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Learning English at TDA
All you need to know about GCSE English at TDA
Since the summer of 2013, GCSE examinations have moved away from coursework and classwork based assessments, in favour of exams that are sat at the end of most two-year courses. January and March examinations have also been removed. We want to provide you with information to help support your child at home.
The basics
Qualifications
All students will be entered for three English qualifications in 2017. All are AQA qualifications.
- English Language GCSE (AQA Specification 8700)
- Spoken Language Endorsement (AQA Specification 8700)
- English Literature GCSE (AQA Specification 8702)
These three qualifications are designed to work together, giving students the opportunity to develop a wider range of knowledge and skills.
Tiering
The new system does is currently untiered. Questions on the papers get harder so students work their way through accessing the harder skills at the end of the paper. This means the exams are written for all students to access.
Linear
English is a linear course which means the exams all come at the end of the course. There are only re-sit opportunities in November and June during year 12 in English Language.
Grades
The new GCSE uses numbers 1-9 in order to identify levels of performance. 9 is considered the top level and 5 the higher pass mark (although in the next two years some schools and colleges will accept a grade 4). If a student’s performance is below a 1 they will gain a U (ungraded).
English Language
This is an exam only qualification. All exams are closed book, which means that students are not allowed to take in any pre prepared material with them. All texts in these exams are unseen.
There are two exam papers:
Paper 1 – Explorations in creative reading and writing
This paper is based on fictional texts. There is a reading and a writing section and students are required to be able to interpret and then create fictional texts. The texts may include extracts from novels and short stories and will be chosen from the 20th or 21st Century. The focus for this exam is being able to understand then create atmospheric descriptions and narrative perspectives.
How can you help your child prepare for this exam?
You need to get reading at home. There are links at the end of this information you can use but essentially asking students to read as much as possible. If this is more difficult, then enjoy talking about stories together, even from film scenes or sequences. Ask your child questions about characters, their motives and authorial perspective. The more stories they encounter, the more imaginative they will be.
Paper 2 – Writers’ viewpoints and perspectives
This paper is based on non-fictional texts. Again, there is a reading and a writing section. This time students will get a 19th Century non-fiction text which they will be required to compare to a 20th or 21st century non-fiction text. The kinds of texts they will encounter include, journalism, articles, reports, essays, travel writing, accounts, letters, diaries, autobiography and biographical passages or other appropriate non-fiction forms. Section B (the writing section) will have a single task related to the theme of Section A (the reading section).
How can you help your child prepare for this exam?
As above, reading is the key to success. Experiencing as many different texts as possible will allow students to engage with the style, tone and organisational features as well as understanding the meaning. In school we are trying to give students opportunities to experience 19th century texts. We would like you to help us build resilience in our young people. They will encounter vocabulary or style that they are not used to in these older texts so they need to be able to ask questions, think of contexts for decoding language etc. Get them to read articles, online or in newspapers, and talk about opinions, statements and personal response.
Spoken Language Endorsement
This is the only element of English which is non-examined. The aim of the assessment is to allow students to demonstrate their speaking and listening skills by:
- giving a presentation in a formal context
- responding appropriately to questions and to feedback, asking questions themselves to elicit clarification
- using spoken Standard English
Students complete this element of the course at the end of Year 10. They were allowed to choose their own topic. This qualification provides them with a pass, merit or distinction grade. This element needs to be passed in order to qualify in English Language.
English Literature
This is an exam only qualification. All exams are closed book, which means that students are not allowed to take in any texts with them. There will be some extracts printed in the exam papers but essentially students need to know their texts very well in order to meet the requirements of the exams.
Paper 1: Shakespeare and the 19th century novel
All students in have studied ‘Macbeth’ as their Shakespeare play. In Section A, they will be asked a question on an extract from the play then they will have to link the extract to the play as a whole. For example, ‘How is Macbeth presented as tyrannical in this extract…and then in the play as a whole’. In Section B, students will have the same kind of question but for their 19th Century novel – either ‘Jekyll and Hyde’, ‘Christmas Carol’ or ‘Frankenstein’.
Paper 2: Modern texts and poetry
In Section A, students will have studied either ‘An Inspector Calls’, ‘Lord of the Flies’ or ‘Blood Brothers’. This time they are given a choice of two questions from which they will answer one. The questions will all be linked to characters or themes in the text. For example, ‘Explore how responsibility is presented in ‘An Inspector Calls’’. In Section B, students will answer one comparative question on poems from their anthology. They will have studied 15 poems from either the Power and Conflict, or Love and Relationships Cluster. In Section C they will have two unseen poems to write about.
How can you help prepare your child at home?
We have copies of all of the texts and revision guides in school. There are also lots of online resources available, some of which I have detailed links of below. Please ask your son/ daughter questions about their texts like:
- What happens in the story
- How does the plot develop?
- Which characters are in the story?
- How are they important to the story?
- Which themes can you describe?
- What is the author’s purpose in writing this story?
Ensure they are keeping up with homework as teachers will put revision activities on Show My Homework all of the time. If you are concerned about your child not engaging with work at home then please speak to their teacher or tutor at school.
General revision for English
Efficient and well-structured revision is the most important preparation your child can do in order to ensure their success in GCSE examinations. It is important that you work with your child to assess their academic weaknesses and strengths in order to carry out these revision sessions effectively.
In order to organise productive revision sessions which cater to your child’s specific academic needs, it is helpful if you can ascertain your child’s preferred learning style. It has been scientifically proven that there are seven different learning styles, listed as follows;
- Visual (spatial): the use of pictures or images to remember and recall information,
- Aural (auditory-musical): the use of sound and music to remember and recall information,
- Verbal (linguistic): the use of words, both in speech and writing, to understand and impart information,
- Physical (kinaesthetic): the use of physical actions to assimilate information, for example- associating facts or figures with body or hand gestures,
- Logical (mathematical): the preferred use of logic, reasoning and systems to assimilate information,
- Social (interpersonal): working best in groups or with other people,
- Solitary (intrapersonal): preferring to work alone and use self-study.
As a result, it is important that you introduce your child to a diverse range of revision practices in order to ascertain which method is most effective for them at retaining knowledge. Popular revision techniques include; mind mapping; flash cards; making notes; drawing flow charts and diagrams. You could instruct your child on how to turn diagrams and pictures into words, and words into diagrams. Try as many different methods as possible to see which is most successful for your child’s learning style.
After revising a topic, it is crucial that you test your child to see whether their learning style has worked. There are a plethora of valuable online functions, such as past paper archives and revision tools and resources, which you can access in order to test your child’s knowledge. By doing so you can help to consolidate their confidence in their own academic abilities.
When creating a revision timetable, it is fundamental that you prioritise topics which your child finds difficult. By visiting the examination board websites for each GCSE subject, you and your child can access curricula, marking schemes and example answers from previous exam years, complete with the original examiner’s annotations and marks. By doing so, you can create an efficient revision timetable which actively targets problematic subjects and allocates time towards developing a comprehensive understanding of these topics.
Online links you may find useful
Library Resources
If you have a favourite genre when it comes to your reading you can click on the relevant link below to print a bookmark that will give you some ideas for further reading material.
KS3 genre bookmarks
Dystopia | Families | Fantasy | Friends |
Funny | Ghost/Supernatural | Historical | Horror |
Myths | Other lands | Romance | Sad |
School | Science fiction | Sport | War/Conflict |
KS4 genre bookmarks
Adventure | Animals | Crime | Dystopia |
Families | Fantasy | Friends | Funny |
Ghost/Supernatural | Historical | Horror | Myths |
Other lands | Romance | Sad | School |
Science Fiction | Sport | War/Conflict |
How to help your child prepare for exams
Revision planning and tips
Parent/carer guide to Y11 revision and exams
Learning Science at TDA
In this section please find the PLCs (Personalised Learning Checklists) for Year 11 Science exams in 2017.
C1, C2, B1, B2, P1 and P2 are required for Double Science
C1, C2, C3, B1, B2, B3, P1, P2 and P3 are required for Triple Sciences
B1 PLC
B1 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
B1.1 | B1.1.1 Describe the components of a balanced diet | |||
B1.1.1 Describe the components of an unbalanced diet | ||||
B1.1.1 Explain metabolic rate and the effect of exercise | ||||
B1.1.1 State how inherited and environmental factors can affect health | ||||
B1.1.2 Describe what pathogens are and how they make us ill | ||||
B1.1.2 State how the body protects against disease | ||||
B1.1.2 Describe how white blood cells work | ||||
B1.1.2 Describe how antibodies are produced | ||||
B1.1.2 Describe the work of Semmelweiss | ||||
B1.1.2 Describe the different medicines that treat disease | ||||
B1.1.2 Recall how bacteria can become resistant to antibiotics | ||||
HT ONLY B1.1.2 Explain how over use of antibiotics leads to resistance | ||||
B1.1.2 Explain how vaccination works | ||||
B1.1.2 Describe how microbes can be grown safely in a lab | ||||
B1.2 | B1.2.1 State the role of the nervous system in living things | |||
B1.2.1 Recall the receptors and the stimuli they detect (inc the eye) | ||||
B1.2.1 Describe the pathway of a reflex action (inc names of neurones) | ||||
B1.2.2 Explain how water, ions, temp & blood sugar are controlled | ||||
B1.2.2 Describe the role of hormones that control menstrual cycle | ||||
B1.2.2 Explain how hormones can control fertility | ||||
B1.2.3 Recall that plants are sensitive to light, moisture and gravity | ||||
B1.2.3 Explain the role of auxin in plant growth | ||||
B1.2.3 Describe how plant hormones can be used in agriculture | ||||
B1.3 | B1.3.1 Describe the stages in developing and testing of medicines | |||
B1.3.1 Describe the use of statins | ||||
B1.3.1 Describe the legacy and current use of Thalidomide | ||||
B1.3.1 Describe what drugs are and how they can be misused | ||||
B1.3.1 Describe the impact of legal and illegal drugs | ||||
B1.3.1 Describe some examples of performance enhancing drugs | ||||
B1.4 | B1.4.1 Describe the resources that plant and animals competed for | |||
B1.4.1 Describe adaptations of plants and animals to extreme environments | ||||
B1.4 .1 Describe adaptation of plants and animals | ||||
B1.4.2 Describe environmental changes and distribution of organisms | ||||
B1.4.2 Describe some living and non living factors that can cause change | ||||
B1.4.2 Describe how living organisms can be used to detect changes | ||||
B1.4.2 Recall how changes can be measured using non-living indicators | ||||
B1.5 | B1.5.1 Recall how to interpret food chains and webs | |||
B1.5.2 Recall how to draw and interpret pyramids of biomass | ||||
B1.5.3 Explain the energy losses in food chains | ||||
B1.6 | B1.6.1 Recall the process of decay and the best conditions | |||
B1.6.2 Describe and explain the processes in the Carbon Cycle | ||||
B1.7 | B1.7.1 Define chromosome and gene and state where they are found | |||
B1.7.1 Describe how genes are passed on from parents to offspring | ||||
B1.7.1 Distinguish between environment and inherited characteristics | ||||
B1.7.2 Describe sexual reproduction in animals and plants | ||||
B1.7.2 Describe asexual reproduction in plants | ||||
B1.7.2 Describe tissue culture, embryo transplants & adult cell cloning | ||||
B1.7.2 Describe and evaluate genetic engineering | ||||
B1.8 | B1.8.1 Describe Darwin's ideas on evolution | |||
B1.8.1 Compare Lamarck's incorrect ideas of evolution to Darwin's | ||||
B1.8.1 Describe how to interpret evolutionary trees | ||||
B1.8.1 Explain the process of evolution by natural selection |
B2 PLC
B2 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
B2.1 | B2.1.1 Describe the structure and function of plant and animal cells | |||
B2.1.1 Describe the structure and function of microbial cells | ||||
B2.1.2 Describe and explain diffusion | ||||
B2.2 | B2.2.1 Describe the heirarchy of plant and animal structure | |||
B2.2.1 Describe the structure and function of animal tissues | ||||
B2.2.1 Describe the structure and function of the stomach and the digestive system | ||||
B2.2.2 Describe the structure and function of plant tissues and organs | ||||
B2.3 | B2.3.1 Recall the equation and describe the process of photosynthesis | |||
B2.3.1 Describe and explain what limiting factors are | ||||
B2.3.1 Describe the use of the products of photosynthesis | ||||
B2.4 | B2.4.1 Describe the physical factors that may affect the distribution of organisms | |||
B2.4.1 Explain how to use quadrats for sampling along a transect | ||||
B2.4.1 Explain how to use quadrats for random sampling | ||||
B2.5 | B2.5.1 Describe the structure and function of proteins | |||
B2.5.1 Explain what biological catalysts are | ||||
B2.5.2 Explain how the shape of an enzyme controls its function | ||||
B2.5.2 Describe and explain the effect of PH and temperature on enzyme activity | ||||
B2.5.2 Recall the sites of production and the function of digestive enzymes | ||||
B2.5.2 Describe how enzymes work in the stomach | ||||
B2.5.2 Describe and explain the role of bile from the liver | ||||
B2.5.2 Describe the use of enymes in the home and industry | ||||
B2.6 | B2.6.1 Recall that aerobic respiration releases energy & occurs in mitochondria | |||
B2.6.1 Recall and explain the respiration equation | ||||
B2.6.1 Describe the uses of the energy from respiration | ||||
B2.6.1 Describe and explain the physiological changes in exercise | ||||
B2.6.2 Recall and explain the anaerobic respiration equation | ||||
HT ONLY B2.6.2 Explain what oxygen dept is | ||||
B2.6.2 Explain what muscle fatigue is | ||||
B2.7 | B2.7.1 Describe and explain cell division by mitosis | |||
HT ONLY B2.7.1 Explain the process of meiosis in forming gametes | ||||
B2.7.1 Describe the process of fertilisation | ||||
B2.7.1 Explain how cells differentiate and discuss the types of stem cells | ||||
B2.7.1 Describe how clones are formed in asexual reproduction | ||||
B2.7.2 Explain how sexual reproduction leads to variation | ||||
B2.7.2 Define the terms allele, chromosome, gene, DNA, recessive and dominant | ||||
B2.7.2 Interpret genetic diagrams and family tree diagrams | ||||
B2.7.2 Describe how gender is determined in humans | ||||
HT ONLY B2.7.2 Construct genetic cross diagrams to predict characteristics of offspring | ||||
HT ONLY B2.7.2 Use the terms homozygous, heterozygous, phenotype and genotype | ||||
HT ONLY B2.7.2 Use the terms homozygous, heterozygous, phenotype and genotype | ||||
B2.7.2 Recall that DNA is unique & that DNA fingerprinting can be used to ID a person | ||||
B2.7.3 Describe how genetic disorders like Polydactyly are inherited | ||||
B2.7.3 Describe how genetic disorders like Cystic Fibrosis are inherited | ||||
B2.7.3 Describe how embryos can be screened for genetic disorders | ||||
B2.8 | B2.8.1 Describe how fossils are formed | |||
B2.8.1 Explain how fossils provide evidence of earlier life forms | ||||
B2.8.1 Explain the causes of extinction | ||||
B2.8.1 Describe what isolation is | ||||
HT ONLY B2.8.1 Explain new species (genetics, natural selection & speciation) |
B3 PLC
B3 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
B3.1 | B3.1.1 Describe and explain osmosis | |||
B3.1.1F Describe the importance of water/salt balance | ||||
B3.1.1 Evaluate data on use of sports drinks | ||||
B3.1.1 Explain active transport in terms of the concentration gradient | ||||
B3.1.1 Describe adaptations in animals & plants to maximise exchange | ||||
B3.1. Explain how the villi increase surface area to absorb products of digestion | ||||
B3.1.2 Recall the structures of the respiratory system and describe ventilation | ||||
B3.1.2 Evaluate the use of artificial ventilators | ||||
B3.1.3 Recall where exchange happens in plants | ||||
B3.1.3 Explain how the roots and leaves are adapted for exchange | ||||
B3.1.3 Describe the role of the stomata and guard cells | ||||
B3.1.3 Analyse and evaluate the conditions affecting transpiration | ||||
B3.2 | B3.2.1 Describe the function of the circulatory system and heart | |||
B3.2.1 Recall and describe the structure and operation of the heart & major vessels | ||||
B3.2.1 Describe structure of arteries and veins | ||||
B3.2.1 f Describe the effects of narrowing arteries & evaluate the use of stents | ||||
B3.2.1 Describe the structure & function of capillaries | ||||
B3.2.2 Describe the structure and function of blood and plasma | ||||
B3.2.2 Describe the structure and function of red blood cells | ||||
B3.2.2 Describe the function of white blood cells | ||||
B3.2.2e Describe the function of platelets | ||||
B3.2.3 Describe the functions of xylem and phloem | ||||
B3.3 | B3.3.1 Recall waste products and method of removal | |||
B3.3.1 Describe the importance of ion/water balance | ||||
B3.3.1 Describe the functioning of the kidney | ||||
B3.3.1 Describe methods of treating kidney failure | ||||
B3.3.1 Describe and explain rejection of a kidney transplant & how to prevent it | ||||
B3.3.1 Evaluate dialysis & kidney transplants | ||||
B3.3.2 Describe & explain the effect of sweating on water balance | ||||
B3.3.2b Describe how body temperature is monitored & controlled | ||||
HT ONLY B3.3.2 Describe physical responses to being too hot or too cold | ||||
B3.3.3 Explain the role of the pancreas & insulin in controlling blood sugar | ||||
HT ONLY B3.3.3 Explain the role of glucagon in controlling blood sugar | ||||
B3.3.3 Describe the causes and treatment of type 1 diabetes | ||||
B3.3.3 Evaluate the treatment of type 1 diabetes | ||||
B3.4 | B3.4.1 Describe the cause and effect of increased waste | |||
B3.4.1 Describe the polluting effects of waste | ||||
B3.4.1 Describe the influence of human activity on waste production | ||||
B3.4.2 Describe the causes & impact of deforestation in tropical areas | ||||
B3.4.2 Describe the impact of the destruction of peat bogs | ||||
B3.4.3 Evaluate validity and reliability of environmental data | ||||
B3.4.3 Describe the causes and impact of global warming | ||||
B3.4.3 Describe the sequestering of carbon in water | ||||
B3.4.3 Describe how biogas is made & evaluate the use of biogas generators | ||||
B3.4.4 Explain how the efficiency of food production can be improved | ||||
B3.4.4 Describe methods to preserve fish stocks | ||||
B3.4.4d Describe how mycoprotein is manufactured | ||||
B3.4.4 Evaluate methods of food production |
C1 PLC
C1 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
C1.1 | C1.1.1 Describe what atoms and elements are and recognise symbols | |||
C1.1.1 Recall the atomic structure and relative mass and charges | ||||
C1.1.1 Use the periodic table to calculate sub-atomic particle numbers | ||||
C1.1.1 Recall and draw the electron arrangement for the first 20 elements | ||||
C1.1.2 Describe the reactions of group 1 elements with water and oxygen | ||||
C1.1.2 Explain the unreactive properties of the Nobel gases | ||||
C1.1.3 Describe that elements react by sharing or losing/gaining electrons | ||||
C1.1.3 Be able to write word equation for simple reactions | ||||
HT ONLY C1.1.3 Be able to write and balance symbol equations | ||||
C1.1.3 Interpret formulae to give numbers of atoms in a formulae | ||||
C.1.3 Explain the principle of conservation of mass | ||||
C1.2 | C1.2.1 Recall the composition of Calcium Carbonate | |||
C1.2.1 Describe the thermal decomposition of carbonates | ||||
C1.2.1 Recall the reactions of calcium carbonate/other metal carbonates | ||||
C1.2.1 Evaluate the extraction and use of limestone | ||||
C1.3 | C1.3.1 Explain the relative reactivity of metals and how they are extracted | |||
C1.3.1 Describe the extraction of iron in the blast furnace | ||||
C1.3.1 Describe the different ways to extract copper and their impact | ||||
C1.3.1 Describe the extraction of Aluminium and Titanium and why it is so expensive | ||||
C1.3.1 Explain the importance of metal recycling; energy, cost and environment | ||||
C1.3.2 Describe what alloys are, including those of iron, copper and gold | ||||
C1.3.3 Describe the properties and uses of transition metals especially copper | ||||
C1.3.3 Describe the usefulness of aluminium and titanium | ||||
C1.4 | C1.4.1 Describe crude oil as a mixture | |||
C1.4.2 Describe what fractional distillation of hydrocarbons is | ||||
C1.4.2 Recall the general formula for alkanes and name and draw the first 4 | ||||
C1.4.3 Describe hydrocarbons as fuels and recall the products of burning | ||||
C1.4.3 Discuss the environmental impact of fuels; global warming/dimming and acid rain | ||||
C1.4.3 Describe how sulphur can be removed from fuels | ||||
C1.4.3 Evaluate the production and use of biofuels | ||||
C1.5 | C1.5.1 Describe the cracking of hydrocarbons | |||
C1.5.1 Distinguish between saturated and unsaturated hydrocarbons | ||||
C1.5.1 Recall general formula of alkenes and name and draw the first 2 | ||||
C1.5.1 Describe the test for alkenes with Bromine water | ||||
C1.5.2 Describe the process of polymerisation | ||||
C1.5.2 Recall the uses and impact of polymers from crude oil | ||||
C1.5.2 Evaluate biodegradable and non-biodegradable polymers | ||||
C1.5.3 Describe ethanol production methods and evaluate the environmental impact | ||||
C1.6 | C1.6.1 Describe how oils are extracted from plant, nuts and seeds | |||
C1.6.1 Describe the uses of vegetable oils | ||||
C1.6.2 Describe the making and advantages of emulsions | ||||
HT ONLY C1.62 Describe the hydrophilic and hydrophobic properties of emulsifiers | ||||
C1.6.3 Recall that relative unsaturation of different vegetable | ||||
HT ONLY C1.6.3 Describe the hydrogenation of vegetable oils | ||||
C1.6.3 Evaluate the use, benefits, drawbacks of emulsifiers | ||||
C1.7 | C1.7.1 Describe the structure of the earth | |||
Explain what tectonic plates are and how earthquakes and volcanoes are formed | ||||
C1.7.1 Explain why Wegener’s theory was not accepted for many years | ||||
C1.7.2 Recall the constituents of the atmosphere | ||||
C1.7.2 Describe and explain the evolution of the atmosphere | ||||
HT ONLT C1.7.2 Describe the Miller Urey experiment & primordial soup | ||||
C1.7.2 Explain where reservoirs of carbon are and the effect of combustion on CO2 | ||||
HT ONLY C1.7.2 Describe the fractional distillation of air |
C2 PLC
C2 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
C2.1 | C2.1.1 Describe how ions are formed and represent them using square brackets | |||
C2.1.1 Explain the process of ionic bonding | ||||
HT ONLY C2.1.1 Describe and explain the bonding between group 1 & 7 elements. | ||||
C2.1.1 Describe covalent bonding in simple molecules H 2, Cl2, HCl, H2O, NH3 & CH5 | ||||
HT ONLY C2.1.1 Explain metallic bonding in terms of delocalised electrons | ||||
C2.2 | C2.2.1 Recall that all simple molecules have low melting and boiling points | |||
HT ONLY C2.2.1 Explain role of intermolecular forces when a substance melts/boils | ||||
C2.2.1 Explain why simple molecules do not conduct electricity | ||||
C2.2.2 Explain the structure and properties of ionic compounds (NaCl) | ||||
C2.2.3 Describe covalent bonding in giant structures diamond, graphite & Si02 | ||||
HT ONLY C2.2.3 Explain the conductivity of graphite | ||||
HT ONLY C2.2.2 Describe the structure and use of fullerenes | ||||
C2.2.4 Describe the structure and properties of metals | ||||
HT ONLY C2.2.4 Explain how metals conduct heat | ||||
C2.2.4 Describe why alloys makes are harder than pure metals | ||||
C2.2.4 Describe what a shape memory alloy is and give an example | ||||
C2.2.5 Explain that the properties of polymer depend on what they are made of | ||||
C2.2.5 Compare structures & properties of thermosetting/thermosoftening polymers | ||||
C2.2.6 Describe what nanoscience is and how this can lead to new developments | ||||
C2.3 | C2.3.1 Recall what atomic structure is and describe what isotopes are | |||
HT ONLY C2.3.1 Describe how RAM (Ar) of an element is compare to the C12 isotope | ||||
C2.3.1 Calculate the RMM (MR) of different compounds & recall what a Mole is | ||||
C2.3.2 Explain why instrumental methods of chemical analysis are useful | ||||
C2.3.2 Describe how paper chromatography can be useful | ||||
C2.3.2 Describe how gas chromatography and mass spectrometry work | ||||
HT ONLY C2.3.2 Explain how the mass spec can give the RMM substances separated | ||||
C2.3.3 Explain how the % of an element in a compound can be calculated | ||||
HT ONLY C2.3.3 Calculate empirical formula | ||||
HT ONLY C2.3.3 Calculate masses of reactants from balanced equations | ||||
C2.3.3 Explain what percentage yield is and explain the limitations of calculating it | ||||
C2.3.3 Describe what reversible reactions are | ||||
C2.4 | C2.4.1 describe how to measure the rate of reaction using a simple equation | |||
C2.4.1 Explain what collision theory is and how it affects reaction rate | ||||
C2.4.1 Explain how temp, pressure, conc., surface area, catalysts affect reaction rate | ||||
C2.5 | C2.5.1 Explain what exothermic reactions are and state some examples | |||
C2.5.1 Explain what reversible reactions are and state some examples | ||||
C2.5.1 Explain what endothermic reactions are and state some examples | ||||
C2.6 | C2.6.1 Recall what the state symbols are in chemical equations | |||
C2.6.1 Describe reacting acids with metals/insoluble bases/alkalis form soluble salts | ||||
C2.6.1 Describe how insoluble salts can be made & how to remove unwanted ions | ||||
C2.6.2 Recall the difference between alkalis and bases | ||||
C2.6.2 Describe how to use the names of reactants to name different salts produced | ||||
C2.6.2 Describe how ammonium salts are produced and why they are important | ||||
C2.6.2 Explain how H+ & OH- ions determine solution pH & describe pH scale is | ||||
C2.6.2 Explain how neutralisation reactions in terms of reacting H+ & OH- ions | ||||
C2.7 | C2.7.1 Explain the principles of electrolysis | |||
C2.7.1 Describe the events at the electrodes (half equations) | ||||
C2.7.1 Describe the electrolysis of aluminium | ||||
C2.7.1 Describe the electrolysis of sodium chloride |
C3 PLC
C3 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
C3.1 | C3.1.1 Describe the work of Newlands and Mendeleev | |||
C3.1.1b Describe how Mendeleev overcame problems with the early tables | ||||
C3.1.2 Describe how the modern Periodic table is set out | ||||
C3.1 Evaluate Newlands and Mendeleev work regarding the modern periodic table | ||||
C3.1.3 Describe properties, trends & reactions of Group 1 metals | ||||
C3.1.3 Compare the properties of the transition metals to Group 1 metals | ||||
C3.1.3 Describe the properties of the transition metals & state their use | ||||
C3.1.3 Describe Reactions/Trends of Group 7 elements & displacement reactions | ||||
HT ONLY C3.1.3 Explain trends in reactivity in groups re: loss & gain of electrons | ||||
C3.2 | C3.2.1 Describe behaviour of hard and soft water with soap | |||
C3.2.1 Describe how hardness can be measured by titration with soap solution | ||||
C3.2.1 Distinguish between permanent and temporary hardness of water | ||||
HT ONLY C3.2.1 Explain how bicarbonate ions in temporary water thermally decompose | ||||
C3.2.1 Describe the negative effects of water hardness | ||||
C3.2.1 Describe the potential health benefits of water hardness | ||||
C3.2.1 Describe & evaluate methods of softening water | ||||
C3.2.2 Describe the desirable properties & drinking water it is made safe to drink | ||||
C3.2.2 Describe how water filters & ion exchangers works | ||||
C3.2.2 Compare & evaluate data from different water filters | ||||
C3.2.2 Explain why we add chlorine and fluoride to water | ||||
C3.2.2 Evaluate the arguments/data for/against the use of fluoride | ||||
C3.2.2 Evaluate the cost-benefit of distillation for purification | ||||
C3.3 | C3.3.1 Describe the use of calorimeters to calculate energy using Q = mc ΔT | |||
C3.3.1 Describe experiments involving measuring temperature change | ||||
C3.3.1 Interpret energy level diagrams for exothermic & endothermic reactions | ||||
HT ONLY C3.3.1 Explain bond energy for exothermic & endothermic | ||||
C3.3.1 Describe effect of catalysts on activation energy | ||||
C3.3.1 Describe the use of hydrogen as a fuel | ||||
C3.3.1 Compare combusting hydrogen with hydrogen fuel cells from data/information | ||||
C3.4 | C3.4.1 Recall how to use the results of flame tests to identify metal ions | |||
C3.4.1 Describe precipitation of metal hydroxides, halide ions & sulphate ions | ||||
C3.4.1 Describe the reaction of carbonates and dilute acid and the test for CO2 | ||||
C3.4.1 Describe titration as a method to measure reacting volumes of acid/alkali | ||||
HT ONLY C3.4.1 Calculate chemical quantities in titrations from experiment | ||||
C3.5 | C3.5.1 Recall the source of the raw materials of the Haber process | |||
C3.5.1b Describe & explain the Haber process and the conditions used | ||||
HT ONLY C3.5.1 Explain what is meant by equilibrium in reversible reactions | ||||
HT ONLY C3.5.1 Describe the effect of changing conditions on equilibrium and yield | ||||
HT ONLY C3.5.1 Evaluate the conditions used in terms of cost and impact on yield | ||||
C3.6 | C3.6.1 Recall alcohols contain-OH group & structure & names of first 3 | |||
C3.6.1 Describe the reactions of alcohols with air and sodium & state their uses | ||||
C3.6.1 Describe how ethanol is oxidised to form ethanoic acid | ||||
C3.6.2 Recall that carboxylic acids contain the -COOH group | ||||
C3.6.2 Describe the reactions with carbonates and alcohols | ||||
HT ONLY C3.6.2 Explain carboxylic acids as weak acids and difference from strong acids | ||||
C3.6.3 Recall that esters contain the -COO- group & the formation of ethyl ethanoate | ||||
C3.6.3 Describe the properties and uses of esters |
P1 PLC
P1 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
P1.1 | P1.1.1 Recall what infrared radiation is and describe objects that absorb/emit it | |||
P1.1.2 Use the kinetic theory to explain the different states of matter | ||||
P1.1.3 Describe how energy is transferred by particles | ||||
P1.1.3 Describe the factors that affect the rate of heat transfer | ||||
P1.1.4 Describe what U values are and what they mean in terms of energy | ||||
P1.1.4 Describe what solar thermal heating is and how it works | ||||
P1.1.4 Use the equation E =m x c x Ө to calculate specific heat capacity | ||||
P1.2.1 Recall that energy cannot be created or destroyed only transferred | ||||
P1.2 | P1.2.1 Draw and interpret Sankey diagrams to show useful and 'wasted' energy | |||
P1.2.1 Use data in equations to calculate efficiency of a device | ||||
P1.3.1 Describe energy changes in everyday appliances | ||||
P1.3 | P1.3.1 Calculate energy transfer E=Pxt for mains electricity | |||
P1.3.1 Calculate cost of mains electricity | ||||
P1.4.1 Describe how power stations generate steam from water to turn turbines | ||||
P1.4 | P1.4.1 Describe how wind and water can be used to generate electricity | |||
P1.4.1 Describe how the sun and geological activity can be used to generate electricity | ||||
P1.4.1 Describe how wind, water, the sun can be used to generate electricity | ||||
P1.4.1 Explain how using energy resources has different effects on the environment | ||||
P1.4.2 Describe the different parts of the National Grid and how it works | ||||
P1.4.2 Explain how transformers work and their use in the National Grid | ||||
P1.5.1 Compare longitudinal & transverse waves | ||||
P1.5 | P1.5.1 Describe the properties of EM waves & the EM spectrum | |||
P1.5.1 Describe and explain reflection, refraction & diffraction of waves | ||||
P1.5.1 Describe and explain how to use the wave equation v = f x λ | ||||
P1.5.1 Describe the uses of EM waves in communication | ||||
P1.5.2 Describe and construct ray diagrams for reflection in a plane mirror | ||||
P1.5.3 Describe the properties of sound waves and what pitch and echoes are | ||||
P1.5.4 Explain what the Doppler effect and red-shift are | ||||
P1.5.4 Explain how red shift and CMBR provide evidence for the Big Bang |
P2 PLC
P2 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
P2.1 | P2.1.1 Describe how forces acting upon objects are equal and opposite | |||
P2.1.1 Explain how resultant forces act upon objects to change state of rest or motion | ||||
P2.1.2 Use the F= m x a to work out force, mass & acceleration | ||||
P2.1.2 Construct distance/time graphs and recall that the gradient represents speed | ||||
HT ONLY P2.1.2 Calculate the speed of an object from distance/time graphs | ||||
P2.1.2 Use the a= v - u / t to work out acceleration, velocity & time | ||||
P2.1.2 Construct velocity/time graphs & recall that gradient represents acceleration | ||||
HT ONLY P2.1.2 Calculate object acceleration from gradient of velocity/time graph | ||||
HT ONLY P2.1.2 Calculate object distance travelled from velocity/time graph | ||||
P2.1.3 Describe how to determine braking and stopping distances | ||||
P2.1.3 Explain how reaction times is affected by driver & adverse road conditions | ||||
P2.1.4 Describe forces in fluids and the meaning of terminal velocity | ||||
P2.1.4 Draw/interpret velocity-time graphs for objects that reach terminal velocity | ||||
P2.1.4 Calculate the weight of an object using W = m x g | ||||
P2.1.5 Describe how forces can change object shape and use the equation F = k x e | ||||
P2.2 | P2.2.1 Calculate work done by using W = F x d | |||
P2.2.1 Calculate power by using P = E / t | ||||
P2.2.1 Calculate gravitational potential energy by using Ep = m x g x h | ||||
P2.2.1 Calculate Kinetic energy by using Ek = ½ x m x v2 | ||||
P2.2.2 Calculate momentum using p = m x v & describe conservation of momentum | ||||
P2.3 | P2.3.1 Describe and explain static electricity | |||
P2.3.2 Recall what electrical current is and use I = Q / t to calculate current size | ||||
P2.3.2 Recall what potential difference is and use V = W / Q to work out work done | ||||
P2.3.2 Interpret and draw circuit diagrams and recall all of circuit symbols | ||||
P2.3.2 Describe what thermistors and LDRs are and state their uses | ||||
P2.3.2 Recognise current/potential difference graphs for resistor/filament bulb/diode | ||||
P2.3.2 Calculate current, potential difference & resistance using resistance V = I X R | ||||
P2.3.2 Describe current, potential difference and resistance in parallel circuits | ||||
P2.3.2 Describe current, potential difference and resistance in series circuits | ||||
P2.3.2 Describe the resistance in LEDs, LDRs and thermistors | ||||
P2.4 | P2.4.1 Describe and explain the difference between ac and mains electricity | |||
HT ONLY P2.4.1 Determine the frequency of a supply from oscilloscope traces | ||||
P2.4.1 Describe differences between 2 and 3 core wire & explain how to wire a plug | ||||
P2.4.1 Explain how fuses, earth wires, circuit breakers & RCCBs make circuits safe | ||||
P2.4.2 Describe energy transfer in different bulbs and appliances | ||||
P2.4.2 Calculate power P = E / t. Show power, p.d. & current are related using P = I x V | ||||
HT ONLY P2.4.2 Show energy transferred, p.d. and charge are related using E = V x Q | ||||
P2.5 | P2.5.1 Recall atomic structure including relative mass, charges & describe isotopes | |||
P2.5.1 Explain scattering experiments that replaced ‘plum pudding’ by nuclear model | ||||
P2.5.2 Describe a, b, l , range in air, ionising & penetrative power, & deflections | ||||
P2.5.2 Describe origins of background radiation from natural & man-made sources | ||||
HT ONLY P2.5.2 Balance nuclear equations to show single alpha & beta decay | ||||
HT ONLY P2.5.2 & Explain deflections in magnetic & electrical fields | ||||
P2.5.2 Describe the uses & dangers of each type of radiation | ||||
P2.5.2 Describe what half-life is and be able to interpret half-life graphs | ||||
P2.6.1 Describe nuclear fission foruranium-235 and plutonium-239 | ||||
P2.6 | P2.6.1 Explain chain reactions and complete/sketch a diagram to show them | |||
P2.6.2 Explain what nuclear fusion is and where this occurs in the universe | ||||
P2.6.2 Describe and explain the life cycle of a stars (sun size & star much bigger) |
P3 PLC
P3 Personalised Learning Checklist | R | A | G | |
---|---|---|---|---|
P3.1 | P3.1.1 Describe properties/uses of X-rays & precautions using them & CT scanners | |||
P3.1.2 Describe the properties of & medical uses of ultra-sound | ||||
P3.1.2 Calculate the distance between interphases using s = v x t | ||||
P3.1.1/2 Compare the medical use of X-rays and ultra-sound | ||||
P3.1.3 Define refraction and relate to image formation by lenses | ||||
P3.1.3 Explain focal length and calculate refractive index (RI) | ||||
P3.1.3 Describe the features of an image using appropriate vocabulary | ||||
P3.1.3 Describe the image produced by converging and diverging lenses | ||||
P3.1.3 Construct and interpret ray diagrams to show image formation by lenses | ||||
P3.1.3 Calculate magnification using magnification= image height/object height | ||||
P3.1.4 Describe the structure and function of the parts of the eye | ||||
P3.1.4 Describe vision & how lenses correct long and short sightedness | ||||
P3.1.4 Compare the structure of the eye to that of cameras | ||||
P3.1.4 Calculate the power of a lens using P=1/f & describe determining factors | ||||
HT ONLY P3.1.4 Explain how lenses can be made thinner | ||||
P3.1.5 Explain total internal reflection and critical angle | ||||
HT ONLY P3.1.5 Calculate RI using RI=1/sin c | ||||
P3.1.5 Describe medical uses of uses of optical fibres & lasers | ||||
P3.2 | P3.2.1 Define centre of mass and describe how to find it for an irregular object | |||
P3.2.1 Calculate using T=1/f for a pendulum | ||||
P3.2.1 Describe the factors affecting the period of a pendulum and applications | ||||
P3.2.2a+b Define and calculate moments using M = f x d | ||||
P3.2.2 Explain the effect of balanced/unbalanced moments on turning | ||||
HT ONLY P3.2.2 Rearrange M = f x d to find the force or distance | ||||
P3.2.2 Describe levers as force multipliers | ||||
HT ONLY P3.2.2 Explain why objects will topple and analyse/evaluate their design | ||||
P3.2.3 Describe how pressure exerted on a liquid is transmitted | ||||
P3.2.3 Describe the use of different cross sectional areas to multiply force | ||||
P3.2.3 Calculate the pressure in a hydraulic system using P = F/A | ||||
P3.2.4 Relate acceleration and direction of an object in circular motion | ||||
P3.2.4 Define centripetal force and relate this to the causative force | ||||
P3.2.4 Describe the effect of mass, speed and radius on centripetal force | ||||
P3.3 | P3.3.1 Describe the electromagnetic effect of current and applications | |||
P3.31 Describe the motor effect and its use and apply in different situations | ||||
P3.3.1 Describe the factors affecting the size of the force in the motor effect | ||||
P3.3.1 Describe how to reverse direction of force & apply Fleming's left hand rule | ||||
P3.3.2 Describe electromagnetic induction | ||||
P3.3.2 Describe transformer structure & how step up/step down transformers work | ||||
P3.3.2 Use the equation relating the pd in the primary and secondary coils | ||||
P3.3.2 Calculate using VI (primary) = VI (secondary) | ||||
P3.3.2 Explain the use and benefits of switch mode transformers |
Steps 2 Success
Revision and Examinations at TDA
English at TDA
Science at TDA
Spanish revision resources
KS3 Revision Guide
Parent Forum presentation: Exams at TDA
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Revising Maths
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