Oxted School Mock Exam Revision List 2018

Transcription

1 Oxted School Mock Exam Revision List 2018 English: English Language: English Language Paper 1: Explorations in Creative Reading and Writing 1 hour 45 minutes In Section A you will be tested on your reading skills to include: comprehension, extracting information, language and structure analysis and evaluation of writers techniques. In Section B, you will be tested on your creative writing skills, in particular writing to describe or writing the opening part of a narrative, as well as being judged by your technical accuracy (spelling, grammar, punctuation, etc.) English Language Paper 2: Writers Viewpoints and Perspectives 1 hour 45 minutes In Section A, you will be tested on your reading skills to include: comprehension, extracting of implicit and explicit information, summarising information and comparison of viewpoints. In Section B, you will be tested on your creative writing skills, in particular writing to present a point of view, as well as being judged by your technical accuracy (spelling, grammar, punctuation, etc.) Key topics to revise for English language Exams o 19 th century non-fiction- re-read any extracts you have been given in class. Ask your teacher for more examples or visit: - The British Library Archives- - The Guardian archives: o 20 th and 21 st century non-fiction and literary non fiction textsnewspapers, magazine articles, travel journals etc. Read as many as you can, and ask yourself what language has been used, how particular topics have been written about, what perspective the writers have, etc. o Viewpoint and Perspectives: Make sure you fully understand what these words mean and how they can be applied to writing. o Language devices- you will be required to write about the language use in one of the articles in details. You must use correct terminology- nouns, verbs, adverbs, prepositions, similes, metaphors, onomatopoeia etc. Ask your teachers for a full list of devices to learn.

2 o Comparison connectives- You will be required to compare two texts. You must learn and be prepared to use a number of comparison connectives in your writing- on the other hand, although, similarly, likewise, in contrast etc. Ask your teacher for a full list of connectives to learn. o Characteristics of writing to present a point of view- You will be asked to present your point of view on a topic. You must know which devices to use in your own creative writing- rhetorical questions, facts and statistics, emotive language etc. Ask your teacher for a full list of devices to learn. o Characteristics of different genres in creative writing- it is also very important that you know how you should be writing. You need to learn what language is expected for each of these different types of writing- you could be asked to write in any style! Broadsheet newspapers, local newspaper, blog or website entry, radio or TV script, letter, article, etc. Ask your teacher for a full list of writing styles to learn. o Writing to describe/ narrate- It is also important that you learn how to create interesting and engaging creative writing. You need to be able to think quickly, as you will be asked to write based on an image or written stimulus. You should think about key vocabulary, range of devices as well as improving your spelling, grammar and use of punctuation English Literature: English Literature Paper 1: Shakespeare and the 19 th century novel (Macbeth/ Jekyll and Hyde) 1 hour 45 minutes Closed book exam- you cannot take any texts into the exam. In Section A, You will be required to answer ONE question on Macbeth. There will be two parts to the question: A close analysis of an extract (printed in the exam booklet) and then a further question relating to the text as a whole. In Section B, You will be required to answer ONE question on Jekyll and Hyde. There will be two parts to the question: A close analysis of an extract (printed in the exam booklet) and then a further question relating to the text as a whole. Key topics to revise for English Literature Paper 1: o Re-read the set texts- at least 3 times! In your first reading, you should be focussing on understanding plot and characters as well as key themes. In the second reading, you should be making notes and developing these ideas further, paying attention to how the writer is presenting them. In the third and final reading, you should be consolidating your knowledge of the text and looking out for any other subtle ideas that you may have missed. You need to know these texts inside out!

3 o Learn Key quotations: You must be learning the key quotations for important characters and events in your texts. For each main character, you should be looking to learn at least 5 key quotations from different parts of the play or novel. You should also find quotations that ink to key themes or historical context remember- you don t get to take the book into the exam so you need to learn as many as you can. o Lean the spellings of your key texts- For some of the questions, you will also be awarded up to 4 marks for your technical accuracy- spelling, grammar, punctuation, use of paragraphs, etc. Make sure you have learned how to spell the titles of the text, the writer s name, the key characters and settings! o Analysing language- Language devices- you will be required to write about the language use in the texts to present a character or theme. You must use correct terminology- nouns, verbs, adverbs, prepositions, similes, metaphors, onomatopoeia etc. Ask your teachers for a full list of devices to learn. o Contextual information- Make sure you understand the context in which the set texts were written. When were they written? What had happened in the writers lives to influence them? Were there any significant historical events taking place around that time? How the audience would react to the text then compared to a modern audience nowadays. o Practise writing essays/ answers: Try to follow the PEA structure in your answers: Point linking to the question, Evidence to support and analyse, Inference to show hidden meanings and what the quotation may suggest and development for multiple interpretations or additional ideas. Answer sample questions and ask your teacher to mark them and give feedback to you. English Literature Paper 2: Modern texts and Poetry (Blood Brothers OR Lord of the Flies/ Love and Relationships poetry cluster) 2 hour 15 minutes Closed book exam- you cannot take any texts into the exam. In Section A, you will be required to answer ONE question on the set modern text that your class studied. There will be two choices of question to choose from, but you only answer one. There are bullet points to guide your answer and you should try to link your response to all parts of the whole text. In Section B, you will be required to answer ONE question on the AQA poetry anthology cluster that your class studied. This is a comparison question, where the named poem will be printed in your exam booklet, but you will then have to choose another poem (not printed) to compare it to. In Section C, you will be required to answer two questions on an unseen poem, printed in the exam booklet. The first longer form question will be an individual question based on the first unseen poem, which requires close analysis of writer s techniques and ideas. The second, shorter form question provides you with another unseen poem (also printed in exam booklet) and you then have to write a comparison between the two unseen poems.

4 Key topics to revise for English Literature Paper 2: o Re-read the set texts- at least 3 times! In your first reading, you should be focussing on understanding plot and characters as well as key themes. In the second reading, you should be making notes and developing these ideas further, paying attention to how the writer is presenting them. In the third and final reading, you should be consolidating your knowledge of the text and looking out for any other subtle ideas that you may have missed. You need to know these texts inside out! You should be annotating your anthologies and texts with your ideas. o Learn Key quotations: You must be learning the key quotations for important characters and themes in your texts. For each main character or theme, you should be looking to learn at least 5 key quotations from different parts of the play or novel. You should also find quotations that ink to key themes or historical context remember- you don t get to take the book into the exam so you need to learn as many as you can. o Analysing language- Language devices- you will be required to write about the language use in the texts to present a character or theme. You must use correct terminology- nouns, verbs, adverbs, prepositions, similes, metaphors, onomatopoeia etc. A full list of devices to learn is available from FROG. o Contextual information- Make sure you understand the context in which the set texts were written. When were they written? What had happened in the writers lives to influence them? Were there any significant historical events taking place around that time? How the audience would react to the text then compared to a modern audience nowadays. o Practise writing essays/ answers: Try to follow the PEA structure in your answers: Point linking to the question, Evidence to support and analyse, Inference to show hidden meanings and what the quotation may suggest and development for multiple interpretations or additional ideas. Answer sample questions and ask your teacher to mark them and give feedback to you.

5 Maths FOUNDATION: Geometry and Measures I can do this Grade Title 5 Arc lengths and area of sectors Addition, subtraction and 5 multiplication of column vectors Enlargements (including 5 fractional and negative scale factors) 5 Loci 5 Pythagoras 5 Similarity and Congruence 5 Standard constructions 5 Surface Area 5 Trigonometry (SOHCAHTOA) Exact values of tan for 0, 30, 5 45 and 60 Exact values of sin and cos for 0, 5 30, 45, 60 and 90 5 Volume Interior & Exterior Angles in 5 Polygons Converting between units eg. 5 1m 2 = 10,000cm 2 Alternate and corresponding 4 angles Area and circumference of a 4 circle 4 Areas of composite shapes Areas of triangles, trapezia and 4 parallelograms 4 Bearings Identify and apply circle 4 definitions Congruent triangles (SSS, SAS, 4 ASA, RHS) 4 Enlargements and fractional SF 4 Perimeter of 2D shapes Construct and interpret 4 plans and elevations 4 Polygons 4 Solve geometrical problems

6 4 Vector arithmetic 4 Volume of prisms 3 3-D Shapes 3 Congruent and similar shapes Geometrical terminology and 3 diagrams eg parallel lines 3 Measuring lines and angles Identify properties of faces, 3 surfaces, edges and vertices Properties of angles (at a point, 3 on a straight line, vertically opposite) 3 Properties of quadrilaterals 3 Properties of triangles 3 Translations and vectors 3 Using standard units Algebra I can do this Grade Title 5 Cubic and Reciprocal graphs 5 Simultaneous Equations Deduce quadratic roots 5 algebraically Forming an equation to solve a 5 problem Expand the product of two 5 binomials Factorising quadratic 5 expressions including difference of two squares Fibonacci, quadratic and simple 5 geometric sequences Graphical solution to equations 5 Linear equations including 5 unknowns on both sides 5 Plotting Quadratic graphs 5 Interpret real-life graphs 5 Simplify indices 5 Simplify surds

7 Solve linear inequalities in one 5 variable and represent on a number line Writing formulae and 5 expressions 4 Changing the subject 4 Expressions 4 Factorise single bracket 4 Finding the equation of a line 4 Multiplying single brackets 4 nth term of a linear sequence 4 Number machines 4 Substitution 4 Plotting straight line graphs Using "y = mx + c" including 4 parallel lines 3 Coordinates in four quadrants 3 Position to term rules Sequences of square, triangular 3 and cube numbers 3 Using Formulae 2 Collecting like terms 2 Sequences and Rules Statistics I can do this Grade Title 5 Scatter graphs 4 Comparing data using graphs 4 Averages 4 Comparing Distributions 4 Correlation 4 Population 4 Sampling 4 Time series 3 Pictograms 3 Pie Charts 3 Types of data 3 Vertical Line Charts 2 Bar Charts

8 Ratio, Proportion and rates of change I can do this Grade Title 5 Compound Units 5 Gradient & the rate of change Growth and decay (including 5 compound interest) 5 Direct and Inverse Proportion 5 Percentage change 5 Scale factors and similarity Simple Interest and Financial 5 Maths 5 Solve Proportion Problems Compare Fractions, Decimals 4 and Percentages 4 Compare lengths, area, volume 4 Comparing quantities as a ratio Express one quantity as a % of 4 another 4 Problems involving ratio 4 Proportion and ratio 4 Express ratios as fractions 4 Ratio Sharing Convert standard units (time, 3 length, area, volume/capacity, mass) Express one quantity as a 3 fraction of another Use ratio notation, including 3 simplifying ratio Use scale factors, diagrams and 3 maps Number I can do this Grade Title Error intervals using inequality 5 notation 5 Index Laws

9 5 Limits of accuracy Compound measures (mass, 4 length, time, money) 4 Converting metric units 4 Estimation 4 Fractions and percentages Fractions and ratio problems 4 4 Interpret calculator displays 4 Product of prime factors 4 LCM and HCF 4 Multiples and factors Addition/subtraction/division/ 4 multiplication of simple fractions Order of operations (BIDMAS) 4 Powers Square and cube 4 numbers Rounding decimal 4 places/significant figures 4 Standard Form Terminating decimals and 3 fractions Apply written methods of 3 addition/subtraction/division/ multiplication to decimals 3 Listing outcomes 3 Prime numbers 3 Using standard units Apply written methods of 2 addition/subtraction/division/ multiplication to integers Ordering positive and negative 2 integers, decimals and fractions 2 Place value Probability I can do this Grade Title 5 Probability of dependent events

10 5 Probability of independent events The probability of all outcomes sum 4 to 1 4 Relative Frequency 4 Tables and Grids 4 Theoretical Probability 4 Unbiased Samples Using Two Way Tables to represent 4 a problem with two variables eg. Male/Female and Gym/Swim/Run 4 Venn Diagrams 3 Frequency Trees Probability of equally likely 3 outcomes Exam details: Edexcel GCSE Mathematics A - Foundation Exam Dates: Paper 1 (non-calc) Thursday 24 th May 2018 AM Paper 2 (calc) Thursday 7 th June 2018 AM Paper 3 (calc) Tuesday 12 th June 2018 AM All papers 90 mins each Start your revision with the topics with non-calculator signs next to them for the first paper. These are the topics more likely to appear on that paper. Maths HIGHER: Algebra

11 I can do this Grade Title Approximate solutions to equations 9 using iteration. 9 Equation of a circle 9 Equation of a tangent 8 Proof 8 Gradients and area under a graph 8 Graphs of sine, cosine and tan Quadratic equations (completing 8 the square) Solving Equations containing 8 algebraic fractions 7 Composite functions Approximate solutions to equations 7 using iteration. Expand multiple brackets 7 (x+3)(x+2)(x+5) Factorising difficult quadratic 7 expressions (2x 2 + 7x + 5) 7 Geometric Sequences 7 Graphs of exponential functions Quadratic equations (needing rearrangement) 7 7 Solving using the Quadratic Formula Simultaneous equations (nonlinear) eg. 7 y = x and y = x Solve quadratic inequalities Transformations of Graphs 7 (Reflections & Translations) Turning points & completing the 7 square Expanding double brackets 7 containing surds 7 Rationalising Surds 6 Algebraic fractions Identifying parallel lines 6 eg. y = 3x is parallel to y = 3x Inverse functions 6 Linear inequalities in two variables

12 6 nth term of a quadratic sequence Quadratic equations (factorisation) 6 Using a graph to solve a quadratic 6 equation 6 Represent linear inequalities 6 Simultaneous equations (linear) 6 Simplify surds Forming an equation to solve a 5 problem Knowing the difference between an 5 identity, expression, and equation 5 Cubic and Reciprocal graphs Deduce quadratic roots 5 algebraically 5 Equation of a line, using y = mx+ c Expand the product of two 5 binomials 5 Factorising quadratic expressions Fibonacci, quadratic and simple 5 geometric sequences 5 Graphical solution to equations 5 Inequalities on number lines 5 Linear equations 5 Plotting Quadratic graphs 5 Reciprocal real-life graphs 5 Solve linear inequalities 5 Writing formulae and expressions 4 Changing the subject 4 Collecting like terms 4 Expressions 4 Factorise single bracket 4 Finding the equation of a line 4 Plotting straight line graphs Solving linear equations one 4 unknown 4 Multiplying single brackets 4 nth term of a linear sequence 4 Number machines 4 Substitution

13 Geometry and Measures I can do this Grade Title 8 Circle theorems 8 Vectors 8 Pythagoras & Trig in 3D 7 Area of a triangle (½abSinC) 7 Cosine Rule 7 Sine Rule 7 Similarity in Areas & Volumes Knowing Trig ratios 7 eg. Sin30 = Combined transformations 6 Congruence (SAS, SSS, ASA) 6 Similarity in Lengths 5 Arc lengths and sectors Compound Measures (Density, 5 Pressure) Enlargements (including 5 fractional and negative scale factors) 5 Loci 5 Trigonometry (SOH CAH TOA) 5 Standard constructions 5 Surface Area Interior & Exterior Angles in 5 Polygons Converting between units eg. 1m 5 2 = 10,000cm 2 4 Pythagoras Alternate, corresponding and cointerior angles 4 4 Area of a circle 4 Circumference of a circle 4 Areas of composite shapes Areas of triangles, trapezia and 4 parallelograms 4 Perimeter 4 Plans and elevations 4 Volume

14 Statistics I can do this Grade Title Knowing that Compare means 7 compare an average and a range (one of which must be in context) 7 Histograms 7 Stratified Sampling 6 Box Plots 6 Cumulative frequency 6 Quartiles and Interquartile Range Working backwards from the Mean 6 to solve a problem Estimating the Mean from a data 5 table Finding the Median, Mode and 5 Range from a data table 4 Scatter graphs & Correlation Knowing that you cannot 4 extrapolate beyond the range of the data on a scatter graph 4 Comparing data using graphs 4 Frequency Polygons 4 Distance-Time Graphs Probability I can do this Grade Title 7 Conditional Probability 6 Tree Diagrams Probability of dependent events 5 Probability of independent events 5 5 Relative Frequency The probability of all outcomes 4 sum to 1 4 Theoretical Probability 4 Unbiased Samples Using Two Way Tables to 4 represent a problem with two

15 Number I can do this variables eg. Male/Female and Gym/Swim/Run 4 Venn Diagrams Grade Title 8 Surds Index Laws (negative and 7 fractional) 7 Recurring Decimals 7 Upper and lower bounds 6 Product of prime factors 5 Error intervals 5 Index Laws 5 Standard Form 5 Compound and simple interest Add, subtract, multiply and 4 divide fractions Estimating (by rounding to 1sf) 4 4 Fractions and percentages 4 Fractions and ratio problems 4 LCM and HCF 4 Multiples and factors Converting between mixed 4 numbers and improper fractions Order of operations (BIDMAS) 4 4 Rounding Converting between terminating 4 decimals, fractions and percentages Ratio, Proportion and rates of change I can do this Grade 8 Title Gradients and the rate of change eg. Knowing that acceleration is represented by the gradient on a velocity-time graph

16 7 Direct and inverse proportion 6 Gradient & the rate of change 6 Growth and decay 5 Percentage change 5 Solve Proportion Problems Compare Fractions, Decimals 4 and Percentages 4 Comparing quantities as a ratio 4 Division of a quantity as a ratio Express one quantity as a % of 4 another 4 Percentage change 4 Problems involving ratio 4 Proportion and ratio 4 Ratio Sharing Exam details: Edexcel GCSE Mathematics A - Higher Exam Dates: Paper 1 (non-calc) Thursday 24 th May 2018 AM Paper 2 (calc) Thursday 7 th June 2018 AM Paper 3 (calc) Tuesday 12 th June 2018 AM All papers 90 mins each Note: The topics in the new GCSE are not individually graded in terms of difficulty. Iteration and composite functions should be good topics for all candidates to gain marks on, as they can be learnt with a little practice. There may be other topics that you find easy but are graded highly above. Therefore, the grading stated above are merely our estimations of difficulty, not of what you are capable of. Attempt every question.

17 Science: BIOLOGY Biology GCSE (9-1) Cell biology Topic Student Checklist R A G Cell structure Use the terms 'eukaryotic' and 'prokaryotic' to describe types of cells Describe the features of bacterial (prokaryotic) cells Demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, inc standard form Recall the structures found in animal and plant (eukaryotic) cells inc algal cells Use estimations and explain when they should be used to judge the relative size or area of subcellular structures Required practical 1: use a light microscope to observe, draw and label a selection of plant and animal cells Describe the functions of the structures in animal and plant (eukaryotic) cells Describe what a specialised cell is, including examples for plants and animals Describe what differentiation is, including differences between animals and plants Define the terms magnification and resolution Compare electron and light microscopes in terms of their magnification and resolution Carry out calculations involving magnification using the formula: magnification = size of image/ size of real object -inc standard form Separate ONLY: Describe how bacteria reproduce and the conditions required Separate ONLY: Describe how to prepare an uncontaminated culture Separate ONLY: Calculate cross-sectional areas of colonies or clear areas around colonies using πr² Separate ONLY: Calculate the number of bacteria in a population after a certain time if given the mean division time Separate & Extension ONLY: Express answers for last two points in standard form

18 Cell division Required practical 2: investigate the effect of antiseptics or antibiotics on bacterial growth using agar plates and measuring zones of inhibition Describe how genetic information is stored in the nucleus of a cell (inc genes & chromosomes) Describe the processes that happen during the cell cycle, including mitosis (inc recognise and describe where mitosis occurs) Describe stem cells, including sources of stem cells in plants and animals and their roles Describe the use of stem cells in the production of plant clones and therapeutic cloning Discuss the potential risks, benefits and issues with using stem cells in medical research/treatments (inc diabetes and paralysis) Transport in cells Describe the process of diffusion, including examples Explain how diffusion is affected by different factors Define and explain "surface area to volume ratio", and how this relates to single-celled and multicellular organisms (inc calculations) Explain how the effectiveness of an exchange surface can be increased, inc examples of adaptations for small intestines, lungs, gills roots & leaves Describe the process of osmosis (inc calculation of water uptake & percentage gain and loss of mass of plant tissue) Required practical 3: investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue Describe the process of active transport, including examples - gut and roots Explain the differences between diffusion, osmosis and active transport Organisation Topic Student Checklist R A G Principles of organisation & Animal tissues, organs and organ systems Describe the levels of organisation within living organisms Describe the digestive system and how it works as an organ system (from KS3) Describe basic features of enzymes (inc rate calculations for chemical reactions) Describe the lock and key theory as a model of enzyme action and explain how the shape a of the active sites makes the enzyme specific Explain the effect of temperature and ph on enzymes

19 Describe the digestive enzymes, including their names, sites of production and actions Describe how the products of digestion are used Describe the features and functions of bile and state where it is produced and released from Required practical 4: use qualitative reagents to test for a range of carbohydrates, lipids and proteins Required practical 5: investigate the effect of ph on the rate of reaction of amylase enzyme Describe the structure of the human heart and lungs (inc how lungs are adapted for gaseous exchange) Explain how the heart moves blood around the body (inc role and position of the aorta, vena cava, pulmonary artery & vein and coronary arteries) Explain how the natural resting heart rate is controlled and how irregularities can be corrected Describe the structure and function of arteries, veins and capillaries Use simple compound measures such as rate and carry out rate calculations for blood flow Describe blood and identify its different components, inc identifying blood cells from photographs/diagrams Describe the functions of blood components, including adaptations to function Describe what happens in coronary heart disease and what statins are used for Describe and evaluate treatments for coronary heart disease and heart failure (inc drugs, mechanical devices or transplant) Recall that heart valves can become faulty and describe the consequences of this Describe how patients can be treated in the case of heart failure Describe health and the explain causes of illhealth and the relationship between health and disease Describe how different types of diseases may interact and translate disease incidence information between graphical and numerical forms Describe what risk factors are and give examples discussing human and financial costs of noncommunicable diseases at local, national and global levels

20 Plant tissues, organs and system Describe what cancer is and explain the difference between benign and malignant tumours Describe the known risk factors for cancer, including genetic and lifestyle risk factors Describe plant tissues (epidermal, palisade mesophyll, spongy mesophyll, xylem, phloem and meristem) and describe their functions Explain how the structure of plant tissues are related to their function within the leaf (plant organ) inc stomata and guard cells Recall the plant parts that form a plant organ system that transports substances around the plant Explain how root hair cells, xylem and phloem are adapted to their functions Describe the process of transpiration and translocation including the role of the different plant tissues Explain how the rate of transpiration can be affected by different factors (inc naming the factors) Describe the role of stomata and guard cells in the control of gas exchange and water loss Infection and response Topic Student Checklist R A G Communicable diseases Explain what a pathogen is and how pathogens are spread (inc how viruses, bacteria, protists and fungi are spread in animals and plants) Explain how pathogenic bacteria and viruses cause damage in the body Explain how the spread of diseases can be reduced or prevented Describe measles, HIV and tobacco mosaic virus as examples of viral pathogens Describe salmonella food poisoning and gonorrhoea as examples of bacterial pathogens Describe the signs, transmission and treatment of rose black spot infection in plants as an example of fungal pathogens Describe the symptoms, transmission and control of malaria, including knowledge of the mosquito vector as an example of a protists pathogen Describe defences that stop pathogens entering the human body (inc skin, nose, trachea & windpipe, stomach) Recall the role of the immune system Describe how white blood cells destroy pathogens

21 Monoclonal antibodies Plant disease Describe how vaccination works, including at the population level Explain how antibiotics and painkillers are used to treat diseases, including their limitations Describe how sources for drugs have changed over time and give some examples Describe how new drugs are tested, including pre-clinical testing and clinical trials (inc double blind trials and placebos) Separate & Extension ONLY: Describe what monoclonal antibodies are and why they are useful Separate & Extension ONLY: Describe how monoclonal antibodies are produced Separate & Extension ONLY: Explain how monoclonal antibodies are used for diagnosis, research, chemical testing and disease treatments Separate & Extension ONLY: Evaluate the advantages and disadvantages of monoclonal antibodies (inc side effects) Separate & Extension ONLY: Describe some observable signs of plant disease, and how plant diseases can be identified Separate ONLY: Give examples of plant pathogens Separate ONLY: Give examples of plant ion deficiencies and their effects Separate ONLY: Describe physical, chemical and mechanical defence responses of plants Bioenergetics Topic Student Checklist R A G Photosynthesis Describe what happens in photosynthesis, including using a word equation and recognise the chemical formulas for carbon dioxide, water, oxygen & glucose Explain why photosynthesis is an endothermic reaction Recall the limiting factors of photosynthesis Explain how limiting factors affect the rate of photosynthesis, including graphical interpretation (limited to one factor) Extension ONLY: Explain how the limiting factors of photosynthesis interact, inc graphical interpretation (two/three factors) Extension ONLY: Explain how limiting factors are important to the economics of greenhouses, including data interpretation Extension ONLY: Explain and use inverse proportion in the context of photosynthesis

22 Respiration Required practical 6: investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed Describe how the glucose produced in photosynthesis is used by plants Describe what happens in respiration including using a word equation and recognise the chemical formulas for carbon dioxide, water, oxygen & glucose Describe aerobic and anaerobic respiration with regard to the need for oxygen, the differing products and the relative amounts of energy transferred Recognise the equations for aerobic respiration, anaerobic respiration in muscles and anaerobic respiration in plants and yeast cells. Recall what type of respiration fermentation is and its economic importance. Describe what happens to heart rate, breathing rate and breath volume during exercise and why these changes occur Explain what happens when muscles do not have enough oxygen and define the term oxygen debt Extension ONLY: Explain what happens to accumulated lactic acid in the body Explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, proteins and lipids Explain what metabolism is, including examples Homeostasis and response Topic Student Checklist R A G Homeostasis The human nervous system Describe what homeostasis is and why it is important stating specific examples from the human body Describe the common features of all control systems State the function of the nervous system and name its important components Describe how information passes through the nervous system Describe what happens in a reflex action and why reflex actions are important Explain how features of the nervous system are adapted to their function, including a reflex arc (inc all types of neurone and the synapse) Required practical 7: plan and carry out an investigation into the effect of a factor on human reaction time

23 Hormonal coordination in humans Separate ONLY: State the function of the brain and how it is structured, including identifying he cerebral cortex, cerebellum and medulla on a diagram of the brain Separate ONLY: Describe the functions of different regions of the brain Separate & Extension ONLY: Explain how neuroscientists have been able to map regions of the brain to particular functions Separate ONLY: State the function of the eye and how it is structured, including names of specific parts Separate ONLY: Describe the functions of different parts of the eye, including relating structure to function Separate ONLY: Describe what accommodation is, and how it is carried out Separate ONLY: Explain what myopia and hyperopia are and how they are treated, including interpreting ray diagrams Separate ONLY: Describe how body temperature is monitored and controlled Separate & Extension ONLY: Explain how the body's responses act to raise or lower temperature in a given context Describe the endocrine system, including the location of the pituitary, pancreas, thyroid, adrenal gland, ovary and testis and the role of hormones State that blood glucose concentration is monitored and controlled by the pancreas Describe the body's response when blood glucose concentration is too high Explain what type 1 and type 2 diabetes are and how they are treated Extension ONLY: Describe the body's response when blood glucose concentration is too low Extension ONLY: Explain how glucagon interacts with insulin to control blood glucose levels in the body Describe how water, ions and urea are lost from the body Describe the consequences of losing or gaining too much water for body cells Extension ONLY: Recall that protein digestion leads to excess amino acids inside the body and describe what happens to these Describe how the kidneys produce urine

24 Plant hormones Extension ONLY: Describe the effect of ADH on the permeability of the kidney tubules and explain how the water level in the body is controlled by ADH Describe how kidney failure can be treated by organ transplant or dialysis and recall the basic principles of dialysis Describe what happens at puberty in males and females, inc knowledge of reproductive hormones Describe the roles of the hormones involved in the menstrual cycle (FSH, LH and oestrogen) Extension ONLY: Explain how the different hormones interact to control the menstrual cycle and ovulation Describe how fertility can be controlled by hormonal and non-hormonal methods of contraception (giving specific examples from the spec) Extension ONLY: Explain how hormones are used to treat infertility, inc the steps in IVF Extension ONLY: Evaluate the risks and benefits of fertility treatments Extension ONLY: Describe the functions of adrenaline and thyroxine in the body, and recall where they are produced Extension ONLY: Explain the roles of thyroxine and adrenaline in the body as negative feedback systems Separate ONLY: Describe hormone-linked plant responses, to include phototropism and gravitropism and the role of auxin Separate & Extension ONLY: Describe the functions of gibberellins and ethene in plants Required practical 8: investigate the effect of light or gravity on the growth of newly germinated seedling Extension ONLY: Explain the use of plant growth hormones are used in agriculture and horticulture (auxins, ethene and gibberellins) Inheritance, variation and evolution Topic Student Checklist R A G Reproduction Describe features of sexual and asexual reproduction Describe what happens during meiosis and compare to mitosis Describe what happens at fertilisation Separate ONLY: Explain advantages of sexual and asexual reproduction

25 Variation and evolution Separate ONLY: Describe examples of organisms that reproduce both sexually and asexually (malarial parasites, fungi, strawberry plants and daffodils) Describe the structure of DNA and its role in storing genetic information inside the cell Explain the term 'genome' and the importance of the human genome (specific examples from spec only) Separate ONLY: Describe the structure of DNA, including knowledge of nucleotide units Separate & Extension ONLY: Explain complementary base pairing in DNA Separate & Extension ONLY: Explain the relationship between DNA bases (ATCG), amino acids and proteins Separate & Extension ONLY: Describe how proteins are synthesised on ribosomes, including protein folding and its importance for protein function Separate & Extension ONLY: Explain what mutations are, and the possible effects of mutations Separate & Extension ONLY: Explain what noncoding parts of DNA are, and why they are important Describe how characteristics are controlled by one or more genes, including examples Explain important genetic terms: gamete, chromosome, gene, allele, genotype, phenotype, dominant, recessive, homozygous and heterozygous Explain and use Punnet square diagrams, genetic crosses and family trees Extension ONLY: Construct Punnet square diagrams to predict the outcomes of a monohybrid cross Describe cystic fibrosis and polydactyly as examples of inherited disorders Evaluate social, economic and ethical issues concerning embryo screening when given appropriate information Describe how the chromosomes are arranged in human body cells, including the function of the sex chromosomes Explain how sex is determined and carry out a genetic cross to show sex inheritance Describe what variation is and how it can be caused within a population Describe mutations and explain their influence on phenotype and changes in a species

26 The development of understanding of genetics and evolution Classification Explain the theory of evolution by natural selection Describe how new species can be formed Describe what selective breeding is Explain the process of selective breeding, including examples of desired characteristics and risks associated with selective breeding Describe what genetic engineering is, including examples, and how it is carried out Explain some benefits, risks and concerns related to genetic engineering Extension ONLY: Explain the process of genetic engineering, to include knowledge of enzymes and vectors Separate ONLY: Describe different cloning techniques, to include: tissue culture, cuttings, embryo transplants and adult cell cloning Separate ONLY: Describe the ideas proposed by Darwin in his theory of natural selection and explain why this theory was only gradually accepted Separate ONLY: Describe other inheritance-based theories that existed (apart from the theory of natural selection), and the problems with these theories Separate ONLY: Describe the work of Alfred Russel Wallace Separate ONLY: Explain how new species can be formed Separate ONLY: Describe how our understanding of genetics has developed over time, to include knowledge of Mendel Describe some sources of evidence for evolution Describe what fossils are, how they are formed and what we can learn from them Explain why there are few traces of the early life forms, and the consequences of this in terms of our understanding of how life began Describe some of the causes of extinction Describe how antibiotic-resistant strains of bacteria can arise and spread (inc MRSA) Describe how the emergence of antibioticresistant bacteria can be reduced and controlled, to include the limitations of antibiotic development Describe how organisms are named and classified in the Linnaean system Explain how scientific advances have led to the proposal of new models of classification, inc three-domain system

27 Describe and interpret evolutionary trees Ecology Topic Student Checklist R A G Adaptations, interdependence and competition Organisation of an ecosystem Biodiversity and the effect of human interaction on Recall what an ecosystem is Describe which resources animals and plants compete for, and why they do this Explain the terms 'interdependence' and 'stable community' Name some abiotic and biotic factors that affect communities Explain how a change in an abiotic or biotic factor might affect a community Describe structural, behavioural and functional adaptations of organisms Describe what an extremophile is Represent the feeding relationships within a community using a food chain and describe these relationships Explain how and why ecologists use quadrats and transects Describe and interpret predator-prey cycles Required practical 9: measure the population size of a common species in a habitat. Use sampling to investigate the effect of one factor on distribution Describe the processes involved in the carbon cycle Describe the processes involved in the water cycle Separate ONLY: Explain how temperature, water and availability of oxygen affect the rate of decay of biological material Separate ONLY: Explain how the conditions for decay are optimised by farmers and gardeners, and the reasons for this Separate ONLY: Describe how methane gas can be produced from decaying materials for use as a fuel Separate ONLY: Required practical 10: investigate the effect of temperature on the rate of decay of fresh milk by measuring ph change Separate ONLY: Explain how environmental changes can affect the distribution of species in an ecosystem (temperature, water and atmospheric gases) Describe what biodiversity is, why it is important, and how human activities affect it Describe the impact of human population growth and increased living standards on resource use and waste production

28 Trophic levels in an ecosystem Food production Explain how pollution can occur, and the impacts of pollution Describe how humans reduce the amount of land available for other animals and plants Explain the consequences of peat bog destruction Describe what deforestation is and why it has occurred in tropical areas Explain the consequences of deforestation Describe how the composition of the atmosphere is changing, and the impact of this on global warming Describe some biological consequences of global warming Describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity Describe programmes that aim to reduce the negative effects of humans on ecosystems and biodiversity Separate ONLY: Describe the different trophic levels and use numbers and names to represent them Separate ONLY: Describe what decomposers are and what they do Separate ONLY: Construct pyramids of biomass accurately from data and explain what they represent Separate ONLY: State how much energy producers absorb from the Sun and how much biomass is transferred Separate ONLY: Explain how biomass is lost between trophic levels, including the consequences of this and calculate efficiency between trophic levels Separate ONLY: Explain the term 'food security' and describe biological factors that threaten it Separate ONLY: Explain how the efficiency of food production can be improved Separate ONLY: Explain the term 'factory farming', including examples, and ethical objections Separate ONLY: Explain the importance of maintaining fish stocks at a level where breeding continues Separate ONLY: Explain some methods that can help to conserve fish stocks Separate ONLY: Describe how modern biotechnology is used in food production, including the fungus Fusarium as an example

29 Separate ONLY: Describe the uses of genetically modified organisms in insulin and food production CHEMISTRY: Chemistry GCSE (9-1) Atomic structure and the periodic table Topic Student Checklist R A G State that everything is made of atoms and recall what they are A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes Describe what elements and compounds are State that elements and compounds are represented by symbols; and use chemical symbols and formulae to represent elements and compounds Write word equations and balanced symbol equations for chemical reactions, including using appropriate state symbols Extension ONLY: Write balanced half equations and ionic equations Describe what a mixture is Name and describe the physical processes used to separate mixtures and suggest suitable separation techniques Describe how the atomic model has changed over time due to new experimental evidence, inc discovery of the atom and scattering experiments (inc the work of James Chadwick) Describe the difference between the plum pudding model of the atom and the nuclear model of the atom State the relative charge of protons, neutrons and electrons and describe the overall charge of an atom State the relative masses of protons, neutrons and electrons and describe the distribution of mass in an atom Calculate the number of protons, neutrons and electrons in an atom when given its atomic number and mass number Describe isotopes as atoms of the same element with different numbers of neutrons Define the term relative atomic mass and why it takes into account the abundance of isotopes of the element Calculate the relative atomic mass of an element given the percentage abundance of its isotopes Describe how electrons fill energy levels in atoms, and represent the electron structure of elements using diagrams and numbers

30 The periodic table Recall how the elements in the periodic table are arranged Describe how elements with similar properties are placed in the periodic table Explain why elements in the same group have similar properties and how to use the periodic table to predict the reactivity of elements Describe the early attempts to classify elements Explain the creation and attributes of Mendeleev's periodic table Identify metals and non-metals on the periodic table, compare and contrast their properties Explain how the atomic structure of metals and nonmetals relates to their position in the periodic table Describe nobel gases (group 0) and explain their lack of reactivity Describe the properties of noble gases, including boiling points, predict trends down the group and describe how their properties depend on the outer shell of electrons Describe the reactivity and properties of group 1 alkali metals with reference to their electron arrangement and predict their reactions Describe the properties of group 7 halogens and how their properties relate to their electron arrangement, including trends in molecular mass, melting and boiling points and reactivity Describe the reactions of group 7 halogens with metals and non-metals Separate ONLY: Describe the properties of transition metals and compare them with group 1 elements, including melting points and densities, strength and hardness, and reactivity (for CR, Mn Fe, Co, Ni & Cu) Bonding, structure, and the properties of matter Topic Student Checklist R A G Chemical bonds, ionic, covalent and metallic Describe the three main types of bonds: ionic bonds, covalent bonds and metallic bonds in terms of electrostatic forces and the transfer or sharing of electrons Describe how the ions produced by elements in some groups have the electronic structure of a noble gas and explain how the charge of an ion relates to its group number Describe the structure of ionic compounds, including the electrostatic forces of attraction, and represent ionic compounds using dot and cross diagrams Describe the limitations of using dot and cross, ball and stick, two and three-dimensional diagrams to represent a giant ionic structure

31 How bonding and structure are related to the properties of substances Work out the empirical formula of an ionic compound from a given model or diagram that shows the ions in the structure Describe covalent bonds and identify different types of covalently bonded substances, such as small molecules, large molecules and substances with giant covalent structures Represent covalent bonds between small molecules, repeating units of polymers and parts of giant covalent structures using diagrams Draw dot and cross diagrams for the molecules of hydrogen, chlorine, oxygen, nitrogen, hydrogen chloride, water, ammonia and methane Deduce the molecular formula of a substance from a given model or diagram in these forms showing the atoms and bonds in the molecule Describe the arrangement of atoms and electrons in metallic bonds and draw diagrams the bonding in metals Name the three States of matter, identify them from a simple model and state which changes of state happen at melting and boiling points Explain changes of state using particle theory and describe factors that affect the melting and boiling point of a substance Extension ONLY: Discuss the limitations of particle theory Recall what (s), (l), (g) and (aq) mean when used in chemical equations and be able to use them appropriately Explain how the structure of ionic compounds affects their properties, including melting and boiling points and conduction of electricity (sodium chloride structure only) Explain how the structure of small molecules affects their properties Explain how the structure of polymers affects their properties Explain how the structure of giant covalent structures affects their properties Explain how the structure of metals and alloys affects their properties, including explaining why they are good conductors Explain why alloys are harder than pure metals in terms of the layers of atoms Explain the properties of graphite, diamond and graphene in terms of their structure and bonding Describe the structure of fullerenes, and their uses, including Buckminsterfullerene and carbon nanotubes Separate ONLY: Compare the dimensions of nanoparticles to other particles and explain the effect of their surface area to volume ratio on their properties

32 Separate ONLY: Discuss the applications of nanoparticles and their advantages and disadvantages, including uses in medicine, cosmetics, fabrics and the development of catalysts Quantitative chemistry Topic Student Checklist R A G Chemical measurements, conservation of mass and the quantitative interpretation Use of amount of substance in relation to masses of pure substances Yield and atom economy of chemical reactions State that mass is conserved and explain why, including describing balanced equations in terms of conservation of mass Explain the use of the multipliers in equations in normal script before a formula and in subscript within a formula Describe what the relative formula mass (Mr) of a compound is and calculate the relative formula mass of a compound, given its formula Calculate the relative formula masses of reactants and products to prove that mass is conserved in a balanced chemical equation Explain observed changes of mass during chemical reactions in non-enclosed systems using the particle model when given the balanced symbol equation Explain why whenever a measurement is made there is always some uncertainty about the result obtained Extension ONLY: State that chemical amounts are measured in moles (mol) and explain what a mol is with reference to relative formula mass and Avogadro's constant Extension ONLY: Use the relative formula mass of a substance to calculate the number of moles in a given mass of the substance Extension ONLY: Calculate the masses of reactants and products when given a balanced symbol equation Extension ONLY: Use moles to write a balanced equation when given the masses of reactants and products (inc changing the subject of the equation) Extension ONLY: Explain the effect of limiting the quantity of a reactant on the amount of products in terms of moles or masses in grams Calculate the mass of solute in a given volume of solution of known concentration in terms of mass per given volume of solution Extension ONLY: Explain how the mass of a solute and the volume of a solution is related to the concentration of the solution Separate ONLY: Explain why it is not always possible to obtain the calculated or expected amount of a product Separate ONLY: Calculate the theoretical amount of a product and percentage yield of a product using the formula % yield = mass of product made/max theoretical mass of product x 100

33 Using concentrations of solutions in mol/dm 3 Separate & Extension ONLY: Calculate the theoretical mass of a product from a given mass of reactant and the balanced equation for the reaction Separate ONLY: Describe atom economy as a measure of the amount of reactants that end up as useful products Separate ONLY: Calculate the percentage atom economy of a reaction to form a desired product using the equation % atom economy =RfM of desired product/sum of RfM of all reactants x 100 Separate & Extension ONLY: Explain why a particular reaction pathway is chosen to produce a specified product, given appropriate data Separate & Extension ONLY: Calculate the amount of solute (in moles or grams) in a solution from its concentration in mol/dm3 Separate & Extension ONLY: Calculate the concentration of a solution when it reacts completely with another solution of a known concentration Separate & Extension ONLY: Describe how to carry out titrations of strong acids and strong alkalis and calculate quantities in titrations involving concentrations in mol/dm3 and g/dm3 Separate & Extension ONLY: Explain how the concentration of a solution in mol/dm3 is related to the mass of the solute and the volume of the solution Separate & Extension ONLY: Explain what the volume of one mole of any gas at room temperature is Separate & Extension ONLY: Calculate the volume of a gas at room temperature and pressure from its mass and relative formula mass Chemical changes Topic Student Checklist R A G Reactivity of metals Describe how metals react with oxygen and state the compound they form, define oxidation and reduction Describe the arrangement of metals in the reactivity series, including carbon and hydrogen, and use the reactivity series to predict the outcome of displacement reactions Recall and describe the reactions, if any, of potassium, sodium, lithium, calcium, magnesium, zinc, iron and copper with water or dilute acids Relate the reactivity of metals to its tendency to form positive ions and be able to deduce an order of reactivity of metals based on experimental results Recall what native metals are and explain how metals can be extracted from the compounds in which they are found in nature by reduction with carbon Evaluate specific metal extraction processes when given appropriate information and identify which species are oxidised or reduced

34 Reactions of acids Extension ONLY: Describe oxidation and reduction in terms of loss and gain of electrons Extension ONLY: Write ionic equations for displacement reactions, and identify which species are oxidised and reduced from a symbol or half equation Extension ONLY: Explain in terms of gain or loss of electrons that the reactions between acids and some metals are redox reactions, and identify which species are oxidised and which are reduced (Mg, Zn, Fe + HCl & H2SO4) Explain that acids can be neutralised by alkalis, bases and metal carbonates and list the products of each of these reactions Predict the salt produced in a neutralisation reaction based on the acid used and the positive ions in the base, alkali or carbonate and use the formulae of common ions to deduce the formulae of the salt Describe how soluble salts can be made from acids and how pure, dry samples of salts can be obtained Required practical 1: preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution Recall what the ph scale measures and describe the scale used to identify acidic, neutral or alkaline solutions Define the terms acid and alkali in terms of production of hydrogen ions or hydroxide ions (in solution), define the term base Describe the use of universal indicator to measure the approximate ph of a solution and use the ph scale to identify acidic or alkaline solutions Separate ONLY: Describe how to carry out titrations using strong acids and strong alkalis only (sulfuric, hydrochloric and nitric acids to find the reacting volumes accurately Separate & Extension ONLY: Calculate the chemical quantities in titrations involving concentrations in mol/dm3 and in g/dm3 Separate ONLY: Required practical 2: determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration Extension ONLY: Use and explain the terms dilute and concentrated (in terms of amount of substance) and weak and strong (in terms of the degree of ionisation) in relation to acids Extension ONLY: Explain how the concentration of an aqueous solution and the strength of an acid affects the ph of the solution and how ph is related to the hydrogen ion concentration of a solution

35 Describe how ionic compounds can conduct electricity when dissolved in water and describe these solutions as electrolytes Describe the process of electrolysis Electrolysis Describe the electrolysis of molten ionic compounds and predict the products at each electrode of the electrolysis of binary ionic compounds Explain how metals are extracted from molten compounds using electrolysis and use the reactivity series to explain why some metals are extracted with electrolysis instead of carbon Describe the electrolysis of aqueous solutions and predict the products of the electrolysis of aqueous solutions containing single ionic compounds Required practical 3: investigate what happens when aqueous solutions are electrolysed using inert electrodes Extension ONLY: Describe the reactions at the electrodes during electrolysis as oxidation and reduction reactions and write balanced half equations for these reactions Energy changes Topic Student Checklist R A G Exothermic and endothermic reactions Chemical cells and fuel cells Describe how energy is transferred to or from the surroundings during a chemical reaction Explain exothermic and endothermic reactions on the basis of the temperature change of the surroundings and give examples of everyday uses Required practical 4: investigate the variables that affect temperature changes in reacting solutions Describe what the collision theory is and define the term activation energy Interpret and draw reaction profiles of exothermic and endothermic reactions, inc identifying the relative energies of reactants and products, activation energy and overall energy change Extension ONLY: Explain the energy changes in breaking and making bonds and calculate the overall energy change using bond energies Separate ONLY: Describe what a simple cell and a battery is and how they produce electricity Separate ONLY: Describe why alkaline batteries are non-rechargeable, state why some cells are rechargeable and evaluate the use of cells Separate ONLY: Describe fuel cells and compare fuel cells to rechargeable cells and batteries Separate ONLY: Describe the overall reaction in a hydrogen fuel cell Separate & Extension ONLY: Write half equations for the electrode reactions in a hydrogen fuel cell The rate and extent of chemical change

36 Topic Student Checklist R A G Rate of reaction Reversible reactions and dynamic equilibrium Calculate the rate of a chemical reaction over time, using either the quantity of reactant used or the quantity of product formed, measured in g/s, cm 3 /s or mol/s Draw and interpret graphs showing the quantity of product formed or reactant used up against time and use the tangent to the graph as a measure of the rate of reaction Extension ONLY: Calculate the gradient of a tangent to the curve on the graph of the quantity of product formed or reactant used against time and use this as a measure of the rate of reaction Describe how different factors affect the rate of a chemical reaction, including the concentration, pressure, surface area, temperature and presence of catalysts Required practical 5: investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced, change in colour or turbidity Use collision theory to explain changes in the rate of reaction, including discussing activation energy Describe the role of a catalyst in a chemical reaction and state that enzymes are catalysts in biological systems Draw and interpret reaction profiles for catalysed reactions Explain what a reversible reaction is, including how the direction can be changed and represent it using symbols: A + B C + D Explain that, for reversible reactions, if a reaction is endothermic in one direction, it is exothermic in the other direction Describe the State of dynamic equilibrium of a reaction as the point when the forward and reverse reactions occur at exactly the same rate Extension ONLY: Explain that the position of equilibrium depends on the conditions of the reaction and the equilibrium will change to counteract any changes to conditions Extension ONLY: Explain and predict the effect of a change in concentration of reactants or products, temperature, or pressure of gases on the equilibrium position of a reaction Organic chemistry Topic Student Checklist R A G Carbon compou nds as fuels and Describe what crude oil is and where it comes from, including the basic composition of crude oil and the general chemical formula for the alkanes

37 State the names of the first four members of the alkanes and recognise substances as alkanes from their formulae Describe the process of fractional distillation, state the names and uses of fuels that are produced from crude oil by fractional distillation Describe trends in the properties of hydrocarbons, including boiling point, viscosity and flammability and explain how their properties influence how they are used as fuels Reactions of alkenes and alcohols Synth etic and natur Describe and write balanced chemical equations for the complete combustion of hydrocarbon fuels Describe the process of cracking and state that the products of cracking include alkanes and alkenes and describe the test for alkenes Balance chemical equations as examples of cracking when given the formulae of the reactants and products Explain why cracking is useful and why modern life depends on the uses of hydrocarbons Separate ONLY: State the names and draw structural formulae of the first four members of the alkenes and recognise substances as alkenes from their formulae Separate ONLY: Describe the basic composition of alkenes, including the C=C functional group, the general chemical formula for the alkanes and describe what unsaturated means Separate ONLY: Describe the combustion reactions of alkenes and the reactions of alkenes with hydrogen, water and the halogens Separate ONLY: Draw fully displayed structural formulae of the first four members of the alkenes and the products of their addition reactions with hydrogen, water, chlorine, bromine and iodine Separate ONLY: State the functional group of alcohols and the first four members of the homologous series of alcohols and represent alcohols using formulae Separate ONLY: Describe some properties and reactions of the first four members of alcohols, including dissolving in water, reacting with sodium, burning in air, oxidation and uses Separate ONLY: State the functional group of carboxylic acids and the first four members of the homologous series of carboxylic acids and represent them using diagrams and formulae Separate ONLY: Describe some properties and reactions of carboxylic acids, including dissolving in water, reacting with carbonates and reacting with alcohols Separate ONLY: Describe how alkenes can be used to make polymers by addition polymerisation

38 Separate ONLY: Identify addition polymers and monomers from diagrams and from the presence of the functional group and draw diagrams to represent the formation of an addition polymers Separate & Extension ONLY: Describe the process of condensation polymerisation and explain the basic principles of condensation polymerisation Separate & Extension ONLY: State that amino acids have two different functional groups in a molecule and they react by condensation polymerisation to produce polypeptides Separate & Extension ONLY: Explain that different amino acids can be combined in a chain to produce proteins Separate ONLY: Describe DNA as a large molecule of two polymer chains made from four different monomers called nucleotides in the form of a double helix Separate ONLY: State and describe some other naturally occurring polymers such as proteins, starch and cellulose Chemical analysis Topic Student Checklist R A G Purity, formulations and chromatograph & ID of gases Identification of ions by chemical and spectroscopic means Define a pure substance and identify pure substances and mixtures from data about melting and boiling points Describe a formulation and identify formulations given appropriate information Describe chromatography, including the terms stationary phase and mobile phase and identify pure substances using paper chromatography Explain what the Rf value of a compound represents, how the Rf value differs in different solvents and interpret and determine Rf values from chromatograms Required practical 6: investigate how paper chromatography can be used to separate and tell the difference between coloured substances (inc calculation of Rf values) Explain how to test for the presence of hydrogen, oxygen, carbon dioxide and chlorine Separate ONLY: Identify some metal ions from the results of flame tests and describe how to conduct a flame test Separate ONLY: Describe how sodium hydroxide solution can be used to identify some metal ions and identify metal ions from the results of their reactions with sodium hydroxide solution Separate ONLY: Write balanced equations for the reactions between sodium hydroxide solution and some metal ions to produce insoluble hydroxides Separate ONLY: Describe how to identify carbonates using limewater

39 Separate ONLY: Describe how to identify negative ions, including halide ions using silver nitrate and sulfate ions using barium chloride Required practical 7: use of chemical tests to identify the ions in unknown single ionic compounds Separate ONLY: State the advantages of using instrumental methods to identify elements and compounds compared to chemical tests Separate ONLY: Describe the process of and how to use flame emission spectroscopy to identify metal ions; interpret the results of a flame emission spectroscopy tests Chemistry of the atmosphere Topic Student Checklist R A G The composition and evolution of the Earth's atmosphere Carbon dioxide and methane as greenhouse gases Common atmospheric pollutants and their sources Describe the composition of gases in the Earth's atmosphere using percentages, fractions or ratios Describe how early intense volcanic activity may have helped form the early atmosphere and how the oceans formed Explain why the levels of carbon dioxide in the atmosphere changes as the oceans were formed State the approximate time in Earth's history when algae started producing oxygen and describe the effects of a gradually increasing oxygen level Explain the ways that atmospheric carbon dioxide levels decreased Name some greenhouse gases and describe how they cause an increase in Earth's temperature List some human activities that produce greenhouse gases Evaluate arguments for and against the idea that human activities cause a rise in temperature that results in global climate change State some potential side effects of global climate change, including discussing scale, risk and environmental implications Define the term carbon footprint and list some actions that could reduce the carbon footprint Describe the combustion of fuels as a major source of atmospheric pollutants and name the different gases that are released when a fuel is burned Predict the products of combustion of a fuel given appropriate information about the composition of the fuel and the conditions in which it is used Describe the properties and effects of carbon monoxide, sulfur dioxide and particulates in the atmosphere Describe and explain the problems caused by increased amounts of these pollutants in the air Using resources Topic Student Checklist R A G

40 Using the Earth's resources and obtaining potable water Life cycle assessment and recycling Using materials State what humans use Earth's resources for, give some examples of natural resources that they use Define the term finite and distinguish between finite and renewable resources Explain what sustainable development is and discuss the role chemistry plays in sustainable development, including improving agricultural and industrial processes State examples of natural products that are supplemented or replaced by agricultural and synthetic products Discuss the importance of water quality for human life, including defining potable water Describe methods to produce potable water, including desalination of salty water or sea water and the potential problems of desalination Required practical 8: analysis and purification of water samples from different sources, including ph, dissolved solids and distillation. Describe waste water as a product of urban lifestyles and industrial processes that includes organic matter, harmful microbes and harmful chemicals Describe the process of sewage treatment and compare the ease of obtaining potable water from waste water as opposed to ground or salt water Extension ONLY: Name and describe alternative biological methods for extracting metals, including phytomining and bioleaching Extension ONLY: Evaluate alternative methods for extracting metals Describe, carry out and interpret a simple comparative life cycle assessment (LCA) of materials or products Discuss the advantages and disadvantages of LCAs Carry out simple comparative LCAs for shopping bags made from plastic and paper Discuss how to reduce the consumption of raw resources and explain how reusing and recycling reduces energy use (inc environmental impacts) Separate ONLY: Define corrosion and describe rusting as an example of corrosion Separate ONLY: Describe ways to prevent corrosion, including providing coatings, sacrificial protection and explain how sacrificial protection works Separate ONLY: Describe the following alloys bronze, gold, steels and aluminium, their uses and describe the benefits of using alloys instead of pure metals Separate ONLY: Compare the properties of materials, including glass and clay ceramics, polymers and composites and explain how their properties are related to their uses

41 The Haber process and the use of NPK fertilisers Separate ONLY: Discuss the different types of polymers and how their composition affects their properties, including thermosoftening and thermosetting polymers Separate ONLY: Explain what composites are and provide examples of composites and their benefits over other types of materials Separate ONLY: Describe the Haber process, including the reactants and products, recycling of remaining hydrogen and nitrogen and the chemical equation Separate & Extension ONLY: For the Haber process interpret graphs of reaction conditions versus rate Separate ONLY: Apply the principles of dynamic equilibrium to the Haber process and discuss the tradeoff between the rate of production and the position of equilibrium Separate ONLY: Explain how the commercially used conditions for the Haber process are related to the availability and cost of raw materials and energy supplies Chem ONL: Recall the names of the salts produced when phosphate rock is treated with nitric acid, sulfuric acid and phosphoric acid Separate ONLY: Describe NPK fertilisers and the compounds they are composed of and compare the industrial production of fertilisers with the laboratory preparations PHYSICS: Physics GCSE (9-1) Energy Topic Student Checklist R A G Energy changes in a system, and the ways energy is stored before and after such changes Define a system as an object or group of objects and State examples of changes in the way energy is stored in a system Describe how all the energy changes involved in an energy transfer and Calculate relative changes in energy when the heat, work done or flow of charge in a system changes Use Calculations to show on a common scale how energy in a system is redistributed Calculate the kinetic energy of an object by recalling and applying the equation: [ Ek = ½mv2 ] Calculate the amount of elastic potential energy stored in a stretched spring by applying, but not recalling, the equation: [ Ee= ½ke2 ] Calculate the amount of gravitational potential energy gained by an object raised above ground level by recalling and applying, the equation: [ Ee = mgh ] Calculate the amount of energy stored in or released from a system as its temperature changes by applying, but not recalling, the equation: [ ΔE = mcδθ ] Define the term 'specific heat capacity'

42 Conservation and dissipation of energy National and global energy resources Required practical 1: investigation to determine the specific heat capacity of one or more materials. Define power as the rate at which energy is transferred or the rate at which work is done and the watt as an energy transfer of 1 joule per second Calculate power by recalling and applying the equations: [ P = E/t & P = W/t ] Explain, using examples, how two systems transferring the same amount of energy can differ in power output due to the time taken State that energy can be transferred usefully, stored or dissipated, but cannot be created or Destroyed and so the total energy in a system does not change Explain that only some of the energy in a system is usefully transferred, with the rest wasted, giving examples of how this wasted energy can be reduced Explain ways of reducing unwanted energy transfers and the relationship between thermal conductivity and energy transferred Describe how the rate of cooling of a building is affected by the thickness and thermal conductivity of its walls Required practical 2: investigate the effectiveness of different materials as thermal insulators and the factors that may affect the thermal insulation properties of a material. Calculate efficiency by recalling and applying the equation: [ efficiency = useful power output / total power input ] Extension ONLY: Suggest and Explain ways to increase the efficiency of an intended energy transfer List the main renewable and non-renewable energy resources and Define what a renewable energy resource is Compare ways that different energy resources are used, including uses in transport, electricity generation and heating Explain why some energy resources are more reliable than others, Explaining patterns and trends in their use Evaluate the use of different energy resources, taking into account any ethical and environmental issues which may arise Justify the use of energy resources, with reference to both environmental issues and the limitations imposed by political, social, ethical or economic considerations Electricity Topic Student Checklist R A G Current, potential difference and resistance Draw and interpret circuit diagrams, including all common circuit symbols Define electric current as the rate of flow of electrical charge around a closed circuit Calculate charge and current by recalling and applying the formula: [ Q = It ] Explain that current is caused by a source of potential difference and it has the same value at any point in a single closed loop of a circuit Describe and apply the idea that the greater the resistance of a component, the smaller the current for a given potential difference (p.d.) across the component

43 Series and parallel circuits Domestic uses and safety Energy transfers Calculate current, potential difference or resistance by recalling and applying the equation: [ V = IR ] Required practical 3: Use circuit diagrams to set up and check circuits to investigate the factors affecting the resistance of electrical circuits Define an ohmic conductor Explain the resistance of components such as lamps, diodes, thermistors and LDRs and sketch/interpret IV graphs of their characteristic electrical behaviour Explain how to measure the resistance of a component by Drawing an appropriate circuit diagram using correct circuit symbols Required practical 4: use circuit diagrams to construct appropriate circuits to investigate the I V characteristics of a variety of circuit elements Show by Calculation and Explanation that components in series have the same current passing through them Show by Calculation and Explanation that components connected in parallel have the same the potential difference across each of them Calculate the total resistance of two components in series as the sum of the resistance of each component using the equation: [ R total = R1 + R2 ] Explain qualitatively why adding resistors in series increases the total resistance whilst adding resistors in parallel decreases the total resistance Solve problems for circuits which include resistors in series using the concept of equivalent resistance Explain the difference between direct and alternating voltage and current, Stating what UK mains is Identify and Describe the function of each wire in a three-core cable connected to the mains State that the potential difference between the live wire and earth (0 V) is about 230 V and that both neutral wires and our bodies are at, or close to, earth potential (0 V) Explain that a live wire may be dangerous even when a switch in the mains circuit is open by Explaining the danger of providing any connection between the live wire and earth Explain how the power transfer in any circuit device is related to the potential difference across it and the current through it Calculate power by recalling and applying the equations: [ P = VI ] and [ P = I2 R ] Describe how appliances transfer energy to the kinetic energy of motors or the thermal energy of heating devices Calculate and Explain the amount of energy transferred by electrical work by recalling and applying the equations: [ E = Pt ] and [ E = QV ] Explain how the power of a circuit device is related to the potential difference across it, the current through it and the energy transferred over a given time. Describe, with examples, the relationship between the power ratings for domestic electrical appliances and the changes in stored energy when they are in use Identify the National Grid as a system of cables and transformers linking power Stations to consumers

44 Static electricity Explain why the National Grid system is an efficient way to transfer energy, with reference to change in potential difference reducing current Separate ONLY: Describe the production of Static electricity by the rubbing of insulating surfaces Separate ONLY: Describe evidence that charged objects exert forces of attraction or repulsion on one another when not in contact Separate ONLY: Explain how the transfer of electrons between objects can Explain the phenomenon of Static electricity, including how insulators are charged and sparks are created Separate ONLY: Draw the electric field pattern for an isolated charged sphere Separate ONLY: Explain the concept of an electric field and the decrease in its strength as the distance from it increases Separate ONLY: Explain how the concept of an electric field helps to Explain the non-contact force between charged objects as well as other electrostatic phenomena such as sparking Particle model of matter TOPIC Student Checklist R A G Changes of State and the particle model Internal energy and energy transfers Particle model and pressure Calculate the density of a material by recalling and applying the equation: [ ρ = m/v ] Recognise/draw simple diagrams to model the difference between solids, liquids and gases Use the particle model to Explain the properties of different States of matter and differences in the density of materials Required practical 5: use appropriate apparatus to make and record the measurements needed to determine the densities of regular and irregular solid objects and liquids Recall and Describe the names of the processes by which substances change State Use the particle model to Explain why a change of State is reversible and affects the properties of a substance, but not its mass State that the internal energy of a system is stored in the atoms and molecules that make up the system Explain that internal energy is the total kinetic energy and potential energy of all the particles in a system Calculate the change in thermal energy by applying but not recalling the equation [ E =m c θ ] Calculate the specific latent heat of fusion/vaporisation by applying, but not recalling, the equation: [ E = ml ] Interpret and Draw heating and cooling graphs that include changes of State Distinguish between specific heat capacity and specific latent heat Explain why the molecules of a gas are in constant random motion and that the higher the temperature of a gas, the greater the particles average kinetic energy Explain, with reference to the particle model, the effect of changing the temperature of a gas held at constant volume on its pressure

45 Calculate the change in the pressure of a gas or the volume of a gas (a fixed mass held at constant temperature) when either the pressure or volume is increased or decreased Separate ONLY: Explain, with reference to the particle model, how increasing the volume in which a gas is contained can lead to a decrease in pressure when the temperature is constant Separate ONLY: Calculate the pressure for a fixed mass of gas held at a constant temperature by applying, but not recalling, the equation: [ pv = constant ] Separate ONLY: Explain how work done on an enclosed gas can lead to an increase in the temperature of the gas, as in a bicycle pump Atomic structure TOPIC Student Checklist R A G Atoms and isotopes Atoms and nuclear radiation Hazards and uses of radioactive emissions and of background radiation Describe the basic structure of an atom and how the distance of the charged particles vary with the absorption or emission of electromagnetic radiation Define electrons, neutrons, protons, isotopes and ions Relate differences between isotopes to differences in conventional representations of their identities, charges and masses Describe how the atomic model has changed over time due to new Experimental evidence, inc discovery of the atom and scattering Experiments (inc the work of James Chadwick) Describe and apply the idea that the activity of a radioactive source is the rate at which its unstable nuclei decay, measured in Becquerel (Bq) by a Geiger-Muller tube Describe the penetration through materials, the range in air and the ionising power for alpha particles, beta particles and gamma rays Apply knowledge of the uses of radiation to evaluate the best sources of radiation to use in a given situation Use the names and symbols of common nuclei and particles to complete balanced nuclear equations, by balancing the atomic numbers and mass numbers Define half-life of a radioactive isotope Extension ONLY: Determine the half-life of a radioactive isotope from given information and Calculate the net decline, Expressed as a ratio, in a radioactive emission after a given number of half-lives Compare the hazards associated with contamination and irradiation and outline suitable precautions taken to protect against any hazard the radioactive sources may present Discuss the importance of publishing the findings of studies into the effects of radiation on humans and sharing findings with other scientists so that they can be checked by peer review Separate ONLY: State, giving examples, that background radiation is caused by natural and man-made sources and that the level of radiation may be affected by occupation and/or location Separate ONLY: Explain the relationship between the instability and half-life of radioactive isotopes and why the hazards associated with radioactive material differ according to the half-life involved Separate ONLY: Describe and evaluate the uses of nuclear radiation in Exploration of internal organs and controlling or Destroying unwanted tissue

46 Separate ONLY: Evaluate the perceived risks of using nuclear radiation in relation to given data and consequences Separate ONLY: Describe nuclear fission Separate ONLYD raw/interpret diagrams representing nuclear fission and how a chain reaction may occur Separate ONLY: Describe nuclear fusion Forces Topic Student Checklist R A G Identify and Describe scalar quantities and vector quantities Identify and give examples of forces as contact or non-contact forces Forces and their interactions Work done and energy transfer Forces and elasticity Describe the interaction between two objects and the force produced on each as a vector Describe weight and Explain that its magnitude at a point depends on the gravitational field strength Calculate weight by recalling and using the equation: [ W = mg ] Represent the weight of an object as acting at a single point which is referred to as the object's centre of mass Calculate the resultant of two forces that act in a straight line Extension ONLY: Describe examples of the forces acting on an isolated object or system Extension ONLY: Use free body diagrams to qualitatively Describe examples where several forces act on an object and Explain how that leads to a single resultant force or no force Extension ONLY: Use free body diagrams and accurate vector diagrams to scale, to resolve multiple forces and show magnitude and direction of the resultant Extension ONLY: Use vector diagrams to Illustrate resolution of forces, equilibrium situations and determine the resultant of two forces, to include both magnitude and direction Describe energy transfers involved when work is done and Calculate the work done by recalling and using the equation: [ W = Fs ] Describe what a joule is and State what the joule is derived from Convert between newton-metres and joules. Explain why work done against the frictional forces acting on an object causes a rise in the temperature of the object Describe examples of the forces involved in stretching, bending or compressing an object Explain why, to change the shape of an object (by stretching, bending or compressing), more than one force has to be applied this is limited to Stationary objects only Describe the difference between elastic Deformation and inelastic Deformation caused by stretching forces Describe the Extension of an elastic object below the limit of proportionality and Calculate it by recalling and applying the equation: [ F = ke ] Explain why a change in the shape of an object only happens when more than one force is applied

47 Moments, levers and gears Pressure and pressure differences in fluid Forces and motion Describe and interpret data from an investigation to Explain possible causes of a linear and non-linear relationship between force and Extension Calculate work done in stretching (or compressing) a spring (up to the limit of proportionality) by applying, but not recalling, the equation: [ Ee= ½ke2 ] Required practical 6: investigate the relationship between force and Extension for a spring. Separate ONLY: State that a body in equilibrium must Experience equal sums of clockwise and anticlockwise moments, recall and apply the equation: [ M = Fd ] Separate ONLY: Apply the idea that a body in equilibrium Experiences an equal total of clockwise and anti-clockwise moments about any pivot Separate ONLY: Explain why the distance, d, must be taken as the perpendicular distance from the line of action of the force to the pivot Separate ONLY: Explain how levers and gears transmit the rotational effects of forces Separate ONLY: Describe a fluid as either a liquid or a gas and Explain that the pressure in a fluid causes a force to act at right angles (normal) to the surface of its container Separate ONLY: Recall and apply the equation: [ p = F/A ] Separate ONLY: Explain why the pressure at a point in a fluid increases with the height of the column of fluid above and Calculate differences in pressure in a liquid by applying [ p = h ρ g ] Separate ONLY: Describe up thrust an object and Explain why the density of the fluid has an effect on the up thrust Experienced by an object submerged in it Separate ONLY: Explain why an object floats or sinks, with reference to its weight, volume and the up thrust it Experiences Separate ONLY: Describe a simple model of the Earth's atmosphere and of atmospheric pressure, Explaining why atmospheric pressure varies with height above a surface Define distance and displacement and Explain why they are scalar or vector quantities Express a displacement in terms of both the magnitude and direction Explain that the speed at which a person can walk, run or cycle depends on a number of factors and recall some typical speeds for walking, running, cycling Make measurements of distance and time and then Calculate speeds of objects in Calculating average speed for non-uniform motion Explain why the speed of wind and of sound through air varies and Calculate speed by recalling and applying the equation: [ s = v t ] Explain the vector scalar distinction as it applies to displacement, distance, velocity and speed Extension ONLY: Explain qualitatively, with examples, that motion in a circle involves constant speed but changing velocity Represent an object moving along a straight line using a distance-time graph, Describing its motion and Calculating its speed from the graph's gradient

48 Draw distance time graphs from measurements and Extract and interpret lines and slopes of distance time graphs, Describe an object which is slowing down as having a negative acceleration and estimate the magnitude of everyday accelerations Calculate the average acceleration of an object by recalling and applying the equation: [ a = Δv/t ] Represent motion using velocity time graphs, finding the acceleration from its gradient and distance travelled from the area underneath Extension ONLY: Interpret enclosed areas in velocity time graphs to determine distance travelled (or displacement) Extension ONLY: Measure, when appropriate, the area under a velocity time graph by counting square Apply, but not recall, the equation: [ v 2 u 2 = 2as ] Separate ONLY: Draw and interpret velocity-time graphs for objects that reach terminal velocity Separate ONLY: Interpret and Explain the changing motion of an object in terms of the forces acting on it Separate ONLY: Explain how an object falling from rest through a fluid due to gravity reaches its terminal velocity Explain the motion of an object moving with a uniform velocity and identify that forces must be in effect if its velocity is changing, by Stating and applying Newton s First Law Define and apply Newton's second law relating to the acceleration of an object Recall and apply the equation: [ F = ma ] Extension ONLY: Describe what inertia is and give a Definition Estimate the speed, accelerations and forces of large vehicles involved in everyday road transport Required practical 7: investigate the effect of varying the force on the acceleration of an object of constant mass, and the effect of varying the mass of an object on the acceleration Apply Newton s Third Law to examples of equilibrium situations Describe factors that can affect a driver s reaction time Explain methods used to measure human reaction times and recall typical results Interpret and evaluate measurements from simple methods to measure the different reaction times of students Evaluate the effect of various factors on thinking distance based on given data Separate ONLY: Estimate the distance Required for an emergency stop in a vehicle over a range of typical speeds Separate ONLY: Interpret graphs relating speed to stopping distance for a range of vehicles State typical reaction times and Describe how reaction time (and therefore stopping distance) can be affected by different factors Explain methods used to measure human reaction times and take, interpret and evaluate measurements of the reaction times of students

49 Momentum Explain how the braking distance of a vehicle can be affected by different factors, including implications for road safety Explain how a braking force applied to the wheel does work to reduce the vehicle's kinetic energy and increases the temperature of the brakes Explain and apply the idea that a greater braking force causes a larger deceleration and Explain how this might be dangerous for drivers Extension ONLY: Estimate the forces involved in the deceleration of road vehicles Extension ONLY: Calculate momentum by recalling and applying the equation: [ p = mv ] Extension ONLY: Explain and apply the idea that, in a closed system, the total momentum before an event is equal to the total momentum after the event Extension ONLY: Describe examples of momentum in a collision Separate ONLY: Complete conservation of momentum Calculations involving two objects Separate ONLY: Explain that when a force acts on an object that is moving, or able to move, a change in momentum occurs Separate ONLY: Calculate a force applied to an object, or the change in momentum it causes, by applying but not recalling the equation: [ F = m Δv / Δt ] Separate ONLY: Explain that an increased force delivers an increased rate of change of momentum Separate ONLY: Apply the idea of rate of change of momentum to Explain safety features such as air bags, seat belts, helmets and cushioned surfaces Waves Topic Student Checklist R A G Waves in air, fluids and solids Describe waves as either transverse or longitudinal, Defining these waves in terms of the direction of their oscillation and energy transfer and giving examples of each Define waves as transfers of energy from one place to another, carrying information Define amplitude, wavelength, frequency, period and wave speed and Identify them where appropriate on diagrams State examples of methods of measuring wave speeds in different media and Identify the suitability of apparatus of measuring frequency and wavelength Calculate wave speed, frequency or wavelength by applying, but not recalling, the equation: [ v = f λ] and Calculate wave period by recalling and applying the equation: [ T = 1/f ] Identify amplitude and wavelength from given diagrams Describe a method to measure the speed of sound waves in air Describe a method to measure the speed of ripples on a water surface Separate ONLY: Demonstrate how changes in velocity, frequency and wavelength are inter-related in the transmission of sound waves from one medium to another

50 Electromagnetic waves Required practical 8: make observations to identify the suitability of apparatus to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid Separate ONLY: Discuss the importance of understanding both mechanical and electromagnetic waves by giving examples, such as Designing comfortable and safe structures and technologies Separate ONLY: Describe a wave's ability to be reflected, absorbed or transmitted at the boundary between two different materials Separate ONLY: Draw the reflection of a wave at a surface by constructing ray diagrams Required practical 9 (separate only): investigate the reflection of light by different types of surface and the refraction of light by different substances. Separate ONLY: Describe, with examples, processes which convert wave disturbances between sound waves and vibrations in solids Separate ONLY: Explain why such processes only work over a limited frequency range and the relevance of this to the range of human hearing, which is from 20 Hz to 20 khz Separate ONLY: Define ultrasound waves and Explain how these are used to form images of internal structures in both medical and industrial imaging Separate ONLY: Compare the two types of seismic wave produced by earthquakes with reference to the media they can travel in and the evidence they provide of the structure of the Earth Separate ONLY: Describe how echo sounding using high frequency sound waves is used to detect objects in deep water and measure water depth Describe what electromagnetic waves are and Explain how they are grouped List the groups of electromagnetic waves in order of wavelength Explain that because our eyes only detect a limited range of electromagnetic waves, they can only detect visible light Extension ONLY: Explain how different wavelengths of electromagnetic radiation are reflected, refracted, absorbed or transmitted differently by different substances and types of surface Illustrate the refraction of a wave at the boundary between two different media by constructing ray diagrams Extension ONLY: Describe what refraction is due to and Illustrate this using wave front diagrams Required practical activity 10: investigate how the amount of infrared radiation absorbed or radiated by a surface depends on the nature of that surface. Extension ONLY: Explain how radio waves can be produced by oscillations in electrical circuits, or absorbed by electrical circuits Explain that changes in atoms and the nuclei of atoms can result in electromagnetic waves being generated or absorbed over a wide frequency range State examples of the dangers of each group of electromagnetic radiation and discuss the effects of radiation as depending on the type of radiation and the size of the dose

51 State examples of the uses of each group of electromagnetic radiation, Explaining why each type of electromagnetic wave is suitable for its applications Separate ONLY: State that a lens forms an image by refracting light and that the distance from the lens to the principal focus is Called the focal length Separate ONLY: Explain that images produced by a convex lens can be either real or virtual, but those produced by a concave lens are always virtual Separate ONLY: Construct ray diagrams for both convex and concave lenses Separate ONLY Calculate magnification as a ratio with no units by applying, but not recalling, the formula: [ magnification = image height / object height ] Separate ONLY: Explain how the colour of an object is related to the differential absorption, transmission and reflection of different wavelengths of light by the object Separate ONLY: Describe the effect of viewing objects through filters or the effect on light of passing through filters and the difference between transparency and translucency Separate ONLY: Explain why an opaque object has a particular colour, with reference to the wavelengths emitted Separate ONLY: State that all bodies, no matter what temperature, emit and absorb infrared radiation and that the hotter the body, the more infrared radiation it radiates in a given time Separate ONLY: Describe a perfect black body as an object that absorbs all the radiation incident on it and Explain why it is the best possible emitter Separate ONLY: Explain why when the temperature is increased, the intensity of every wavelength of radiation emitted increases, but the intensity of the shorter wavelengths increases more rapidly Separate ONLY: Explain and apply the idea that the temperature of a body is related to the balance between incoming radiation absorbed and radiation emitted Separate ONLY: Describe how the temperature of the Earth as dependent on the rates of absorption and emission of radiation and Draw and interpret diagrams that show this Magnetism and electromagnetism TOPIC Student Checklist R A G Permanent and induced magnetism, magnetic forces and fields Describe the attraction and repulsion between unlike and like poles of permanent magnets and Explain the difference between permanent and induced magnets Draw the magnetic field pattern of a bar magnet, showing how field strength and direction are indicated and change from one point to another Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic Describe how to plot the magnetic field pattern of a magnet using a compass

52 The motor effect Induced potential, transformers and the National Grid State examples of how the magnetic effect of a current can be demonstrated and Explain how a solenoid arrangement can increase the magnetic effect of the current Draw the magnetic field pattern for a straight wire carrying a current and for a solenoid (showing the direction of the field) Separate ONLY: Interpret diagrams of electromagnetic devices in order to Explain how they work Extension ONLY: State and use Fleming's left-hand rule and Explain what the size of the induced force depends on Extension ONLY: Calculate the force on a conductor carrying a current at right angles to a magnetic field by applying, but not recalling, the equation: [ F = BIL ] Extension ONLY: Explain how rotation is caused in an electric motor Separate ONLY: Explain how a moving-coil loudspeaker and headphones work Separate ONLY: Describe the principles of the generator effect, including the direction of induced current, effects of Lenz Law and factors that increase induced p.d. Separate ONLY: Explain how the generator effect is used in an alternator to generate a.c. and in a dynamo to generate d.c. Separate ONLY: Draw/interpret graphs of potential difference generated in the coil against time Separate ONLY: Explain how a moving-coil microphone works Separate ONLY: Explain how the effect of an alternating current in one coil inducing a current in another is used in transformers Separate ONLY: Explain how the ratio of the potential differences across the two coils depends on the ratio of the number of turns on each Separate ONLY: Apply the equation linking the p.d.s and number of turns in the two coils of a transformer to the currents and the power transfer Separate ONLY: Apply but not recalling the equations: [ Vs Is = Vp Ip ] and [ vp / vs = np / ns ] for transformers Space physics TOPIC Student Checklist R A G Solar system; Stability of orbital motions; satellites Red-shift Separate ONLY: List the types of body that make up the solar system and Describe our solar system as part of a galaxy Separate ONLY: Explain how Stars are formed Separate ONLY: Describe the life cycle of a Star the size of the Sun and of a Star which is much more massive than the Sun Separate ONLY: Explain how fusion processes lead to the formation of new elements and how supernovas have allowed heavy elements to appear in later solar systems Separate ONLY: Explain that, for circular orbits, the force of gravity leads to a constantly changing velocity but unchanged speed Separate ONLY: Explain that, for a Stable orbit, the radius must change if the speed changes Separate ONLY: Explain, qualitatively, the red-shift of light from galaxies that are receding and how this red-shift changes with distance from Earth

53 Separate ONLY: Explain why the change of each galaxy s speed with distance is evidence of an Expanding universe Separate ONLY: Explain how scientists are able to use observations to arrive at theories, such as the Big Bang theory and discuss that there is still much about the universe that is not understood GEOGRAPHY: The challenge of natural hazards Natural hazards Specification content Case studies/examples Definition of a natural hazard. Types of natural hazard. Factors affecting hazard risk. Tectonic hazards Specification content Plate tectonics theory- what is this and what has it got to do with Alfred Wegner? To know where earthquakes and volcanic eruptions occur and why The physical processes taking place at different types of plate margins (constructive, destructive and conservative) that lead to earthquakes and volcanic activity. Case studies/examples

54 Primary and secondary effects earthquakes Immediate and long-term responses to earthquakes Use named examples to show how the effects and responses to a tectonic hazard vary between two areas of contrasting levels of wealth. Reasons why people continue to live in areas at risk from a tectonic hazard. How monitoring, prediction, protection and planning can reduce the risks from a tectonic hazard. (the 3 Ps) Nepal earthquake 2015 L Aquila -Italy earthquake 2016 Weather hazards Specification content To know how general atmospheric circulation occurs. This involves knowing how the 3 cells operate (Ferrell, Hadley and polar)and how they create pressure belts and surface winds. Case studies/examples Know the global distribution of tropical storms (hurricanes, cyclones, typhoons). An understanding of the relationship between tropical storms and general atmospheric circulation. Cause of tropical storms and the sequence of their formation and development. The structure and features of a tropical storm. How climate change might affect the distribution, frequency and intensity of tropical storms. Primary and secondary effects of tropical storms. Immediate and long-term responses to a tropical storm. Use named example of a tropical storm to show its effects and responses. How monitoring, prediction, protection and planning can reduce the effects of tropical storms. (3 x Ps) Hurricane Katrina, New Orleans, USA 2005

55 Overview of types of weather hazard experienced in the UK. One example of a recent extreme weather event in the UK to illustrate: causes Strom Desmond social, economic and environmental impacts how management strategies can reduce risk know at least 5 pieces of evidence to say that weather is becoming more extreme in the UK. Climate change Specification content to know how natural factors cause climate to change over a long time scale: orbital changes, volcanic activity and sun spots. To know how Human factors can cause climate change : use of fossil fuels effect of agriculture effect of deforestation. Know at least 3 effects of climate change on people and 3 on the environment. Be able to link these to real places in the world. Case studies/examples Managing climate change: mitigation alternative energy production, carbon capture, planting trees, international agreements adaptation change in agricultural systems, managing water supply, reducing risk from rising sea levels.

56 The living world Ecosystems Specification content Case studies/examples One example of a small-scale UK ecosystem, to illustrate the concept of inter-relationships within a natural system, an understanding of producers, consumers, decomposers, food chain, food web and nutrient cycle. The balance between components. The impact on the ecosystem of changing one component. Overview of the distribution and characteristics of large scale, natural, global ecosystems. Tropical rainforests Specification content The physical characteristics of a tropical rainforest. The interdependence of climate, water, soils, plants, animals and people. How plants and animals adapt to the physical environment. Issues related to biodiversity. Case studies/examples

57 Changing rates of deforestation. A case study of a tropical rainforest to illustrate: causes of deforestation subsistence and commercial farming, logging, road building, mineral extraction, energy development, settlement, population growth impacts of deforestation - economic development, soil erosion, loss of biodiversity, contribution to climate change. Value of tropical rainforests to people and the environment. Strategies used to manage the rainforest sustainably: selective logging and replanting conservation and education ecotourism and international agreements about the use of tropical hardwoods debt reduction. Hot deserts Specification content The physical characteristics of a hot desert. Case studies/examples

58 The interdependence of climate, water, soils, plants, animals and people. How plants and animals adapt to the physical conditions. Issues related to biodiversity. A case study of a hot desert to illustrate: development opportunities in hot desert environments: mineral extraction, energy, farming, tourism challenges of developing hot desert environments: extreme temperatures, water supply, inaccessibility. Causes of desertification: climate change population growth removal of fuel wood overgrazing over-cultivation and soil erosion. Strategies used to reduce the risk of desertification: water and soil management, tree planting and use of appropriate technology. Physical landscapes in the UK UK physical landscapes Specification content Overview of the location of major upland/lowland areas and river systems.

59 Coastal landscapes in the UK Specification content Wave types and characteristics. Coastal processes: Case studies/examples weathering processes mechanical, chemical mass movement sliding, slumping and rock falls erosion hydraulic power, abrasion and attrition transportation longshore drift deposition why sediment is deposited in coastal areas. How geological structure and rock type influence coastal forms. Characteristics and formation of landforms resulting from erosion: headlands and bays, cliffs and wave cut platforms, caves, arches and stacks. Characteristics and formation of landforms resulting from deposition: beaches, sand dunes, spits and bars. An example of a section of coastline in the UK to identify its major landforms of erosion and deposition. The costs and benefits of the following management strategies: hard engineering sea walls, rock armour, gabions and groynes soft engineering beach nourishment and reprofiling, dune regeneration managed retreat coastal realignment. One example of a coastal management scheme in the UK to show: Durdle Door Arch Swanage Bay- Headlands and Bays Slumping: Barton on Sea Isle of Wight Hard Engineering Hove- Groynes and Sea walls Pevensey Bay- Soft Engineering Wallasea Island: Managemnt retreat the reasons for management the management strategy the resulting effects and conflicts.

60 River landscapes in the UK Specification content The long profile and changing cross profile of a river and its valley. Fluvial processes: Case studies/examples erosion hydraulic action, abrasion, attrition, solution, vertical and lateral erosion transportation traction, saltation, suspension and solution deposition why rivers deposit sediment. Characteristics and formation of landforms resulting from erosion: interlocking spurs, waterfalls and gorges. Characteristics and formation of landforms resulting from erosion and deposition: meanders and ox-bow lakes. Characteristics and formation of landforms resulting from deposition: levées, flood plains and estuaries. An example of a river valley in the UK to identify its major landforms of erosion and deposition. How physical and human factors affect the flood risk precipitation, geology, relief and land use. The use of hydrographs to show the relationship between precipitation and discharge. The costs and benefits of the following management strategies: River Tees River Tees hard engineering dams and reservoirs, straightening, embankments, flood relief channels soft engineering flood warnings and preparation, flood plain zoning, planting trees and river restoration. One example of a flood management scheme in the UK to show: why the scheme was required

61 the management strategy the social, economic and environmental issues. Challenges in the human environment Urban issues and challenges Specification content The global pattern of urban change. Urban trends in different parts of the world including HICs and LICs. Factors affecting the rate of urbanisation - migration (push - pull theory), natural increase. Why do we get mega-cities. Case studies/examples A case study of a major city in an LIC or NEE to illustrate: the location and importance of the city, regionally, nationally and internationally Mumbai, India causes of growth: natural increase and migration how urban growth has created opportunities: o social: access to services health, education; access to resources -water supply, energy o economic: how urban industrial areas can be a stimulus for economic development. Rocinha, Brazil And Dharavi, India how urban growth has created challenges: managing urban growth - slums, squatter settlements providing clean water, sanitation systems and energy providing access to services - health and education, reducing unemployment, crime Rocinha, Brazil And Dharavi, India

62 managing environmental issues - waste disposal, air and water pollution, traffic congestion. An example of how urban planning is improving the quality of life for the urban poor. Evaluation of the schemes (good and bad sides) Self-help schemes and slum upgrading Overview of the distribution of population and the major cities in the UK. A case study of a major city in the UK to illustrate: Birmingham, UK the location and importance of the city in the UK and the wider world impacts of national and international migration on the growth and character of the city how urban change has created opportunities: o social and economic: cultural mix, recreation and entertainment, employment, integrated transport systems o environmental: urban greening how urban change has created challenges: social and economic: urban deprivation, inequalities in housing, education, health and employment environmental: dereliction, building on brownfield sites, waste disposal the impact of urban sprawl on the rural-urban fringe and the growth of commuter settlements. Stratford, London Stratford, London

63 An example of an urban regeneration project to show: reasons why the area needed regeneration the main features of the project. Features of sustainable urban living: water and energy conservation BEDZED, Croydon,UK waste recycling creating green space. How urban transport strategies are used to reduce traffic congestion. Manchester Metro link Cambridge guided busway London Congestion Charging The changing economic world Specification content Case studies/examples

64 Different ways of classifying parts of the world according to their level of economic development and quality of life. Different economic and social measures of development: gross national income (GNI) per head, birth and death rates, infant mortality, life expectancy, people per doctor, literacy rates, access to safe water, Human Development Index (HDI). Limitations of economic and social measures. Links between stages of the Demographic Transition Model and the level of development Causes of uneven development: physical, economic and historical Consequences of uneven development: disparities in wealth and health, international migration. Overview of the strategies used to reduce the development gap: Investment industrial development tourism aid using intermediate technology fair trade debt relief microfinance loans. TBC TBC One example of how the growth of tourism in an LIC or NEE helps to reduce the development gap. A case study of one LIC or NEE to illustrate: TBC the location and importance of the country regionally and globally the wider political, social, cultural and environmental context within which the country is placed the changing industrial structure. The balance between different sectors of the economy. How manufacturing industry can stimulate economic development the role of transnational corporations (TNCs) in relation to industrial development. Advantages and disadvantages of TNC(s) to the host country the changing political and trading relationships with the wider world

65 international aid: types of aid, impacts of aid on the receiving country the environmental impacts of economic development the effects of economic development on the quality of life for the population. History: American West Content Overview - The American West, c1835 c1895 Key topic 1: The early settlement of the West, c1835 c The Plains Indians: their beliefs and way of life 2. Migration and early settlement 3. Conflict and tension Social and tribal structures, ways of life and means of survival on the Plains. Beliefs about land and nature and attitudes to war and property. US government policy: support for US westward expansion and the significance of the Permanent Indian Frontier. The Indian Appropriations Act The factors encouraging migration, including economic conditions, the Oregon Trail from 1836, the concept of Manifest Destiny, and the Gold Rush of The process and problems of migration, including the experiences of the Donner Party and the Mormon migration, The development and problems of white settlement farming. Reasons for tension between settlers and Plains Indians. The significance of the Fort Laramie Treaty The problems of lawlessness in early towns and settlements. Attempts by government and local communities to tackle lawlessness. Key topic 2: Development of the plains, c1862 c The development of settlement in the West The significance of the Civil War and post war reconstruction, including the impact of the Homestead Act 1862, the Pacific Railroad Act 1862, and the completion of the First Transcontinental Railroad, Attempts at solutions to problems faced by homesteaders: the use of new methods and new technology; the impact of the Timber Culture Act 1873 and of the spread of the railroad network.

66 2 Ranching and the cattle industry 3 Changes in the way of life of the Plains Indians Continued problems of law and order in settlements, and attempted solutions, including the roles of law officers and increases in federal government influence. The cattle industry and factors in its growth, including the roles of Iliff, McCoy and Goodnight, the significance of Abilene and of the increasing use of the railroad network. The impact of changes in ranching on the work of the cowboy. Rivalry between ranchers and homesteaders. The impact of railroads, the cattle industry and gold prospecting on the Plains Indians. The impact of US government policy towards the Plains Indians, including the continued use of reservations. President Grant s Peace Policy, Conflict with the Plains Indians: Little Crow s War (1862) and the Sand Creek Massacre (1864), the significance of Red Cloud s War ( ) and the Fort Laramie Treaty (1868). Key topic 3: Conflicts and conquest, c1876 c Changes in farming, the cattle industry and settlement Changes in farming: the impact of new technology and new farming methods. Changes in the cattle industry, including the impact of the winter of The significance of changes in the nature of ranching: the end of the open range. 2 Conflict and tension Continued growth of settlement: the Exoduster movement and Kansas (1879), the Oklahoma Land Rush of Extent of solutions to problems of law and order: sheriffs and marshals. The significance of Billy the Kid, OK Corral (1881), Wyatt Earp. The range wars, including the Johnson County War of The Plains Indians: the destruction of their way of life Conflict with the Plains Indians: the Battle of the Little Big Horn, 1876 and its impact; the Wounded Knee Massacre, The hunting and extermination of the buffalo. The Plains Indians life on the reservations. The significance of changing government attitudes to the Plains Indians, including the Dawes Act 1887 and the closure of the Indian Frontier.

67 History: Early Elizabethan England Early Elizabethan England Key topic 1: Queen, government and religion, Key Topic 1.1 The situation on Elizabeth's accession Elizabethan England in 1558: society and government. The Virgin Queen: the problem of her legitimacy, gender, marriage. Her character and strengths. Challenges at home and from abroad: the French threat, financial weaknesses. Key Topic 1.2 The settlement of religion Religious divisions in England in Elizabeth s religious Settlement (1559): its features and impact. The Church of England: its role in society. Key Topic 1.3 Challenge to the religious settlement The nature and extent of the Puritan challenge. The nature and extent of the Catholic challenge, including the role of the nobility, Papacy and foreign powers. Key Topic 1.4 The problem of Mary, Queen of Scots Mary, Queen of Scots: her claim to the English throne, her arrival in England in Relations between Elizabeth and Mary, Key topic 2: Challenges to Elizabeth at home and abroad, Key Topic 2.1 Plots and revolts at home The reasons for, and significance of, the Revolt of the Northern Earls, The features and significance of the Ridolfi, Throckmorton and Babington Plots. Walsingham and the use of spies. The reasons for, and significance of, Mary Queen of Scots execution in 1587 Key Topic 2.2 Relations with Spain Political and religious rivalry Commercial rivalry. The New World, privateering and the significance of the activities of Drake. Key Topic 2.3 The outbreak of war with Spain, English direct involvement in the Netherlands, The role of Robert Dudley. Drake and the raid on Cadiz: Singeing the King of Spain s beard. Key Topic 2.4 The Armada Spanish invasion plans. Reasons why Philip used the Spanish Armada. The reasons for and consequences of the English victory. Key topic 3: Elizabethan society in the Age of Exploration, Key Topic 3.1 Education and leisure Education in the home, schools and universities. Sport, pastimes and the theatre.

68 Key Topic 3.2 The problem of the poor The reasons for the increase in poverty and vagabondage during these years. The changing attitudes and policies towards the poor. Key Topic 3.3 Exploration and voyages of discovery Factors prompting exploration, including the impact of new technology on ships and sailing and the drive to expand trade. The reasons for and significance of Drake s circumnavigation of the globe. Key Topic 3.4 Raleigh and Virginia The significance of Raleigh and the attempted colonisation of Virginia. History: Weimar and Nazi Germany Weimar and Nazi Germany The Weimar Republic The origins of the Republic, The legacy of the First World War. The abdication of the Kaiser, the armistice and revolution, The setting up of the Weimar Republic. The strengths and weaknesses of the new Constitution. 2 The early challenges to the Weimar Republic, Reasons for the early unpopularity of the Republic, including the stab in the back theory and the key terms of the Treaty of Versailles. Challenges to the Republic from Left and Right: Spartacists, Freikorps, the Kapp Putsch. The challenges of 1923: hyperinflation; the reasons for, and effects of, the French occupation of the Ruhr. 3 The recovery of the Republic, Reasons for economic recovery, including the work of Stresemann, the Rentenmark, the Dawes and Young Plans and American loans and investment. The impact on domestic policies of Stresemann s achievements abroad: the Locarno Pact, joining the League of Nations and the Kellogg-Briand Pact. 4 Changes in society, Changes in the standard of living, including wages, housing, and unemployment insurance. Changes in the position of women in work, politics and leisure. Cultural changes: developments in architecture, art and the cinema.

69 Hitler s rise to power, Early development of the Nazi Party, Hitler s early career: joining the German Workers Party and setting up the Nazi Party, The early growth and features of the Party. The Twenty-Five Point Programme. The role of the SA. 2 The Munich Putsch and the lean years, The reasons for, events and consequences of the Munich Putsch. Reasons for limited support for the Nazi Party, Party reorganisation and Mein Kampf. The Bamberg Conference of The growth in support for the Nazis, The growth of unemployment its causes and impact. The failure of successive Weimar governments to deal with unemployment from 1929 to January The growth of support for the Communist Party. Reasons for the growth in support for the Nazi Party, including the appeal of Hitler and the Nazis, the effects of propaganda and the work of the SA. 4 How Hitler became Chancellor, Political developments in The roles of Hindenburg, Brüning, von Papen and von Schleicher. The part played by Hindenburg and von Papen in Hitler becoming Chancellor in Nazi control and dictatorship, The creation of a dictatorship, The Reichstag Fire. The Enabling Act and the banning of other parties and trade unions. The threat from Röhm and the SA, the Night of the Long Knives and the death of von Hindenburg. Hitler becomes Führer, the army and oath of allegiance. 2 The police state The role of the Gestapo, the SS, the SD and concentration camps. Nazi control of the legal system, judges and law courts. Nazi policies towards the Catholic and Protestant Churches, including the Reich Church and the Concordat. 3 Controlling and influencing attitudes Goebbels and the Ministry of Propaganda: censorship, Nazi use of media, rallies and sport, including the Berlin Olympics of Nazi control of culture and the arts, including art, architecture, literature and film. 4 Opposition, resistance and conformity The extent of support for the Nazi regime. Opposition from the Churches, including the role of Pastor Niemöller. Opposition from the young, including the Swing Youth and the Edelweiss Pirates.

70 1 Nazi policies towards women Nazi views on women and the family. Life in Nazi Germany, Nazi policies towards women, including marriage and family, employment and appearance. 2 Nazi policies towards the young Nazi aims and policies towards the young. The Hitler Youth and the League of German Maidens. Nazi control of the young through education, including the curriculum and teachers. 3 Employment and living standards Nazi policies to reduce unemployment, including labour service, autobahns, rearmament and invisible unemployment. Changes in the standard of living, especially of German workers. The Labour Front, Strength Through Joy, Beauty of Labour. 4 The persecution of minorities Nazi racial beliefs and policies and the treatment of minorities: Slavs, gypsies, homosexuals and those with disabilities. The persecution of the Jews, including the boycott of Jewish shops and businesses (1933), the Nuremberg Laws and Kristallnacht. 1 Nazi policies towards women Nazi views on women and the family. Nazi policies towards women, including marriage and family, employment and appearance. History: Medicine in Britain

71 1. Ideas about the cause of disease and illness 2. Approaches to prevention and treatment Content Overview Medicine in Britain, c1250 present c.1250 c.1500: Medicine in Medieval England Supernatural and religious explanations of the cause of disease. Rational explanations: the Theory of the Four Humours and the miasma theory; the continuing influence in England of Hippocrates and Galen. Approaches to prevention and treatment and their connection with ideas about disease and illness: religious actions, bloodletting and purging, purifying the air, and the use of remedies. New and traditional approaches to hospital care in the thirteenth century. The role of the physician, apothecary and barber surgeon in treatment and care provided within the community and in hospitals, c Case Study Dealing with the Black Death, ; approaches to treatment and attempts to prevent its spread. c1500 c1700: The Medical Renaissance in England 1. Ideas about the cause of disease and illness Continuity and change in explanations of the cause of disease and illness. A scientific approach, including the work of Thomas Sydenham in improving diagnosis. The influence of the printing press and the work of the Royal Society on the transmission of ideas. 2. Approaches to prevention Continuity in approaches to prevention, treatment and care in the community and in hospitals. and treatment Change in care and treatment: improvements in medical training and the influence in England of the work of Vesalius. 3. Case Study Key individual: William Harvey and the discovery of the circulation of 1. Ideas about the cause of disease and illness 2. Approaches to prevention and treatment the blood. Dealing with the Great Plague in London, 1665: approaches to treatment and attempts to prevent its spread. c1700 c1900: Medicine in eighteenth- and nineteenth-century Britain Continuity and change in explanations of the cause of disease and illness. The influence in Britain of Pasteur s Germ Theory and Koch s work on microbes. The extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The impact of anaesthetics and antiseptics on surgery. New approaches to prevention: the development and use of vaccinations and the Public Health Act Case Study Key individual: Jenner and the development of vaccination. Fighting Cholera in London, 1854; attempts to prevent its spread; the significance of Snow and the Broad Street pump. c1900 present: Medicine in modern Britain Advances in understanding the causes of illness and disease: the 1. Ideas about the cause of disease and illness influence of genetic and lifestyle factors on health. Improvements in diagnosis: the impact of the availability of blood tests, scans and monitors.

72 2. Approaches to prevention and treatment The extent of change in care and treatment. The impact of the NHS and science and technology: improved access to care; advances in medicines, including magic bullets and antibiotics; high-tech medical and surgical treatment in hospitals. New approaches to prevention: mass vaccinations and government lifestyle campaigns. 3. Case Study Key individuals: Fleming, Florey and Chain s development of penicillin. The fight against lung cancer in the twenty-first century: the use of science and technology in diagnosis and treatment; government action. The British sector of the Western Front, : injuries, treatment and the trenches The historic environment The British sector of the Western Front, : injuries, treatment and the trenches Knowledge, selection and use of sources for historical enquiries The context of the British sector of Western Front and the theatre of war in Flanders and northern France: the Ypres salient, the Somme, Arras and Cambrai. The trench system - its construction and organisation, including frontline and support trenches. The use of mines at Hill 60 near Ypres and the expansion of tunnels, caves and quarries at Arras. Significance for medical treatment of the nature of the terrain and problems of the transport and communications infrastructure. Conditions requiring medical treatment on the Western Front, including the problems of ill health arising from the trench environment. The nature of wounds from rifles and explosives. The problem of shrapnel, wound infection and increased numbers of head injuries. The effects of gas attacks. The work of the RAMC and FANY. The system of transport: stretcher bearers, horse and motor ambulances. The stages of treatment areas: aid post and field ambulance, dressing station, casualty clearing station, base hospital. The underground hospital at Arras. The significance of the Western Front for experiments in surgery and medicine: new techniques in the treatment of wounds and infection, the Thomas splint, the use of mobile x-ray units, the creation of a blood bank for the Battle of Cambrai. The historical context of medicine in the early twentieth century: the understanding of infection and moves towards aseptic surgery; the development of x-rays; blood transfusions and developments in the storage of blood. Knowledge of national sources relevant to the period and issue, e.g. army records, national newspapers, government reports, medical articles. Knowledge of local sources relevant to the period and issue, e.g. personal accounts, photographs, hospital records, army statistics. Recognition of the strengths and weaknesses of different types of source for specific enquiries. Framing of questions relevant to the pursuit of a specific enquiry. Selection of appropriate sources for specific investigations.

73 Religious Studies: AQA Religious Studies (A 8062) GCSE Subject content Students must take assessments in the following two components in the same series: Component 1: The study of religions: beliefs, teachings and practices Component 2: Thematic studies Component 1: The study of religions: beliefs, teachings and practices What's assessed Beliefs, teachings and practices of two from: Christianity Islam How it's assessed Written exam: 1 hour 45 minutes 96 marks, plus 6 marks for spelling, punctuation and grammar (SPaG) 50% of GCSE Questions Each religion has a common structure of two five-part questions of 1, 2, 4, 5 and 12 marks. Each religion is marked out of 48. Component 2: Thematic studies What's assessed

74 Component 1: The study of religions: beliefs, teachings and practices Either four religious, philosophical and ethical studies themes or two religious, philosophical and ethical studies themes and two textual studies themes. Religious, philosophical and ethical studies themes: Theme A: Relationships and families. Theme B: Religion and life. Theme D: Religion, peace and conflict. Theme E: Religion, crime and punishment. How it's assessed Written exam: 1 hour 45 minutes 96 marks, plus 3 marks for spelling, punctuation and grammar (SPaG) 50% of GCSE Questions Each theme has a common structure of one five-part question of 1, 2, 4, 5 and 12 marks. Each theme is marked out of 24. Component 1: The study of religions: beliefs, teachings and practices Christianity Students should be aware that Christianity is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. This knowledge may be applied throughout the assessment of the specified content. Students should study the beliefs, teachings and practices of Christianity specified below and their basis in Christian sources of wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Some texts are prescribed for study in the content set out below and questions may be set on them. Students may refer to any relevant text in their answers and AQA will publish a list of

75 appropriate texts as part of the supporting material for this specification. These additional texts will not be required for study, alternatives may be used, and questions will not be set on them. Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies. Common and divergent views within Christianity in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of different Christian perspectives in their answers including Catholic, Orthodox and Protestant. They must study the specific differences identified below Beliefs and teachings Key beliefs o o The nature of God: God as omnipotent, loving and just, and the problem of evil and suffering the oneness of God and the Trinity: Father, Son and Holy Spirit. Different Christian beliefs about creation including the role of Word and Spirit (John 1:1-3 and Genesis 1:1-3). Different Christian beliefs about the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell. Jesus Christ and salvation Beliefs and teachings about: o o o o o the incarnation and Jesus as the Son of God the crucifixion, resurrection and ascension sin, including original sin the means of salvation, including law, grace and Spirit the role of Christ in salvation including the idea of atonement Practices Worship and festivals o Different forms of worship and their significance: liturgical, non-liturgical and informal, including the use of the Bible

76 o o o o o o private worship. Prayer and its significance, including the Lord s Prayer, set prayers and informal prayer. The role and meaning of the sacraments: the meaning of sacrament the sacrament of baptism and its significance for Christians; infant and believers' baptism; different beliefs about infant baptism the sacrament of Holy Communion/Eucharist and its significance for Christians, including different ways in which it is celebrated and different interpretations of its meaning. The role and importance of pilgrimage and celebrations including: two contrasting examples of Christian pilgrimage: Lourdes and Iona the celebrations of Christmas and Easter, including their importance for Christians in Great Britain today. The role of the church in the local and worldwide community o o o The role of the Church in the local community, including food banks and street pastors. The place of mission, evangelism and Church growth. The importance of the worldwide Church including: working for reconciliation how Christian churches respond to persecution the work of one of the following: Catholic Agency For Overseas Development (CAFOD), Christian Aid, Tearfund Islam Students should be aware that Islam is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. This knowledge may be applied throughout the assessment of the specified content. Students should study the beliefs, teachings and practices of Islam specified below and their basis in Islamic sources of wisdom and authority. They should be able to refer to scripture and other writings where appropriate. Some texts are prescribed for study in the content set out below and questions may be set on them. Students may refer to any relevant text in their answers and AQA will publish a list of appropriate texts as part of the supporting material for this specification. These additional texts will not be required for study, alternatives may be used, and questions will not be set on them. Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.

77 Common and divergent views within Islam in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of different Muslim perspectives in their answers, including those from Sunni and Shi a Islam. They must study the specific differences identified below Beliefs and teachings Key Beliefs The six articles of faith in Sunni Islam and five roots of Usul ad-din in Shi a Islam, including key similarities and differences. Tawhid (the Oneness of God), Qur an Surah 112. The nature of God: omnipotence, beneficence, mercy, fairness and justice/adalat in Shi a Islam, including different ideas about God s relationship with the world: immanence and transcendence. Angels, their nature and role, including Jibril and Mika il. Predestination and human freedom and its relationship to the Day of Judgement. Akhirah (life after death), human responsibility and accountability, resurrection, heaven and hell. Authority o o Risalah (Prophethood) including the role and importance of Adam, Ibrahim and Muhammad. The holy books: Qur an: revelation and authority the Torah, the Psalms, the Gospel, the Scrolls of Abraham and their authority. The imamate in Shi'a Islam: its role and significance Practices Worship Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi a Islam (students should study the Five Pillars and jihad in both Sunni and Shi a Islam and the additional duties of Shi a Islam). Shahadah: declaration of faith and its place in Muslim practice. Salah and its significance: how and why Muslims pray including times, directions, ablution (wudu), movements (rak ahs) and recitations; salah in the home and mosque and elsewhere; Friday prayer: Jummah; key differences in the practice of salah in Sunni and Shi a Islam, and different Muslim views about the importance of prayer.

78 Duties and festivals Sawm: the role and significance of fasting during the month of Ramadan including origins, duties, benefits of fasting, the exceptions and their reasons, and the Night of Power, Qur an 96:1-5. Zakah: the role and significance of giving alms including origins, how and why it is given, benefits of receipt, Khums in Shi a Islam. Hajj: the role and significance of the pilgrimage to Makkah including origins, how hajj is performed, the actions pilgrims perform at sites including the Ka aba at Makkah, Mina, Arafat, Muzdalifah and their significance. Jihad: different understandings of jihad: the meaning and significance of greater and lesser jihad; origins, influence and conditions for the declaration of lesser jihad. Festivals and commemorations and their importance for Muslims in Great Britain today, including the origins and meanings of Id-ul-Adha, Id-ul-Fitr, Ashura. Component 2: Thematic studies Religious, philosophical and ethical studies Students will be expected to show their understanding of religion through the application of teachings from religion and beliefs. They will also be expected to make specific references to sources of wisdom and authority including scripture and/or sacred texts. They may refer to any relevant religious text such as the Bible, the Qur an and Hadith. As part of the supporting material for this specification, AQA will publish a list of appropriate texts; alternatives may be used and no questions will be set on them. Students must demonstrate knowledge and understanding that: the religious traditions of Great Britain are, in the main, Christian the religious traditions in Great Britain are diverse. Students may draw upon Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as other religions and non-religious beliefs such as atheism and humanism Theme A: Relationships and families Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.

79 They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: Contraception. Sexual relationships before marriage. Homosexual relationships. Sex, marriage and divorce Human sexuality including: heterosexual and homosexual relationships. Sexual relationships before and outside of marriage. Contraception and family planning. The nature and purpose of marriage. Same-sex marriage and cohabitation. Divorce, including reasons for divorce, and remarrying. Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion. Families and gender equality o o o o o o o The nature of families, including: the role of parents and children extended families and the nuclear family. The purpose of families, including: procreation stability and the protection of children educating children in a faith. Contemporary family issues including: same-sex parents polygamy. The roles of men and women. Gender equality. Gender prejudice and discrimination, including examples.

80 Theme B: Religion and life Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues. They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: Abortion. Euthanasia. Animal experimentation. The origins and value of the universe o o o o The origins of the universe, including: religious teachings about the origins of the universe, and different interpretations of these the relationship between scientific views, such as the Big Bang theory, and religious views. The value of the world and the duty of human beings to protect it, including religious teaching about stewardship, dominion, responsibility, awe and wonder. The use and abuse of the environment, including the use of natural resources, pollution. The use and abuse of animals, including: animal experimentation the use of animals for food. The origins and value of human life o o The origins of life, including: religious teachings about the origins of human life, and different interpretations of these the relationship between scientific views, such as evolution, and religious views. The concepts of sanctity of life and the quality of life. Abortion, including situations when the mother's life is at risk. Ethical arguments related to abortion, including those based on the sanctity of life and quality of life. Euthanasia. Beliefs about death and an afterlife, and their impact on beliefs about the value of human life

81 Theme D: Religion, peace and conflict Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues. They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: Violence. Weapons of mass destruction. Pacifism. Religion, violence, terrorism and war o o o o The meaning and significance of: peace justice forgiveness reconciliation. Violence, including violent protest. Terrorism. Reasons for war, including greed, self-defence and retaliation. The just war theory, including the criteria for a just war. Holy war. Pacifism. Religion and belief in 21 st century conflict Religion and belief as a cause of war and violence in the contemporary world. Nuclear weapons, including nuclear deterrence. The use of weapons of mass destruction. Religion and peace-making in the contemporary world including the work of individuals influenced by religious teaching. Religious responses to the victims of war including the work of one present day religious organisation.

82 Theme E: Religion, crime and punishment Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues. They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: Corporal punishment. Death penalty. Forgiveness. Religion, crime and the causes of crime o o o o Good and evil intentions and actions, including whether it can ever be good to cause suffering. Reasons for crime, including: poverty and upbringing mental illness and addiction greed and hate opposition to an unjust law. Views about people who break the law for these reasons. Views about different types of crime, including hate crimes, theft and murder. Religion and punishment o o o o o o The aims of punishment, including: retribution deterrence reformation. The treatment of criminals, including: prison corporal punishment community service. Forgiveness. The death penalty.

83 Ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life Key Terms Christianity Ascension The event 40 days after the Resurrection, when Jesus returned to God, the Father, in heaven, recorded in Luke 24 and Acts 1. Atonement Literally at-one-ment, it refers to the reconciliation between God and humanity that was sealed by the sacrificial death of Jesus. Baptism The sacrament through which people become members of the Church. Baptism involves the use of water as a symbol of the washing away of sin. It is a rite of initiation. Believers' baptism Initiation into the Church, by immersion in water, of people old enough to understand the ceremony/rite and willing to live a Christian life. Some denominations prefer this to infant baptism. This form of baptism contains many similarities to the baptism of Jesus. Bible Sacred book for Christians containing both the Old and New Testaments. Catholic The tradition within the Christian Church which is led by the Pope. Catholic Agency for Overseas Development (CAFOD) A Christian charity that provides emergency and long-term aid to the developing world. Christ The leader promised by God to the Jews. The word literally means 'Anointed One' in Greek; the Hebrew equivalent is Messiah. Christians believe Jesus to be the Christ. Christian Someone who believes in Jesus Christ and follows the religion based on his teachings. Christian Aid A Christian charity that provides emergency and long-term aid to the developing world.

84 Christmas The Feast Day commemorating the birth of Jesus (25 December in most Churches). Church The Holy People of God, also called the Body of Christ, among whom Christ is present and active. Members of a particular Christian denomination/tradition. A building in which Christians worship. Creation Christians believe that the world is God s loving creation. Crucifixion Roman method of execution by which criminals were fixed to a cross. The execution and death of Jesus on Good Friday. Easter The religious season celebrating the Resurrection of Jesus from the dead. It starts on Easter Day and finishes with the feast of Pentecost. Eucharist Literally 'thanksgiving'. Another name for Holy Communion and a service in which the sacrificial death and resurrection of Jesus are celebrated, using bread and wine. Thanks are given to God for his creation of the world, for the life, death and resurrection of Jesus and for the bread and wine which many Christians refer to as Jesus' Body and Blood. Evangelism Preaching the gospel (the good news about God) to convert people to the Christian faith. Evil The opposite of good. A force that is seen in many traditions as destructive and against God. The Father The first Person of the Trinity, the creator and sustainer of the universe. Food banks This relates to Christian charities collecting donated food to distribute to the poor in Britain. Grace The unconditional and generous love that God shows to people who do not deserve it. Heaven The state after death of being with and enjoying eternity with God

85 Hell The place of eternal suffering or the state after death of separation from God for those who want no relationship with him. Holy Communion Another name for the Eucharist in which the sacrificial death and resurrection of Jesus are celebrated using bread and wine. Holy Spirit The third person of the Holy Trinity who descended like a dove on Jesus at his baptism. Christians believe that the Holy Spirit is present and inspires them. Incarnation Literally 'in flesh', or 'enfleshed', the doctrine that God took the human form as Jesus. Infant baptism Initiation of babies and young children into the Church, where promises are taken on their behalf by adults. The infant is freed from sin and introduced to the saving love of God and the support of the Christian community. Informal prayer This takes the form of extempore prayer, consisting of spontaneous prayers spoken from the heart as opposed to the use of set prayers. Informal worship Worship which has no set structure It is usually spontaneous and sometimes charismatic in nature. Iona An island of the west coast of Scotland founded by Columba in the 4th century. It is used by Christians today as a centre for pilgrimage and religious retreat. Jesus First century Jewish teacher and holy man, believed by Christians to be the Son of God. Judgement When God decides whether each person should receive eternal life or eternal punishment. Just This refers to the nature of God as one who treats each individual human being fairly and equally. Liturgical worship A church service which follows a set structure or ritual.

86 Law This refers to the law of God, revealed in the Bible, which Christians are called to obey. St Paul made it clear, however, that salvation is not earned by obedience to the law but is God s free gift. Lourdes A town in France, where the Virgin Mary appeared to Bernadette in a series of visions, and now a place of pilgrimage, where it is claimed that miraculous healings have taken place. Lord's Prayer The prayer taught to the disciples by Jesus; also known as the 'Our Father'. Mission Literally sent out. It refers to the duty of Christians to spread the gospel (the good news about Jesus). Non-liturgical worship A service which does not follow a set text or ritual. This type of worship is sometimes spontaneous or charismatic in nature. Omnipotent The belief that God is all powerful. The Oneness of God The belief that God is One. Original sin The traditional belief that is still held by some Christians that human nature is basically flawed, and so humans have a tendency to go against God s will. Christians who think that the Bible is literally true believe that it has been passed down from Adam and Eve. Orthodox The most popular Christian tradition in some parts of Eastern Europe. There are two main Orthodox Churches Greek and Russian. Persecution Throughout the centuries and still in some parts of the world, Christians face punishment and even death for adherence to their faith. Pilgrimage A journey by a Christian to a holy site, eg Lourdes, Iona. Pilgrimage is itself an act of worship and devotion. Prayer Communicating with God through words of praise, thanksgiving or confession, or requests for his help or guidance. Listening to and speaking to God.

87 Private worship A believer giving God praise and worship on his or her own. Protestant The Churches that 'protested' against and broke away from the Catholic Church during the Reformation. Services are generally based more closely on the Bible than those of the Catholic and Orthodox Churches. Reconciliation The process of restoring harmony after relationships between people has broken down. A sacrament in the Roman Catholic and some Anglican Churches. Resurrection The event celebrated on Easter Day of Jesus rising from the dead, an event recorded in all four gospels and the central belief of Christianity. The form that many Christians believe the afterlife will take, referring to either physical or spiritual bodies. Sacrament The outward and visible sign of an invisible and spiritual grace. Baptism and the Eucharist are recognised as sacraments by most Christians. Salvation Saving the soul and deliverance from sin and admission to heaven brought about by Jesus. Set prayers These are prayers written throughout the centuries by Christian holy men and women, which many Christians use. The Lord s Prayer is an example of a set prayer. Sin Behaviour which is against God's laws and wishes/against principles of morality. A thought, word or action which is wrong, which people know is wrong and which people freely choose. The Son The second Person of the Trinity. This is Jesus, in whom God became incarnate. Son of God A title used for Jesus, the second person in the Trinity; denotes the special relationship between Jesus and God. Sources of wisdom and authority Christians believe that the Bible, religious leaders and statements of belief, eg the Apostles' Creed, should be respected as conveying deep religious truths.

88 Street pastors A Christian organisation consisting of people who work mainly at night on city streets, caring for those who need help. Suffering When people have to face and live with unpleasant events or conditions. Tearfund A Christian charity that provides emergency and long-term aid to the developing world. Trinity The belief that there are three Persons in the One God. The Father, Son and Holy Spirit are separate, but are also one being. Word St John s Gospel 1 describes God creating the world through his Word and links this to Jesus in the statement: The Word was made flesh and dwelt among us. Worship Offering to God the praise that he is due. This may be done in public or in private worship. Islam Ablution Ritual washing in Islam. The Arabic term is wudu. Adalat The concept of justice in Shi a Islam Adam One of the prophets of Allah. The father of humankind. He built the Ka aba. Allah The Islamic name for God. Akhirah Belief in life after death.

89 Angels They are spiritual beings created from elements of light. They gave Gods messages to the prophets and watch over humans. Arafat A plain near to Makkah where pilgrims gather to worship, pray and ask for forgiveness. This takes place on the ninth day of the Islamic month, the day before Eid ul Adha. Ashura A very important festival in Shi a Islam, occurring on 10th Muharram. Shi a Muslims commemorate the martyrdom of Hussein (Muhammad s grandson). Ashura is observed by Sunni Muslims for a different reason, as a day of repentance for sins in the belief that they will be forgiven. Authority As the direct Word of Allah, the Qur an has supreme authority. This means its truths must be believed and its commands obeyed. Beneficence Literally doing good. One of the 99 Beautiful Names of Allah, it refers to the generosity that Allah shows to humans. Day of Judgement The day when Allah will decide about individual deeds, good and bad, and on reward or punishment. Fairness This refers to Allah s justice. He treats all humans equally and as they deserve. Fasting Not eating or drinking. It refers especially to sawm, which is the 4th of the Five Pillars. During the month of Ramadan, Muslims fast from sunrise to sunset. The Five Pillars The Five Pillars observed by Sunni Muslims which support Islam by encouraging the development of good character, attitude and behaviour. These are shahadah, salah, zakah, sawm and hajj. The five roots of Usul ad-din The foundations of the faith in Shi a Islam. They consist of five key beliefs: Tawhid(the Oneness of Allah), Adalat (justice), prophethood (nubuwwah), imamate (leadership). Friday prayer Jummah. Friday prayers in the mosque, where a sermon (khutbah) is heard.

90 Giving alms A key practice in Islam. Zakah is the 3rd of the Five Pillars. Giving alms means giving to those in need, e.g. money, food, time. The Gospel The term means good news and it is the good news about Isa (Jesus), one of the prophets of Islam. It was written down by his disciples. Greater jihad This refers to the duty of every Muslim to live a good life, staying faithful to the beliefs and obeying the commands of Islam. Hajj Annual pilgrimage to Makkah, which all Muslims must undertake at least once in their lives, unless prevented by problems over wealth or health. The 5th of the Five Pillars. Heaven Referred to by Muslims as paradise. It is Allah s reward after death to those who have been faithful to Allah and who have repented of their sins. Hell It is a place of great suffering after death for those who have rejected the Qur an s teachings and have led a wicked life. For some it will last forever. Human accountability The belief that everyone must take responsibility for their actions and will be questioned about them on the Day of Judgement. Human freedom Humans have control over their thoughts, feelings and actions. Human responsibility Humans are responsible for most of what they do because they have free will and so will be accountable on the Day of Judgement. Ibrahim One of the prophets of Allah. He rebuilt the Ka aba. Id-ul-Adha Celebration of the Prophet Ibrahim s willingness to sacrifice his son for Allah. It comes at the end of the period of hajj.

91 Id-ul-Fitr A celebration that comes at the end of Ramadan and marks the end of fasting. The imamate It means leadership and refers in Shi a Islam to the twelve imams who succeeded Muhammad as the leaders of Islam. Immanence The belief that Allah is close to humanity ad involved in the world. Islam The name of the religion followed by Muslims. To surrender to the will of God. Peace. Jibril The most important of the angels and spoke with many of the prophets of Allah. Jibril dictated the Qur an to Muhammad. On Judgement Day he will assist with the weighing of a person s deeds. Jihad 'To struggle. It refers to the effort made to obey Allah. Jummah Weekly communal salah performed after midday on a Friday. Justice Bringing about what is right, fair, according to the law or making up for a wrong that has been committed. The Ka'aba The black covered cube-shaped building in the centre of the grand mosque in Makkah. All Muslims face towards it when they pray. Khums This is a practice in Shi a Islam. It is a 20% tax on annual surplus income and is given to the poor and to religious leaders. Lesser jihad This refers to the military struggle to defend Islam. It is carried out according to strict and clear cut rules. Life after death Akhirah. Muslims believe that death is not the end.

92 Makkah The city where Muhammad was born. The spiritual centre of Islam, it is in Saudi Arabia. Mercy One of Allah s 99 Beautiful Names. It refers to Allah s willingness to forgive the sins of those who repent. Mika il One of the most important angels. He gives spiritual and material help to humans. On Judgement Day he will assist with the weighing of a person s deeds. Mina Place to be visited on hajj stoning of pillars. Mosque The Muslim place of worship. Muslim One who has submitted to the will of Allah and has accepted Islam. Muzdalifah Place where pilgrims hold a night prayer and rest during hajj, after the Stand on Mount Arafat. Muhammad The last and greatest of the prophets of Allah. He received the Qur an and his Sunnah and Hadiths are also important sources of authority. The Night of Power The name for the night on which Muhammad received the first revelations of the Qur an. Omnipotence One of the 99 Beautiful Names of Allah. It refers to Allah s ability to do anything. The Oneness of God Tawhid. It refers to the unity of Allah. Islam is a monotheistic religion. Pilgrimage A journey made for religious reasons. Predestination This is the idea that everything that happens has been decided already by Allah.

93 Prophethood Risalah. Channel of communication with God. Three prophets are set for study: Adam, Ibrahim and Muhammad. The Psalms Sacred prayers/poems written by King Dawud (David) who was himself a prophet of Allah. The Qur an The Holy Book revealed to the Prophet Muhammad by the angel Jibril. Allah s final revelation to humankind. Rak ahs Actions made during salah consisting of recitations, standing, bowing and prostration. Ramadan Month during which fasting from dawn to sunset is demanded (ninth month of the Islamic calendar). Recitations Acts of reciting from memory texts from the Qur an. Resurrection After death, all people will be raised from the dead to face Allah s judgement. This is a physical resurrection. Revelation Allah shows his nature and his will to believers through the words of the Qur an. Risalah Prophethood. The channel of communication between Allah and humanity. Three prophets are set for study: Adam, Ibrahim and Muhammad. Salah Prayer to and worship of Allah, performed under the conditions set by the Prophet Muhammad five times a day. The 2nd of the Five Pillars. Sawm Fasting from dawn to dusk during Ramadan; sex and smoking are banned when the believer is engaged in this. The 4th of the Five Pillars. The Scrolls of Abraham These were individual revelations to Ibrahim that were written on parchment but have perished. They were given on the first day of Ramadan and consisted of stories.

94 The Shahadah Muslim declaration of faith. It is a statement of faith in Allah as the only God and in Muhammad as Allah s prophet. The 1st of the Five Pillars for Sunni Muslims. In Shi a Islam it is not a separate Pillar and it has two additional statements relating to Ali as beloved of Allah and the rightful trustee and successor of Muhammad. Shi a Islam Muslims who believe in the Imamah, successorship of Ali. Surah A division (chapter) of the Qur an. There are 114 in all. Sunni Islam Muslims who believe in the successorship of Abu Bakr, Umar, Uthman and Ali. Tawhid The oneness and unity of Allah. Islam is a monotheistic religion. The Ten Obligatory Acts These are requirements for Shi a Muslims. They include salah, sawm, zakah, hajj and jihad (duties also for Sunni Muslims) but the final five are not part of the Sunni tradition. The Torah This was given by Allah to Musa (Moses), who was a prophet of Allah. It was given on Mt. Sinai. Wudu Ablution. Ritual washing performed before salah and also when purification is needed. Zakah The 3rd of the Five Pillars. It consists of the giving of alms to purify those who give it and the rest of their money.

95 Economic futures in the UK: TBC causes of economic change: de-industrialisation and decline of traditional industrial base, globalisation and government policies moving towards a post-industrial economy: development of information technology, service industries, finance, research, science and business parks impacts of industry on the physical environment. An example of how modern industrial development can be more environmentally sustainable social and economic changes in the rural landscape in one area of population growth and one area of population decline improvements and new developments in road and rail infrastructure, port and airport capacity the north south divide. Strategies used in an attempt to resolve regional differences the place of the UK in the wider world. Links through trade, culture, transport, and electronic communication. Economic and political links: the European Union (EU) and Commonwealth. The challenge of resource management Resource management Specification content Case studies/examples

96 The significance of food, water and energy to economic and social well-being. An overview of global inequalities in the supply and consumption of resources. An overview of resources in relation to the UK. Food: the growing demand for high value food exports from low income countries and all year demand for seasonal food and organic produce larger carbon footprints due to the increasing number of food miles travelled and moves towards local sourcing of food. Kenya and importing food from LIC Lynford House Farm Agribusiness Riverford Organic Farms Areas of Food miles the trend towards agribusiness Water: the changing demand for water water quality and pollution management matching supply and demand areas of deficit and surplus UK the need for transfer to maintain supplies. Energy: the changing energy mix - reliance on fossil fuels, growing significance of renewables reduced domestic supplies of coal, gas and oil economic and environmental issues associated with exploitation of energy sources. Energy Key idea Specification context Case studies/examples

97 Demand for energy resources is rising globally but supply can be insecure, which may lead to conflict. Areas of surplus (security) and deficit (insecurity): global distribution of energy consumption and supply reasons for increasing energy consumption: economic development, rising population, technology factors affecting energy supply: physical factors, cost of exploitation and production, technology and political factors. Different strategies can be used to increase energy supply. Impacts of energy insecurity exploration of difficult and environmentally sensitive areas economic and environmental costs food production industrial output potential for conflict where demand exceeds supply. Overview of strategies to increase energy supply: renewable (biomass, wind, hydro, tidal, geothermal, wave and solar) and nonrenewable (fossil fuels and nuclear power) sources of energy an example to show how the extraction of a fossil fuel has both advantages and disadvantages. Moving towards a sustainable resource future: Gannet Oilfield BEDZED, Manchester Metro, London congestion Solar mini Grid Schemes in

98 individual energy use and carbon footprints. Tanzania and Kenya Energy conservation: designing homes, workplaces and transport for sustainability, demand reduction, use of technology to increase efficiency in the use of fossil fuels an example of a local renewable energy scheme in an LIC or NEE to provide sustainable supplies of energy. PAPER 3: Geographical applications (this is made up of fieldwork, a section on testing your geographical skills, and an issues investigation) For this paper, you need to revise Stratford and Coasts fieldwork. If you want to hedge your bets, you could revise one only. You also need to revise the issues investigation preparation that we have done in class Classics: Unit A351: City Life in the Classical World: Rome 1. State Gods and Goddesses 2. Temples 3. Sacrifice 4. Life in the Home 5. Education 6. A Typical Day at the Colosseum 7. A typical day at the races

99 Unit A352: Epic and Myth: Homer s Odyssey 1. A Detailed knowledge of the set books, including: a) Book 5 (Calypso) b) Book 6 (Nausicaa) c) Book 7 (The Palace of Alcinous) d) Book 9 (The Cyclops) e) Book 10 (Circe) f) Book 12 (Scylla and Charybdis) 2. To have good knowledge and understanding of the following, including examples from the relevant books. a) Odysseus as a hero b) The role and characterisation of Odysseus, Calypso, Nausicaa, Alcinous, Arete, Polyphemus, the Cyclopes, Circe and Athene c) The presentation of the Sirens, Scylla and Charybdis d) The role of the gods e) The role of women (to include Calypso and Circe as well as the mortal women) f) Xenia (the guest host relationship) in the Odyssey g) Civilisation and barbarism h) Homer s narrative and descriptive techniques i) Homer as a story-teller and the idea of epic. Unit A353: Community Life in the Classical World: Pompeii 1. The original site 2. Destruction 3. Houses 4. The Forum 5. Government 6. Inns and Thermopolia 7. The Theatre 8. The Baths 9. The Amphitheatre

100 Music: The Exam: Section A 1 - General question 2- General question 3- General question 4- General question 5- General question 6- General question 7 - Aura dictation related, may not be set work 8 - Unfamiliar short score question Section B 9 Unfamiliar comparison with a set work essay approx..30mins You will have one minute to read each question The audio for each question will be played three times with 30 seconds silence in-between. The audio for Question 7 dictation will be played 4 times. Question 9 will play the audio for the familiar piece once and the unfamiliar piece three times.

101 Set Work Revision: Area of study J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major Instrumental Music Key Facts: Era: Structure Solo instruments Collective name for other instruments Some features of the following

102 Rhythm/Tempo Texture Melody Tonality/Harmony A Gigue is A Concerto Grosso is Basso Continuo is L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor Pathétique Instrumental Music Key Facts: Era: Structure Instrument Some features of the following Rhythm/Tempo Texture Melody Tonality/Harmony Features that make it dramatic H Purcell: Music for a While Vocal Music Key Facts: Era: Structure Voice and Collective name for instruments 1,2 and 3 Some features of the following Melody Word setting Word painting examples Ornaments Rhythm/Tempo Texture Tonality/Harmony A suspension is

103 A False relation is Rhythm of bass line for all but last bar Queen: Killer Queen (from the album Sheer Heart Attack) Vocal Music Key Facts: Style: Structure Voice type (Freddie) Two features: + Other instruments Guitar techniques Recording effects Some features of the following: Melody Word setting Rhythm/Tempo Texture Tonality/Harmony S Schwartz: Defying Gravity (from the album of the cast recording of Wicked) Stage and Screen Key Facts: Style: Structure This is a D t Some important instruments Some features of the following: Instrumental techniques Melody Word setting Rhythm/Tempo Texture Tonality/Harmony Sometimes they sing in unison which means

104 J Williams: Main title/rebel blockade runner (from the soundtrack to Star Wars Episode IV: A New Hope) Stage and Screen Key Facts: Style: Film Music Structure (main theme) Performing forces: Explain: tam-tam vibraphone and celeste Some features of the following: Instrumental techniques Melody Rhythm/Tempo Texture Tonality/Harmony Explain Leitmotif List how the music sounds heroic Afro Celt Sound System: Release (from the album Volume 2: Release) Fusion Key Facts: Fusion of three style:1 2 3 Structure Instruments from 1, (above) Instruments from 2, (above) Instruments from 3, (above) Instrumental techniques Melody/Word setting Use of technology Rhythm/Tempo Texture Tonality/Harmony

105 Esperanza Spalding: Samba Em Preludio (from the album Esperanza) Fusion Key Facts: Fusion of two styles:1 2 Structure Performing forces Instrumental techniques Melody/Word setting Rhythm/Tempo Texture Tonality/Harmony Explain rubato Explain double stops Explain harmonic Explain mordent Business Studies: Students will sit 2 exams. Unit 1 (1 Hour) Topics Business and People Wednesday 23rd May AM Unit 2 (90 minutes) Wednesday 6 th June PM Topics Production, Finance and the External Business Environment This is based upon a pre-released case study. 1. We have allocated some time in class to revise Unit 1 but students will need to revise this in more depth at home using exam questions and text books. 2. The scheme of work has allowed for an in-depth study of the Unit 2 Pre-release in class. Students are however expected to re-enforce their subject knowledge at home and undertake specific tasks independently, as part of the study. Revision Checklists GCSE Business Studies - Unit 1 (1 Hour) Wednesday 23rd May AM Topics Business and People Business Topic Students should know Primary, Secondary and Tertiary Sectors. Interdependence. Objectives and the role of Stakeholders Revised

106 People Organisation, Growth and location of business Sole Proprietors and Partnerships Private and Public Companies Franchises, Multi-Nationals and Public Corporations Recruitment, Selection and retention of Staff Motivation of Staff, Monetary and Non-Monetary Training, internal and external Employment Law, Trade Unions Organisation Charts and types of Communication GCSE Business - Unit 2 (90 minutes) Wednesday 6 th June PM Topics Production, Finance and the External Business Environment Production Finance Topic Students should know Job, Batch, Flow and Process Production Quality Control, Quality Assurance, TQM and Lean Production Technology in Manufacturing Calculate Revenue and Costs Calculate Break even Know the sources of finance and which types to use for funding. Calculate Profit or Loss. Is the profit good or not? Calculate Cash Flow and understand solutions to poor cash flow. Revised External Business Environment Competitive Environments, the role of governments in promoting competition, Market Shares. Business Ethics Influences of the environment on business. Effects on demand The Economy. Interest rates and inflation. Effects on demand Government spending and taxation Globalisation, problems and benefits. Exchange rates, effects on business How can governments help business succeed The European Union Modern Foreign Languages: Before the summer exams, in week beginning 30 April, you will take your speaking exam, conducted by your class teacher. For this exam, you need to: - Prepare and learn your speaking questions for the FIVE themes (see below) - Prepare and learn your introduction for the theme you have chosen. - Practise role play cards - Practise picture based cards Alongside your practice speaking exam in March, you should also attend at least one session with your teacher after the Easter holiday to practice for the exam.

107 During the summer exam period, you will sit three papers: FRENCH GERMAN SPANISH Listening Tuesday 15 May AM Monday 18 June AM Wednesday 6 June AM Reading Tuesday 15 May AM Monday 18 June AM Wednesday 6 June AM Writing Friday 18 May AM Thursday 21 June AM Thursday 14 June AM In the Listening and Reading papers, the questions will draw on language covered in a range of topics. At times, the context and language is clearly linked to a particular topic. At other times, the context and language tested draws from language learnt in a range of topics and therefore tests your ability to transfer and decode meaning of familiar language in unfamiliar situations. At Higher, you will also find that some of the language tested may be unfamiliar to you, but that you are being tested on your ability to use context to work out the meaning. For the Writing paper, you will need to be able to write coherently in a range of tenses, using justified opinions. Don t forget: Past Present Future Opinion Detail Question The Themes and sub-topics covered on the course are: Theme: Identity and culture - Who am I?: relationships; when I was younger; what my friends and family are like; what makes a good friend; interests; socialising with friends and family; role models - Daily life: customs and everyday life; food and drink; shopping; social media and technology (use of, advantages and disadvantages) - Cultural life: celebrations and festivals; reading; music; sport; film and television Theme: Local area, holiday and travel - Holidays: preferences, experiences and destinations - Travel and tourist transactions: travel and accommodation; asking for help and dealing with problems; directions; eating out; shopping - Town, region and country: weather; places to see; things to do

108 Theme: School - What school is like: school types; school day; subjects; rules and pressures; celebrating success - School activities: school trips, events and exchanges Theme: Future aspirations, study and work - Using languages beyond the classroom: forming relationships; travel; employment - Ambitions: further study; volunteering; training - Work: jobs, careers and professions Theme: International and global dimension - Bringing the world together: sports events; music events; campaigns and good causes - Environmental issues: being green ; access to natural resources Suggestions for revision: Vocabulary learning This is the most important thing, and it cannot be done at the last minute. Regular, short bursts of learning are far better that one long session the night before the exam. We would recommend using Memrise ( or Active Learn ( but you could also try: * creating mind maps of vocabulary for each topic and then colour-coding them as you have learnt the words * create your own flashcards of key words with the translation on the other side The recommended Vocabulary Lists for the GCSE course are on Memrise and a copy for printing can be found on FROG. Practice Exam Questions We will provide a pack for revision just before the Easter holidays which will give you a week by week revision plan with practice questions for each topic. You should also be using the online practice questions on ActiveLearn (

109 We can also recommend buying the Edexcel Revision Guide and Workbook for the 9-1 which has online audio files. There are also a range of resources that have been created by the faculty on the GCSE Revision FROG sites for each language - these include past paper questions by topic as well as by question type. Sociology: Students will sit 2 exams. Unit 1 (90 minutes) Monday 21 st May Topics Studying Society, Education, Families. All three topics are compulsory. Unit 2 (90 minutes) Friday 25 th May Topics Crime & Deviance, Mass Media, Power, Social Inequality. There are 4 topics; students have to answer 3 of them. Students will be given a set of revision materials from the department. Including 1. An 8-week countdown booklet to focus revision in those final weeks. 2. Unit 1 Revision booklet the AQA specification, sample papers and an exam script. 3. Unit 1 Glossary of key words and definitions. 4. Unit 2 Revision booklet the AQA specification, sample papers and an exam script. 5. Unit 2 Glossary of key words and definitions. Revision Checklists for Sociology Unit 1 & Unit 2 GCSE Sociology - Unit 1 (90 minutes) Monday 21 st May Topics Studying Society, Education, Families. All three topics are compulsory. Studying Society Topic Students should know The research process - research aims, hypotheses, pilot studies, sampling procedures, data collection and analysis and evaluation Sampling methods simple random, systematic, stratified, snowball. Advantage and disadvantages of research methods - social surveys, questionnaires, interviews (formal/ structured, informal/ unstructured, group), observation (covert/ overt, participant/ non-participant), longitudinal studies. The difference between primary and secondary data and advantages and disadvantages. Official statistics and opinions polls. Ethical issues (informed consent, confidentiality, anonymity). The differences between Sociology and biology, psychology and journalism. Social structures, including the family, education and stratification systems. Social processes, including socialisation, social control and social change. Revised

110 Education Families Social issues, including the causes and consequences of inequality, and the sources, distribution and exercise of power and authority The role/ functions of education (socialisation, social control, serving the economy, role allocation/ selection, create social mobility, encourage Britishness and social cohesion). The structure of the education system and related debates e.g. faith schools, testing, special needs, and alternative forms of educational provision. Variations in achievement by social class, gender and ethnicity. A range of internal factors affecting achievement (peer groups, subcultures, school ethos, setting and streaming, labelling, teacher role models, hidden curriculum). A range of external factors affecting achievement (material deprivation, cultural deprivation, parental values, cultural capital). A range of educational reforms why they have been made and criticisms (including league tables - marketisation, pupil premium, parental choice, academies, free schools, selection e.g. grammar schools). Define family and different types of family today (family diversity) to include married/non-married, couple/lone parent, heterosexual/gay, extended/nuclear and reconstituted. People live in a variety across a life course e.g single person households. Cultural diversity, migration and changing working patterns as influences on marriage and family. Different sociological theories on the family positive and critical including Functionalism, Feminism, Marxism, New Right. Role and authority relationships gender roles between men and women. Concepts including - new man, triple shift, joint conjugal roles, cereal packet image etc, rise of dual worker families, domestic division of labour, decisions, dark side of the family/ violence. Role and authority relationships - parents and children, grandparents. Concepts including authoritarian, democratic, child centredness, financial dependence. Changing patterns of fertility and life expectancy and reasons changing attitudes, availability of healthcare etc. Patterns of divorce, reasons for divorce (seculariasiton, legal changes, changing attitudes, media influence, rise of Feminism) and consequences of divorce. Contemporary family related issues - quality of parenting, the relationship between teenagers and adults, care of the disabled/elderly and arranged marriage. GCSE Sociology - Unit 2 (90 minutes) Friday 25 th May Topics Crime & Deviance, Mass Media, Power, Social Inequality. There are 4 topics; students have to answer 3 of them most leave the power topic. Crime & Deviance Topic Students should know The difference between crime and deviance. The ways individuals are encouraged to stick to social rules and the informal and formal agencies of social control. Revised

111 Mass Media Power (most students answer the three other topics!) Social Inequality The social distribution of crime by class, age, gender, ethnicity and locality and reasons for these patterns. (including concepts of socialisation, opportunity, stereotyping, chivalry thesis, institutional racism, role models, poverty) Different sociological explanations e.g. subcultural theory, labelling, relative deprivation, Marxist explanations, inadequate socialisation. The usefulness of ways of measuring the crime rate police records (official statistics), victim surveys (CSEW) and self report studies (OCJS). The impact of crime on victims, communities, society. Recent public debates racism, teenage crime, hoodies and their presentation in the media. Government controls e.g. ASBOs, curfews, CCTV. Definitions of the mass media press, broadcasting, electronic, new. The impact of the media/ models of media effects hypodermic syringe model, uses and gratifications, decoding approach, cultural effects. Also whether media exposure encourages violence. New technologies digital broadcasting, interactivity, convergence. The significance of the media as an agency of socialisation (shaping political and social identities) compared to other agencies. Debate about ownership and control of the media pluralist and conflict approaches. (including concepts of gate keepers, agenda setting, news values, advertisers, government controls). The distribution of power through the internet including safeguarding democracy, government controls and political use of the internet by leaders, parties and pressure groups. Media representations of gender and ethnicity. Media presentation of crime Including stereotyping of certain groups including environmentalists, animal rights activists and lone parents. (Moral panics, folk devils and deviancy amplification). Sources of power coercion and authority. The role of citizens in the political process in Britain. (rights, responsibilities, voting, protests, petitions, trade unions, pressure groups) Opportunities for, and limitations on, participation in the political process at local, national and European level. Factors affecting voting behaviour and how these alter the distribution of political power class, age, gender, ethnicity, region. Political policies related to discrimination, including the ageing population, unemployment and poverty. Political positions in a debate on the welfare state. The nature and significance of power relationships - employees and employers; children, parents, school teachers and other children; members of the public and the police. Definitions of social inequality, social stratification, social mobility and life chances (and links to class, age, ethnicity and gender). Systems of stratification involving the unequal distribution of wealth, income, status and power e.g. social class, caste, apartheid. Social class sociological theories (Marx, Weber, Functionalist), measurements (occupational scales e.g. registrar general s), changes in the class structure. Inequalities based on gender, ethnicity and age.

112 Definitions of poverty (linked to lack of wealth and income), measurements of poverty and groups at risk of poverty. Sociological theories of poverty Individual explanations (New Right) including culture of poverty, cycle of deprivation, welfare dependency and Structural explanations (Marxism) including unemployment, poverty trap, social exclusion and inadequate welfare state. Debates about stratification - such as whether modern Britain is becoming a meritocracy/classless society, whether class inequality/division has become less significant than inequalities/divisions based on gender, ethnicity or age.

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115 Food Technology: NUTRITION The major commodity groups: Bread, rice, potatoes, pasta and other starchy foods Fruit and vegetables Milk and dairy foods Meat, fish, eggs, beans and other non-dairy sources of protein Foods and drinks high in fat and/or sugar. The relationship between diet and health: A balanced diet to provide the correct combination of food and nutrients for good health The government s guidelines for a healthy diet Major diet-related health issues Nutritional and dietary needs of different groups of people Dietary needs for different stages of life Food allergies and intolerances The dietary reference values (DRVs) Macronutrients and micronutrients Calculation of nutritional values Nutritional needs when selecting recipes for different groups of people Modifying recipes and meals to follow current dietary guidelines Energy balance The relationship between food intake and physical activity and how to maintain a healthy body weight throughout life How to calculate energy values and the main sources of energy in the diet The main factors that influence an individual s energy requirements Nutritional content of the main commodity groups: Macronutrients - Types and their functions Micronutrients - Types and their functions FOOD PROVENANCE Food source and supply Food sources and how they are: a) grown: cereals, sugars, fruits and vegetables b) reared: meat and poultry c) caught: fish Food processing and production Primary stages of food processing Secondary stage Food processing and preserving methods: industrial and domestic Food security The impact of food and food security on society, local and global markets and the environment Moral/ethical and environmental issues involved in food production

116 Technological developments to support better health and food production Fortification Use of additives New and emerging foods Development of culinary traditions (learners must study British cuisine and a minimum of TWO international cuisines) Features and characteristics of individual cuisines Factors influencing food choice Personal, social and economic factors, medical reasons Religious and cultural beliefs Ethical and moral beliefs Food Science The reasons why food is cooked Heat transfer through cooking methods How preparation and cooking methods/processing affect the nutritional value improve the sensory properties Working characteristics and the functional and chemical properties of ingredient groups Sensory properties The senses (organoleptic properties Sensory systems Preferential and sensory testing panels Food safety Conditions and control for bacterial growth Growth conditions and control for mould growth and yeast production Signs of food spoilage Helpful properties of micro-organisms in food production Buying food Storing food Preparing food Cooking and serving food FOOD PREPARATION Preparation and techniques Tenderise and marinate (when preparing vegetables, meat, fish, and alternatives): acids to denature protein, marinate to add flavour and moisture Meat, fish or alternatives: demonstrating the technical skill of preventing cross-contamination and handling high-risk foods correctly Fruits and vegetables: demonstrating the technical skills of controlling enzymic browning and spoilage and preventing food poisoning Cooking methods Water-based methods using the hob: steaming, boiling and simmering, blanching and poaching Dry heat and fat based methods using the hob: dry-frying, pan (shallow frying), stir-frying

117 Using the grill: char, grill or toast Using the oven: baking, roasting, casseroles and/or tagines, braising Sauces Gelatinisation How do conduction and convection work in sauce making Reductions and emulsions Set a mixture Removal of heat (gelation): use starch to set a mixture on chilling for layered desserts such as custard or cheesecake Heating (coagulation): use protein to set a mixture on heating such as denatured protein in eggs for quiche, choux pastry Raising agents Use egg (colloid foam) as a raising agent create a gas-in-air foam whisking egg whites, whisked sponge, Use chemical raising agents self-raising flour, baking powder Use steam in a mixture (choux pastry, batter) Dough Use the technical skills of shortening, gluten formation, fermentation (proving) for bread, pastry, pasta Judge and manipulate sensory properties Taste and season during the cooking process, change the taste and aroma through the use of infusions, herbs and spices, paste, jus, reduction Change texture and flavour, use browning (dextrinisation) and glazing, add crust, crisp and crumbs Presentation and food styling use garnishes and decorative techniques to improve the aesthetic qualities, demonstrate portioning and presenting Technology: Graphics Candidates should: understand paper sizes A0 to A6 and their relationship to each other; know the units by which the thickness of paper, and board are measured; understand the properties and uses of different types of new (virgin), recycled and re-useable paper and board both as a media for communication and as a material for manufacturing products such as packaging; i.e. cartridge, layout, bleed proof, tracing, card, corrugated board, mount board, duplex, solid white board and grey board; understand the properties and uses of thermoplastics; i.e. HIPs. PVC, Polypropylene (PP) and acetate; understand the properties of sheet and block modelling materials and their uses; i.e. Foam core board, corrugated plastic sheet and expanded polystyrene (Styrofoam) and machining foams; understand the use of spiral wound tubes; materials including fillers and finishing with acrylic and water based paints;

118 know the functions, uses and applications of smart /modern materials; i.e. Precious Metal Clays (PMC) used in jewellery manufacture, corn starch polymers, paper foam and potatopak used in packaging and thermochromic pigments used for thermal warning patches. use a range of appropriate adhesives for different materials; i.e. PVA, epoxy resins, spray glues/hot glue, cements, tape and adhesive plastic film; use a range of hand and powered cutting and forming tools safely; i.e. scalpels and craft knives with mats, scissors, rotary cutters, compass cutters, fret saw, die cutter and creasing bars; i.e. fasten, seal, hang, join, bind, index; recognise the style of the work of the following designers: Harry Beck; Alberto Alessi; Jock Kinneir and Margaret Calvert; Wally Olins; Robert Sabuda. know how target marketing and gap in the market identification are used to promote a product. produce quality, annotated 2D and 3D freehand drawings; use crating/wire frame techniques to produce drawings; use pencils, pens and colour to add visual impact to designs and accentuate shape and form; use textural representation to convey different materials and surfaces; demonstrate an understanding of contrast, complementary, hue and tone; use pencils, pens and colour to add visual impact to designs and accentuate shape and form; use textural representation to convey different materials and surfaces; demonstrate an understanding of contrast, complementary, hue and tone; be aware of colour fusion and separation and its commercial application. generate and select suitable lettering; have a knowledge of encapsulation; produce one point and two point perspective sketches; produce isometric sketches. use third angle orthographic projection to British Standard Conventions (BS8888, 2006); demonstrate use of self assembly, sectional and exploded drawings; use and understand scale drawings; interpret room, site plans and maps; understand how 3D containers are manufactured from sheet material and be able to draw a net; represent data in graphical form; i.e. 2D and 3D bar and pie charts, line graphs and pictographs; understand the language of labels and signage; understand the function and uses of corporate identity; produce ideograms, pictograms and symbols; produce flowcharts with feedback loops; produce sequential illustrations; produce schematic maps.

119 Candidates should: distinguish between quality of design and quality of manufacture; have an understanding of product life-cycle including design introduction, evolution, growth, maturity, decline and replacement; understand the needs and wants of customers; use criteria to judge the quality of a graphic product i.e. meeting a need, fitness of purpose, appropriate use of materials and time. recognise that graphical images and products should not offend minority groups; consider moral and cultural implications of graphic products; consider ergonomics and use of anthropometric data when designing products; understand symbols and signs which are essential information on packaging. understand the materials and social costs of packaging; have an awareness of planned obsolescence. be aware of the 6 Rs rules repair, reduce, recycle, re-use, re-think, refuse; consider environmental issues related to graphic products; understand the reasons for and consequences of, the increased and reduced use of product packaging; be aware of the advantages and disadvantages of re-cycling and re-using materials. recognise different CAD/CAM and ICT input and output devices and their function; select and use appropriate CAD software; know the benefits and costs of CAD/CAM and ICT; be aware of information regarding the safe handling of tools, materials, components and equipment; recognise hazards, understand risk assessment and take steps to control the risks to themselves and others; recognise information relating to legislation intended to protect the public; recognise symbols and signs relating to quality assurance endorsed by recognised authorities; identify input, process, output and feedback in the production of a graphic product; draw up a logical order of work and know how this changes as the scale of production increases; produce a flow chart of a manufacturing system and show feedback; recognise the quality control marks and symbols Technology: Resistant Materials Candidates should: Be aware of the source of a range of materials, understand they are processed for use, and how they can be reused, recycled or disposed of, and the environmental consequences of their use; Recognise the properties, working characteristics and combinations of metal, plastics, wood, composites and smart materials and nanomaterials.

120 Recognise the working characteristics of the common forms of metals; understand the differences between ferrous and non-ferrous metals and how they are used; know that the properties of metals can be changed by heat treatments; know that metals can be combined to form alloys; Recognise the working characteristics of common forms of plastics; understand the difference between thermoplastics and thermosetting plastics and how this affects the way they are used; Know that smart materials have a reactive capacity; Know that different materials can be combined to change their characteristics; Recognise the working characteristics of the common forms of wood; know the difference between hardwoods and softwoods, and between natural timber and manufactured boards. Know that nanomaterials can change the characteristics of a material when used to form a nanocomposite. Know about the selection of suitable components, pre-manufactured components adhesives and finishes; Know about and use appropriate adhesives and finishes for a variety of materials and conditions; Know about the use and application of a variety of components including fixings. Analyse a task identifying factors that might influence the design; Consider the needs of the client and the user; Understand the implication of market-pull, technology-push. Research and analysis Take into consideration form, function, shape, colour, materials, texture, component parts, decoration and aesthetic appeal to evaluate suitability for purpose; Consider ergonomics and anthropometric data; Analyse aesthetic and functional requirements in relation to cultural diversity; Consider the work of successful designers; use these influences to inform own designs. Candidates should consider the choices of materials and processes and how they would impact on the life cycle of the product and its sustainability. Generate a product specification influenced by analysis of initial research; Understand how the criteria of the design specification influence the quality of designing. Select and specify appropriate materials, quantities, sizes, tolerances; Produce a sequence of instructions that would allow a competent third party or machine to manufacture the product; Identify critical points for quality control, and time scales in the manufacturing process; Understand that designing and making reflect and influence cultures and societies; Recognise that products have an impact on lifestyle; Candidates should identify the factors involved in consumer choice; carry out market research to establish consumer preferences of target market(s) and use this information to influence the design. Candidates should take legal requirements concerning consumer rights and codes of practice relating to safety into account when designing products. understand the sustainability and environmental issues associated with the designing and making of products; 6 Rs: repair, reduce, recycle, reuse, rethink, refuse.

121 Candidates should be aware of the financial and human costs involved in designing and making products. Recognise that safety of the individual is essential; take responsibility to ensure that hazards are minimised and the working environment is safe to use; Observe health and safety regulations when working with tools, equipment, components and materials including the use of Personal Protective Equipment (PPE). Candidates should be aware of and use as appropriate, manufacturing processes and techniques including CAD and CAM. Candidates should be aware of the selection and usage of appropriate tools and equipment, including CAD and CAM, for metal, plastics, wood, smart materials and composites. Candidates should be aware of the importance of preparing materials for use by techniques including degreasing, planning, sawing, cutting etc. have knowledge of, and be able to use marking out tools, equipment and processes including use of templates; use measurement systems with accuracy and have an understanding of the need to work within tolerance; Understand the use of x, y, z co-ordinates in CAD and CAM systems. Candidates should be familiar with and able to use tools and equipment that are used for cutting commonly used materials. Candidates should be familiar with and able to use a range of tools and equipment that are used for shaping commonly used materials. Candidates should be familiar with and able to use a range of equipment that is used for forming and bending commonly used materials. Candidates should be familiar with and able to use a range of tools and equipment that are used for casting and moulding commonly used materials. Candidates should have knowledge of permanent and non-permanent methods of joining materials together. have knowledge of/be able to use methods of cleaning preparing materials; Have a knowledge of/be able to use different finishing products and their applications; Have a knowledge of/be able to use different methods of applying a finish. Candidates should have knowledge of how CAM systems can be used for subtractive and additive processes. Candidates should have knowledge of basic mechanisms. Candidates should have knowledge of basic electrical systems. Understand and incorporate quality checks during the making of a product; Implement quality control procedures using devices to ensure the consistent production of products. Use CAD to present accurate drawings with sizes, using 3D and 3rd angle orthographic

122 Recognise the economic importance and benefits of using CAD/CAM in the production of products; have knowledge of CAM for manufacturing in quantity. Candidates should understand how products are produced for various markets and the types of production systems used, including one-off, batch and continuous production Candidates should understand the roles of client, designer, manufacturer and user in the development of products for industrial manufacture. Candidates should understand the commercial implications of manufacturing in quantity and the effects of introducing new technologies. Dance: Section A General questions (including choreography and performance) Section B Own Practice (in either choreography or performance tasks) Section C Set works Students must know what each of skills below are, be able to give a definition of what it is (each of these words have a definition in the AQA subject specific vocabulary hand out) and know how they apply it, giving an example of where they use it in their own dance practice and what the effects are on the dancer and/or the audience. There are 7 categories to revise under the performance component: 1. Physical skills and attributes, including: posture alignment balance coordination control flexibility mobility strength stamina extension isolation. 2. Technical skills, including:

123 action content (eg travel, turn, elevation, gesture, stillness, use of different body parts, floor work, transfer of weight) dynamic content (eg fast/slow, sudden/ sustained, acceleration/deceleration, strong/ light, direct/indirect, flowing/abrupt) spatial content (eg pathways, levels, directions, size of movement, patterns, spatial design) relationship content for duet/trio performance only (eg lead and follow, mirroring, action and reaction, accumulation, complement and contrast, counterpoint, contact, formations) timing content rhythmic content movement in a stylistically accurate way. 3. Expressive skills, including: projection focus spatial awareness facial expression phrasing. For duet/trio performance only: musicality sensitivity to other dancers communication of choreographic intent, including mood(s), meaning(s), idea(s), theme(s) and/or style/style fusion(s). 4. Mental skills and attributes (during performance), including: movement memory commitment concentration confidence. 5. Safe working practices (during performance), including: safe execution (e.g contact and lifts) appropriate dancewear, including: footwear hairstyle

124 absence of jewellery. 6. Mental skills and attributes (process), including: systematic repetition mental rehearsal rehearsal discipline planning of rehearsal response to feedback capacity to improve. 7. Safe working practices (process), including: warming up cooling down nutrition hydration. Under the choreography component students need to know, understand (include definitions from the AQA subject specific vocabulary booklet) and be able to apply, give an example of the skills/or attribute in their own practice, which analysis on how this has an impact on the dancer and/or audience. As well as Action, Space, Dynamics and relationships as outlined in performance, students need to know, understand and apply the following when making a dance composition: Choreographic processes, including: researching improvising generating selecting developing structuring refining and synthesising. Structuring devices and form, including: binary ternary

125 rondo narrative episodic beginning/middle/end unity logical sequence transitions. Choreographic devices, including: motif and development repetition contrast highlights climax manipulation of number unison and canon.

126 In section C of the paper- Students will need to revise the SX* set works they will need to know the following about each of the works 1. A Linha Curva Rambert Dance Company Itzik Galili 2. Emancipation of Expressionism Boy Blue Entertainment Kenrick H2O Sandy 3. Infra The Royal Ballet Wayne McGregor 4. Shadows Phoenix Dance Theatre Christopher Bruce 5. Artificial Things Stopgap Dance Company Lucy Bennett 6. Within Her Eyes James Cousins Dance Company All students have fact files for the set works and notes in exercise books/folders ALL resources and links to the Set Works are on Frog. Drama: Section A: Study the development of drama and performance Find Me by Olwen Wymark. Section B: Analyse and evaluate the work of others through watching live drama and theatre. In year 10, this will be analysing their own and others performances on Find Me and in Year 11 this will be a live theatre trip to a play (details of the performance in year 11) for the written exam.