Year 11 GCSE Examinations

Year 11 GCSE Examinations

May- June 2016

Contents

Contents / Page
Key Contacts / 3
Year 11 Summer Exam Timetable / 4
Revision Sessions (Terms 3 and 4) / 5
How to revise effectively evening presentation / 6-14
Blank Revision Timetable / 15
What will be examined in each subject in the final examinations / 16
Art / 17
Business Studies / 18-21
Computing / 22
Creative Technologies - Food / 23
Creative Technologies - Resistant Materials / 24
English Language / 25
English Literature / 26
Geography / 27-33
Modern Foreign Language / 34
History / 35-36
Sociology / 37-42
Maths (Foundation) / 43-53
Maths (Higher) / 54-68
Music / 69
PE & Dance / 70-75
Religious Studies / 76
Biology / 77-86
Chemistry / 87-95
Physics / 96-104
Core Science / 105-111
Additional Science / 112-119

Key Contacts

If you are unsure about any aspect of the mock exams and preparing for them, you should discuss this with your teacher. Your parents can also get in contact with your teachers by e-mailing them.

The e-mail addresses below are for the Subject Leaders/ Teachers in charge of each subject:

Teacher Name / Subject / E-mail address
Mr Swainson / Art /
Mr Abe / Business Studies /
Miss Naylor / Computing /
Ms Stallwood / Dance /
Mrs Adler / Drama /
Mrs Dunstan / English /
Mrs Millican / Food Technology /
Mrs Lowe / Geography /
Mr Yeatman / History /
Mrs White-Zamler / Mathematics /
Miss Ellis / Modern Foreign Languages /
Mrs David / Music /
Ms Rogers / PE /
Mrs G Silk / Religious Studies /
Mr McDonald / Resistant Materials /
Ms Sadler / Science /
Mr Nash / Sociology /

GCSE Exam Timetable May/June 2016

Date / Start Time / Subject / Duration
29 Feb, 1& 2 March / 8:45 / MUSIC COMPOSING & PERFORMING / All Day
11 & 14 March / 8:45 / ART EXAM / All Day
21 April / 8:45 / DANCE MODERATION / All Day
25 & 26 April / 8:45 / PE MODERATION / All Day
28 April / 8:45 / MOCK -ENGLISH LIT UNDERSTANDING POETRY / 1hr 45 min
Mon 16 MAY / 8:45 / RS RELIGION AND CITIZENSHIP / 1hr 30
Mon 16 MAY / 1:30 / SOCIOLOGY UNIT 1 / 1hr 30
Tue 17 MAY / 8:45 / FRENCH READING AND LISTENING / 35min, 50min
Tue 17 MAY / 1:30 / BIOLOGY & SCIENCE UNIT 1 ( All Students) / 1 hr
Thu 19 MAY / 8:45 / CHEMISTRY AND SCIENCE UNIT 1 ( All Students) / 1hr
Thu 19 MAY / 1:30 / SOCIOLOGY UNIT 2 / 1hr 30min
Fri 20 MAY / 8:45 / SPANISH READING & LISTENING / 35min, 50min
Fri 20 MAY / 1:30 / PE THEORY PAPER / 1hr 30
Mon 23 MAY / 8:45 / ENGLISH LIT UNDERSTANDING PROSE / 1hr 45
Mon 23 MAY / 1:30 / RS RELIGION AND MORALITY / 1hr 30
Tue 24 MAY / 8:45 / PATTERNS OF CHILD DEVELOPMENT ( Year 10 ) / 1 hr
Tue 24 MAY / 1:30 / PHYSICAL GEOGRAPHY / 1hr 30
Wed 25 MAY / 8:45 / BUSINESS UNIT 1 / 45min
Wed 25 MAY / 1:30 / PHYSICS AND SCIENCE UNIT 1 ( All Students) / 1hr
Thu 26 MAY / 8:45 / MATHS NON CALCULATOR PAPER / 1 hr 45 min
Fri 27 MAY / 8:45 / ENGLISH LIT UNDERSTANDING POETRY / 1hr 45
HALF TERM
Mon 6 JUNE / 8:45 / HISTORY (GERMANY PAPER) / 1hr 15
Mon 6 JUNE / 1:30 / FOOD TECHNOLOGY / 1hr 30
Mon 6 JUNE / 1:30 / AS ADDITIONAL MATHS / 2 hrs
Tue 7 JUNE / 8:45 / ENGLISH LANGUAGE / 1hr 45
Wed 8 JUNE / 8:45 / GERMAN LISTENING & READING / 35min,50min
Wed 8 JUNE / 8:45 / COMPUTER SCIENCE / 2 hrs
Wed 8 JUNE / 1:30 / HUMAN GEOGRAPHY / 1hr 30
Thu 9 JUNE / 8:45 / MATHS CALCULATOR PAPER / 1hr 45
Fri 10 JUNE / 8:45 / BIOLOGY & ADD SCIENCE UNIT 2 ( All Students) / 1hr
Fri 10 JUNE / 1:30 / BUILDING A BUSINESS / 1hr 30
Fri 10 JUNE / 1:30 / MUSIC LISTENING & APPRAISING / 1hr 30
Tue 14 JUNE / 1:30 / HISTORY ( RUSSIA PAPER ) / 1hr 15
Wed 15 JUNE / 1:30 / CHEMISTRY & ADD SCIENCE UNIT 2 ( All Students) / 1hr
Thu 16 JUNE / 8:45 / RESISTANT MATERIALS / 1hr 30
Fri 17 JUNE / 8:45 / PHYSICS & ADD SCIENCE UNIT 2 ( All Students) / 1hr
Mon 20 JUNE / 8:45 / BIOLOGY UNIT 3 (Triple Science Students Only) / 1hr
Tue 21 JUNE / 8:45 / HISTORY (USA PAPER) / 1hr 15
Wed 22 JUNE / 8:45 / CHEMISTRY UNIT 3 (Triple Science Students Only) / 1hr
Wed 22 JUNE / 1:30 / DANCE / 1hr
Fri 24 JUNE / 8:45 / PHYSICS UNIT 3 (Triple Science Students Only) / 1hr

Revision Sessions (Term 4)

Day / Period / Subject / Room
Monday – Thursday / 12.30pm – 1.30pm / Science and by appointment with individual teachers / S7
Monday – Friday / 12.30pm – 1.30pm / Art & Design / A2
Monday / 3.30pm – 4.30pm / Maths (Grade A*/A) / S12
Monday-Tuesday
Wednesday / 3.30pm – 4.30pm
12.30pm / Science
Physics (11A) / S7
S1
Monday / 12.30pm – 1.30pm (by appointment) / History / S12, S11, T1
Monday / 3.30pm – 4.30pm / Maths (Grade B/C) / M1
Monday / 3:30pm - 4:30pm / Music (Starts Monday 22nd February) / Music
Tuesday / 12.30pm – 1.30pm / Art & Design - Photography / A2
Tuesday / 3.30pm – 4.30pm / Art & Design / A2
Tuesday / 3.30pm – 4.30pm / Maths (Grade C/D) / M3
Tuesday / 3.30pm – 4.30pm / Maths (Grade A/B) / M4
Tuesday / 3.30pm – 4.30pm / Sociology / T1
Wednesday / 12.30pm – 1.30pm (by appointment) / Sociology / T1
Wednesday / 3.30pm – 4.30pm / History / S12, S11, T1
Variable / Students will need to arrange slots with HJR as and when they need them / PE with HJR / P1 or PE office

Geography by appointment only with staff teacher either at lunchtime or afterschool

MFL by appointment only with staff teacher either at lunchtime or after-school (possible Easter School for CA catch up)

Music - by appointment only with staff teacher either at lunchtime or afterschool for coursework help and performance advice until Easter

holidays.

Revision Timetable (example)

Monday / Tuesday / Wednesday / Thursday / Friday / Sunday
Week 1
(wb )
Week 2
(wb )
Week 3
(wb )
Week 4
(wb )
Week 5
(wb )
Week 6
(wb )
Week 7
(wb )

What will be examinedin each subject in the final GCSE exams?

Art& Design

Unit 2 – External Assessment

Whilst the Year 11 Exam is a period of time working towards a final piece, it is the culmination of students’ work over a ten week period in relation to their chosen theme and

encompasses the following areas or Assessment Objectives:

Paper Length - 10 hours

Topic / Theme / Contents / Details
Unit 2 - External Assessment / ‘Tutti Fruitti ’ / AO1 / Develop ideas through investigations, demonstrating critical understanding of sources
AO1 is about developing ideas from a starting point to a final piece. This is done through mind-mapping, sketches and studies related to the work of other artists, designers and craftspeople. Students need to analyse and understand these contextual sources, and develop their ideas in a personal way.
AO2 / Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
Assessment Objective 2 is about refining ideas through selecting and experimenting with appropriate resources, media, materials, techniques and processes. There are various ways of using these to develop ideas and create a personal response.
AO3 / Record ideas, observations and insights relevant to intentions as work progresses
Assessment Objective 3 is about recording ideas, observations and insights, which can be in visual, written and other forms. Students should work from a range of experiences and stimulus materials, as each of these could lead to different ways of developing their ideas. They should reflect upon your work, and consider what they have achieved at each stage and what they will do next.
AO4 / Present a personal and meaningful response that realises intentions and demonstrate understanding of visual language
Assessment Objective 4 is about presenting a personal, informed and meaningful response, from students’ initial research through to their final piece 9to be completed in the allotted 5 hour mock). Students must demonstrate analytical and critical understanding as they respond to their theme.

Business Studies

Unit 1 Introduction to Small Businesses

45 minutes

Topic / Theme / Contents / Details
Topic
1.1 / Spotting a Business Opportunity / Businesses / Understand what a businessdoes.
Appreciate that most businessesaresmall.
Understand why large numbers of businesses are created and closed down each year.
Understand the terms: Supplier; Consumer; Customer and Markets.
Understanding Customer Needs / Why are customerneeds central to startingabusiness?
What are the differenttypes of marketresearch?
How can marketresearch data be collected and interpreted?
Why is marketknowledge through directcustomercontact important?
Market Mapping / How can customerbuyinghabits and preferences be analysed?
How can businesses identify market segments?
How can businesses map their markets and identifymarketgaps?
Analysing Competitor Strengths / Why should initial planning for a business start-up include an analysis of marketcompetitors?
How can competitors’strengths and weaknesses be analysed?
Why should a business compare its offering with that of rivals?
What options exist for starting up a business? / What is a franchise?
What are the advantages and disadvantages of using a franchise to start up a business compared to other alternatives?
What is a good location for a business?

Business Studies

Unit 1 Introduction to Small Businesses

45 minutes

Topic / Theme / Contents / Details
Topic
1.2 / Showing Enterprise / What is enterprise? / Why does enterprise involve takingrisks, showinginitiative and beingwilling to undertake newventures?
What is the difference between a good and a badservice?
Thinking creatively / Why is thinking creatively important in developing both competitiveadvantage and a newbusiness?
What is the role of lateralthinking and deliberate creativity in developing new business ideas?
What questions do entrepreneurs ask? / What are the importantquestions to ask when coming up with newbusinessideas?
Why should entrepreneurs look beyond the obvious?
Why are questions such as ‘Whatif?’; ‘Why?’ and ‘Whynot?’ important?
Why do entrepreneurs need to judge the valueofoutcomes?
Invention and innovation – generating new business ideas / How do newbusinessideas come about?
What is the difference between innovation and invention?
How does the process of innovation bring a newidea onto the markets?
How can patents and copyrights help entrepreneurs protect their ideas?
Taking a calculated risk / What is the principle of taking a calculatedrisk?
Why is weighing up the risks and rewards of a new business idea an important part of the process of judgingoutcomes and viability of a start-up?
Why are mistakes an important part of the process of learning to succeed?
Other important enterprise skills / What is the importance of planning; thinkingahead; seeingopportunities and havingdrive and determination to enterpriseskills?
How can an entrepreneurmakeconnections?
What is the role of mind maps in collecting thoughts and seeing opportunities?

Year 11 Business Studies

Unit 3 Building a Business

1 hour and 30 minutes

Topic / Theme / Contents / Details
Topic
3.1 / Marketing / What is marketing? / What is marketing?
How is marketresearch used?
The Marketing Mix / What are the 4Ps?
Product Trial and Repeat Purchase / What is the difference in ‘sales’ between producttrial and repeatpurchase?
How can repeat purchase be maximised through customerloyalty?
Product Life Cycle / What are the 4 (or 6?) phases of the productlifecycle?
What is meant by ‘extensionstrategies’?
How does cashflow change during the product life cycle?
What is the productportfolioanalysis in general and the BostonMatrix in particular?
How are the ProductLifeCycle and TheBostonMatrix linked?
Branding and Differentiation / Why are brands important for successful product trials and repeat purchase?
Why is there a need to differentiate a product (a good or a service) from others?
Building a successful Marketing Mix / Why is it important to manage a brand?
How can a brand be managed using the 4Ps?

Year 11 Business Studies

Unit 3 Building a Business

1 hour and 30 minutes

Topic / Theme / Contents / Details
Topic
3.2 / Meeting customer needs / Design and Research and Development / Why is design a key approach to productdifferentiation?
What is meant by the ‘designmix’?
Why is there a need for a scientificresearch to provide the basis for productdevelopment?
Managing Stock / What is a bargatestockgraph?
How does stockcontrol work in theory?
How should a bargatestockgraph be interpreted?
Quality Assurance / Why is there a need for the Just-In-Time (JIT) StockControl method?
Cost-effective operations and competitiveness / How can productivity be increased?
How can costs be lowered?
Why are higherproductivity and lowercosts important in managing overall costs?
How do lowercosts feed through to lower competitiveprices?
Effective Customer Service / Why is it important for a business to provide customers with the servicelevel they want, when they want it?
What is the link between effectivecustomerservice and repeatpurchaselevels?
What are the disadvantages of poorcustomerservices to a business?
Meeting Consumer Protection Laws / What is the purpose of these legislations e.g. the TradeDescriptionsAct [TDA] (1968) and the Sales of GoodsAct [SOGA] (1979)?
What effect does this legislation have on a business?

Computing

Paper Length - 1 hour 30 minutes

Topics which will be covered
Definitions /

1. A compiled programme language
2. An interpreted programming language
3. An actuator
4. Sensors
5. Run length Encoding (RLE) Algorithm
6. An overflow error
7. Assembly code language
8. Sampling frequency
9. Network protocols
10. A check sum
11. Internet
12. World Wide Web
13. Analogue to digital conversion

Binary Counting / Sign and Magniture
Twos Compliment Representation
Simple Addition
Software / Operating system functionsCCS
Operating system typesAlgorithms
User interface
Utility software
Custom written and off the shelf software
Storage devices
Input and output devices
Conditional statement
Binary logics
Central processing unit
Environmental Impact
Delational Databases
SQL
HTML

Creative Technology - Food Technology

Paper Length - 1 hour 30 minutes

Topics which will be covered
Nutrition - including: Carbohydrates, Proteins, Vitamins, Minerals, Energy Balance, Dietary Guidelines, Government Recommendations, and Individual Requirements.
Household Food Production - processes and equipment used on producing foods at home.
Industrial Food Production - processes and equipment for manufacturing food in large quantities.
Analysing Food Products - ways of analysing products, providing feedback and presenting results.
Designing Food Products - the creation of new products and the ways in which computers are used to assist in this method.
Food Issues - issues in the world regarding the safe production and manufacture of the food supply.

Creative Technology - Resistant Materials

Paper Length - 1 hour 30 minutes

Topics which will be covered
Materials and components / Woods, Metal, Polymers, Composites, Modern and smart materials
Tools and equipment / Marking out and measuring, Wasting
Industrial and commercial processes / Scale of production, Materials processing and forming, Joining methods, Adhesives, Heat treatment, Finishing techniques
Analysing products / Specification criteria ,Materials and components, Manufacturing processes,
Designing products / Specification criteria, Designing skills, Application of knowledge and understanding
Technology / Information and communication technology (ICT), Digital media and new technology, Computer-aided design/computer-aided manufacturing (CAD/CAM) technology
Sustainability / Minimising waste production, Renewable sources of energy,
Ethical design and manufacture / Moral, social and cultural issues

English Language - ‘The Writer’s Voice’

Paper Length - 1 hour 45 minutes

Topics which will be covered
Section A: Reading
Question 5 ‘Of Mice and Men’. Extract based a) extract provided b) students must find an extract from the novel.
a) Explore how the language in the extract influences your view of … You must include examples of language features in your response. (16 marks)
b) In this extract, we learn about… Explore how … is presented in one other part of the novel. You must use examples of the language the writer uses to support your ideas. (24 marks)
Section B: Writing
Question 9 OR 10. Both will be non fiction writing tasks. They tend to be ‘Write the text of a speech…’; ‘Write an article…’; Write a letter…’ on a topic that affects teenagers. (24 marks)

English Literature - ‘Understanding Prose’

Paper Length - 1 hour 45 minutes

Topics which will be covered
Section A: Literary Heritage
Q1 ‘Animal Farm’
Use an extract to answer the questions
Spelling, punctuation and grammar will be assessed in (c).
1 Answer all parts of the question.
(a) From this extract, what do you discover about the character of...?
Use evidence from the extract to support your answer. (8)
(b) Explore how the writer uses language in the extract to describe ... .
Use evidence from the extract to support your answer. (12)
* (c) In the extract, … . Explore how the writer presents ... in one other part of the novel.
Use evidence to support your answer. (16)
(Total for spelling, punctuation and grammar = 3 marks) (Total for Question 1 = 39 marks)
Section B: Different Cultures and Traditions
Q13 OR Q14 ‘Of Mice and Men’
Q13 Explore the significance of … in the novel. Your answer must show your understanding of the context of the novel. Use evidence to support your answer.
(Total for spelling, punctuation and grammar = 7 marks) (Total for Question 13 = 47)
Q14 In what ways is … significant in the novel. OR ‘Why is … significant in the novel. Your answer must show your understanding of the context of the novel. Use evidence to support your answer.
(Total for spelling, punctuation and grammar = 7 marks) (Total for Question 14 = 47)

English Literature - ‘Understanding Poetry’

Paper Length - 1 hour 45 minutes

Topics which will be covered
Section A: Unseen Poetry
*1 Read the following poem
*1 Explore how the poet presents ..
. Use evidence from the poem to support your answer. (Total for Question 1 = 20 marks)
Section B: Anthology Poems - ‘Clashes and Collisions’
3 Compare how the writers of ... and one other poem of your choice from the ‘Clashes and Collisions’ collection present … .
Use evidence from both poems to support your answer. (Total for Question 3 = 30 marks)

Geography

Paper 1 - Physical GeographyTopics:The Restless Earth, The Coastal Zone and Water on the Land

Paper Length - 1.5 hours

Restless Earth

Contents / Details
The Earth’s crust is unstable, especially at plate margins. / Distribution of plates; contrasts between continental and oceanic plates.
Destructive, constructive and conservative plate margins.
Unique landforms occur at plate margins. / Location and formation of fold mountains, ocean trenches, composite volcanoes and shield volcanoes.
People use these landforms as a resource and adapt to the conditions within them. / Case Study:
A case study of one range of fold mountains. To include:
- The ways in which they are used – farming, hydroelectric power, mining, tourism and how people adapt to limited communications, steep relief, poor soils.
Volcanoes are hazards resulting from tectonic activity. Their primary and
secondary effects are positive as well as negative.
Responses change in the aftermath of an eruption. / Characteristics of different types of volcanoes.
Case study:
A case study of a volcanic eruption – its cause; primary and secondary effects; positive and
negative impacts; immediate and long term responses
Monitoring and predicting volcanic eruptions.
Super volcanoes are on a much bigger
scale than other volcanoes and an eruption would have global consequences. / The characteristics of a super volcano and the likely effects of an eruption.
Earthquakes occur at constructive,
Destructive and conservative plate margins. / Location and causes of earthquakes
Features of earthquakes – epicenter, focus, shock waves
Measurement of earthquakes using the Richter and Mercalli Scales.
The effects of earthquakes and responses to them differ due to contrasts in levels of wealth. / Case Study
A case study of an earthquake in a rich part of the world (MEDC). To include:
- Their specific causes; primary and secondary effects; immediate and long-term responses – the need to predict, protect and prepare.
Case Study
A case study of an earthquake in a poorer part of the world (LEDC). To include:
Their specific causes; primary and secondary effects; immediate and long-term responses – the need to predict, protect and prepare.
Contrasts in effects and responses will be clear
Tsunamis are a specific secondary effects and can have devastating effects in coastal areas. / Case Study:
A case study of a tsunami. To include:
- Its cause, effects and responses

Geography