Key stage 4 Support and revision
At The Castle School, we aim to support your child throughout years 10 and 11, helping them to get ready for their important exams, while also encouraging them to stay well and healthy.
To help your child prepare for their GCSE exams we hold Pre-Public Exams (PPEs), which are mock exams, held in school under exam conditions, but marked by teachers. These PPEs are important in preparing students for the real thing and supporting them with exam nerves. They are used in predicting students’ GCSE grades at the end of year 11, which students then use to apply for Sixth Form, college, or an apprenticeship. It also allows students and teachers to be able to see where students might underperform prior to the real GCSE exams so that the class teacher can provide additional support and guidance and or, the student can focus their revision on these areas.
We always advise year 11 students to treat the PPEs like it is the real thing, so that they are able to reduce their exam anxiety, by getting into a routine with how they approach the exams and allowing them to see what grade they are currently working at, in a low-stakes way.
Please remember, parents/carers do not need to be subject specialists to help their child as that is the role of the teacher. However, they do need to be well informed about the school curriculum and the examination process and the important supportive role they can play within it.
From Year 11 term 3, students will use their tutor time to focus on revision as part of the STEPs (Specific Tasks to Elicit Progress) to success booklet. In the STEPs booklet, subject teachers at The Castle School have provided week-by-week revision guidance for all PPE subjects, as a way to help students break down their revision and make itmanageable. On Mondays, Wednesdays and Thursdays, year 11 students should not go to line-ups but go directly to tutor rooms. When there, they will use this time to do focused and independent revision, with the support of their tutor. The information that has been shared with students is available to you as a PDF in the links below.
‘The more parents are engaged in the education of their children, the more likely their children are to succeed in the education system. School improvement and School effectiveness research consistently shows that parental engagement is the one of the key factors in securing higher student achievement. The scale of the impact is evident across all social classes and ethnic groups’ (DfE Research Report 156, September 2011)
If you require further information please talk to your child's subject teacher.
This area will show all documents uploaded to the /docs/students___parents/supporting_year_11 folder.
Documents will be shown in alphabetical order.
To list in date order, the folder should contain the word 'letter' or 'minute'.
Attendance
There is a proven link between attendance and attainment at GCSE. Whenever a student is absent from school they are missing learning and feedback from their teacher. We expect all students, including Year 11, to be aiming for 100% attendance.
We appreciate that there are odd days when your son/daughter will not be well enough to come into school, however it is crucial they catch up on missed work.
Support at home
Talk to your son/daughter about how you can support them and what they will find helpful. If you are going to help with their revision then please source this information from the relevant exercise book or revision guide (if there is one), and use the Subject information under the headings on this page. Below are some examples of how you could effectively support your child through the remainder of Year 11:
- Helping them to create a revision timetable
- Testing them on work
- Sitting with them whilst they complete homework / revision
- Making revision materials with them
- Providing incentives for completing work to a good standard
- Read through key texts / revision guides / text books with them. This could include asking them questions about it to help them explain things to you.
On a practical level you can also do the following:
- Ensure they attend school
- Agree the balance between work and social life and stick to the agreement
- Show interest in what they are doing both in school and in revising for their exams
- Make sure they get enough sleep (see below)
- Make sure they take enough breaks to enjoy their hobbies and interests – they will focus much better with regular breaks
- Provide a healthy balanced diet and ensure they drink plenty of water to stay hydrated
- Provide materials for making revision materials (see below)
- Provide a suitable place to study and revise – away from distractions
Equipment list
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For revision |
For exams |
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· Post-stick notes · A4 lined and plain paper · Flash cards and/or sheets of card · Bright coloured pens/pencils · Highlighters · Folders/plastic wallets/dividers to organise notes |
· Clear pencil case · Several black pens · Several pencils · Pencil sharpener · Rubber · Ruler · Highlighter (to annotate exam papers) · Scientific calculator · Other specialist equipment will be advised by teachers |
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If you need any assistance in providing these materials please contact your son/daughter’s tutor |
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Revision Strategies
Students should start revising early – the resources they make for the PPE exams in November and March can be stored and used again. Revision for the main GCSEs should start (at the latest) in January, in order to give time and reduce pressure.
The key to good revision is active learning. This means that students are doing something other than reading through their notes. By being active they are more likely to fully engage with the information moving it into their long-term memory. Through active learning students create resources they can use to revisit information in the run up to exams.
Examples of active learning methods for revision include:
- Reading through book and making summary notes
- Completing past paper questions
- Highlighting key facts in your work
- Cover up work and test yourself or ask someone else to test you
- Key word/ Definition Flash cards
- Recording information in a different format e.g. PowerPoint presentation, Pictures, Sound clips
- Concept mapping / Mind Map
- Hiding parts of mind map and recalling information
- Annotating blank diagrams to check for understanding
- Playing Pictionary or Articulate with the key terms
- Playing word association games
- Playing visual remembering games – adding pictures that link to content and are easy to recall
- Creating pneumonics
- Classification exercises
Under each subject heading below there is detailed information from each subject to guide revision. If you require further information please talk to your son/daughter’s subject teacher.
Homework
- Students are responsible for completing all homework that is set, reviewing their homework tasks set on "Show my Homework". discussing deadlines, will help them manage their time and ensure that homework is completed to good effect.
- We ask parents to support us in seeing that homework is done conscientiously and in the best possible conditions. To do their homework well students need somewhere quiet, where they can sit comfortably, at a table to work.
- Children work at different speeds and so home learning tasks will take longer for some than for others. If there is a repeated difficulty, we encourage parents to contact the subject teacher or form tutor. Similarly we will make contact if we are concerned about home learning problems which parents could help resolve.
- As part of Life Skills activities they have been looking at how to plan for homework, yet still allowing time for revision.
Sleep
To help make sure your son/ daughter is getting enough sleep try some of these tips:
- Stick to regular bedtimes
- Make sure they get regular exercise
- Allow time to relax and switch off before going to bed
- Don’t try to force them to sleep if they are feeling very active
- Avoid caffeine after 6.00pm
- Avoid ‘blue light’ devices an hour before bedtime i.e. Mobile phones, laptops, tablets etc.
- Remove phones and tablets from bedrooms at night
- It is generally recommended that teenagers aim for at least 8 hours of sleep a night
Spotting and supporting students suffering with stress and/or anxiety
The Castle School is committed to supporting all students who feel unable to cope at times. Tutors, teachers and the Student Centre staff are able to offer some guidance. There are also some online resources which can help:
https://www.studentminds.org.uk/examstress.html#
https://stem4.org.uk/?gclid=EAIaIQobChMI4a2A48DK2AIVzJPtCh3YVAmWEAAYAiAAEgIPAPD_BwE
https://www.youngminds.org.uk/young-person/my-feelings/
https://www.nhs.uk/conditions/stress-anxiety-depression/coping-with-exam-stress/
Fine Art
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Course overview This is a two year course which follows the AQA specification. Students are expected to use a range of materials and techniques and usually complete two coursework projects over the two years.
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Useful revision resources
http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-4200 http://www.thisiscolossal.com/ http://creativeskillset.org/job_roles
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Activities you can do with your son/daughter
· Taking photographs of things to do with their subject · Drawing from these photos or other images · Collecting interesting things – materials/objects/images · Looking at others art work · Discussing ideas · Writing down why they like certain art work and why · Making things and taking photos of this · Encourage to take photos of anything interesting when away anywhere · Visit galleries and museums · Email teacher of things to do if you are unsure
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Key Contact for Faculty
Emma Wilson – Head of Art - Emma.Wilson@CSET.co.uk
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Art Craft and Design
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Course overview This is a two year course which follows the AQA specification. Students are expected to use a range of materials and techniques and usually complete two coursework projects over the two years.
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Useful revision resources
http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-4200 http://www.thisiscolossal.com/ http://creativeskillset.org/job_roles
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Activities you can do with your son/daughter
· Taking photographs of things to do with their subject · Drawing from these photos or other images · Collecting interesting things – materials/objects/images · Looking at others art work · Discussing ideas · Writing down why they like certain art work and why · Making things are taking photos of this · Encourage to take photos of anything interesting when away anywhere · Visit galleries and museums · Email teacher of things to do if you are unsure
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Key Contact for Faculty
Emma Wilson – Head of Art - Emma.Wilson@CSET.co.uk
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Topic / Key Question |
Reference points |
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PPE Week |
PPE Week |
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Research Theme create an annotated ideas board / Take Photos / Drawing Attend Art Revision/Catch Up sessions |
AQA Question paper Art Dept Powerpoint Pinterest – Art @castle Internet research |
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Research Artists / Theme / Take Photos / Drawing Attend Art Revision/Catch Up sessions |
As above |
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Work in artists style / Take Photos / Drawing Attend Art Revision/Catch Up sessions |
As above |
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Work in artists style / Take Photos / Drawing Attend Art Revision/Catch Up sessions |
As above |
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Holiday Homework - Take Photos / Draw from photos / Develop ideas |
As above |
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Draw from photos / Develop ideas using artists styles Attend Art Revision/Catch Up sessions |
As above |
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Develop ideas using artist’s styles, consider final piece composition. Draw thumb nail sketches and annotate. Attend Art Revision/Catch Up sessions |
As above |
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Start to consider final piece composition, create 2/3 alternate designs Attend Art Revision/Catch Up sessions |
As above |
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Start to consider final piece composition, create 2/3 alternate designs Attend Art Revision/Catch Up sessions |
As above |
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Finalise composition, draw out final piece. Attend Art Revision/Catch Up sessions |
As above |
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Drawing |
As above |
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Drawing |
As above |
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GCSE Art Exam |
As above |
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GCSE Art Exam |
As above |
GCSE (9-1) Business
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Course overview Theme 1 – Investigating a small business Externally assessed exam – Year 11: Enterprise and entrepreneurship Spotting a business opportunity Putting a business idea into practice Making the business effective Understanding external influences
Theme 2 – Building a business Externally assessed exam – Year 11: Growing the Business Making marketing decisions Making operational decisions Making financial decisions Making Human Resource decisions
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Useful revision resources
· Edexcel GCSE (9-1) Business Pearson - https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.html Helen Coupland-Smith, Andrew Redfern, Catherine Richards, Ian Rowbory, Julie Smith ISBN 978 1 29217 984 1 · Student book and Revision guide - https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.resources.html?filterQuery=category:Pearson-UK:Publisher%252FPearson
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Activities you can do with your son/daughter
Suggest activities parents could do to support their child. Examples include: · Making flash cards and testing them · Downloading past papers from Pearson Edexcel GCSE Business 1-9 · Create glossary of key terms from their folders and materials · Weekly revision (mymaths/bitesize etc) · Watch documentaries – e.g. The Apprentice, Hotel Inspector, Investigates · Watch the news regularly – BBC, Channel 4, (or social media)
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Key Contact for Faculty
clare.bowden@cset.co.uk or Julie.turner@cset.co.uk
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Subject : Business Studies – Edexcel Revision Guide.
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Week beginning |
Topic / Key Question |
Reference points |
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21/1 |
Topic 1.1 – Enterprise & Entrepreneurship |
Pages 1-7 |
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28/1 |
Topic 1.2 – Spotting a Business Opportunity |
Pages 8-10 |
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4/2 |
Topic 1.2 – Spotting a Business Opportunity |
Pages 11-14 |
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11/2 |
Topic 1.3 – Putting a Business Idea into Practice |
Pages 15-119 |
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18/2 (Half Term) |
Topic 1.3 – Putting a Business Idea into Practice |
Pages 20-24 |
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25/2 |
Topic 1.4 – Making the Business Effective |
Pages 25-32 |
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4/3 |
PPE Week |
PPE Week |
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11/3 |
Topic 1.5 – Understanding External Influence of Business |
Pages 33-37 |
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18/3 |
Topic 1.5 – Understanding External influence of Business |
Pages 38-42 |
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25/3 |
Topic 2.1 – Growing the Business |
Pages 49-53 |
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1/4 |
Topic 2.1 – Growing the Business |
Pages 54-58 |
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8/4 (Easter) |
Topic 2.2 – Making Marketing Decisions |
Pages 59-62 |
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15/4 (Easter) |
Topic 2.2 – Making Marketing Decisions |
Pages 63-66 |
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22/4 |
Topic 2.3 – Making Operational Decisions |
Pages 67-72 |
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29/4 |
Topic 2.4 – Making Financial Decisions |
Pages 73-76 |
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6/5 |
Topic 2.5 – Making Human Resource Decisions |
Pages 77-80 |
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13/5 |
Topic 2.5 – Making Human Resource Decisions |
Pages 81-85 |
Computer Science (8520)
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Course overview The course is split into two main components. The theoretical component of the course is 80% and is split equally over two written examinations, each 1 hour and 30 minutes. Paper 1 will examine students’ understanding of computational thinking, problem solving and code tracing as well as fundamentals of algorithms and programming. Paper 2 will examine students’ knowledge and understanding of computer networks, cyber security and the ethical, legal and environmental impact of digital technology on wider society. Note: Data representation and computer systems are generic topics which may be examined in one or both of these papers.
The Non-Examined Assessment (NEA) makes up the final 20% of the qualification and will enable students to demonstrate their ability to plan, develop, test and evaluate a coded solution to a problem set by AQA. This work may only be completed in lesson time, under supervision, and will be completed by the end of Term 2. |
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Useful revision resources
AQA GCSE (9-1) S Robson and PM Heathcote CGP GCSE Computing revision guide. Past papers and mark schemes available online: SAM Learning BBC Bitesize
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Activities you can do with your son/daughter
· Making flash cards and testing their understanding across all topics listed above. · Downloading past papers and encouraging them to complete them and review their answers. · Create a list of topics covered so far with a traffic light system to guide revision. · Create glossary of key terms and definitions to review regularly. · Weekly revision (SAM Learning/bitesize) sessions. · Checking the student is up to date with Non Examined Assessment.
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Key Contact for Faculty
Chris Pegler - Head of Computer Science and ICT chris.pegler@CSET.co.uk
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Subject Computing
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Week beginning |
Topic / Key Question |
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21/1 |
Computational thinking – pseudocode, flowcharts, Search Algorithms, Sorting Algorithms |
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28/1 |
Programming Basics – data types, operators, constants and variables, strings Program flow – selection and iteration Boolean operators, Random Number Generation. |
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4/2 |
Programming – Arrays, records, file handling, subroutines |
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11/2 |
Programming – procedures and functions, validation and authentication, |
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18/2 (Half Term) |
determining the purpose of algorithms trace tables |
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25/2 |
Trace tables and time efficiency Translators |
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4/3 |
PPE Week |
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11/3 |
Data representation – Logic, Units, Binary, Hex, Characters |
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18/3 |
Data representation – Images, Sound, Compression, Run-Length Encoding, Huffman |
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25/3 |
Computer systems –Boolean logic, Software (OS and application), The CPU, Secondary storage, Memory |
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1/4 |
Fundamentals of networks – Wired and Wireless, Topologies, Protocols, |
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8/4 (Easter) |
Cyber Security threats |
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15/4 (Easter) |
Issues – Ethical, Legal, environmental issues |
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22/4 |
Paper 1 – Practise |
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29/4 |
Paper 1 – Practise |
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6/5 |
Paper 2 – Practise |
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13/5 |
Paper 2 – Practise |
Dance
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Course overview Dance GCSE AQA Course code 8236 60% practical in performance and choreography 40% Theory including anthology of six set works. 1 hour 30 Min written theory paper on set works and student’s own practice and knowledge of skill.
Practical assessment in three components · Performance of two short set dances · Performance in a Duo /Trio · Choreography-choreographing a solo or group dance
Written exam has three sections · A-Knowledge and understanding of own choreography · B-Knowledge and understanding of performance · C-Knowledge and understanding of the six set works which make up the anthology.
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Useful revision resources Look at the AQA website GCSE Dance new specification where specimen and past papers can be found. Also video links to the taught set phrases the students need to know.
YouTube for some of the links to the set works. Emancipation of Expressionism by Blue Bot Entertainment, A Linha Curva – Rambert , Infra- Wayne Mcgregor , Shadows – Christopher Bruce , Artificial Things – Lucy Bennett , Within Her Eyes – James Cousins. Google Classroom for resources from teachers. Their own phones for photographed resources . Lots of resources available in Dance studio –posters for each work and packs for each. Also Interactive guides for several set works. These have been purchased from Artspool and are very helpful. Students cannot take them home but have access to them in school.
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Activities you can do with your son/daughter Remind themselves of the resources available and USE them. Ensure any photographed resources are in clearly marked files.
Ensure all paper files are organised. Subject dividers needed to separate each set work and also sections on choreography skills (8 sections in all).
Downloading of past papers together with the mark scheme.
Making revision flash cards and regularly testing their child on the key information about each work –costume, music, setting and choreographic intention. They have photos of all this.
Supporting teachers in making sure homework is done and that any suggested additional sessions offered are attended.
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Key Contact for Faculty
Fran Henderson - Fran.Henderson@CSET.co.uk
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Subject Dance
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Week beginning |
Topic / Key Question |
Reference points |
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21/1 |
Revision of Trios- working in dance studio with staff. Revision of skills associated with performance of trio (Section A and B) |
Watch back work on google classroom.
Refer to resources on google classroom
Own notes
Use of AQA resources- the performances of set phrases.
Use of interactive guides and all laminated materials
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28/1 |
Revision of set phrases- Revision of skills associated with performance of set phrases (Section A and B) |
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4/2 |
Revision of all technical components apart from own choreography. Revision of skills associated with practical work (Section A and B) |
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11/2 |
Revision of Artificial Things |
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18/2 (Half Term) |
Completing exam questions on Artificial Things |
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25/2 |
Revision in prep for PPE exam |
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4/3 |
PPE Week |
PPE Week |
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11/3 |
Shadows work and revision questions associated with all aspects of the work |
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18/3 |
Shadows work and revision questions associated with all aspects of the work |
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25/3 |
Revision of Section A and B |
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1/4 |
Revision of section C Emancipation of Expressionism |
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8/4 (Easter) |
Revision of A Linha Curva |
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15/4 (Easter) |
Revision of Infra |
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22/4 |
Revision of Within Her Eyes |
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29/4 |
Revision of Shadows |
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6/5 |
Revision of Artificial Things |
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13/5 |
Section A and B with exam questions |
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GCSE Design and Technology
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Course overview AQA GCSE Design and Technology 8552 - 50% exam, 50% NEA Written exam – One paper, 2 hours, 100 marks, and 50% of GCSE. The paper is split into three sections. Section A (20 marks) covers the core technical principles and will consist of 10 multiple choice questions and short answer questions. Section B’s content (30 marks) is specialist technical principles where students will answer questions based on certain material areas (eg Timber-based materials, Metals and Alloys, Polymers, Textiles, Electronic systems, and Paper and board. Finally Section C (worth 50 marks) will examine the designing and making principles. Non-exam assessment (NEA) – Students have 35 hours to complete this assessment. It is worth 100 marks, 50% of the GCSE. The NEA consists of a substantial design and make task which begins in Term 6 of year 10. The deadline for this assessment is 29th March 2019. |
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Useful revision resources
http://filestore.aqa.org.uk/resources/design-and-technology/specifications/AQA-8552-SP-2017.PDF Link to Specification :
Useful websites: http://www.technologystudent.com/ http://www.bbc.co.uk/schools/gcsebitesize/design/
Useful apps:
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Activities you can do with your son/daughter
· Follow the revision strategies highlighted at the front of the handbook · Ensure your child attends D&T catch-up sessions during lunchtime and afterschool. These sessions will provide NEA support as well as revision sessions. · Watch documentaries about great designs and designers, new technologies, how things are made and environmental, sustainability issues. · For product inspiration visit design, fashion, science and engineering museums. · Practice using specialist software (Eg SolidWorks, Fusion 360 Yenka) by accessing the student remote desktop. These skills would benefit their NEA work. Watch Mr Ridley’s revision YouTube videos https://www.youtube.com/channel/UC9aOpwkXEoJbR-VnXF2gtFw
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Key Contact for Faculty Dave Cowan (Head of Faculty) - David.Cowan@CSET.co.uk |
Subject: AQA GCSE Product Design
Instructions: Each year 11 student has a Collins AQA Revision Guide, the reference points will allow them to find the chapters containing the topics below.
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Week beginning |
Topic / Key Question |
Reference points |
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21/1 |
New and emerging technologies |
Page 122 |
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28/1 |
Energy generation and storage |
Page 46 |
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4/2 |
Systems approach to designing |
Page 10 |
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11/2 |
Mechanical devices |
Page 48 |
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18/2 (Half Term) |
Material categories |
Page 60 |
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25/2 |
Research and Investigation |
Page 24 |
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4/3 |
PPE Week |
PPE Week |
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11/3 |
Using and working with materials |
Page 81 |
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18/3 |
Selection of materials or components |
Page 78 |
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25/3 |
Forces and stresses |
Page 48 |
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1/4 |
Ecological and social footprint |
Page 16 |
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8/4 (Easter) |
Sources and origins |
Page 60 |
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15/4 (Easter) |
Stock forms, types and sizes |
Page 62 |
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22/4 |
Specialist techniques and processes |
Page 94 |
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29/4 |
Surface treatments and finishes |
Page 76 |
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6/5 |
Environmental, social and economic challenge |
Page 16 |
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13/5 |
The work of others |
Page 12 |
Drama
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AQA Drama Written paper = 1 hr 45 mins Sect A: multi-choice questions on theatre general knowledge Sect B: Answer on set play “Hansel and Gretel” Sect C: Answer on 1 live theatre performance
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Useful revision resources 1. Vocabulary sheets (in folders and on Google Classroom) 2. Websites for “Noughts and Crosses” and “Wise Children” Productions 3. Sample answers and questions from AQA (in folders) 4. Revision materials on Hansel and Gretel (in folders and on Google Classroom)
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Activities you can do with your son/daughter
· Read “Hansel and Gretel” with them – and get them to explain each character (what they are like and how they develop through the play, what Karl Grose is trying to show in each scene) · Discuss each scene and what it would be important to achieve (in terms of acting in character/ action/ mood) · Discuss how they would use acting / lighting / sound / set / costumes to achieve this · Look at the websites for the live performances and especially the gallery photos: discuss what they remember was happening and what lighting/ set / costume/ acting is shown in the photo….can they explain why/ what effect this had · Go over vocab sheets and help them to find verbs, adverbs, adjectives that help them explain really accurately
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Key Contact for Faculty
Lindsay Hall - Lindsay.hall@cset.co.uk
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Subject Drama
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Week beginning |
Topic / Key Question |
Reference points |
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21/1 |
Hansel & Gretel Opening - Notes and practice answer |
Script & Pages on Google Classroom |
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28/1 |
Hansel & Gretel Act 1- Notes and practice answer |
Script |
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4/2 |
Live Performance - Oresteia |
Pages on GC |
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11/2 |
Live Performance - Oresteia |
Pages on GC |
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18/2 (Half Term) |
Theatre Roles and Knowledge Live Performance – Wise Children |
Pages on Google Classroom & Website |
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25/2 |
Live Performance – Wise Children |
Pages on GC & Website |
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4/3 |
PPE Week |
PPE Week |
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11/3 |
Hansel & Gretel – Act 1 Notes and practice answer |
Script and notes |
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18/3 |
Hansel& Gretel – Act 1 Notes and practice answer |
Script and notes |
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25/3 |
Hansel & Gretel – Act 2 Notes and practice answer |
Script and notes |
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1/4 |
Hansel & Gretel – Act 2 Notes and practice answer |
Script and notes |
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8/4 (Easter) |
Reread Hansel & Gretel & notes – Act 1 & 2 |
Script and notes |
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15/4 (Easter) |
Reread notes on Live Performances Practice answers |
Notes and pages on GC |
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22/4 |
Reread notes on Live Performances Practice answers |
Notes and pages on GC |
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29/4 |
Theatre Roles and Knowledge
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Pages on Google Classroom |
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6/5 |
Hansel & Gretel – practice answers |
Script and notes |
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13/5 |
Hansel & Gretel – practice answers |
Script and notes |
English Language
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Course overview
The Eduqas English Language GCSE course is split into two components.
Component 1 is worth 40% of the marks and is a 1 hour 45 minute written exam. In Section A (1 hour) students will be presented with an extract of literature from the 20th century. They will need to read the extract and answer 5 questions. Students will be tested on their ability to retrieve information from the text; to analyse the writer’s use of language and structural devices and to evaluate a particular aspect of the text. In Section B (45 minutes) students will have to write their own narrative text. They will have a choice of 4 titles and will need to construct a straightforward plot to suit their chosen title. It is recommended that students write from their own personal experience. Students will be tested on the ideas within their story, as well as their organisation, spelling, punctuation and grammar.
Component 2 is worth 60% of the marks and is a 2 hour written exam. In Section A (1 hour) students will be presented with two extract of non-fiction writing, one from the 19th century and one from the 21st century. They will need to read the extracts and answer 6 questions. Students will be tested on Students will be tested on their ability to retrieve information from the text, to analyse the writer’s use of language and structural devices and to evaluate a particular aspect of the text. They will also be asked to compare certain elements of the texts. In Section B (1 hour) students will need to complete two pieces of transactional writing, spending 30 minutes on each. These could be a speech, article, letter, review, report or leaflet. Again students will be tested on the ideas within their writing, as well as their organisation, spelling, punctuation and grammar.
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Useful revision resources
· Oxford Eduqas Language Revision Workbook. ISBN: 978-0198359210 · CGP WJEC Eduqas English Language Workbook. ISBN 978-1-78294-372-3 · BBC Bitesize website · YouTube (Mr Bruff is very good) · http://resources.eduqas.co.uk/
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Activities you can do with your son/daughter
· Practise answering exam questions within the time limits. · Practise tracking a text from beginning to end. For example, following an argument or identifying a sequence of events. · Read extracts together and discuss how a writer creates tension and drama. · Practise writing stories, creating tension and drama. · Create revision posters for the different writing types e.g. speeches, articles, letters, reviews, reports and leaflets. · Learn the spelling of high frequency words and homophones. · Improve technical aspects of writing: spelling, punctuation, grammar, tenses paragraphing etc. using the CGP Spelling, Punctuation and Grammar for GCSE workbook. · Encourage them to proof-read and edit their work after every lesson. |
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Key Contact for Faculty
Mr L Smith – larry.smith@cset.co.uk
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English Literature
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Course overview
The Eduqas English Literature GCSE course is split into two components.
Component 1 is worth 40% of the marks and is a 2 hour written exam. In Section A (1 hour) students will be tested on the Shakespeare play that they have studied. They will need to respond to an extract question and then write an essay on a particular character or theme. In Section B (1 hour) students will be tested on the Eduqas Poetry Anthology. They will be presented with one poem from the anthology and they will need to write about how a particular theme is presented. They will then need to choose one other poem from the anthology to compare to the printed poem. Context is also assessed for this question. This exam is closed book so students will need to learn quotations from the play and from each of the poems.
Component 2 is worth 60% of the marks and is a 2 hour 30 minute written exam. In Section A (45 minutes) students will be tested on the modern novel/drama that they have studied. They will need to respond to an extract question on a particular character or theme and then make links to the wider text. In Section B (45 minutes) students will be tested on the 19th century novel that they have studied. They will need to respond to an extract question on a particular character or theme and then make links to the wider text. Context is also assessed for this question. In Section C (1 hour) students will be presented with two unseen poems. They will write about the first poem individually and will then write a comparison of both poems. This exam is closed book so students will need to learn quotations from the two set texts.
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Useful revision resources
· York Notes Revision Guides · Hodder Revision Guides · CGP Revision Guides · CGP Workbooks · Literary Eye Magazines · Lit Charts Website · Spark Notes Website
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Activities you can do with your son/daughter
· Re-read all three set texts at least twice: revising key events, characters and themes. · Create revision cards for each topic. · Purchase revision guides for the set texts. · Learn key quotations for all set texts including the poetry anthology. · Practise the unseen poetry question. · Attend performances of set texts (cinema or theatre). · Ask them to explain a particular plot, character, theme or poem to you. · Encourage them to proof-read and edit their work after every lesson.
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Key Contact for Faculty
Mr L Smith - larry.smith@cset.co.uk
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Subject English (Language & Literature)
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Week beginning |
Topic / Key Question |
Reference points |
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21/1 |
Poems from the anthology that were not revised for PPEs e.g. Ozymandias, London, Living Space. |
CGP Eduqas Poetry Anthology Revision Guide/Classwork |
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28/1 |
English Language Comp 2 Non-fiction Reading Questions: Finding information, How and Evaluate. |
Oxford Eduqas Workbook or CGP Eduqas Workbook/Classwork |
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4/2 |
English Language Comp 2 Non-fiction Reading Questions: Comparing texts. |
Oxford Eduqas Workbook or CGP Eduqas Workbook/Classwork |
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11/2 |
Transactional Writing: Letters, articles and speeches. |
Oxford Eduqas Workbook or CGP Eduqas Workbook/Classwork |
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18/2 (Half Term) |
Revisit Poetry Anthology |
CGP Eduqas Poetry Anthology Revision Guide/Classwork |
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25/2 |
Transactional Writing: Reviews, Reports and Leaflets. |
Oxford Eduqas Workbook or CGP Eduqas Workbook/Classwork |
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4/3 |
PPE Week |
PPE Week |
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11/3 |
Modern text (An Inspector Calls or Lord of the Flies) Plot. |
Various revision guides available/Google Classrooms/Classwork |
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18/3 |
Modern text (An Inspector Calls or Lord of the Flies) Character and theme questions. |
Various revision guides available/Google Classrooms/Classwork |
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25/3 |
Unseen Poetry: Writing about an individual poem. |
CGP Unseen Poetry Revision Guide/Classwork |
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1/4 |
Unseen Poetry: Comparing poems. |
CGP Unseen Poetry Revision Guide/Classwork |
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8/4 (Easter) |
Revisit C19th text (Jekyll and Hyde or A Christmas Carol). Theme questions. |
Various revision guides available/Google Classrooms/Classwork |
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15/4 (Easter) |
Reread Shakespeare text (Macbeth or Romeo and Juliet) in preparation for Ter 4.
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Set text |
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22/4 |
Shakespeare text (Macbeth or Romeo and Juliet) Character and theme questions. |
Various revision guides available/Google Classrooms/Classwork |
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29/4 |
English Language Comp 1 Fiction: Reading and Writing Practice Questions. |
Example papers in Oxford Eduqas Workbook or CGP Eduqas Workbook/past papers from teacher |
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6/5 |
English Language Comp 2 Non-fiction: Reading and Writing Practice Questions. |
Example papers in Oxford Eduqas Workbook or CGP Eduqas Workbook/past papers from teacher |
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13/5 |
English Literature Comp 1 exam is this week (Shakespeare Text and Poetry Anthology).
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GCSE French
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Course overview Exam Dates: Speaking exam – between 23rd April and 3rd May Listening and Reading exams – Tuesday 14th May Writing exam – Friday 17th May Exam requirements Listening exam: Foundation tier 35 mins, Higher tier 45 mins. You will listen to passages of French and answers questions on what you have heard. Some questions will be in French requiring answers in French, some questions will be in English requiring answers in English.
Speaking Exam: Foundation tier 7-9 mins, Higher tier 10-12 mins. At both Foundation and Higher tier you will have to complete a photo card task (worth 15 marks), a role play (worth 15 marks) and conversation on 2 themes (worth 30 marks). The conversation lasts 3-5 minutes at Foundation tier, and 5-7 minutes at Higher tier. You will be able to nominate one theme for the conversation.
Reading exam: Foundation tier 1 hour, Higher tier 1 hour 15 mins. You will read passages of French and answers questions on them. Some questions will be in French requiring answers in French, some questions will be in English requiring answers in English. The final task is a translation of a short passage of French into English.
Writing exam: Foundation tier 1 hour 15 mins, Higher tier 1 hour 30 mins. The Foundation paper has 4 tasks. For question 1 you will have to write 6 sentences. This is worth 12 marks. For question 2 you will have to write 60 words on a given theme addressing 3 areas. This is worth 16 marks. For question 3 you will have to write 90-120 words on a theme addressing 3 areas and be able to show that you can use past and future tenses. This is worth 20 marks. For question 4 you will have to translate 5 sentences into French. This is worth 12 marks.
The Higher writing paper has 3 tasks. For question 1 you will have to write 90-120 words on a theme addressing 3 areas and be able to show that you can use past and future tenses. This is worth 20 marks. For question 2 you will have the choice of two tasks and will need to write 150-180 words on the task you choose showing the range of linguistic competence you are capable of. This is worth 28 marks. For question 3 you will have to translate a passage of English into French. This is worth 12 marks. |
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Useful revision resources
The Eduqas website has all the details of the exams as well as a list of vocabulary for the whole specification: www.eduqas.co.uk/qualifications/french/gcse http://www.bbc.co.uk/schools/gcsebitesize/french/ Recently updated and provides very useful Reading and Listening revision and mini exam-style tests at Foundation and Higher level.
Try the Games link on the left for topic vocabulary revision. Click on French from the Quick Links, then choose topic vocabulary to revise. There are some useful revision exercises in the main French section – scroll down to the Topics link for some useful reading exercises.
http://www.language-gym.com Use the Game Room and the Boxing Game to practise a range of vocabulary.
http://frenchrevision.org.uk/KS4 Work through the Key Vocab section. Make a note of new words and learn them.
https://quizlet.com/ Sign up for this site and you can use pre-prepared revision cards and games as well as create your own revision vocabulary cards to play and learn with.
Google “German vocab revision” and follow the first link. There are useful vocabulary revision links as well as lists. Here’s the link: http://frenchvocabrevision.pbworks.com/w/page/14423248/FrontPage
www.linguascope.com username: thecastle password: schloss Choose the Intermediate Section and click on the French flag for French, then select the topic area you want to revise.
http://www.ashcombe.surrey.sch.uk Click on the Language College tab, then select the MFL resources, then the French Video quizzes. These are excellent for Listening practice and testing. Here’s the link: http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/french/fr-video-index.shtml
If you need to use an online dictionary you can try:
Apps – get them on your phone or tablet cRamiT Memrise Duolingo
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Activities you can do with your son/daughter
For practising for the speaking and writing components Examples of effective learning activities are: · Students record themselves speaking the material prepared onto a phone or mp3 player. Listen to the recording frequently to learn the material. · Practise with a friend or family member. · Prepare revision cards: questions on one side, answers on the other. · Write out the prepared answers on mini white boards (available at school from the languages department). · Highlight key answers or difficult sections. · Gett a friend or family member to test them. The most effective use of revision time is to do little, but often. For example, three 15-20 minute focused sessions will probably be more beneficial than a 1 hour revision sitting.
For practising for the listening and reading components Examples of effective learning activities are: · Revise vocabulary as you would for a test · Prepare vocabulary revision cards: German on one side, English on the other. · Choose any texts from the textbook and complete the comprehension questions. · Use the suggested websites to practise listening comprehension. |
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Key Contact for Faculty
Janice Bradshaw - Janice.Bradshaw@CSET.co.uk
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Subject French
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Week beginning |
Topic / Key Question |
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21/1 |
Learn the work topic & vocab sheet about work |
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28/1 |
Learn the school topic & vocab sheet about school |
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4/2 |
Learn the my town topic & vocab sheet about my town |
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11/2 |
Learn the personal relationships topic & vocab sheet about personal relationships (clothes, personality adjectives) |
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18/2 (Half Term) |
Learn the holidays topic & vocab sheet about holidays (countries) |
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25/2 |
Go over the five topics learnt so far – check your learning and re-learn where there are gaps |
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4/3 |
PPE Week |
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11/3 |
Preparation for PPE oral exam |
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18/3 |
Revise food & drink |
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25/3 |
Learn health & fitness topic (leisure) & vocab sheet about health & fitness |
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1/4 |
Learn environment & social issues vocab sheet about environment & social issues |
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8/4 (Easter) |
Final revision for oral exam (role plays) |
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15/4 (Easter) |
Final revision for oral exam (photo cards – 6 topics) |
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22/4 |
Listening & Reading Theme 3 – school, work and future plans |
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29/4 |
Listening & Reading Theme 2 – home, local area, transport, holidays, environment |
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6/5 |
Listening & Reading Theme 1 – personal relationships, family, health |
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