Year 10 Revision Booklet

Spring 2013


English

Mock Exam: Students have received revision material from their class teacher.

English Language: The English language examination has two sections.

Section A:
A short passage from” Of Mice and men”
1a) Explore how the language in the extract influences the reader’s view of (an idea, theme or a setting) 16 marks
1b) Explore how the writer presents (a theme) in one other part of the novel.
Use examples of the language the writer uses to support your ideas.
24 marks / This is marked for:
How well the student can:
1) Explore how the writer uses techniques to create effects;
2) Explore how those techniques contribute to the presentation of ideas, themes or setting;
3) Connect the use of the technique used for effect to an impact on the reader;
4) Use relevant quotations to back up comments – no quotation, no mark.
Advice: spend 20 minutes on 1a and 40 minutes on 1b
Section B:
A non-fiction writing task based on an issue that concerns young people.
Writing forms that are likely to come up are:
A review
Article
Letter
Speech
Text for a leaflet
24 marks / This is marked for:
Purpose – The writing must do what the question asks the student to do
Audience- Students must write appropriately for the audience that they are addressing;
Form- Their writing must contain the features of the form in which they are writing – letter, review, speech or article
Ability to:
1) fully develop ideas;
2) Focus the writing task on purpose and audience;
3) Demonstrate an extensive vocabulary and varied sentence forms;
4) Organise the whole text appropriately using cohesive devices in and between paragraphs
16 marks
5) Sentence structure;
6) Punctuation;
7) Spelling
8 marks
Advice: Spend 10 minutes preparing, then 30 minutes writing

English Literature

Section A:
An unseen poem.
Students will be asked to explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings
20 Marks / This is marked for:
How well the student can:
1)Explaining how poetic techniques are used for effect
2) Exploring how those techniques contribute to the presentation of ideas, themes or setting;
3) Connect the use of the technique used for effect to an impact on the reader;
4) Use relevant quotations to back up comments – no quotation, no mark.
5) Spelling, punctuation and grammar
The exam will last 45 minutes.

Science

10U3, 10U4, 10U5, 10M1 and 10M2 will complete an external exam and 10U1 and 10U2 will sit internal examsin thetopics listed below:

Biology / Chemistry / Physics
Variation and Classification / The Earth's sea and atmosphere / Visible light and the solar system
Responding to change (Nervous system and the Endocrine system) / Materials from the Earth (Rocks and limestone) / The electromagnetic spectrum
Inter relationships -Food webs, Drugs and diseases, Pollution. / Acids and neutralisation / Waves and the Universe
Obtaining and using metals. Properties and alloys. / Generation and transmission of electricity
Fuels - Crude oil and products from crude oil. / Energy and the future


The Year 10 BTEC group will sit an external exam on 18th June. Revise:

Learning aim A: Explore cells, organs and genes

Cells and Specialised cells

Organ systems

Plant organs and transpiration

Genes and Chromosomes

Genetic crosses

Mutations

Learning aim B: Explore the roles of the nervous and endocrine systems in homeostasis and communication

The Central Nervous System

Reflex actions

The Endocrine System

Homeostasis – Thermoregulation and Blood glucose regulation

Learning aim C: Explore atomic structure and the periodic table

Atoms and elements

Electron arrangement

Patterns in the periodic table

Isotopes

Learning aim D: Explore substances and chemical reactions

Hazards and risks

Compounds and Mixtures (inc Na+Cl-->NaCl)

Acids, Bases and Alkalis

Metal + Acid reactions

Metal oxide + Acid reactions

Metal hydroxide + Acid reactions

Metal carbonate + Acid reactions

Uses of neutralisation reactions

Learning aim E: Explore the importance of energy stores, energy transfers and energy transformations

Types of energy and energy transfers

Efficiency

Uses of energy and energy stores

Energy transfer – Electrical, Mechanical, Conduction, convection and radiation

Energy resources

Learning aim F: Explore the properties and applications of waves in the electromagnetic spectrum

Wave properties

Wave calculations

Electromagnetic spectrum – Types, uses and dangers

ICT

The below revision lists (Cambridge Nationals course and the EdExcel GCSE ICT) apply to the various sets in Year 10:

CAMBRIDGE NATIONALS: R001 Using Computer Systems
SPECIFICATION CHECKLIST
Learning Outcome 1: Understand how ICT can be used to meet business needs
Learners must be taught:
  • features and purposes of computing devices, i.e.:

  • desktop and portable devices, i.e. laptops, netbooks, tablets, smartphones

  • input devices, i.e. mice, keyboard, microphone, sensors, pads, specialist keyboards, touch pad, microphones, remote controls, scanners, digital cameras, webcams, touch screens, readers for barcodes, magnetic stripes and chip and pin, MIDI instruments

  • output devices, i.e. monitor/screens, printers, speakers, head/earphones, digital projectors, data projectors, plotters, actuators

  • software, i.e.:

  • operating systems (e.g. Windows, OS X, Android, iOS)

  • utility software (e.g. computer security)

  • applications software, i.e. word processors, desktop publishing software, spreadsheets, database management software, multimedia software, slideshow software, video-editing software, graphics manipulation software, communications software (e.g. social networking software, chat, instant messaging, file transfer and email clients), presentation software, gaming software, web browsers, apps for portable devices

  • storage and connectivity devices, i.e.:

  • optical disks (e.g. CD and DVD for data storage)

  • magnetic media (e.g. internal and external hard disk drives (HDD), tape)

  • Solid State Drives (SSD)

  • Memory cards, i.e. flash memory devices

  • network devices (e.g. routers, modems)

  • cloud storage

  • configurations, i.e.:

  • typical office configurations

  • customised systems for specified needs, i.e.:

  • physical impairment, i.e. sight, hearing, movement

  • remote working (e.g. travelling, hotel or home)

  • how the following factors can affect the choice of system: cost, availability, user needs, data security

  • how peripherals can be connected to a computer device, i.e.:

  • wired methods (e.g. USB, firewire)

  • wireless methods (e.g. wifi, Bluetooth, infra-red)

  • how to connect a computing device to an existing wireless network, i.e.:

  • network name, i.e. Service Set Identifier (SSID)

  • the use of security keys

  • appropriate firewall settings for public and private networks

  • how organisations can monitor employees, i.e. GPS location tracking, monitoring internet use, monitoring communications.

Learning Outcome 2: Know how to work with information and data to meet specified business needs
Learners must be taught:
  • data capture methods, i.e.:

  • online and paper-based forms

  • automated data capture systems, i.e. control system sensors, barcode readers, Radio Frequency Identification Device (RFID), Near Field Communication (NFC)

  • how the following factors can affect the choice of method:

  • nature of information to be collected (e.g. environmental conditions, location of information)

  • cost

  • availability

  • ease of use

  • data security

  • how to design data capture forms to obtain specified information

  • how to code information for use in a spreadsheet or database

  • data validation methods

  • file formats for storing data, i.e.:

  • proprietary formats, i.e. .doc, .xls, .ppt, .fla, .wma, .aac

  • open formats, i.e. .rtf, .pdf, .csv, .exe, .txt, .mp3, .wav

  • data storage technologies, i.e.:

  • local and removable media

  • remote storage (e.g. offsite location, cloud storage)

  • security measures to be used when storing data, i.e.

  • network/computer security, i.e.:

–usernames/passwords
–access rights/permissions
  • document security, i.e.:

–passwords
–other ways to restrict access to or editing of content
–how and why data is encrypted
  • physical security to prevent loss of data/devices (e.g. locked doors

  • data transferring technologies, i.e.:

  • wired and wireless methods

  • mobile data transmission (e.g. 3g, 4g)

  • remote methods (e.g. email, internet/cloud, peer to peer file sharing)

  • security methods, i.e. data encryption

  • how the following factors can affect the choice of method: file size, transfer speed, future-proofing, data security, user needs

  • factors affecting data transfer speed (e.g. bandwidth, router technology)

  • the factors affecting the appropriate optimisation of electronic files (e.g. download speeds, quality of product)

  • how to use back-up and recovery systems, i.e.:

  • data storage media (e.g. removable devices, remote storage)

  • back-up frequency

  • archiving

  • automated versus manual systems

  • how the following factors can affect the choice of method: cost, availability, ease of use, data security.

Learning Outcome 3: Know how ICT can be used to support business working practices
Learners must be taught:
  • how businesses can communicate with employees and others working remotely, i.e. voice telephones,SMS, instant messaging, e-mail, chat rooms, forums, bulletin boards, Voice-over-IP (VoIP), video conferencing, webcams, blogs, social networking.

  • appropriate use of remote communication tools, i.e. for email appropriate use of subject, cc/bcc,attachments and email etiquette

  • the benefits and drawbacks of these methods

  • how diary management software can be used to organise work schedules, i.e.:

  • creating appointments/meetings

  • inviting participants

  • creating tasks

  • creating to-do lists

  • setting reminders

  • how documents can be created and edited collaboratively, i.e.:

  • documents in shared access locations, i.e.:

–network shared areas (e.g. read/write access)
–cloud-based services (e.g. providing open or restricted access to services enabling the creating/editing of documents online)
  • inserting comments into an existing draft

  • editing drafts, tracking changes made

  • Reviewing facilities: accepting or rejecting changes made.

Learning Outcome 4: Understand how legal, ethical, safety and security issues affect how computers should be used.
Learners must be taught:
  • how legislation affects business computer users, i.e.:

  • health and safety

  • data protection

  • copyright

  • computer misuse

  • how moral and ethical issues affect business computer users, i.e.:

  • the use and abuse of personal and private data

  • cyberbullying

  • monitoring of individuals by organisations through the use of:

–worker monitoring/logging,
–cookies,
–key logging,
–worker call monitoring/recording
–electronic consumer surveillance,
–mobile phone triangulation
  • the implications and consequences for organisations of data loss, corruption and theft, i.e.:

  • legal implications (e.g. action from the Information Commissioner)

  • impact on customers (e.g. reduced confidence in business, increased risk of personal identity theft)

  • impact on employees (e.g. disciplinary action for not following company procedures)

  • impact on organisation (e.g. increased costs in resolving problems caused, loss of income if customers lose confidence)

  • the main threats to data security and how to deal with them, i.e.:

  • threats to data security, i.e.:

–computer viruses
–Trojans
–Worms
–Phishing
–Spyware
–Adware
–Hacking
–Denial of Service (DoS) attacks
–physical threats (e.g. loss/theft of devices)
  • actions to minimise risks, i.e.:

–act online in ways which reduce the risk of identity theft and protect personal security
–use of protection software, i.e. firewall, anti-virus, anti-spam, data encryption to store and transfer data.
  • using automatic and manual updating facilities for operating systems and security software.

During the external assessment, learners will be expected to demonstrate their understanding through questions that require the skills of analysis and evaluation in particular contexts.

MFL

Year 10 are doing Speaking CAUs with class teacher who will set the revision task.

History

Students need to revise all three Paper 2 topics. - Liberal Reforms, Women and the Vote, Home Front during World War I.

Geography

RESTLESS EARTH

Checklist for revision

I can name several large plates forming the Earth’s crust.
I know the differences between destructive, constructive and conservative plate margins.
I can name two landforms at destructive margins and explain their formation.
I know the main features of the world distribution of fold mountains, active volcanoes and earthquakes.
I can state two differences between supervolcanoes and other volcanoes.
I can give the effects of volcanoes on people using these headings – primary, secondary, positive, negative.
I know the two different ways of measuring earthquakes.
I can explain why earthquakes cause more loss of life in poor than in rich countries.
Case studies
Fold mountains – I can name one mountain range, explain its formation, give some of the physical problems for people, and know about four human activities found there.
Volcanic eruption – I can name an example, explain how it was caused, state its effects (good and bad) on people, and write out what people have done (their responses).
Earthquakes in both rich and poor countries – I can explain why the earthquake happened there, I can write about the damage and destruction (effects) that resulted, and what was done after the quake.
Tsunami – I can explain the cause of the Asian tsunami, I can name some of the places affected and the damage it did (the effects), and describe how people responded to the disaster.

LIVING WORLD

Checklist for revision
I know what an ecosystem is.
I can name examples of large areas of the world covered by tropical rainforest, hot desert and deciduous forest ecosystems.
I can state and explain different adaptations of hot-desert vegetation for survival in the climate.
I can describe the characteristics of the vegetation in deciduous forests and explain how it is adapted to climate and soils.
I am able to describe the forest structure in a tropical rainforest.
I can give reasons why biodiversity in tropical rainforests is much greater than in other ecosystems.
I am able to state differences between desert soils, brown earths and latosols.
I can name at least three methods of management for conservation and the future sustainability of natural ecosystems.
Case studies
Opportunities for economic development in hot deserts
I can give the following information for deserts in both rich and poor countries:
  • locations
  • information about economic activities
  • challenges and management needs for the future.

Temperate deciduous woodland
I can give the following information for deciduous woodlands in both rich and poor countries:
  • location
  • uses of each woodland area
  • ways in which it is managed.

Tropical rainforest
I can give the following information for rainforests in both rich and poor countries:
  • location
  • causes of deforestation
  • impacts on the environment and people.

Coastal Zone

Checklist for revision
I know the difference between wave erosion, weathering and mass movement.
I can state and explain the differences between destructive and constructive waves.
I can describe how sand and shingle are transported along the coast of the UK.
I can recognise and name at least five landforms of coastal erosion.
I understand where and why beaches form.
I can give examples of hard and soft methods of engineering for coastal protection and state the differences between them.
I know what managed retreat of the coastline means, and I understand why it is becoming preferred government policy along rural sections of coast.
Case studies
A: Cliff collapse
I know the causes (physical and human) and can give the impacts on people.
B: Coastal flooding
I know the economic, social, political and environmental impacts of flooding.
C: Coastal management
I can explain why it is needed, describe the methods used and know the costs and benefits.
D: Coastal habitat
I can describe the natural environment and strategies for conservation, allowing sustainable uses by people.

RE

Revise:

Religion and Animal Rights

Religion and Planet Earth

Religion and Early Life

Religion and War and Peace

In each of the above topics you should know definitions and key words, plus Hindu and Christian beliefs about each topic.

PE

  • The Year 10 GSCE course has been given an Edexcel revision guide and all of the revision work is on Moodle.


Exempt Subjects – No Revision Required

  • Art – Students will use their gained knowledge and skills to do a one hour drawing exam in lesson.
  • Performing Arts- Students are not sitting a theoretical exam, but submitting portfolio work and undertaking practical session.