WOODSIDE HIGH SCHOOL TASK GRID 4: YEAR 11

WHAT TO STUDY AT HOME?

Using your school timetable as a guide, work through the tasks outlined below. Use the ‘how to study at home’ sheet to help you plan your time and approach to self study.

How long you should SUBJECT TASK spend completing these tasks

ENGLISH Task 1: Read and understand the question BUG the questions below about Macbeth, and then create a plan for each one. Starting with this moment in the play, explore how Shakespeare presents the att Macbeth and Banquo towards the supernatural. Write about: ● how Shakespeare presents the attitudes of Macbeth and Banquo towards supernatural in this extract ● how Shakespeare presents attitudes of Macbeth and Banquo towards the supernatural in the play as a whole.

Task 2: Reading and understanding questions and selecting relevant details

Read the questions below; think carefully about the difference between the two. Identify relevant details for each one from the extract below, using a different colour for each. 1) Starting with this extract, explore how Shakespeare presents Lady Macbeth. 2) Starting with this extract, explore Lady Macbeth’s attitude to power.

LADY MACBETH Was the hope drunk Wherein you dress'd yourself? hath it slept since? And wakes it now, to look so green and pale At what it did so freely? From this time Such I account thy love. Art thou afeard To be the same in thine own act and valour As thou art in desire? Wouldst thou have that Which thou esteem'st the ornament of life, And live a coward in thine own esteem, Letting 'I dare not' wait upon 'I would,' Like the poor cat i' the adage?

MACBETH Prithee, peace: I dare do all that may become a man; Who dares do more is none.

LADY MACBETH What beast was't, then, That made you break this enterprise to me? When you durst do it, then you were a man; And, to be more than what you were, you would Be so much more the man. Nor time nor place Did then adhere, and yet you would make both: They have made themselves, and that their fitness now Does unmake you. I have given suck, and know How tender 'tis to love the babe that milks me: I would, while it was smiling in my face, Have pluck'd my nipple from his boneless gums, And dash'd the brains out, had I so sworn as you Have done to this.

Task 3: Revising characters Draw an outline of a gingerbread person. Choose a character from one of your set texts (Macbeth or An Inspector Calls) follow the guidance below: ● Inside the gingerbread person, write quotations which are said by the character which reveal something about their character ● Around the outside of the gingerbread person, write quotations which are said by other characters to, or about, the character which reveal how they are treated or seen by others. ● For any comments that are descriptive or in stage directions, decide where you feel these would be best placed. ● Consider these quotes – how are the ones inside different to those outside? You could repeat this for any characters in any of your set texts.

Task 4: Revising characters and their connections to others (An Inspector Calls & Macbeth) 1. On a blank piece of paper, write the character names across the page. 2. Draw lines between characters who have close relationships or connections. 3. Along each line, write an explanation of the relevance of the connection. You could include a quotation which exemplifies this, if you wish.

Task 5: Revising themes and characters

Create a table for each of your set texts. Down the side, write the names of the main characters. Across the top, write the themes that appear in that text. Once you have done this, fill in the grid, making connections between each character and the relevant themes they link to. You may not need to fill in every box, but this is a useful way to revise how characters link to different themes. It therefore helps you to see the text as a construct, rather than just a story. For example:

An Inspector Calls Social Class Responsibility Capitalism Mr. Birling Mrs. Birling Sheila

Task 6: Paper 1

Lullaby by Elizabeth Berridge ​ She had never been quite sure about it, but he was convinced.

‘It’s a great idea, a marvellous idea,’ he said, ‘but of course if you don’t want to come out with me when I’m on leave, just say so.’

So she had given in. She always did. Life with him was precarious; always had been. She had sudden terrible fears of him leaving her. Suddenly walking from the room, out of the house, knowing he had gone on to some other life and needed no one. ‘It’s being in the air so much, doing so much flying.’ she thought. ‘It must do something to you.’ Hanging on to a cloud and never coming down – only of course you fell through a cloud.

When they had the child it was better, for a time. Then the juggling began. She could keep them both spinning equably, dexterously, for a time; father and son, son and father, but then her hand would become tired, the trick fail. This was such a time, so she said yes, and they went to friend of his who had cashed in on the pre-war vanity of people who wanted their voices recorded.

‘Only a few left,’ he said. Wistfully he looked over the wax discs. ‘Still, it was fun while it lasted.– Did I tell you the story of the man who was too nervous to propose on the spot?’

‘Yes,’ he was told.

‘Oh.’ He was obviously disappointed, ‘Well, what are you going to do?’ It was explained. ‘Why, that’s wonderful’ he exclaimed. ‘That’s – come on, let’s hear you.’

They tried it out that evening and sat listening in the next room. The child was in his cot, but was talking to himself in a queer half-language of his own. He sang a little, chuckled and made astonished noises. Then the record was started.

‘Go to sleep, darling,’ came his mother’s voice from the black box. There was a pause, then ‘Hush now, bye-byes.’ The baby stopped murmuring and settled down. Then the voice said: ‘Everything’s all right, Mama’s here.’ The child seemed to be asleep, but they let the record run to the end. ‘It won’t disturb him,’ she whispered, and gazed as the voice sang, a little self-consciously spinning from under the needle. ‘What’s to be done with the baby son –‘

A little breathlessly the record stopped, clicked. The next room was silent.

‘There!’ he said triumphant. ‘That’s all right, isn’t it? He only needs to hear your voice and off he goes.’ She smiled. It did seem a good idea.

‘Come on,’ he said, ‘let’s go.’

They did it once or twice after that, until he had to return to his station. But he couldn’t forget it. ‘You must make one for me,’ he wrote. But somehow she never did. She hated her voice spinning off the black disc; she felt as if her whole being was caught beneath the sharp needle, dragged round like a piece of fluff in the shining grooves.

When he next came on leave he said: ‘Sanders tells me we positively must see that film at the Empire. It’s tremendous.’ ‘The Empire?’ she said. ‘It’s a long way.’

He looked at her with the peculiarly blank expression he assumed when he was determined to do something in the face of any obstacle.

‘We’ve got the record,’ he said. ‘We’ll be home by ten if we go early.’

So that evening she put the baby to bed earlier, and they set the record off as they went out of the door. In the hall, he stopped suddenly and caught her in his arms. ‘You’re sure you feel all right about leaving him, darling?’ he asked. ‘I’m a selfish brute.’

She laughed. Her fear was always there, but it must not spoil his evening, and the idea of him being worried somehow strengthened her.

‘He’ll be all right,’ she said firmly. ‘Don’t worry.’

Together they walked down the road.

‘What a wind!’ she said.

Back in the nursery the wind in a sudden gust shifted aside the blackout curtain they had always meant to fix. The house stood on a corner and took the full force of any storm. ‘More of a gale,’ he said. The nightlight, usually unwavering in its saucer, flickered unsteadily; a tiny edge of the curtain was blown across and remained a little above it. From his cot the baby watched the flame grow bright. He chuckled and sang to himself. Then his mother’s voice came gently. ‘Go to sleep, darling.’ He turned over and put his thumb in his mouth. But the brightness still fascinated him; he wanted to tell his mother about it. ‘Hush now, bye-byes.’ Obediently he closed his eyes. A sudden intensity of light swept across his eyelids; the curtains were blazing. He opened his mouth to scream with sudden inexplicable fear, but across the lighted room came the trusted voice that was with him all day, ‘You’re quite all right. Mama’s here.’ He looked about, where was she?

He didn’t like it. The wind rushed round the corner and swept the fire across to the chest of drawers – cottonwool, picture-books. The baby was standing in his cot now, gripping the rail and shaking, his eyes wide and black with fear, almost islanded by flame and across the room came the lullaby ‘we’ll put him away for a rainy day ’ … … As they got off the bus, she gripped his arm. The journey had passed in silence, but now it was as if she lay beneath the sharp needle, caught in the spinning grooves.

‘Did you hum that song we made up for the baby just then?’ Her voice was edged, and he looked at her, startled.

‘No,’ he said, ‘I could have sworn you were singing it.’

For a moment they looked at one another.

Then:

‘Taxi!’ he shouted. ‘Taxi!’

Sample Paper 5: questions

Question 1:

Look at lines 1 to 12. List 4 things we learn about the husband and wife.

Question 2:

Look in detail at this extract.

Back in the nursery the wind in a sudden gust shifted aside the blackout curtain they had always meant to fix. The house stood on a corner and took the full force of any storm. ‘More of a gale,’ he said. The nightlight, usually unwavering in its saucer, flickered unsteadily; a tiny edge of the curtain was blown across and remained a little above it. From his cot the baby watched the flame grow bright. He chuckled and sang to himself. Then his mother’s voice came gently. ‘Go to sleep, darling.’ He turned over and put his thumb in his mouth. But the brightness still fascinated him; he wanted to tell his mother about it. ‘Hush now, bye-byes.’ Obediently he closed his eyes. A sudden intensity of light swept across his eyelids; the curtains were blazing. He opened his mouth to scream with sudden inexplicable fear, but across the lighted room came the trusted voice that was with him all day, ‘You’re quite all right. Mama’s here.’ He looked about, where was she?

He didn’t like it. The wind rushed round the corner and swept the fire across to the chest of drawers – cottonwool, picture-books. The baby was standing in his cot now, gripping the rail and shaking, his eyes wide and black with fear, almost islanded by flame and across the room came the lullaby ‘we’ll put him away for a rainy day ’ … … How has the writer used language to describe the fire and the baby? You could include the writer’s choice of: ● words and phrases ● language features and techniques ● sentence forms

Question 3:

How has the writer structured the text to interest you as a reader? You could write about: ● what the writer focuses your attention on at the beginning ● how and why the writer changes this focus as the Source develops ● any other structural features that interest you.

Question 4:

A student, having read this section of the text said: “The reader, like the mother in the story, feels anxious about leaving the baby alone. There is a sense of tension and foreboding throughout the story.”

To what extent do you agree? In your response, you could: ● write about your own impressions of the characters ● evaluate how the writer has created these impressions ● support your opinions with references to the text.

Question 5

You are going to enter a creative writing competition. Your entry will be judged by a panel of people of your own age.

Either: Write a description suggested by this picture:

Or: Write a story about a character that does something they later regret.

(24 marks for content and organisation 16 marks for technical accuracy)

[40 marks]

Task 7: Paper 2

st Source A – 21 ​ Century non-fiction ​ James Rampton reports on a BBC film about Summerhill School in 2008.

Summerhill: The school where lessons are optional

A new BBC film dramatises life at the famously progressive Summerhill.

Summerhill School is the most progressive school on the planet. It has only one immutable rule: that no child shall be compelled to attend lessons against his or her will.

Since its foundation in 1921, it has been relentlessly attacked by traditionalists who believe it represents the worst kind of hippy-dippy, touchy-feely bunkum. Max Rafferty, state superintendent of education in California, spoke for many when he once harrumphed that he "would sooner send [his] children to a brothel" than to Summerhill.

The school is the setting for a compelling new four-part drama for children, Summerhill, starting on the BBC on Monday. At the heart of the drama lies a legal battle, which raises a very pertinent question: what is the true point of education? Is it 1 to verse pupils in the National Curriculum and feed them with as many facts as possible, or is it to teach them to assume control of their own destinies? Scottish

1 National Curriculum – a programme of study in schools set out by the government educational philosopher AS Neill, who set up Summerhill, was unquestionably of the latter opinion.

Still key to the school's ethos today is the daily meeting, attended by all 78 pupils and 17 staff. It is a truly democratic arena in which the vote of every person - from the principal down to a five-year-old child - carries equal weight. These meetings, recreated in the drama, decide all of the school's rules. One recent ruling, for example, was that all bullies should be sent to the back of queues and excluded from social events.

Summerhill's plot centres around a key event from the school's history, a moment from 1999 when official hostility towards it came to a head. Deeply unhappy about the 2 liberties afforded to the pupils, school inspectors from Ofsted attacked Summerhill for "mistaking idleness for personal liberty" and threatened the school with closure.

Led by its magnetic principal - Zoe Readhead, daughter of the original founder - the school fought back, mounting a successful legal action against Ofsted.

"The drama underlines that many see Summerhill as a threat to the natural order of things," says Jon East, director of Summerhill. "Any larger organism always wants to expel a foreign body. The idea of children ruling and having a powerful voice is deeply alarming to many adults. They think, 'What does a child know about anything?'"

"When we said we were sending Freddie to Summerhill, our friends said we were mad," says Kate Simpson, whose 10-year-old son has been going to the school for the past two years after struggling with mainstream education.

"But when you see the results, you know you're doing the right thing. This school has transformed Freddie."

The boy's father, Steve Fawdry, says he hopes the drama will help "to overturn the negative image of children" so often presented in the media.

2 Ofsted – the school inspection body

"In the papers, children are constantly being demonised - all you hear is talk about scary gangs and guns and hoodies."

On the way out of the cinema I ask Freddie himself if he thinks the drama is a fair reflection of Summerhill life.

"Definitely," he says. "It shows the good side of the school. I don't go to many lessons - they're boring. But I think I've learned as much as other children just by being with my friends. I love Summerhill. It's so free!"

th Source B – 19 ​ Century non-fiction ​ William, an 11 year old boy, tells a story about his school to a London court in 1823. William had attended Mr Shaw’s school, Bowes Academy. The conditions were so terrible that William went blind. William’s School: Urine, Fleas and Maggots

I recollect going to Mr. Shaw's school. I could see as well as anybody then. First week, they treated me well - gave me tea and toast for breakfast. Next week they turned me among the other boys, and 3 gave me hasty-pudding for breakfast. There were from 260 to 300 boys. Gave us meat and potatoes four days in the week - bread and milk on Thursday - dumplings made of flour and water on Friday - and black potatoes, with a bit of butter, on Saturday. When any gentleman used to come to see the 4 school, Mr. Shaw used to come in and tell the usher to make all the boys without jackets and trousers to get under the table. When any of them got a hole in the jacket or trousers, they went without till they were mended. The boys washed in a long trough, like what horses

3 hasty-pudding – wheat flour cooked in boiling water 4 usher – a junior teacher drink out of: the biggest boys used to take advantage of the little boys, and get the dry part of the towel. There were two towels a day for the whole school. We had no supper; nothing after tea. We had dry bread, brown, and a drop of water and a drop of milk warmed. The flock of the bed was straw; one sheet and one quilt; four or five boys slept in a bed not very large. My brother and three more slept in my bed; about thirty beds in the room, and a great tub in the middle, full of urine. There were not five boys in every bed. The tub used to be flowing all over the room. Every other 5 morning we used to flea the beds. The usher used to cut the quills , and give us them to catch the fleas; and if you did not fill the quill, you caught a good beating. The 6 pot-skimmings were called broth, and we used to have it for tea on Sunday; one of the ushers offered a penny a piece for every maggot, and there was a pot-full 7 gathered: he never gave it them. No soap, except on Saturday, and then the wenches used to wash us.

I was there nine months. One morning I could not write my copy, from the weakness of my eyes: I felt nothing the night before. Mr. Shaw said he would beat me if I did not write my copy. Next morning he sent me into the wash-house. There were other boys there; some quite blind. Mr. Shaw would not have us in his room. I was there a month. There were 18 boys at one time affected; some who were totally blind were sent into a room; I think two besides myself. In about a month I was removed to a private room, where there were nine totally blind. A doctor was sent for. Mr. Benning is his name. I was in the room two months; the doctor discharged me, saying, I had lost one eye, and should preserve the other. I had lost one eye, but I could not see with the other. I was taken back to the washhouse, and never had the doctor again.

The stones of the wash-house floor were wet. I was ill six months from October. Mrs. Shaw used to come by, and ask me how I was, and that is all. There was washing every Tuesday or Wednesday morning while I was in the wash-house; they never used to iron the clothes - only made the stiff dry, in the wet weather by the large kitchen-fire. 8 The fire in the copper was only lighted for household business, boiling clothes or

5 quills – made out of the feathers of birds, often used for filling with ink, here used for filling with fleas 6 pot-skimmings – left-over food and grease in a pan after cooking 7 wenches – young women 8 copper – large boiler for cooking potatoes. I was kept in the wash-house from morning till night except for the purpose of meals. When we retired, we slept as many in a bed as when we were well.

Example questions

1. Read again the first part of Source A from lines 1 to 18. ​ Choose four statements below which are TRUE.

Choose a maximum of four statements. (4 marks)

● Summerhill School has lots of rules. ● Students don’t have to go to lessons. ● A new programme about the school will be aired on TV. ● The school has been criticised by some people. ● Max Roberts likes the school. ● The TV programme is a documentary. ● The programme includes a fight. ● The school was set up by a philosopher.

2. You need to refer to Source A and Source B for this question. Use details from BOTH ​ sources. Write a summary of the differences between Summerhill School and Mr Shaw’s school. (8 marks)

3. You now only need to refer to Source B for this question. How does William use language to present his school days as a difficult time? (12 marks)

4. For this question, you need to refer to the whole of Source A, together with Source ​ B. Compare how the two writers convey their different attitudes to school.

In your answer, you could:

● compare their different attitudes ● compare the methods they use to convey their attitudes ● support your ideas with references to both texts. (16 marks)

5. ‘The best schools are relaxed about the rules.’ ​ Write a letter to your head teacher in which you explain your point of view about this statement.

(24 marks for content and organisation 16 marks for technical accuracy)

[40 marks]

MATHS Foundation 4 x 1 hour per week. Week 1 - Standard Form Copy all examples into your Maths book. Copy all questions into your book and show all steps of your working out.

E.g. E.g.2.

Questions Foundation Week 2 - Standard Form Use the examples from Week 1 to help you. Copy all questions into your book and show all steps of your working out.

Foundation Week 3 - Standard Form Copy all examples into your Maths book.. Copy all questions into your book and show all steps of your working out. e.g.

Questions Dividing example

Questions

Standard form adding/subtracting e.g.

Questions

Higher Week 1 - Sine Rule Copy all examples into your Maths book. Copy all questions into your book and show all steps of your working out.

Answers:

Week 1 - Cosine Rule Copy all examples into your Maths book. Copy all questions into your book and show all steps of your working out.

Answers:

Week 2 - Area of a Triangle using Sine Copy all examples into your Maths book. Copy all questions into your book and show all steps of your working out.

N.B. For the Apply questions you may need to use the sine rule or cosine rule to find another side or angle before you can find the area.

Answers:

Week 3 - 3D Trigonometry Copy all examples into your Maths book. Copy all questions into your book and show all steps of your working out.

Start by copying the original cuboid. You will then need to draw your own triangle within the cuboid to help you work out the values asked for.

N.B. A plane is one of the faces of the shape, so a flat surface. The corners of the shape will be denoted by the letters given.

Answers:

SCIENCE Week 1 - Biology Paper 2 Revision You should spend a minimum of four hours a week on your You should spend a minimum of four hours on revising the content from Biology science Paper 2. The units covered in Paper 2 are:

● CB1 Key Concepts in Biology ● CB6 Plant Structures and their Functions ● CB7 Animal Coordination, Control and Homeostasis ● CB8 Exchange and Transport in Animals ● CB9 Ecosystems

You should use your revision guide and workbook to help you. You could also write revision notes or flashcards to help you with your revision.

Week 2 - Chemistry Paper 2 Revision

You should spend a minimum of four hours on revising the content from Chemistry Paper 2. The units covered in Paper 2 are:

● CC3 Atomic Structure ● CC4 The Periodic Table ● CC5 Ionic Bonding ● CC6 Covalent Bonding ● CC7 Types of Substances ● CC9 Calculations Involving Masses ● CC13 Groups in the Periodic Table ● CC14 Rates of Reaction ● CC15 Heat Energy Changes in Chemical Reactions ● CC16 Fuels ● CC17 Earth and Atmospheric Science You should use your revision guide and workbook to help you. You could also write revision notes or flashcards to help you with your revision.

Week 3 - Physics Paper 2 Revision

You should spend a minimum of four hours on revising the content from Physics Paper 2. The units covered in Paper 2 are:

● CP7 Energy - Forces Doing Work ● CP8 Forces and their Effects ● CP9 Electricity and Circuits ● CP10 Magnetism and the Motor Effect ● CP11 Electromagnetic Induction ● CP12 Particle Model ● CP13 Forces and Matter

You should use your revision guide and workbook to help you. You could also write revision notes or flashcards to help you with your revision.

BIOLOGY Week 1 - Biology Paper 1 Revision You should spend approximately 1 hour and 20 You should spend a minimum of 1 hour and 20 minutes on revising the content minutes each week on each of from the following Biology units: the separate sciences

● SB1 Key Concepts in Biology ● SB2 Cells and Control ● SB3 Genetics

You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

Week 2 - Biology Paper 1 and Biology Paper 2 Revision

You should spend a minimum of 1 hour and 20 minutes on revising the content from the following Biology units:

● SB4 Natural Selection and Genetic Modification ● SB5 Health, Disease and the Development of Medicines ● SB6 Plant Structures and their Functions (Biology Paper 2) ​ You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

Week 3 - Biology Paper 2 Revision

You should spend a minimum of 1 hour and 20 minutes on revising the content from the following Biology units:

● SB7 Animal Coordination, Control and Homeostasis ● SB8 Exchange and Transport in Animals ● SB9 Ecosystems

You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

CHEMISTRY Week 1 - Chemistry Paper 1 Revision You should spend approximately 1 hour and 20 You should spend a minimum of 1 hour and 20 minutes on revising the content minutes each week on each of from the following Chemistry units: the separate sciences

● SC1 States of Matter ● SC2 Methods of Separating and Purifying Substances ● SC3 Atomic Structures

You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

Week 2 - Chemistry Paper 1 Revision

You should spend a minimum of 1 hour and 20 minutes on revising the content from the following Chemistry units: ● SC4 The Periodic Table ● SC5 Ionic Bonding ● SC6 Covalent Bonding

You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

Week 3 - Chemistry Paper 1 Revision

You should spend a minimum of 1 hour and 20 minutes on revising the content from the following Chemistry units:

● SC7 Types of Substance ● SC8 Acids and Alkalis ● SC9 Calculations Involving Masses

You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

PHYSICS Week 1 - Physics Paper 1 Revision You should spend approximately 1 hour and 20 You should spend a minimum of 1 hour and 20 minutes on revising the content minutes each week on each of from the following Physics units: the separate sciences

● SP1 Motion ● SP2 Forces and Motion

You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

Week 2 - Physics Paper 1 Revision

You should spend a minimum of 1 hour and 20 minutes on revising the content from the following Physics units: ● SP3 Conservation of Energy ● SP4 Waves

You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

Week 3 - Physics Paper 1 Revision

You should spend a minimum of 1 hour and 20 minutes on revising the content from the following Physics units:

● SP5 Light and the Electromagnetic Spectrum ● SP6 Raduioactivity

You should also look at the core practicals in these units. If you have revision guides you should use them. If not, then use the notes that you have taken in class this year and those from Year 10.

GEOGRAPHY Revision Topic 9 - Consuming Energy resources

Task 1:

Use the revision guide pages 97-105 and produce a set of revision flash cards to include the following:

Energy Impacts: 1. What are renewable, non-renewable and recyclable resources? 2. How can their extraction impact the environment? Access to Energy: 1. What factors affect people's access to energy? Global Demand for Oil 1. Reasons why oil consumption is rising 2. Reasons why oil prices fluctuate New Developments: 1. What are the costs and benefits of extracting energy resources in fragile areas? 2. What are the costs of benefits of Tar Sands? 3. What are the costs and benefits of fracking? Energy efficiency and conservation. 1. How can homes be more energy efficient? 2. How can transport be more energy efficient? Alternative energy sources 1. What are the costs and benefits of renewable sources of energy? Attitudes to energy: 1. What is a carbon footprint? 2. Why are there contrasting views about energy consumption? Include examples of different groups of people. 3. Why are attitudes changing? Task 2 - Exam practice Read through the information on page 104 and answer the 8 mark question. Task 3 - Exam practice Read through the different options on page 105, look at the worked example. Now your turn, which option do you think is the best option? Justify your choice. Why have you rejected the other 2 options? Justify your reasons.

If you complete all of the above make some flash revision cards for the topics that you do not feel confident about. Use your revision guide and your class notes to help.

HISTORY Germany Revision This work should take you around 2.5 hours a week, which Lesson 1: is around the same time you would spend if you were in Task 1- Write down list of the STRENGTHs and WEAKNESSES of the Weimar lessons at school. Constitution Use your notes to complete the Task 2: Write down what PROPORTIONAL REPRESENTATION is and why it work or information provided, if caused problems for politicians trying to keep Weimar Germany stable and you have the internet then you functioning. could use that to check if the information is correct. Task 3: Answer the questions in full sentences in your book. 1. Who was the first President of the Weimar Republic? 2. Describe why the Weimar Republic was created. 4. How did Ebert win the support of the Army? 5. Describe the main elements of the Weimar political system e.g. President, Reichstrat

Task 4: The Treaty of Versailles was signed in 1919 and created by the Big Three (USA, Soviet Union and UK). Write down what the terms of the treaty were using the headings below

-military restrictions

-territory change (gaining/losing land)

-reparations

-war guilt

Task 5: Why did some call the signing of the Treaty of Versailles ‘Dolchstoss’ or a ‘Stab in the back’? Explain what they mean and who would have accepted this view.

Lesson 2: Challenges from the right and left wing and 1923 year of crisis

Task 1: Define the following terms/keywords

1. Kapp Putsch 2. Spartacist Uprising 3. Ruhr 4. Hyperinflation 5. Rentenmark

Task 2: Complete the following questions in full sentences in your book

Task 3: Recovery of the Republic- answer questions and make flashcards on the following key agreements/treaties

1. What was the Dawes Plan 1924? How did it help Weimar recover? What were its immediate consequences (Ruhr)? 2. What was the Young Plan 1929? How did it help Weimar recover? Which political groups did it anger and why? 3. What was the Locarno Pact? Why was it an important milestone for Germany? What were its consequences for Germany (allowing them to start to join an international body...) 4. What was the Kellogg-Briand Pact 1928? Why was it important that Germany was a willing member of the treaty? What did it signal to the world?

Task 4: Imagine that you are Gustav Stresemann’s official biographer. You are tasked with making the world aware of the successes and failures of this German politician. Make sure you include agreements and treaties that he was part of but also groups and people who his actions angered. Sum up by saying how you think the world should remember Stresemann.

Lesson 3: Elizabeth Revision- the situation on Elizabeth’s accession

Task 1: Write a job advertisement for these roles in Elizbeth’s government

1. A courtier 2. One of the Privy COuncil 3. Justice of the Peace 4. An MP

Task 2: Answer the questions in full in your book

1. Write down two advantages to Elizabeth I marrying 2. Write down two disadvantages of Elizabeth I marrying 3. Explain in one sentence why Elizabeth’s gender caused her problems when she became queen 4. Explain why legitimacy caused her problems when she became queen

Task 3: Answer the questions in full in your book

1. Give two reasons why each of the following were a problem for Elizabeth: A. The Crown being in debt B. Mar, Queen of Scots

Lesson 4: Elizabeth Revision- Plots and revolt at home

Task 1: Revolt of the Northern Earls 1569 - answer all questions in your book

1. Who were the key players in the revolt? (there are at least four) 2. Explain why the northern earls revolted, use at least three reasons 3. Describe the plan for the revolt 4. Describe the events that took place during the revolt 5. Explain two consequences of the revolt (use the words Papal Bull and treason)

Task 2: Ridolfi, Throckmorton and Babington plots- make summaries using key people, the plan, the actual events and the consequences of each plot. Rate each plot out of 10 for its importance for Elizabeth (explain how it changed her views and how she dealt with threat)

Task 3: Francis Walsingham’s use of spies

1. Who were the sorts of people who became Walsingham’s spies? 2. What did the spies do? 3. ‘Francis Walsingham is one of England’s unknown heroes’ Analyse this statement and produce a paragraph with evidence supporting it and a paragraph with evidence disagreeing, then give your own judgement.

Lesson 5: Cold War Revision

Task 1: Answer the following questions in your book using your book and notes made in class (and the internet if you have access to it)

1. Name the two different ideologies of the USA and USSR?

2. Which countries were part of the Grand Alliance?

3. When was the Yalta Conference? Name one thing that was agreed there.

4. What did they disagree about at the Yalta conference?

5. When was the Potsdam Conference? What was there?

6. What did they disagree about at Potsdam

7. What happened on 16th August 1949? What did it lead to?

8. Who was George Kennan?

9. How did the USSR justify creating Satellite States?

10. Which countries became under the control of the USSR?

Task 2: Complete the 8 mark narrative question

‘Write a narrative account analysing the key events in the Soviet Union and Eastern Europe in the years 1989-91 -The fall of the Berlin Wall’

USE THE HINTS AND TIPS BELOW TO ANSWER THE QUESTION

Task 3: Read the information below and then write a 8 mark narrative question about the Berlin Blockade/Airlift

Lesson 6: Cold War Revision- the Cuban Missile Crisis

Task 1: Complete the questions in full sentences in your book

1. What political ideology did Fidel Castro believe in?

2. How close was Cuba to the USA

3. How did the USA try to ruin Cuba after Fidel Castro took over?

4. How many Cuban exiles invaded Cuba in 1961? 5. Where did the Cuban exiles invade?

6. What was the main consequence of the failed Bay of Pigs invasion?

7. What did American spy planes notice on Cuba?

8. How did Kennedy try to prevent missiles from reaching Cuba?

9. What deal did Kennedy make to ensure missiles were not placed in Cuba?

10. Identify two consequences of the Cuban Missile Crisis.

Task 2: Explain two of the following (2x 8 mark questions):

The importance of the Truman Doctrine for international relations.

The importance of the Bay of Pigs incident for the future of Cuba.

The importance of the Warsaw Pact for relations between the USA and the Soviet Union.

USE THE GUIDE BELOW TO ANSWER ‘IMPORTANCE’ 8 MARK QUESTIONS:

Task 3: Make revision flashcards of The Berlin Crisis, Hungarian Uprising, Cuban Missile Crisis and Gorbachev’s New Thinking. Make sure you include key individuals, key events, consequences and how the events were important for US/Soviet relations.

ART Over the next 3 weeks you are going to be completing tasks that will help with ​AO3 Do 1 task each week and spend (Record) and AO2 (Experiment & Refine)​ which are essential for your portfolio and you 3 hours on each task. will need to show skill in them. All tasks go towards your final Level so are essential. For students who are thinking of doing AS/A-level/BTEC/Further educations courses linked with the Arts or industries, your GCSE portfolio will be essential to show at interview.

Task 1: ​ Materials & techniques, most of which you have in your Art Pack include: ball point pen or fineliner, coloured pencils, collage, watercolour paint, pencil, oil pastel, ink.

Choose 3​ you like a​ nd produce ​3 observational drawings ​ of an object(s) in that media. Make sure you have a real object in front of you!​ For example: fruit/vegetables, a bunch of keys, shoes, flowers/plants etc. The third one could be mixed media. S​ pend 1 hour on each drawing.​

Task 3: D​ esign a ​magazine front cover ​ with ​YOU ​ as the star.

Starter: ​Collect any ​examples of magazines y​ ou may have to help inspire you (try free issues like TimeOut & newspaper magazines). Collect examples of l​ ettering (typography) y​ ou like too (free newspapers, flyers, packaging etc.). ​Brainstorm ideas for your proposed front cover with a m​ ind map. (30 mins)

Main: ​Use a mirror to sketch yourself using correct proportions. Look carefully at your features and show skill in detail, tone, mark making and proportion. (​ 1 hr)

Now create a name for your magazine and add a title using the typography style you like. Include on the magazine cover a ​barcode, price, and any special features inside. (1 hr)

Plenary: ​ Evaluate your Magazine cover in full sentences. What media(s) did you use? Why did you choose the style of lettering and name? What was successful when drawing your portrait and what was less successful? If you had more time what would you do differently? What ideas does this give you for future projects? (​ 15 mins)

Music GCSE 9-1 OCR Board Study- if accessing the bbc bitesize for revision One hour MUSIC ​ ​ Prepare audio/ video recording of your performance piece for submission if not done so already

Complete your composition and produce an evaluation of your composition.

You may use this format to help you:

I have decided to compose a (blues song, ballad, instrumental saz piece, a capella song…..) because………………

The main melody is ……………….. For the accompaniment I have chosen the One hour following chords ……………………………………………… In ….part I use arpeggios / broken chords / Alberti bass/ block chords where suitable in order to add some rhythms and make the music interesting. My lyrics are describing….

Other devices I to used are ……………………………… , because they will help One hour enhance the mood / message / ……….of my piece.

The genre I have focused on is …………... , because I like this genre and my instrument is very characteristic for this style of music.

In my vocal range / instrumental range, ……..(state if your voice is soprano/alto etc) I used a pedal to enhance dynamics and create dynamic contrasts / (what)………effects .

The piece is in ……time signature, because it is characteristic for this music style.

My composition has prominent (rhythmic/ bass line/ melodic harmonic/ contrasting etc)………………..features.

The tempo of the piece is ………………I used …………………………………texture and vary it in order to make my piece expressive and interesting. The structure of my piece is: ……I needed some repetition but I had to avoid too much of it because that would create……I tried out the following melodic ideas , chords and phrases……

Study about AoS2 Baroque Composer G.F.Handel:

George Frideric Handel was born on February 23, 1685 in the North German ​ province of Saxony, in the same year as Baroque composer Johann Sebastian Bach. George's father wanted him to be a lawyer, though music had captivated his attention. His mother in contrast, supported his interest in music, and he was allowed to take keyboard and music composition lessons. His aunt gave him a harpsichord for his seventh birthday which Handel played whenever he had the chance. In 1702 Handel followed his father's wishes and began his study of law at the University of Halle. After his father's death in the following year, he returned to music and accepted a position as the organist at the Protestant Cathedral. In the next year he moved to Hamburg, and accepted a position as a violinist and harpsichordist at the opera house. Handel's first serious opera was performed in 1707 – “Rodrigo” containing a mix of Recitatives and Arias. These were grand scenic spectacles where costumed performers together with lavish scenery and stage designs enhanced the music. In 1710, Handel accepted the position of Kapellmeister to George, Elector of Hanover, who was soon to be King George I of Great Britain. In 1712 he settled in England where Queen Anne gave him a yearly income. In the summer of 1717, Handel premiered one of his greatest works, Water Music, in a concert on the River Thames. The concert was performed by 50 musicians playing from a barge positioned closely to the royal barge from which the King listened. It was said that King George I enjoyed it so much that he requested the musicians to play the suite three times during the trip! By 1740, Handel completed his most memorable work - the oratorio Messiah. Handel wrote his oratorios in English and “Messiah” became popular after its performance at the Foundling Hospital Chapel. It is said that when the king first heard the "Hallelujah Chorus" he rose to his feet. This tradition continues to this day. On April 6, 1759 Handel conducted his last performance of the Messiah and returned home in poor health. He died on April 14, 1759 and was buried in Poet's Corner of Westminster Abbey in London, England. More than 3000 people attended his funeral.

Questions 1. What nationality was Handel? 2. What instrument did Handel ​ first learn to play? 3. What was the name of Handel’s first opera? 4. What are Recitatives? What about Arias? 5. In what year did Handel settle in England? 6. Where was Handel’s suite Water Music designed to be performed? 7. What is an oratorio? 8. Where is Handel buried?

BTEC Music - Component 2

Task 1: Complete your audit for your personal skills, performing and producer ​ awareness

Task 2: Write a commentary about your personal experiences in music. You ​ may add images/workshops or in/out of school performances/

Task 3: Complete your research on an artist and a producer within the music ​ industry stating facts about health & safety, habits and support that they may need to be successful.

DRAMA Learning Objective: You will learn to choose a stimulus that has dramatic All work set here should take potential. about 6- 7 hours to complete.

• Look at the stimuli. ​ ​ • You have 7 minutes to look and think about all the ideas connected to these Stimuli. • Which one has dramatic potential?

1. ‘She knew that he wore his life My chosen stimulus is: ​ on his skin, that his biography was written in flesh and on his bones.’ (A little life – Hanya ​ Yanagihara) This could lead to a piece of drama with themes of… One idea of a plot that uses these themes is… Research I have done based 1. around this stimulus is… 2. 3.

2. ‘Oh! You Pretty Things’ David My chosen stimulus is: ​ Bowie (Song) ​

This could lead to a piece of drama with themes of…

One idea of a plot that uses these themes is…

Research I have done bases 1. around this stimulus is… 2. 3.

3. ‘Power’s not given to you. You My chosen stimulus is: ​ have to take it.’ Beyonce ​

This could lead to a piece of drama with themes of…

One idea of a plot that uses these themes is…

Research I have done bases 1. around this stimulus is… 2. 3.

My chosen stimulus is:

4. ‘System Failure’ – Igor Morski (Please see image below).

This could lead to a piece of drama with themes of…

One idea of a plot that uses these themes is…

Research I have done bases 1. around this stimulus is… 2. 3.

Stage One:

How Ideas have been researches, created and developed in response to the chosen stimulus.

Your first 100 words should include:

● What stimulus your group has chosen (state if it’s a quote, a song, an a image or a statement) ● What were your initial thoughts around the stimulus (refer to the mind map) ● What did this make your think of? What ideas? What performances could you have created? (If you had an original idea and changed it, what was it?) ● Your Second 100 Words should include:

● What idea from the mind map did you settle on? ● What emotions and ideas stemmed from this idea that you were interested in? What did it make you wonder? Think? Feel? ● What did you decided to do your piece about?

Your final 100 words should include:

● Based on what you’ve decided to create what you have researched to help you understand the topic more. ● How has this helped you? What did it help you understand better? ● How will this be implemented into your performance?

Band AO1 Create and develop ideas to communicate meaning for theatrical performance. (Portfolio)

5 25-30 marks ● Highly imaginative ideas are created and developed in response to the chosen stimulus to communicate meaning. ● An excellent range of relevant techniques/characteristics associated with the chosen practitioner/genre is incorporated highly creatively as the piece is developed. ● An excellent range of rehearsal techniques explored during the process to communicate meaning in a highly effective way. ● A highly relevant individual contribution to the creation, development and refinement of ideas for theatrical performance.

4 19-24 marks ● Mostly imaginative ideas are created and developed in response to the chosen stimulus to communicate meaning. ● A good range of relevant techniques/characteristics associated with the chosen practitioner/genre is incorporated creatively as the piece is developed ● A good range of rehearsal techniques explored during the process to communicate meaning in an effective way ● A relevant individual contribution to the creation, development and refinement of ideas for theatrical performance.

3 13-18 marks ● Reasonably imaginative ideas are created and developed in response to the chosen stimulus to communicate meaning ● A reasonable range of relevant techniques/characteristics associated with the chosen practitioner/genre is incorporated reasonably creatively as the piece is developed ● A reasonable range of rehearsal techniques explored during the process to communicate meaning in a reasonably effective way ● A reasonably relevant individual contribution to the creation, development and refinement of ideas for theatrical performance

2 7-12 marks ● Some ideas are created and developed in response to the chosen stimulus to communicate meaning ● Some relevant techniques/characteristics associated with the chosen practitioner/genre are incorporated creatively as the piece is developed ● Some rehearsal techniques are explored during the process to communicate meaning. ● Some individual contribution to the creation, development and refinement of ideas for theatrical performance.

1 1-6 marks ● Very few ideas are created and developed in response to the chosen stimulus to communicate meaning ● A limited range of relevant techniques/characteristics associated with the chosen practitioner/genre are incorporated creatively as the piece is developed ● A limited range of rehearsal techniques explored during the process to communicate meaning. ● Limited individual contribution to the creation, development and refinement of ideas for theatrical performance.

0 0 marks ● No evidence of creating or developing ideas for theatrical performance.

Talk about your choice of practitioner. If you can research on bitesize, search for Brecht and research Brecht and Epic Theatre. Bertolt Brecht – a brief background - Epic theatre and Brecht - GCSE Drama Revision - BBC Bitesize

It’s really important that each group has a distinct ‘flavour’ as the ​ examiner will be seeing all groups one after the other and it is important that your group stands out.

• Establishing genre or the techniques of a theatre practitioner early on will really help you to shape your work.

What I want you to do it go onto BBC Bitesize, the link is below, this talks you through the whole process. If you can’t find it from the link, go to www.bbc.co.uk/bitesize click on KS4 and then select drama, and then ​ select Eduqas, here they have a whole section of devising. Read through this.

https://www.bbc.co.uk/bitesize/topics/z7jb382 ​ From this you should have read bout the following Genres:

● Theatre in Education (TIE) ● Physical Theatre ● Epic Theatre ● Political Theatre ● Comedy ● Tragedy ● Melodrama ● Commedia Dell’Arte ● Verbatim (From homelearning)

You will also be aware of the following practitioners:

● Brecht (from homelearning and lessons) ● Steven Berkoff ● Graege Theatre Company ● Kneehigh ● Katie Mitchell

Make notes on each of the practitioners/genres and then have your top 3 styles. Use the following table: You have all been using Brecht.

My chosen Genre/Practitioner Brecht. is: What do I like about this practitioner/genre? What techniques of theirs can I use in my drama? Does this practitioner/genre link to any of the stimulus’? How would I use these techniques and to highlight what aspects of the performance/message?

Stage Two:

How ideas from the chosen practitioner/genre have been incorporated in the piece to communicate meaning

Your first 100 words should include:

● Who is the practitioner/genre your group has chosen (Brecht, Emma Rice or Theatre in Education) ● Why did you choose this practitioner or Genre? What will it add to your performance? How will this choice enhance your message?

Your Second 100 Words should include:

● Name a scene where you’re using a technique from this practitioner/Genre ● What technique are you using and why are you using it? ● How does it help your message? How does this link to your original ideas/stimulus? ● Make sure you comment on what you’re doing individually to help this process.

Your final 100 words should include:

● Name another scene where you’re using a technique from this practitioner/Genre ● What technique are you using and why are you using it? ● How does it help your message? How does this link to your original ideas/stimulus? ● Make sure you comment on what you’re doing individually to help this process.

Stage Three:

How ideas have been developed, amended and refined during the development of the devised piece.

Your first 100 words should include:

● Think of a character that you play ● What have you done, in terms of rehearsal techniques to make this character more real? ● How has this benefited your piece?

Your Second 100 Words should include:

● Think about a particular scene ● What have you done, in terms of rehearsal techniques have you done to improve the energy in the scene, or to improve the relationship shown on stage, or to develop the story?

Your final 100 words should include:

● What have you personally done? ● Is there anything in the whole process that you are particularly proud of that you’ve completed? ● Did you devise a scene? Suggest a change? Help develop someone else’s character?

Write your coursework.

Finally write out and rehearse a monologue from your piece. Your character will need to complete a monologue that lasts between 1-2 minutes in length at least. Write this out and if you can record yourself performing please do and send it via google drive. If not we will need to record when you return to school.

Wk1: study skills- mind mapping PRS ​ Mind maps are a very useful tool for revising a topic. Tips for creating a useful mindmap:

1. Turn the page landscape 2. Start in the centre & leave enough room for the branches 3. Use images to help remember the content 4. Use one colour for each branch 5. Use 5 to 7 branches

Practise using a mind map to write a 1 – 2 minute speech about why students need the summer holiday and how they can enjoy them … Now use 5 tips above to create a mind map for a topic you are revising

Wk2: Improving your note taking ​ Record: During the lesson, record the important facts and ideas. ​ Reduce: As soon after as possible, summarize the facts and ideas. Summarizing ​ clarifies meanings and relationships, reinforces continuity, and strengthens memory. Recite: Cover your notes. Go over the facts and ideas of the lesson as fully as ​ you can. Then, verify what you have said by looking at your notes. Reflect: Draw out opinions from your notes and use them as a starting point ​ for your own reflections. Reflection will help prevent ideas from being forgotten. Review: Spend a few minutes every week reviewing your notes, and you will ​ retain most of what you have learned.

Get into a habit of doing this with all your subjects. Try to reduce your subject topics down to one page. Create a key word glossary for all of your subjects.

Wk3: Making a rap or poem about something can help you remember key information.

Write a poem about a topic you are finding hard to remember. Here is an example:

Photosynthesis Photosynthesis is the way of living, For plants that are good at giving, They provide us with the oxygen we need, And do not take anything out of greed. They really are pretty cool, Using carbon dioxide and water as their tool, To make the glucose that they need, So they don’t have to plead and plead.

RS Practice the following exam question using your revision guide and the below text “Christians should focus on living life here and now rather than focusing on an afterlife” (12 marks) Do you agree?

The Soul

Most Christians believe that the soul has to have a body; one cannot exist without the other. This therefore means that when you go to heaven after you die, the soul finds a new body in heaven. Roman Catholics believe in this.

Heaven

Some denominations believe that God loves everyone so everyone will go to Heaven; other denominations believe that only Christians go to heaven because everyone has sinned and other denominations believe that good people will go to Heaven when they have paid for their sins.

Hell A place of everlasting suffering. Some believe that those who have not accepted Jesus will burn therefore all of eternity. However, others believe that an omnibenevolent God could never send someone to such a place.

Purgatory

Roman Catholics believe in a place in between Heaven and Hell called Purgatory; here you pay for your sins. This is because of this Roman Catholics will sometimes pray for lost ones when the die to help them get into Heaven and spend as little time in Purgatory as possible.

Week 2

Use your revision guide to create a mind map of

Christianity beliefs teachings and practices & islam beliefs teachings and practices

Write down all tje key learning points

Week 3

Do the same as above for Theme A, B, D and E. Use the Christian arguments with some key points for Islam too.

Option 1. Non – practical – requires pupils to submit a piece of work PE ​ ​ Create a sport specific warm up for a sport or activity of your choice. Consider what muscles are predominantly used for the sport of your choice and ensure that they are named and an appropriate stretch is included to prepare this muscle group is ready for participation.

Write down instructions for the warm up to enable anyone to take the warm up, even if they have never done PE before.

Include:

Pulse raiser: What activities will you do in order to raise the pulse of the ​ performer? What are the side effects of completing a pulse raiser?

Stretches: Which muscle groups are mainly used in the chosen sport or ​ activity? Include the names of the muscles and when they would be used. Example – In football, a goalkeeper would use their oblique’s when diving to ​ save a ball

Practical activity

Please complete the following workout by clicking on the link below: https://www.youtube.com/watch?v=tXOZS3AKKOw&safe=true

Dont worry if you can't access the internet you can still complete the task and the exercises are listed below

You should perform each exercise for 30 seconds followed by a 30 second rest

Record the number of repetitions you complete for each circuit on the table below

Repetitions

Activity circuit 1 Circuit 2

Reverse Lunge (R) Reverse lunge (L)

Sprinting on the spot

Squats

Bicycle crunch

Plank

Jacknife crunches

Curtsy lunges (R)

Curtsy lunges (L)

Burpees

Squats

Mountain climbers

Side plank (L)

Side plank (R)

Shadow boxing

Lunge shuffle

You should aim to complete the circuit 2 x per week and try to complete two circuits . Track your progress over the next 3 weeks and look to make improvements . You can adapt the exercises as you see fit.

SOCIOLOGY Week 1

Revision lesson 1 – Sociological approach

Using your revision sociology guides read pages 6 – 11 and answer the following questions. If you don’t have your revision guides, then you need to complete these questions without it.

1. Identify one example of social process 2. Sanctions provide guidelines on appropriate and expected behaviour in social settings such as cinemas, restaurants or aeroplanes. True or false? 3. Which term do sociologists use to describe the process by which people learn their society’s culture, norms and values? 4. Identify one difference between the bourgeoisie and the proletariat. 5. Identify one function of punishment, according to Durkheim 6. Identify one similarity between Marx’s and Weber’s views on social class. 7. Identify one difference between functionalist and Marxist perspectives 8. Identify one similarity between Marxist and feminist perspectives 9. Describe what sociologist mean by social cohesion

Revision lesson 2 – Research design

Using your revision sociology guides read pages 6 – 11 and answer the following questions. If you don’t have your revision guides, then you need to complete these questions without it.

1. Identify one advantage of using closed questions in a survey 2. State one disadvantage of longitudinal study 3. Identify one similarity between a structured interview and a postal questionnaire 4. What do sociologists mean by interview bias? 5. Describe what sociologists mean by the observer effect 6. Content analysis generates qualitative data from quantitative sources. True or false? 7. Crime rates are more likely than birth rates to be valid. True or false? 8. Identify and explain one advantage of using surveys to investigate people’s experiences as victim of crime 9. Identify and explain one advantage of using observation to investigate the interaction between teachers and students in classrooms

Week 2

Revision lesson 1 - families exam practice part 1 - use your revision guide to support you to answer these questions if you have them to hand.

1. Which term is commonly used by sociologists to describe a marriage with equally shared domestic roles?

❏ A Conjugal roles ❏ B Ideal conjugal roles ❏ C Joint conjugal roles ❏ D Segregated conjugal roles

2. What role do women traditionally perform in the family?

❏ A Decision making ❏ B Expressive ❏ C Flexible ❏ D Instrumental

3. Describe the double shift experienced by women in marriage. [3 marks] 4. Identify and describe one example of how patriarchy can affect the power relationship within families. [3 marks]

Item A

Despite concerns over the increase in the number of children in single-parent families, recent research has found that children raised by a single parent are no less happy than those living with two biological parents. Rather, it is the quality of relationships at home which are most strongly linked to a child’s well-being.

Researchers analysed data from the Millennium Cohort Study, which was made up of 12 877 children aged seven, in 2008, from across the UK. The children came from three family types: those living with two biological parents; those living with a step-parent and a biological parent; and those with just a single parent.

The seven-year-olds were asked the question: “How often do you feel happy?” Of the children living with a lone parent, 36 per cent said they were happy “all the time” while the remaining 64 percent reported being happy “sometimes or never”.

Exactly the same percentages were recorded when the question was put to children from the other family types.

The results were largely unchanged when other factors which could influence a child’s well-being were taken into account, such as their parents’ social class or the affluence of the area in which they live.

5. From Item A, examine one strength of the research. [2 marks] 6. Identify and explain one factor that may have led to an increase in the number of children raised in single-parent families referred to as a concern in Item A. [4 marks] 7. Identify and explain one advantage of using unstructured interviews to investigate relationships between family members. [4 marks]

Item B

8. From Item B, identify and describe the research method used by the Rapoports including what you know of their perspective on the family. [4 marks] 9. Identify one function of the family and explain how you would investigate this function using questionnaires. [4 marks]

Revision lesson 2 – Families exam practice part 2. Use your revision guide to support you to answer these questions if you have them to hand.

Complete the following 12 mark questions

· Discuss how far sociologists agree that feminism has changed marriage in modern British society. [12 marks] · Discuss how far sociologists agree that in Britain today social classes have different experiences of marriage and family life. [12 marks]

Week 3

Revision lesson 1 – Education exam practice questions part 1 - use your revision guide to support you to answer these questions if you have them to hand.

1. Which term is commonly used by sociologists to describe the academic subjects taught in schools?

❏ A Formal curriculum ❏ B Hidden curriculum ❏ C Optional curriculum ❏ D Vocational curriculum

2. Which term is commonly used by sociologists to describe the grouping of students for a particular academic subject based on their ability in that subject?

❏ A Class ❏ B Mixed ability ❏ C Setting ❏ D Streaming

3. Describe the hidden curriculum in education. [3 marks] 4. Identify and describe one example of the cultural capital which middle class parents can use to give their children advantages at school. [3 marks]

Item C

Many sociologists are concerned about the relatively poor performance of working class pupils when compared to their middle class peers. According to a study by the universities of Leicester and Leeds middle class pupils do better because parents put more effort into their children’s education. The researchers suggested that policies aimed at improving parental effort could be effective in increasing children's educational attainment. Effort was measured using indicators of a student's attitude, such as the answers given by 16-year-olds to questions including whether they think school is a "waste of time'', and teachers' views about students' laziness. Other factors studied were the parents' interest in their children's education, measured by, for example, whether they read to their child.

The research, Must Try Harder, used the National Child Development Study, which follows individuals born in a given week in 1958 throughout their lives.

5. From Item C, examine one weakness in the research. [2 marks] 6. Identify and explain one alternative factor that may have led to the relatively poor performance of working class pupils referred to as a concern in Item C. [4 marks] 7. Identify and explain one disadvantage of using questionnaires to investigate the literacy skills of parents. [4 marks]

Item D

In the 1970s sociologist Paul Willis observed a group of working class students who rejected school and all its values and who wanted to leave school as soon as they could. The students in this group were described by Willis as the ‘lads’ and their behaviour was compared to the conformist students or ‘ear’oles’ (referred to as such because they listened to the teacher):

‘During films in the hall they tie the projector leads into impossible knots, make animal shapes on the screen with their fingers, and gratuitously dig and jab at the backs of the ‘ear’oles’ in front of them.’

‘There is a continuous scraping of chairs, a bad tempered ‘tut-tutting’ at the simplest request from the teacher, and a continuous fidgeting which explores every permutation of sitting or lying on a chair.’

Willis used both non-participant and participant observation in class and around the school, in his attempt to understand the experience of schooling from the perspective of the students.

8. From Item D, identify and describe the research method used by Willis including what you know of his perspective on education. [4 marks] 9. Identify one possible label that might be attached to students who fail to conform and explain the possible impact that label might have on their school career. [4 marks]

Revision lesson 2 – education exam practice – part 2. Use your revision guide to support you to answer these questions if you have them to hand.

Complete the following 12 mark questions

· Discuss how far sociologists agree that the main function of the education system is to serve the needs of the economy. [12 marks] · Discuss how far sociologists agree that a student’s socialisation experiences in the home are the main reason for differences in their educational achievement. [12 marks]

FOOD Wk1 Spend 3-4 hours (3hrs+1hr 1. Childhood obesity is increasing in Britain and has Hw)

been linked to an unhealthy diet. Assess the various Wk 2 Spend 2-3hours (2hrs+1hr factors which contribute to childhood obesity and Hw) explain how an unhealthy diet in childhood may put future health at risk. (12 marks) 2. Describe a breakfast that would supply the micronutrients needed for good dental health in young children. Give reasons for your choice. (6marks) 3. All life stages have different nutritional needs. Describe the different nutritional needs to be considered when planning meals for: Teenagers (4 marks) The Elderly (4marks) 4. Joe is an active 7 year old. He takes a packed lunch to school each day. Today Joe takes the following packed lunch: Cheddar cheese slice on buttered white bread. Salt and vinegar crisps A chocolate biscuit A high sugar, sweet orange drink 6 . 1 Explain how the macronutrient content of the packed lunch provides Joe with energy. (6 marks) 5. What are the advantages of buying locally produced foods? (4 marks)

6.

7

DT You will need to spend most of your time ensuring that your NEA is complete and up to date.

1. By now all the sections for cycle one should be ​ ​ completed. If not, work will need to focus on this first 2. Cycle 2 You should have the following sections for ​ ​ cycle 2 Initial large number of sketches/ideas (Min 8) Development of ideas Models of some of your ideas – these can be made at home from paper or cardboard. They do not need to be full size. Scale them down Checked your ideas and models against the specification

Research what a product life cycle is and apply this process to your product

Remember you are expected to complete your NEA for this subject and will form 50% of your final grade which I will have to award you. If work is missing, it’s now the time to ensure you catch up. The deadline for completion for cycle 1 & 2 will be Feb 2021 half term. Once we return to school you will complete the making.

Any issues or concerns email your DT teacher

Year 11 Questions - Timbers

Answer all questions

What does deciduous mean?

Give one type of timber you would use to make a table top for a children’s nursery?

Explain what the grain is on a piece of wood?

What is density (timbers)

What is a knot on a piece of wood?

What are the differences between hardwoods and softwoods?

Give three examples of manufactured boards.

In what part of the world are you most likely to find oak and beech trees?

Describe what impact deforestation can have on local communities and habitats.

Explain how large-scale deforestation can affect the atmosphere around the world

Please look at the following revision topics.

Carbon Steel – What is it? How is it made? What can you make from it?

Shape Memory Alloys – What are they? How are they Made? What products can you make using them

Carbon Fibre – What is it? How is it Made? What products can be made from it?

Reactive Glass- What is it?

Carbon Nanotubes – What are they?

What is a bolt? Where would you use it?

What is a hacksaw? Where would you use it? (which material)

What is a laser Cutter? Where would you use it? (explain the process)

What is a tap wrench? Please draw a diagram of one.

Please complete all work in your red DT book.

BUSINESS GCSE EXAM 1 THEME 1

Exam type questions

1. Explain one way in which a gap in the market creates a ​ business opportunity (3 marks ) 2. Discuss why a business may find it difficult to add value to its ​ products (6 marks) 3. Explain one way in which market research data might benefit ​ a business (3 marks) 4. Explain one reason why a business may choose to segment ​ its market (3 marks) 5. Explain one reason why a differentiated product might ​ benefit a business (3 marks ) 6. Discuss why a business may conduct extensive market ​ research before it begins trading (6 marks) 7. Explain one limitation of market mapping (3 marks) ​ 8. State two financial and two non-financial objectives (4 marks) ​ 9. Explain the difference between an aim and an objective (3 ​ marks ) 10.Explain one reason why a business might use a bank ​ overdraft (3 marks ) 11.Define net profit (1 mark) ​ 12. Explain the difference between fixed and variable costs ​ ​ (3marks) 13.Discuss why a business may choose a business location on ​ the outskirts of a large city (6 marks ) 14.Discuss the likely benefit to a business of using digital ​ communications to communicate with its customers (6 marks) 15.Discuss how a business might respond to a fall in economic ​ activity (6 marks) 16. Joffrey is a new start up business offering gardening services. ​ Jon needs to borrow £2400 to buy the equipment he needs to start the business such as lawn mowers and strimmers. Jon has been offered a loan with a 2-year repayment period and a monthly repayment of £116.00, totalling £2784 over the two years. ​

(a)Calculate the total interest Joneffry will pay for this loan as ​ ​ a percentage of the total amount borrowed. You are advised to show your workings.

Q1. Analyse the impact for Coca Cola on market mapping (6 ​ ​ Marks)

Q2. Evaluate the effectiveness for Coca Cola of segmenting the ​ ​ market (12 Marks)

Sources of Finance

WordSmith Ltd is a 2-year old company that offers clients the service of writing marketing material (‘copy’) for their websites and marketing materials. Filip, the owner, is pleased with the success of the company so far and is now considering expansion by hiring an assistant and moving into a larger pod in the existing shared office space where WordSmith Ltd is based. In addition to training the new assistant in the ‘house style’, Filip will need to ensure he complies with employment law and completes the necessary paperwork such as income tax and pension entitlements, however the new assistant will allow him to take on more work and generate higher revenues. Filip is convinced that his success is down to his personal touch and runs his company in a way that suits the customers’ needs. Calculations indicate that WordSmith Ltd will need approximately £8000 to cover the costs of moving, hiring the assistant and the necessary training. Filip is considering two sources of long-term finance for the expansion. Option 1: A loan for 2 years with a 6% interest rate Option 2: Venture capital from an experienced technology investor who is willing to provide £8000 for 51% of the shares in Wordsmith Ltd. Justify which one of these two options Filip should choose for ​ WordSmith Ltd. [9 marks ]

EXAM 2 THEME 2

Exam type questions

1. Explain the difference between a merger and a takeover (3 ​ marks ) 2. Explain one benefit of inorganic growth (3 marks) ​ 3. Explain one disadvantage of becoming a public limited ​ company (3 marks) 4. Explain one benefit of international trade for a UK business (3 ​ marks) 5. Explain one drawback of globalisation for a UK business (3 ​ marks) 6. Discuss how a business might change its products or services ​ in order to compete in international markets (6 marks) 7. Define the term product lifecycle (1 mark ) ​ 8. Discuss the benefit of a business differentiating its products ​ and services (6 marks) 9. Explain one method a business might use to increase its ​ profits (3 marks) 10.Discuss how the marketing mix can help a business to gain a ​ competitive advantage (6 marks) 11.Discuss how investment in technology can help improve the ​ productivity of a business (6 marks ) 12.Define the term average rate of return (1 mark) ​ 13.Explain one reason why a business might choose to reduce ​ the number of layers in its organisational structure (3 marks ) 14.Discuss the impact on a business of employing workers on ​ permanent contracts instead of flexible hour contracts (6 marks) 15.Explain one reason why a business might use external ​ recruitment (3 marks) 16.Discuss the reasons why a business may choose not to invest ​ in training its employees (6 marks) 17.Explain one advantage of a business adopting job rotation (3 ​ marks) 18.Discuss the likely benefit to a business of rewarding the ​ achievements of its employees (6 marks) 19.State two methods of financial motivation (2 marks) ​ 20.Define the term performance management (1 mark) ​

Case Study ​ ​

The White Horse Leisure Centre wishes to increase its revenue by reaching a new market. The Centre has a swimming pool, a gym and three activity rooms plus a small coffee shop that sells nutritious foods. The Centre is very well used during the late afternoons, evenings, weekends and during the school holidays. However, during the day the facilities are currently underused. The Manager, Jonah, believes the Centre should be targeting a new market and has two options for expansion that would involve changing the marketing mix used by the Centre. Option 1: To target pensioners to use the pool, gym and attend appropriate classes Option 2: To target local schools by offering swimming lessons Q1. Justify which one of these two options Jonah should choose. ​ ​ (9 marks)

Q1. Analyse the impact on BMW from extending the lifecycle of the ​ ​ Mini. (6 marks)

Q2. Evaluate the importance to BMW of having a range of Mini’s, ​ ​ each with their own unique selling point. You should use the information provided as well as your knowledge of business. (12 marks)

COMPUTER Week 1 SCIENCE Create flash cards for the following topics and then complete the exam questions: ● Memory & Storage ● Wired & Wireless Networks ● Legislation ● Computer Crime ● Ethical Issues ● The CPU

William is creating a film for a school project using a digital video camera.

(1)

(a) The digital video camera has a secondary storage device.

(i) Explain why the digital video camera needs secondary storage...[2 marks] ​ (ii) The digital video camera uses solid state storage. Explain why solid state storage is the most appropriate type of storage for the digital video camera...[4 ​ marks]

(b) William transfers the videos to a computer for editing.

(i) The computer has 1GB of storage free.

Calculate the number of videos that could be stored on the computer if each video was 100MB in size. Show your working. . . [2 marks] ​ (ii) A program needs to calculate the size of files in bytes. The program must:

○ Ask the user to input a file size in megabytes

○ calculate and output the number of bytes this represents in a user friendly format (e.g. "There are 5242880 bytes in 5MB").

Write an algorithm using pseudocode to calculate the number of bytes in a given number of megabytes. . . [6 marks] ​

(c) William’s computer has utility programs installed including automatic backup.

(i) William can choose between a full or incremental backup.

Identify the backup method William should use to backup the computer, justifying your choice.

Method: ...... Justification:...... [3 marks]

(ii) Give one additional utility program William could make use of and describe how he would use it.

Utility program:......

Description of use:......

[3 marks]

(d) William wants to upload his videos on the Internet and is considering releasing them under a Creative Commons license.

Explain how a Creative Commons license will impact the use of William’s videos by other people......

[3 marks]

(2) A house has computers in each room and a central router. Every room allows both Ethernet and WiFi connections to the router. (a) Identify if the house network is a LAN (local area network) or a WAN (wide area network). Justify your choice.

Network type:......

Justification:......

[3 marks]

(b) Describe the purpose of the router in the house’s network. . [2 marks] ​ (ii) Identify two additional items of network hardware, apart from cables and a router, that may be used within the house network.

1 ...... 2 ...... [2 marks]

(d) A user enters a uniform resource locator (URL) into a web browser on one of the computers in the house. A system is then used to find the IP address of the web server associated with the URL.

(i) Name the system which matches URLs to IP addresses on the web [1 mark] ​

(ii) The following 10 statements describe what happens after the IP address has been found and returned to the user’s computer.

There are five missing statements labelled with the letters A-E underneath.

Write the letter of the missing statements in the correct place to complete the description.

1 The request is put into packets

2 ... 3 The packets are sent across the network

4 ...

5 ...

6 If they have not arrived:

7 A timeout is sent to request the packets are resent

8 If they have arrived:

9 ...

10 ...

A The server checks if all the packets have arrived

B The packets are put in order

C The request is processed by the web server

D The packets are received by the host server

E Each packet is given the address and a number

[5 marks]

(e) The house owner is concerned about potential threats to the network from being connected to the Internet.

(i) Describe three possible threats to the computers connected to the network and give one way each threat can be reduced or prevented.

Threat 1...

Prevention...

Threat 2...

Prevention ...

Threat 3...

Prevention...

[9 marks]

(3) A small island has 100 people living on it. The island has just been connected to the Internet, after previously having no Internet or mobile phone signal.

Discuss the impact on the island’s inhabitants and businesses of getting access to the Internet.

In your answer you might consider the impact on:

• inhabitants

• businesses

• ethical issues

• privacy issues

[8 marks]

(4) Alicia has designed a computer using Von Neumann architecture.

(a) Describe the purpose of two registers that are used by Von Neumann architecture. 1 ...

2...

[4 marks]

(b) The CPU has a clock speed of 3.8GHz.

Describe what is meant by a clock speed of 3.8GHz...

[2 marks]

(c) Alicia says: “My computer has a quad-core processor, so it will run twice as fast as a computer with a dual-core processor.”

Explain why this statement is not always true.

[3 marks]

(d) The computer will only have 2GB of RAM, but Alicia says that virtual memory can be used instead of adding more RAM.

(i) Explain how virtual memory can compensate for the lack of RAM in Alicia’s computer. . [3 marks] ​ (ii) Explain why it would be beneficial for Alicia to get more RAM instead of relying on virtual memory. [2 marks] ​

(5) When connecting computers into a network, the use of appropriate protocols are important.

(a) Explain what is meant by a protocol. . [2 marks] ​ (b) For each of the scenarios below, identify the most appropriate protocol to be used and explain the function of the protocol.

(i) A user wants to transfer a file directly from his computer to his friend’s computer. [2 marks] ​ (ii) A customer wants to securely log into her bank’s website to check her account balance. [2 marks] ​

(c) Explain the difference between how the IMAP (Internet message access protocol) and SMTP (simple mail transfer protocol) protocols are used.

[2 marks]

HEALTH AND Component 2 Learning Aim A SOCIAL CARE Primary Care

Primary care services are the first point of contact you are likely to have with the National Health Service (NHS). Do Now:

List as many primary care providers that you can think of.

•Research two of the primary care providers and find out: üThe aim of the service üWho it provides for üHow it provides the service ü •Create a scenario about an individual who has used these services. Include details of the person’s age, the reason they used the service, how the service helped the individual and what the outcome was. •You can either present this as a powerpoint or in word. •Make a list of the primary care providers that you or someone you know has accessed. •Describe the care provided by the service.

Secondary and Tertiary Care LO:​ to understand the different types of secondary and tertiary care providers.

If a primary care provider (eg doctor) feels a patient would benefit from further advice, tests or treatment, they will refer the patient to a specialist in secondary care. There are a number of specialist areas and departments in secondary care that can support diagnosis and treatment. Can you think of any examples? List them below:

Activity: Secondary health care providers Look at the list of health care providers below and for each one write a scenario to explain why someone may be referred to the specialist

Activity – Research one of the secondary health care providers and produce information leaflet.

What to include: an overview of the department. A brief description of the services provided. How they support their patients. Images

Tertiary Care

Sometimes, a patient needs more than secondary care can offer. If this is the case, they will be referred to a tertiary care service. For example, a person who is suffering long term chronic pain as a result of arthritis may be referred on for specialist pain management Activity: look at the examples of tertiary care below and match the specialist area with the service they provide.

Activity: Research and summarise what palliative and end of life care is. Think about: üWhy they may need this type of care üWhat type of support they may receive üWhere they may receive it

To finish: Read the scenario below and highlight evidence of primary, secondary and tertiary services.

Mr Lee is having problems with going to the toilet to pass urine, so he goes to see his GP. The GP makes a note of Mr Lee’s symptoms and carries out basic urine tests and an examination. The GP suspects Mr Lee has a problem with his bladder, so he is referred to a urology consultant at the local hospital. Mr Lee undergoes further tests. It appears he has cancer of the bladder. Mr Lee is

referred on to the cancer care oncology specialist, who manages ​ his radiotherapy and other cancer treatment.​

Use the text book and the exercise book sent home to make notes on the topics that you have not completed. Answer all the activity questions at the end CHILD DEVELOPMENT of each section.