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Energy stores and transfers | 4.1 | Use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s), metre/second2 (m/s2), newton (N), second (s) and watt (W)
4.2 | Describe energy transfers involving energy stores:• energy stores: chemical, kinetic, gravitational, elastic, thermal, magnetic, electrostatic, nuclear• energy transfers: mechanically, electrically, by heating, by radiation (light and sound)
4.3 | Use the principle of conservation of energy
Energy resources | 4.18P
| Describe the energy transfers involved in generating electricity using:• wind• water• geothermal resources• solar heating systems• solar cells• fossil fuels• nuclear power
4.19P | Describe the advantages and disadvantages of methods of large-scale electricity production from various renewable and non-renewable resources
Thermal Transfer | 4.6 | Describe how thermal energy transfer may take place by conduction, convection and radiation.
4.7 | Explain the role of convection in everyday phenomena
4.8 | Explain how emission and absorption of radiation are related to surface and temperature
4.9 | Practical: investigate thermal energy transfer by conduction, convection and radiation
Insulation | 4.10 | Explain ways of reducing unwanted energy transfer, such as insulation

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Definition of a natural hazard.

Types of natural hazard.

Factors affecting hazard risk.

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Plate tectonics theory.

Global distribution of earthquakes and volcanic eruptions and their relationship to plate margins.

Physical processes taking place at different types of plate margin (constructive, destructive and conservative) that lead to earthquakes and volcanic activity

Primary and secondary effects of a tectonic hazard.

Immediate and long-term responses to a tectonic hazard.

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.

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General atmospheric circulation model: pressure belts and surface winds.

Global distribution of tropical storms (hurricanes, cyclones, typhoons).

An understanding of the relationship between tropical storms and general atmospheric circulation.

Causes 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 tropical storms.

Use a 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

An overview of types of weather hazard experienced in the UK.

An example of a recent extreme weather event in the UK to illustrate:

causes

social, economic and environmental impacts

how management strategies can reduce risk.

Evidence that weather is becoming more extreme in the UK.

Climate Change:

Evidence for climate change from the beginning of the Quaternary period to the present day.

Possible causes of climate change:

natural factors – orbital changes, volcanic activity and solar output

human factors – use of fossil fuels, agriculture and deforestation.

Overview of the effects of climate change on people and the environment.

Managing climate change (mitigation and adaptation)

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Evidence for climate change from the beginning of the Quaternary period to the present day.

Possible causes of climate change:

natural factors – orbital changes, volcanic activity and solar output

human factors – use of fossil fuels, agriculture and deforestation.

Overview of the effects of climate change on people and the environment.

Managing climate change (mitigation and adaptation)

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Abstract noun

Concrete noun

Verb

Adverb

Adjective

Alliteration

Sibilance

Simile

Metaphor

Personification

Hyperbole

Rhyme

Emotive language

Oxymoron

Onomatopoeia

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Minor sentence

Simple sentence

Compound sentence

Complex sentence

Narrative perspective (1st person narrator or omniscient narrator)

Shifts in focus (inside to outside, small to big, etc)

Repetition

Sequencing

Motifs

Introductions and conclusions

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Students to respond to one extract of a fiction text.

Students to answer one long answer question.

Students to retrieve information from the text, interpret information and understand how the text is written to achieve particular effects – the focus will be on structural techniques.

Students should be confident using PEE / PQE / PEARL and critical terminology.

The structure Q is out of 8 and you are advised to spend approx. 10-12 minutes on this answer.

This question tests AO2 (Assessment Objective 2): Explain, comment on and analyse how writers use structure to achieve effects and influence readers, using relevant subject terminology to support views.

This question will always ask you to comment on the entire text and will be worded as follows: How has the writer structured the text to interest you as a reader?

You will only be awarded marks for commenting on the effects of SPECIFIC STRUCTURAL features – you will not be awarded for commenting on language features in this question

You are aiming for 4 detailed analytical comments on 4 specific structural devices (remember PEARL).

You are not awarded marks for vague comments like “This makes the piece really, super interesting”. Instead you should say “The change in focus from the house to the meadow focuses the reader’s attention on the calming surroundings in the story which creates a sense of peace and tranquillity”. You are commenting on how the writer uses structure to create tone/mood/atmosphere. This can include the tone/mood of the setting (i.e. tranquil, tense, disturbing) or of the characters (aggressive, excited, panicked).

Steps for Planning and Answering a Question 3

1. The piece as a whole. Make a brief note of the overall content, tone and mood of the piece. Who or what do we focus on throughout the piece? Is it a piece which becomes increasingly tense? Is it a piece that shows the excitement of characters? Is it an unsettling piece describing a man’s efforts to escape a dark and dingy dungeon?

2. Features that create our impressions of the piece as a whole. Once you’ve established the overall content, tone and mood of the piece, consider briefly HOW this is created with structural features. For a whole text comment the features you may want to consider include: narrative perspective (1st person narrator with ‘I’ and ‘me’, omniscient (all-knowing narrator) with ‘he’, ‘she’, ‘it’, ‘they’, shifting narrators?)

3. The piece paragraph-by-paragraph. Make a note of how the tone and mood changes and develops from one paragraph to the next. You may want to summarise the tone/mood in the margin of each paragraph, noting any patterns. I.e. Does it become increasingly tense? Does the narrator become sadder as the piece progresses?

4. Features that create our impressions of the piece paragraph-by-paragraph. Once you’ve established the tone and mood of each paragraph, consider briefly HOW this is created with structural features.

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Students to complete a creative writing response which will ask students to respond to a written OR pictorial stimulus.

Students should aim to make their writing colourful and interesting, employing a variety of literary  techniques such as simile, metaphor, and punctuation for effect, and purposeful structural features.

Literature paper (30 minutes)

Students will be expected to write an analytical response to an unseen poem.  There will be one poem with one relevant question to respond to.

The question will focus on:

Theme – students should write about the ideas in the poem and how they are presented.

Voice – students should write about the poetic voice, how it comes across and is developed.

Language, structure and imagery – students should write about the various techniques that the poet has employed, aiming to use critical terms in their analysis.

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1.1 Number problems and reasoning | ● Work out the total number of ways of performing a series of tasks.
1.2 Place value and estimating | ● Estimate an answer.● Use place value to answer questions.
1.3 HCF and LCM | ● Write a number of the product of its prime factors.● Find the HCF and LCM of two numbers.
1.4 Calculating with powers (indices) | ● Use powers and roots in calculations.● Multiply and divide using index laws.● Work out a power raised to a power.
1.5 Zero, negative and fractional indices | ● Use negative indices.● Use fractional indices.
1.6 Powers of 10 and standard form | ● Write a number in standard form.● Calculate with numbers in standard form.
1.7 Surds | ● Understand the difference between rational and irrational numbers.● Simplify a surd.● Rationalise a denominator.

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2.1 Algebraic indices | ● Use the rules of indices to simplify algebraic expressions.
2.2 Expanding and factorising | ● Expand brackets.● Factorise algebraic expressions.
2.3 Equations | ● Solve equations involving brackets and numerical fractions.● Use equations to solve problems.
2.4 Formulae | ● Substitute numbers into formulae.● Rearrange formulae.● Distinguish between expressions, equations, formulae and identities.
2.5 Linear sequences | ● Find a general formula for the nth term of an arithmetic sequence.● Determine whether a particular number is a term of a given arithmetic sequence.
2.6 Non-linear sequences | ● Solve problems using geometric sequences.● Work out terms in Fibonnaci-like sequences.
2.7 More expanding and factorising | ● Expand the product of two brackets.● Use the difference of two squares.● Factorise quadratics of the form x2 + bx + c.

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4.1 Fractions | ● Add, subtract, multiply and divide fractions and mixed numbers.● Find the reciprocal of an integer, decimal or fraction.
4.2 Ratios | ● Write ratios in the form 1 : n or n : 1.● Compare ratios.● Find quantities using ratios.● Solve problems involving ratios.
4.3 Ratio and proportion | ● Convert between currencies and measures.● Recognise and use direct proportion.● Solve problems involving ratios and proportion.
4.4 Percentages | ● Work out percentage increases and decreases.● Solve real-life problems involving percentages.
4.5 Fractions, decimals and percentages | ● Calculate using fractions, decimals and percentages.● Convert a recurring decimal to a fraction.

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5.1 Angle properties of triangles and quadrilaterals | ● Derive and use the sum of angles in a triangle and in a quadrilateral.● Derive and use the fact that the exterior angle of a triangle is equal to the sum of the two opposite interior angles.
5.2 Interior angles of a polygon | ● Calculate the sum of the interior angles of a polygon.● Use the interior angles of polygons to solve problems.
5.3 Exterior angles of a polygon | ● Know the sum of the exterior angles of a polygon.● Use the angles of polygons to solve problems.
5.4 Pythagoras’ theorem 1 | ● Calculate the length of the hypotenuse in a right-angled triangle.● Solve problems using Pythagoras’ theorem.
5.5 Pythagoras’ theorem 2 | ● Calculate the length of a shorter side in a right-angled triangle.● Solve problems using Pythagoras’ theorem
5.6 Trigonometry 1 | ● Use trigonometric ratios to find lengths in a right-angled triangle.● Use trigonometric ratios to solve problems.

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6.1 Linear graphs | ● Find the gradient and y-intercept from a linear equation.● Rearrange an equation into the form y = mx + c.● Compare two graphs from their equations.● Plot graphs with equations ax + by = c.
6.2 More linear graphs | ● Sketch graphs using the gradient and intercepts.● Find the equation of a line, given its gradient and one point on the line.● Find the gradient of a line through two points.
6.3 Graphing rates of change | ● Draw and interpret distance–time graphs.● Calculate average speed from a distance–time graph.● Understand velocity–time graphs.● Find acceleration and distance from velocity–time graphs
6.4 Real-life graphs | ● Draw and interpret real-life linear graphs.● Recognise direct proportion.● Draw and use a line of best fit.
6.5 Line segments | ● Find the coordinates of the midpoint of a line segment.● Find the gradient and length of a line segment.● Find the equations of lines parallel or perpendicular to a given line.
6.6 Quadratic graphs | ● Draw quadratic graphs.● Solve quadratic equations using graphs.● Identify the line of symmetry of a quadratic graph.● Interpret quadratic graphs relating to real-life situations.
6.7 Cubic and reciprocal graphs | ● Draw graphs of cubic functions.● Solve cubic equations using graphs.● Draw graphs of reciprocal functions.● Recognise a graph from its shape.
6.8 More graphs | ● Interpret linear and non-linear real-life graphs.● Draw the graph of a circle.

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Judaism, The Problem of Evil and The Holocaust

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Judaism, The Problem of Evil and The Holocaust

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1. Key beliefs, holy books and different groups within Judaism

2. Key events of the Holocaust: what led to the Holocaust? Antisemitism and the rise of the Nazis.

3. Explanations of how and why people can commit such evil.

4. Evaluation: Problem of Evil and Suffering, and different possible religious responses - how can someone who is Jewish, Christian or Muslim still believe in God when there is evil and suffering in the world?

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1. Arguments to support the idea of animals having rights

2. Arguments which go against the idea that animals have rights

3. The concept of ‘sentience’ and whether this is what gives life greater or lesser value?

4. Stewardship and Dominion (Christianity and Judaism) / Islamic views of Khalifah.

5. Eastern Religious views on animal rights: Jainism and Sacred Cows in Hinduism.

6. Evaluation: You need to revise at least two specific issues within animal rights that you can apply to a more general question about how humans make use of animals. You could use:

Zoos

Eating Animals (including Farming and Slaughter)

Animal Testing

Trophy Hunting

Circuses

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Questions will move from shorter responses (multiple choice and ‘explain’ questions) to a longer essay-style question in each section. In the evaluation questions (the topic for this question  marked on each list) You will need to show understanding of different points of view, give reasons for and against, and justify your own view with reasoning.

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Judaism, The Problem of Evil and The Holocaust

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Judaism, The Problem of Evil and The Holocaust

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1. Key beliefs, holy books and different groups within Judaism

2. Key events of the Holocaust: what led to the Holocaust? Antisemitism and the rise of the Nazis.

3. Explanations of how and why people can commit such evil.

4. Evaluation: Problem of Evil and Suffering, and different possible religious responses - how can someone who is Jewish, Christian or Muslim still believe in God when there is evil and suffering in the world?

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Questions will move from shorter responses (multiple choice and ‘explain’ questions) to a longer essay-style question in each section. In the evaluation questions (the topic for this question  marked on each list) You will need to show understanding of different points of view, give reasons for and against, and justify your own view with reasoning.

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Describe cell structures, including the nucleus, cytoplasm, cell membrane, mitochondria, ribosomes, cell wall, chloroplast and vacuole.
Describe the functions of the nucleus, cytoplasm, cell membrane, mitochondria, ribosomes, cell wall, chloroplast and vacuole.
Compare the structures of plant and animal cells.
Describe the levels of organisation within organisms: organelles, cells,tissues, organs and systems.
Understand definitions of diffusion, osmosis and active transport
Understand that movement of substances into and out of cells can be by diffusion, osmosis and active transport
Understand the factors that affect the rate of movement of substances into and out of cells to include the effects of surface area to volume ratio, temperature and concentration gradient

Practical - to investigate diffusion and osmosis using living and non-living systems.
Explain the importance of cell differentiation in the development of specialised cells.
Understand the advantages and disadvantages of using stem cells in medicine.

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Understand that a balanced diet should include carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre
Identify sources and describe functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, and the mineral ions calcium and iron water and dietary fibre as components of the diet
Understand that energy requirements vary with activity levels, age and pregnancy
Describe the structures of the human alimentary canal and outline the functions of the mouth, oesophagus, stomach, small intestine, large intestine and pancreas
Explain how and why food is moved through the gut by peristalsis
Understand the role of digestive enzymes to include the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases
Understand that bile is produced by the liver and stored in the gall bladder, and understand the role of bile in neutralising stomach acid and emulsifying lipids
Describe the structure of a villus and explain how this helps absorption of the products of  digestion in the small intestine
Describe an experiment to investigate the energy content in a food sample.
Identify the chemical elements present in carbohydrates, proteins and lipids (fats and oils)
Describe the structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: starch and glycogen from simple sugar; protein from amino acids; lipid from fatty acids and glycerol
Practical - Describe the tests for glucose, starch, Protein and fat
Understand the role of enzymes as biological catalysts in metabolic reactions
Understand how the functioning of enzymes can be affected by changes in temperature, including changes due to change in active site
Practical – describe how the functioning of enzymes can be affected by changes in active site caused by changes in temperature
Understand how the functioning of enzymes can be affected by changes in pH, including changes due to change in active site
Practical – describe how the enzyme activity can be affected by changes in pH

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Understand that the process of respiration releases energy (ATP) in livingorganisms
Know that ATP provides energy for cells
Describe the differences between aerobic and anaerobic respiration
Write the word equation and balanced chemical symbol equation for aerobicrespiration in living organisms
Write the word equation for anaerobic respiration in plants and animals
Practical - Describe experiments to demonstrate the evolution of carbon dioxideand heat from respiring seeds or other suitable living organisms
Understand the role of diffusion in gas exchange
Describe the structure of the thorax, including the ribs, intercostal muscles,diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes
Understand the role of the intercostal muscles and the diaphragm in ventilation
Explain how the alveoli are adapted for gas exchange by diffusion between air inthe lungs and blood in the capillaries
Understand the biological consequences of smoking in relation to the lungs andthe circulatory system, including coronary heart disease
Practical - Describe experiments to investigate breathing in humans, including the release of carbon dioxide and the effect of exercise
Know the excretory products of the lungs, kidneys and skin (organs of excretion)

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Students should:
1.14 know what is meant by the terms atom and molecule
1.15 know the structure of an atom in terms of the positions, relative masses and relative charges of sub-atomic particles
1.16 know what is meant by the terms atomic number, mass number, isotopes and relative atomic mass (Ar)
1.17 be able to calculate the relative atomic mass of an element (Ar) from isotopic abundances
1.18 understand how elements are arranged in the Periodic Table: in order of atomic number in groups and periods.
1.19 understand how to deduce the electronic configurations of the first 20 elements from their positions in the Periodic Table
1.21 identify an element as a metal or a non-metal according to its position in the Periodic Table
1.22 understand how the electronic configuration of a main group element is related to its position in the Periodic Table
1.23 understand why elements in the same group of the Periodic Table have similar chemical properties
1.24 understand why the noble gases (Group 0) do not readily react

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Students should:

REVISION (Atomic structure, G8)1.18 understand how elements are arranged in the Periodic Table:

in order of atomic number

in groups and periods.

1.20 understand how to use electrical conductivity and the acid-base character of oxides to classify elements as metals or non-metals
1.21 identify an element as a metal or a non-metal according to its position in the Periodic Table

Students should:
REVISION (Atomic structure)1.23 understand why elements in the same group of the Periodic Table have similar chemical properties
1.24 understand why the noble gases (Group 0) do not readily react

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Students should:
2.1     understand how the similarities in the reactions of these elements with water provide evidence for their recognition as a family of elements
2.2     understand how the differences between the reactions of these elements with air and water provide evidence for the trend in reactivity in Group 1
2.3     use knowledge of trends in Group 1 to predict the properties of other alkali metals

2.4C explain the trend in reactivity in Group 1 in terms of electronic configurations

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Students should:
2.5     know the colours, physical states (at room temperature) and trends in physical properties of these elements
2.6     use knowledge of trends in Group 7 to predict the properties of other halogens
2.7     understand how displacement reactions involving halogens and halides provide evidence for the trend in reactivity in Group 7
2.8C explain the trend in reactivity in Group 7 in terms of electronic configurations

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Students should:
4.1     know that a hydrocarbon is a compound of hydrogen and carbon only
4.2     understand how to represent organic molecules using empirical formulae, molecular formulae, general formulae, structural formulae and displayed formulae
4.3     know what is meant by the terms homologous series, functional group and isomerism
4.4     understand how to name compounds relevant to this specification using the rules of International Union of Pure and Applied Chemistry (IUPAC) nomenclature      students will be expected to name compounds containing up to six carbon atoms
4.5     understand how to write the possible structural and displayed formulae of an organic molecule given its molecular formula
4.7     know that crude oil is a mixture of hydrocarbons
4.8     describe how the industrial process of fractional distillation separates crude oil into fractions
4.9     know the names and uses of the main fractions obtained from crude oil: refinery gases, gasoline, kerosene, diesel, fuel oil and bitumen
4.10 know the trend in colour, boiling point and viscosity of the main fractions
4.11 know that a fuel is a substance that, when burned, releases heat energy
4.12 know the possible products of complete and incomplete combustion of hydrocarbons with oxygen in the air
4.13 understand why carbon monoxide is poisonous, in terms of its effect on the capacity of blood to transport oxygen      references to haemoglobin are not required
4.14 know that, in car engines, the temperature reached is high enough to allow nitrogen and oxygen from air to react, forming oxides of nitrogen
4.15 explain how the combustion of some impurities in hydrocarbon fuels results in the formation of sulfur dioxide
4.16 understand how sulfur dioxide and oxides of nitrogen contribute to acid rain
4.19 know the general formula for alkanes
4.20 explain why alkanes are classified as saturated hydrocarbons
4.21 understand how to draw the structural and displayed formulae for alkanes with up to five carbon atoms in the molecule, and to name the unbranched-chain isomers
4.22 describe the reactions of alkanes with halogens in the presence of ultraviolet radiation, limited to mono-substitution      knowledge of reaction mechanisms is not required

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Students should:
3.9     describe experiments to investigate the effects of changes in surface area of a solid, concentration of a solution, temperature and the use of a catalyst on the rate of a reaction
3.10 describe the effects of changes in surface area of a solid, concentration of a solution, pressure of a gas, temperature and the use of a catalyst on the rate of a reaction
3.11 explain the effects of changes in surface area of a solid, concentration of a solution, pressure of a gas and temperature on the rate of a reaction in terms of particle collision theory
3.12 know that a catalyst is a substance that increases the rate of a reaction, but is chemically unchanged at the end of the reaction
3.13 know that a catalyst works by providing an alternative pathway with lower activation energy
3.14C draw and explain reaction profile diagrams showing ΔH and activation energy
3.15 practical: investigate the effect of changing the surface area of marble chips and of changing the concentration of hydrochloric acid on the rate of reaction between marble chips and dilute hydrochloric acid
3.16 practical: investigate the effect of different solids on the catalytic decomposition of hydrogen peroxide solution

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Static Electricity | 2.1 | use the following units: ampere (A), coulomb (C), joule (J), ohm (𝞨), second (s), volt (V) and watt (W)
2.22P | Identify common materials which are electrical conductors or insulators, including metals and plastics.
2.23P | Practical: investigate how insulating materials can be charged by friction.
2.24P | Explain how positive and negative electrostatic charges are produced on materials by the loss and gain of electrons.
2.25P | Know that there are forces of attraction between unlike charges and forces of repulsion between like charges.
2.26P | Explain electrostatic phenomena in terms of the movement of electrons.
Uses and Dangers of Static Electricity | 2.27P | Explain the potential dangers of electrostatic charges, e.g. when fuelling aircraft and tankers.
2.28P | Explain some uses of electrostatic charges, e.g. in photocopiers and inkjet printers.
Current | 2.14 | Know that current is the rate of flow of charge
2.15 | Know and use the relationship between charge, current and time: charge = current × time, Q = I × t
2.16 | Know that electric current in solid metallic conductors is a flow of negatively charged electrons.
2.8 | Understand how the current in a series circuit depends on the applied voltage and the number and nature of other components.
Voltage | 2.20 | Know that: • voltage is the energy transferred per unit charge passed• the volt is a joule per coulomb.
2.21 | Know and use the relationship between energy transferred, charge and voltage: energy transferred = charge × voltage, E = Q × V
Ohm’s Law | 2.10 | Describe the qualitative effect of changing resistance on the current in a circuit
2.12 | Know that lamps and LEDs can be used to indicate the presence of a current in a circuit.
2.13 | Know and use the relationship between voltage, current and resistance: voltage = current × resistance, V = I × R
I - V graphs | 2.9 | Describe how current varies with voltage in wires, resistors, metal filament lamps and diodes, and how to investigate this experimentally
LDRs and Thermistors | 2.11 | Describe the qualitative variation of resistance of light-dependent resistors (LDRs) with illumination and thermistors with temperature

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Students should:
1.21 identify an element as a metal or a non-metal according to its position in the Periodic Table
1.37 understand how ions are formed by electron loss or gain
1.38 know the charges of these ions: metals in Groups 1, 2 and 3 non-metals in Groups 5, 6 and 7 Ag+, Cu2+, Fe2+, Fe3+, Pb2+, Zn2+  hydrogen (H+), hydroxide (OH–), ammonium (NH4+), carbonate (CO32–),  nitrate (NO3-), sulfate (SO42–).
1.39 write formulae for compounds formed between the ions listed above
1.40 draw dot-and-cross diagrams to show the formation of ionic compounds by electron transfer, limited to combinations of elements from Groups 1, 2, 3 and 5, 6, 7       only outer electrons need be shown
1.41 understand ionic bonding in terms of electrostatic attractions

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Circuits | 2.7 | Explain why a series or parallel circuit is more appropriate for particular applications, including domestic lighting.
2.17 | Understand why current is conserved at a junction in a circuit.
2.18 | Know that the voltage across two components connected in parallel is the same.
2.19 | Calculate the currents, voltages and resistances of two resistive components connected in a series circuit.
Power and Fuses | 2.4 | Know and use the relationship between power, current and voltage: power = current × voltageP = I × Vand apply the relationship to the selection of appropriate fuses
2.5 | Use the relationship between energy transferred, current, voltage and time: energy transferred = current × voltage × time E = I × V x t
Electrical Safety | 2.2 | Understand how the use of insulation, double insulation, earthing, fuses and circuit breakers protects the device or user in a range of domestic appliances
2.3 | Understand why a current in a resistor results in the electrical transfer of energy and an increase in temperature, and how this can be used in a variety of domestic contexts
Mains Electricity | 2.6 | Know the difference between mains electricity being alternating current (a.c.) and direct current (d.c.) being supplied by a cell or battery

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Students should:
1.44 know that a covalent bond is formed between atoms by the sharing of a pair of electrons
1.45 understand covalent bonds in terms of electrostatic attractions
1.46 understand how to use dot-and-cross diagrams to represent covalent bonds in: diatomic molecules, including hydrogen, oxygen, nitrogen, halogens and hydrogen halides inorganic molecules including water, ammonia and carbon dioxide  organic molecules containing up to two carbon atoms, including methane, ethane, ethene and those containing halogen atoms.

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Speed, distance and time |
1.1
1.4
1.5
1.3 | Use the following units: kilogram (kg), metre (m), metre/second (m/s), metre/second2 (m/s2), newton (N), second (s) and newton/kilogram (N/kg)
Know and use the relationship between average speed, distance moved and time taken
Practical: investigate the motion of everyday objects such as toy cars or tennis balls
Plot and explain distance−time graphs

Acceleration and velocity-time graphs |
1.6
1.7
1.8
1.9 | Know and use the relationship between acceleration, change in velocity and time taken:acceleration = change in velocity / timea = (v - u) / t
Plot and explain velocity-time graphs
Determine acceleration from the gradient of a velocity−time graph
Determine the distance travelled from the area between a velocity−time graph and the time axis

Vectors and introduction to Forces |
1.12
1.11
1.13
1.14 | Identify different types of force such as gravitational or electrostatic
Describe the effects of forces between bodies such as changes in speed, shape or direction
Understand how vector quantities differ from scalar quantities
Understand that force is a vector quantity

Newton’s 2nd Law and Resultant Forces |
1.15
1.16
1.17
| Calculate the resultant force of forces that act along a line
Know that friction is a force that opposes motion
Know and use the relationship between unbalanced force, mass and acceleration:force = mass × accelerationF = m x a

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Students should:
1.52C know how to represent a metallic lattice by a 2-D diagram
1.53C understand metallic bonding in terms of electrostatic attractions

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Stopping distances |
1.19
1.20 | Know that the stopping distance of a vehicle is made up of the sum of the thinking distance and the braking distance
Describe the factors affecting vehicle stopping distance, including speed, mass, road condition and reaction time

Weight, mass & gravity+Terminal velocity and free fall |
1.18
1.21 | Know and use the relationship between weight, mass and gravitational field strength:weight = mass × gravitational field strength W = m × g
Describe the forces acting on falling objects (and explain why falling objects reach a terminal velocity)

Hooke's Law |
1.22
1.23
1.24 | Practical: investigate how extension varies with applied force for helical springs, metal wires and rubber bands
Know that the initial linear region of a force-extension graph is associated with Hooke’s law
Describe elastic behaviour as the ability of a material to recover its original shape after the forces causing deformation have been removed

Work |
4.11
4.12 | Know and use the relationship between work, force and distance moved in the direction of the force: work done = force × distance movedW = F x d
Know that work done is equal to energy transferred

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Short & longer answer questions.

Range of resources to use such as diagrams, graphs & maps.

Practical drawing & labelling of graphs, diagrams & maps.

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Questions will be of mixed format; multiple choice, data analysis, graph work and short answer. Some questions will require knowledge of diagrams. There may be calculation questions and some requiring application of number.  Reference to experiments, apparatus, safety, hazards and good experimental technique should be expected (variables, controls, repeats, anomalies).  Pupils may use a calculator.

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All past paper IGCSE questions. Predominantly a mixture of one-word and short response answers with some answers requiring answers in the form of a paragraph. A long-read text may be presented.
Some graph drawing, maths manipulation of data or calculation and interpretation exercises.

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Graph skills

S  scales - Have you used easy divisions on your scales, 2, 5, 10, 20 etc.? Not 3s or 4s!   =

L  labels - Have you labelled your axes with the headings?

A  axes - Do they occupy more than ¾ of the graph paper?

P  plots - Usually you get 2 marks for this (if its a 5 mark question). Have you plotted your points with an X and within ½ a small square of the data?

U  units - Have you remembered to include the units on your labels?

Rearranging equations

These are the same skills you use in maths.  Don’t forget when you add, subtract, multiply or divide to do it to both sides of the equation.

If a question asks you to state an equation, use the full words if you are not confident with symbols.  Symbols MUST be the correct size/case, e.g. d is for distance not D, t is for time not T.

Gravity is known as gravitational field strength, g and is always 10 N/kg.  It will tell you on the equation sheet at the front of the paper.

Prefixes

There are some letters that often go in front of units.  Some common ones are;

Milli, m, which means it is 1000th of the unit.  You must convert!  E.g. 5mA = 5 milli-Amps = 5 / 1000 = 0.005 A.

kilo , k, this means it is 1000 times the unit, e.g. 2.5 kV = 2.5 kilo-Volts = 2.5 x 1000 = 2,500 V.

Mega, M, this is 1,000,000 times the unit, e.g. 0.15 MJ = 0.15 Mega-Joules = 0.15 x 1,000,000 = 150,000 J

Giga, G, this is 1,000,000,000 times the unit, e.g. 1.2 GJ = 1.2 Giga-Joules = 1.2 x 1,000,000,000 = 1,200,000,000 J

Units

These are very important.  They must be the correct size/case, e.g. J is for Joule NOT j.  You can use the word or the symbol for units e.g. Amps or A, Coulombs or C, seconds or s.

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Learn the Prescribed exam vocabulary list thoroughly (this will be given to you); you should know this from Latin-English and also the words in bold from English-Latin (for section D).

Revise your knowledge of noun and verb endings; you should also carefully review the new language points that you have covered this year.

Revise your set text using the resources provided by your teacher.

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Vocabulary
Quizlet - https://quizlet.com/Pippa_xx/folders/yr-9-latin?i=2dlp9z&x=1xqY thanks pippa! <33

Book
Book & Activities - https://www.dl.cambridgescp.com/books/book-iii
Dictionary - https://www.dl.cambridgescp.com/singles/ukdic3
Vocab Tester - https://files.cambridgescp.com/CLC/VocabTesters/vocuk3.html
Latin Numbers - https://www.dl.cambridgescp.com/files/numbers_reference_sheet.pdf
Teachers Guide (not really needed) - https://www.dl.cambridgescp.com/Array/book-iii-stage-stage-teachers-guide

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Revise the prescribed vocabulary list.

Revise the grammar we have covered this year, as listed on your revision sheet.

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The Greek exam will consist of four sections.

Section A:

will be questions about the grammar of nouns and verbs. You will be asked to translate individual verbs and write complete tables of noun endings.    30 marks

Section B:

will be a passage for translation. Vocabulary will be from the prescribed vocabulary list.                                        25 marks

Section C:

will be a passage for comprehension. Vocabulary will be from the prescribed vocabulary list.                                    35 marks

Section D:

will be a choice between either

1. three English to Greek sentences to translate (Vocabulary for this section will be on the revision sheet.)

2. or answering a few grammar questions based on the passage in Section C.                                    10 marks

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The summer exam will consist of four sections.

Section A:

will be a passage for translation. Any vocabulary not on the Prescribed Vocabulary List will be given on the paper.                        35 marks

Section B:

will be questions on the set text, which is ‘Modestus promotus’, line 11 to the end of part I, and the whole of part II, from pp. 109-111 of your textbook.  You and your teacher will have translated this in class together. There will be a short translation of a few lines from the text, and a set of comprehension questions on a longer section of the text printed on the exam paper. No additional vocabulary will be given.                                            30 marks

Section C

will be a passage for comprehension.   Any vocabulary not in the Prescribed Vocabulary List will be given on the paper.                    25 marks

Section D

will be a choice between either

a few simple English to Latin sentences to translate (Vocabulary will be from words highlighted in bold on the Prescribed Vocabulary List)

or answering a few grammar questions based on the unseen comprehension of Section C.                                10 marks

Total: 100 marks

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You will need to be able to do the following:

Work in both hexadecimal and binary number systems.

Be able to interpret an algorithm written in pseudocode (fake code like Java) and describe the algorithms purpose and possibly its output.

Understand and interpret a flowchart being able to describe its purpose and function

Be able to create simple algorithms, using pseudocode or programming statements, to describe an algorithm for a set task.

Error check and correct an algorithm expressed in program statements or pseudocode.

Understand and explain the use of variables in programming (num = num + 10;)

Understand and use assignment with reference to programming (int number = 10;)

Understand and use iteration with reference to programming (while(num < 10) {}) OR (for(int num = 0; num  < 10; num ++){})

Understand and use selection with reference to programming (if (num == 10){})

Understand and be able to explain data types and where they are used.

Data Representation - Understand how text and images are stored in a computer system

Logic Gates - Draw diagrams for the AND, OR and NOT gates, Create a Truth Table for AND, OR and NOT gates

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Revision Slides (VERY IMPORTANT)
https://docs.google.com/presentation/d/1XX6eLF15hV0OVMVdr8BoY7hN2zebmHcLc7NcMfKem7I/edit?usp=sharing

Inside a computer
https://docs.google.com/presentation/d/1rjdGwPhy1eKwPB0HaH2z7m3s03Xv5p0-jD5K7y0fc5w/edit?usp=sharing

Animations
https://www.khanacademy.org/gclassroom/computing/computer-programming/programming/animation-basics/a/what-are-animations

Hexadecimals
Hex Colour Wheel - https://editor.p5js.org/JoeScotland/sketches/yBPKlMrkw
Hexadecimal Game - https://flippybitandtheattackofthehexadecimalsfrombase16.com/

Logic Gates
Logic.ly  - https://logic.ly/demo/
Logic Gate Problems - https://docs.google.com/document/d/1dTFIzHwSbodpOO7hkN9Mc7WALFpjxHebjrH_RPcX0YA/edit?usp=drive_web&authuser=0

Hangman Project
Dashes and Buttons - https://docs.google.com/presentation/d/1XVaYTvNJvegttXa8oi0KnMkFae3MmjG5lAMQu--x_2I/edit?usp=drive_web&authuser=0
Hangman Functions - https://docs.google.com/presentation/d/1r8pnmquVCmbxZR8huNj8in4qL3RmwTHH1barcXfg4sw/edit?usp=drive_web&authuser=0
Drawing the Gallows - https://docs.google.com/presentation/d/14f2jDsO22eBajVsFBgPorwfX9XhEPdT2vNLze8YS-3M/edit?usp=drive_web&authuser=0

EPIC SLAY Group Revision Slides (email me for perms to join)
https://docs.google.com/presentation/d/1TmjQ_74Rgtq4SjUpL3AKt6sjO6WBlCM5CbrISrxSi48/edit?usp=sharing

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The paper will have some short answer questions and some algorithm questions.

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The Slave Trade triangle

The Middle Passage and life on a slave ship

Slave auctions, scrambles and ownership

Life as a slave

Slave rebellions and movements to abolish slavery

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The causes of World War One

The developments of trenches and life in a World War One trench

Attempts to break the stalemate in World War One

Major battles in World War One including Somme, Passchendaele and Gallipoli

The impact of World War One on women in Britain

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The Treaty of Versailles and the Cause of WWII

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The Treaty of Versailles and the Cause of WWII

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The Treaty of Versailles

The rise of Hitler

The appeasement of Hitler before World War Two

The outbreak of World War Two

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The Migration to Britain between 1500 - 1950

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The Migration to Britain between 1500 - 1950

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Reasons why different groups migrated to Britain

Challenges faced by migrants to Britain

The experiences of migrants in Britain

The impact of migration on Britain

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The exam will be 1 hour and 30 minutes long and will be out of a total of 80 marks.
The exam will consist of the four topics that have been studied this year. For each topic there will be a short answer section based on factual recall, and a longer answer question assessing historical skills. The students are therefore encouraged to revise by learning the key names, dates and events from their studies this year, as well as reflecting on their longer written pieces and how to structure their longer written answers.

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Book
PDF - https://drive.google.com/file/d/15pQIgQG8tUvkPOaSxxJjROFFTOj_ntCp/view?usp=drivesdk thanks haniya

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Anything you want me to add or do please say it here <33