STUDENT PREP GUIDE BOOK - Debden Park High School
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Transcript of STUDENT PREP GUIDE BOOK - Debden Park High School
1
2018
STUDENT PREP GUIDE BOOK
2
Contents
What is ‘PREP’?...........................................................................................................3
How to use the Student PREP Guide Book………………………………………………….……4
PREP and the school ethos…………………………………………………………………………….5
Art PREP……………………………………………………………………………………………………...7
Computer Science PREP………………………………………………………………….………..….10
Creative IMedia PREP.……………………………………………………………………………….....11
Dance PREP.…………………………………………………………………………………………….....12
Drama PREP.………………………………………………………………………………………………..14
English PREP.……………………………………………………………………………………………….16
Geography PREP...…………………………………………………………………………………….….19
History PREP...………………………………………………………………………………………....….21
Mathematics PREP..…………………………………………………………………………….…….…23
Media Studies PREP.……………………………………………………………………………….…...24
Modern Foreign Languages PREP.…………………………………………………………….……25
Music PREP.………………………………………………………………………………………………...27
PE PREP.……………………………………………………………………………………………….….…30
Photography PREP.………………………………………………………………………………..…..…31
Religion, Ethics & Philosophy PREP.……………………………………………………….….….32
Technology PREP.……………………………………………………………………………….….……33
Science PREP.………………………………………………………………………………….……..…..37
Improving Memory Skills.……………………………………………………………….………….…40
Fun Ways to PREP..……………………………………………………………………….………….….44
Contact Details..………………………………………………………………………….…………...…48
Notes.………….……………………………………………………………………………….…………….50
3
What is ‘PREP’?
‘PREP’ is what we do with the information we have learnt during the school day and how
we prepare for the next day of learning. Evidence suggests that we only retain 50% of the
information we learnt yesterday and after a week, we only retain 10%. The only way we
can move the information we have learnt into the long-term memory is through re-visiting
the information 4 or 5 times over a number of weeks.
Traditionally, homework was set after a topic or section of learning. It would be
completed and then the next topic would begin. Whilst the homework was helping to
reinforce the learning, it did not encourage re-visiting the information until exam
preparation time.
FACT: Revising two or three weeks before the exam does not allow enough time for
information to pass into the long-term memory.
FACT: New GCSE & A Level exams have more content to remember.
In order to improve learning retention, we are encouraging students to ‘PREP’ each
evening after school. The focus of the time should be on the learning from the day and
learning from the previous week, month and/or year.
‘PREP’ is short for PREPARE:
• Plan your time,
• Re-read, Re-draft, Recite, Re-test, Research, Rehearse & Record
• Essential Facts, Figures & Formula, Essay Model Answers
• Practice Questions
• Answers & Mark Scheme
• Review & Reflect on your progress
• Enjoy your future success
Students should use the resources to PREP each evening and review any areas that they
still don’t understand. If students require feedback, help or guidance with their prep, they
are encouraged to visit their teacher, form tutor or the Student Voice Leadership Team.
Regular ‘PREP’ will lead to successful exam and assessment results!
4
How to use the Student PREP Guide Book
Each subject has an explanation of the key assessment areas and where to find the
resources for their subject. There are also extra websites, books, APPs and DVDs listed
if you would like to look at a subject in greater depth.
There are two main sections with tips and strategies on how to ‘PREP’ successfully.
·Improving Memory Skills & Understanding PREP
· Fun Ways to PREP
All the tools, strategies and games listed can be applied to almost any subject. It is
important to use the strategies to improve understanding and information retention before
you have a go at practice questions. It is essential to have the knowledge first, before
you apply it to an exam situation.
Don’t try and tackle all the resources at once. Be guided by your teachers through their
explanations and feedback from assessments. There are curriculum maps on our website
if you would like to look ahead and start looking at the next topic.
It is important the students find the right PREP strategy for them and use them
consistently.
Regular PREP will lead to exam and assessment success!
5
Our school’s vision is to
provide an excellent
education in a safe
supportive learning
environment, one where
people are valued and make
positive contributions to the
school community, and where
students go on to become
responsible, independent
members of society.
Through these values we are
able to inspire our students
daily to set goals and strive
to achieve them. These
values are consistently
embedded in our students’
journey.
THE BE
Independence Weeks run
in the first week of each
term and are designed to
challenge students in
becoming independent
learners. There are range
of Teaching & Learning
activities that take place
along with Period 1
lessons, assemblies and
lunchtime rewards!
INDEPENDENCE
WEEKS
Our School Ethos & Values
6
The Student Voice
Leadership Team will be
closely working with all
year groups to ensure all
students are supported
with PREP and are able to
access the range of
materials!
THE STUDENT VOICE
LEADERSHIP TEAM
The Journey to BE Independent provides a 7 year visual pathway, which
provides numerous, exciting opportunities for students to become
independent learners and valued member of the school community.
THE JOURNEY
7
ART
Which artists will I be studying?
How do I write an analysis?
Each term you will be required to write an analysis on an artwork.
Before writing, you must select an artwork by the artist that you
are studying. Print this picture out and stick it into your
sketchbook. Write your analysis around your chosen image using
full sentences.
*Introduction
This piece is an example of a ______________(painting/drawing/still
life etc.). It was produced by the artist, ______________. He/she
typically creates their artworks by_______________.
*Content/theme
This particular piece is of ______________. I can
see_______________. I would give the work a theme of
______________ because ______________. I think that the meaning
behind the artwork is _________________.
*Technique and Composition
The artist has created this piece by ___________________. I think
that the artist has done this to _______________________. The
focus of this artwork is___________________________. This is
because ________________.
*Atmosphere/Mood/Colour
The artist has decided to use ____________ colours such as
__________________________. I think that the artist has decided to
use these colours because______________________. The atmosphere
that this artwork generates is quite ________________. I think that
this is captured due to the __________________________.
*Personal opinion
Overall, I really like this because of work because______________.
The artist has inspired me to ______________. I will create responses
in this style by ________________.
Where can I find out
information about these
artists?
The artist’s personal website
www.tate.org.uk
www.artistsinfo.co.uk
www.thisiscolossal.com
www.art2day.co.uk
www.cavetocanvas.com
www.artchive.com
Brian Chan (YR 7) Ben Kwok (YR 8) Thaneeya McArdle (YR 9)
#BeInspired:
Saatchi
Gallery
National
Portrait
Gallery
Tate
Modern
Tate
Britain
V&A
Museum
8
How can I PREP in KS3 for Art when drawing?
Step 1: Ensure that you have the correct
equipment and that you pencil is sharp. Step 2: Look at the
object/image you are
drawing to establish the
shape.
Step 3: Hold your
pencil at the top and
rest your pinky finger
on your page. This will
help you draw using a
light hand.
Step 4: Begin by
drawing using lots of
light and short pencil
marks.
Do not use one solid
line when drawing
as this is difficult
to rub out.
Step 5: Identify where
your light source is coming
from.
Step 6: Shade in the
direction of your
outline in order to
create dimension.
Do not use
your finger to
smudge as
this will make
your work
messy and will
flatten any
dimension.
Step 7: Use a range of
tones to show areas of
light and dark.
Do not shade
horizontally. Your pencil
marks should mirror the
outline shape.
9
How can I PREP in KS4 in Art?
How will my work be assessed?
A01 - /18
Your written analysis
and responses that show
your artist influence.
A02 - /18
Your accurate use of
different materials,
techniques and
processes.
A03 - /18
Your idea that is explained
through both annotation
and development of visual
outcomes.
A04 - /18
Your final piece,
presentation and
project as a whole.
How do I write an analysis?
Introduction
What type of artwork is this? Still Life*Landscape*Portrait*
What is the name of the artist who created the work?
What style does the artist typically use?
*Content/theme
Now be specific to ONE piece by the artist. You need to fully describe the picture.
What can you see?
What is the work about? Story? What can you see? What is happening?
Are there people involved? What are they doing?
What facial expressions/body posture is used and what effect does it have on the viewers?
If there are no people, what does the image contain? Describe what is in the foreground
and the background?
What theme would you give the work and why?
How is the piece decorative/descriptive/symbolic? Why?
Are there meanings/messages; obvious/deep/hidden/not immediately apparent?
Are there metaphors? What makes you say this?
*Technique and Composition
How has the artist created this particular image?
What processes/techniques have been used? Painting from
observation*printing*carving*sculpting*patterns*repetition*
Why do you think the photographer has decided to use this technique?
How has the work been composed/arranged? Viewpoint? (Birdseye, eyelevel, worm eye)
How does this impact the viewer?
Is there a main focal point? Is the piece balanced between the background and the
foreground? Or do some parts draw more attention?
*Atmosphere/Mood/Colour
What colours has the artist used? Desaturated Colours*Highly Saturated* Neutral* Cool*
Warm* Abstract* Bright* Bold*
Are the background and foreground colours the same? Or have they been enhanced in
certain areas?
Why do you think that the artist has used these colours?
Describe what mood/feeling/emotion the work can arouse onto the viewer; *cool *cold *hot
*tepid *passionate *frightening *claustrophobic *disturbing *overwhelmed *friendly
*welcoming *joyous *happy *clam *soothing *tranquil *somber etc.
Why do you think the work displays this atmosphere?
*Personal opinion
What do you think of the work? How did it make you feel? Do you like or dislike the piece
as a whole? Why?
Why have you decided to research into this artist? How does their work relate to your
idea?
Where can I find artists
for my own idea?
➢ www.tate.org.uk
➢ www.artistsinfo.co.uk
➢ www.thisiscolossal.com
➢ www.art2day.co.uk
➢ www.cavetocanvas.com
➢ www.artchive.com
How do I write an
annotation?
What is this? Introduce your outcome.
What materials have you used to create
this response?
How have you created these responses?
Write step by step how you created this
outcome.
Are your outcomes successful in
portraying the essence of your chosen
artist? How?
What have you adopted and taken from
the artist? What was your main
influence? (Content/application
method/style)
Why are you looking at this artist?
How can the artists’ work relate to your
theme?
10
COMPUTER SCIENCE
KS3
Computer Science in Key Stage 3 is assessed in these areas:
How to use common software using a computer system.
Computer basics – Hardware and networking.
Python – understating any apply the building block of programming.
End of year revision and assessment.
To develop these skills, please further explore the activities on the links below.
Essential Links:
1. Bitesize - https://www.bbc.com/bitesize/subjects/zvc9q6f 2. Code.org - https://code.org/ 3. Turing Lab - http://www.turinglab.co.uk/ 4. Khan Academy - https://www.khanacademy.org/
KS4
There are three Assessment Objectives (AO) in GCSE Computer Science. These are detailed in the table below:
GCSE Computer Science Assessment Objectives
AO1
AO2
AO3
Demonstrate knowledge and understanding of the key concepts and principles of Computer Science.
Apply knowledge and understanding of key concepts and principles of Computer Science.
Analyse problems in computational terms:
to make reasoned judgements
to design, program, evaluate and refine solutions.
To review and revise learning from previous lessons and to prepare for upcoming lessons, please use the resources on
the following links.
Essential Links:
1. Khan Academy - https://www.khanacademy.org/
2. You Tube - https://www.youtube.com/watch?v=t8ozu5H69J0
11
CREATIVE IMEDIA
KS3
Creative iMedia in Key Stage 3 is assessed in these areas:
Research – Being able to research types of animation
Planning – Planning a task from instructions given
Flash – Creating animation using Flash.
Evaluations – Being able to find things that can be improved
End of year revision and assessment.
To develop these skills, please further explore the activities on the links below.
Essential Links:
1. http://www.turinglab.co.uk/
2. https://www.khanacademy.org/
3. https://www.youtube.com/watch?v=NZbrdCAsYqU
4. https://www.youtube.com/results?search_query=planning+a+project
KS4
There are three Assessment Objectives (AO) in GCSE Computer Science. These are detailed in the table below:
Creative iMedia Assessment Objectives
AO 1 Researching a project
AO 2 Planning a project
AO 3 Creating the project
AO 4 Evaluating the project
To review and revise learning from previous lessons and to prepare for upcoming lessons, please use the resources on
the following links.
Essential Links:
1. Khan Academy - https://www.khanacademy.org/
2. You Tube Animation - https://www.youtube.com/watch?v=t8ozu5H69J0
3. Entheos Photoshop- https://www.entheosweb.com/Flash/default.asp
4. You Tube Evaluation - https://www.youtube.com/watch?v=VHSmb0RnwsM
You can access your Google Classroom using the school Gmail ([email protected])
12
DANCE
At KS3, Dance lessons are mostly practical but students must also develop their evaluation and self-assessment skills. To practice these
skills, try the following:
Watch the suggested clips below and analyse using the techniques noted under the same topic, in as much detail as you can.
Using the clips as an example of the style of Dance you will be assessed in that term, comment on and identify your own
strengths and set targets for improvement.
TERM YEAR 7 YEAR 8 YEAR 9
1 Machines Gangs Michael Jackson
Techniques
Unison Levels
Direction Start & Finish Position
Push & Pull factor https://www.youtube.com/watch?v=8KxQX7kFQdw https://www.youtube.com/watch?v=ApIVO-1kVzY
Unison Slow Motion
Characterisation Sharp Movements
Contact https://www.youtube.com/watch?v=bxoC5
Oyf_ss https://www.youtube.com/watch?v=-
kuUbRhQgoc
Unison Speed
Isolation Sharp Movements
Moonwalk https://www.youtube.com/watch?v=Y_3B8
5387z4
2 Dynamics African Swan Song
Techniques
Time Weight
Flow Canon
Transitions https://www.youtube.com/watch?v=u1TJMRStsYw
Polyrhythms Musicality
Low centre of Gravity Stamina (sustained) Dynamic Variation
https://www.youtube.com/watch?v=K9cPJsou6_c -
https://www.youtube.com/watch?v=Ver9qDj67rk
Use of a prop Narrative
Character development Technique
Fluidity https://www.youtube.com/watch?v=038Bd
faaVVs
3 Carnival Male Practitioner Cutting Shapes
Techniques
Pathways Structure
Carnival Style Levels
Fluidity https://www.youtube.com/watch?v=v2Q3RAwYKWI&list=RDxHiW8YC
G9qg&index=2
Practitioner influence Motif development
Musicality Repetition
Fluidity https://www.youtube.com/watch?v=ei42JD
KcTqQ https://www.youtube.com/watch?v=FU-
tafgh7pM https://www.youtube.com/watch?v=Lwmih
JYp02s https://www.youtube.com/watch?v=kgcW3
rTOELM
Formations Transitions
Their ability to ‘cut shapes’ Motif Development Original movement
https://www.youtube.com/watch?v=QH3DV0Xhc54
https://www.youtube.com/watch?v=S9gdrP4PWnI
4 Capoeira Rosie Kay
Techniques
Dynamics Fluidity
Complementary & contrasting relationships Capoeira style
Stamina/Strength https://www.youtube.com/watch?v=Z8xxg
FpK-NM https://www.youtube.com/watch?v=Vt26JJ
-vsnw
Narrative Characterisation
Use of Space Motif Development
Original Ideas https://www.youtube.com/watch?v=6MlYy
WWmIQg https://www.youtube.com/watch?v=y9FyC
MuueMo
5 Nutcracker Contact Diversity
Techniques
Unison Formations
Characterisation Levels
Fluidity https://www.youtube.com/watch?v=UYaIQNjAX_8 https://www.youtube.com/watch?v=n-Epa-wye4E
Control Transitions
Original ideas Contact Weight
https://www.youtube.com/watch?v=q4wUEiHowSU
Formations Transitions
Sharp movements Street style
Contact https://www.youtube.com/watch?v=1WlI-
DaiVvA https://www.youtube.com/watch?v=WROp
xBHRS6w https://www.youtube.com/watch?v=9XTf3
P5ncXU
6 Pop Showcase Urban Showcase Dance Magazine/Program (Controlled
Assessment)
Techniques
Musicality Urban style
Spatial awareness Energy/Stamina
Eye level https://www.youtube.com/watch?v=jieZJW749jQ https://www.youtube.com/watch?v=FnPfeeUzp28
Musicality Urban style
Spatial awareness Energy/Stamina
Eye level https://www.youtube.com/watch?v=J6R0X
6NTnSw https://www.youtube.com/watch?v=FnPfe
eUzp28
History Understanding of skills Understanding of style Comparative response
13
KS4 DANCE
Choreographer Activity Doris Humphrey (1910s-1940s)
Case Study Biography Newspaper article Interview Character profile Program History Timeline Collaborations with other artists
Martha Graham (1920s-1990s)
Merce Cunningham (1950s-2000s)
Trisha Brown (1960s)
Yvonne Rainer (1960s)
Steve Paxton (1960s)
Lucinda Childs (1960s-2016)
Pina Bausch (1970s-2000s)
Christopher Bruce (1970s-present)
Anne Teresa De Keersmaeker (1980s-present)
Matthew Bourne (1980s-present)
Akram Khan (2000-present)
Ashley Wallen (2000s-present)
Travis Payne (2000s-present)
Dance at KS4 is a combination of practical and theory. Students get the chance to study a broad range of
practitioners preparing them for the professional dance world. They have to accurately recreate professional
repertoire in one component whilst comparing similarities and differences between practitioners in another.
There is one external unit and this is about working to a brief to create a performance.
Choreographers
Focus on a different choreographer each
month. Choose from the list below.
Decide what activity you want to do related to
your chosen choreographer from the list
below (Feel free to add your own ones).
Each time you have completed a
choreographer file it and the end result will be
a portfolio of choreographer’s research and
information.
Physical Skills
Write a detailed description of each of the following physical
skills and find a picture that demonstrates that skill:
Actions, alignment, accuracy, balance, coordination
Contraction, characterisation, communication
dynamic range, energy, expression, extension
facial expression, flexibility, focus and control
gesture, mannerism, movement memory, pace,
posture, phrasing, projection, rhythm, relaxation,
reaction/interaction with others, stamina, spatial awareness
suspension, swing, trust, use of breath, use of weight.
Text Books
14
DRAMA
KS3
At KS3, Drama lessons are mostly practical but students must also develop their evaluation skills. This is usually done in
lessons verbally, but students can develop these skills in their own time by going to the theatre or watching films. To
practice these skills, try watching the suggested films and answer the questions in as much detail as you can, focussing
on the how and why.
Year 7
1. Lemony Snickett’s A Series of Unfortunate Events – PG
Describe the characterisation of one actor’s performance commenting on how they use their voice and movement and say why
this is effective.
2. Back to the Future – PG
Give three examples of costume used, stating how it is typical to the time period and why it suits each character.
3. Willy Wonka’s Chocolate Factory – U
Choose three characters and explain how props are used to enhance their storyline and state why these props were chosen.
Year 8
1. The Hunger Games - 12A
Describe one actor’s performance in a scene that shows dramatic climax, state how this is done and why you chose it.
2. Jurassic Park - PG
Give three ways in which mood and atmosphere is created in the film and say why this was effective.
3. The Dark Knight – 12
Describe the characterisation of one actor’s performance commenting on how they use their voice and movement and say why
this is effective.
Year 9
1. Skyfall - 12A
Choose a scene from the film where sound and music are used to support the story and why this makes a dramatic impact on the
audience.
2. Inception - 12
Give three ways in which mood and atmosphere is created in the film and say why this was effective.
3. Gravity – 12A
Describe one actor’s performance in a scene that shows dramatic climax, state how this is done and why you chose it.
15
KS4 DRAMA
Year 10 Unit 1 Tasks
Keep regular log book of rehearsal ideas after every lesson! A Diary of: What you did? How you did it? Why you chose that way?
BBC Bitesize -Drama to help you with Styles, genres and practitioners
Redraft your portfolio and develop it based on feedback
Year 11 Unit 2 Tasks
Research “The Crucible” themes and characters on sparknotes.com
Learn and annotate your lines for your extract
Use the CGP guidebook to help you write your Concept Pro Forma
Year 11 Unit 3 Tasks
Research Find Me – use the study guide given to you by your teachers
Create a revision wheel of the characters from Find Me with quotes
Make a list of key stage directions in Find Me
Go and watch a show at the theatre and write a review
Learn and practice to spell keywords from the Drama Vocab sheet
Use worksheet on Lights /Sound /Set /Costume and apply it to key scenes
Get a practice paper and time yourself answering 4, 6 and 8 markers
16
ENGLISH
English at KS3 covers a diverse range of topics and skills, from Gothic horror to Shakespeare, and poetry to protest
speeches. Our curriculum is designed to encourage students to develop their critical thinking, become resilient readers
and explore new ideas.
The Prep tasks are intended to enhance the skills that are developed during in-class teaching and may include
researching a topic, writing practice or comprehension. Students are also encouraged to consolidate their class notes
into revision cards to help secure their learning.
As reading is vitally important, we use the accelerated reader system at KS3 in order to calculate and chart student
progress in this area. Students are therefore required to read for twenty minutes per evening in order to develop their
vocabulary and understanding.
Tasks
Each student will receive an English Prep book with activities including comprehension, writing tasks and revision tasks,
designed to embed key writing and reading skills needed in English. Additionally, these tasks are designed to be an
extension of class homework and are focused more on their wider conceptual understanding of English.
Alongside this, each term students receive a homework booklet linked to the scheme they are studying.
Topics studied
Term Year 7 Year 8 Year 9
1 Around the World: Travel Writing
Blood Brothers Experience of War
2 Streets of London Of Mice and Men Of Mice and Men
3 Modern Novel: Trash Protest Poetry Exploring Dickens
4 Modern Novel: Trash Protest Speeches Miss Havisham
5 Richard III Who Am I? Exploring identity through literature
GCSE: Macbeth
6 Mythological Journeys Food Writing: non-fiction GCSE: Macbeth
17
KS4
Despite Literature and Language being separate qualifications at GCSE, they both provide students with an
important opportunity to engage and explore the wider world around them.
Vocabulary, character, and context rich, a student’s success and enjoyment is dependent on their
understanding of a range of different perspectives and time periods.
Therefore, we are encouraging students this term to watch, read and visit the following…
Each is carefully selected to not only interest students but support their understanding of their Literature
texts and to ensure they are exposed to a range of ideas linked to their Language exam.
Netflix, BBC iPlayer, and Amazon
Ian Rankin Investigates: Dr Jekyll and Mr Hyde
Crime writer Ian Rankin investigates The Strange Case of Dr Jekyll and Mr Hyde. Starting with Robert Louis
Stevenson's nightmare in September 1885, Rankin traces the roots of this story, which stretches back to
Stevenson's childhood.
Downtown Abbey
Downton Abbey is a British historical period drama television series set in the early 20th century, created by
Julian Fellowes. The series, set in the fictional Yorkshire country estate of Downton Abbey between 1912 and
1926, depicts the lives of the aristocratic Crawley family and their domestic servants in the post-Edwardian
era—with the great events in history influencing their lives and on the British social hierarchy.
The Crown
The Crown is a historical drama web television series. The show is a biographical story about the reign of
Queen Elizabeth II. The first season covers the period from her marriage to Philip, Duke of Edinburgh, in 1947
to the disintegration of her sister Princess Margaret's engagement to Peter Townsend in 1955.
Film
Sherlock Holmes
Sherlock Holmes is a 2009 mystery period action film based on the character of the same name created by Sir
Arthur Conan Doyle. In 1890, private detective Sherlock Holmes and his partner Dr. John Watson prevent the
ritual murder of a woman by Lord Henry Blackwood, who has killed five other young women similarly.
The Elephant Man
The Elephant Man is a 1980 American historical drama film about Joseph Merrick (whom the script calls John
Merrick), a severely deformed man in late 19th century London.
The Limehouse Golem
The Limehouse Golem is a 2016 British horror-mystery film directed by Juan Carlos Medina from a screenplay
by Jane Goldman. The film, an adaptation of Peter Ackroyd's 1994 murder mystery novel Dan Leno and the
Limehouse Golem, stars Olivia Cooke, Bill Nighy, and Douglas Booth.
18
Suffragette
Suffragette is a 2015 British historical period drama film about women's suffrage in the United Kingdom. In
early 20th-century Britain, the growing suffragette movement forever changes the life of working wife and
mother Maud Watts (Carey Mulligan).
Documentaries and Modern Day Issues
Drowning in Plastic (BBC – Only available till the end of October online)
Our blue planet is facing one its biggest threats in human history. Trillions of pieces of plastic are choking the
very lifeblood of our earth, and every marine animal, from the smallest plankton to the largest mammals, is
being affected. But can we turn back this growing plastic tide before it is too late?
Blackfish (Netflix)
The story of Tilikum, a captive killer whale that has taken the lives of several people, underscores problems
within the sea-park industry, man's relationship to nature, and how little has been learned about these highly
intelligent mammals.
Chasing Coral (Netflix)
Divers, scientists and photographers around the world mount an epic underwater campaign to document the
disappearance of coral reefs.
Guardian Opinion https://www.theguardian.com/uk/commentisfree
Latest opinion, analysis and discussion from the Guardian. CP Scott: "Comment is free, but facts are sacred".
Visits and Trips
The Ragged School Museum
The museum is open between 10am and 5pm every Wednesday and Thursday, and between 2pm and 5pm
on the first Sunday of each month.
46-50 Copperfield Road, E3 4RR
The Foundling Museum: Discover A Piece of London History
The Foundling Museum explores the history of the Foundling Hospital, the UK’s first children’s charity and
first public art gallery. We aim to inspire adults and children to make a positive contribution to society, by
celebrating the power of individuals and the arts to change lives.
The Foundling Museum, 40 Brunswick Square, London, WC1N 1AZ.
19
GEOGRAPHY
GEOGRAPHY
20
KS4
The course: We use the new AQA specification from 2016. Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Paper 1: Living with the Physical Environment (35%), ( Ecosystems, Deserts, Rainforests, Hazards, Coasts, River). Paper 2: Challenges in the Human Environment (35%), ( Development, Urban challenges, Resource management & food). Paper 3: Geographical applications (30%). (Skills & fieldwork)
Go on the new BBC Bitesize for AQA 9-1. Revise, then test yourself. A great way to work out your
strengths and weaknesses.
Download the app Gojimo. Select Geography GCSE AQA (9-1). Work
through the quizzes. They are a great way to track your progress.
Download the app Quizlet. Search GCSE AQA Geography. Select a study set, and use the pre-made flash cards to test yourself.
Download the app Digischool GCSE 2018.
Select Geography. Revise the sections and test
yourself!
Join the relevant google classroom group to access revision resources, questions and activities. (Ask your teacher for the code!)
Complete the Knowledge Organisers! Once you have completed them you will have a complete set of revision notes for every topic!
Complete these to the highest possible standard!
Revision guides
Buy the recommended revision guide and workbook.
BBC Bitesize AQA GCSE (9-1) Geography Revision Guide.
Use the checklists (PLC’s) to rag your understanding of everything you need to know.
Create a revision plan to close every red and orange gap.
Transform it Graphic Organisers are a great way of transforming your notes/information into visual revision topics. They can be used to create links, show narrative, identify the causes/ consequences and importance of
something.
Concept Mapping
At the end of the week mind map all you can remember about a topic and
link areas together. Then use your notes to add more detail to you mind map.
Processes
Create a Visual flow diagram
to show the formation of landforms.
Case studies/examples
Create a venn diagram to compare the two tectonic
case studies.
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HISTORY
Year 7
In year 7 students learn about a variety of topics in chronological order. Students start by learning about the Romans, The Norman invasion, key events in Medieval England such as the Black Death and the Crusades. Alongside their learning of historical events, year 7 students learn about the skills needed to be a good historian such as using different sources of information to draw conclusions, finding the causes of events and how they link together, and questioning different versions of the past. Year 7 prep focuses mainly on practising knowledge used, as well as working independently to research about a topic. Year 8
In year 8 students build on their learning from year 7 and study The British Empire, The Slave Trade, The Tudors,
The Civil War, and the Industrial Revolution. Students develop their understanding of the causes of key
historical events, the significance of different monarchs and their impact on England, and diverse experiences
through history. Year 8 prep focuses mainly on students strengthening their knowledge of what they have
learnt about in class, as well as researching additional information.
Year 9
In year 9 students learn about the Civil Rights movement in America, the causes of WWI, Hitler’s Rise to Power,
and different interpretations of WWII. Year 9 students learn about key changes to the rights of individuals
through time, how events cause other events to occur and examine different opinions from the past to draw
conclusions about why people often have different opinions about the same events. Year 9 prep focuses on
independent research and the beginning of revision skills that will be helpful for students looking to make the
step up in to GCSE History.
A great place to start for support with year 7,8 and 9 prep is the LRC in Debden Park. The LRC contains many
different history books, as well as history magazines such as BBC History Magazine.
Useful websites for students to use include:
BBC bitesize – KS3 https://www.bbc.com/bitesize/subjects/zk26n39
Challenge yourself! www.historytoday.com
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KS4
The GCSE History course is a two-year programme following the Edexcel specification. The exam board
endorses all revision guides created by Pearson. Topics covered are;
Crime and Punishment 1000-present with historical environment study of Whitechapel
Superpower relations and the Cold War
Anglo-Saxon and Norman England
The Weimar Republic and Nazi Germany
The GCSE course is a rigorous but highly respected course that examines students on their wide ranging
historical knowledge (all exam papers) as well as their ability to examine sources about key historical topics
(Weimar and Nazi Germany, Crime and Punishment over time, Whitechapel) and their ability to explain
different historical interpretations of the past (Weimar and Nazi Germany).
Prep in year 10 and 11 involves practise exam questions, revising key ideas and keywords, and reading ahead
about topics that we will be learning about in more detail in class-time. Tasks that require students to read
ahead will be provided in class time. In addition, practise exam questions will involve students using their
notes from class and there is no expectation that students read additional information (unless they choose
to) to complete these tasks.
Students receive a range of revision notes and revision tasks throughout their time on the course, however
students completing revision may also wish to use the following resources to help them with their work;
BBC Bitesize Edexcel history GCSE https://www.bbc.com/bitesize/examspecs/zw4bv4j
Challenge Yourself! A highly respected site created by an experienced history teacher that includes
summaries as well as practise questions and sources www.johndclare.net Documentaries and historically
accurate films appropriate to the course;
Hitler: The Rise of Evil (available on Netflix and Youtube)
1066: A Year to Conquer England (bbc iplayer and Youtube)
Days that Shook the World (a selection of episodes cover a range of topics)
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MATHEMATICS
We’ve split the suggested activities to PREP for your Mathematics lessons into the sections below:-
Debden maths Active Teach class homework • www.pearsonactivelearn.com
Each student will be given their own log in for Active Teach as a sticker to put in their brains. For each topic a piece of homework will be set online using the log in. Additional homework may also be sent home as a hard copy. This will usually be to practice what has been learned in class or it may be a piece of investigative work.
Online learning and revision:
• www.hegartymaths.com
Watch and make notes on the video tutorial. Attempt the quiz questions, showing your working out and then mark them by
entering them into the computer.
• www.corbettmaths.com
Watch and make notes on the video tutorials.
Attempt questions from the 5-a-day section or Practice Questions or Conundrum Questions.
• www.justmaths.co.uk
Login in to the student area to view tutorials and questions on the key topics required for GCSE Mathematics.
• www.ttrockstars.com
Times table recall is fundamental to maths success, log in and practise your times tables.
Subject Enrichment:
• www.nrich.maths.org
Go to the secondary student area and attempt one of the problem solving tasks. Check the “Open for solution” and “Weekly
problem” sections for up to date examples.
• www.numberphile.com
Watch an interesting explanation about an area of Mathematics you might not have experienced before. Make a note of any
new things you learn or questions that arise.
Offline tasks:
• Past exam papers.
Completing past papers in exam conditions can help you to cover a wide range of topics. Go through it afterwards with the mark
scheme and then seek help if you need to. Papers can be found online (Edexcel/Pearson 1MA1). Foundation papers covers
Step/Grade 1 to 5 and Higher from 4 to 9.
• Pearsons revision guides and workbooks.
Available from the Maths department or from any other retailer. A great way to review and revise the topics you are currently
working on.
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MEDIA STUDIES
Media Studies reflects the environment in which we live in through the platforms that educate, inform and entertain us from both traditional media (Newspapers, Radio, Television, Film etc.) and Digital Media (Social media, Podcasts, Newspaper websites, Digital Media players.)
The subject will always reflect one of four elements of the framework: Media Language, Media Representation, Media Audiences & Media Industries. The two exams will always refer back to one or a combination of these aspects in order to demonstrate how a product was made, why a product was made, Who the product was made for / who it represents and what it says about the wider world (contexts).
Paper 1 focuses on two sections: Television & Creating Media. 70 marks. (1 hour 45 minutes) 35%
Paper 2 focuses on two sections: Music & News. 70 marks (1 hour 15 minutes) 35%
Creating Media (Non-examined assessment) Music video. 30 marks (2 minutes in length) 30%
Ways in which to revise / prepare:
Hodder OCR student revision notes book: Students will be able to buy a KS4 OCR Media Studies book created by Hodder at school for £10 which covers every single aspect of the course in detail. This book gives them a variety of examples for each exam question, focuses on key information, analytical demonstrations and also has many revision questions for the students to practice (with answers in the back so that they can reflect).
BBC Bitesize website - GCSE Media Studies: (https://www.bbc.com/bitesize/subjects/ztnygk7) This allows students to revise and test their abilities of all of the areas of media, specifically looking at the concepts that will allow them to develop and apply it all to the set texts that they have been studying in class.
Youtube - The Media insider: Although this Media Studies teacher focuses on the key aspects of the AQA specification rather than the OCR one that we are studying, there are still some fantastic videos for students to look at in regards to theories, concepts and understandings of what media is all about. He breaks it down into manageable chunks using visual examples to help to revise.
Key texts: Students will have access to all of the text materials that they will need to have knowledge and understanding of including MOJO Magazines, Radio 1 Live Lounge, Episode 1.1 of BBC’s Crime Drama Cuffs and Episode 4.1 of ITVs 1960s crime drama; The Avengers. These will be available via Mr. Barham and will be placed upon the student system for students to access and take home.
OCR Teacher guides: ( https://www.ocr.org.uk/qualifications/gcse/media-studies-j200-from-2017/planning-and-teaching/) These guides available on the OCR website, as well as copies which will be given to each form focus on key contexts and information about the key products focusing specifically on industry and audiences. This knowledge will help with understanding of key concepts of why these particular products exist, which audiences appeal to these product, how industries target their audiences and general facts and figures about the companies that make these products. These guides are key for students to gaining a wider understanding of the case studies and will help them access further understanding of why these products exist.
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MODERN FOREIGN LANGUAGES
Regular practice is the most effective way to consolidate and improve your learning in languages. At both KS3 and KS4, Languages are assessed according to four separate components – Listening, Reading,
Writing and Speaking. These are equally weighted at 25% per element – students are reminded that their
time reviewing these skills should be spent accordingly.
KS3 – Spanish and French
Students will be tested at the end of each term on the topic they
have just covered.
We recommend that students regularly:
- Ensure that exercise books are brought to every lesson to ensure notes are kept up-to-date and thorough.
- Review previous classwork and revise key structures, such as ‘I have’, ‘ I am’, ‘there is/are’, different
time phrases, how to give opinions with reasons, how negatives work, how plurals work, how
comparatives work, how to say/write/understand things in a range of different tenses …
- Learn spellings and meanings of the key vocabulary relevant to the unit. Students are
provided with topic vocabulary at the start of each term. Make flashcards with them and
regularly review previous vocabulary sets.
- Practice grammar concepts using grammar resources online using websites such as:- http://www.bonjourdefrance.co.uk/learn-french-online/grammar/choose-level https://studyspanish.com/grammar
- Practise speaking on the topics covered in lessons by recording yourself. For example, if the unit is
on family, record yourself describing your family structure. Remember nothing has to be true in
languages, but the language has to be grammatically correct. The more creative and inventive
your answers, the better - as long as they are correct! Students are reminded that no benefit will come from the use of online translation tools e.g. Google Translate. The key to
success is the ability to work from memory, and this can only be built through repeated practice and time
spent using class notes and the suggested resources.
We recommend that working on the subject in a ‘little but often’ fashion is best – cramming for the exam won’t work!
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Recommended websites, podcasts & apps
- Quizlet (website/app)
- Duolingo (app) - aim for 10-15 minutes/daily. It’s a mix of writing, translating, practising different vocab and listening –
all in one! It gets really competitive and fun
- Memorise (app) - aim for 10-15 minutes/daily. Look for sets that are based on Mira/Studio (textbook
used for Spanish/French at KS3); AQA Spanish and French also relevant
- www.language-gym.com/#!/ to practise verbs in all tenses and for both languages
- BBC Bitesize for Spanish and French
- Sign up to News in slow Spanish and French podcasts (available on a wide range of platforms) to
immerse students in the language. They come with transcript so students can read along
- Essex County Libraries offer free language courses online – these are a fun way to progress in languages – and it’s free!
Recommended reading
- Visit the local library or check their online catalogue. There are plenty of free resources: comic books,
novels, books to complement students’ learning… Some of your favourite story books are available
in Spanish too! Recommended things to watch
- Students can change their favourite shows to include Spanish and French voice over – most Disney
movies are available in other languages!
- If students are signed up to online platforms such as Netflix, they can change the language to Spanish and French
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MUSIC
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KS4 students will receive regular PREP work in their lessons.
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PE
KS3 PE
In PE, students are assessed in all practical performances. There is a range of activities covered which include: netball, football,
rugby, fitness, basketball, handball, badminton, table tennis, trampolining, gymnastics, athletics, cricket, rounders and tennis.
Within practical lessons students are challenged to take on three different roles; performer, coach and official. These roles
enable students to be involved, be inspired and be successful.
During the practical lessons teachers support the GCSE PE syllabus by developing students’ knowledge on muscles and bones. As
part of the PE programme teachers help to reinforce the learning of crucial information that help students to gain vital knowledge
to prepare them for future healthy lifestyle choices as well as exam success.
To ‘PREP’ for practical performances we expect students to attend at least 1 sports club inside or outside of school each week.
We also recommend students to watch sport (live or on television/YouTube) to develop their understanding of skills techniques,
tactics and fitness demands for the sport observed.
KS4 GCSE PE:
Students are assessed in three practical performances, within 2
different roles; performer and coach. Students complete two
theoretical examinations.
For practical performance PREP we expect students to attend
at least 2 sports club inside or outside of school each week. We
also recommend students to watch their 3 priority sports on a
frequent basis (live or on television/YouTube) to develop their
understanding of skills techniques, tactics and fitness demands
for the sports observed.
For theory ‘PREP’ supporting material will be on the Student
shared area and Google classroom which can be accessed
anywhere with internet. The resources give extra revision
information and tips, key definitions, practice questions and
mark schemes. Further help can be given in the identified PREP
revision sessions held each week. Students are expected to be
independent, be driven and be proud.
VCERT HEALTH AND FITNESS:
Vcert is a course offered at KS 4 as an additional option. The
course entails students to complete three individual projects
ranging from Principles of Health and Fitness, Healthy Lifestyle
and Develop a Personal Health and Fitness Programme. At the
end of the course students will complete a theoretical written
exam, combining their subject knowledge from the completed
three projects, which is known as Preparing and Planning for
Health and Fitness.
Recommended websites: www.bbc.com/bitesize www.teachpe.com
www.brianmac.co.uk Recommended reading list:
OCR GCSE PE revision guide
‘Bounce’ by Matthew Syed
@DPHS
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PHOTOGRAPHY
How will my work be assessed?
A02 - /18
Your accurate use of
different DSLR features,
photoshop and use of the
darkroom.
A04 -/18
Your final pieces,
presentation and
project as a whole.
Where can I find
photographers for my own idea?
➢ www.tate.org.uk
➢ www.artistsinfo.co.uk
➢ www.thisiscolossal.com
➢ www.art2day.co.uk
➢ www.cavetocanvas.com
➢ www.artchive.com
How do I write an
annotation?
What are these? Introduce your outcomes.
What materials have you used to create this
response? Photoshop*Darkroom*DSLR
Camera*50MM lens
How have you created these responses?
Write step by step how you created this
outcome.
Are your outcomes successful in portraying
the essence of your chosen artist? How?
What have you adopted and taken from the
artist? What was your main influence?
Why are you looking at this artist?
How can the artists’ work relate to your
theme?
A01 - /18
Your written analysis and
responses that show your
artist influence.
A03 -/18
Your idea that is
explained through both
annotation and
development of visual
outcomes.
How do I write an analysis?
Introduction
What type of photograph is this? Darkroom*Digital*Photoshopped
What is the name of the photographer who created the work?
What style does the photographer typically use?
*Content/theme
Now be specific to ONE piece by the artist. You need to fully describe the picture.
What is the image of? Portrait*Building*Landscaoe*Still Life
What is the work about? Story? What can you see? What is happening?
Are there people involved? What are they doing?
What facial expressions/body posture is used and what effect does it have on the viewers?
If there are no people, what does the photograph contain?
What theme would you give the work and why?
How is the piece decorative/descriptive/symbolic? Why?
Are there meanings/messages; obvious/deep/hidden/not immediately apparent?
Are there metaphors? What makes you say this?
*Technique and Composition
How has the photographer created this particular image?
What processes/techniques have been used? Darkroom*Shutterspeed*Deep Depth of Field*
Shallow Depth of Field*Light Drawing*Multiple Exposure*Photoshop
Why do you think the photographer has decided to use this technique?
What compositional rules has the photographer considered? Leading Lines*Rule of
Thirds*Framing
How has the work been composed/arranged? Viewpoint? (Birdseye, eyelevel, worm eye)
How does this impact the viewer?
Is there a main focal point? Is the piece balanced between the background and the
foreground? Or do some parts draw more attention?
*Atmosphere/Mood/Colour
What colours has the artist used? Have the colours been changed or enhanced? Desaturated
Colours*Highly Saturated* Neutral* Cool* Warm* Abstract* Bright* Bold*
Are the background and foreground colours the same? Or have they been enhanced in certain
areas?
Why do you think the photographer has used these colours?
Describe what mood/feeling/emotion the work can arouse onto the viewer; *cool *cold *hot
*tepid *passionate *frightening *claustrophobic *disturbing *overwhelmed *friendly *welcoming
*joyous *happy *clam *soothing *tranquil *somber etc.
Why do you think the work displays this atmosphere?
*Personal opinion
What do you think of the work? How did it make you feel? Do you like or dislike the piece as
a whole? Why?
Why have you decided to research into this photographer? How does their work relate to
your idea?
How does the artist influence/inspire you?
How will you create your own responses?
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RELIGION, ETHICS & PHILOSOPHY
REP is an area that promotes thinking, awareness and understanding of different people and culture. To
‘PREP’ well for the subject you should be looking at relevant items in the news and pursuing independent
research into areas of the course you are studying that interest you. Surprising your teacher with
something you’ve researched that they didn’t know themselves would be a fantastic way to show this.
Religion, Ethics and Philosophy is assessed across four areas, knowledge, explanation and evaluative judgements.
For knowledge students must demonstrate an understanding of different religions that they study and how these
religions would respond to various issues in the world. This means taking the basic information and key ideas and
remembering them.
Explanation involves applying your knowledge to explain the reasons why religious people behave the way
that they do and why. This might involve explaining the secular objections to these ideas and how these
are tackled by follower of religion. Showing your understanding in a concise way will enable you to build
marks and better showcase your abilities, using examples of biblical quotes and including relevant keywords
will boost your marks in this area.
Evaluation is an integral part of Religion, Ethics and Philosophy where we take our knowledge or information
from religious teachings and judge some part of it. This could be judging whether an action is morally or
ethically correct or whether or not God in fact exists. When deciding this pupil must be able to form a balanced
argument, understanding and explaining both points of view, as well as backing up these points with evidence
and examples. This is the section of REP with the most marks at stake.
Resources
KS3 Your ‘PREP’ will be completed in small booklets that will relate to the topic that we are studying in lessons.
Some of this will be research based, whilst some will be practicing the skills required to gain the high grades.
Exploring the internet to research something you find interesting in REP is a great way to go. You can start
somewhere like BBC News or Bitesize and explore from there. YouTube is another fantastic resource with
loads of great channels, clips and documentaries about the course we cover.
KS4 Your ‘PREP’ will be guided by the Edexcel Religious Studies A Specification and the content within this,
keywords are an essential starting point. Course text books are in the department and there are detailed
revision guides that your teacher will make available to you. Your teacher will also point you in the direction
of specific articles and online videos to prompt your ‘PREP’. As REP students, staying abreast of relevant news
will help to broaden your knowledge.
KS3
https://www.bbc.com/bitesize/subjects/zh3rkqt
KS4
https://www.bbc.com/bitesize/subjects/zb48q6f
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RESISTANT MATERIALS
Exam How it's assessed • Written exam: 2 hours • 100 marks • 50% of GCSE
Questions Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a range of technical knowledge and understanding. Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles. Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions.
Have and understanding/Stuff to revise
New and emerging technologies
Energy, materials, systems and devices
Materials and their working properties
Common specialist technical principles – The 6 R’s
Paper and boards
Timber based materials
Metal based materials
Polymers
Textile based materials
Electronic system
Designing principles
Making principles
Resources
https://www.youtube.com/watch?v=ipmj9L3iFHM&t=304s
AQA GCSE (9-1) Design and Technology (Amazon)
Technology Student (http://www.technologystudent.com/)
Resistant Materials GCSE revision (Bitesize -
http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/index.shtml)
Coursework
How it's assessed • Non-exam assessment (NEA) • 100 marks • 50% of GCSE grade
Assessment criteria:
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KS3 Design and Technology (Resistant Materials)
As the GCSE specification has changed, KS3 pupils will follow the same design process as KS4. Rather
than KS3 pupils making an end product that looks exactly the same compared to their peers. They
will be in full control to make the decision as to how they want their final design to look. The process
that KS4 will follow is: design, make a prototype and then evaluate, KS3 pupils will be following the
same design process but in a more subtle way. To elaborate more this will include identifying a
problem, making a design brief for that problem, conducting a product analysis, making a
specification, conducting primary research, generating design ideas, developing design ideas, making
a prototype/prototypes, making the final design and then evaluating it. At the same time feeding
KS3 pupils knowledge about materials such as plastics and wood that will give them a brief
understanding as to why one would use certain materials when designing products.
Resources
https://www.youtube.com/watch?v=pbZrknzFwHM
Technology Student (http://www.technologystudent.com/)
Resistant Materials GCSE revision (Bitesize -
http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/index.shtml
What to revise
Paper and boards
Timber based materials
Metal based materials
Polymers
Textile based materials
The need to know what each material is used for, the different types of each material as well as the
advantages and disadvantages of each material.
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KS3 Food and Nutrition
http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/ - read relevant subject knowledge
https://www.youtube.com/watch?v=flxmB8NKMzE
Gordon Ramsey/Jamie Oliver YouTube channel to watch cooking skills
https://www.bbc.com/food/techniques
What they need to know:
The 5 nutrients; Protein, fat, carbohydrate, minerals (iron and calcium) and vitamins (A, B,C and D)
For each of these they need to be able to answer the following;
ow much is needed for a healthy diet
What happens if you do not have enough/too much of a nutrient
Be able to list 3 foods for each nutrient.
The eat well guide
The student needs to be able to list each section and list 5 foods for each group.
The 8 healthy eat tips
The students need to be able to list what each of these are and why we need them.
Water
The students need to be able list why we need water for a balanced diet and the health benefits for
it. Also, what happens if we do not have enough.
Use template below to help you study, pick one task from each row (lemon and herb, mild, hot and
extra hot) per topic.
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KS4 Hospitality and Catering
http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/ - read relevant subject knowledge
Gordon Ramsey/Jamie Oliver YouTube channel to watch cooking skills
https://www.bbc.com/food/techniques
The students should be able to describe and give examples for the following;
- Different types of catering and hospitality provider
- Working conditions and job roles
- The operation of a kitchen
- Personal safety in the kitchen
- Food safety
- Food poisoning
www.hse.gov.uk/catering
www.hodderplus.co.uk/catering/pc/extra1.pdf
https://www.slideshare.net/carowilli/types-of-catering-establishments
www.instituteofhospitality.org
The 5 nutrients; Protein, fat, carbohydrate, minerals (iron and calcium) and vitamins (A, B, C and D)
For each of these they need to be able to answer the following;
How much is needed for a healthy diet
What happens if you do not have enough/too much of a nutrient
Be able to list 3 foods for each nutrient.
The eat well guide;
The student needs to be able to list each section and list 5 foods for each group.
The 8 healthy eat tips:
The students need to be able to list what each of these are and why we need them.
Water
The students need to be able list why we need water for a balanced diet and the health benefits for
it. Also, what happens if we do not have enough
Describe the nutritional needs of different groups:
elderly, children, adults, diabetics, people with allergies (dairy and nuts)
- For each you need to define what they need and what they can and cannot eat
Environmental issues of food;
Food miles, carbon footprint, Fairtrade
- Students need to define what each of these mean and how they affect food availability.
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SCIENCE
KS3 – The KS3 course contains elements of Biology, Chemistry and Physics. This is at a lower level than the KS4
course although the content allows students to prepare the groundwork for further and deeper study at GCSE.
KS3 Prep comes in the form of revision of content through flash cards, brainstorms, mind maps, summaries,
transforming of work from one form to another and lastly, Doddle quizzes and presentations. Students will be able to
check the work they are doing with their form tutors as well as subject teachers to ensure that what they are doing is
correct and also effective. Science teachers will monitor Doddle and feedback to form tutors and parents.
At KS3, there are also research-based projects based around key scientific concepts covered once a term as a
minimum. This allows students to be creative and use other skills to complement their science and produce a
piece of work that helps them to deepen their understanding of that topic.
The science staff will also dedicate the last 10 minutes of lessons once a week to allow students to create
revision cards or poster prior to an end of unit test. This allows students to summarise the key areas that have
been covered in the course and allow students to focus their revision.
The new BBC Bitesize pages are also an excellent resource for students to use at home or at think tank. This
resource allows for them to independently advance their learning by watching videos about the topics in
lessons, answering the quiz questions and making notes.
KS4 - The KS4 course has two options which both contain elements of Biology, Chemistry and Physics. Students
will follow either the Combined Science course in which they will attain 2 GCSEs or the Separate Science
course in which they will attain 3 GCSEs (1 x Biology, 1 x Chemistry, 1 x Physics). In both courses students will
learn characteristics of Biology, Chemistry and Physics that are important to understand the growing impact
science is having on our society and our lives. These include: Cell Biology, Bioenergetics, Ecology, Quantitative
Chemistry, Organic Chemistry, Magnetism and Electromagnetism, Particle Models of Matter and Space
Physics to include but a few.
Studying the separate sciences means students will cover more content than GCSE Science. Revision guides which
cover all the content needed for the GCSE Specification can be bought from the prep room at a discounted price.
KS4 Prep comes in the form of revision of content through flash cards, brainstorms, mind maps, summaries,
transforming of work from one form to another and lastly, Doddle quizzes and presentations and other online resources
such as Seneca. Students will be able to check the work they are doing with their form tutors as well as subject teachers
to ensure that what they are doing is correct and also effective. Science teachers will monitor Doddle and feedback to
form tutors and parents. Teachers will also assign past papers, retrieval quizzes to try both in class and at home.
The science staff will also dedicate the last 10 minutes of lessons once a week to allow students to create
revision cards or poster prior to an end of unit test. This allows students to summarise the key areas that have
been covered in the course and allow students to focus their revision.
The new BBC Bitesize pages are also an excellent resource for students to use at home or at think tank. This
resource allows for them to independently advance their learning by watching videos about the topics in
lessons, answering the quiz questions and making notes.
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https://www.doddlelearn.co.uk/app/login
Institution is Debden Park High School
Username will be the first initial of you name followed by your surname
Password is debden.teacher
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Once on the homepage you need to click on the tab that says student.
That will then take you to a tab with all the year groups on there.
Once you have clicked on the correct year group it will give you the class and list of all the students
in the class.
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IMPROVING MEMORY SKILLS & UNDERSTANDING PREP
SELF-TESTING
Self-testing in an effective tool if you have a large amount of information to
learn for an assessment or exam.
Let’s say you had to remember the definition of 20 key words.
Start by writing out five key words and their definitions. Study them for 2 or 3
minutes, then put the sheet away.
On another piece of paper, try to write down the key words and definitions
from memory.
If you were not able to recall all 5, then repeat the process again. Study the
definitions and re-test.
Once you can recall 5 key words and definitions, add another 5 to the original
sheet.
Give yourself 4 or 5 minutes to study the 10 key words and definitions. Put
the sheet away and re-test but this time with 10.
Build this up until you can recall all 20 key words and definitions.
More importantly, re-test yourself a week later. Review your progress and go
back to any definitions or words you were unable to write down. Then, re-test
yourself a month later with the same words.
The more you re-test, the more you will retain and the easier it becomes.
These techniques could be applied to: Key Information for an Essay
Character names and profiles Formula Translations Case Studies
Experiment processes Arguments or Quotations And many more!
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MIND MAPPING
Mind Mapping is a highly effective way of getting information in and out of your
brain. Mind Mapping is a creative and logical means of note-taking and note
making that literally "maps out" your ideas.
All Mind Maps have some things in common. They have a natural organisational
structure that radiates from the centre and use lines, symbols, words, colour and
images according to simple, brain-friendly concepts. Mind Mapping converts a
long list of monotonous information into a colourful, memorable and highly
organised diagram that works in line with your brain's natural way of doing
things.
Think of your general main theme and write that down in the centre of the
page. i.e. Food Figure out sub-themes of your main concept and draw branches
to them from the centre, beginning to look like a spider web i.e. Meats, Dairy,
Breads Make sure to use very short phrases or even single words Add
images to invoke thought or get the message across better Try to think of
at least two main points for each sub-theme you created and create
branches out to those!
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REVISION CARDS
Revision cards are small handheld cards that contain key information.
The cards should have a title at the top with 5 or 6 key words, formulas
or sentences. Try and keep the colour consistent for each topic e.g.
green cards for the environment.
Tip: On the back of the revision card, write the title from the front. Then,
after you have read through your cards a number of times, turn them
over. Look at the title and self-test yourself on the information. Once you
have recalled all you can, turn the card back over and check your
answers.
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COMPLETE THE SENTENCE
If you have a large number of facts to learn for an essay, write
out ten key sentences you wish to memorise for the essay. Then,
on a separate piece of paper, write out the first half of the
sentence and leave the other blank. Take a break, make a cup of
tea, then come back and try to complete the sentences from
memory.
If you managed to complete all ten, try and add more sentences
and repeat the exercise.
Tip: Once you can complete the sentences with ease, test
yourself further by trying to write out all the key sentences from
memory without the sentence starters!
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FUN WAYS TO PREP
Key Words Crossword Puzzle
Choose a subject and write down all the key words you need to learn. Find
an online Crossword creator, there are a huge number of web sites that
can do this for you.
For the clues, write the definition of the key word.
Once the crossword has been created, leave it for a few days/weeks.
Then, try and complete it. Don’t forget to print out the answer sheet so
you can self-check the answers! Here is an example below:
Key Word Pictionary
For this game you will need at least one other person. With a friend or
group of friends, decide which subject and set of Key Words you wish to
learn or revise. Write them down on individual cards. Try to have a large
number so they are not too obvious.
Take it in turns to draw (without using words, symbols or speaking)
something that represents the key word you wish to learn.
*Want to Make the Game Harder? * The other player who is trying to guess
the key word can’t say the key word but must give the correct definition of
it!
The Easy Answer: An Atom
*The Definition Answer:
The smallest particle of a chemical element that
can exist.
PREP Crossword
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Write a Short Story
If you have many facts, figures or key words to remember, write a short
story that you can recite to yourself in the exam. The more interesting and
funnier your story is, the more likely you are to remember the facts.
Here is an example:
To begin our adventure into storytelling, start by reading the paragraph below, which recounts
a brief and chaotic story. Your task is simply to understand what happens: "A man called Nigel
is sat next to his enormous, 300lb pet squid as they travel around in the back of his lime-green
limo. They're arguing over what to watch on the limo's TV: Coronation Street, or Sesame
Street. It soon turns into a fight, which the squid wins by using its eight limbs to empty eight
pepper-grinders on to Nigel's head. Nigel leaps from the car in terror and runs away towards
the sea, cleverly heading through a thick yellow field of rapeseed to stop the squid from
following. On reaching the beach, he meets Prince Harry, who is celebrating his 25th birthday.
Prince Harry persuades Nigel to help him confront two Gallic dancers who have eaten a
beautiful "she-swan" (without the Queen's permission). After the attack, Nigel jumps into the
sea and swims out towards, as luck would have it, the Lady of Shalott, who is bobbing up and
down in a boat made from a giant orange pepper. She invites him on board and they fall in
love."
It will have taken you perhaps a minute to read through this. This should
demonstrate just how quickly and effortlessly your mind can imagine
elaborate scenes it has never encountered before.
Your next step is to see how much of the story you recall. First, close your
eyes and repeat the story as well as you can in your head. When you're done,
open your eyes and write down all the items you have successfully recalled.
This will give you a sense of how many useful memories you can store in
around a minute or so. Hopefully you'll have impressed yourself again.
Now, you'll perhaps be wondering what the point of remembering a random
list of objects like this might be. But here we can reveal that the story you've
learned is not at all random, but in fact encodes the ingredients for a Nigel
Slater recipe. Hooray! The 300lb squid represents 300g of squid; the
lime-green limo is a lime; Coronation Street stands for coriander; Sesame
Street for sesame oil; eight pepper grinders for eight crushed peppercorns;
the rapeseed field for rapeseed oil; Prince Harry celebrating his birthday for
25g ginger; two Gallic dancers for two cloves of garlic; the "she-swan" for
Szechuan pepper; the sea for salt; the Lady of Shalott for shallots; the
orange pepper boat for one large orange pepper.
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Have a look over these connections. Your last task is to try to remember
the ingredients that correspond to each element in the story. Once you've
done that, you're ready to make your squid and pepper stir-fry …
1. https://www.theguardian.com/lifeandstyle/2012/jan/15/story-lines-facts
Key Term Word Search
Choose a subject and write down all the key words you need to learn. Find
an online Word Search creator, there are a huge number of web sites that
can do this for you.
For the clues, write the definition of the key word.
Once the word search has been created, leave it for a few days/weeks.
Then, try and complete it. Don’t forget to print out the answer sheet so you
can self-check the answers!
Write a poem
If you have many facts, figures or key words to remember, write a poem
that you can re-cite to yourself in the exam. Try and make it rhyme on the
key words and throw in their definitions if you can.
Card Matching Game
Use revision cards. They must all be the same size and colour. On half the
cards, write a key word on each. On the other half of the cards, write their
definitions on each.
With a friend, turn all the cards so they face down on the table. Each person
takes it in turns to turn over two cards. If they turn over the key word and
the correct definition, they get to keep them. If the two cards do not match,
they must be turned back, and it is the next persons turn. The winner is the
person with the most cards at the end.
You not only have to remember where the key words and the definitions are
but match them as well!
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Name That Tune
Choose a song from the charts that you know really well and enjoy singing
along to. Now, re-write the lyrics so they contain all the facts and key words
you need to remember. Try to keep to the same number of syllables for each
line! Then, sing the words out loud as many times as you need to remember
the lyrics.
TIP: Go to youtube or karaoke site and use the backing track/instrumental
so you can sing your lyrics along to the beat!
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For more information on PREP please contact any of the Subject and Team
Leaders below.
Art & Photography
English
Maths
Science
PE
Geography
History
Drama
Music
Dance
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Computer Science & Creative IMedia
Technology
Media Studies
Religion, Ethics & Philosophy
MFL
Directors of Year
Year 7
Year 8
Year 9
Year 10
Year 11
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