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Mock Examination Revision Topics

Business Studies Unit 1:

Invention/Innovation

Patent/Copyright

Business start up (entrepreneurial skills)

Business Taxes

Financial and non-financial Objectives

Business Ownership (Franchise/sole trader/partnership/PLC/Ltd)

Value Added

Market Mapping

Commodities (what effects the price)

Cash Flow Forecast

Total Costs & Total Revenue

Profit

Opening and Closing balance

Net Cash Flow

Fixed and Variable costs

Unit 3: Marketing Mix

Branding (how does a business do this and why is it important)

Market Research (Primary/Secondary/Quantitative/Qualitative)

Research and development of a product

Communication

Motivation

Maslows Hierarchy of Needs

Remuneration

Sources of Finance (Internal and External)

Improving and maintaining profits (how a business could do this)

Just In Time Production

Productivity

Bar Gate Stock Graphs (Buffer stock/De-stocking)

Customer Service and Satisfaction (how a business does this/why is it important)

Computing Science Networks and Network Topologies

Properties of Computer Memory

Binary Calculations

Webpages and commonly used internet file types

Proprietary devices and software and Open Source software

Computer Systems including the need for reliability in critical systems

Binary Logic

Utility software, system information and diagnostic software

Hexadecimal numbers

Computer Algorithms

Database management systems (DBMS)


English English Language reading and writing skills

Of Mice and Men – George, Lennie, lives of workers, relationships, loneliness

An Inspector Calls – Eva Smith, gender, guilt, family life, class differences

Moon on the Tides Poetry Anthology – In Paris With You, Sister Maude, Ghazal, The

Farmer’s Bride, Sonnet 116, Praise Song for My Mother

Geography Unit 1: - Physical Geography

Section A: In Section A there will be 4 questions – we only answer 1 question – ‘The

Restless Earth’ and no others.

The Restless Earth: Distribution of plates; contrasts between continental and oceanic plates.

Destructive, constructive and conservative plate margins

Location and formation of fold mountains, ocean trenches, composite volcanoes and shield

volcanoes

A case study of one range of fold mountains. The ways in which they are used – farming,

Hydro Electric Power, mining, tourism and how people adapt to limited communications,

steep relief, poor soils

Characteristics of different types of volcanoes.

A case study of a volcanic eruption – its cause; primary and secondary effects; positive and

negative impacts; immediate and long term responses. Monitoring and predicting volcanic

eruptions

The characteristics of a supervolcanoe and the likely effects of an eruption.

Location and causes of earthquakes. Features of earthquakes – epicentre, focus, shock waves

and the measurement of earthquakes using the Richter and Mercalli Scales

A case study of an earthquake in a rich part of the world and one from a poorer area – their

specific causes; primary and secondary effects; immediate and long term responses – the

need to predict, protect and prepare. Contrasts in effects and responses will be clear.

A case study of a tsunami – its cause, effects and responses.

Section B: In Section B there are 5 questions – we answer only 2 of them; ‘Water on the

Land’ and ‘The Coastal Zone’

Water on the Land: Processes of erosion – hydraulic action, abrasion, attrition, solution; vertical and lateral erosion.

Processes of transportation – traction, saltation, suspension and solution. Deposition and

reasons for it. Long profile and changing cross profile.

Landforms resulting from erosion – waterfalls and gorges; landforms resulting from erosion

and deposition - meanders and ox-bow lakes; landforms resulting from deposition – levees and

flood plains.

Factors affecting discharge – amount and type of rainfall, temperature, previous weather

conditions, relief, rock type (impermeable, porous and pervious) and land use.

The causes of flooding: physical – prolonged rain, heavy rain, snowmelt, relief;

and human - deforestation, building, construction.

The frequency and location of flood events – in the UK in the last 20 years.


A case study of flooding in a rich part of the world and one from a poorer area – the different

effects of and responses to flooding.

Hard engineering strategies – dams and reservoirs, straightening.

Soft engineering – flood warnings, preparation, flood plain zoning, ‘do nothing’. The costs and

benefits of these.

The UK – increasing demand for water; areas of deficit and areas of surplus; the need for

transfer. A case study of a dam/reservoir to consider resulting economic, social and

environmental issues and the need for sustainable supplies.

The Coastal Zone: Weathering processes – mechanical, chemical.

Mass movement – sliding and slumping. Constructive and destructive waves.

Processes of erosion – hydraulic power, abrasion, attrition, corrasion, and solution.

Processes of transportation – longshore drift, traction, saltation, suspension and solution.

Deposition and the reasons for it.

Landforms resulting from erosion – characteristics and formation of headlands and bays, cliffs

and wave cut platforms, caves, arches and stacks.

Landforms resulting from deposition - characteristics and formation of beaches, spits and bars.

Reasons for rising sea level. A case study to illustrate the economic, social, environmental and

political impact of coastal flooding.

A case study of an area of recent or threatened cliff collapse – rates of coastal erosion; reasons

why some areas are susceptible to undercutting by the sea and collapse; how people may worsen

the situation; the impact on people’s lives and the environment.

Management strategies.

Hard engineering – sea walls, groynes, rock armour.

Soft engineering – beach nourishment, dune regeneration, and marsh creation. Managed retreat.

A case study of coastal management to assess the costs and benefits of strategies adopted.

A case study of a coastal habitat – its environmental characteristics; the resulting habitat and

species that inhabit it and reasons why. Strategies to ensure the environment are conserved, but

also allow sustainable use of the area.

Unit 2: - Tourism

Section B: I know that tourism is the world’s largest industries and a great provider of jobs and income

in countries of all stages of development

I can describe and interpret statistics and graphs to find /identify patterns and trends in the

growth of tourism, and to spot similarities and differences between places

I know that the global growth of tourism has seen the exploitation of a range of

different environments for holiday makers. Many types of landscapes attract people

I can explain the reasons for the global increase in tourism, including social and economic

factors, improvements in technology, expansion of holiday choice.

I can explain how expansion of holiday choice has led to the global increase in tourism eg

variety of landscapes – mounts, cities, coastlines- demand + supply

I understand the economic importance of tourism to countries in contrasting parts of the

world and how to compare and contrast tourist regions in MEDCs and LEDCs

I understand that I need to name examples and use my case studies when answering exam

questions – even when the question does not specifically ask them for them

I can interpret graphs to describe holiday patterns in the UK


I know and can explain how important tourism is to the UK economy

I understand that effective management strategies are the key to the continuing prosperity of

the UK.

I can explain the impact of external factors on visitor numbers to the UK. E.g. Political and

economic situations like terrorism, exchange rates and the banking crisis

I can describe and explain the 6 stages of the Butler tourist resort life cycle model.

I can describe and explain how the 6 stages of the Butler tourist resort life cycle model

might be applied to Blackpool and or Seaburn

I know and can map the locations of the National parks in Britain in relation to major

motorways and conurbations (urban areas)

I know our case study of a UK N. Park the Lake District and could answer a detailed 9 mark

(6m on F paper) extended writing question about any of the following 3 issues

I can explain the reasons for the Lake District’s growth as a tourist destination. I know the

attractions and opportunities for tourism- Natural landscape+ human activities

I can explain and evaluate the effectiveness of strategies to cope with the impact of large

numbers of tourists in the Lake District (sustainable management strategies)

For traffic problems, Honeypot sites, pressure on property, Environmental issues.

I can describe and explain the Lake Districts plans to ensure the continuing success of the

tourism industry in the area. National Park Authority, Elterwater, Windermere

I know our case study of a UK coastal resort, Blackpool- can sketch map its location

I can explain the reasons for Blackpool’s growth as a tourist destination. – describe the

stages of growth linked to the Butler model

I can explain and evaluate the effectiveness of strategies to cope with the impact of large

numbers of tourists in the Blackpool – problems facing Blackpool in stage 5

I can describe and explain the Blackpool’s plans to ensure the continuing success of the

tourism industry in the area.- attempts made to ensure rejuvenation not decline

I know that Mass tourism has advantages for an area but strategies need to be in place to

reduce the likelihood of long-term damage.

I know the meaning of ‘mass tourism’.

I know my case study of an established tropical tourist area which attracts large numbers of

visitors - Jamaica

I can describe and explain the positive and negative effects of mass tourism on the economy

and environment.

I can describe and explain strategies for maintaining the importance of tourism in the area

and reducing its negative effects.

I know what is meant by extreme tourism

I know which environments are classed as extreme and the attractions of extreme

environments to tourists. Deserts, Nepal, Amazon rainforest, Greenland

Extreme tourism also known as ‘shock or adventure tourism’ caters for a niche market-

where people enjoy the element of risk or adrenaline rush from the dangerous

activities/sports involved.- Adventure tourists are wealthy single 30ish

I know that extreme environments are susceptible to environmental damage from the

development of tourism case study - Antarctica

A case study of one extreme area- Antarctica, and the extent to which it can cope with the

development of a tourist industry.

I know what rules and restrictions are in place in Antarctica to protect the environment and

to keep tourist numbers within sustainable limits

I understand the concepts of sustainable tourism, stewardship and conservation.


I understand that Sustainability requires the development of ecotourism.

I can use an example to explain how ecotourism can contribute to sustainable development –

the Galapagos Islands

I can us a case study – ‘the Galapagos Islands’ to illustrate the ways that ecotourism can

benefit the environment, the local economy and the lives of the people.

History Paper 1 Part 1: - The Origins of the First World War 1890-1914 (for classes

of SL, ER, JC. For JMD’s class this topic will be covered in Paper 2) Key issue: Why were there two armed camps in Europe in 1914?

Development of the Triple Alliance, Entente Cordiale and Anglo-Russian Agreement:

Britain’s emergence from splendid isolation

Kaiser Wilhelm II’s aims in foreign policy: Weltpolitik; ‘a place in the sun’; attitudes

towards Great Britain; development of the Navy

The Moroccan Crises of 1905 and 1911 and their effects on the alliances

The Bosnian Crisis 1908-1909 and its effect on the alliances

The arms race - military and naval: why did countries increase the size of their

armies? The Anglo-German Naval Race.

Key issue: Why did war break out in 1914?

Aims of Austria-Hungary and Serbia in the Balkans: the role of the Black Hand

The assassination at Sarajevo: Gavrilo Princip; the response of Austria-Hungary; the

ultimatum and Serbia’s response

The events leading to war; the role of the alliances in 1914

The Schlieffen Plan and its effects on the outbreak of war; its part in bringing about

Great Britain’s declaration of war on Germany

Responsibility for the outbreak of war and the escalation of the conflict.

Part 2: - Peacemaking 1918-1919 and the League of Nations (for classes of

SL, ER, JC) Key issue: How did the Treaty of Versailles establish peace?

The Paris Peace Conference: the aims of Clemenceau, Lloyd George and Woodrow

Wilson: the Fourteen Points

The main terms of the Treaty of Versailles: Diktat; territorial changes; military

restrictions, war guilt and reparations

The strengths and weaknesses of the Treaty of Versailles: why Germany objected to

it.

Key issue: Why did the League of Nations fail in its aim to keep peace?

Membership 1919-1939: why and how it changed; implications for the League of

Nations

Organisation, powers and peace keeping role: the Assembly; the Council; the

Permanent Court of Justice; military and economic sanctions

The Manchurian Crisis 1931-1933: events; action taken by the League; effect on the

League as a peace keeping force

The Abyssinian Crisis 1935-1936: events; action taken by the League; effect on the

League as a peacekeeping force

The reasons for the collapse of the League.


Part 3: - Hitler’s foreign policy and the origins of the Second World War

(for classes of SL, ER, JC)

Key issue: How did Hitler challenge and exploit the Treaty of Versailles 1933-March 1938?

Hitler’s aims in foreign policy

The return of the Saar, 1935

The beginning of rearmament in Germany: withdrawal from the Disarmament

Conference 1933; non-aggression Pact with Poland 1934; reintroduction of

conscription from 1935; Anglo-German Naval Agreement 1935

The remilitarisation of the Rhineland 1936

The Anschluss with Austria 1938.

Key issue: Why did Chamberlain’s policy of appeasement fail to prevent the outbreak of war

in 1939?

Reasons for and against appeasement

The Sudeten Crisis and Munich Agreement, 1938

The collapse of Czechoslovakia March, 1939

The role of the USSR 1938-1939: the Nazi-Soviet Pact

Poland and the outbreak of war

Responsibility for the outbreak of war.

Paper 2 - The Roaring 20s: USA, 1918–1929 (for classes of SL, ER, JC. For

JMD’s class this topic will be covered in Paper 1 Part 1) Key issue: How and why did the USA achieve prosperity in the 1920s?

Isolationism and its effects: American rejection of the Treaty of Versailles and refusal

to join the League of Nations; the consequences for the USA

Tariff policy: Fordney-McCumber Tariff of 1922

Mass production (e.g. Ford and the Motor industry); consumer industries and

advertising

Hire Purchase; purchase of shares; the stock market; Republican Government policies

Developments in the entertainment industries, e.g. the cinema, Jazz.

Key issue: How far was the USA a divided society in the 1920s?

Rich versus poor: continuation of poverty for some – e.g. farmers

Race: immigration controls; the quota system of 1921; National Origins Act of 1924;

the Ku Klux Klan and its activities

Prohibition: groups for and against it; organised crime; the impact on society

Young people: fashions, flappers.

Key issue: Why did the US Stock Exchange collapse in 1929?

The problems of the 1920s: over-production, lack of credit control; the effects of tariff

policy; unequal distribution of wealth

The Wall Street Crash: events and immediate consequences.


Hitler’s Germany, 1929–1945 (Paper 1 Part 2 for JMD’s class only) Key issue: How and why was Hitler able to become Chancellor in January 1933?

The impact of the Wall Street Crash and Depression in Germany; growth in support

for the Nazis and other extremist parties

The Weimar system of government and the failure of democracy; the elections of

1930 and 1932; invitation to lead a coalition government, 1933; reactions among

German people.

Key issue: How did Hitler change Germany from a democracy to a Nazi dictatorship, 1933–

1934, and then reinforce this?

The Reichstag Fire; the election of March 1933; the Enabling Act

The elimination of political opposition: political parties, trade unions; the Night of the

Long Knives; the death of Hindenburg; Hitler becomes Führer

One party law and order: SS and Gestapo; concentration camps; propaganda;

censorship; the media; control of education; youth movements; control of churches.

The nature of continuing opposition and resistance in the Third Reich: the White Rose

Movement, the Edelweiss Pirates, the Kreisau Circle, 1939–1944, the Stauffenberg

bomb plot, 1944

Key issue: To what extent did Germans benefit from Nazi rule?

Economic policy: increased employment through public works programmes,

rearmament and conscription; self-sufficiency

Social policy: standards of living; promises to the German people; effects of Nazi

policy on the lives of women; effects on culture

Racial persecution: the Jews and other groups, e.g. gypsies; the Final Solution

the effect of the war on the civilian population: bombing, rationing and propaganda

the impact of the Second World War on the German economy

Race Relations in the USA 1945–1968 (Paper 1 Part 3 for JMD’s class only) Key issue: To what extent did racial inequality exist in the USA after the Second World War?

African-American soldiers experience of war; segregation laws; attitudes in the

Southern States; the Ku Klux Klan

Rosa Parks and the Montgomery Bus Boycott, 1955–1956

Brown versus Topeka Board of Education

Little Rock High School,1957

Living standards for African-Americans.

Key issue: How effective were the methods used by members of the Civil Rights Movement

between 1961–1968?

The Freedom Rides, 1961; Freedom Marches 1963

The Washington March, 1963

Black Power protests at the Mexico Olympics, 1968

The Black Power movement in the 1960s.

Key issue: How important was Martin Luther King in the fight for Civil Rights in the USA?

His role as a protest organiser, 1955–1963

The Civil Rights Act, 1964

Winning the Nobel Peace Prize, 1964

Race Riots, 1965–1967

The assassination of Martin Luther King.


ICT

Personal digital devices

Connectivity

Operating online

Online goods and services

Online Communities

Issues

Maths Higher Paper -

Numbers: Add, subtract, multiply and divide whole numbers integers and decimals

Multiply and divide fractions

Order integers and decimals and order rational numbers

Use the concepts and vocabulary of factor (divisor), multiple, common factor, Highest

Common Factor, Least Common Multiple, prime number and prime factor

decomposition

Use the terms square, positive and negative square root, cube and cube root

Use index notation for squares, cubes and powers of 10

Use index laws for multiplication and division of integer powers Use index laws for

multiplication and division of integer, fractional and negative powers

Interpret, order and calculate with numbers written in standard index form

Understand equivalent fractions, simplify a fraction by cancelling all common factors

Add and subtract fractions

Use decimal notation and recognise that each terminating decimal is a fraction

Recognise that recurring decimals are exact fractions, and that some exact fractions

are recurring decimals

Understand that ‘percentage’ means ‘number of parts per 100’ and Use this to

compare proportions

Use percentage, repeated proportional change

Understand and use direct and indirect proportion

Interpret fractions, decimals and percentages as operators

Use ratio notation, including reduction to its simplest form and its various links to

fraction notation

Understand and use number operations and the relationships between them, including

inverse operations and hierarchy of operations

Use π in an exact calculation

Use surds in exact calculations

Calculate upper and lower bounds

Divide a quantity in a given ratio

Approximate to specified or appropriate degrees of accuracy including a given power

of ten, number of decimal places and significant figures


Algebra: Distinguish the different roles played by letter symbols in algebra, using the correct

notation

Distinguish in meaning between the words ‘equation’, ‘formula ’, ‘identity’ and

‘expression’

Manipulate algebraic expressions by collecting like terms, by multiplying a single

term over a bracket, and by taking out common factors, multiplying two linear

expressions, factorise quadratic expressions including the difference of two squares

and simplify rational expressions

Set up and solve simple equations including simultaneous equations in two unknowns

Solve quadratic equations

Derive a formula, substitute numbers into a formula and change the subject of a

formula

Solve linear inequalities in one variable, and represent the solution set on a number

line

Solve linear inequalities in two variables, and represent the solution set on a

coordinate grid

Using systematic trial and improvement to find approximate solutions of equations

where there is no simple analytical method of solving them

Generate terms of a sequence using term-to-term and position to-term definitions of

the sequence

Use linear expressions to describe the nth term of an arithmetic sequence

Use the conventions for coordinates in the plane and plot points in all four quadrants,

including using geometric information

Recognise and plot equations that correspond to straight-line graphs in the coordinate

plane, including finding gradients

Understand that the form y = mx +c represents a straight line and that m is the

gradient of the line and c is the value of the y intercept

Understand the gradients of parallel lines

Find the intersection points of the graphs of a linear and quadratic function, knowing

that these are the approximate solutions of the corresponding simultaneous equations

representing the linear and quadratic functions

Draw, sketch and recognise graphs of simple cubic functions, the reciprocal function

y =

with x ≠ 0, the function y = kx

n for integer values of x and simple positive

values of k, the trigonometric functions y = sin x and y = cos x

Construct the graphs of simple loci

Construct linear functions from real-life problems and plot their corresponding graphs

Construct linear, quadratic and other functions from real-life problems and plot their

corresponding graphs

Construct distance time graphs

Discuss, plot and interpret graphs (which may be non-linear) modelling real situations

Generate points and plot graphs of simple quadratic functions, and use these to find

approximate solutions

Direct and indirect proportion (algebraic)

Transformation of functions


Geometry: Recall and use properties of angles at a point, angles on a straight line (including right

angles), perpendicular lines, and opposite angles at a vertex

Understand and use the angle properties of parallel lines, triangles and quadrilaterals

Calculate and use the sums of the interior and exterior angles of polygons

Recall the properties and definitions of special types of quadrilateral, including

square, rectangle, parallelogram, trapezium, kite and rhombus

Recognise reflection and rotation symmetry of 2-D shapes

Understand congruence and similarity

Use pythagoras’ theorem in 2-D and 3-D

Use the trigonometric ratios and the sine and cosine rules to solve 2-D and 3-D

problems

Distinguish between centre, radius, chord, diameter, circumference, tangent, arc,

sector and segment

Understand and construct geometrical proofs using circle theorems

Use 2-D representations of 3-D shapes

Describe and transform 2-D shapes using single or combined rotations, reflections,

translations, or enlargements by a positive, fractional or negative scale factor and

distinguish properties that are preserved under particular transformations

Use and interpret maps and scale drawings

Understand and use the effect of enlargement for perimeter, area and volume of

shapes and solids

Interpret scales on a range of measuring instruments and recognise the inaccuracy of

measurements

Convert measurements from one unit to another

Convert between volume measures, including cubic centimetres and cubic metres

Make sensible estimates of a range of measures

Understand and use bearing

Understand and use compound measures

Measure and draw lines and angles

Draw triangles and other 2-D shapes using ruler and protractor

Use straight edge and a pair of compasses to carry out constructions

Construct loci

Calculate perimeters and areas of shapes made from triangles and rectangles or other

shapes

Calculate the area of a triangle using: ½ ab sin C

Find circumferences and areas of circles

Find surface area of a cylinder

Calculate volumes of right prisms and shapes made from cubes and cuboids

Solve mensuration problems involving more complex shapes and solids

Use vectors to solve problems


Statistics and Probability: Understand and use statistical problem solving process/handling data cycle

Identify possible sources of bias

Design an experiment or survey

Design data-collection sheets distinguishing between different types of data

Extract data from printed tables and lists

Design and use two-way tables for discrete and grouped data Produce charts and

diagrams for various data types

Produce charts and diagrams for various data types

Calculate median, mean, range, quartiles and interquartile range, mode and modal

class

Interpret a wide range of graphs and diagrams and draw conclusions

Look at data to find patterns and exceptions

Recognise correlation and draw and/or use lines of best fit by eye, understanding what

these represent

Compare distributions and make inferences

Understand and use the vocabulary of probability and probability scale

Understand and use estimates or measures of probability from theoretical models

(including equally likely outcomes), or from relative frequency

List all outcomes for single events, and for two successive events, in a systematic way

and derive relative probabilities

Identify different mutually exclusive outcomes and know that the sum of the

probabilities of all these outcomes is 1

Know when to add or multiply two probabilities: when A and B are mutually

exclusive, then the probability of P(A) + P(B), whereas when A and B are

independent events, the probability of A and B occurring is P(A) x P(B)

Use tree diagrams to represent outcomes of compound events, recognising when

events are independent

Compare experimental data and theoretical probabilities

Understand that if they repeat an experiment, they may, and usually will, get different

outcomes, and that increasing sample size generally leads to better estimates of

probability and population characteristics

Use calculators efficiently and effectively, including statistical functions


Foundation Paper - Numbers:

Multiply and divide numbers with no more than one decimal digit by an integer

between 1 and 10, without the use of a calculator. Multiply and divide any

number by 10, 100 and 1000 without the use of a calculator.

Multiply and divide a three-digit number by a two-digit number. Multiply

numbers with up to two decimal places by an integer.

Calculate a fraction of a given quantity. Identify fractions of a shape.

Recall the fraction to decimal conversions of familiar simple fractions (tenths,

hundredths, half, quarters, fifths). Convert simple fractions of a whole to

percentages of the whole and vice versa.

Calculate simple percentages of quantities, without the use of a calculator.

Order decimals (ordering up to five decimals and knowing that, eg, 5·07 is

smaller than 5·3).

Solve problems using the four operations on integer and decimal numbers using a

calculator.

Work out starting times, finishing times and intervals.

Perform calculations involving the use of brackets and the order of operations.

Understand the concepts and vocabulary of factor, multiple and common factor

and prime number.

Round numbers to the nearest integer or to any given number of significant

figures or decimal places. Estimate answers to one-stage calculations,

particularly calculations involving measurement or money.

Use the terms square and square root (positive square roots only) and the correct

notation. Find squares and square roots. Use the term cube and find cubes of

numbers, appreciating the link to the volume of a cube. Use index notation for

simple integer powers.

Understand equivalent fractions, simplifying a fraction by cancelling all common

factors. Write improper fractions as mixed numbers and vice versa.

Order fractions using a common denominator. Add and subtract simple fractions

(using a common denominator).

Use the equivalence between fractions, decimals and percentages.

Find a percentage of a quantity, interpreting percentage as an operator.

Use the four operations with positive and negative integers.

Multiply and divide simple fractions. Add and subtract mixed numbers.

Express one quantity as a fraction or percentage of another.

Increase and decrease quantities by a percentage.

Use the four operations on decimals without the use of a calculator.

Use ratio notation including reduction to its simplest form. Understand and use

ratio and proportion, including dividing a quantity in a given ratio.

Use a calculator effectively and efficiently, entering a range of measures

including 'time', interpreting the display and rounding off a final answer to a

reasonable degree of accuracy. Perform calculations using the order of

operations.

Manipulate algebraic expressions by multiplying a single term over a bracket and

by taking out common factors.

Use tables to plot graphs of linear functions given explicitly.


Use trial and improvement to find approximate solutions of equations where

there is no simple analytical method of solving them.

Use the index laws with numerical and algebraic expressions involving

multiplication and division of positive integer powers. Use the terms cube root

and negative square root.

Use the four operations on fractions, including mixed numbers.

Convert a simple fraction to a decimal using division. Use and understand

terminating and recurring decimals including exact fraction equivalents.

Use percentages to compare proportion. Use and find percentage change.

Check solutions to calculations using various methods including approximating,

using inverse operations and recognising the effect of multiplying and dividing

by numbers less than one and greater than one. and greater than one. Estimate

answers using appropriate techniques.

Use and understand the terms reciprocal, highest common factor, lowest

common multiple, prime number. Find the prime factor decomposition of

positive integers.


Algebra: Continue simple sequences. Explain how to find the next number in a simple

pattern. Recognise and describe patterns in number

Use formulae expressed in words or symbols, substituting positive numbers into

the formula to find the value of the subject (usually in context).

Use simple function machines to deal with inputs and outputs, recognising basic

inverse functions. Solve simple equations involving one operation.

Use axes and coordinates in four quadrants, including using points identified by

geometrical information.

Continue and explain patterns in number and spatial arrangements. Generate terms

of a sequence using term-to-term and position-to-term definitions of the sequence.

Substitute positive numbers into simple algebraic formulae. Derive a simple

formula.

Manipulate algebraic expressions by collecting like terms.

Solve simple equations involving two steps.

Interpret information presented in a range of linear and non-linear graphs,

including travel (distance/time) graphs.

Generate integer sequences using a rule for the nth term. Use linear expressions

to describe the nth term of an arithmetic sequence.

Solve linear inequalities in one variable and represent the solution set on a

number line, using the convention for distinguishing ≤ and ≥ from < and >

Change the subject of a formula in cases where the subject only appears once.

Plot graphs of linear functions in which y is given explicitly or implicitly in

terms of x. Find the gradient of linear graphs.

Draw and interpret graphs modelling real situations, which may be non-linear,

including simple quadratic graphs.

Generate points and plot graphs of simple quadratic functions and use these to

find approximate solutions of simple related equations.

Use and generate formulae. Substitute positive and negative numbers into a

formula or an expression.

Set-up and solve linear equations with integer coefficients. This will include

equations in which the unknown appears on both sides of the equation, or with

brackets.


Geometry and Measures: Use: kilometres, metres, centimetres and millimetres; kilograms and grams; litres

and millilitres. Convert measurements from one metric unit to another. Interpret

scales on a range of measuring instruments.

Make sensible estimates of a range of measures in everyday settings.

Measure and draw angles to the nearest degree. Identify acute, obtuse, reflex and

right angles. Recall and use properties of angles at a point, angles at a point on a

straight line (including right angles), perpendicular lines and opposite angles at a

vertex.

Recognise regular polygons (pentagon, hexagon, octagon). Recognise simple

solids (cube, cuboid, sphere, cylinder, cone). Recognise the terms circle, centre,

radius, diameter and circumference. Recognise types of triangle (isosceles,

equilateral, scalene).

Find the perimeter of straight-sided shapes. Find areas of irregular shapes and

volumes of simple solids. Find the area of a rectangle.

Use and interpret street plans and simple maps, including: simple grid references

(of the form A6, J3 etc), left and right, clockwise and anticlockwise and compass

directions.

Recognise and complete reflection symmetry of 2-D shapes.

Understand and use the angle properties of triangles, including equilateral,

isosceles, right-angled and scalene triangles.

Understand that the sum of the interior angles of a quadrilateral is 360° and how

this result is obtained. Use this angle property of a quadrilateral.

Find the volumes of cubes and cuboids, recalling the formula. Calculate volumes

of shapes made from cubes and cuboids.

Recall the geometric properties and definitions of the special types of

quadrilateral, including square, rectangle, parallelogram, trapezium, kite and

rhombus.

Construct and interpret maps and scale drawings, including estimating distances

and areas. Understand and use bearings to specify direction.

Recognise and visualise the rotation symmetry of 2-D shapes. Identify the order

of rotation symmetry. Complete shapes and patterns to give a specified order of

rotation symmetry.

Understand and use the angle properties of parallel and intersecting lines.

Construct triangles and other 2-D shapes using a ruler and a protractor, given

information about their sides and angles. Use a straight edge and a pair of

compasses to do constructions. Construct inscribed regular polygons. Construct

nets of cubes, regular tetrahedra, square-based pyramids and other 3-D shapes.

Recall the meaning of circle, chord, tangent, arc, sector and segment. Recall and

use the formulae for the circumference and the area of a circle.

Recall and use the formula for the area of a parallelogram and a triangle. Use the

formula for the area of a trapezium. Calculate perimeters and areas of shapes

made from triangles and rectangles. Find the surface area of simple solid shapes

using the area formulae for triangles and rectangles.

Use 2-D representations of 3-D shapes, including plans and elevations.

Transform triangles and other 2-D shapes by rotation, reflection, or translation

using column vectors. Recognise and visualise rotations, reflections and

translations. Understand the properties preserved by these transformations;

understand the congruence of these transformations.


Recognise that a measurement given to the nearest whole unit may be

inaccurate by up to one half of a unit in either direction.

Understand and use rates and compound measures, for example speed, density,

rate of flow.

Calculate and use the sums of the interior and exterior angles of polygons, for

both regular and irregular polygons.

Understand, recall and use Pythagoras’ theorem in 2-D contexts.

Calculate the surface area and volume of right prisms, including cylinders.

Convert between measures for area or for volume/capacity, for example

between mm2 and cm

2 or between cm

3 and litres.

Construct loci to show paths and shapes. Use straight edge and a pair of

compasses to produce standard constructions, including the midpoint and

perpendicular bisector of a line segment and the bisector of an angle.

Recognise, visualise and construct enlargements of objects using positive

integer scale factors and a centre of enlargement. Identify the centre and the

scale factor of an enlargement. Understand the implications of enlargement for

perimeter/length.

Transform 2-D shapes by simple combinations of transformations.


Statistics: Understand and use the vocabulary of probability, including terms such as ‘fair’,

‘evens’, ‘certain’, ‘likely’, ‘unlikely’ and ‘impossible’. Understand and use the

probability scale.

Find all possible ways of listing up to four objects.

Calculate the mean, median, mode and range of discrete data.

Draw and interpret simple frequency tables, charts, pictograms and bar charts

for discrete data.

Extract and use information from common two-way tables including timetables.

Understand and use measures of probability from equally likely outcomes. List

all outcomes for two successive events in a systematic way and derive related

probabilities.

Use and interpret the statistical measures: mode, median, mean and range for

discrete and continuous data, including comparing distributions.

Construct and interpret pie charts.

Interpret graphs representing real data, including recognising misleading

diagrams.

Identify different mutually exclusive outcomes and know that the sum of the

probabilities of all these outcomes is 1.

Identify the modal class of grouped data. Calculate the mean of grouped

discrete data.

Draw and interpret a wide range of graphs and diagrams for discrete and

continuous data, including frequency polygons and stem and leaf diagrams.

Compare distributions and make inferences, using the shapes of the

distributions and measures of average and range.

Design and use two-way tables for discrete and grouped data.

Design and criticise questions for use in a survey, taking possible bias into

account.

Understand and use estimates of probability from theoretical models or relative

frequency. Compare experimental data and theoretical probabilities.

Understand that if an experiment is repeated, the outcomes may - and usually

will - be different, and that increasing the sample size generally leads to better

estimates of probability and population characteristics.

Calculate the mean from grouped continuous data.

Draw and interpret scatter graphs for discrete and continuous variables,

including using and understanding lines of best fit. Understand the vocabulary

of correlation, including: positive, negative and zero correlation; weak, strong

and moderate correlation. Look at data to find patterns and exceptions.


Media Studies Language:

Forms and conventions of TV news

Format of TV news programmes

Mise-en-scene (studio set, stories, anchors)

Prioritisation of news stories

Impartiality and bias

Relationship between visual footage, graphics,

commentary

Effect of voice-over on visual footage

The role of the “studio expert”

Institutions: Competition between news channels

Public Service Broadcasting remit

Responsibility of broadcasters

Regulations

Press releases

Freelance journalists

News agencies

Live reporting

Audience: Demographics

Age

Gender

Consumer types

Social interaction

Hierarchy of Needs

Uses and Gratifications Theory

Dwindling audiences

Balance between informing and entertaining

Why do teenagers not watch TV news?

Representation: Balance and neutrality

Reporting ‘as it happens’

Gender

A news report as “a version of an event”

Selection of visuals, voice-over, presenter lead-in, expert comments

Values and attitudes

Race

Nationality


MFL Self, family and friends:

Greetings and feelings

Days of the week

Numbers to 100

Age

Birthday inc. months

Items in a schoolbag

Understanding m/f nouns

Spanish connectives

Colours and adjectival agreement

Saying where I live and which languages I speak

Describing physical appearance and personality

Family members

Spanish question words

Opinion phrases and reasons

Free-time activities: General hobbies; going out with friends, playing video games

Using a computer

Music

TV

Cinema

Sports

Time phrases

Present tense verbs (1st person) inc. jugar/ tocar and practicar

Soler paradigm

Morning/afternoon/evening

Holidays: Countries

Seasons

Types of holidays

Holiday activities

Present tense verbs (3rd

person)

Transport

‘lo’

Key structures (hay, tiene, se puede)

Places in a town

Comparative language

Narrative language


Music ‘And the Glory of the Lord’- Handel

‘Symphony no 40 in G minor first movement’ - Mozart

‘Prelude no. 15 in Db’ - Chopin

‘Peripetie, op.16’ - Schoenberg

‘Something’s Coming’- Bernstein

‘All Blues’ - Davis

‘Why does my Heart feel so bad’ - Moby

‘Chuir M’Athair Mise Dhan Taigh Charraideach’ - Capercaille

‘Yiri’ - Koko

PE Age&Gender, Disability, Environment, Physique, Risk & Challenge, Training (funds)

Fatigue, Stress, Injuries & Precautions, Aerobic and Anaerobic Respiration, Leisure

and Recreation

Difference between Health and Fitness, Components of fitness, Skeletal & Muscular

systems

Methods of Training, Principles of training, Training Zones, Thresholds, Reps/Sets

Diet – special diets for exercise and performance, balanced diet, effects of poor diet

on health & fitness

National Curriculum Requirements, Healthy School Programme, Sport England,

NGB’s, Youth Sport Trust, The Dame Kelly Homes Legacy

Extra-Curricular Provision, Cultural and Social Influences on participation

Sponsorship, Media, Role models, Technology

RE Unit 2: - Religion and life issues

(Choose 4 out of the following 6)

Religion and animal rights

Religion and planet earth

Religion and prejudice

Religion and early life

Religion, war and peace

Religion and young people

Unit 3: - Religion and morality


Religious attitudes to matters of life

Religious attitudes towards the elderly and death

Religious attitudes towards drug abuse

Religious attitudes towards crime and punishment

Unit 4: - Religious philosophy and ultimate questions


The Existence of God

Revelation

Immortality

Evil and Suffering


Science Biology Unit 1 -

Diet and Exercise: Balanced diet & exercise.

Developing world (deficiency diseases, irregular periods, infection).

Developed world (Cholesterol, arthritis, diabetes, high blood pressure, heart disease)

The effect of excess salt & processed foods.

How our bodies defend themselves against infectious disease: Treatment (painkillers, antibiotics, MRSA, Semmelweiss).

Vaccination (MMR, pros, cons, epidemics, pandemics, immunity).

Natural defences (ingesting, antibodies, white blood cells, antitoxins).

Growth of Microbe cultures

Nerves and Hormones:

Receptors

Nervous System (reflex pathways).

Synapses

Control in the human body: Homeostasis (control of internal conditions)

Fertility hormones

Use of hormones in contraceptives

Use of hormones in fertility drugs and IVF

Control in plants: Plant hormones and tropisms and the use of plant hormones

Drugs: Drug development (trials, thalidomide).

Recreational drug use (effect of nicotine, alcohol, cannabis, withdrawal, addiction).

Medical drugs (statins).

Performance enhancing drugs

Adaptations: How animals and plants can be adapted for a particular habitat (extremophiles).

Adaptations to deter predators.

What animals and plants compete for?

Environmental change: Indicators of air and water pollution

Energy in Biomass: Draw & interpret pyramids of biomass.

Energy flow through food chains.


Decay process: Recycling substances in the environment (death, decay, microbes).

Conditions needed for microbes to decay at optimum rate (warm, moist, lots of oxygen linked to

rate of respiration, reproduction & metabolism.

The Carbon Cycle: Carbon Cycle (photosynthesis, respiration, combustions, decay, death, feeding).

Why organisms are different

Know what is meant by, chromosome, gene, DNA gamete, mutation.

Genetic variation

Be able to judge in terms of economic, social and ethical issues.

Reproduction: Differences between asexual and sexual reproduction.

Cloning including tissue culture and cuttings, fusion cell and embryo transplant.

Genetic engineering

Evolution: Natural selection.

How fossils provide evidence for evolution.

Know reasons why animals and plants have become extinct.

Suggest reasons why Darwin’s theory was gradually accepted.


Biology Unit 2: Dual Award –

Cells and simple transport:

Label plant & animal cells.

Know the function of each part (nucleus, cytoplasm, cell membrane, ribosomes,

mitochondria, cell wall. chloroplasts, vacuole).

Specialised cells.

Diffusion (high to low concentration).

Tissues, organs and organ systems: Know link between cells, tissues and organ systems

Know examples of tissues (muscular, glandular and epithelial)

Role of organ systems and example of digestive system

Plant organs and examples of tissues (epidermal, mesophyll, xylem and phloem)

Photosynthesis: Photosynthesis (equation, rate, limiting factors).

Organisms and their environment: Physical factors that may affect organisms (temperature, availability of nutrients etc)

Random sampling with quadrats and sampling along a transect

Biology Unit 2: Option –

Cells and simple transport: Label plant & animal cells.

Know the function of each part (nucleus, cytoplasm, cell membrane, ribosomes,

mitochondria, cell wall. chloroplasts, vacuole).

Specialised cells.

Diffusion (high to low concentration).

Tissues, organs and organ systems: Know link between cells, tissues and organ systems

Know examples of tissues (muscular, glandular and epithelial)

Role of organ systems and example of digestive system

Plant organs and examples of tissues (epidermal, mesophyll, xylem and phloem)

Photosynthesis: Photosynthesis (equation, rate, limiting factors).

Uses of glucose

Mineral salts/ions (nitrates, magnesium, deficiency symptoms.

Organisms and their environment: Physical factors that may affect organisms (temperature, availability of nutrients etc)

Random sampling with quadrats and sampling along a transect


What are enzymes & what are some of their functions? Biological catalysts (proteins, can be denatured, specific, affected by temp & pH).

Role in digestion (amylase, protease, lipase, stomach, liver, bile)

Uses at home (biological detergents).

Uses in industry (baby food, sugar syrup, fructose syrup).

Aerobic and anaerobic respiration: Aerobic respiration (equation, where takes place, why carried out)

Use of energy from respiration

Changes to body during exercise

Anaerobic respiration (equation, when and why carried out, disadvantages of)

Which human characteristics show a simple pattern of inheritance? Mitosis/asexual & Meiosis/sexual (copy chromosomes, cell division).

Genetic diseases (Polydactyly, cystic fibrosis).

Mendel.

DNA, amino acids, proteins, genes and chromosomes

Social & ethical issues of stem cells and screening.


Chemistry Unit 1&2 –

Atoms: Atoms, elements and the periodic table.

Symbols of elements.

Structure of atoms.

Atomic number and mass number.

Electronic structure.

The Periodic Table: The properties of elements in the same group.

The structure and properties of Group O

Chemical Reactions: Compounds are formed when atoms join together (ionic and covalent compounds).

Word and symbol equations.

Conservation of mass.

Limestone and building materials: Limestone - environment, social and economic factors.

Evaluation of building materials

Calcium Carbonate: Limestone is quarried.

Thermal decomposition of calcium carbonate and other carbonates.

Production of calcium hydroxide and neutralisation.

Limewater and its uses.

Reaction of carbonates with acids and acid rain.

Manufacture of cement and its use in mortar and concrete.

Metals and their uses: Metal ore extraction and recycling metals - environment, social and economic factors.

Extracting metals: Ores, viability, concentration and purification.

Unreactive metals such as gold.

Extraction by reduction using carbon (blast furnace).

Electrolysis for the extraction of metals such as aluminium.

Purification of copper by electrolysis.

Phytomining and bioleaching.

Copper can be obtained by electrolysis or displacement.

Extraction of Aluminium and titanium is expensive.

The reasons for the recycling of metals.


Alloys: Blast furnace iron.

The making of steels, the types of steels and their main properties.

The reason why most everyday metals are alloys.

Properties and uses of metals: Transition metals their properties and uses.

The specific properties that make copper, aluminium and titanium useful.

Crude oil: Crude oil is a mixture that can be separated by fractional distillation.

Crude oil is made up of saturated hydrocarbons (alkanes – general formula).

Hydrocarbons: Alkanes, general formula, details of fractional distillation, size of molecules and uses as fuels.

Useful substances from crude oil.

Cracking and alkenes. Know ethene and propene. Recognise == is a double bond. General

formula and structural formula.

Alkenes react with bromine water – change from orange to colourless.

Polymers: Polymerisation. Monomers to polymers. Poly(ethene) and poly(propene).

New uses of polymers.

The reasons why most polymers are not biodegradable and the developments of cornstarch polymers.

Ethanol: Hydration of ethene, fermentation and word equation for fermentation.

Vegetable oils: Extraction from seeds and nuts. Used as food, fuels and the supply of energy and nutrients. The

high boiling point of oil and the use of oils in cooking.

Emulsions: Emulsions: their properties and uses.

Hydrophilic/Hydrophobic….HT

Saturated and unsaturated oils: Contain carbon - carbon double bonds and detected by adding bromine water.

Unsaturated oils can be hardened by hydrogenation, Conditions and advantages.

Earth’s crust: Structure, plates, convection currents, radioactive decay and speed of movement.

Earthquakes and volcanoes – sudden movements - difficult to predict.


Earth’s Atmosphere: Atmosphere for the last 200million years.

First billion years, the gases, formation of oceans.

The different theories of atmospheric change.

The theories of how life was formed, including the hydrocarbon/ammonia/lightning idea.

Plants produce atmospheric oxygen.

Carbon was trapped in sedimentary rocks as carbonate rocks and fossil fuels. Seawater as

a store of carbon dioxide.

Fossil fuels and global warming

Fractional distillation of air….HT

Atomic Structure: Know the subatomic particles that make up an atom.

Recognise and state the charges and masses of each sub atomic particle.

Identify an isotope as being an atom that contains the same number of protons but

different numbers of neutrons.

Ionic Bonding: Know that Metal elements react together with non-metal elements to form ionic

compounds by gaining or losing electrons (ionic bonding).

Describe ionic bonding in terms of strong electrostatic forces of attraction between

oppositely charged ions.

Explain why ionic substance has high mpt and bpt/conduct electricity when dissolve or

molten based on the bonding.

Construct dot and cross diagrams for ionic compounds (magnesium oxide and calcium

chloride.

Be able to write the formula of an ionic compound from its ions.

Rates of Reaction: Know that the rate of reaction can be measured using the amount of reactant used or

the amount of product formed over time. Know how this is represented in an equation.

Define collision theory.

State how changing the temperature, concentration, pressure and surface area of

reactants can affect the rate of a chemical reaction.

Describe how changing the temperature, concentration, pressure and surface area of

reactants can affect the particles in a reaction.

Define the term ‘catalyst’ and state why they are added to chemical reactions.

Describe why catalysts are used in industrial reactions and be able to explain the

advantages and disadvantages of using them.

Be able to suggest a suitable set of equipment, method and risk assessment for

carrying out an experiment to determine if changing one of the named factors will

affect the rate.

Be able to interpret graphs showing the amount of product formed (or the reactant

used up) against time.


Chemistry Unit 1&2: [Extra for Option] -

Covalent Bonding: Define covalent bonding as a shared pair of electrons between atoms.

Draw dot and cross diagrams for simple covalent compounds (H2, Cl2, HCl and H2O).

Describe covalent bonds as very strong.

Explain that in simple covalent compounds the molecules are held together by weak

intermolecular forces and leads to them having low melting/boiling points.

Giant covalent structures such as diamond, graphite, fullerenes and silicon dioxide are

made lots of strong covalent bonds and have high melting/boiling points.

Know why diamond is hard and graphite is slippery.

Describe why graphite can conduct electricity but other macromolecules can’t.

Recall structures of fullerenes (large hexagonal ring structures of carbon atoms)

Be prepared to describe their uses based on above info- comprehension type questions

where much info is given in the question.

Metals: Know that the atoms in metals are closely packed together and arranged in layers this

causes them to be malleable.

Describe how the positively charged ions are held by the electrons from the outermost

shell of each metal atom.

Describe how delocalised electrons are free to move throughout the giant metallic

structure and allow metals to conduct electricity.

Define shape memory alloys.

Polymers: Know that the monomers and the reaction conditions can change the properties of the

polymers made.

Recognise diagrams of thermosetting and thermo-softening polymers and describe

properties in relation to cross links.

Nanoscience: Define nanoscience as the study of small particles (1-100nm in size)

Identify some uses of nanoscience.

Relate the properties to the fact that they have high surface area to volume ratio.

Evaluate the development and application of nanoparticles – be able to identify benefits

and risks of using nanoparticles.

Acids and Alkalis: Know which ions make solutions acidic and alkaline and that the level of acidity or

alkalinity can be measured using the pH scale.

Define the terms, acid, alkali and base.

State a definition of neutralisation and be able to write the ionic equation.

Recall the general word equations for reactions of bases with acids.

Be able to suggest a method for making a named salt (including names of reactants

used)


Physics Unit 1 –

The Transfer of Energy by heat & Factors that Affect the Rate of Transfer: Compare Conduction, Convection, and Radiation – know how to ‘spot’ when heat

travels in these ways

Know how the vacuum flask stops/limits Conduction, Convection & Radiation

Understand how everyday appliances may lose/gain energy by Conduction, Convection

or Radiation

Be able to compare the effectiveness of insulation

(including ‘U’-Values: Smaller ‘U’ Value the better insulator is it)

Be able to consider cost effectiveness of materials to insulate in terms of ‘payback times’

Be able to evaluate different materials in terms of their ‘specific

heat capacity’ (e.g. oil-filled radiators/energy storage heaters)

Infrared Radiation: Understand Infra-Red (radiant heat energy) does NOT require particles – it is a

‘wave’ of energy

Know that the Sun’s heat energy gets to us by Infra-Red (radiant heat) through Space

Absorption

Reflection

Emission

Examples of where this occurs

How temp difference affect the rate of emission/absorption

Kinetic Theory: Using Kinetic theory to explain different states of matter

Knowing how to use Kinetic theory to explain how matter changes form one state

to the next: What happens to particles when they ‘gain energy’?

Be able to recognise simple diagrams of a particle model of Solids/Liquids/Gases

Energy transfer by Heating: Understand that Conduction & Convection require ‘particles’

Be able to explain Conduction & Convection using particles & Kinetic theory

Understand (be able to explain) that metals are good ‘conductors’ of heat because

they move heat by ‘mobile (or free) electrons as well as transfer by vibrating particles

Be able to use Kinetic Theory to explain evaporation

Know the factors that can affect the ‘rate’ of heat transfer including: temperature

difference/surface area & volume/material from which the object is made/the

nature of the surface with which the object is in contact with (e.g. fluid or solid)

Be able to explain how the design (or make/shape) of an object can affect how good it is

at transferring heat (e.g. elephant ears/cooling fins on the back of a fridge)

Heating & Insulating Buildings: Be able to compare the effectiveness of insulation

(including ‘U’-Values: Smaller ‘U’ Value the better insulator is it)

Solar panels can be used to heat water for a building

Know what Specific Heat Capacity is & how it is calculated (E=mcΘ)


Appliance transferring Energy: Compare efficiency & cost effectiveness

Know about methods to reduce energy ‘consumption’

Be able to describe energy transfer & spot ‘wasted’ energy

(particularly with common electrical appliances)

Interpret & draw a Sankey Diagram

Energy Transfer & Efficiency: Know that Energy Cannot be created or destroyed – it is only transferred usefully,

stored or dissipated

Understand that when energy is not usefully transferred it is ‘wasted’

Know that wasted energy is transferred to the surroundings (environment) and

becomes spread out & therefore less useful

Be able to calculate the efficiency of an energy transformation (as a % or decimal)

The usefulness of Electrical Appliances: Be able to compare advantages & disadvantages of different electrical appliances

Be able to consider the implication of ‘no electricity’

Transferring Electrical Energy: Know examples of transfers from everyday electrical appliances (e.g. a kettle/radio/TV)

& be able to explain which energy changes to what & what is ‘wasted’

Know that an appliance transfers more energy the longer it is switched on

Be able to calculate the amount of energy an appliance transfers using the

equation E = P x t

Understand that the ‘costing’ of electricity involves the same equation as above

to find ‘energy’, only kWh are calculated (where 1 kWh=1 unit of electricity)

Know how to calculate ‘cost’ of electricity transferred (by appliance & by

reading a ‘meter’)

Methods we use to generate Electricity:

Be able to evaluate different methods of electricity generation

Have an understanding of costs/start-up times/decommissioning/reliability of

different methods of electricity production

Be able to evaluate ways of matching supply with demand (pumped–storage power stations)

Be able to compare adv & disadv of overhead and underground power cables

cables


Generating Electricity: Understand that most electrical energy generation involves spinning a generator &

that (in most cases) this is done with steam driving a turbine

Know which energy sources that can be employed to generate heat to adv/disadv. of

each (e.g. burning fossil fuels/burning bio-fuels/ uranium & plutonium (nuclear fission)

Understand that wind & water can drive turbine directly & adv/disadv. of different

methods of this (e.g. Hydroelectric/Tidal/Wind farms)

Understand & be able to explain the effects on the environment of these methods of

electricity production (e.g. pollution/waste/noise & visual/destruction of habitats)

Know that CO2 release (burning) can increase the greenhouse effect & understand

what ‘carbon capture’ is

The National Grid: Understand what the National Grid is, and its function

Be able to label the essential parts of the National Grid

Understand why transformers are used in the National Grid (stepping UP voltage reduces

Current & therefore less energy is ‘wasted’ in the power lines as heat)


The use of waves for communication and to provide evidence that the

Universe is expanding: Be able to consider the use of different types of waves

(sound/light/microwaves/radio & infrared waves) for communication

Be able to evaluate the possible risks involving the use of mobile phones

Be able to consider the limitations of the model that scientists use to explain how

the Universe began & why the Universe continues to expand

The general properties of waves: Know that waves may be ‘transverse’ or ‘longitudinal’ and how waves move with

respect

to the direction that the energy moves

Know that Electromagnetic waves are transverse

Know that Sound waves are longitudinal

Know that Mechanical waves could be Transverse or Longitudinal

Know that all EM waves travel at the same speed through a vacuum [space] -

speed of light

Know about the EM spectrum and be able to explain the waves in the spectrum,

referring to frequency and wavelength

Know that Longitudinal waves show areas of compression and rarefraction

Know what reflection, refraction & diffraction are and be able to explain how the

best

diffraction happens when the wavelength is the same as the gap the wave moves

through

Be able to explain how waves are refracted at the ‘interface’ around the ‘normal

line’

Be able to describe and label the: frequency; wavelength and amplitude of a wave

Be able to use the wave equation:

V=f x l Know that:

v (speed, measured in meters per second (m/s))

f (frequency, measured in Hertz (Hz))

l (wavelength, measured in meters (m))

Know that radio/microwaves/infrared/& visible light can be used for

communications

Be familiar with situations which waves are typically used & possible hazards.

Such as:

Radio waves – TV/Radio (including effects from diffraction)

Microwaves – mobile phones/satellite TV

Infrared – remote controls

Visible light – photography


Reflection: Know what a ‘normal’ line is for & how it is used

Know & be able to use ‘The angle of incidence = Angle of reflection’

Be able to describe a mirror image as ‘virtual’, ‘upright’ & ‘laterally inverted’

Be able to construct ray diagrams

Sound: Understand that sound wave are ‘vibrations’ in a medium that humans can ‘hear’

Know the range of human hearing is 20-20,000Hz

Know that sound waves are ‘Longitudinal waves’

Understand that ‘pitch’ is determined by the wave ‘frequency’

Understand that ‘loudness’ is determined by the wave ‘amplitude’

Know that reflected sounds are ‘Echoes’

Red-Shift: Know what the Doppler Effect is & how it works

Understand that distant Galaxies emit light that has an observable increase in its

wavelength – this is the Doppler Effect at work, it is known as Red Shift and

evidences that fact that these Galaxies are moving away from us

Understand that that Red Shift provides evidence of the ‘Big Bang’ theory

Know what CMBR is (Cosmic Microwave Background Radiation) is, and how we

evidence it Understand that the Big Bang’ theory is the only theory that can explain CMBR

Physics Unit 2:–

Resultant forces: Know the effect of a non-zero resultant force on an object in motion.

Know the effect on an object at rest if the resultant force is zero.

Be able to calculate resultant force if 2 forces are acting in a straight line.

Know that forces are measured in Newtons (N).

Know that whenever two bodies interact, the forces they exert on each other are equal

and opposite.

Know that a number of forces acting on a body may be replaced by a single force which

has the same effect on the body as the original forces all acting together. This is called

the resultant force.

Know that if the resultant force acting on a stationary object is zero it will remain

stationary. All forces must be balanced.

Know that if the resultant force acting on a moving object is zero it will continue to

move at the same speed in the same direction. The forces must be balanced.

Know that if the resultant force acting on a stationary object is not zero the object will

accelerate in the direction of the resultant force. The forces are unbalanced.

Know that if the resultant force acting on a moving object is not zero the object will

accelerate in the direction of the resultant force. The forces are unbalanced.

Know that when a vehicle travels at a steady speed the frictional forces balance the

driving force.

Know that the faster the speed of a vehicle the greater the breaking distance needed to

stop it in a certain direction.


Forces and Motion: Be able to calculate the acceleration of an object using

Or

Be able to recognise when an object is stationary or travelling at a steady speed from a

distance-time graph.

Know that the slope of a distance-time graph represents speed. (The steeper the graph

the faster the speed!)

Higher: Be able to calculate the speed of an object from the slope of a distance-time

graph (in other words, calculate the gradient of the graph).

Know that velocity is speed with direction.

Be able to use the equation:

Or

Be able to recognise when an object is accelerating or travelling at a steady speed from a

velocity-time graph

Higher: Be able to calculate the acceleration of an object from the slope of a velocity-

time graph (in other words, calculate the gradient of the graph).

Higher: Be able to calculate the distance travelled by an object by calculating the area

under a velocity time graph.

Forces and Braking: Know that when a vehicle travels at steady speed the resistive forces equal the thrust

force.

Know that most resistive forces are created by Air Resistance.

The greater the speed of a vehicle the greater the braking force needed to stop it in a

certain distance.

Understand that for a given braking force the greater the speed, the greater the stopping

distance

Know that the faster the speed of a vehicle the greater the thinking distance and breaking

distance.


Know that the stopping distance of a vehicle depends on the distance the vehicle travels

during the driver’s reaction time and the distance it travels under the breaking force.

i.e. total stopping distance = thinking distance + breaking distance.

Know that a driver’s reaction time can be affected by tiredness, drugs, distractions and

alcohol.

Understand that when the brakes of a vehicle are applied, work done by the friction

force between the brakes and the wheel reduces the kinetic energy of the vehicle and the

temperature of the brakes increases.

Know that a vehicles breaking distance can be affected by adverse road and weather

conditions and poor condition of the brakes or tyres.

Forces and Terminal Velocity: Know that the faster an object moves through a fluid (e.g. air or water) the greater the

frictional force which acts on it.

Know that a body falling through a fluid (e.g. air or water) will initially accelerate due to

the force of gravity. Eventually the resultant force on the body will become zero and it

will fall at terminal velocity. (Think sky divers!)

Understand why the use of a parachute reduces the parachutist’s terminal velocity.

Be able to interpret velocity-time graphs for objects falling at terminal velocity,

including a consideration of the forces acting on the object.

Be able to calculate the weight of an object using the equation:

Or

Forces and Elasticity: Know that a force acting on an object may cause a change in the shape of the object.

Know that a force applied to an elastic object such as a spring will result in the object

stretching and storing Elastic Potential energy.

Know that for an object that is able to recover its original shape, elastic potential energy

is stored in the object when work is done on the object.

Forces and Energy: Know that when a force causes an object to move through a distance work is done.

Know that: Work done (J) = Energy transferred (J)

Be able to calculate the work done by a force using the equation:

Or

e.g.

The force required to lift a box is 20N. The box is lifted to a height of 4m.

Work done = 20 x 4 = 80J

Know that work done against frictional forces is mainly transformed into heat.

Know that the kinetic energy of an object depends on its mass and speed.


Or

e.g.

A man of 60kg runs at a steady speed of 8m/s. Kinetic energy = ½ x 60 x 82 = 1920J

Know that Gravitational potential energy is the energy that an object has by virtue of its

position in a gravitational field.


Momentum: Know that momentum is a property of moving objects

Be able to use the equation below to calculate the mass, velocity or momentum of a

body involved in a collision or explosion.

Know that momentum has both magnitude (mass) and direction (remember, velocity is

speed in a certain direction).

Know that momentum is conserved in any collision/explosion providing no external

forces act on the colliding/exploding bodies. This is called the Conservation of

momentum.

Be able to use this equation:

Or

(e.g. A man of 60kg climbs 4 metres. GPE = 60 x 9.81 x 4 = 2354.4J)

Physics Unit 2: [Extra for Option] –

Know these symbols:


Static Electricity: Know that when insulating materials (e.g. plastic) are rubbed together they become

electrically charged because negatively charged electrons are rubbed off one material

onto the other.

Know that when two electrically charged objects are brought together they exert a force

on one another. i.e. opposite charges attract and like charges repel

Know that electrical charges can travel easily through some substances e.g. metals

(because they are conductors).

Electrical Circuits: Know that the rate of flow of electrical charge is called current.

Know the units for current (Amps, A) and potential difference (Volts, V).


Or

Know that the potential difference (voltage) between two points in an electric circuit is the work

done (energy transferred) per coulomb of charge that passes between the points.


Or

Know the circuit symbols for the following components.

Know that I-V graphs are used to show how the current through a component varies with the

potential difference across it. (The steeper the graph the lower the resistance.)

Know that the current through a resistor (at a constant temperature) is directly proportional to

the potential difference across it.

Know that the resistance of a component can be found by measuring the current through, and

potential difference across, the component.


Or

(Remember I stands for current!)

Know that the potential difference provided by cells connected in series is the sum of the potential

difference of each cell.

The total p.d. = 9V

Know that the total resistance of a series circuit is the sum of the resistance of each component.

The total resistance of this circuit = 7Ω.


Know that for components connected in series:

there is the same current flowing through each component;

the total potential difference of the supply is shared between the components.

Know that the resistance of a component can be found by measuring the current through and the

potential difference across the component.

Know that for components connected in parallel:

the total current flowing through the whole circuit is the sum of the currents through

components connected in parallel;

the potential difference across each component in parallel is the same as the potential difference

across the battery.

Know that the resistance of a filament lamp increases as the temperature of the filament increases.

Higher: Know how to explain resistance change in terms of ions and electrons.

Know that the current through a diode flows in one direction only. The diode has a very high

resistance in the reverse direction.

Know that an LED emits light when a current flows through it in the forward direction.

Know that the resistance of an LDR decreases as light intensity decreases.

Know that the resistance of a thermistor decreases as the temperature increases.

A Resistor

Current, Charge and power: When an electrical charge flows through a resistor,the resistor gets hot.

Know that the rate at which energy is transformed in a device is called the power:

Or

Know that the power of a device, potential difference and current are related by the

equation:

Or Be able to calculate the current through an appliance from its power and the potential

difference of the supply and from this determine the size of the fuse needed (usually 3A,

5A or 13A).

Higher: be able to use the equation:

Or


Technology Food

Section A: Decorated cakes

Section B: Analysis of food products: sensory and nutritional

Sauce making

Standard components

Cooking temperatures

Testing and profiling products

Ensuring a quality finish

Food labelling

Safe use of equipment

Environmental issues related to food

Graphics

Section A: Promoting Firework safety for Children

Section B: Why Packaging is important inc SIPPP and barcodes.

Harry Beck and Schematic drawings.

Drawing nets and surface developments.

Third angle Orthographic Projection and British Standard Dimensions.

Computer Aided Design

Computer Aided Manufacture

Scale

Die Cutting

Systems and Control

Section A: Robots in the Classroom

Section B: INPUT / PROCESS / OUTPUTS

Block diagrams and feedback loops

Flow diagrams

Component names and symbols

Potential dividers formula

Materials

Testing circuits / prototypes

CAD CAM

PCB production

Logic gates

Solenoids

Health and Safety

Documents

Mock Examination Revision Topicspupils.whitburncofeacademy.org/Curriculum... · Mock Examination Revision Topics English English Language reading and writing skills Of Mice and Men