Year 11 Revision List
Additional Maths
Pure Maths / MechanicsMatrices – addition, subtraction
and multiplication.
det A, A−1 for 2 × 2 matrices and
matrix methods for the solution of 2 linear simultaneous equations.
Use of log graphs to estimate
constants a and n in relations of
the form y = axn where a set of
values for x and y is given.
Three dimensional trigonometry.
Differentiation of powers and
sums of powers of x.
Application of differentiation to
gradients, tangents and maximum and minimum turning points.
Formation and solution of equations (including up to three linear equations in three unknowns). / Force as a vector and the units of force. Resolution of forces into
components. Resultant of a set of forces acting at a point.
Equilibrium of a particle.
Moments and the principle of
moments; equilibrium of a rigid
body.
The concept of friction.
Displacement/time and
velocity/time graphs and their
applications.
Constant acceleration formulae.
Application of Newton’s laws of
motion, including F = ma.
Motion of connected bodies.
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”