Lawrence Sheriff School

Revision Booklet: Year 10

2021
 Contents

Introduction

Revision Techniques

English Literature

English Language

Mathematics

Physics

Biology

Chemistry

D.T/ Engineering

Art

Music

History

Geography

R.E

Modern Foreign Languages

Introduction
June and, in particular, GCSE examinations seem a long time away. Nevertheless, time
passes quickly and you should start revising as part of your everyday learning to increase the
level of understanding and knowledge retention…

This booklet outlines the content that might appear in your exams. Your planner will also
have some useful revision tips. Please use it.

Different types of revision are more effective than others.

Research has shown that it is the quality of revision that is important not the quantity.

This booklet will discuss the best quality of revision you can do. It will also advise you on
what revision techniques work best for which subjects. If you consider the different type of
skills and work required in Maths and English lessons then it also follows that different
revision skills will be needed for different subjects.

The new GCSEs are not just asking you to remember facts and figures but show
understanding of topics: to explain; describe; discuss topics and draw comparisons between
ideas. Your revision should reflect this.

Correct revision environment.

 Make sure you have no distractions – turn off your phone, computer, the TV, music
etc.
 Make sure you have the proper equipment – your book, revision guide, pen, paper.
 Choose a quiet and large space in which to revise. Ideally using a table NOT on the
sofa.
 Produce a revision plan/timetable - decide beforehand which subject and topic you
will revise.
 Decide beforehand how long you will revise for – this should be actual revision time
NOT 1 hour of revision consisting of 10 minutes finding your book, 10 minutes
deciding which topic to revise, 20 minutes actual revising etc…
 Have a break, but not every 10 minutes. A 10 minute break every hour is about
right.
 Mix up your topics -revise topic one then take a break then revise a different topic.
Then a few days later come back to the first topics. Memory needs repetition and
topping up to work. Don’t just focus on the easy topics or the ones that you can do!
 Avoid faffing and procrastination – stick to your revision time table and make sure
you choose the more effective revision techniques from the booklet below.

Revision Techniques
How to revise

Students use numerous different techniques to revise and unfortunately many of the
techniques are questionable. We have put together this guide to help simplify things and
demonstrate what works and what doesn’t. This guide is based on over 700 pieces of
research!

What Doesn’t Work

These techniques are considered inefficient and ineffective. They often only work for very
short periods of retention.

The reason these are so ineffective, is that they require very little thinking.

It’s easy to come bounding downstairs from your bedroom to show mum/dad the
highlighted sheets of text of revision that you have ‘done’. Gratifying? Yes.
Effective? No.

Highlighting

Spend time underlining, highlighting or otherwise marking material. It is simple and quick—
but it does little to improve performance. In fact, it may actually hurt performance on some
higher-level tasks. One study found that underlining reduced students’ ability to draw
inferences from a History textbook. It may be that underlining draws attention to individual
items rather than to connections across items.

WHAT YOU SHOULD DO INSTEAD: Highlighting or underlining can

be useful if it is the beginning of a journey—if the marked
information is then turned into flash cards or self-tests.

Rereading

Spend time rereading textbooks or exercise books; it requires no

training and makes only modest demands on your time and
brain. Again this does little to improve overall performance in examinations.

Summarising Text

In summarisation, you identify a text’s main points, excluding unimportant material. It is

easy to argue that the process of rereading and then summarising helps them remember
the information; however you can summarise information without thinking about it too
much and therefore this doesn’t help in reproducing it in examinations.

Like highlighting this could be useful if it is the beginning of a journey. If the summarised
information is then used for testing then it may have some use.

What Does Work!

The Best strategies include:

Practice Testing

HOW IT WORKS:
Practice tests are completed by pupils on their own, outside class.

Methods might include using flash cards (physical or digital) to test recall or answering the
sample questions at the end of a textbook chapter. Although most pupils prefer to take as
few tests as possible, hundreds of experiments show that self-testing improves learning
and retention.

IS IT PRACTICAL?

Yes. It requires modest amounts of time and little to no training.

HOW CAN I DO IT?

 Create some flashcards, with questions on one side and answers on the other – and
keep testing yourself.
 Work through past exam papers – many can be acquired through exam board
websites or your teachers.
 Simply quiz each other (or yourself) on key bits of information.
 Create ‘fill the gap’ exercises for you and a friend to complete.
 Create multiple choice quizzes for friends to complete.
 Use the Cornell system: On class notes, make a column on one edge of the page
where you enter key terms or questions. You can test yourself later by covering the
notes and answering the questions (or explaining the key words on the other side).
 Use of apps to help test your subject knowledge

Testing only works when you can check your answers afterwards. You must get hold of the
correct answers/mark schemes etc. Your teacher may also be able to look through your
work for you.

Distributed Practice/ Spaced Learning

For best results, spread your study over time

HOW IT WORKS:
Don’t cram, but spread your learning over time.

IS IT PRACTICAL?
Yes. Although textbooks usually group problems together by topic, you can intersperse
them on your own. You will have to plan ahead and overcome the common student
tendency to procrastinate.

HOW CAN I DO IT?

Longer intervals are generally more effective; to remember something for one week,
learning episodes should be 12 to 24 hours apart; to remember something for five years,
they should be spaced six to 12 months apart. Rather than cramming all of their revision for
each subject into one block, it’s better to space it out – from now, through to the exams.
Furthermore, the more frequently you come back to a topic, the better you remember it.

RUNNERS UP

Studies have shown these techniques can also be effective

Elaborative interrogation

You can (either to yourself or with a friend) ask why an idea or concept is true – and then
answer that why question. For example;

In Science, increasing the temperature can increase the rate of a chemical

reaction….why?
In Geography, the leisure industry in British seaside towns like Barry Island in South
Wales has deteriorated in the last 4 decades….why?
In History, in 1929 the American stock exchange collapsed. This supported Hitler’s
rise to power….why?
So, rather than just trying to learn facts or ideas by reading them over and over, you
should get into the habit of asking yourself why these things are true.

Interleaved Practice

When you are revising a subject, the temptation is to do it in ‘blocks’ of topics. Like below:

The problem with this is that it doesn’t support the importance of repetition – which is so
important to learning.
So rather than revising in ‘topic blocks’ it’s better to divide these topics up in your revision
programme and interleave them:
Mid-mapping and explaining to others

Rather than looking at different topics from a subject in isolation, you should try to think
about how this new information is related to what you know already. This is where mind
maps might come in useful – but the process of producing the mind map, is probably more
useful than the finished product. So, you should think about a key central idea (the middle
of the mind map) and then how new material, builds on the existing knowledge in the
middle.

Alongside this, when you are solving a problem e.g. in maths, try and explain to someone
the steps you took to solve the problem.

In Conclusion

“Whatever you think about, that’s what you remember. Memory is the residue of thought.”
Daniel Willingham

This quote from Daniel Willingham pretty much sums up the process of learning – we
remember things when we have to think about them.

So when you are revising you should be doing more of the following:
 Testing.
 Spacing it out.
 Keep asking ‘why’?
 Building on what you know.
 Explain your steps in problem solving.

These learning techniques are no panacea. They benefit only those who are motivated!
GCSE ENGLISH LITERATURE

Exam Board: EDUQAS

GCSE There are two papers

Assessments:
COMPONENT 1: Shakespeare and Poetry. 40% of total GCSE. 2 hour
written paper.
COMPONENT 2: Post-1914 Prose / Drama, 19th Century Prose and
Unseen Poetry. 60% of total GCSE. 2 hour written paper.

GCSE COMPONENT 1: Shakespeare and Poetry. Section A – Shakespeare,

Content: students answer an extract-based question calling for informed personal
comment and evaluation. Section B: Students study a poetry cluster
comprising 15 poems. Students compare two studied poems from their
anthology.

COMPONENT 2: Post-1914 Prose / Drama, 19th Century Prose and

Unseen Poetry. Section A - Drama. Students answer an extract based
extract question. Section B -19th Century Prose. Students answer an
extract based question. Section C- Unseen Poetry. Students write about
2 unseen poems.

Useful links: https://www.bbc.com/bitesize/examspecs/zq8639q

Revision tips: Regular re-reading and self-testing of the set texts.

Past papers are available on the Eduqas website and from the English
department
There are tutorials available on YouTube dealing with the different texts
which give advice on essay questions and how to approach them.

Other Intervention is available after school on Fridays 3.30pm until 4.15pm.

information:
GCSE ENGLISH LANGUAGE

Exam Board: EDUQAS

GCSE There are two papers.

Assessments:
COMPONENT 1: Literature Reading and Creative Prose Writing. 40%. 2
hour written paper.
COMPONENT 2: Non-fiction Reading and Transactional/Persuasive
Writing. 60%. 2 hour written paper.

Spoken Language assessment will be reported separately.

GCSE Subject COMPONENT 1: LITERATURE READING AND CREATIVE PROSE WRITING

content:
SECTION A: READING MEANING AND EFFECTS One text taken from the
20th and 21st centuries. Students respond to comprehension questions
on the unseen text, including questions focusing on the writer’s
techniques and one evaluation question.
SECTION B: WRITING NARRATIVE Students choose one of two creative
writing tasks.
COMPONENT 2: NON-FICTION READING AND
TRANSACTIONAL/PERSUASIVE WRITING
SECTION A: READING INFORMATION AND IDEAS This component will
always include a 19th century non-fiction text paired with either a 20th
or 21st century non-fiction text. Students respond to comprehension
questions on two unseen, including questions focusing on the writers’
techniques and one comparative question, evaluating both texts.

SECTION B: TRANSACTIONAL/PERSUASIVE WRITING: Students complete

two non-fiction writing tasks which asks them to write for two specified
audiences and purposes e.g. to argue, to persuade.

COMPONENT 3: SPOKEN LANGUAGE: This is an internally assessed

component, externally moderated, and leading to a separate
endorsement.
Useful links: https://www.bbc.com/bitesize/examspecs/z3f3mnb

Revision tips: Reading widely with your child and discussing what you have read will be
valuable – even just using a local newspaper.
Past papers are available on the Eduqas website and from the English
department.
There are tutorials available on YouTube dealing with the different kinds
of questions and how to approach them.
Any revision strategies that work particularly well in your
subject: Regular reading and writing practice.

Other Intervention is available after school on Wednesdays 3.30pm until

information: 4.15pm.
GCSE MATHEMATICS

Exam Board: Edexcel 1MA1 (Higher)

Assessments: Paper 1 (Non-calculator) 90 minutes Total 80 marks

Paper 2 (Calculator) 90 minutes Total 80 marks

Paper 3 (Calculator) 90 minutes Total 80 marks

Subject Use and apply standard techniques 40%

content:
Reason, interpret and communicate mathematically 30%
Solve problems within mathematics and in other contexts 30%
Assessment will cover:
1. Number
2. Algebra
3. Ratio, proportion and rates of change
4. Geometry and measures
5. Probability
6. Statistics

Useful links: https://corbettmaths.com/5-a-day/ five revision questions for each day

https://www.examsolutions.net/gcse-maths/ videos explaining each

topic

Dr Frost Maths online practice questions based on past papers

Revision tips: The best way to learn maths is to answer questions.

Work past papers – these will be provided by teachers.

Other Students are encouraged to ask their teachers for help when they get
information: stuck. This can be arranged during break, lunchtime or after school.
GCSE PHYSICS

Exam Board: Edexcel

Assessments: There are 2 papers at the end of the course.

Each paper is 100 marks (duration 1 hr 45 mins) and contributes

50% of the total of the GCSE course.

Subject content: General topics covered include:

Forces & Motion, Waves, Space, Radioactivity, Energy, Electricity,

Magnetism, Gas Laws

Useful links: www.edexcel.com

(From the “Our qualifications” menu, select “GCSE” then

“Science” and “Science from 2016”. The specification and sample
assessment materials are in this area.

www.physicsandmathstutor.com

www.isaacphysics.org

Revision tips: 1) It is really important to learn the equations – there is

an appendix at the end of the specification (can be
found from www.edecel.com above), which outlines
the equations that are given in exams, and those that
are not. Equation work will be in the region of 40% of
the whole examination.

2) Know your prefixes for powers of 10 e.g. 2μs = 2 × 10-

6 s.

Other information: Mr Tweedale is available every week on a Tuesday morning from

8am to 8.45am
GCSE BIOLOGY

Exam Board: Edexcel

Assessments: 2 exam papers.

Paper 1 covers topics 1,2,3,4,5 50% 1 hour 45 100 marks

Paper 2 cover topics 1,6,7,8,9 50% 1 hour 45 100 marks

Subject content: Paper 1

● Topic 1 – Key concepts in biology

● Topic 2 – Cells and control
● Topic 3 – Genetics
● Topic 4 – Natural selection and genetic modification
● Topic 5 – Health, disease and the development of
medicines

Paper 2

● Topic 1 – Key concepts in biology

● Topic 6 – Plant structures and their functions
● Topic 7 – Animal coordination, control and homeostasis
● Topic 8 – Exchange and transport in animals
● Topic 9 – Ecosystems and material cycles

Useful links: www.gojimo.com

https://www.bbc.com/bitesize/levels/z98jmp3

https://www.s-cool.co.uk/gcse/biology

https://studywise.co.uk/gcse-revision

www.docbrown.info/gcsebiology

https://lovebiology.co.uk/quizzes.php
Revision tips: Flash cards for learning key definitions

Mind maps and brain gym for linking topic areas

Writing and memorising model answers to common QWC

questions

Past papers and mark schemes

Other information: Biology Breakfast club every Wednesday morning from 8.00-
8.45am.

Intervention activities at various times.

More revision sessions to be announced soon.

GCSE CHEMISTRY

Exam Board: Edexcel

Assessments: Paper 1 (Paper code: 1CH0/1H) and Paper 2 (Paper code:

1CH0/2H)

● Each paper is 1 hour and 45 minutes.

● Each paper is out of 100 marks.

● Each paper consists of ten questions.

● Students must answer all questions.

● Each paper will include multiple-choice, short answer questions,

calculations and extended open-response questions.

● Calculators may be used in the examinations.

● The Higher tier papers will target grades 4–9.

Subject content: Paper 1 (Paper code: 1CH0/1H)

● Topic 1 – Key concepts in chemistry

a) Atomic Structure

b) The Periodic Table

c) Ionic Bonding

d) Covalent Bonding

e) Types of Substance

f) Calculations Involving Masses

● Topic 2 – States of matter and mixtures

States of Matter

Methods of Separating and Purifying Substances

● Topic 3 – Chemical changes

Acids

Electrolytic Processes

● Topic 4 – Extracting metals and equilibria

a) Obtaining and Using Metals

b) Reversible Reactions and Equilibria

● Topic 5 – Separate chemistry 1

a) Chemical Cells and Fuel Cells

b) Transition Metals, Alloys and Corrosion

c) Quantitative Analysis

d) Dynamic Equilibria

Paper 2 (Paper code: 1CH0/2H)

● Topic 1 – Key concepts in chemistry

a) Atomic Structure

b) The Periodic Table

c) Ionic Bonding

d) Covalent Bonding

e) Types of Substance

f) Calculations Involving Masses

● Topic 6 – Groups in the periodic table

a) Groups in the Periodic Table

 ● Topic 7 – Rates of reaction and energy changes

a) Rates of Reaction

b) Heat Energy Changes in Chemical Reactions

● Topic 8 – Fuels and Earth science

a. Earth and Atmospheric Science

b. Fuels

● Topic 9 – Separate chemistry 2

a. Hydrocarbons

b. Alcohols and Carboxylic Acids

c. Polymers

d. Bulk and Surface Properties of Matter Including

Nanoparticles

e. Qualitative Analysis: Tests for Ions

Useful links: BBC Bitesize https://www.bbc.com/bitesize/examspecs/zy984j6

Active Learn https://pearsonactivelearn.com/app/Home

Revision tips: Use the past papers and mark schemes that are available on the
shared area.
BTEC Level 1/2 ENGINEERING

Exam Board: Pearson (Edexcel)

Assessments: Assignment A and B, Component 1 (Internal Assessment)

Assignment A B and C, Component 2 (Internal Assessment)
Tasks Part 1 and 2 (External Assessment)

Subject content: Component 1

Exploring Engineering Sectors and Design Applications
Aim: get to know industry sectors and how they work together
to solve real-life problems.

Assessment: internally assessed assignments

Weighting: 30% of total course

During Component 1, your students will:

• explore the different sectors, products and interconnections
within the industry
• investigate what various engineering organisations and
functions do, in addition
to potential career paths
• discover the engineering design and manufacture processes.

Component 2
Investigating an Engineering Product
Aim: explore the types of materials, components and processes
used to make products, then reproduce and test a product.

Assessment: internally assessed assignments

Weighting: 30% of total course

During Component 2, your students will:

• learn why engineers choose certain materials and components
to make products
• investigate how products are made
• identify best practice when it comes to safety and risk
management
• develop research, observation, recording, interpretation and
measuring skills
• put what they’ve learned into practice by safely planning,
reproducing and testing an engineered product.

Component 3
 Responding to an Engineering Brief
Aim: provide solutions to real-life problems by creating their
own engineered product.

Assessment: externally assessed task, where students create an

engineered product based on a brief.
Weighting: 40% of total course

To achieve this aim, your students will:

• build on what they’ve learned in Components 1 and 2
• identify the problem, develop a hypothesis and investigate
possible solutions
• create a prototype that meets the brief
• record, analyse and evaluate data and outcomes, and reflect
on how the product meets the brief.

Useful links: https://www.qualifications.pearson.com/en/home.html

Revision tips: Vocational assignment based qualification

Other information: T3 computer room open Lunchtimes for computer access and
one to one support.
BTEC Level 1/2 ART & DESIGN

Exam Board: Pearson (Edexcel)

Assessments: Assignment A and B, Component 1 (Internal Assessment)

Assignment A and B Component 2 (Internal Assessment)
Examination (External Assessment)

Subject content: Component 1: Generating ideas in art and design

1.3 Surface nature

A Investigate art and design practice

B Generate and communicate art and design ideas

Assessment: internally assessed assignments

Weighting: 30% of total course

Component 2: Develop practical skills in art and design

2.10 Contemporary vanitas painting

A Develop skills through application and review

B Record and communicate skills development

Assessment: internally assessed assignments

Weighting: 30% of total course

Component 3: Examination

Assessment: Externally assessed assignments

Weighting: 40% of total course

Revision Tips: Vocational assignment based qualification

Useful links: https://www.qualifications.pearson.com/en/home.html

Other information: Art room open Lunchtimes for additional work time and one to
one support.
GCSE MUSIC

Exam Board: Edexcel

Assessments: 1 listening and analysing exam

1 composition

1 performance

Subject content:  Features of the Classical period, Baroque period and

popular music
 Theory – this includes, treble and bass clef, key
signatures and scales and dynamics and musical terms.
 1 composition will be assessed: this should be at least 1
minute 30 seconds long. Students have the mark
scheme.
 1 solo performance will be assessed: students need to
ensure they have the score and any necessary
accompaniment prepared/rehearsed.

Revision Tips:  Practicing an instrument is not about just playing the

piece over and over again. You need to identify
sections which are not secure and work on them.
Practice short sections that you find difficult slowly, and
then speed up, then introduce the bar before. Repeat
and add more in each time.
 The performance gets marks for expression – this
means dynamics and articulation and is an area in
which students are traditional poor at. Record yourself
and then listen back to yourself – are you
louder/quieter?
 For the listening exam- listen to different pieces of
music on YouTube – see if you can identify the different
features that make it Classical, Romantic etc.
 Ensure you know the features of each period and the
key musical terms. Make flash cards for each definition
and test yourself on each period by creating questions.
 Test yourself on the scales and key signatures.

Useful Links:
Other information: Wednesday after school composition help (all year).

GCSE HISTORY

Exam Board: AQA

Assessments: 2x exams, each 2 hours, both worth 50%.

Subject content: Unit 1a Germany 1890-1945

Unit 1b Conflict between East and West 1945-72

Unit 2a Britain Health and the People

Unit 2b Normans with yearly named site (Historic Environment)

Revision Tips: Discrete revision booklets for each topic.

Knowledge organisers for each topic completed to consolidate

learning.

Regular use of low stakes 10 question factual tests to overlap

learning.

Seneca and Bitesize learning platforms set and monitored.

Exam tech focus - regular practice of the 24 different type of

questions with a clear understanding of the structure and exam
board expectations.

Useful Links: Seneca and BBC Bitesize

Other information: Exam information is posted in google classrooms, all Year 11s
have been invited to this.

After school revision classes

GCSE GEOGRAPHY

Exam Board: OCR B

Assessments: Three papers:

Paper one - Physical paper and physical fieldwork (based on the

study conducted) - 70 marks

Paper two - Human paper and human fieldwork (based on the

study conducted) - 70 marks

Paper three - Synoptic decision making - Combines elements of

overlap from all topic areas - 60 marks

Subject content: Physical:

Distinctive Landscapes, Changing Climates, Global Hazards,

Sustaining Ecosystems

Human:

Resource Reliance, Urban Futures, Dynamic Development, The UK

in the 21st Century

Useful links: https://sites.google.com/a/lawrencesheriffschool.com/lss-

revision/

Revision tips: A3 topic revision sheets

Revision clocks

As part of the revision preparation, we expect students to

condense all of their case studies down to 4 or 5 key points that
they then learn off by heart in order to be more successful in the
longer answers. This can be done on post-it notes, post cards or in
any way which will help them revise.

Other information: Intervention is after school on a set day with the class teacher, this
is only for a small cohort from each class and will change based on
progress.
GCSE RE

Exam Board: AQA

Assessments: There are two papers.

Each exam is 1.45 hours

Subject content: Exam 1: Religion study

A study of Christian belief, teachings and practices

A study of Buddhist belief, teachings and practices

Exam 2: Thematic Study

Relationships and Family Life

Life and Death

Crime and Punishment

Human Rights and Social Justice

Revision tips: Students should all have revision advice sheets in the front of their
exercise books.

Other information: An additional revision guide workbook is available from the RE

department for students to use if they wish.

Dates of revision to follow.

GCSE MFL (French, German and Spanish)

Exam Board: AQA

 Assessments: There are 4 exams: listening, reading, speaking and writing. Each
exam is worth 25% of the total GCSE grade awarded. The speaking
and reading will comprise 60 marks whereas the listening and
reading will comprise 50 marks.

Subject content: Students will be tested on the following themes and topics in all
exams:

 Theme 1: Me, my family and friends (relationships /

marriage)
 Theme 2: Technology in everyday life (social media /
mobile technology)
 Theme 3: Free-time activities (music / cinema and tv / Food
and eating out / sport)
 Theme 4: Customs and festivals

Useful links: https://www.aqa.org.uk/subjects/languages/gcse/french-8658

https://www.aqa.org.uk/subjects/languages/gcse/german-8668

https://www.aqa.org.uk/subjects/languages/gcse/spanish-8698

https://quizlet.com

https://www.languagesonline.org.uk/Hotpotatoes/index.html

Revision tips:  Students have written up key questions and can revise
these for the speaking and writing exams
 Student need to be in a regular routine of vocabulary
learning (they have vocabulary lists from the exam boards)
 Staff can provide students with listening / reading booklets
 Students need to ensure that they are able to form the
present, past and future tenses

Other information: French intervention – Before school Tuesday in room 10. As there
is currently no demand for German intervention, sessions are also
running before school on Thursday.

German intervention – Before school Thursday in room 10

Spanish intervention – By appointment with Mrs Davies

Subject Leaders:
Art - Mrs M Birch Geography - Mr L Brown

Biology - Mr B Costello History - Mr R McNally

Chemistry – Mr S Littler Mathematics – Mr R Wood

Design & Technology - Mr M Hickling Music - Mr J Watson

English Language & English Literature - Physics – Mr P Tweedale

Mrs A Lynch
RE - Mrs J Quartly-Watson

French, German & Spanish - Mr J Gaffin