Year 11 Revision List
DECEMBER 2015
Agriculture and Land Use
Topic: Plant Biology.
· Label the parts of a seed and describe the requirements for and the process of germination,
· Label and describe the functions of parts of a plant, including leaves and flowers,
· State the equation for photosynthesis, what is needed for it to occur and its importance for life on Earth.
· Describe annual, biennial and perennial plant life cycles and give examples,
· Describe pollination and fertilization
· Discuss the importance of bees.
Topic: Composition of Soils.
· State the components of a typical soils and the % of each.
· Identify types of soils and describe their characteristics in terms of particle size and relate this to temperature and drainage,
· Label the horizons in a soil profile,
· Describe factors involved in the formation of soils,
· Label and describe the nitrogen cycle
· Identify nutrients essential to healthy plant growth and be able to identify signs of deficiency.
· Explain the pH scale and relate this to soils.
· Identify what crops grow best in different soil types and different pH soils.
· Recall the steps involved in various practicals such as measuring moisture content, pH values, drainage capacity etc
Topic: Horticulture.
· Discuss the advantages and disadvantages of hydroponics,
· Identify the different types of protected cultivation
· Describe how glasshouses and polytunnels assist in the production of crops
· Describe the processes involved in composting and the benefits.
Business Studies
· Production Topic: all Notes
· Marketing: Product / Price / Promotion and Place
Business Enterprise
· Booklet based on Ownership
· Methods of Finance
· Breakeven Analysis
· Business Aims
· Cash Flow Forecasts
Construction
Questions will be based on chapters 1-6 and 10-14 inclusive, from the “Construction and the Built Environment” textbook.
Drama
· The practical component will take place during class time on the previously agreed date focusing on a ten minute excerpt from ‘Blood Brothers’ by Willy Russell
· This will include line learning, costume efforts and appropriate props/accessories to reflect their characters
· The written element will incorporate two questions from the paper (both on costume) which will reflect our recent teaching and learning focus in relation to costume design, annotation and justification for the seven main characters of the play. Students are advised to revise all written notes and completed questions to date.
*It is recommended that all students re-read the script of ‘Blood Brothers’ to refresh their knowledge and understanding of the play*
English
Personal Writing:
· Planning of essays
· Purpose and audience for writing
· Different formats – essay, letter, speech, magazine article
· Openings and endings
· Language techniques to engage the audience
· Variety of sentence structures
· Sophisticated vocabulary
· Accurate spelling, grammar and punctuation.
· Paragraphing
Non-Literary Comprehension
· Purpose, audience and tone of writing
· Presentational devices eg. images, font style. subheadings,
use of colour, bullet points, paragraphing, layout.
· Persuasive writing techniques eg. alliteration, commands, personal pronouns, emotive words, rhetorical questions, adjectives, sentence structure
French
All work covered during the year, including language and topic areas, and first module of GCSE textbook.
· See summary page 3-5 of textbook for overview
· Revision topics covered at the start of the units
· Health, Diet and Well-being
· Alcohol and Drugs
· Family
· Relationships
· Equal Opportunities
· Future Plans
· Racism
· Poverty
· All tenses and language work covered during the year
· Preparation for writing based on work covered during the year
Geography
1 The DrainageBasin:
A Component of
the Water Cycle / (i) demonstrate knowledge and understanding of the
components of the drainage basin cycle and their
interrelationships:
− inputs: precipitation;
− stores: interception by vegetation;
− transfers: surface runoff/overland flow, infiltration,
throughflow, percolation and groundwater flow; and
− outputs: river discharge;
(ii) identify and define characteristics of a drainage basin
(watershed, source, tributary, confluence and river
mouth);
2 River Processes
and Features / (i) understand how gradient, depth, width, discharge and load
change along the long profile of a river and its valley; and
(ii) demonstrate knowledge and understanding of the
following processes:
− erosion (attrition, abrasion/corrosion, hydraulic action
and solution/corrosion);
− transportation (solution, suspension, saltation and
traction); and
− deposition.
(iii) explain (with reference to places for illustration purposes
only) the formation of the following river landforms
using annotated cross-sectional diagrams of features:
− waterfall;
− meander; and
− floodplain;
(iv) interpret aerial photographs and OS maps to identify river
features and land uses;
3 Coastal
Processes and
Features / (i) understand that the dynamic nature of the coast is due to
the action of constructive and destructive waves;
(ii) demonstrate knowledge and understanding of the
following processes:
− erosion (corrasion/abrasion, attrition,
corrosion/solution and hydraulic pressure);
− transportation (longshore drift); and
− deposition;
(iii) explain the formation of the following landforms (with
reference to places for illustration purposes only):
− erosional landforms (cliff, wave cut platform, cave, arch
and stack); and
− depositional landforms (beach and spit including
hooked spits);
(iv) interpret aerial photographs and OS maps to identify
coastal features and land uses;
4 Sustainable
Management of
Rivers / (i) understand the causes of flooding (physical and human)
in the context of one case study from the British Isles
(for example River Valency (BOSCASTLE));
(ii) recognise the impacts of flooding upon:
− people: loss of life, property and insurance cover; and
− environment: pollution and wildlife; and
(iii) demonstrate knowledge of river management strategies:
− hard engineering strategies: dams, levees/embankments,
flood walls, straightening and deepening the river, and
storage areas; and
− soft engineering strategies: washlands, land-use zoning
and afforestation
(iv) investigate one case study of a river from outside the
British Isles (for example Mississippi OR Yangtze River), and evaluate
river management strategies used;
5 Sustainable
Management of
Coasts / (i) identify human activity in the coastal zone and
understand the conflicting nature of this activity (with
reference to places for illustration purposes only):
− residential;
− tourism;
− transport; and
− industry;
(ii) recognise the need for coastal defences;
(iii) describe and explain the coastal management strategies
used to:
− keep the sea out (sea walls); and
− retain cliffs and beaches (groynes, gabions and beach
nourishment); and
(iv) investigate one case study from the British Isles (for
example NEWCASTLE beach), and evaluate the
coastal management strategy used with reference to the
principles of sustainable development.
Graphic Products
Chapters 1/2/5 of Edexcel GCSE Graphic Products Book
· Materials and Components
· Industrial and commercial processes
· Information and Communication.
Key Issue 2/Question 2Nazi Germany, 1933–1939 Content Focus / History
Detail
□Nazi Consolidation of Power, 1933–1934 / • The removal of opposition by Hitler – the significance of:
− The Reichstag Fire
− The Enabling Act
− The banning of other parties and trade unions
− The threat from Röhm and the SA
− The Night of the Long Knives
− The death of von Hindenburg
□Economic Policies, 1933–1939 / • Hitler’s policies to reduce unemployment including the Public works and the creation of the National Labour Service (RAD), rearmament and conscription
• Actions to improve the lives of workers through the German Labour Front (DAF), Strength through Joy (KDF), prices and wages
□Social Policies: Women, Young People and the Churches / • Nazi aims and changes in the role of women in the family and employment, and the impact of these changes on the lives of women
• Nazi aims and policies towards young people, including control of education and youth movements and the impact of these policies on the lives of young people
• Persecution of the Churches
□Propaganda and Censorship / • Joseph Goebbels, the Ministry of Propaganda and the use of the radio, cinema, rallies, newspapers, books and censorship to spread Nazi ideas
□The Creation of the Police State / • The role of the Gestapo, SS and concentration camps
• Resistance to Nazi policies within Germany
□The Persecution of Minorities / • The persecution of minorities, particularly Jews
• Nazi policies towards the Jews, 1933–1939 and the impact of these policies on the lives of Jews
Key Issue 3/Question 3
Nazi Policies and Actions in Europe, 1933–1939 Content Focus / Detail□Foreign Policy Aims / • Aims of Hitler’s foreign policy and the reasons for these
□The Early Years, 1933–1936 / • Actions from 1933 to 1936, including:
− withdrawal from the League of Nations, 1933
− secret increases in military and rearmament between 1933–1934
− first attempt to bring about Anschluss with Austria, 1934
− non-aggression pact with Poland, 1934
− public announcement of conscription and creation of the Luftwaffe in 1935
− reaction of other states to Nazi actions
□Increasing Ambitions, 1936–1937 / • The significance of the remilitarisation of the Rhineland in 1936, including the actions and reactions of other states
• The policy of appeasement by Britain and France, reasons and effects
• The increase in tempo of foreign policy, 1936–1937
• Alliances with other states
□Austria, 1938 / • Reasons for attempts to take over Austria and the response of the Austrian government
• Nazi invasion and takeover, March 1938
□The Sudetenland and Czechoslovakia, 1938–1939 / • Events surrounding the Sudetenland and Czechoslovakia
• Attempts to negotiate a solution, including the Munich Conference
• The handover of the Sudetenland and Hitler’s reaction
• The invasion of Czechoslovakia, March 1939 and the consequences
Nazi Policies and Actions in Europe, 1933–1939 (cont.) Content Focus / Detail
□Poland and the outbreak of the Second World War / • The Nazi–Soviet Pact, August 1939, reasons for signing, its terms and significance
• The invasion of Poland, September 1939 and the reaction of Great Britain and France
Home Economics: Child Development
Unit 1- Family and Parenting
1. Family Structures
2. Changing patterns of family life
3. Children in care
4. Pre-conceptual health and care
5. Family planning / methods of contraception
Unit 2 - Preparation for pregnancy and Birth
1. Reproduction
2. The development of the embryo and foetus
3. Miscarriage & Ectopic pregnancy
4. Infertility
5. Health and wellbeing in pregnancy
6. Antenatal provision
7. Birth
8. Preparing for the baby
9. Postnatal care
Home Economics: Food
1. What’s on the plate?
2. What’s in food? (all nutrients; macro & micro)
3. Guideline Daily Amounts (GDA’s)
4. What’s on the label?
5. Ages and Stages of the lifecycle
ICT
Websites
· Key terms
· Language of websites
· Planning a website
· Multimedia assets
· Features of a website
· Viewing and testing a website
· Evaluating a website
Digital videos
· Planning a video
· Producing a video
· Sharing a video
· Video formats
Gaming
· Key terms
· Genre
· Game play
· Game development
· Legal implications of gaming
Using Images
· Things to consider when choosing pictures to use
· Pixels, picture quality
· File format
· Legal implications of distributing images
Learning for Life and Work
· Concept of self
· Maximising Health Booklet
· Recognising assessing risk
· Developing competence as discerning consumers.
Maths
11 PG Maths (Mrs McMaster’s class)
· Rules for negative numbers (for use in algebra) – chapter 4
· Rules for fractions (for use in equations with algebraic fractions) – chapter 5
· BIDMAS – chapter 7
· Percentages - % of a quantity, % increase/decrease, one number as a % of another, reverse %s, % in finance – chapter 9
· Number – primes, factors, prime factors, HCF, LCM – chapter 1
· Ratio – simplifying ratios, dividing quantities in a given ratio – chapter 8
· Indices – rules for indices, evaluating numerical powers and roots (pg 127), solving equations involving indices (pg 128) – chapter 15
· Equations – simple equations, equations with brackets, equations with fractions – chapter 17
· Rational and irrational numbers – chapter 12
· Reciprocals – chapter 10
Additional revision resources are on the school VLE – Topics 1 & 2 in Year 11
11 EY Maths (Miss Young’s class)
Chapter 9 Percentages and Finance
· Converting between percentages, fractions, decimals and ratios.
· Finding a percentage of a quantity
· Percentage increase and decrease
· Writing one number as a percentage of another
· Percentage change
· Reverse percentages
· Percentages and finance.
Chapter 16 Brackets
· Expanding brackets
· Multiplying two brackets together.
Chapter 17 Linear Equations
· Solving simple equations
· Equations with variable on both sides
· Equations with brackets
· Equations with fractions
Chapter 19 Factorisation
· Common factors
· The difference of 2 squares
· Factorising quadratic expressions where the coefficient of x2=1
Chapter 24 Solving Quadratic Equations
· Solving quadratic equations by factorisation
Chapter 33 Pythagoras and Trigonometry
· Pythagoras’ Theorem
· Trigonometry
Chapter 44 Statistical averages and spread
· Averages and spread
· Grouped frequency distributions
11ST Maths (Mr Baines’ class)
11KK Maths (Mr Parks’ class)
11WM Maths (Mrs Preston’s class)
Percentages
· calculate percentages of quantities using simple percentages
· calculate percentage change
· work out simple interest
· express one number as a percentage of another
Algebra
· simplifying expressions
· solving equations
· expanding brackets
· factorising expressions
· trial and improvement
Pythagoras’ Theorem
· use Pythagoras’ to calculate the hypotenuse of a right-angled triangle
· use Pythagoras’ to calculate one of the shorter sides of a right-angled triangle
Averages and Range
· calculate the mean, mode, median and range of a set of data