. Germain, Trianon, Neuilly, Sevres and Lausanne); the
roles of individuals such as Wilson, Clemenceau and Lloyd George in the peacemaking process; the
impact of the treaties on the defeated countries; contemporary opinions about the treaties.
Key Question 2: To what extent was the League of Nations a success?
Focus Points




How successful was the League in the 1920s?
How far did weaknesses in the League’s organisation make failure inevitable?
How far did the Depression make the work of the League more difficult?
Why did the League fail over Manchuria and Abyssinia?
Specified Content
The League of Nations; strengths and weaknesses in its structure and organisation; successes and
failures in peacekeeping during the 1920s; other work of the League – refugees; the impact of the
World Depression on the work of the League after 1929; the failures of the League in Manchuria and
Abyssinia.
Key Question 3: Why had international peace collapsed by 1939?
Focus Points
 What were the long-term consequences of the peace treaties of 1919-23?
 What were the consequences of the failures of the League in the 1930s?
 How far was Hitler’s foreign policy to blame for the outbreak of war in 1939?
 Was the policy of appeasement justified?
 How important was the Nazi-Soviet Pact?
 Why did Britain and France declare war on Germany in September 1939?

Specified Content
The collapse of international order in the 1930s; the increasing militarism of Germany, Italy and
Japan; Hitler’s foreign policy to 1939; the Saar, remilitarization of the Rhineland, Austria,
Czechoslovakia and Poland; the Nazi-Soviet Pact, appeasement and the outbreak of war in
September 1939.
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Depth Study: Causes and Events of World War One
Key Question 1: Why was there increasing tension between the Great Powers, 1890–
1914?
Focus Points
• Did the Alliance System make war more likely?
• How far did colonial problems create tensions between the Great Powers?
• Why were problems in the Balkans so difficult for the Great Powers to solve?
• How important was the Kaiser in causing the worsening international situation?
• Why did the arms race escalate, 1900–1914?
Specified Content
The Alliance System; the arms race; the Moroccan Crises of 1905 and 1911; colonial rivalries;
developments in the Balkans; the role of the Kaiser.
Key Question 2: Why did the First World War break out in 1914?
Focus Points
• Why was Franz Ferdinand assassinated?
• How did the assassination of Franz Ferdinand lead to the outbreak of war?
• How far were the actions of Austria-Hungary, Britain, Germany and Russia responsible for the
outbreak of war?
• How far did the Schlieffen Plan contribute to the outbreak of war?
Specified Content
The assassination of Franz Ferdinand; the crisis of June–July 1914; the Schlieffen Plan; the outbreak
of war.
Key Question 3: What happened on the Western Front?
Focus Points
• Why did the war get bogged down in the trenches?
• What was living and fighting in the trenches like?
• How far did General Haig mismanage the Battle of the Somme?
• How important were new developments such as tanks, machine guns, aircraft and gas?
• What was the importance of America’s entry into the war?
• Why did Germany agree to an armistice in 1918?
Specified Content
The main battles on the Western Front including the Somme; the nature and problems of trench
warfare; the leadership of General Haig; American entry into the war; the German offensive of 1918
and the Allied advance; conditions in Germany towards the end of the war; the Armistice.
Key Question 4: How important were the other fronts?
Focus Points
• Who won the war at sea?
• What happened in the Gallipoli campaign of 1915?
• Why was Russia defeated in 1918?
Specified Content
The Battle of Jutland and its consequences; the blockading of Germany; the use of convoys and
Submarines; the reasons for the Gallipoli campaign and the main events of the campaign; events on
the Eastern Front and the defeat of Russia.
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ICT Year 11 Mock Exam Revision Guide
Hardware components Understand what a range of hardware is capable of and its
usefulness in an information system. Details of operation are not required.
Input peripherals expected are:
o Keyboard, including specialised keyboards
o Mouse, touch pad, tracker ball, joystick
o Graphics digitiser
o Touch sensitive screen
o Light pen
o Scanner, digital camera for photographs or video
o Microphone
o Sensor
Output peripherals expected are:
o Screen (VDU)
o Printers (dot-matrix, laser, ink-jet)
o Plotters
o Speakers
Operating environment
The role of operating systems: Know that the operating system
o provides a means of communication between applications software and the
hardware of the computer system
o manages system resources including memory and allocation of CPU time
o manages data transfers, including transfers to and from peripherals,
o manages system security.
User interface
Discuss the advantages and disadvantages of these types of interface for different
categories of users.
Identify design considerations in developing a user interface for a particular purpose
including consistency, positioning of items on the screen, use of colour, use of sound and
availability of help.
Applications software
The function of applications software within the system
Know that applications software is designed to carry out user-related tasks
Database Management Understand the concepts of files, records and fields including the
terminology tables, rows and columns.
Spreadsheets Software used should allow:
o text, numbers and formulae to be entered into cells
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o
o
o
o
o
o
the insertion and deletion of columns and rows
formatting of cells
editing of entries within cells
replication of cells
the solution of 'what if'… problems
the production of graphs
Graphics Packages
Features
Types of graphics file.
Audio Software
Features
Symbols
Email:
Features
Symbols
CC, etc
Desk top publishing Software used should allow:
o text and graphics to be imported
o text and graphics to be positioned on the page
o text to be formatted, including, changes in font type, style, and size
Web design Software used should allow:
o text and pictures to be imported
o the use of table to position text and graphics
o hyperlinks to be created from text and graphics
o hot spots to be placed over parts of pictures
Modelling Software used should allow:
an investigation involving changing variables. Examples of packages are:
o a spreadsheet for financial modelling;
o a city planning and development program;
o a simple flight simulator.
Video Conferencing:
Advantages and disadvantages
Collaborative working
Evaluation of major hardware and software components of systems
Explain why particular hardware and software is appropriate for a particular task.
Develop criteria for evaluating hardware and software.
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Gathering data
When, where and why different methods of data capture are used
Understand the use of questionnaires, data capture forms, data logging, feedback, OMR,
OCR, MICR, bar codes, and magnetic strips in gathering data.
Data validation Know the reason for data validation Know the following validation checks;
range check, presence check, check digit, data type check, parity check and the type of
errors each will detect and where they will be used.
Checking reliability of sources on the Internet
The system life cycle
Describe the steps involved in analysis, design implementation and testing of a system.
Understand the nature and purpose of feasibility studies, and the use of interviews,
questionnaires and observation in analysis of existing or new systems.
Understand the purpose and nature of evaluation criteria.
Show awareness that there may be more than one way of implementing a particular system
and be able to discuss the advantages and disadvantages of alternative methods.
Understand the nature and purpose of a testing plan and be aware that
testing must include typical, extreme and erroneous data.
Describe the nature and purpose of documentation, which should be
provided with a system
9.18 The Data Protection Act Know the provisions of the 1998 Data Protection Act.
Know that there is a requirement to register.
Know the responsibilities of data users.
Know the rights of data subjects.
Know what are the full and partial exemptions to the act and their effects.
Growth of information and its effects on society
Describe the use of information technology, and compare it with other methods.
Understand that personal information may be held on computer, which is of interest to
individuals and their families.
Understand the impact of information technology on the lives of members of the
community.
Discuss the environmental, ethical, moral and social issues raised by information
technology.
Social Impact of ICT
The digital divide
Effects ion developing countries
Effects of increasing use of ICT.
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Year 11 Maths Mock Exam Revision Guide
Format of the exams
You will sit two papers at either foundation or higher level:


Paper 1 is non-calculator and is worth 50% of your total marks
Paper 2 a calculator is allowed and it is also worth 50% of your total marks
What to revise
You will have covered virtually the whole maths syllabus (Edexcel 1MAO) in Years 10 and 11
so everything that you have studied could come up.
Top Tips
1. Make sure you know how to use your calculator.
All calculators work in different ways so it is important that you have your own one and
know how to use it effectively. Do not forget to take it to your examination.
2. Websites.
Make use of mymaths.co.uk if you are stuck on a particular topic. Your teachers will help
with login details if you can’t remember them.
3. Use your revision guide
This is another source of exam style questions with solutions and hints as to how to
approach your examination. Read the explanation section then do the questions, this will
give you more practice on deciphering what the question is asking.
4. Use your HW book and notes to find out what you need to revise.
Look back at the notes that you have made during years 10 and 11. Try making some
revision cards with key facts.
5. Know the concepts you need to be able to use to get the grade you want
Questions in the HW books have a grade written in the margin. If you are keen to move up a
grade, look for a selection of topics that are all at the next grade up. The mymaths site can
also be filtered by grade.
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6. Show your work clearly and in order.
Discipline yourself to show all the steps in your solution. And show them one after the other,
not little bits of maths written here, there, and everywhere.
First and most importantly, showing all the steps makes it easier for you to check your work
as you go along, It is very easy to drop a minus sign or make some other careless mistake if
you’re writing down one step out of three. If you write down all the steps, one after the
other, you are more likely to get each one right the first time and more likely to find any
mistakes when you check your work.
Secondly, showing your work is good strategy for grading. Examiners won’t give full credit
for a bare answer unless the problem was extremely simple. And if you’ve made a minor
error (like adding 8 and 6 and getting 12), if your work is clear you may get some credit for
the correct method.
7. Check your answers.
When you’ve solved a problem, put your answer back in the problem and make sure it
works. At least check if it is reasonable: if the area is given as 50 sq metres and you get 680
metres for the length of one side, it is probably wrong.
If you were given an equation to solve, put your answer(s) back in the equation and make
sure they work.
8. Visit the Edexcel website
Follow the link below and you can download the specification document with a detailed
guide to every skill that could be tested on either the foundation or higher papers.
http://www.edexcel.com/quals/gcse/gcse10/maths/maths-a/Pages/default.aspx
You can’t download past papers or mark schemes from this site but a search for Edexcel
1MAO past papers will do the trick.
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Media Studies Year 11 Exam Revision Guide
AQA GCSE Media Studies (4810)
AQA GCSE Media Studies External Assessment Topic:
Promotion and Marketing of Video Games
Introduction
Whilst Gaming as a consumer industry is relatively young compared to other media forms, sales
have achieved similar if not greater figures than some Hollywood movies. It is not surprising that
approaches to the promotion and marketing of video games have evolved significantly over a
comparatively short space of time. In the exam you will need to identify the ingredients of a
campaign and how/where these ingredients are placed in order to reach their designated target
audience.
Format of the Exam
You will be given a brief and asked to come up with a marketing campaign for a new computer
game.
You should be prepared to outline and describes the following:



The target audience
The genre
The format
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 How you would promote it
 How it would be different to other games
In addition to this you will be asked to do two creative tasks that may include:
• print advertisements
• large posters/billboards
• trailers
• television advertisements
• websites
• use of social networking
• merchandise
• press releases
• previews/reviews
• public appearances/premiers
• celebrity endorsement
Revision
A visit to Youtube is invaluable in locating examples of moving image advertising and trailers for a
wide variety of video games. In addition games publishers have their own websites. The publishing
studio Harmonixi (producer of the Rock Band and Dance Central franchises) has a very strong
relationship with its customer base through its various official websites but also through fan sites
such as Rock Band Aide. How do these approaches to marketing differ? What sorts of strategies are
used to inform consumers about and assist their purchases of games? How does the campaign
promote the playing of a game as a unique and positive experience?
In addition to the internet, it is worth noting that there are a number of print-based gaming
magazines available. For example, Edge, GamesTM and GamesMaster offer general coverage of
gaming whilst PC Gamer, Xbox 360: The Official Magazine, Official Playstation Magazine and Official
Nintendo Magazine all provide more specialist coverage. Many of these magazines are available as
digital downloads with free trials via Google Play, the Apple App Store or similar online markets.
Key Concepts
Genre
This is crucial to an understanding of marketing materials. Genre gives a game its identity which can
be easily recognised by the target audience and it impacts on all areas of design, content, mode of
address and underlying ideology linked to the expectation of the gaming experience. There is a wide
range of genres to explore. Examples of some are listed as follows:
• Role play
• Adventure
• Puzzle
• Racing
• Rhythm/exercise
• First person shooter
Investigating the marketing of a particular genre of game leads not only to the study of the common
factors which identify it as belonging to that genre, but also to what makes the game different from
its competitors. What kind of pleasures are promised by the marketing materials in playing a
particular game? Gamers can become very loyal to their favourite gaming franchise and publishers
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have become very successful in generating a buzz about a game before its release. Gamers queued
overnight in order to be among the first to purchase Microsoft's Halo Reach upon its release in 2010
and other examples of this behaviour have since followed.
Brand
Every game has an identity which makes it distinct from other games on the market. This is achieved
through branding. We recognise brands through the use of design, shape, colour and images.
Language is also very carefully selected t appeal to us through sound, wordplay and if used, the way
a slogan talks to us.
Narrative
Another way of exploring media language is through a study of narrative. The content of a campaign
is frequently constructed through the telling of a story or narrative. That narrative can communicate
the brand values of the game and what makes it distinct. Of course narratives are often very
entertaining and contain messages designed to appeal to the target audience.
Forms and conventions
Students are encouraged to work with the layout, format, design and content of both print,
broadcast and online marketing materials. How do web-based materials relate to print based ones?
How are they alike and how are they different? A study of genre can lead to an exploration of design
conventions which should encourage opportunities for design activities.
Institutions
A study of institutions might begin by examining issues of ownership and distribution. The gaming
industry is made up of large corporations (such as Sony and Microsoft) for which gaming is just one
aspect of a wider media presence, large companies whose focus is solely on gaming but which
publish or develop a significant amount of product (such as Electronic Arts), smaller independent
companies which focus on particular genres (such as Harmonix) and independent producers or
individuals who produce a single game (such as Mojangii, the studio behind Minecraft). Centres
might consider the influence of publishers and studios on promotion and marketing. Does the size of
an institution have an impact on the nature of the advertising? Are the most expensive campaigns
necessarily the most successful? Some of these institutions have a cross-media, multi-platform
presence. Does this make them more influential? These are all important questions to explore which
should link to an understanding of the commercial pressures faced by the gaming industry. What
sorts of costs are associated with the marketing of games and what sort of distribution platforms are
available to publishers?
Ratings bodies
Video games are subject to classification and age rating. The UK operates a two tier system within
the voluntary guidelines of the European PEGI (Pan European Games Information) system and the
mandatory British Board of Film Classification.
ASA
All advertisements for video games are overseen by the Advertising Standards Authority. It is a selfregulatory system and its role is to ensure that all UK advertising is legal, decent, honest and
truthful. Students might consider the implications of this in advertisements they both study and
design.
Audience
Who plays video games? There is opportunity to look at the profile of gaming and consider how it
has changed. Like any other investigation into audience, it is important to consider the makeup of
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different audience groups. Demographic profiles remain a useful tool to begin this process which can
be developed into drawing up profiles of both mainstream and niche audiences and then matching
them to contrasting products and campaigns. In particular, the issue of gender is one which has been
in the forefront of debates over gaming, with many studies emphasising the importance of female
gamers.
Secondly, why do audiences buy particular games and how much of this is linked to direct or indirect
marketing? By exploring a range of examples, there is a discussion to be had about how different
campaigns appeal to different audiences for different reasons. The approach to marketing games
has a lot in common with the marketing of films, but there are a number of differences as well and it
is worth considering the synergy between these.
What is the effect of advertising of games audiences? How influential is it? There are different
arguments and media theories to explore the relationship between a media text and its audience
and it is worth considering how the different platforms used to market games fit in to these.
Representation
An understanding of representation is crucial in exploring how the marketing of video games is
approached. Each game is associated with an appearance or look, a set of behaviours and ideologies,
a particular kind of experience which is shared by and expected by a particular fan base. Through
exploring representation it is possible to examine how games are packaged and sold. Often gamers
are not just buying the game itself but are also subscribing to a shared cultural experience. The
marketing of games is explicitly linked to the experience offered, particularly since the gamer is an
active participant and can be represented within the game-world themselves in avatar format. It is
interesting to examine the different ways in which the gaming experience is represented within
marketing materials and how explicit this is embedded as part of the overall appeal of the product.
Exploring the representation of the game could lead to a fruitful discussion of the criticisms levelled
at gaming. For example is violence behaviour promoted in the marketing materials as being
glamorous or exciting?
The issue of gender stereotyping is also an interesting area to consider with a number of popular
games. The Tomb Raider series and Grand Theft Auto games were often criticised for their
representation of women. Other examples include the representations of female characters (such as
Princess Peach) as being helpless in the earlier games in the Mario series and how this has been
changed over time, or indeed the stereotypical nature of Mario himself. Students could explore how
this aspect of representation is dealt with in marketing materials for games.
Current print and online publications include: Print
Edge
GamesTM
Gamesmaster
PC Gamer
Official Xbox Magazine
Official Playstation Magazine
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Online
http://www.edge-online.com/
http://www.gamestm.co.uk/
http://www.gamesradar.com/uk/
http://www.pcgamer.com/uk/
http://www.oxm.co.uk/
http://www.officialplaystationmagazine.co.uk/
Music Year 11 Mock Exam Revision Guide
The examination will be based upon the Listening and Appraising aspect of the course
(setworks), and you will sit a 1 ½ hour listening paper just as you will in the final exam.
The Listening Paper
The paper will comprise nine questions in total. Eight of these will be closed questions
(short answers and multiple choice style).
The final question will be the extended essay question. There will be a choice of two essay
titles and you will be expected to write about melody, harmony and tonality, structure and
form, instrumentation, dynamics and texture. You are able to gain full marks by making 10
valid points and you do not have to write 2 points for melody, 2 for harmony, etc, you can
write about one element in more detail if you wish.*Don’t forget you can write in bullet
points for this question.
Revision
It is essential that you revise all 12 setworks thoroughly and actively LISTEN to them as
often as you can to familiarise yourself with the music. To focus your revision, I suggest the
following –

Revise keywords – write down all keywords from your glossary, cut them up and
pop them all in a cup. In the weeks leading up to the exam, pick out a few keywords
each day. If you can confidently explain what the keyword means it may stay out of
the cup. If you are unsure, find out the meaning from your notes and/or glossary,
then put it back into the cup to revise again another day. Do this until you have no
keywords left in the cup, then you know they have all been revised.
For your own practice, you can use the following questions when listening to the setworks
to test your knowledge, understanding and appraising skills 1) Name three instruments playing
2) How would you describe the tonality of this piece? (Major, minor, atonal, pentatonic
etc)
3) What key is this piece in and can you name any of the chords used?
4) How would you describe the melody of the piece?
5) What rhythmic features are in the piece?
6) What is the overall form and structure of the piece? Name the larger workit is taken
from if applicable (i.e. symphony, Oratorio etc)
7) Describe the texture of the piece and how it is used throughout the piece.
8) Describe the dynamics of the piece and how they are used in the piece.
9) What term best describes the tempo of the piece?
10) Name one other key feature that really stands out within this piece.
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PE Year 11 Mock Exam Revision Guide
The exam will take the format of:

1 hour 30 minute written paper
It will include:



Multiple choice questions
Short answer questions
Higher mark questions (to be answered with continuous prose, marks for spelling,
punctuation and grammar will be awarded)
Questions will be taken from the following sections:
Section A:
 Individual Differences
 Aerobic and Anaerobic exercise
 The Demands of Performance
 Fatigue/Stress
 Injury
 Leisure and Recreation
Section B:
 Health, Fitness and a healthy active lifestyle
 Types of Training
 Aspects of Training
Section C:
 School Influences – Extra curricular, Healthy Schools etc
(For a more detailed break down of the sections see the table below)
Key websites for revision:
www.bbc.co.uk/gcsebitesize/pe
www.teachpe.com/gcse.php#
www.s-cool.co.uk/gcse/pe.html
www.revisionworld.co.uk/node/23
Good Luck,
The PE Department
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3.1.1 The range of Physical Activities and the different roles that the active participant can choose
from.
Individual Differences
The Demands of Performance
Fatigue/Stress
Injury
Aerobic and Anaerobic exercise
Leisure and Recreation
Basic differences that affect performance
Age, Disability, Gender, Physique, Environment, Risk and
Challenge, Activity Levels, Training
Physical , Social and Psychological
How and when and effects on skill level. E.g. emotions,
tension, boredom etc
Precautions, techniques, equipment and rules
The differences between them, and equations
Blood – transportation of oxygen
Oxygen debt and the recovery process
How they contribute to healthy, balanced lifestyle
3.1.2 Linking physical activity with diet, work and rest for personal health and a balanced healthy
lifestyle.
Health, Fitness and a healthy active
lifestyle
Health, Fitness and a healthy active
lifestyle
Training
Aspects of Training
Fitness as one aspect of general health
Differences between health and fitness and how they are
related
The adoption of a healthy active lifestyle e.eg jobs and
leisure time
Fitness Capability – components of fitness
The Skeletal System in relation to components of fitness
The Muscular System in relation to components of fitness
Specific exercise/ training programmes e.g. weight,
circuit, Fartlek
Principles of training , S.P.O.R.T.
Training year, Environment
Training zones, Threshold, Rest/recovery
3.1.3 Making informed decisions about getting involved in a lifetime of healthy physical activities
that suit their needs.
National Curriculum
Healthy Schools Programme
School Influences
Physical Activity - 2 hours physical activity
Extra-curricular opportunities & provision Attitudes of
staff, the extent and quality of facilities available, links to
clubs, providing a range of extra-curric activities.
Emotional health and wellbeing - Vulnerable
individuals/groups, Bullying policies, behaviour and
rewards, pastoral support systems
For full specification details see: http://store.aqa.org.uk/qual/newgcse/pdf/AQA-4890-WSP.PDF
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Philosophy and Applied Ethics
Year 11 Mock Exam Revision Guide
You will have two exams. They are each one hour long. One exam will be in Philosophy and
the other in Ethics. You will have to answer 2 out of 3 of the questions on the paper. They
will, as normal, be parts a-e.
These are the units that will be on the exam:
Philosophy
Belief about deity
➢
➢
➢
➢
Philosophical arguments for the existence of God
Christian beliefs about the nature of God
Reasons Christians give for their belief in God
God intervening in the world through miracles, Jesus and the Holy Spirit
Good and Evil
➢
➢
➢
➢
➢
➢
➢
➢
Concepts of Good and Evil
God and the Devil (Satan)
The Fall, original sin and redemption
Concepts of natural and moral evil
Approaches to why there is evil and suffering in the world
The Problem of Evil
Christian responses to the Problem of Evil
Coping with Suffering
Religion and Science
➢ Scientific theories about the origins of the world and humanity
➢ Christian teachings about the origins of the world and humanity
➢ The relationship between scientific and religious understandings of the
origins of the world and humanity
➢ The place of humanity in relation to animals
➢ Attitudes to animals and their treatment
➢ Christian ideas about stewardship and their responses to environmental
issues.
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Ethics
Religion and human relationships
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Christian beliefs about sexual relationships and contraception
Christian marriage ceremonies
Christian responses to civil partnerships
Christian beliefs about divorce and remarriage
The roles of men and women in a Christian family
The roles of men and women in the Church family
Religion and medical ethics
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The sanctity of life
Christian attitudes to abortion
Christian responses to issues raised by fertility treatment
Christian responses to issues raised by cloning
Christian attitudes towards euthanasia and suicide
Christian beliefs about the use of animals in medical research
Religion, poverty and wealth
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Christian views of wealth
The causes of hunger, poverty and disease
Christian responses to the needs of the starving, poor and sick
Biblical teaching about caring for others
Different ways Christian charity is put into practice
Christian teaching about the use of money
Giving to charity
Christian teaching about moral and immoral occupations
Exam tips
Remember that (a), (b) and (c), type questions require short answers and that (d) questions
are worth six marks. You must describe and explain what you are saying giving examples.
For (e) type questions you MUST give a balanced answer giving reasons for and against the
viewpoint given. In order to receive the highest marks you must include your opinion with
reasons. If in doubt check the introductory chapter of either of your text books to refresh
your memory.
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Product Design
Year 11 Mock Exam Revision Guide
A preparation sheet will be given to you at an appropriate point before the exam and this
will provide a research theme. You will be guided through the research process during
lessons running up to the exam.
The paper will be two hours long and consist of two sections:
Section A
A design question based on the research theme supplied before the exam. This will also test
your creativity.
Section B
Covers all aspects of Product Design knowledge.
A wide knowledge of technical detail will help to answer some elements of the questions.
Questions test knowledge of commercial practice as well as the more familiar workshopbased processes. Knowledge relating to manufacturing in industry can be supported best
through watching some of the fantastic television now available, especially on the Discovery
channels. The list below covers the specific areas that will feature on the exam paper, these
must be practised (in the case of sketching skills) and researched.
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Sketching / creative skills
Sources and sustainability of materials
Specific names of paper based materials, plastics, metals and wood and their
characteristics.
Flat pack furniture and knock down fittings
Batch production of simple items
Anthropometrics and ergonomics
Product labelling / standards symbols
The use of computers in product manufacture
Places to look for help with revision:
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Text books
technologystudent.com
bbc.co.uk/schools/gcsebitesize/design
television featuring D&T such as Mythbusters/How things are made/Scrapheap
Challenge etc.
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Science mock revision guide.
Examination Board: AQA
Set 1 only:
Triple Award GCSE Biology (4401)
GCSE Chemistry (4402)
GCSE Physics (4403)
Set 1 will be taking 3 separate 60 minute papers. Your teachers will be outlining the topics
that you will need to revise. Revision guidance, in addition to your notes and your online
Kerboodle text books, is outlined below.
http://www.bbc.co.uk/education/subjects/zrkw2hv
Look up the relevant notes in your online Kerboodle text books.
Act on feedback from your teacher. Ask for help when you need it!
Use your class notes for different note styles. Look at practical notes and graphs.
Use Science support lessons 1.15.-1.45 in room 15.
Sets 2, 2a and 3
Year 11 GCSE Additional Science (4408)
Sets 2 and 3 will be taking 3 separate 20 minute papers. Your teachers will be outlining the
topics that you will need to revise. Revision guidance, in addition to your notes and your
online Kerboodle text books, is outlined below.
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/
Look up the relevant notes in your revision guide – if you have one.
Act on feedback from your teacher. Ask for help when you need it!
Use your class notes for different note styles. Look at practical notes and graphs.
Use Science support lessons 1.15.-1.45 in room 15.
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Set 4:
Core GCSE Science (4405)
Set 4 will be taking 3 separate 20 minute papers on each Science. Your teacher will confirm
the topics that you will need to revise. Revision guidance, in addition to your notes and your
Kerboodle online text books, is outlined below.
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/
Act on feedback from your teacher. Ask for help when you need it!
Use your class notes for different note styles. Look at practical notes and graphs.
Use Science support lessons 1.15.-1.45 in room 15.
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Spanish Year 11 Mock Exam Revision Guide
Format of the exams
You will be tested in all four skills:
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Speaking and writing which are each worth 30% of the overall marks
Listening and reading which are each worth 20% of the overall marks.
Speaking and writing assessments will take place before the mock examination period.
There will be another speaking and writing assessment in February. Note: the writing and
speaking assessments you will do will not be mocks.
Questions in the Listening and Reading papers will be in English and you should answer in
English. Dictionaries are not allowed for these two papers.
What to revise
You will be expected to know the grammar points and vocabulary we have covered so far in
Years 10 and 11.
Top Tips
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Use the ‘Survival Guide’ issued in Year 10 which includes GCSE revision tips and a full
grammar breakdown.
Learn the high frequency words from the Word Bank.
Use the CGP GCSE Vocabulary Guide
Make flashcards and review them every day
Get the quizlet.com app
Get after school Spanish Club support – see your teacher for details
Practise your speaking exam. Get a friend to listen to you.
Use your class notes from Years 10 and 11
Visit the following websites to revise vocabulary and grammar
www.linguascope.com
user name: burgate password: sunshine
www.bbc.co.uk/schools/gcsebitesize
www.languagesonline.org.uk
www.espanol-extra.co.uk
user name: bssfc
password: burgate
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Textiles Year 11 Mock Exam Revision Guide
The 2 hour written exam paper will consist of two sections – a 1hr design based section and a general
theoretical knowledge element that covers all the topics featured in GCSE Textiles already.
You will need to use your black textiles book (Rose Sinclair), your theory notes from year 10, your
coursework folders and the following websites to help you revise for your exam:
BBC Bitesize: http://www.bbc.co.uk/schools/gcsebitesize/design/textiles
AQA specification, past papers and mark schemes:
http://web.aqa.org.uk/qual/newgcses/dandt/current/textiles_materials.php?id=07&prev=07
You should revise the following topics in preparation for your exam:
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Fibres and Fabrics: properties, characteristics, construction, origin of fibres, care and
maintenance of products, fitness for purpose
Finishing Processes: dyeing and printing, decoration and enhancement, finishes
Components: fastenings, interfacings etc
Product analysis: evaluating fitness for purpose, comparing products, understanding of style
and period of products
Smart materials and technical textiles
Social, Moral, Environmental and Cultural issues
Health and Safety Issues
Techniques and Processes: knowledge of tools and equipment, knowledge of a wide range of
processes and suitability for different jobs
Information and Communication Technology: CAD and CAM, research, presentation
Industrial Practices: planning, quality assurance systems, specifications
Prior to your mock examination you will be provided with a prep sheet to carry out independent
research on the theme for the design section. The theme this year is Fairground attractions.
You are advised to bring coloured pencils with you to the exam to help communicate your subject
knowledge effectively.
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GCSE Year11 Mock Timetable
The timetable for your examinations is below. Please note that any exams taking
place between the 1-3 December will be conducted during your normal lessons.
It is vital that for all exams starting week beginning 8 December that you arrive at
the exam room 10 minutes before it starts.
Individual exam timetables with venues will be published shortly.
30
12:15 AM
French Listening H
50
09:00AM
Spanish Listening Higher
50
11:15AM
German Listening Higher
50
10.00AM
Triple Science Biology
60
10.00AM
Core Science
60
10.00AM
Additional Science
60
ART
5
hours
ART
5
hours
Maths Non Calculator paper
History Paper 1
Philosophy & Ethics Paper 1
105
60
60
8:30AM
8.30am
Geography Paper 1
D&T Product Design
70
120
11:15AM
Health & Social Care
60
1.30pm
Geography paper 1 clashes
70
9.00AM
8:30AM
11.15AM
14:00PM
Tuesday
09-Dec
9.00AM
Monday
03-Dec
French Listening F
04-Dec
12:15AM
05-Dec
Length
08-Dec
Examination
Wednesday
Start
Thursday
02-Dec
01-Dec
Date
Friday
Tuesday
Monday
Day
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10-Dec
11-Dec
12-Dec
15-Dec
16-Dec
17-Dec
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
8:30AM
English
120
11.15AM
Music - listening paper
90
8:30AM
8:30AM
11:15AM
ICT
Computing
History Paper 2
90
90
60
11:15AM
Dance
60
11:15AM
Drama Unit 2 (Item 2)
60
12.20AM
Triple Science Physics
60
14:00PM
Philosophy & Ethics Paper 2
60
11.15AM
D&T Food Tech
D&T Graphics
D&T Textiles
D& T clashes
120
120
120
120
8:30AM
Maths Calculator paper
105
2:00PM
Drama Unit 2 (Item 2)
60
8:30AM
8:30AM
8:30AM
10:00AM
11.15AM
11.15AM
French Reading Foundation
German Reading Higher
French Reading Higher
Spanish Reading Higher
Business
Triple Science Chemistry
30
50
50
50
60
60
8:30AM
Media
90
11:15AM
Physical Education
90
8:30AM
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