YEAR 11 SUBJECT SUPPORT AND STUDY SKILLS - (2019) Student Name :_ Form Group : _ - Princes ...
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YEAR 11
SUBJECT SUPPORT
AND STUDY SKILLS
(2019)
Student Name :__________________________________
Form Group : _______________
Page 1 of 33
English
Exams:
English Language – 100% exam, two exams in total
Supplementary speaking and listening assessment
English Literature- 100% exam, two exams; novel, post-1900 play, Shakespeare and
poetry
Useful websites:
Grammar and punctuation: www.bbc.co.uk/skillswise/english
General revision: https://www.gcsepod.com/
Please note that there are numerous English Language and English Literature resources
available for students via the PRSBUCKS.COM English GCSE area.
English Language GCSE: http://www.bbc.co.uk/education/subjects/zr9d7ty
English Language Course Specific: http://www.aqa.org.uk/subjects/english/gcse/english-
language-4705
English Literature Course Specific:
http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702
English Literature Text Specific:
Jekyll and Hyde:
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/prosejekyllhyde/
http://www.sparknotes.com/lit/jekyll/
Romeo and Juliet:
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramaromeojuliet/
http://www.bbc.co.uk/programmes/articles/484GwDBByzcGTGCy5bvmhLF/romeo-and-
juliet
http://www.sparknotes.com/shakespeare/romeojuliet/
An Inspector Calls:
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramainspectorcalls/
http://www.sparknotes.com/drama/an-inspector-calls/
Useful/critical books and guides:
York Notes for any set text
CGP guide for any set text
CGP - New GCSE English Language AQA Workbook - for the Grade 9-1 Course (includes
Answers), ISBN: 1782943706
Youtube channels and online guides:
Writing to persuade - https://www.youtube.com/watch?v=yHXsm7E9yz4
Writing a newspaper article - https://www.youtube.com/watch?v=9tZfhExm7kY
Writing to inform - https://www.youtube.com/watch?v=gQIC1tc9MDA
Page 2 of 33
http://pittville.gloucs.sch.uk/Year%2011%20Exam%20Revision/An-Inspector-Calls-Revision-
pack.pdf
http://www.langley-sec.solihull.sch.uk/Eng%20Lit%20Revision%20Inspector%20Calls.pdf
www.teachit.co.uk/attachments/3512.pdf
https://www.youtube.com/user/mrbruff
Please remember that many Google/Youtube GCSE searches will bring up resources for the
old specifications. If you are looking at exam specific techniques, ensure the video or site is
referencing post-2015 specifications. The writing skills will remain consistently relevant.
Booster sessions:
These have traditionally been held on a Tuesday with class teachers but please check with
teachers to confirm.
Key skills to develop in your subject:
· Choosing and analysing quotations.
· Writing skills: spelling, grammar, paragraphing, vocabulary
· Conventions of different genres and styles
· Impact of audience
· Conventions of different purposes for writing
· Revise language, poetic and structural devices
· Reading / comprehension skills
· Exploring character and themes
· Summary skills
· Comparative skills
· Researching context of texts and their impact on writers’ intentions
· Practise essays and practise exam papers
Maths
Critical dates: Assessments each half term, Pre-Public Exam in December 2018 and March
2019, GCSE Exams in May and June 2019
Exams
Three 90 minute exams to be sat at end of year 11
2x calculator and 1x non-calculator
Foundation: Grades 1-5
Higher: Grades 3-9
Useful websites : www.prsbucks.com/Maths
www.mymaths.co.uk
PiXL website/app - all students will be given login details
www.doodlelearn.co.uk
Page 3 of 33www.corbettmaths.com
www.mathsgenie.co.uk
Useful/critical books and guides :
Edexcel Mathematics - Revision Guide and Revision Workbook (new specification).
Booster sessions : From January 2019, every Thursday after school, all Y11s welcome.
Enrichment Maths booster- Wednesday Period 4, all year.
Other tips : Small chunks of revision every day, complete regular homework.
French
Bonne chance à tous!
Important dates:
● All exams are linear so will take place in the Summer exam session.
● The orals will take place between April and May 2019 and all students will
complete it with a member of the Department (the board marks all papers including
the Speaking).
● December – Mocks in all four skills.
● We will continue to cover the topics for GCSE with multiple attempts at practising
exam skills, including translation and Foundation and Higher examples of Listening,
Reading, Writing and Speaking tasks related to the areas studied.
Students will need to revise all the vocabulary and grammar points from all the themes
(topics) explored in years 9, 10 and 11 and continually go over what has been covered in
order to have less to remember/revise in one go. Practice makes perfect !
Theme 1: Identity & Culture
● Me, my family and friends
● Relationships with family and friends
● Free-time activities (music, cinema & TV)
● Food and eating out
● Sport
● Customs and festivals in French-speaking countries/communities
● Marriage, partnership
● Technology in everyday life (social media, mobile technology)
Theme 2: Local, National, International & Global areas of interest
● Home, town, neighbourhood and region
● Travel and tourism
● Social issues (healthy and unhealthy living)
● The environment
● Voluntary work
● Homelessness, poverty
Theme 3: Current and future study and employment
● My studies
● Life at school/college
Page 4 of 33● Education Post-16
● Career choices and ambitions
All relevant vocabulary and grammar can be found in students’ best books, rough books
and/or vocab books that cover the 3 years of GCSE studies. Students will need to be very
thorough and rigorous when revising tenses:
- present, past, future for Foundation
- same as above plus conditional, imperfect and subjunctive for Higher
We have a number of Revision guides in the Department that we are quite happy to lend
but students can purchase the AQA GCSE Revision Guide & Workbook for £1.99 each (only a
few Guides left). I am happy to mark any work they wish to do at home.
Other useful sites:
● www.languagesonline.org.uk
● http://1jour1actu.com/
● www.memrise.com
● http://platea.pntic.mec.es/~cvera/hotpot/chansons/index.htm
● Studio Foundation & Higher – students will be given the login details in lessons and
can access all exercises from home
● AQA past papers (old Specification) and Specimen paper including Audio
A list of vocabulary is also included in the Specification on the AQA website
Booster sessions :
Ad hoc revisions according to individual needs (preferably a Wednesday after school to
avoid clashes with other meetings)
Citizenship
Exam Board - Edexcel Citizenship Studies
Assessment - 100% of the course is assessed through examination. There is no Controlled
Assessment but students must complete a Citizenship action which will be assessed during
the examination (this will make up 15% of the examination marks).
Overview
Content overview Assessment overview
Living together in the UK Assessed in Paper 1
1hr 45min, 80 marks
Democracy at work in the UK 50% of the GCSE
Law and justice
Power and influence Assessed in Paper 2
1hr 45min, 80 marks
Taking citizenship action 50% of the GCSE
Page 5 of 33Citizenship Action – this is a planned course of informed action to address a citizenship
issue or question of concern aimed at delivering a benefit or change for a particular
community or wider society. Students are required to conduct a critical investigation leading
to citizenship action. Most of year 11 will complete this during year 10 and the emphasis for
year 11 will now be on how to use it to answer examination questions successfully. If any
student has not completed a citizenship action by the end of the summer term, they will be
asked to attend after school intervention sessions before half term in the autumn term of
year 11 until this is completed.
Citizenship Skills - this qualification will require students to demonstrate the ability to:
● form their own hypotheses, create sustained and reasoned arguments and reach
substantiated conclusions when appropriate
● understand the range of methods and approaches that can be used by governments,
organisations, groups and individuals to address citizenship issues in society, including
practical citizenship actions
● formulate citizenship enquiries, identifying and sequencing research questions to analyse
citizenship ideas, issues and debates
● select and organise their knowledge and understanding in responses and analysis, when
creating and communicating their own arguments, explaining hypotheses, ideas and
different viewpoints and perspectives, countering viewpoints they do not support, giving
reasons and justifying conclusions drawn
● present their own and other viewpoints and represent the views of others, in relation to
citizenship issues, causes, situations and concepts
● plan practical citizenship actions aimed at delivering a benefit or change for others in
society
● critically evaluate the effectiveness of citizenship actions to assess progress towards the
intended aims and impact for the individuals, groups and communities affected
● show knowledge and understanding of the relationships between the different citizenship
aspects studied, using the concepts to make connections, identify and compare similarities
and differences in a range of situations from local to global
It will be helpful to maintain awareness of both local and national current affairs by
watching news programmes on a regular basis or by reading the news, either online or in a
newspaper.
The current textbook is called Citizenship Today by Jenny Wales. It is published by Collins
(4th Edition, May 2016). There is no specific revision guide available for the course at this
point but more generic Citizenship revision guides can be purchased. Resources will also be
made available on Google Classroom for students to use.
Useful websites:
http://www.bbc.co.uk/education/subjects/z3ckjxs
https://getrevising.co.uk/revision-cards/gcse_citizenship_rights_and_responsibilities
https://quizlet.com/subject/citizenship/
https://www.doddlelearn.co.uk
Page 6 of 33https://qualifications.pearson.com/en/qualifications/edexcel-gcses/citizenship-studies-
2016.html
Drama
Component 1: Devising Drama (Practical Exam with Theory element)
30% of GCSE
-Performance of a devised piece of theatre (based on one of the 10 provided stimuli) 20% of
GCSE
-Portfolio evidence (Including evaluation of own work) 10% of GCSE
Component 2: Presenting and Performing Texts (Text TBC) (Practical Exam)
30% of GCSE
-2 Scripted performances each worth 15% of GCSE
-Concept Proforma (filled in during class)
Component 3: Performance and Response
40% of GCSE
-Section A- Study of a set text (Blood Brothers) 30% of GCSE
-Section B- Review of a live theatre production 10% of GCSE
Useful websites:
www.bbc.co.uk/bitesize/gcse/drama
www.nationaltheatre.org.uk
Blood Brothers Soundtrack
https://www.youtube.com/playlist?list=PL8f_ACV3dM09gJyt3KqZx03B5LeRz-opS
Websites or books in support of learning will be dependent on the stimuli in the units. These
are not made available until the start of each Unit so more guidance will be given later in
the year.
Key skills:
A successful Drama student will be a good listener and able to work well with others in
rehearsal and performance.
In rehearsal the student will make valid and creative suggestions of their own and respond
positively to the ideas of others, perhaps extending or adapting the contributions of the
group to create a higher level response.
The GCSE course tests a student’s ability to respond to a text or other stimulus and analyse
its potential for performance. This may involve the study and application of a particular
theatrical genre and performance style.
Page 7 of 33Research into the stimuli, play, playwright, context, practitioner and/or acting style will
enable the student to justify their reasoning for creative decisions and demonstrate their
understanding of the use of drama form to create meaning for an audience.
They will be able to learn lines and perform scripted extracts confidently.
The creation of original drama and ideas for the semiotics of performance (e.g. set,
costume, use of sound and lighting) will demonstrate their practical understanding of drama
theory.
The ability to reflect on the development of ideas in response to the stimulus and to add,
edit and adapt creative decisions in the rehearsal process will be recorded in the Working
Record.
Art
Students must spend at least 3 hours per week on examination Preparation.
G.C.S.E. Exam Preparation
Week: Classwork + homework Description Feedback/
notes
Week 1: collect Title page, collect visual research
Homework: and produce double page. Annotate
Week 2 : collect and record Art trip double page, Artist research
Homework: Artist Pastiche double page
Week 3 : Collect and record Mind – map.
Home work: Take a series of Record 6 – 8 initial ideas in sketch
photographs that link to your form.
theme, print and stick in. Annotate
Week 4: Record and Mark making and observational
experiment. drawing, timed drawing,
Homework: 2 – 3 hour experimental drawing.
observational drawing.
Week 5: Record and develop Develop 4 ideas adding colour and
tone to a least 2 of the ideas.
Page 8 of 33Week 6: Record and Experiment with colour and mark
experiment. making linked to your final idea.
Homework: Develop 2 final Also 1 lesson of print making.
ideas.
Week 7: Develop + refine final Show clear development of final
ideas. idea. Decide which idea will be your
Homework: Clear drawing of final idea.
final idea.
Week 8: Develop + Refine Look at 2 variations on final ideas,
Final Piece linked to either process or style.
Week 9 : Refine + order Add colour to final ideas either
materials using paint, inks collage, coloured
Homework: Finish adding colour pencils,etc.
to final piece, tidy up sketch
book.
Week 10: Refine and establish Refine final idea, produce scale
final idea. drawing, correct proportions,
Homework: Final idea must be practice process, techniques.
drawn up in sketch book and
agreed. Annotate all pages.
Week 11: exam week Deadline: All work needs to be
Friday 11th May and Monday finished, all student need to have a
14th May clear idea of what they are doing.
Homework: attend Art club
every day if you require help or
support.
Autumn Term:
September Hand in summer project.
September Start new Sketch book and new Project.
Page 9 of 33October Initial Research: Title page, 100 words proposal, primary and
secondary research.
October Research deadline and review of project.
November Experimentation and development of ideas.
November Deadline for mock exam piece.
December Mock Exam.
Tutorials: feedback from mock exam ( Action plan).
Spring Term:
January Parents Evening.
January Hand out Exam Question.
February Continue to develop 2nd final piece and tidy Sketch book.
February Half Term Course work catch up days.
Tuesday and Wednesday.
Late February Deadline to hand in coursework: Unit 1 (60% mark).
Feb 2019 Art Trip to London linked to exam question.
March Start the process of developing a response to the exam question.
30 hours teaching/ start second sketchbook.
April Review initial ideas for exam question Units 2.
Half term/ Easter Exam support (1 or 2 days).
Summer Term:
Early May Show final plans for exam piece to staff.
May Final exam 10 hours over 3 days.
Early June Final Hand in Date for any Unit 1 course work that has not been
finished after this date no work can be submitted.
Mid June Moderation Day to be confirmed.
July Summer Exhibition of students’ work.
Extra Support for students:
All Students are expected to spend 2- 3 hours per week on homework. Failure to complete
homework will result in a detention after school.
Homework is set every week and we would encourage you to remind them.
Catch up sessions during Half term and Easter.
Art club Monday, Tuesday, Wednesday and Thursday 3:00 – 5:00
Music
Page 10 of 33SUPPORTING YOUR CHILD’S SUCCESS IN MUSIC
The majority of your child’s grade in Music is generated from their coursework making up
60%. Ways you can support them with this are ;
COMPOSITION: (30%)
This has to be completed in school but you can support your child by ensuring they are
regularly listening to different genres of music. The composition briefs are based around all
genres of music so the more styles they are subjected to the better ! If they never listen to
any different genres then just tuning into a different radio station for 20 mins a day would
be helpful.
You could also ask your child what style their composition they are composing is and make
sure they listen to this style e.g. if they are composing a Rondo then just type Rondo into
YouTube or Spotify and get your child to listen to this. This would be hugely beneficial to
their composition work.
PERFORMANCE: (30%)
Generally, this is the strongest area as most students who take Music are passionate about
playing a musical instrument. After Christmas, all the students will be looking at their
current marks for performance and possibly recording their solo and group performances
again.
To get a good mark in group work they need to be regularly performing as part of an
ensemble. At PRS, we offer many opportunities for this including Orchestra and Rock Band
as well as space and time to rehearse.
To get the best possible mark in the performance coursework the recording must be well
prepared, accurate and enjoyable to listen to.
You can ensure that your child is practising as often as possible. Yr 11 is a busy year but
even if they can fit in at least 3 x 20min practise sessions a week then this would be
beneficial. Regular and often is better than last minute as that just doesn’t work with
performances !
LISTENING and APPRAISING EXAM: (40%)
This exam will take place in May and will be the last element of the course. By then, your
child will have completed two mock examinations and be quite used to the format but ways
you can support them are ;
Page 11 of 33● Regular revision and listening to the Set Works. These can be found on Spotify or
YouTube. The YouTube versions are particularly useful as they have notes about the
pieces
● A good revision guide is GCSE Music Eduqas Specification.
● If they are struggling with this section of the exam it may be because they are having
difficulty reading notation. This can be practiced on a number of websites (see
below) and, like the performance coursework, regular practice is the best way. 20
minutes three times a week would really help to improve their grade in all three
areas of this subject.
● There is a great smartphone app called GCSE Music that can be downloaded from
the i-tunes store for only £1.99. This has lots of practice questions to support your
child’s revision. ↘
KEY POINTS:
Regular instrumental / vocal practice
Listening to lots of different genres of music – in particular the set works
Reading notation practice. www.musictheory.net or http://www.teoria.com/exercises/
APPRAISING
Areas of Study
1. Musical Forms and Devices (set work - Eine Kleine Nachtmusik - Mozart)
2. Music for Ensemble
3. Film Music
4. Popular Music (set work - Since you been gone - Rainbow)
History
Miss C. Glover (Head of History) – cglover@princesrisborough.bucks.sch.uk
Ms S. King – sking@princesrisborough.bucks.sch.uk
Miss M. Davies - mdavies@princesrisborough.bucks.sch.uk
Course and Exam Details:
Paper One: 1hr 15mins
● Crime and Punishment in Britain, c1000-present with
Whitechapel, c1870-1900: crime, policing and the inner city 30%
Paper Two: 1hr 45mins
● Superpower Relations and the Cold War, 1941-1991
● Early Elizabethan England, 1558-1588 40%
Paper Three: 1hr 20mins
Page 12 of 33● Weimar and Nazi Germany, 1918-1939
30%
Online Resources:
http://www.bbc.co.uk/education/subjects/zj26n39 (BBC Bitesize - History Home Page)
www.bbc.co.uk/history
www.spartacus-educational.com
www.historylearningsite.co.uk
www.johndclare.net
www.historyonthenet.com
http://www.nationalarchives.gov.uk/education/candp/
www.history.co.uk (video clips as well as info!)
How to revise for History:
• Read through your notes in your exercise books
• Make revision notes e.g. note cards/flashcards; mind maps; posters – use the style of
learning that you prefer the most
• Exam practice – we already do this in class! Make sure you are aware of your
strengths and area for development – if you are not sure, ask your teacher for
guidance on how you can improve on your exam technique
• Refer to relevant additional resources (e.g. internet sites) to help extend your
understanding of the topics
History Key Skills:
• Excellent written communication
• Independent work/learning
• High level analysis and evaluation
• Time-management
• Self-motivation
• Research (including use of ICT)
• The ability to accurately recall key historical facts and information
‘Not to know what happened in former times is to continue always as a child’
Cicero (a Roman philosopher)
Geography
OCR B : Geography for enquiring minds
Course structure
Page 13 of 33Course content
There will be catch up sessions which I strongly recommend to students. Those who have
lost their books, missed chunks of time from school or who did not complete all the work in
lessons must attend the relevant sessions. Venue: M25 3.00 – 4.15pm. Schedule will be
released before Christmas 2017.
GCSE OCR B
Year 9
Topic 1: Global Hazards
Chapter 1 How can weather be hazardous ?
Chapter 2 How do plate tectonics shape our world ?
Topic 2: Changing Climate
Chapter 3 What evidence is there to suggest climate change is a natural process ?
Topic 3: Distinctive Landscapes
Chapter 4 What makes landscapes distinctive ?
Chapter 5 What influences the landscape of the UK ?
Year 10
Topic 4: Sustaining Ecosystems
Chapter 6 Why are natural ecosystems important ?
Chapter 7 Why should tropical rainforests matter to us ?
Chapter 8 Is there more to polar environments than ice ?
Topic 5: Urban Futures
Chapter 9 Why do more than half of the world’s population live in urban areas ?
Chapter 10 What are the challenges and opportunities for cities today ?
Page 14 of 33Topic 6: Dynamic Development
Chapter 11 Why are some countries richer than others ?
Chapter 12 Are LIDCs likely to stay poor ?
Year 11
Topic 7
Chapter 13 How is the UK changing on the 21st century ?
Chapter 14 Is the UK losing its global significance ?
Topic 8
Chapter 15 Will we run out of natural resources ?
Chapter 16 Can we feed nine billion people by 2050 ?
Fieldwork and Geographical Exploration
Chapter 17 Geography fieldwork
Chapter 18 Geographical exploration
Other sources of information
Sources of information ☺ ☹
I have used my notes from my lessons
I have used the new GCSE Geography book
I have used the internet as a source of information
I have used the revision book
I have turned up to the afterschool revision sessions
Revision Book - I strongly recommend the recently published revision book
Title : GCSE Geography, OCR B: Geography for enquiring minds, CPG
ISBN : 978-1-78294 618 2
Where to buy ? Book depository, Amazon, Wordery.
Cost: £3.99 rrp
Command words in exam questions – these have changed since last year and it is very
important that students understand the correct meanings. A test at home after dinner, in
the car or before the telly ?!?
Identify Name the process or location
Complete Finish off a task that has been partly done
Name Like ‘identify’
Page 15 of 33Describe Give the main characteristics of a topic or issue
Explain Give reasons why something is as it is
Examine Describe something in detail
Outline Give the minimum features of something
Define Say what something means
Suggest reasons Say why something might have happened or occurred
Give reasons Say why something has happened or occurred
Comment on Give some reasons why and how something is as it is
State Like ‘name’ or ‘identify’
*Compare / comparison Look at the similarities and difference
*Contrasting Two very different areas
*Evaluate Look at two sides of and issues to show positives and
negatives and draw a conclusion
*Assess Look at two sides of and issues to show positives and
negatives and draw a conclusion
*Discuss Look at two sides of an issues
*New command words
Case studies – there are no more ‘use examples’ questions. However, students are
expected to use case studies and examples wherever they can. You can support the
students by asking them to list 5 facts about each case study (location, impacts, dates and
statistics)
Glossaries – for each of the topics the students have been given a glossary of key words.
Students are allocated marks for their use of these in their answers. You could test the
students each day with 5 key words and ask how they would use them in an answer.
Spelling, Punctuation and Grammar
In each of the longer questions, SPaG is usually worth around 3 marks. Some students are
still being careless and making silly mistakes. If you check their work, point out capital
letters and full stops.
Encourage the student to write legibly – but not at the expense of completing the work.
Key points for students to succeed in Geography:
● Know when your exam is
● Know your strengths and weaknesses (self-audits!) Revise the toughest first
● Set your own goals
● Have a revision plan (don’t leave it to the last minute)
● Know what topics are examined in each exam paper
Page 16 of 33● Link with other students to revise together – test each other
● Check your progress, be honest with yourself
● Break it up into sections
● Stick to your plan
Business Studies
Critical dates and overview for year :
September to Christmas term Controlled assessment. The planning, preparation and
writing of the controlled assessment document. This is
worth 25% of your final grade.
Christmas to Easter Final topics to be covered, A292 revision (business and
people) and preparation for case study exam A293
(worth 50 % of final grade).
Easter to exam season Revision and past paper analysis.
A293 Business and people - objectives, stakeholders, sectors of
industry, location, integration & growth, business
organisations, recruitment & selection, training,
motivation, organisational structures, communication
and trade unions.
A293 Pre released case study with questions on: sources of
finance, calculating profit, break even, cashflow, methods
of production, economies of scale, quality and external
influences.
Useful websites :
Tutor2u
BBC Bitesize
Businessed.co.uk
Useful books/revision guides :
A292 - produced internally. Will be emailed and available on the Google classroom
A293 - Revision guide based on pre-release case study. Produced internally and emailed
home.
You tube channels :
Crash Course
GCSE Revision
Extra reading :
www.reed.co.uk/courses/gcse-business-studies
Booster sessions :
Mr Gardiner – Tuesday 3:15- 4 pm Y13 for Year 11 from Feb half-term onwards
Page 17 of 33Physical Education
BTEC SPORT - PEARSON. (Equivalent to 2 GCSEs)
UNITS OF STUDY remaining.
No Core Units Assignments Start Date End Date
1 Fitness for Sport and Exercise ONLINE EXAM Resit - September
3 Mind and Sport Performance 3 June September
4 Sport Performer in Action 2 October December
6 Leading Sports Activities 3 January May
Coursework Catch up sessions every Wednesday in the Terrace Café 3pm - 4pm.
Websites:
TEACH PE - Flashcards - http://www.teachpe.com/flash_cards_gcse.php
https://www.memrise.com/course/160366/btec-sport/
TWITTER:
@PEPlanet @PEGeeks @My_PE_EXAM @GCSEPE @Mr_Bowater
SPORTS LEADERS - Level 2 Qualification (For previous GCSE group)
Practical Requirements
This course entails a mandatory 10 hours demonstration of leadership. This can be
completed through events at school, for example Primary School Festivals. A record of
activity must be kept and signed off by the Tutor.
Revision Materials
Page 18 of 33The course is accompanied with a work booklet which keeps accurate records of all work
completed which is the first step in recognising areas of weakness/incompletion. All revision
materials will be made available to students once we have enrolled on the course. At that
point, we get access to the Sports Leaders Resource bank.
Specification
Follow this link for a comprehensive breakdown on each unit of work SPECIFICATION
BTEC Dance
Component 1: (30%)
This is based on the Power Point presentations that you have been doing on Hairspray!, A
Lihna Curva and Emancipation of Expressionism. These will be submitted and you will write
a comparison of the 3 works.
Component 2: (30%)
Learning a section of repertoire from one of the three professional works and performing as
a small group to an audience. You will be assessed on your technical proficiency and stylistic
qualities. The more that you develop your performance skills and technique the better you
will perform. Use the dance studio as much as you can to develop these.
Component 3: (40%)
This unit is externally marked by the exam board.
You will be able to work in small groups of 3 – 7 dancers.
The exam board will provide you with a stimulus on which you must choreograph a group
performance lasting between 10-15 minutes.
Your performance must respond appropriately to the given stimulus and communicate your
ideas clearly to a target audience of your choice.
Finally you will evaluate your creative process which will be completed in controlled
assessment conditions.
Links to the professional works being studied.
A Linha Curva: https://www.youtube.com/watch?v=z_yqDn_20PQ
Emancipation of Expressionism: https://www.youtube.com/watch?v=p1thJqQrxYk
Hairspray!: https://www.youtube.com/watch?v=XwcXmQjVi3U
The more that you can use the dance studio to rehearse the better your performances will
be.
Google Classroom also has the professional work videos, as well as additional revision
resources.
If you have any queries please do not hesitate to contact me:
vwoodley@princesrisborough.bucks.sch.uk
D and T
Page 19 of 33How you work over the next few terms will make a big difference to the grade that you get
in the summer.
Textiles and Engineering Design Coursework
Engineering Design students will be starting coursework very soon.
Textiles students will be starting coursework in July.
Food Preparation and Nutrition Students NEA (non-examined assessment) tasks
You will have 2 NEA tasks to complete in Year 11. Some of the work you have done in the
later part of year 10 is a practice run for this.
Key things to remember when you are completing your coursework and NEA tasks are :
● Respond to your teacher’s feedback on your work
● Act upon advice that is given to you
● Keep up to date with deadlines and do not think that you have loads of time,
because you don’t. Other subjects will also put demands on your time
● Take sheets home to complete
● Prepare work, in draft form, to use in your next lesson
● When catch up sessions and after school sessions are offered to you - USE THEM
Deadlines for your work will be given to you as needed by your teacher
What will you be doing in lessons after your coursework is done ?
Your teacher will be helping you to prepare for the exam.
Revision and exam technique
Your teacher will also help you revise the work that you have done over the last 3 years.
They will also look at past paper questions to help you improve your exam technique and
test your knowledge.
Top Tips :
● Make good use of the lesson time – get your head down, focus and get the job done
● Revise work at home, do not think that revision in class will be enough
● Use past papers on the AQA website. You can download question papers and the
answers
● Download a copy of the specification for your subject it will tell what you need to
know for the written paper. Use it to focus your revision
● Buy a Lonsdale Study Guide for your subject area – it gives you most of what you
need to know in a condensed form. Amazon is a good place to buy them from –
don’t leave it too late to do this
Page 20 of 33● Look on the VLE for revision material, PowerPoint’s etc. for your subject area
● Use websites like www.technologystudent.com and www.BBCBitesize.co.uk
but remember this is a general revision site that covers all exam boards so there may
be things that on there that you do not need to cover.
● Check with your teacher about revision sessions in school during the exam period.
ICT OCR Cambridge Nationals J810
Units covered -
Unit R002 (Controlled Assessment, Mandatory) – MStreamIT (ICT for Business Purposes)
Unit R003 (Controlled Assessment) – Make the Grade (Excel Spreadsheet)
Unit R004 (Controlled Assessment) – Cards by James (Access Database)
Unit R001 (1 Hour Written Exam, Mandatory) - Exam Preparation March/ April 2019
Each unit is worth up to 60 marks making a total of up to 240 marks for the qualification.
Grading: P1 (18+) M1 (24+) D1 (30+) *P2 (36+) M2 (42+) D2 (48+) D* (54+)
Controlled Assessment Units (R002/R003/R004)
Students are expected to work with the OCR Cambridge Nationals ICT mark criteria, scenario
and task sheets for each unit during completion of the controlled assessment tasks.
Students will complete controlled assessment tasks in the classroom under supervision.
Students are expected to use the home-learning resources they have been given to prepare
ahead of each lesson so that they can work independently to complete the controlled
assessment tasks in the classroom.
After school progression sessions are open for students to improve work or catch up with
work. Up to the end of the current academic year these sessions will run on Wednesdays
from 15.00 to 17.30. Dates for the next academic year will be confirmed in September
2018.
Written Exam
A case-study issued by the Exam board to prepare for the exam will be given to students in
March 2019. Students will be expected to carry out independent research for home-
Page 21 of 33learning. During lesson time students will be taught exam techniques by studying past
papers and will be able to familiarise themselves with the OCR Cambridge Nationals ICT
exam format. Students will work from their research, mock revision questions and from
mock exam papers which will be specific to the case-study.
Construction
WJEC - Construction and the Built Environment
Level 1/2
Structure of Qualifications used at Princes Risborough School Construction programme
Constructing the Built Environment Award
1. Safety and security in construction
Externally assessed, students to sit an online exam
2. Practical construction skills
Internally assessed, this unit is internally assessed by the student’s teacher under exam
conditions
3. Planning construction projects
Internally assessed, this unit is internally assessed by the student’s teacher under exam
conditions
Health and Social Care
Students are currently finishing the last part of Unit 1 (Exam part = 40%) and are spending
their double lesson on a Friday completing the beginning of Unit 2 (Coursework part = 60%).
However, until the students have completed their placement we cannot start the major
parts of the controlled assessment until September.
Useful text books :
Walsh, M (2002), “Health and Social Care for GCSE.” Published by Harper Collins, London.
Elizabeth, H & Ashton, A (2009) Health and Social Care: Edexcel GCSE. Published by Pearson
Education.
Useful website :
Edexcel Health and Social Care website where they publish exam materials, including past
papers, mark schemes and helpful examiner comments.
Key skills needed :
Students need to be able to apply the facts they have learnt to case studies that they are
presented with in the exam stimulus material. The higher mark bands are reached when
students not only identify a point but then go on to develop their point with examples or
explanations. The top mark answers should always include a conclusion in their longer
answers.
Page 22 of 33Homework to be set over the Summer Holidays:
The students are expected to write a reflective account of their time on their placement.
They will need to evaluate how effective the school was at meeting the needs of ‘Student A’.
Using PIES and their booklet to help structure this. They then need to make realistic
suggestions on how the school could be improved.
The assignment task should be minimum of one side of A4, roughly 500 words.
Science
Critical dates:
Subject Science Group Exams Specificatio
n code
Biology Group 1 Paper 1 -15/05/18 8461
pm
Paper 2 – 11/06/18
am
Chemistry Group 1 Paper 1 – 17/05/18 8462
am
Paper 2 – 13/06/18
am
Physics Group 1 Paper 1 – 23/05/18 8463
pm
Paper 2 – 15/06/18
am
Combined Science: Groups 2–7 Paper 1 – 15/05/18 8465
Synergy pm
Paper 2 – 23/05/18
pm
Paper 3 – 11/06/18
am
Paper 4 – 13/06/18
am
#1: Duration of all Science exams is 1 hour and 45 minutes
Text books and revision guides:
Page 23 of 33We recommend that revision guides are bought at the beginning of Year 11 rather than at
the end. Then students can bring guides in to lessons and use them to top of their notes
and understanding throughout the year
Biology Chemistry Physics
Class text book Class text book Class text book
Oxford University Press Oxford University Press Oxford University Press
ISBN: 978-0-19-835937-1 ISBN: 978-0-19-835938-1 ISBN: 978-0-19-835939-1
Revision guide Revision guide Revision guide
Oxford University Press Oxford University Press Oxford University Press
ISBN: 978-0-19-835940-1 ISBN: 978-0-19-835941-8 ISBN: 978-0-19-835942-5
Combined Science: Synergy
Oxford University Press has
not released revision guides
for the Combined Science:
Synergy course.
Please keep checking the
links provided below as they
are releasing new resources
Page 24 of 33 for the course on an on-
going basis.
If you don’t want to wait, we
recommend the AQA
Combined Science: Trilogy
revision guides as anTeacher A Teacher B
Class text book Class text book
Oxford University Press Oxford University
ISBN: 978-0-19- Press
839590-4 ISBN: 978-0-19-
All resources can be purchased via either of the links below:
https://global.oup.com/education/content/secondary/series/aqa-gcse-science-
3ed/?region=uk&view=ProductList&start=0
https://global.oup.com/education/series-order-form/?code=GCSESCIAQA3®ion=uk
Useful Websites
BBC Bitesize (http://www.bbc.co.uk/education) is an excellent online revision resource for
all students, whether they are following the GCSE Single Sciences or the GCSE Combined
Science: Synergy course. BBC Bitesize offers revision notes, animations and videos, as well
as short multiple choice quizzes to check understanding.
Just a quick hint, I find it easier to search for the topic you want to revise using Google
rather than searching within BBC Bitesize itself. For example, Google “BBC Bitesize periodic
table” – and then click on one of the top links.
As well as BBC Bitesize that has been detailed above, course resources can be found via the
following links:
Biology: http://www.aqa.org.uk/subjects/science/gcse/biology-8461
Chemistry: http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462
Physics: http://www.aqa.org.uk/subjects/science/gcse/physics-8463
Synergy: http://www.aqa.org.uk/subjects/science/gcse/combined-science-synergy-8465
Practice Exam Papers
As we are on a brand new specification, there are not many practice papers available.
However, whatever all specimen papers will be available on www.prsbucks.com.
To access the papers, click on “Science” – “Supporting success” and then choose the
relevant folder.
I would recommend that students download, print and attempt every single paper available.
Mark schemes are also included so that students or parents can assess attainment and
progress.
Page 25 of 33Extra support
Master Classes
After school “master classes” will take place throughout the year and will be advertised to
Year 11 students and their parents well ahead of time. These master classes will focus on
areas of the course that students are struggling with, as informed by test and mock exam
analysis. We will run both Foundation and Higher Tier workshops so that all ability levels
are catered for.
These sessions will be staffed by an experienced member of the science department and are
there to support students in their learning . However, students must not rely on these
master classes as their sole source of revision or additional study. They are not there to
replace what students must be doing independently at home.
Science Drop In
Science Drop In sessions will take place every Wednesday in S31 between 3.00pm and
4.00pm. These sessions are staffed by several members of the science department who are
on hand to answer any questions or help out with difficult pieces of homework.
Students should arrive with a specific question or topic in mind that they want to tackle.
They will not be able to just come in and chat with friends!
GENERAL INFORMATION
As we head in to exam season our students might benefit from the large amount of
information about revision on www.prsbucks.com
Click on Subjects, Library, Revision to find :
● How to cope with exam stress
● Flash cards and how to use/make them
● Revision tips
● Getting organised
● Mind Maps
● Revision Websites and Guides
● A revision timetable
‘What kind of learner are you’
Link to GCSE Pod (PRS students have free access to thousands of revision videos)
Also available are:
Book Trailers (You tube)
Audio & Ebooks
Information about what is on offer at your local libraries
College & Careers advice
Reading lists
Referencing, Plagiarism & Copyright
Page 26 of 33Research techniques
Last year for the first time we ran exam stress groups in school. These groups are very
popular and we believe very successful. If you/your child would like to join one of these
groups talk to The House, your Form Tutor or to Mr Essex.
“If you think you can, you can, if you think you can’t, you can’t!”
Henry Ford
The aim of the next section is to provide you with some tools to help you prepare for the
exams you are going to be doing this year. Everybody learns and revises differently and so
contained within these pages is a range of strategies that can be used by you in a way that
suits you and your learning style.
Revising isn’t always about working harder but more about working smarter and using
better techniques to help you learn the information and the skills needed to show how good
you are. The strategies within this booklet can be used any time to revise topics or to review
what you’ve learnt in lessons earlier in the day.
Included in this section is also some general advice for you as students, but also your
parents, on practical ways to support you through your exams.
Remember, all we want is for you to do your best. That’s all. No-one can ask more than that
of you.
We won’t insult you by wishing you luck because you make your own luck by getting out
what you put in.
All at PRS.
Daily Reflection
Use the table below to reflect on your lessons and work out which areas require more focus.
Lesson Subject Rating Reason/Difficult How to rectify -
√/?/X y What can I do
to sort out the
problem ?
1
2
3
4
Page 27 of 335
What can Parents do?
1. Provide a suitable learning environment
● No clutter
● Good ventilation
● No interruptions
● Quiet, comfortable, warm room
● Books and files to hand
● Comfortable chair
● Spacious desk/table
● Well lit
2. Remove distractions – TV, Phone, email, music, social media
3. Encourage your child to attend support sessions at lunchtime/after school regularly
4. Ensure they are asking teachers for help if they have areas they are unclear about
5. Make sure they have the correct equipment for both their lessons and the exams (see
planners)
6. Check exercise books for targets set and comments on how to improve
7. Encourage the use of revision guides, workbooks and any other relevant revision material
e.g. CD’s, websites (MyMaths for example) at home when they get stuck
8. Encourage a regular routine – sleep times, eating etc
9. Agree a timescale together – revision timetable (Find time for fun!)
10. Encourage physical activity
Learning styles
What learning style are you? Your learning style will help you decide what type of revision
techniques will work for you. There are 3 main ones, Visual, Auditory or Kinaesthetic. Most
people prefer one or another but will use some activities from all 3 styles.
Revision Strategies/Techniques
Your own notes are best. Whilst revision guides can be useful, the more you personalise
your revision the more effective it will be, so the notes you make are best. The process of
making the notes is part of your revision and once you “own” the work it is easier to
remember.
Traditional – By Rote
Page 28 of 33Learning by rote is simply reading the text over and over until you remember it. It is the
most basic kind of revision, but without the help of other techniques may not be very
effective and it can be very boring. There are a few students with excellent auditory
memories, who can learn effectively this way.
Highlighting
As you read through your notes use different coloured highlighters to pick out key words
/themes/ideas/points etc. You could try a different colour for each theme or topic.
There are revision websites where you can read revision notes and highlight as you go. You
can use very small post-its to highlight things as you go along.
Underlining
As you read through the work in your exercise book underline key words.
You could come up with a predicted list before you start or you could make a list of the key
words at the end.
You could underline in different colours, patterns or lines like wiggly, thick etc
30:5:1
In the 30:5:1 Reduce the Key Words exercise you should identify a topic and then write
down the 30 Key Words for the chosen topic. Then you Decide which are the top 5 Key
Words from the original 30, and then, finally, from the 5 Key Words, the one Key Word for
the topic. (Blank copies of proforma at the end of the booklet)
30:5:1
Topic: ___________________________________
30 words only
5 words only
Page 29 of 331 word only
Mind maps/Spider diagrams
A Spider Diagram is like a giant Spider’s Web with all the ideas around it. The spider (or main
idea) is in the middle and everything is around it. The most important ideas are in the
middle and the sub-topics go out further and further.
For example this one on Shakespeare’s Life
Flash Cards
Highlight the most important information. Write short, concise notes on small cards. Cards
can be white or different colours for different subjects or topics. Write in bright colours and
try to use codes for key words, like "Reaction Time" could turn into "RT", to make it easier to
remember. Make sure your writing is large, clear and well-spaced. Put diagrams on the
cards. These can be very useful to flick through just before an exam.
The Journey/Association
This is a clever trick of memory masters. It involves thinking about a journey (or location)
that you know well and the landmarks along the way. The easiest one is your journey to and
from school. You then add in images to help you remember information. They do not have
to be famous, but things that you notice as you go by. For example perhaps a list of things
can be associated with different landmarks/signs/houses you pass on your way home from
school or from getting out of bed to going for breakfast.
Chunking
Chunking is breaking up a big piece of information into smaller chunks. It can be used for
numbers and words.
Use Bullet points to break up information. An example would be:
This……..
Page 30 of 33The average person can take in four numbers or words at a time, can concentrate on
revision for a maximum of 45 minutes at a time and remembers information best shortly
before bedtime.
To this…….
● Remember 4 words/numbers at a time
● Revision max 45 mins
● Remember best before bedtime
This information could then be transferred to flash cards.
Card Cover
There are 2 ways to use card cover, both of which are useful ways of checking that you
know key facts. The first is to put questions on one side of the card and answers on the back
and to simply test yourself. The second method would be to have a written list or set of
questions and move the card down to slowly reveal the answers, again testing whether or
not you know the answer before it is revealed.
Mnemonics
Mnemonics help you to remember lists by using short words and rhymes that stand for
something to help you. For example for Trigonometry in Maths SOHCAHTOA – Silly Old
Harry Caught A Herring Trawling Off America. There are lots out there already but if you can
think of them yourself they are more likely to stay with you.
Post-Its
This is similar to using flash cards but with the ability to move them around and leave them
stuck in various places around the house. Write information on post-it notes and place them
on the wall, door, large sheets of paper etc. You can then rearrange them according to a
variety of ideas:
• Group various things together
• Organise them into what you know and don’t know – rearrange as you learn more
• Follow trends or themes
Study Buddies
Working with other people and teaching them what you know can be a very powerful
learning tool - Devise questions and answers about a topic for other people and quiz each
other. You could think of doing a “Who wants to be a millionaire” game where the questions
are graded according to the difficulty you choose.
Page 31 of 33The Forty Sentence Essay Plan
In the Forty Sentence Essay Plan you write an essay title in the centre box and then you
identify 8 sections or paragraphs of the essay and write those along the thick branches
connected to the title box. You then identify in note form 5 sentences for each
section/paragraph. The whole plan takes you five minutes, after which you write a sentence
per minute for 40 minutes, sticking to your plan, to complete your essay without wasting a
second! (Blank copies of proforma at the end of the booklet)
Electronic support
Why use GCSEPod ?
GCSEPod podcasts are designed for mobile devices, so it’s like carrying a huge pile of
textbooks and revision guides around with you everywhere. Have an expert read and
explain everything for you clearly and precisely with all the right facts, quotes, keywords,
dates and annotated diagrams on screen. You won’t need to use it for long before you feel
the impact. Consistent use in just 10 minute chunks is proven to support achievement right
up to A*.
How do I get it?
Key Features When your school has informed you that you have been registered with
GCSEPod, you need to confirm some personal details so that you can access the site:
Page 32 of 331) Go to www.gcsepod.com and click “login”.
2) Click NEW HERE? GET STARTED. Select “Pupil”
3) Enter your name, date of birth and type in the name of your school. Your school should
appear in a dropdown list. Click on your school in this list to confirm it.*
4) Select a username, password, and a password hint to help you remember your password.
5) Select the subjects you study. *If you’re having trouble finding your school, double check
that you’ve entered your correct date of birth and your full name as it appears on your
school register. Some schools are known by a shorter version of their name, but make sure
you’re typing the full, official school name.
GO FOR IT AND MAKE IT HAPPEN
Page 33 of 33You can also read
