UNSEEN ASSESSMENTS 2021 - NOTE: GCSE Further Mathematics, the MFL subjects not included in this booklet and the Free Standing Mathematics ...
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UNSEEN
ASSESSMENTS
2021
NOTE: GCSE Further Mathematics, the MFL subjects not
included in this booklet and the Free Standing
Mathematics Qualification (FSMQ) content will be given
to students by the appropriate subject teachers.English Language
English Language – Unseen Assessment 1 (Reading)
Specification Details
English Language Paper 2 Retrieval
2.2 (a) Ensure that retrieval skills are revised. Students need to
AO1: Information Retrieval: revise the process of accurately retrieving information from
Identify and interpret explicit a non-fiction source.
and implicit information and
ideas
AO1: Select and synthesise
evidence from different texts
2.2 (a) Writer’s craft/how
AO2: Writer's Craft: Explain, Students need to revise the process of carefully de-coding
comment on analyse how the question presented. From this, students must revise
writers use language and the process of selection relevant evidence that is
structure to achieve effects applicable for the question. It is important that students
and influence readers, using also practise the process of forming specific inferences in
relevant subject terminology relation to the quotations selected.
to support their views
2.2 (a) Evaluate
AO4: Evaluation: Evaluate Students should engage with 19th century non-fiction
texts critically and support resources to help prepare them for the difficulty in this
this with appropriate textual language. Students need to revise the process of carefully
references de-coding the question presented. From this, students
must revise the process of selection relevant evidence that
is applicable for the question. It is important that students
also practise the process of forming specific inferences in
relation to the quotations selected, whilst considering the
opinion they form in this process.
English Language – Unseen Assessment 2 (Writing)
Specification Details
2.2 (b) AO5: Communicate clearly, effectively, and imaginatively,
Writing: This section will test selecting and adapting tone, style and register for different
transactional, persuasive forms, purposes and audiences
and/or discursive writing AO5: Organise information and ideas, using structural and
through one compulsory grammatical features to support coherence and cohesion
task. of texts
Form: Letter Writing (formal)
Revision carefully de-coding the PAF of multiple questions
to help prepare students for this writing task.
2.2 (b) AO5: Communicate clearly, effectively, and imaginatively,
Writing: This section will test selecting and adapting tone, style and register for different
transactional, persuasive forms, purposes and audiences
and/or discursive writing AO5: Organise information and ideas, using structural and
through one compulsory grammatical features to support coherence and cohesion
task. of texts
Form: Article
Revision carefully de-coding the PAF of multiple questions
to help prepare students for this writing task.2.2 (b) AO5: Communicate clearly, effectively, and imaginatively,
Writing: This section will test selecting and adapting tone, style and register for different
transactional, persuasive forms, purposes and audiences
and/or discursive writing AO5: Organise information and ideas, using structural and
through one compulsory grammatical features to support coherence and cohesion
task. of texts
Form: Speech
Revision carefully de-coding the PAF of multiple questions
to help prepare students for this writing task.
English Literature
English Literature – Unseen assessment 1 (A Christmas Carol)
Specification Details
3.1.2 A Christmas Carol
19th Century Novel AO1, AO2, AO3 and AO4 (+4)
A Christmas Carol Students will answer one question on their novel of choice.
They will be required to write in detail about an extract
from the novel and then to write about the play as a whole.
Students must revise the process of carefully de-coding
the question and extract to help ensure that a thorough
essay response is formulated.
Themes/character
English Literature – Unseen assessment 2 (Unseen Poetry)
3.2.3 Students will answer one question on one unseen poem.
Unseen Poetry AO1, AO2 and AO4 (+4)
Students must prioritise revising the skill set that is
required for accessing an unseen poem. Alongside this,
essay writing practice must take part of revision. Students
should engage in reading a range of unseen poems to
prepare for the assessment.
Mathematics
Mathematics – Unseen Assessment 1 (Higher - Calculator)
Specification Details
5.02a – Direct proportion Formulate equations and solve problems involving a
quantity in direct proportion to a power or root of another
quantity
5.02b – Inverse proportion Formulate equations and solve problems involving a
quantity in inverse proportion to a power or root of another
quantity
5.03a – Growth and decay Solve problems step by step involving multipliers over a
given interval, for example compound interest,
depreciation.
6.01e - Factorising Factorise and solve linear and quadratic equations,
including when the quadratic x^2 has a coefficient.
6.02d – Quadratic formula Recall and use the quadratic formula to solve.6.02c – Change the subject Rearrange formulae to change the subject, including cases
of a formula where the subject appears twice or where a power or
reciprocal is involved
6.03c – Simultaneous Set up and solve two simultaneous equations including two
equations linear and one linear and one quadratic.
6.04a – Inequalities in one Solve linear equalities and express on a number line
variable
8.03 - Angles Apply basic angle rules and justify
Apply facts to find missing angles of a polygon including
interior, exterior and number of sides.
Use and justify angles in parallel lines rules.
9.04c – Similar shapes Understand the relationship between lengths, areas and
volumes of similar shapes.
10.02b – Circumference of a Know and apply the formula for circumference
circle Calculate the arc length of a sector of a circle given the
angle and radius
10.03a – Area of a triangle Know how to find the area of both a right angled and non-
right angled triangle (0.5abSinC)
10.03d – Area of a circle Know and apply the formula area = pi r^2 to calculate area
of a circle.
Calculate the area of a sector of a circle given the tangent
and radius
10.04 – Volume and surface Calculate volume and surface area for a variety of shapes
area and solve problems including these.
10.05a - Pythagoras Know Pythagoras’ theorem and use it to find missing
lengths in 2D and 3D figures.
10.05d – Sine rule Know and apply the sine rule to find lengths and angles.
10.05e – Cosine rule Know and apply the sine rule to find lengths and angles.
12.02b – Grouped data Interpret and construct diagrams for grouped data as
appropriate such as histograms and cumulative frequency
12.03a – Summary statistics Calculate averages from grouped data tables and
graphical representations.
Draw and interpret box plots.
Use median and IQR to compare distributions.
2.03 – Percentages To be able to use ratio, fractions and percentages in a
5.01 – Calculations with ratio variety of ways, including problem solving.
2.01 - Fractions Calculate fractions and percentages of quantities.
Mathematics – Unseen Assessment 2 (Higher - Non-calculator)
Specification Details
1.02c – Find the HCF and HCF and LCM by listing.
LCM of two whole numbers HCF and LCM in context.
by listing HCF and LCM of two whole numbers from their prime
factors.
2.02a – Decimals and Converting recurring decimals to fractions and vice versa
fractions
3.01a – Index notation Use fractional indices to represent roots and combinations
of powers and roots
3.01b – Calculate and Calculate fractional powers and negative powers.
estimate powers and roots
3.01c – Laws of Indices Know and use the laws of indices3.03b – Manipulating surds Simplify expressions with surds, including rationalising
denominators
4.01b - Estimation Estimate or check without a calculator the result of a
calculation by using suitable approximations
4.01c – Upper and lower Form error intervals for numbers that have been rounded
bounds and truncated to a specified degree of accuracy
5.02a – Direct proportion Formulate equations and solve problems involving a
quantity in direct proportion to a power or root of another
quantity
5.02b – Inverse proportion Formulate equations and solve problems involving a
quantity in inverse proportion to a power or root of another
quantity
6.01d – Multiplying out Expand quadratics and cubics
brackets
6.01f – Completing the Complete the square on a quadratic expression and be
square able to accurately sketch from this.
6.06a and b - Sequences Calculate the nth term of linear and quadratic sequences
7.02b – Parallel and Identify and find equations of parallel and perpendicular
perpendicular lines lines.
8.03 - Angles Apply basic angle rules and justify
Apply facts to find missing angles of a polygon including
interior, exterior and number of sides.
Use and justify angles in parallel lines rules.
9.01d – Combination of Perform a sequence of isometric transformations
transformations (reflections, rotations or translations) on a simple shape.
Describe the resulting transformation
9.02a - Congruency Prove that two triangles are congruent
11.02 – Tree Diagrams Construct and interpret tree diagrams with and without
replacement.
12.03c – Bivariate data Plot and interpret scatter graphs.
Recognise correlation.
Draw a use a line of best fit.
Interpolate and extrapolate from data and be aware of the
limitations of these techniques
2.03 – Percentages To be able to use ratio, fractions and percentages in a
5.01 – Calculations with ratio variety of ways, including problem solving.
2.01 - Fractions
Mathematics – Unseen Assessment 1 (Foundation - Calculator)
Specification Details
5.03a – Growth and decay Solve problems step by step involving multipliers over a
given interval, for example compound interest,
depreciation.
6.01 – Algebraic expressions Simplify algebraic terms by collecting like terms
(multiplying and dividing)
Expand single and double brackets
Factorising into single and double brackets
6.02c – Change the subject Rearrange formulae to change the subject where the
of a formula unknown appears once.
6.03a – Linear equations in Set up and solve linear equations.
one known6.03c – Simultaneous Set up and solve two linear simultaneous equations
equations
6.04a – Inequalities in one Solve linear equalities and express on a number line
variable
8.03 - Angles Apply basic angle rules and justify
Apply facts to find missing angles of a polygon including
interior, exterior and number of sides.
Use and justify angles in parallel lines rules.
10.05a - Pythagoras Know Pythagoras’ theorem and use it to find missing
lengths in 2D
10.05b – Right angled Know and apply trigonometric ratios, sinx, cosx and tanx
trigonometry and use them to find angles and lengths in right-angled 2D
figures.
10.03a – Area of a triangle Know how to find the area of a right angled triangle
10.03d – Area of a circle Know and apply the formula area = pi r^2 to calculate area
of a circle.
10.02b – Circumference of a Know and apply the formula for circumference
circle Calculate the arc length of a sector of a circle given the
angle and radius
10.04 – Volume and surface Calculate volume and surface area for a variety of prisms
area and solve problems including these.
12.02a – Categorical and Interpret and construct charts appropriate to data type
numerical data including frequency tables, bar charts, pie charts and
pictograms for categorical data, vertical line charts for
ungrouped discrete numerical data. Interpret multiple and
composite bar charts.
12.03a – Summary statistics Calculate averages from ungrouped and grouped data
tables.
2.03 – Percentages To be able to use ratio, fractions and percentages in a
5.01 – Calculations with ratio variety of ways, including problem solving.
2.01 - Fractions
Mathematics – Unseen Assessment 2 (Foundation - Non-calculator)
Specification Details
1.01 – Negative numbers Four rules of negative numbers.
1.02a – Definitions and Identify odd, even, prime, factor, multiple, square, cube
terms and roots of numbers.
1.02b – Prime numbers Identify prime numbers less than 20
Express numbers as a product of primes
1.02c – Find the HCF and HCF and LCM by listing.
LCM of two whole numbers HCF and LCM in context.
by listing HCF and LCM of two whole numbers from their prime
factors.
2.01 and 2.02 – Decimals Converting between fractions, decimals and percentages
and fractions Four rules of fractions and decimals
3.01c – Laws of Indices Know and use the laws of indices
3.02 – Standard form Convert between normal and standard form
Calculate in standard form
4.01a - Rounding Round to the nearest 10, 100, 1000, decimal places and
significant figures.4.01b - Estimation Estimate or check without a calculator the result of a
calculation by using suitable approximations
6.01 – Algebraic expressions Simplify algebraic terms by collecting like terms
(multiplying and dividing)
Expand single and double brackets
Factorising into single and double brackets
6.03a – Linear equations in Set up and solve linear equations.
one known
6.06a - Sequences Calculate the nth term of linear sequences
Generate terms in a sequence
Deduce if a given number is in a sequence
7.02a – Straight line graphs Sketch linear graphs from an equation.
8.01c - Polygons Know the names of 2D and 3D shapes and their properties
including lines of symmetry and rotational symmetry
8.03 - Angles Apply basic angle rules and justify
Apply facts to find missing angles of a polygon including
interior, exterior and number of sides.
Use and justify angles in parallel lines rules.
9.01 – Translation, Perform and describe these transformations.
reflection, rotation
11.02 – Tree Diagrams Construct and interpret tree diagrams with and without
replacement.
12.03c – Bivariate data Plot and interpret scatter graphs.
Recognise correlation.
Draw a use a line of best fit.
Interpolate and extrapolate from data and be aware of the
limitations of these techniques
2.03 – Percentages To be able to use ratio, fractions and percentages in a
5.01 – Calculations with ratio variety of ways, including problem solving.
2.01 - Fractions Calculate fractions and percentages of quantities.
Science
Unseen Assessment 1- Biology
Specification Details
4.5.2 The human nervous Students should be able to explain how the structure of the
system nervous system is adapted to its functions. The nervous
system enables humans to react to their surroundings and
to coordinate their behaviour. Information from receptors
passes along cells (neurones) as electrical impulses to the
central nervous system (CNS). The CNS is the brain and
spinal cord. The CNS coordinates the response of
effectors which may be muscles contracting or glands
secreting hormones. stimulus receptor coordinator effector
response Students should be able to explain how the
various structures in a reflex arc – including the sensory
neurone, synapse relay neurone and motor neurone –
relate to their function. Students should understand why
reflex actions are important. Reflex actions are automatic
and rapid; they do not involve the conscious part of the
brain.4.6.1.2 Meiosis Students should be able to explain how meiosis halves the
number of chromosomes in gametes and fertilisation
restores the full number of chromosomes. Cells in
reproductive organs divide by meiosis to form gametes.
When a cell divides to form gametes:
• copies of the genetic information are made
• the cell divides twice to form four gametes, each with a
single set of chromosomes
• all gametes are genetically different from each other.
Gametes join at fertilisation to restore the normal number
of chromosomes. The new cell divides by mitosis. The
number of cells increases. As the embryo develops cells
differentiate. Knowledge of the stages of meiosis is not
required.
4.6.1.4 Genetic inheritance Students should be able to explain the terms: • gamete •
chromosome • gene • allele • dominant • recessive •
homozygous • heterozygous • genotype • phenotype.
Some characteristics are controlled by a single gene, such
as: fur colour in mice; and red-green colour blindness in
humans. Each gene may have different forms called
alleles. The alleles present, or genotype, operate at a
molecular level to develop characteristics that can be
expressed as a phenotype. A dominant allele is always
expressed, even if only one copy is present. A recessive
allele is only expressed if two copies are present (therefore
no dominant allele present). If the two alleles present are
the same the organism is homozygous for that trait, but if
the alleles are different they are heterozygous. Most
characteristics are a result of multiple genes interacting,
rather than a single gene.
Students should be able to understand the concept of
probability in predicting the results of a single gene cross,
but recall that most phenotype features are the result of
multiple genes rather than single gene inheritance.
Students should be able to use direct proportion and
simple ratios to express the outcome of a genetic cross.
(HT only) Students should be able to construct a
genetic cross by Punnett square diagram and use it to
make predictions using the theory of probability.
Students should be able to complete a Punnett square
diagram and extract and interpret information from
genetic crosses and family trees
4.6.1.5 Inherited disorders Some disorders are inherited. These disorders are caused
by the inheritance of certain alleles.
• Polydactyly (having extra fingers or toes) is caused by a
dominant allele.
• Cystic fibrosis (a disorder of cell membranes) is caused
by a recessive allele. Students should make informed
judgements about the economic, social and ethical issues
concerning embryo screening, given appropriate
information.
4.7.2.2 How materials are Students should:
cycled • recall that many different materials cycle through the
abiotic and biotic components of an ecosystem• explain the importance of the carbon and water cycles to
living organisms. All materials in the living world are
recycled to provide the building blocks for future
organisms. The carbon cycle returns carbon from
organisms to the atmosphere as carbon dioxide to be used
by plants in photosynthesis. The water cycle provides fresh
water for plants and animals on land before draining into
the seas. Water is continuously evaporated and
precipitated. Students are not expected to study the
nitrogen cycle. Students should be able to explain the role
of microorganisms in cycling materials through an
ecosystem by returning carbon to the atmosphere as
carbon dioxide and mineral ions to the soil.
4.7.3.5 Global warming Students should be able to describe some of the biological
consequences of global warming. Levels of carbon dioxide
and methane in the atmosphere are increasing, and
contribute to ‘global warming’.
Unseen Assessment 2- Chemistry
Specification Details
5.6.1.1 Calculating rates of The rate of a chemical reaction can be found by measuring
reactions the quantity of a reactant used or the quantity of product
formed over time:
The quantity of reactant or product can be measured by
the mass in grams or by a volume in cm3. The units of rate
of reaction may be given as g/s or cm3 /s. For the Higher
Tier, students are also required to use quantity of
reactants in terms of moles and units for rate of
reaction in mol/s. Students should be able to:
• calculate the mean rate of a reaction from given
information about the quantity of a reactant used or the
quantity of a product formed and the time taken
• draw, and interpret, graphs showing the quantity of
product formed or quantity of reactant used up against
time
• draw tangents to the curves on these graphs and use the
slope of the tangent as a measure of the rate of reaction
• (HT only) calculate the gradient of a tangent to the
curve on these graphs as a measure of rate of reaction
at a specific time.
5.6.1.2 Factors which affect Factors which affect the rates of chemical reactions
the rates of chemical include: the concentrations of reactants in solution, the
reactions pressure of reacting gases, the surface area of solid
reactants, the temperature and the presence of catalysts.
Students should be able to recall how changing these
factors affects the rate of chemical reactions.
5.6.1.3 Collision theory and Collision theory explains how various factors affect rates of
activation energy reactions. According to this theory, chemical reactions canoccur only when reacting particles collide with each other
and with sufficient energy. The minimum amount of energy
that particles must have to react is called the activation
energy. Increasing the concentration of reactants in
solution, the pressure of reacting gases, and the surface
area of solid reactants increases the frequency of
collisions and so increases the rate of reaction. Increasing
the temperature increases the frequency of collisions and
makes the collisions more energetic, and so increases the
rate of reaction.
Students should be able to: predict and explain using
collision theory the effects of changing conditions of
concentration, pressure and temperature on the rate of a
reaction
5.7.1.1 Crude oil, Crude oil is a finite resource found in rocks. Crude oil is the
hydrocarbons and alkanes remains of an ancient biomass consisting mainly of
plankton that was buried in mud. Crude oil is a mixture of a
very large number of compounds. Most of the compounds
in crude oil are hydrocarbons, which are molecules made
up of hydrogen and carbon atoms only. Most of the
hydrocarbons in crude oil are hydrocarbons called alkanes.
The general formula for the homologous series of alkanes
is CnH2n+2
The first four members of the alkanes are methane,
ethane, propane and butane.
Alkane molecules can be represented in the following
forms: C2H6 or Students should be able to recognise
substances as alkanes given their formulae in these forms.
Students do not need to know the names of specific
alkanes other than methane, ethane, propane and butane.
5.7.1.2 Fractional distillation The many hydrocarbons in crude oil may be separated into
and petrochemicals fractions, each of which contains molecules with a similar
number of carbon atoms, by fractional distillation. The
fractions can be processed to produce fuels and feedstock
for the petrochemical industry. Many of the fuels on which
we depend for our modern lifestyle, such as petrol, diesel
oil, kerosene, heavy fuel oil and liquefied petroleum gases,
are produced from crude oil. Many useful materials on
which modern life depends are produced by the
petrochemical industry, such as solvents, lubricants,
polymers, detergents. The vast array of natural and
synthetic carbon compounds occur due to the ability of
carbon atoms to form families of similar compounds.
Students should be able to explain how fractional
distillation works in terms of evaporation and
condensation. Knowledge of the names of other specific
fractions or fuels is not required.5.7.1.3 Properties of Some properties of hydrocarbons depend on the size of
hydrocarbons their molecules, including boiling point, viscosity and
flammability. These properties influence how hydrocarbons
are used as fuels. Students should be able to recall how
boiling point, viscosity and flammability change with
increasing molecular size. The combustion of hydrocarbon
fuels releases energy. During combustion, the carbon and
hydrogen in the fuels are oxidised. The complete
combustion of a hydrocarbon produces carbon dioxide and
water. Students should be able to write balanced
equations for the complete combustion of hydrocarbons
with a given formula. Knowledge of trends in properties of
hydrocarbons is limited to:
• boiling points
• viscosity
• flammability
5.8.1.3 Chromatography Chromatography can be used to separate mixtures and
can give information to help identify substances.
Chromatography involves a stationary phase and a mobile
phase. Separation depends on the distribution of
substances between the phases.
The ratio of the distance moved by a compound (centre of
spot from origin) to the distance moved by the solvent can
be expressed as its Rf value:
Different compounds have different Rf values in different
solvents, which can be used to help identify the
compounds. The compounds in a mixture may separate
into different spots depending on the solvent but a pure
compound will produce a single spot in all solvents.
Students should be able to:
• explain how paper chromatography separates mixtures
• suggest how chromatographic methods can be used for
distinguishing pure substances from impure substances
• interpret chromatograms and determine Rf values from
chromatograms
5.10.2 Life cycle assessment Life cycle assessments (LCAs) are carried out to assess
and recycling the environmental impact of products in each of these
stages:
• extracting and processing raw materials
• manufacturing and packaging
• use and operation during its lifetime
• disposal at the end of its useful life, including transport
and distribution at each stage. Use of water, resources,
energy sources and production of some wastes can be
fairly easily quantified. Allocating numerical values to
pollutant effects is less straightforward and requires value
judgements, so LCA is not a purely objective process.
Selective or abbreviated LCAs can be devised to evaluate
a product but these can be misused to reach pre-
determined conclusions, eg in support of claims for
advertising purposes. Students should be able to carry outsimple comparative LCAs for shopping bags made from
plastic and paper.
Unseen Assessment 3- Physics
Specification Details
6.5.1.4 Resultant forces A number of forces acting on an object may be replaced by
a single force that has the same effect as all the original
forces acting together. This single force is called the
resultant force. Students should be able to calculate the
resultant of two forces that act in a straight line.
(HT only) Students should be able to:
• describe examples of the forces acting on an isolated
object or system
• use free body diagrams to describe qualitatively
examples where several forces lead to a resultant
force on an object, including balanced forces when the
resultant force is zero.
(HT only) A single force can be resolved into two
components acting at right angles to each other. The
two component forces together have the same effect
as the single force.
(HT only) Students should be able to use vector
diagrams to illustrate resolution of forces, equilibrium
situations and determine the resultant of two forces, to
include both magnitude and direction (scale drawings
only).
6.5.4.1.2 Speed Speed does not involve direction. Speed is a scalar
quantity. The speed of a moving object is rarely constant.
When people walk, run or travel in a car their speed is
constantly changing. The speed at which a person can
walk, run or cycle depends on many factors including: age,
terrain, fitness and distance travelled. Typical values may
be taken as:
walking ̴ 1.5 m/s
running ̴ 3 m/s
cycling ̴ 6 m/s.
Students should be able to recall typical values of speed
for a person walking, running and cycling as well as the
typical values of speed for different types of transportation
systems. It is not only moving objects that have varying
speed. The speed of sound and the speed of the wind also
vary. A typical value for the speed of sound in air is 330
m/s.
Students should be able to make measurements of
distance and time and then calculate speeds of objects.
For an object moving at constant speed the distance
travelled in a specific time can be calculated using the
equation:distance, s, in metres, m
speed, v, in metres per second, m/s
time, t, in seconds, s
6.5.4.1.3 Velocity The velocity of an object is its speed in a given direction.
Velocity is a vector quantity. Students should be able to
explain the vector–scalar distinction as it applies to
displacement, distance, velocity and speed.
(HT only) Students should be able to explain
qualitatively, with examples, that motion in a circle
involves constant speed but changing velocity.
6.5.4.1.4 The distance–time If an object moves along a straight line, the distance
relationship travelled can be represented by a distance–time graph.
The speed of an object can be calculated from the gradient
of its distance–time graph.
(HT only) If an object is accelerating, its speed at any
particular time can be determined by drawing a
tangent and measuring the gradient of the distance–
time graph at that time.
Students should be able to draw distance–time graphs
from measurements and extract and interpret lines and
slopes of distance–time graphs, translating information
between graphical and numerical form. Students should be
able to determine speed from a distance–time graph.
6.5.4.1.5 Acceleration The average acceleration of an object can be calculated
using the equation:
acceleration, a, in metres per second squared, m/s2
change in velocity, ∆v, in metres per second, m/s time, t, in
seconds, s An object that slows down is decelerating.
Students should be able to estimate the magnitude of
everyday accelerations.
The acceleration of an object can be calculated from the
gradient of a velocity–time graph.
(HT only) The distance travelled by an object (or
displacement of an object) can be calculated from the
area under a velocity–time graph. Students should be
able to:
draw velocity–time graphs from measurements and
interpret lines and slopes to determine acceleration
(HT only) interpret enclosed areas in velocity–time
graphs to determine distance travelled (or
displacement)
(HT only) measure, when appropriate, the area under a
velocity–time graph by counting squares.
The following equation applies to uniform acceleration:final velocity, v, in metres per second, m/s initial velocity, u,
in metres per second, m/s acceleration, a, in metres per
second squared, m/s2 distance, s, in metres, m
Near the Earth’s surface any object falling freely under
gravity has an acceleration of about 9.8 m/s2 .
An object falling through a fluid initially accelerates due to
the force of gravity. Eventually the resultant force will be
zero and the object will move at its terminal velocity.
6.6.1.2 Properties of waves Students should be able to describe wave motion in terms
of their amplitude, wavelength, frequency and period. The
amplitude of a wave is the maximum displacement of a
point on a wave away from its undisturbed position. The
wavelength of a wave is the distance from a point on one
wave to the equivalent point on the adjacent wave. The
frequency of a wave is the number of waves passing a
point each second.
T = 1 f period, T, in seconds, s frequency, f, in hertz, Hz
The wave speed is the speed at which the energy is
transferred (or the wave moves) through the medium. All
waves obey the wave equation:
Wave speed, v, in metres per second, m/s frequency, f, in
hertz, Hz wavelength, λ, in metres, m Students should be
able to:
• identify amplitude and wavelength from given diagrams
• describe a method to measure the speed of sound waves
in air
• describe a method to measure the speed of ripples on a
water surface.History
History Unseen Paper 1 – The People’s Health, c.1250 to present
Specification Details
Medieval Britain c.1250 - • Living conditions: housing, food, clean water and waste
c.1500 • Responses to the Black Death: beliefs and actions
• Approaches to public health in late-medieval towns and
monasteries
Early Modern Britain c.1500- • Changing living conditions: housing, food, clean water
c.1750 and waste
• Responses to outbreaks of plague including national
plague orders and local reactions
• The impact of local and national government on public
health including measures to improve the urban
environment and the government response to the gin
craze, 1660–1751
Industrial Britain c.1750- • Urban living conditions in the early nineteenth century:
1900 housing, food, clean water and waste
• Public health reform in the nineteenth century including
the Public Health Acts and local initiatives
Britain since c.1900 • Economic, political, social and cultural change: an
overview
• Living conditions and lifestyles: housing, food, air
quality and inactivity
• Responses to Spanish Influenza and AIDS
• Growing government involvement in public health
including pollution controls, anti-smoking initiatives and
the promotion of healthy lifestyles
History Unseen Paper 2 – The Elizabethans, 1580-1603
Specification Details
Elizabeth and government • Elizabeth and her people including local
government and propaganda.
Catholics • The enforcement of Elizabeth’s religious settlement
after 1580.
• Catholic links abroad, plots against Elizabeth, and
the Elizabethan spy network.
• Mary Queen of Scots, the Armada and war with
Spain.
Daily Lives • The contrasting lives of rich, middling and poor
Elizabethans.
• Family life: husbands, wives, parents and children,
wider kinship.
• Poverty: its causes, Elizabethan explanations and
responses.
The Wider World • Imperial ambition; the motives and achievements of
Elizabethan adventurers.
• Roanoke: England’s attempt at an American
colony.Geography
Geography – Unseen Assessment 1
Specification Details
3.1.1.2 Tectonic Hazards Earthquakes and volcanic eruptions are the result of
physical processes.
Physical processes taking place at different types of plate
margin (constructive, destructive and conservative) that
lead to earthquakes and volcanic activity.
How monitoring, prediction, protection and planning can
reduce the risks from a tectonic hazard.
3.1.1.3 Weather hazards Causes of tropical storms and the sequence of their
formation and development.
The structure and features of a tropical storm.
Primary and secondary effects of tropical storms.
Immediate and long-term responses to tropical storms.
3.1.1.4 Climate Change Managing climate change:
mitigation – alternative energy production, carbon capture,
planting trees, international agreements.
adaptation – change in agricultural systems, managing
water supply, reducing risk from rising sea levels.
3.1.2.2 Tropical Rainforests The physical characteristics of a tropical rainforest.
The interdependence of climate, water, soils, plants,
animals and people.
Impacts of deforestation – economic development, soil
erosion, contribution to climate change.
3.1.2.3 Hot deserts How plants and animals adapt to the physical conditions.
3.1.3.2 Coastal landscapes Characteristics and formation of landforms resulting from
in the UK erosion – headlands and bays, cliffs and wave cut
platforms, caves, arches and stacks.
The costs and benefits of the following management
strategies: • hard engineering – sea walls, rock armour,
gabions and groynes
3.1.3.3 River landscapes in Fluvial processes: • erosion – hydraulic action, abrasion,
the UK attrition, solution, vertical and lateral erosion.
transportation – traction, saltation, suspension and
solution.
How physical and human factors affect the flood risk –
precipitation, geology, relief and land use.
Geography – Unseen Assessment 2
Specification Details
3.2.1 Urban issues and Urban trends in different parts of the world including HICs
challenges and LICs.
Factors affecting the rate of urbanisation – migration
(push–pull theory), natural increase.
The emergence of megacities.
A case study of a major city in a LIC or NEE to illustrate: •
the location and importance of the city, regionally,
nationally and internationally.
Causes of growth: natural increase and migration.How urban growth has created challenges:
• managing urban growth – slums, squatter settlements.
• Providing clean water, sanitation systems and energy
• Providing access to services – health and education
• Reducing unemployment and crime
• Managing environmental issues – waste disposal, air and
water pollution, traffic congestion.
Overview of the distribution of population and the major
cities in the UK.
A case study of a major city in the UK to illustrate:
• the location and importance of the city in the UK and the
wider world
Features of sustainable urban living:
• water and energy conservation, waste recycling, creating
green space.
How urban transport strategies are used to reduce traffic
congestion.
3.2.2 Changing Economic Economic futures in the UK: causes of economic change:
World deindustrialisation and decline of traditional industrial base,
globalisation and government policies
Improvements and new developments in road and rail
infrastructure, port and airport capacity
The north–south divide. Strategies used in an attempt to
resolve regional differences
3.2.3.1 Resource Energy: • the changing energy mix – reliance on fossil
Management fuels, growing significance of renewables
Reduced domestic supplies of coal, gas and oil
Economic and environmental issues associated with
exploitation of energy sources.
3.2.3.3 Water Areas of surplus (security) and deficit (insecurity): • global
patterns of water surplus and deficit
reasons for increasing water consumption: economic
development, rising population
Overview of strategies to increase water supply: • diverting
supplies and increasing storage, dams and reservoirs,
water transfers and desalination
An example of a large scale water transfer scheme to
show how its development has both advantages and
disadvantages.
Moving towards a sustainable resource future: • water
conservation, groundwater management, recycling, ‘grey’
water
Skills Checklist
• Calculate the mean, mode, median and range
• Complete bar, line and pie graphs
• Use and interpret OS maps at a range of scales. Four and six figure grid references
and direction
• Atlas maps based on global and other scales
• Photographs; use and interpret ground, aerial and satellite photographsMFL
MFL – Unseen Assessment 1: Foundation
Specification Details
French Paper 4: Writing Photo card, 40 word written response, translation into
French, 90 word written response from the following topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends/ marriage and
partnerships
Technology – mobiles/ internet/ social media
Travel and tourism
German Paper 4: Writing Photo card, 40 word written response, translation into
German, 90 word written response from the following
topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends/ marriage and
partnerships
Technology – mobiles/ internet/ social media
Travel and tourism
Spanish Paper 4: Writing Photo card, 40 word written response, translation into
Spanish, 90 word written response from the following
topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends/ marriage and
partnerships
Technology – mobiles/ internet/ social media
Travel and tourism
MFL – Unseen Assessment 1: Higher
Specification Details
French Paper 4: Writing 90 word written response, 150 word written response,
translation into French from the following topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends/ marriage and
partnerships
Technology – mobiles/ internet/ social media
Travel and tourism
German Paper 4: Writing 90 word written response, 150 word written response,
translation into German from the following topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends/ marriage and
partnerships
Technology – mobiles/ internet/ social media
Travel and tourism
Spanish Paper 4: Writing 90 word written response, 150 word written response,
translation into Spanish from the following topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends/ marriage and
partnerships
Technology – mobiles/ internet/ social media
Travel and tourismMFL – Unseen Assessment 2: Foundation
Specification Details
French Paper 1: Listening Section A: Questions and answers in English
French Paper 3: Reading Section B: Questions and answers in French
Section C: Translation into English
from the following topics:
Jobs and Future plans
Relationships – family and friends, marriage and
partnerships
Technology – mobiles, internet, social media
Travel and tourism
Holidays
Unhealthy lifestyles – smoking, alcohol, drugs, diet
Global issues – environment
Life at school
Free time – hobbies, eating out
Home and local area
German Paper 1: Listening Section A: Questions and answers in English
German Paper 3: Reading Section B: Questions and answers in German
Section C: Translation into English
from the following topics:
Jobs and Future plans
Relationships – family and friends, marriage and
partnerships
Technology – mobiles, internet, social media
Travel and tourism
Holidays
Unhealthy lifestyles – smoking, alcohol, drugs, diet
Global issues – environment
Life at school
Free time – hobbies, eating out
Home and local area
Spanish Paper 1: Listening Section A: Questions and answers in English
Spanish Paper 3: Reading Section B: Questions and answers in Spanish
Section C: Translation into English
from the following topics:
Jobs and Future plans
Relationships – family and friends, marriage and
partnerships
Technology – mobiles, internet, social media
Travel and tourism
Holidays
Unhealthy lifestyles – smoking, alcohol, drugs, diet
Global issues – environment
Life at school
Free time – hobbies, eating out
Home and local areaMFL – Unseen Assessment 2: Higher
Specification Details
French Paper 1: Listening Section A: Questions and answers in English
French Paper 3: Reading Section B: Questions and answers in French
Section C: Translation into English
from the following topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends, marriage and
partnerships
Technology – mobiles, internet, social media
Travel and tourism
Holidays
Social issues – poverty, crime, homelessness
Unhealthy lifestyles – smoking, alcohol, drugs, diet
Global issues – environment
Life at school
Free time – hobbies, eating out
Home and local area
German Paper 1: Listening Section A: Questions and answers in English
German Paper 3: Reading Section B: Questions and answers in German
Section C: Translation into English
from the following topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends, marriage and
partnerships
Technology – mobiles, internet, social media
Travel and tourism
Holidays
Social issues – poverty, crime, homelessness
Unhealthy lifestyles – smoking, alcohol, drugs, diet
Global issues – environment
Life at school
Free time – hobbies, eating out
Home and local area
Spanish Paper 1: Listening Section A: Questions and answers in English
Spanish Paper 3: Reading Section B: Questions and answers in Spanish
Section C: Translation into English
from the following topics:
Jobs/ Careers/ Future ambitions
Relationships – family and friends, marriage and
partnerships
Technology – mobiles, internet, social media
Travel and tourism
Holidays
Social issues – poverty, crime, homelessness
Unhealthy lifestyles – smoking, alcohol, drugs, diet
Global issues – environment
Life at school
Free time – hobbies, eating out
Home and local areaCitizenship
Citizenship – Unseen Assessment 1
Specification Details
The key principles and What values does a society need to survive and thrive?
values underpinning British
society today.
The rights, responsibilities Studies need to define what is currently meant by the term’
and role of the media and a the media’ from traditional to new to e media to social
free press in informing and media. The concept of a free press needs to be explored
influencing public opinion, via a range of differing media formats.
providing a forum for the
communication and
exchange of ideas and
opinions, and in holding
those in power to account.
The opportunities and This element of the course considers participation in
barriers to citizen society, based upon living in a democracy.
participation in democracy
Who can and cannot vote in Students need to understand who can and cannot stand
elections and why; debates for election/vote in the various types of elections in the UK
about the voting age.
Two different examples of The interaction between groups of citizens and those who
how citizens working hold power. This can be studied through the use of
together, or through groups, contemporary case studies
attempt to change or
improve their communities
through actions either to
address public policy,
challenge injustice or resolve
a local community issue
Citizenship – Unseen Assessment 2
Specification Details
Changes and movement of Students need to be aware that the UK has over the
population over time: the centuries seen differing patterns of mass migration. The
impact on different focus needs to be on the post war period.
communities in the UK; the
nature of immigration and
migration to and from the
UK.
The rights, responsibilities Studies need to define what is currently meant by the term’
and role of the media and a the media’ from traditional to new to e media to social
free press in informing and media. The concept of a free press needs to be explored
influencing public opinion, via a range of differing media formats.
providing a forum for the
communication and
exchange of ideas and
opinions, and in holding
those in power to account.
How the UK has assisted in A focus upon actions by the UK government as the final
resolving international element relates to NGOs.disputes and conflicts, and
the range of methods used
The opportunities and This element of the course considers participation in
barriers to citizen society, based upon living in a democracy.
participation in democracy
Rights and legal entitlements The aim is that students have a broad understanding that
of citizens at differing ages: there are differing rights at different ages
the age of criminal
responsibility and other legal
ages when young people
become legally responsible
for their actions (drive,
marry, vote, join the forces)
How we deal with those who Students are to understand the role of sentencing in the
commit crime: UK and how the justice system operates.
differing forms of
punishment available in the
UK
the purposes of sentencing
the effectiveness of
differing types of sentence
how the youth justice
system operates.
Computer Science
Computer Science – Unseen assessment 1
Specification Details
1.1 Systems architecture The purpose of the CPU
Von Neumann architecture:
MAR (Memory Address Register)
MDR (Memory Data Register)
Program Counter
Accumulator
Common CPU components and their function:
ALU (Arithmetic Logic Unit)
CU (Control Unit)
Cache
The function of the CPU as fetch and execute instructions
stored in memory
How common characteristics of CPUs affect their
performance:
Clock speed
Cache size
Number of cores
Embedded systems:
Purpose of embedded systems
Examples of embedded systems
1.2 Memory The difference between RAM and ROM
The purpose of ROM in a computer system
The purpose of RAM in a computer system
The need for virtual memoryFlash memory
1.3 Storage The need for secondary storage
Data capacity and calculation of data capacity
requirements
Common types of storage:
Optical
Magnetic
Solid state
Suitable storage devices and storage media for a given
application, and the advantages and disadvantages of
these, using characteristics:
Capacity
Speed
Portability
Durability
Reliability
Cost
1.4 Wired and wireless Types of networks:
Networks LAN (Local Area Network)
WAN (Wide Area Network)
Factors that affect the performance of networks
The different roles of computers in a client-server and a
peer-to-peer network
The hardware needed to connect stand-alone computers
into a Local Area Network:
Wireless access points
Routers/switches
NIC (Network Interface Controller/Card)
Transmission media
The internet as a worldwide collection of computer
networks:
DNS (Domain Name Server)
Hosting
The cloud
The concept of virtual networks
1.6 System security Forms of attack
Threats posed to networks:
Malware
Phishing
People as the ‘weak point’ in secure systems
(social engineering)
Brute force attacks
Denial of service attacks
Data interception and theft
The concept of SQL injection
Poor network policy
Identifying and preventing vulnerabilities:
Penetration testing
Network forensics
Network policies
Anti-malware software
Firewalls
User access levels
PasswordsEncryption
1.7 Systems software The purpose and functionality of systems software
Operating systems:
User interface
Memory management/multitasking
Peripheral management and drivers
User management
File management
Utility system software:
Encryption software
Defragmentation
Data compression
The role and methods of backup:
Full
Incremental
Computer Science – Unseen assessment 2
Specification Details
2.1 Algorithms Computational thinking:
Abstraction
Decomposition
Algorithmic thinking
Standard searching algorithms:
Binary search
Linear search
Standard sorting algorithms:
Bubble sort
Merge sort
Insertion sort
How to produce algorithms using:
Pseudocode
Using flow diagrams
Interpret, correct or complete algorithms
2.2 Programming techniques The use of variables, constants, operators, inputs, outputs
and assignments
The use of the three basic programming constructs used to
control the flow of a program:
Sequence
Selection
Iteration (count and condition controlled loops)
The use of basic string manipulation
The use of records to store data
The use of SQL to search for data
SELECT
FROM
WHERE
LIKE
AND
OR
WILDCARDS (the use of ‘*’ and ‘%’ as a
wildcard)The use of data types:
Integer
Real
Boolean
Character and string
Casting
The common arithmetic operators (+,-,*,/,//,%,**)
The common Boolean operators (AND, OR NOT)
2.3 Producing robust Defensive design considerations:
programs Input sanitisation/validation
Planning for contingencies
Anticipating misuse
Authentication
Maintainability:
Comments
Indentation
The purpose of testing
Types of testing:
Iterative
Final/terminal
How to identify syntax and logic errors
Selecting and using suitable test data
2.4 Computational logic Why data is represented in computer systems in binary
form
Simple logic diagrams using the operations AND (/\), OR
(\/) and NOT (¬)
Truth tables
Combining Boolean operators using AND,
OR and NOT to two levels
Applying logical operators in appropriate
truth tables to solve problems
Applying computing-related mathematics:
Addition (+)
Subtraction (–)
Division (/)
Multiplication (*)
Exponentiation (^)
MOD (%)
DIV (//)
2.5 Translators and facilities Characteristics and purpose of different levels of
of languages programming language, including low level languages
The purpose of translators
The characteristics of an assembler, a compiler and an
interpreter
Common tools and facilities available in an integrated
development environment (IDE):
Editors
Error diagnostics
Run-time environment
Translators
2.6 Data representation Units
bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte,
petabyteHow data needs to be converted into a binary format to be
processed by a computer
Numbers
How to convert positive denary whole numbers (0–255)
into 8 bit binary numbers and vice versa
How to add two 8 bit binary integers and explain overflow
errors which may occur
Binary shifts
How to convert positive denary whole numbers (0–255)
into 2 digit hexadecimal numbers and vice versa
How to convert from binary to hexadecimal equivalents
and vice versa
Check digits
Characters
The use of binary codes to represent characters
The term ‘character-set’
The relationship between the number of bits per character
in a character set and the number of characters which can
be represented (for example ASCII, extended ASCII and
Unicode)
Images
How an image is represented as a series of pixels
represented in binary
Metadata included in the file
The effect of colour depth and resolution on the size of an
image file
Sound
How sound can be sampled and stored in digital form
How sampling intervals and other factors affect the size of
a sound file and the quality of its playback:
Sample size
Bit rate
Sampling frequency
Compression
Need for compression
Types of compression:
Lossy
Lossless
Design Technology
Design Technology (AQA) – Unseen Assessment 1
Specification Details
3.2.3 Ecological and social • Deforestation, mining, drilling and farming.
footprint • Mileage of product throughout life cycle including
life cycle analysis.
• Carbon footprint.
• The 6 R’s.
3.1.2 Energy generation and • How power is generated from coal, oil and gas.
storage • How nuclear power is generated.
• How power is generated from wind, solar, tidal,
hydro-electrical and biomass.• Kinetic pump storage.
• Alkaline and re-chargeable batteries.
3.1.4 Systems approach to • Inputs, processes and outputs.
designing
3.1.5 Mechanical devices • Different types of movement.
• Changing magnitude and direction of force (levers,
linkages and rotary systems).
Design Technology (AQA) – Unseen Assessment 2
Specification Details
3.1.1 New and emerging • Industry: The impact of new and emerging
technologies technologies on the design and organisation of the
workplace including automation and the use of
robotics, buildings and the place of work, tools and
equipment.
• Enterprise: Enterprise based on the development of
an effective business innovation (crowd funding,
virtual marketing and retail, co-operatives and fair
trade).
• Sustainability: The impact of resource consumption
on the planet (finite, non-finite, disposal of waste).
• People: How technology push/market pull affects
choice. Changing job roles due to the emergence
of new ways of working driven by technological
change.
• Culture: Changes in fashion and trends in relation
to new and emergent technologies.
• Society: How products designed and made to avoid
having a negative impact on others.
• Environment: Positive and negative impacts new
products have on the environment (continuous
improvement, efficient working, pollution and global
warming).
• Production techniques and systems: The
contemporary and potential future of; automation,
CAD, CAM, FMS, JIT, lean manufacturing.
• Other links; Planned obsolescence, design for
maintenance, ethics.
3.1.6 Material categories • Papers and boards (Bleed proof, cartridge paper,
grid, layout paper, tracing paper, corrugated card,
duplex board, foil lined board, foam core board, ink
jet card and solid white board).
• Natural and manufactured timbers (ash, beech,
mahogany, oak, balsa, larch, pine, spruce, MDF,
plywood and chipboard).
• Metals and alloys (low carbon steel, cast iron, high
carbon steel, aluminium, copper, tin, zinc, brass,
stainless steel and high speed steel).
• Polymers (acrylic, high impact polystyrene, high
density polythene, polypropylene, polyvinyl
chloride, polyethylene terephthalate, epoxy resin,melamine-formaldehyde, phenol formaldehyde,
polyester resin and urea-formaldehyde).
• Textiles (cotton, wool, silk, polyester,
polyamide/nylon, elastane/lycra, polycotton,
woven/knitted/bonded).
3.2.4 Sources and origins • Primary sources of materials and the main
processes involved in converting into workable
forms for at least one material area.
Graphics – Papers and Boards – How cellulose fibres
are derived from wood and grasses converted into
paper.
Textiles – Textiles – Obtaining raw material from
animal, chemical and vegetable sources, processing
and spinning.
3.2.5 Using and working with • How different properties of materials and
materials components are used in commercial products, how
properties influence use and how properties affect
performance for at least one material area.
Graphics – Papers and Boards – Flyers/leaflets/card
based food packaging.
Textiles – Textiles – Sportswear and furnishings.
Food Preparation and Nutrition
Food Preparation and Nutrition (AQA) – Unseen Assessment 1
Specification Details
3.2.1 Macronutrients • Protein (LBV, HBV, protein alternatives)
• Fats (Saturated, unsaturated)
• Carbohydrates (Starch, sugars, dietary fibre)
3.2.2 Micronutrients • Vitamins (Fat soluble, water soluble and antioxidant
functions)
• Minerals (Calcium, iron, sodium, fluoride, iodine,
phosphorus)
• Water
3.2.3.1 Making informed • Current guidelines for a healthy diet
choices for a varied and • Portion size and costing while meal planning
balanced diet • Life stages
• Dietary groups
• Maintaining a healthy body weight
3.2.3.4 Diet, nutrition and • The relationship between diet, nutrition and health
health • The major diet related health risks (obesity, CHD,
high blood pressure, bone health, dental health,
iron deficiency anaemia and diabetes).
Food Preparation and Nutrition (AQA) – Unseen Assessment 2
Specification Details
3.5.1.2 Food choices • Food choices related to religion, culture, ethical and
moral beliefs and medical conditions.
3.5.1.3 Food labelling and • How information about food available to the
marketing influences consumer, including labelling and marketing,You can also read
