MHS Revision Guide s1

Year 11 Revision List

Additional Maths

Business and Communication Systems

·  Spreadsheets

·  Databases

·  Letter Tasks

·  Design tasks.

Business Studies

An aspect of Controlled assessment. (Unknown) Release date for task is 1st June 2013.

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 1

6.  Family planning 2

7.  Family planning 3

Unit 2 Preparation for the Pregnancy and Birth

1.  Reproduction

2.  the development of the embryo and foetus

3.  infertility

4.  Health and well being in pregnancy

5.  Antenatal provision (1)

6.  Antenatal provision (2)

7.  Birth (1

8.  Birth (2)

9.  Preparing for the baby

10.  Postnatal care

Unit 3 Physical Development

1.  The newborn baby

2.  The needs of the newborn baby

3.  Stages of development (1)

4.  Stages of development (2)

5.  Stages of development (3)

6.  Physical development milestones (birth to 5 years)

7.  Clothing and footwear for babies and children

8.  Developmental conditions

9.  Child safety

10.  Accident prevention

11.  Safety outside the home

12.  Safety Issues

Unit 4 : Nutrition and Health

1.  Feeding the newborn baby

2.  Bottle feeding

3.  Mixed feeding

4.  Nutrition 1

5.  Nutrition 2

6.  Nutrition 3

7.  Healthy eating

8.  A balanced diet

9.  Diet-related issues

10.  Food preparation

11.  Response to infection

12.  Immunisation

13.  Caring for sick children 1

14.  Caring for sick children 2

Drama

Year 11 Practical:

·  marks will be taken from their recently completed controlled assessment on devising which is worth 30%

·  students will complete an appraisal/evaluation in class in relation to their recent performances in ‘Winners and Losers’ and ‘A fairy-new-tale’.

Year 11 Written:

·  Set text: ‘Blood Brothers’

·  Question one: costume focus on one of the main characters

·  Question two: character essay on one of the five main leads.

Skills needed:

·  revision of set text

·  revision of practice questions and answers completed to date

·  written responses must display perceptive knowledge, originality and creative flair

·  the correct structure and layout must be used where appropriate and there must be evidence of strong SPG

English

Personal Writing:

·  Planning of work.

·  Use an appropriate form of writing: letter, magazine article, speech, diary or essay.

·  Understand purpose, audience and form.

·  Consider structure of writing eg. openings and endings, chronological order, flashback.

·  Use of language techniques to engage the reader.

General:

·  Basic punctuation: capital letters / full stops / exclamation marks / question marks / correct use of speech marks and use of punctuation for effect.

·  Paragraphs.

·  Accurate spelling of commonly used words and attempt to use more sophisticated vocabulary.

·  Neat handwriting and presentation.

Revision List for 11RM2

Non-Literary Comprehension:

·  Work completed on non-literary comprehensions.

·  Reading of images.

·  Colour

·  Layout – headline / subheadings / font.

·  Fact & opinions.

·  Meanings of words learned in class.

Writing:

·  Revision of work prepared in class.

·  Planning and writing on task.

·  Basic punctuation: capital letters / full stops / exclamation marks / question marks / correct use of speech marks.

·  Paragraphs

·  Handwriting

French

All work covered during the year, including language and topic areas, and the first three modules of GCSE textbook.

·  See summary page 3-5 of textbook for overview

·  Health, Diet and Well-being

·  Alcohol and Drugs

·  Family

·  Relationships

·  Equal Opportunities

·  Future Plans

·  Racism

·  Poverty

·  Free Time and Media

·  Home life

·  Money and Shopping

·  Fashion

·  New Technologies

·  Holidays

·  Special Occasions

·  House and home

·  Where you live/ other people live

·  Different worlds

·  Preparation for speaking test

·  Preparation for writing test

·  All tenses and language work covered during the year

Geography

DEVELOPMENT-

·  Social and Economic indicators

·  MEDCs and LEDCs

·  HDI

SETTLEMENT:-

·  Hierarchy

·  Land use zones

·  Rural-Urban migration

·  Push and Pull factors

·  Shanty towns

RESOURCES:-

·  Carbon footprints

·  Waste management

·  Renewable energy

RIVERS:-

·  Drainage basins

·  Methods of Erosion,Deposition and Transportation

·  River features eg Meanders

·  Flooding

COASTS:-

·  Waves

·  Coastal features

·  Coastal erosion

·  Coastal defences

·  Population terms eg Birth Rate

·  Population growth since 1800

·  Population structure - pyramids

·  Migration – Push and Pull factors

·  Migration to the UK since 2004

·  Settlement sites

·  Settlement hierarchies

·  Urban Land use zones

·  Urban redevelopment – Belfast Laganside

·  Urbanisation

·  Shanty towns

History

SECTION A
Option: Germany to 1941

QUESTION 2

Nazi Consolidation of Power, 1933–34

 Methods used by Hitler to turn Germany from a democracy into a dictatorship

 The Reichstag Fire, February 1933

 The Law for the Protection of the People and State and the election of March 1933

 The Enabling Act and how Hitler used it to increase Nazi control and suppress opposition

 Night of the Long Knives, June 1934

 Hitler becomes Führer, August 1934

 The army oath of allegiance, August1934

Economic Policies

 Hitler’s policies to reduce unemployment and improve the German economy between 1933 and 1936

 Public works and the creation of the National Labour Service (RAD)

 New factories making armaments

 Conscription

 Attempts to bring workers under control by the banning of trade unions and setting up the German Labour Front (DAF)

 Actions to improve the lives of workers through rent and price controls

 Strength through Joy (KDF)

Social Policies: Women, Young People and the Churches

 Nazi policies and actions towards women, including the role expected of women, reasons for this and the impact of these policies on the lives of women

 Nazi policies towards young people, including their future roles, changes in education, the youth movements and the impact of these policies on the lives of young people

 Nazi attempts to bring the Churches under control and the opposition to these actions

Propaganda and the Creation of the Police State

 The role of the Gestapo and SS

 Joseph Goebbels, the Ministry of Propaganda and the methods used to spread Nazi ideas (for example Peoples’ Radio, cinema and the Nuremberg rallies)

 How and why censorship was imposed (for example the burning of books and the effects of censorship on the lives of German people)

 Resistance to Nazi policies within Nazi Germany

The Jews

 Master Race theory

 Propaganda, anti-semitism and reasons for Nazi hatred of the Jews

 Nazi policies towards the Jews, including boycotts, removal from jobs, concentration camps from 1933 to 1939, Nuremberg Laws of 1935 and the Night of Broken Glass (Kristallnacht) in 1938

 The impact of these Nazi policies on the lives of Jews

QUESTION 3

Nazi Policies and Actions in Europe, 1933–1941

Foreign Policy Aims

 Aims of Hitler’s foreign policy and the reasons for these, including restoration of German greatness by destroying the Treaty of Versailles, bringing all Germans into the Reich and the creation of Lebensraum in Central and Eastern Europe

 Hitler’s caution in this period and the reasons for this

The Early Years, 1933–36

 Actions during the early years from 1933 to 1936, including:

-withdrawal from the League of Nations, 1933

-secret increases in military and rearmament between 1933 and 34

-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 (for example the Stresa Front in 1935, the Anglo–German Naval Agreement, and the reasons for and effects of the policy of appeasement)

Increasing Ambitions, 1936–37

 Remilitarisation of the Rhineland in 1936, including its significance and the actions and reactions of other states

 The policy of appeasement by Britain and France

 Reasons for and effects of the policy of appeasement

 The increase in tempo of foreign policy, 1936-37

 The Four Year Plan of 1936 and its significance

 Alliances with other states (for example the Rome–Berlin Axis and the Anti Comintern Pact)

Austria and the Sudetenland, 1938

 Actions of Austrian Nazis encouraged by Hitler

 Failure of attempted resistance by the Austrian government

 Nazi invasion and takeover, March 1938

 Events surrounding the Sudetenland, September 1938

 Actions of the Sudeten Nazi Party encouraged by Hitler

 Attempts to negotiate a solution, including the Munich Conference

 The handover of the Sudetenland and Hitler’s reaction

Czechoslovakia, Poland and World War II

 Attempts to achieve Lebensraum, including the invasion of Czechoslovakia in March 1939

 Nazi actions in Czechoslovakia and their consequences

 Targeting of the Polish Corridor by Hitler, 1939

 The Nazi–Soviet Pact, August 1939, its terms and significance

 The invasion of Poland, September 1939

 The reaction of Great Britain and France to the invasion of Czechoslovakia and Poland, 1939

 German military success, 1939–41

 Hitler’s decision to attack the USSR and Operation Barbarossa, June 1941

SECTION B
Option: Peace, War and Neutrality: Britain, Northern Ireland and

Ireland After 1932

QUESTION 10

Anglo-Irish Relations up to the Outbreak of World War II, September 1939 Dismantling of the Anglo-Irish Treaty

 The dismantling of the Anglo–Irish Treaty including the 1937 Constitution

The Economic War

 Causes and effects of the Economic War on Britain, Northern Ireland and Éire

 The end of the Economic War

Anglo-Irish Agreement, 1938

 The terms of the Anglo–Irish Agreement of 1938 and reasons for signing it

 The significance of this agreement for relations between Britain, Northern Ireland and Éire

Responses to the Outbreak of War, September 1939

 Responses of Northern Ireland and Éire to the threat of war, the Declaration of War, reasons for Northern Ireland’s support, reasons for Éire’s neutrality and Britain’s attitude towards each

QUESTION 11

The Effects of World War II on Northern Ireland and Éire

Northern Ireland’s Role in World War II

 The war effort in Northern Ireland following the Declaration of War, including preparations against invasion and defence measures

 Northern Ireland’s industrial, agricultural, military and strategic contributions to the war

The Effects of World War II on the lives of people in Northern Ireland and Éire

 The impact of war on Northern Ireland, including blackouts, rationing and evacuation

 The issue of conscription in Northern Ireland and the enlistment of people from Northern Ireland and Éire

German attacks and their impact on Britain, Northern Ireland and Éire

 The Battle of Britain

 Effects of the Blitz on Northern Ireland, including reasons for targeting Belfast; reasons for relatively greater damage in Belfast than in English cities

 Éire and the Blitz; the effects of World War II on the lives of the people in Éire

Éire’s Neutrality

 The neutrality of Éire, including attempts to persuade Éire to enter the war, State of Emergency, banning of the Irish Republican Army (IRA) and Northern Ireland’s attitudes towards Éire’s neutrality

Home Economics: Food

·  Convenience foods

·  Food spoilage

·  Food hygiene

·  Methods of food preservation

·  Nutritional needs during pregnancy

·  Vegetarians

·  Needs of toddlers & elderly

·  Food commodities– eggs

·  Sugar

ICT

·  A typical home computer system

·  The CPU

·  Input Devices – manual and direct data entry

·  Output Devices

·  Storage Devices

·  The Internet – internet services

·  Networks

·  Data and Information – databases

·  Spreadsheets

·  Presentations

·  Specialist Terms

·  Acronyms

There are many resources Year 11 ICT on the school VLE which will help with revision.

There are also some presentations in the Year 12 ICT revision section which would be useful to look at.

Learning for Life and Work

Learning for life Controlled Assessment grade to be used on report with comment. All Year 11 classes are starting their second piece of Controlled Assessment. This is being completed in school and at home as homework.

Maths

External GCSE Module (T1, T2, T3 and T4)

Music

GENERAL POINTS

·  you should be able to recognise any of the set works (all on your CD, and now all on the VLE)

·  be conscious of the different styles of music and how they differ in periods of history

·  look at how the orchestra expanded by comparing the studied works from the Baroque, Classical and 20th Century eras

·  make sure you know the (sur)names of all the composers and how to spell them; the dates of their births/deaths are not important for GCSE but you MUST know the period of music history that they belonged to

REPEATED PATTERNS IN MUSIC

·  Johann Pachelbel: Canon in D Major

o  characteristics of music from the Baroque period

o  musical structure of a “canon”