Bbc Bitesize Gcse English Essay Titles

Question

Compare the ways these two texts present the life of a writer.

You should consider:

  • how they use language and structure
  • the ideas in the texts

Extract A

Here is an extract from the diaries of John Steinbeck.

Lincoln’s Birthday. My first day of work in my new room. It is a very pleasant room and I have a drafting table to work on which I have always wanted – also a comfortable chair given me by Elaine [his wife]. In fact I have never had it so good and so comfortable. I have known such things to happen – the perfect pointed pencil – the paper persuasive – the fantastic chair and a good light and no writing. Surely a man is a most treacherous animal full of his treasured contradictions. He may not admit it but he loves his paradoxes.

Now that I have everything, we shall see whether I have anything. It is exactly that simple. Mark Twain used to write in bed – so did our greatest poet. But I wonder how often they wrote in bed – or whether they did it twice and the story took hold. Such things happen. Also I would like to know what things they wrote in bed and what things they wrote sitting up. All of this has to do with comfort in writing and what its value is. I should think that a comfortable body would let the mind go freely to its gathering. But such is the human that he might react in an opposite way. Remember my father’s story about the man who did not dare be comfortable because he went to sleep. That might be true of me too. Now I am perfectly comfortable in body. I think my house is in order. Elaine, my beloved, is taking care of all the outside details to allow me the amount of free untroubled time every day to do my work. I can’t think of anything else necessary to a writer except a story and the ability to tell it.

John Steinbeck

Extract B

Here is an extract from Stephen King's advice book and memoir, On Writing. He is talking about his writing desk.

‘The last thing I want to tell you in this part is about my desk. For years I dreamed of having the sort of massive oak slab that would dominate a room - no more child's desk in a trailer laundry-closet, no more cramped kneehole in a rented house. In 1981 I got the one I wanted and placed it in the middle of a spacious, skylighted study (it's a converted stable loft at the rear of the house). For six years I sat behind that desk either drunk or wrecked out of my mind, like a ship's captain in charge of a voyage to nowhere.

A year or two after I sobered up, I got rid of that monstrosity and put in a living-room suite where it had been, picking out the pieces and a nice Turkish rug with my wife's help. In the early nineties, before they moved on to their own lives, my kids sometimes came up in the evening to watch a basketball game or a movie and eat pizza. They usually left a boxful of crusts behind when they moved on, but I didn't care. They came, they seemed to enjoy being with me, and I know I enjoyed being with them. I got another desk - it's handmade, beautiful, and half the size of the T. Rex desk. I put it at the far west end of the office, in a corner under the eave. That eave is very like the one I slept under in Durham, but there are no rats in the walls and no senile grandmother downstairs yelling for someone to feed the horse. I'm sitting under it now, a fifty-three-year-old man with bad eyes, a gimp leg, and no hangover. I'm doing what I know how to do, and as well as I know how to do it. I came through all the stuff I told you about (and plenty more that I didn't), and now I'm going to tell you as much as I can about the job. As promised, it won't take long.

It starts with this: put your desk in the corner, and every time you sit down there to write, remind yourself why it isn't in the middle of the room. Life isn't a support-system for art. It's the other way around.’

Stephen King

Subject Revision Topics

Summer Internal Examinations 2017

Click to take you to the subject -

   

 

BIOLOGY


Year 7

  • Animal and Plant Cells
  • Diffusion
  • Specialised cells
  • Gametes (Sex Cells) and Reproduction- Plants and Animals
  • Menstrual Cycle
  • Pregnancy
  • Blood
  • Heart
  • Lungs
  • Respiration

Resources

  • Class notes
  • White CGP revision booklet 
  • Doddle Activities 
  • BBC Bitesize

Year 8

Year 7 Topics

  • Cells
  • Reproduction
  • Skeleton
  • Respiration & Breathing

Year 8 Topics

  • Diet & digestion
  • Microbes, disease & immunity
  • Inheritance, Variation, Genetic engineering
  • Classification & Keys

Year 9

  • Cells – including animal, plant and specialised cells. Stem cells.
  • Tissues and organs.
  • The microscope
  • Transport – diffusion, osmosis, active transport. Exchange.
  • Digestion – the system and associated enzymes
  • Enzymes  – form and functionGaseous exchange - including alveoli

Year 10

  • Cell types and Cell structure
  • Cell Division and Stem Cells
  • Transport in and out of a cell
  • Enzymes and Digestion
  • Gas exchange and lungs
  • Cells Tissues and Organs
  • Heart and Circulation
  • Treating Diseases and Drug Testing
  • Plant Diseases
  • Respiration
  • Photosynthesis
  • Nervous system

Resources

  • doddlelearn.co.uk
  • bbc bitesize
  • GCSE revision guides available from school shop
  • Year 10 students have been given revision booklets
  • AQA website is useful for past papers

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CHEMISTRY


Year 7

Introduction and heating substances

  • Recall 5 safety rules of the laboratory.
  • Label the parts of a methane burner.
  • How to get a yellow/blue flame on the methane burner.
  • How to carry out a fair test.
  • Explain the difference between a chemical reaction and a physical change.
  • List changes which might occur in a chemical reaction.
  • Recall examples of physical and chemical changes.

Elements, Mixtures and Compounds

  • The test and positive result for ammonia, carbon dioxide  and water.
  • The definition of an element, mixture and compound.
  • I know what thermal decomposition is.
  • I know specific examples of thermal decomposition and can explain observations in terms of products formed.
  • I can write word equations for these reactions.
  • I can distinguish between the different characteristics of compounds and mixtures.
  • Given a list of simple substances I can characterise them as elements, compounds and mixtures.

Chemical reactions

  • Distinguishing Chemical and physical changes.
  • Signs a reaction has taken place.
  • Reactions with oxygen, including burning fuels.
  • Simple word equations

Separating mixtures

  • The definition of a mixture.
  • A pure substance has its own set of properties.
  • Physical properties are used to separate the components of a mixture.
  • The most suitable method of separation chosen depends on the properties of the mixture.
  • Describe the different separation techniques.
  • Use knowledge of the techniques to choose a method of separation for an unfamiliar mixture.
  • A solution is a mixture of a solute and a solvent.
  • The chemical name for common salt is sodium chloride.

Year 8

Acids, bases and salts

  • What is the definition of an acid?
  • The names of some common acids.
  • What is the definition of a base/alkali?
  • The names of some common bases and alkalis.
  • The names of some common indicators and their colours in acidic, alkaline and neutral solutions.
  • Using the pH scale to distinguish between acids and alkalis.
  • I can distinguish between strong and weak acids.
  • The reactions of acids with metals, carbonates and bases/alkalis.
  • I know what neutralisation means and can give some examples.
  • The different methods of preparation of soluble salts.
  • The preparation of insoluble salts and how to choose the starting reagents.
  • The tests for carbonates, sulfates and chlorides.
  • Write word equations for ALL the above reactions.

States of matter

  • The word matter is used to describe all substances and materials.
  • All matter is composed of tiny moving particles.
  • Describe some properties of solids, liquids and gases.
  • Describe particle behaviour during a change in state.
  • Plot and interpret cooling curves.
  • Gas particles spread out by diffusion.
  • Rate of diffusion depends upon the density of particles.
  • Dissolving is a process in which a substance breaks down into invisible particles.

Geology

  • The Earth consists of an inner and outer core, a mantle and a crust and the nature of these.
  • Igneous rock is formed from molten rock and cooling rate affects crystal size.
  • Sedimentary rock is formed from layers of sediment deposited on top of one another. They are composed of grains and may contain fossils.
  • Metamorphic rock forms deep underground and is the result of the action of heat and pressure on existing rock. It is composed of bands of interlocking crystals.
  • Rocks change over millions of years and this can represented in the rock cycle.
  • Rocks can be subject to chemical, physical and biological weathering

Year 9

A 60 minute exam worth 60 marks based on the new specification AQA Chemistry 8462. The new specification for the GCSE can be accessed on the AQA website. This tells you exactly what you need to know to do well in the exams.

Topics

  • Atomic structure and the Periodic Table (excluding Transition metals)
  • Chemical changes (excluding Titration)
  • Chemistry of the Atmosphere
  • Acids Bases and Salts
  • Crude oil 

Resources

  • The best revision preparation is to review topic booklets, students have inputted information in a way that should be usable.
  • Gojimo - a free App for phone/tablet
  • Doddle Learn User name:FirstnameSurname13, Password:cggs2014 (unless you have already changed it)
  • Doc Brown
  • S-cool
  • BBC Bitesize
  • Examtime

When using a website take care to ensure the material relates to the new GCSE not the old one!

Year 10

The end of year exam is 90 minutes and worth 90 marks. (45 marks on Module 1 yr9 and 45 marks on Module 2 yr10)

Resources

  • The best exam preparation should involve using your exercise books as you have inputted the information in a way that should be usable for you.
  • The CGP white work books also contain questions to challenge your understanding.
  • A red CGP revision guide can be purchased  from the school shop or on scopay and it is very handy to have as a back up.
  • Past papers and utilisation of exam mark schemes are the best way to develop and evaluate understanding and exam technique. They can be accessed here at http://www.aqa.org.uk/subjects/science/gcse/chemistry-4402/past-papers-and-mark-schemes
  • Doddle Learn User name:FirstnameSurname13, Password:cggs2014 (unless you have already changed it)
  • Doc Brown
  • S-cool
  • BBC Bitesize
  • Examtime

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CHINESE


Year 7

Students should be able to comprehend (reading and listening skills) and express (speaking and writing skills) content in each topic.

  • Greetings
  • Numbers
  • Ask and tell age
  • Ask and tell name
  • Family members (father/mother/older brother/older sister)

Resources

  1. Panda Book: page 1 to page 16, make sure you are familiar with key vocabulary
  2. Your notebook: make sure you are familiar with key sentence patterns and can translate sentences based on the patterns
  3. Quizlet website: sign into www.quizlet.com and use the particular flashcard sets below:

4. Memrise- Jinbu 1- all of Level 1 and part of Level 2 (on family members) https://www.memrise.com/course/56836/jinbu-1/

Year 8

  • Food and drink
  • Time/date/days of the week
  • Body parts
  • Pets
  • Family member
  • Numbers
  • Local places

Resources

A.      Paper-based vocab sheets:

  1. YCT level 1-words list   
  2. YCT level 1-sentences

B.   Your notebook: make sure you are familiar with the key sentence patterns and able to translate

C.    Log into www.quizlet.com and use these particular sets to revise

You are required to be able to visually recognise Chinese characters (shown with pinyin) and be able to translate sentences into English across the topics above.

Year 9

A.      Local places and give reasons why someone dis/like them

B.      Tell location for local places by giving reference points and direction words                  

C.      Talk about future plans with future tense key word 要 and future time reference

D.      Comparing different rooms in a house

E.       Ask and talk about someone’s occupation

Resources

A.      Paper-based vocab sheets:

3.1 My Town, 3.2 Where shall we meet, 3.3 Weekend plans, 3.4 My house, 3.5 My mother is a teacher  

B.   Your notebook: make sure you are familiar with the key sentence patterns and able to translate

C.    Log into www.quizlet.com and use these particular sets to revise

3.1 My Town https://quizlet.com/45196974/jinbu231-my-town-flash-cards/

3.2 Where shall we meet https://quizlet.com/45215103/jinbu232-where-shall-we-meet-flash-cards/

3.3 Weekend plans https://quizlet.com/45215166/jinbu233-weekend-plans-flash-cards/

3.4 My house https://quizlet.com/45215246/jinbu234-my-house-flash-cards/

3.5 My mother is a teacher  https://quizlet.com/45215330/jinbu235-my-mother-is-a-teacher-flash-cards/

D.  Worksheets

E. Memrise https://www.memrise.com/course/56868/jinbu-2/ (use ‘where do you live’ Level)

You are required to be able to visually recognise Chinese characters and be able to translate sentences into English across the topics above.

Year 10

Students should be able to write about -

  • School life
  • School facility (direction words)
  • Subjects and opinions (describing personality)
  • Comparing schools
  • School uniform

Resources

  • quizlet.com
  • Use worksheets, green must list, pink marking criteria, notebook, textbook, Controlled Assessment draft  and vocab lists.

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COMPUTER STUDIES


For all year 7-10 there are resources in the Google Drive, they are organised into unit and then lesson. ​All students are aware of how to access the material. 

All topics that have been covered this year will be on the test including the current units of python (Years 7 and 8) and digital literacy (Year 9).

For GCSE students there is a revision list on the Google Classroom wall and there is an electronic textbook in the Google Drive. There is a link on the wall to Memrise, the keyword app, with the units to be covered.

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DESIGN TECHNOLOGY


Year 7

Examination: 14.45 – 15.35 Tue 6th June

Please bring with you coloured pencils, pen, pencil, ruler, rubber and a sharpener.

  • Tools and Equipment used to make the ‘Box Project’
  • Design a Logo
  • Drill Health and Safety
  • Electronic components and their symbols
  • Naming transistor legs
  • How does the steady hand game work?
  • Soldering Health and Safety
  • Line Bending (will be covered prior to the examination)

Year 8

Examination: 13.55 – 14.45 Tues 6th June

Please bring with you coloured pencils, pen, pencil, ruler, rubber and a sharpener.

  • Logo Design
  • Design a product
  • Ergonomics and Anthropometrics
  • Any electronics for the Astable project
  • Health and Safety in the workshop
  • Black Boxes

Year 9

Examination: 13.55 – 14.45 Fri 26th May

Please bring with you coloured pencils, pen, pencil, ruler, rubber and a sharpener.

  • Design Criteria
  • Design a clock using a moodboard
  • Evaluation
  • Astable circuits
  • Dice circuit
  • Components and their symbols
  • Resistor colour codes
  • Soldering

Year 10

Examination: 8.40-10.40 Thursday 25th May, 2 hours

Please bring with you coloured pencils, pen, pencil, ruler, rubber and a sharpener.

  • Design Criteria
  • Design a Chariy Box
  • Evaluation
  • Packaging Symbols
  • Production Line
  • Scales of Production
  • CAD
  • CAM
  • Paper and Boards
  • One other material area either Woods, Metals or plastic
  • Manufacturing Processes including Injection moulding, lamination and screen printing
  • Stock forms
  • Reasons for packaging
  • Packaging - impact on the environment
  • Design a product that can be made in a small batch. Eg pencil holder
  • Point of Sale Displays
  • Branding
  • Marketing
  • Consumer groups

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DRAMA


Year 9

The students will undertake a practical, scripted exam in the final half-term.  They will perform a piece from either “Blood Brothers” or “ Our Day Out”.  They will be playing characters either younger or older than themselves and must concentrate on physicality, voice and facial expression.  They will be using skills they have learned over the year to come up with their own characterisation and staging.  They MUST know their lines.  In order to assist with this we would suggest learning lines as soon as possible and using lesson time to rehearse.

 

Year 10

Year 10 drama end of year examination - Friday May 26th 09.40 – 10.40.

There will be four questions. Question 1 will ask them to define theatrical terms and questions 2, 3 and 4 will ask them to write about how they would perform particular roles from “The Canterbury Tales” which they explored practically earlier in the year.

Print outs of the extract will be provided and students must not bring any scripts into the examination.

Below is a guide as to how the students must write to ensure they answer the questions fully and succinctly.

 

Explain the context of the line/scene/extract in relation to the rest of the play.

Detail at least four different acting skills for each line of the extract you are discussing. Although you can refer to other actors you must focus on YOUR ACTING SKILLS.

Explain the effect these skills had on the audience.

 

ACTING SKILLS:

  • Eye contact (glaring, staring).  No eye contact.
  • Facial expression.
  • Smiling. Frowning. Scowling.
  • Tone of voice. Volume. Accent.
  • Movement. Standing still. Walking slowly/quickly.
  • Posture. Standing upright. Slouching.
  • Spatial awareness (where you are on stage in relation to other actors). Extremely close. Far apart. Started far away but became closer. Gestures. Pushing someone. Pointing at them.
  • If you used stage combat, what moves did you use and how did you stage them.

REMEMBER – C D E

CONTEXT:I performed an extract from Oedipus. It was at the moment in the play when Oedipus realises he has killed his father and slept with his mother and that the Blind man had been right in his earlier warning to Oedipus. The Chorus appear after Oedipus scratches his eyes out and address the audience telling them how disgusted they feel with what Oedipus has done.

DESCRIPTION OF ACTING SKILLS: On the line “Where is our great leader now” I walked slowly from upstage towards Oedipus who was centre stage. I glared at him and spoke the line slowly but shouted the word “now”. When I shouted the word I was stood very close to Oedipus and he dropped to his knees whilst I stood over him with an angry facial expression.

EFFECT ON AUDIENCE: The effect this had on the audience was that they saw how hurt the people of Thebes had become and that they no longer respected their once “great leader”. They also saw how ashamed Oedipus was because of his actions.

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ENGLISH


Terminology Sheet

Year 7

Your son will sit a 50 minute reading test in English on Tuesday 6th June (the start of the examination period).

Students will respond to one text from a choice of two (poetry OR prose) that they will read in the examination. Students will produce ONE essay-style response using analytical P.E.E. paragraphs. The examination will require students to identify information;  look at language that indicates  a particular mood and atmosphere; identify and explain the effect of language and structural features (e.g. adjectives, adverbs, similes, metaphors, rhetorical questions, variation of sentence lengths…) and explore how a writer presents various aspects of the story or poem (e.g. a theme, a character).  Using “quotations” to support and explain responses is vital.

All of these skills have been practised through cross cohort tasks this year.  The examination replicates GCSE style format in preparation for what will be expected of them over the coming years.

Year 8

Your son will sit a 50 minute reading test in English on Monday 5th June (the end of the examination period).

Students will respond to one text from a choice of two that they will read in the examination.  Students will produce ONE essay-style response using analytical P.E.E. paragraphs. The examination will require students to identify information; look at language that indicates a particular atmosphere; identify and explain the effect of language and structural features (e.g. adjectives, adverbs, similes, metaphors, rhetorical questions, variation of sentence lengths…) and explore how a writer presents atmosphere and themes.  Using “quotations” to support and explain responses is vital.

All of these skills have been practised through cross cohort tasks this year.  The examination replicates GCSE style format in preparation for what will be expected of them over the coming years.

Year 9

All Year 9 students will sit two English exams during the school’s internal exam week. The exams are as follows:

Paper 1 - Reading.  Wednesday 24th May

Students read a passage and then answer three short comprehension questions about the text, followed by a longer essay response for the fourth. Questions 1-3 are designed to test students’ understanding of the text. For the longer response in question 4, students are assessed on their ability to analyse language features; for instance, explaining how the writer uses language to create a particular mood / atmosphere in the text.

Paper 2 - Writing.  Thursday 25th May

Students will have one imaginative (descriptive) writing task to answer from a choice of two. These questions are testing students’ ability to use descriptive language and imagery (simile, metaphor, personification, onomatopoeia……) in order to create atmosphere.

Students should pay attention to spelling, punctuation and grammar - 1/3 marks is awarded for accurate usage.

Revision

In preparation for the exams, students should:

  • Compile lists of connectives and discourse markers that they could use in an exam essay
  • Revise writing with an intended purpose in mind and for a particular audience
  • Revise different genres of texts
  • Read as much as possible - the more students read, the better their punctuation, writing and ideas become.
  • Look at http://www.bbc.co.uk/education (GCSE Bitesize) has lots of tips to help students with writing skills.

Year 10

All Year 10 students will sit one English Language exam on Wednesday 24th May 2017. Details about the exam are below:

  • One hour in length.
  • Students answer ONE question only from a choice of two.  One will be a IMAGINATIVE piece (perhaps inspired by pictures) and the other will be a TRANSACTIONAL piece (writing a letter or an article to convey their opinions).

For imaginative writing, the exam is testing writing skills; writing to create particular atmospheres through narrative techniques, language and imagery (simile, metaphor, personification, onomatopoeia…….).  Students need to pay attention to spelling, punctuation and grammar as marks are awarded for accurate usage of these.

For transactional writing, the exam is testing writing skills; writing for a particular genre, audience, subject (topic) and purpose. Students need to pay attention to spelling, punctuation and grammar as marks are awarded for accurate usage of these.

Revision

Students should:

  • Read as much as possible to help with spelling, punctuation, grammar and general ideas.
  • Look at http://www.bbc.co.uk/education (GCSE Bitesize) is a good website where students can revise writing skills.
  • Make a list of connectives and discourse markers that could be used in an essay.
  • Familiarise themselves with different genres, audiences and purposes of writing.
  • For KS3/4, revise key terms (see attachment)
  • The majority of Year 10’s assessments to date have been in English Literature and therefore we are covering English Language in this internal exam. Be assured that your son will sit a full mock examination in both English Language and English Literature in Year 11 (Nov/Dec 2017) in order to help prepare him for the final summer 2017 exams.

Year 11

Click here for English Lanuguage and Literature GCSE past papers

Terminology Sheet

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FRENCH


Year 7

The exam will be across four areas: 25% Listening, 25% Reading, 25% Speaking and 25% Writing.

  • Introducing yourself and family, pets – name, age and birthday, Numbers
  • Countries and their nationalities
  • Describing yourself (physical description and personality) and other people
  • School, Time
  • Sporting and non-sporting activities
  • Frequency adverbs (normally, often etc…)
  • Connectives, opinions and reasons

Grammar List - Make sure you understand and know all the following!

  • Agreement of nouns and adjectives  (e.g “j’ai deux petites soeurs”)
  • How to conjugate ‘er verbs and the verbs etre & avoir
  • Possessive pronouns (‘my/his/her’ = mon, ma, mes, son, sa, ses).
  • j’aime + infinitif
  • jouer au / faire de la | du | des | de l’
  • Verbs negative form
  • jouer à + faire de in negative form

Resources

Year 8

The exam will be across four areas: 25% Listening, 25% Reading, 25% Speaking and 25% Writing.

Topics

  • Countries
  • Holiday destinations
  • Transport
  • Food and drink (breakfast + lunch)
  • Body parts
  • Ailments and remedies
  • Television

Resources

  • Notes and feedback from classwork in exercise books and the complete vocabulary list given at beginning of year.  (e-copy is available on google Drive) .
  • Grammar section on www. languagesonline.org.uk to practise use of tenses as well as www.vocabexpress.com

Year 9

The exam will be across four areas : 25% Listening, 25% Reading, 25% Speaking and 25% Writing.

Topics

  • Description of town (location, positive and negative opinions, places in town, directions)
  • Environment (environmental problems and their solutions)
  • Education and Work (description of school, positive and negative opinion about school subjects and teachers, jobs, place of work, reasons for taking a job)

Resources

  • Notes and feedback from classwork in exercise books and the complete vocabulary list given at beginning of year.  (e-copy is available on google Drive) .
  • Grammar section on www.languagesonline.org.uk to practise use of tenses
  •  www.vocabexpress.com

Year 10

The exam will be across four areas: 20% Listening, 20% Reading, 30% Speaking and 30% Writing. Marks for the Writing and Speaking sections will be the marks given for the Controlled Assessments attempted .  Students will undertake a GCSE past paper Reading and Listening during the year 10 exam.

Resources

  • Notes and feedback from classwork in exercise books and the complete AQA GCSE vocabulary list given at beginning of year.
  • www.languagesonline.org.uk  (vocabulary list and exercises)

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GEOGRAPHY


Year 7

  • Locate (accurately label on a blank map the correct place) the main physical and human features of the United Kingdom:-

Physical Features

River Thames

River Trent

River Severn

River Dee (in England & Wales)

River Mersey

River Clyde

The Northwest Highlands

The Grampians

The Lake District

Southern Uplands

Cambrian Mountains

The Pennines

Dartmoor

Cotswolds

Human Features

London

Liverpool

Manchester

Birmingham

Cardiff

Edinburgh

Cardiff

Glasgow

Belfast

  • Locate the four countries of the UK (England, Scotland, Wales, Northern Ireland) and know the distribution of lowland and highland.
  • Know the underlying Geology of the Wirral (Triassic Sandstone and Boulder Clay).
  • Know the rock cycle of igneous, metamorphic and sedimentary rocks and how they are formed.
  • Describe settlement sites and explain how natural advantages led to the growth of settlements (flat land, reliable water supply, defensive site, fertile land, building materials).
  • Understand the idea of a settlement hierarchy.
  • Use map skills: 4 and 6 figure grid references, direction, distance and scale, map symbols, how to show height on a map.
  • Latitude and Longitude.
  • Understand the water cycle and explain evaporation, transpiration, condensation, precipitation, surface water, groundwater.
  • The features of a drainage basin (source, mouth, tributary, confluence, watershed, channel).
  • River processes such as erosion, transportation and deposition.
  • Explain the formation of a waterfall.

Year 8                                                                                                                                                                                     

Ecosystems

  • Factors affecting climate – latitude, prevailing winds, altitude/relief, distance from sea, ocean currents.
  • Climate graphs – be able to read them – decide where they represent and draw them using data given
  • British Climate – what it is like and  how it differs around the country
  • Equatorial rainforests – an example from somewhere in the world you’ve studied, details of the climate and why it is like that,  recognise a climate graph of this area.
  • Equatorial rainforest vegetation adaptations and people of the rainforest.
  • Hot desert climate – an example of a hot desert from somewhere in the world you’ve studied, details of the climate and why the climate is so extreme (including diurnal temperature range), recognise a climate graph of this area.
  • Hot desert vegetation adaptations.

Earthquakes and Volcanoes

  • Understand the basic structure of the earth
  • Distribution of plates – name major plates and boundaries.
  • Understand the pattern of the distribution of earthquakes and volcanoes across the globe.
  • Understand what happens at each plate boundary.
  • For each type of plate boundary be able to give a named example, be able to show movements and describe with examples the effects at these major boundaries.
  • Explain how an earthquake is measured, the different scales used, and how they work.
  • Explain the causes and effects of an earthquake you have studied including naming the plates that move and how they move.
  • Explain how a volcano erupts and for a volcanic eruption you have studied, understand the causes and effects.
  • Be able to define the following key terms:
  • Plate Tectonics
  • Constructive plate boundary
  • Destructive plate boundary
  • Conservative / passive plate boundary
  • Tectonic plate
  • Crust – Oceanic and Continental
  • Mantle
  • Epicentre
  • Focus
  • Magnitude
  • Seismic wave
  • Richter Scale
  • Magma chamber
  • Volcanic bomb

Year 9

  • The rock cycle
  • Weathering processes
  • Formation of a waterfall
  • The Dungeon woodland
  • Land use around the Wirral
  • Basic understanding of soils
  • Globalisation
  • Trans National Corporations
  • The European Union

Year 10

Physical Topics 

The Restless Earth

  • The distribution of the plates. The differences between oceanic and continental plates. Constructive, destructive, conservative margin location and diagrams.
  • Landforms at plate margins. Fold mts, ocean trenches, composite and shield volcanoes. On which plate margins are they found and how are they formed.
  • Fold Mts. Case study. How  fold mountains are used and how people adapt to the difficulties they present.
  • Volcanoes.  Characteristics of shield and composite. Mt St Helens case study—cause; primary and secondary effects; positive and negative impacts; immediate and long term responses. How volcanoes are monitored and eruption predicted.
  • Supervolcanoes. Characteristics and likely effects of an eruption on a global scale.
  • Earthquakes. On which margins do they occur and why? Know epicenter, focus, shock waves and how earthquakes are measured using the Richter and Mercalli scale.
  • One earthquake in a rich country and one earthquake in a poor country. For each know the cause; be able to compare the primary and secondary effects; primary and secondary responses.
  • Earthquakes. Predict, prepare and protect.
  • Tsunamis. Cause, effect and responses of a named tsunami.

Water on the Land

  • Changing shape of a river valley and river channel down the long profile. Shapes change downstream due to methods of erosion, transportation and deposition.
  • Landforms down the long profile. Upper course formed by erosion are waterfalls and gorges. Middle and lower formed due to erosion and deposition are meanders and oxbow lakes. Lower course due to deposition are levees and flood plains.
  • Why does volume in a river fluctuate? The factors that affect discharge are amount of rainfall, previous weather, relief and rock type.
  • Physical and human causes of flooding. Physical- relief, heavy rain, rain over a long period and snowmelt. Human- deforestation and building on the flood plain.
  • Flooding in rich and poor countries. Case study for each knowing the different effects and responses.
  • Hard and soft engineering. Examples of both must be known and the advantages and disadvantages of each.
  • Management of rivers. Reasons for areas of surplus and deficit in the UK. How can water supply be sustainable? Case study of a dam/reservoir and the social, economic and environmental impact of its development.

Human Geography

Population

  • Global population increase and the changing population structures of different countries. Demographic transition model. The difference between a population pyramid and a population structure. The effect of urbanization, emancipation of women, agricultural change and education on population growth.
  • How can a population be sustainable? Case studies on the reduction of births China and Kerala and their effectiveness. Changes in China’s policy since 1990.
  • Ageing Population. The advantages and disadvantages of an ageing population. The future impact of a lowering birthrate and an ageing population.  Examples of government strategies to cope with an ageing population
  • Migration.  Push and pull factors. Positive and negative impacts of migration within the EU on the migrant, the host country and the country of origin. Refugee movements to the EU and the impacts.

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GERMAN


Year 7

  • greetings
  • alphabet
  • numbers
  • colours
  • equipment
  • name, age, birthday
  • where they live
  • days of the week and months of the year
  • family - physical and personality descriptions
  • pets - physical and personality descriptions
  • school - likes and dislikes
  • clothes - particularly uniform
  • hobbies with ich spiele and ich gehe

Resources

Year 8

The exam will be across four areas: 25 % Listening, 25 % Reading, 25 % Speaking and 25 % Writing.

Topics

Numbers, days and months,  the alphabet, countries, describing where you live, giving opinions, colours, adjectives to describe people, the accusative for the direct objects of sentences, School subjects + describing your school day, Times, Tour house, Food and drink, pocket money, Parts of the body and illness, TV programmes, Hobbies and sport.

Grammar

  • The present and  the past the future tenses , opinions with ‘war’.

Resources

Year 9

The exam will be across four areas: 25 % Listening, 25 % Reading, 25 % Speaking and 25 % Writing.

  • holidays - past tense
  • weather
  • illness and at the doctor's
  • transport
  • family relationships
  • food and drink

Resources

Year 10

The exam will be across four areas: 25 % Listening, 25 % Reading, 25 % Speaking and 25 % Writing.

  • health and healthy eating
  • town and area
  • directions
  • train travel
  • types of school in Germany
  • jobs

Resources

Year 11

Resources

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HISTORY


Year 7

There are two sections to the paper.  Section A will be source-based, on the topic of the Black Death.  You must read all of the sources carefully, and answer the questions using the evidence in them.  The more information you can include to support your answers, the higher your mark will be. Section B will test your essay-writing skills.  There will be two questions, and you must choose to answer ONE of them.   The topics for this section are: the events of 1066 (contenders for the throne and the Battle of Hastings) and medieval monarchs.  You will need to plan your answer, write in paragraphs, and include some accurate detail to support your points.   You should spend about 30 minutes on each section of this exam paper.

Year 8

There are two sections to the paper.  Section A will be source-based, on the theme of World War One.  You must read all of the background information and sources carefully, and ensure that you answer the questions using evidence to support your points – the more effectively you do this, the higher your mark will be.  Section B will test your essay-writing skills; you will choose ONE question from a choice of four, based on topics you have studied this year, including Britain from 1750-1900, political change, the slave trade, and the causes of World War One. 

Year 9

Your paper will be a combination of source and knowledge questions based on aspects of the American West, which has been your topic this year.  The source questions will require close attention to detail, and you must also remember to use your own knowledge to support your observations too.   The knowledge questions will reward accurate, relevant detail and questions that are worth 7 marks or more should be briefly planned first.  Revision should cover the topics studied this year, including the lifestyle and beliefs of the Plains tribes, the journey west, homesteaders and Mormons.

Year 10

Your paper will be a full Section B (The American West) from a past GCSE paper.  You will answer ALL of the questions.  There will be three source questions, which will require detailed observation and relevant own knowledge to support your points.  There will also be two knowledge questions consisting of the types of question you have used this year:  a) briefly describe  b) explain why and  c) do you agree?  You will need to watch your timing carefully, and spend 30 minutes on each set of questions (90 minutes in total).   There are a further 6 marks available for accurate spelling, punctuation and grammar so make sure you write in full sentences and paragraphs, and revise some key words! 

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LATIN


Year 8

Exam will be a translation and questions on a passage. Revise all grammar and vocab up to chapter XX.

Resources

  • Text books
  • www.cram.com (search "Oxford Latin Course [Chapter number]")

Year 9

Exam will be a translation and questions on a passage. Revise all grammar and vocab up to chapter 44.

Resources

  • Text books
  • www.cram.com (search "Oxford Latin Course [Chapter number]")

Year 10

Exam will be a past GCSE language paper. Revise all grammar and vocab as specified by the GCSE vocab list.

Resources

  • Text books
  • Grammar Books
  • www.cram.com (search "Oxford Latin Course [Chapter number]")

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For all years 7 to 10 there is a wide range of resources on the school Google Drive for students to revise from. The students should be well aware of the contents of Google Drive and how to access them.

1) Revision list

  • This details the topics covered throughout the year
  • It indicates which topic is covered on which assessment
  • There are links to MyMaths for each topic for extra practice

2) Revision materials

  • Topics from the scheme have worksheets of questions with answers for checking

3) Year 10

  • There is a GCSE text book with answers
  • There are past exam questions by topic with answers

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MUSIC


Year 7

The exam will be in two sections. There will be questions on the topics we have covered and also the theory of music. We advise students to print off the revision document as this contains all of the material required.

Section 1 – Topics

  • Rhythm and Pulse
  • Elements of Music
  • Instruments and layout of the Orchestra
  • Minimalism
  • Rhythms of the Nile

Section 2 – Theory of Music

  • Values of notes and rests
  • Names of notes and rests
  • Time signatures
  • Dotted notes
  • Doubling and halving note values
  • Stem direction
  • Names of notes on both the treble and bass clef staves
  • Notes of the keyboard

Year 8

There is no written exam. All students are undertaking two assessment tasks during lessons.

  • Playing the James Bond themes and leitmotif
  • Film Music listening test

Year 9

There is no written exam. All students are undertaking an assessment task during lessons.

  • Making an arrangement of Stand By Me

Year 10

All revision resources are on Google Drive. Students should also use their scores, recordings and exercise books for each of the set works studied so far. The exam will consist of 8 listening questions and a choice of 2 extended response questions. The set works covered are:

AOS1:

AOS 2:

AOS 4:

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PHYSICAL EDUCATION


Topics

  • Individual Differences
  • Aerobic and Anaerobic Systems
  • Circulatory System
  • Diet and Nutrition
  • Skeletal and Muscular System
  • Range of activities
  • Fatigue and Stress
  • Injury
  • Respiratory System

Resources

  • Go through exercise books
  • Look at past papers and mark schemes on the AQA Website
  • TeachPE.com
  • Look at resources on 'Google Classroom' where there a links to numerous YouTube videos that will help.

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PHYSICS


Year 7

Duration 1 hour.  Answer on the question paper a selection of written answer, calculation and multiple choice questions.

Topics

  • Introduction (pendulums, patterns, timing)
  • Forces
  • Energy
  • Waves and Sound
  • Magnetic Fields

Resources

  • The exam will be based on the content of the Y7 workbook.

Year 8

Duration 1 hour.  Answer on the question paper a selection of written answer, calculation and multiple choice questions.

Topics

From Year 7 –

  • Introduction (pendulums, patterns, timing)
  • Forces
  • Energy
  • Waves and Sound

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