Download Year 10 Winter - Belfast High School

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Year 10
Revision List
December 2016 Examinations
Year 10 Revision List – December 2016
1
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French
Homework activities and the vocabulary booklet are on Mahoodle
Reading and Writing Examinations
Unit 1 – Subject pronouns and regular ER verbs present tense.
Pupils should be able to replace nouns with the correct pronouns
The present tense of – jeter / appeler / acheter / mener
Unit 2 – Countries / ‘to’ or ‘in’ before masculine/feminine/plural countries
Unit 3 – the pronoun ‘y’ / months of the year / expressions of time
Unit 4 – the present tense of the verb ‘aller’ / the possessive adjectives ‘mon’ etc.
Unit 5 – the present tense of a GER verb and means of transport /the present tense of a
CER verb and a YER verb
Unit 6 – the verbs which express likes + infinitive/ dislikes and preference / reasons for
liking or disliking means of transport / the present tense of préférer
Unit 7 – The present tense of an RE verb / types of accommodation / reasons for liking
or disliking accommodation.
Unit 8 – verb jouer + sports / expressions of time / forming the negative
Unit 9 – the present tense of the verb ‘aller’ + places / the preposition ‘à’/ the present
tense of an IR verb
Unit 10 – the verb ‘faire’ in the present tense / the preposition DE / leisure activities
with ‘faire’/expressions with ‘faire’ in the negative.
**Pupils should be able to write a short paragraph about their holiday
preferences.
Year 10 Revision List – December 2016
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German
Materials will be put on quizlet for revision purposes
The following should be revised for the reading and writing examinations:
Unit 1:
Subject pronouns / a regular verb ending in EN in the present
tense
The present tense of haben and sein
Numbers 1-100
The alphabet
Months of the year / numbers in dates
Countries / the verb kommen + aus
Unit 2:
Facilities at an airport
The definite article in the nominative and accusative cases
Asking questions with the interrogative ‘Wo’
Unit 3:
The 24 hour clock / revision of numbers
Asking questions with ‘wann’ / ‘wo’/ ‘was’
Separable and strong verbs – abfahren/ ankommen/umsteigen
The present tense of the modal verb ‘müssen’
The present tense of an TEN verb
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Religious Studies
Your paper is one hour long and you should answer all questions.
The Life of Nicky Cruz.
Make sure you know the following :
Biographical details ( dates, birthplace , family, school / work )
Influences on him both good and bad
Life in Puerto Rico, life in New York and after
His Childhood and significant events in it
Gang involvement / crime
David Wilkerson
Conversion
Life and work after conversion
Comparison of Nicky’s conversion with that of Paul in Acts ch. 9
The text of Ruth in translation:
Revise the background, text and story of Ruth very thoroughly .
Know the content of each of the four chapters well.
Understand the issues arising , such as racism/ difference.
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Physics
You will be examined on all work from Key Stage 3.
Remember that you must bring the following items to all Physics exams: pen, sharp
pencil, ruler, eraser, calculator and protractor.
Forces
After revision of this topic you should:
· know that mass is a measure of how much matter is in an object
· know that mass is measured in kilograms (kg)
· know that this is an unchanging property of an object
· understand that weight is a force
· remember that the units of weight are Newtons (N)
Energy
After revision of this topic you should:
· know that energy gives an object the ability to make things work or
happen know that energy is measured in joules (J)
· know that energy exists in different forms
· know that energy can be converted from one form to another
· know of examples of devices that change energy
· be able to describe energy changes taking place in different situations
· know what is meant by the law of conservation of energy
· understand that energy is often converted to heat and becomes unusable
· know that the Sun is the main source of the world’s energy (eg fossil fuels)
· know what is meant by renewable and non-renewable sources
· be aware that the use of energy can cause pollution.
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Light
After revision of this topic you should:
· know that light travels in straight lines called rays
· know that light travels at a definite speed
· know how shadows are formed from point sources and extended (large) sources
Reflection
· know that light can be reflected
· be able to measure angles of incidence and reflection
· know that the angle of incidence = angle of reflection
· be able to describe how a periscope works
Refraction
· know what is meant by refraction
· know that light travels at different speeds in different substances
· recall that if light slows down/speeds up it bends towards/away from
· the normal
· be able to measure angles of incidence and refraction
· be able to trace rays through a rectangular block and a triangular prism
· know that a triangular prism can split light into different colours
· know what is meant by dispersion
· know the order of the colours in the spectrum of white light
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Colour
· know the primary colours of light are red, blue and green
· understand how we see colour and why objects appear to be a
particular colour in white light
· be able to predict the appearance of objects when viewed through a coloured filter.
Magnetism
After revision of this topic you should:
· know what is meant by the poles of a magnet
· know that like poles repel and unlike poles attract
· know that iron, steel, cobalt and nickel are magnetic materials
· be able to plot the magnetic field pattern round a bar magnet
· know that soft iron is strongly magnetised in a magnetic field and loses its magnetism
when the field is removed
· know that steel is hard to magnetise but keeps its magnetism
Electrostatics
After revision of this topic you should:
· know that insulating materials can be charged by friction
· know that there are two types of charge – positive and negative
· know that like charges repel and unlike charges attract
· know that substances are normally electrically neutral because there are equal
amounts of positive and negative charge
· know that the atoms contain charged particles called electrons which are negatively
charged
· know that, in charging by friction, electrons are removed from one object and
deposited on another
· know that a negatively charged object has extra electrons and a positively charged
object has a shortage of electrons.
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Electricity
After revision of this topic you should:
· know that a complete circuit is needed for current to flow
· know that materials which allow a current to flow are called conductors (metals and
carbon) and those which don't are called insulators (plastic, glass etc)
· know that an electric current is a flow of electrons
· know that current is measured in amps with an ammeter
· understand the action of one-way, two-way and reed switch
· know that the 'push' needed to make a current flow is called voltage
· identify whether components are connected in series or parallel
· know that components in series carry the same current
· know that when components are in parallel they have the same
voltage but that the current has been split
· know how to use a variable resistor to change the current
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Chemistry
All topics from Year 9 (teacher copies of Y9 booklets will be on Mahoodle after
half term)
Year 10
Booklet 1: Reactivity Series of Metals
Properties and uses of metals
Reaction of metals with air, water, steam, acid
Displacement reactions
Booklet 2: Gases
Preparation and uses of oxygen
Hydrogen
Carbon dioxide
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CLASSICIAL CIVILISATION

MINOAN CIVILISATION
– The palace at Knossos: architecture and function(s)
– wall paintings (frescoes) on Crete: lifestyle and civilisation of the Minoan
people
– The cult of the bull; bull-leaping
– Myth: ‘Theseus and the Minotaur’: what kind of hero was he? How the
myth links Minoans and Mycenaeans
– Sir Arthur Evans: his early life, meeting Schliemann in Athens; how he
became interested in Knossos, his work there, strengths and weaknesses
as an archaeologist

MYCENAEANS
– Mycenae: the citadel compared to the Minoan ‘palace’
– the megaron
– myth: the war at Troy
– their wealth: armour, weapons, gold items discovered in the tholos
tombs: how did their society differ from the Minoans’?
– Early writing: Linear A, Linear B and Michael Ventris; uses; how does it
link Mycenaeans and Minoans?
– Heinrich Schliemann: early life; why he became interested in the Trojan
War; work at Troy and Mycenae; strengths and weaknesses as an
archaeologist
There will be three types of question in the exam:
1. Multiple choice questions, worth ½ mark each
2. ‘Good paragraphs’, short but full of information: include as much detail as you
can on a limited topic: 1 mark per point made
3. Longer essays: extended writing, where you must assess both sides of an
argument and persuade the reader of your considered opinion in an evidencebased conclusion.
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Technology
1 hour examination
Topics: Safety & Trinket box
Pupils should bring the following equipment to the examination: Pen, pencil, colouring
pencils, ruler, rubber, sharpener
Home Economics Revision
Revision topics are:
All aspects of Budgeting
Needs and Wants
Importance of budgeting for various groups of people
Steps to successful budgeting and budgeting skills
Methods of payment
Protecting your identity
Cheques
Managing a bank account
Loans
(Revise P1 – P40 of Class Book)
Examination – 80%
ICT Task – 20%
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English
One hour to complete one section
Persuasive writing
You will be asked to write piece of persuasive writing on a topic which you have not
received prior to the examination. You should revise how to incorporate persuasive
writing techniques into an extended piece.
Suggested timing in the examination hall:

10 minutes for planning.
You may wish to use bullet points or a spidergram.

45 minutes to write an extended piece of persuasive writing.
Your writing should be well organised into appropriate paragraphs. You should
include a range of rhetorical devices. You might also wish to include direct
speech or figurative language. Use a tone which is appropriate to the audience,
purpose and form of the question. Take care with spelling, grammar and
punctuation. Try to vary sentence structures. Be persuasive throughout.

5 minutes to check the accuracy of your writing.
Check spelling, grammar, punctuation, use of capitals and paragraphing. Ensure
that you have used extended vocabulary throughout.
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Mathematics
1. Number: decimals, fractions, percentages, ratio
2. Pythagoras’ Theorem
3. Geometry and Measures: area, volumes, units
4. Algebra: simplifying, expanding brackets, solving
5. Data Handling: averages, range, frequency tables, diagrams
Biology
Revision of all Year 8 topics (Living things, Microscope, Cells, Flowering Plants,
Variation) + All Year 9 (Ecology Book 1, Human Reproduction, Photosynthesis) + Diet
and Digestion, Respiration + Breathing from Year 10
History
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The Causes of WW1 – MAIN causes and the assassination of Franz Ferdinand
The chain of events that started WW1 – including the failure of the Schleiffen Plan
Trench warfare – the design of a trench, life in the trenches, including sights, sounds,
dangers, food, routines etc.
The weapons used in WW1 – new technologies
Life on the Home Front – rationing, DORA and the contribution of women.
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Art
Year 10 are completing a variety of Common Assessment tasks in class and for
homework including:
 ICT
“photoshop”
 Observational
 Three
figure drawing
dimensional figure
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Geography
Revise all key words carefully.
Plates, earthquakes and volcanoes

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


The structure of the earth
Distribution of volcanoes and earthquakes
Plate boundaries (destructive, constructive, collision and conservative)
Volcanoes (structure, type etc.)
What happens when a volcano erupts?
Earthquakes (Richter Scale, focus, epicentre, seismic waves)
Predict, prepare and protect
Comparing the impact of earthquakes in MEDCs and LEDCs
Tourism
Content for examination still to be confirmed. Your teacher will give you guidance on
specific topics to revise.
Music
There will be no written exam.
The mark will be based on Common Assessments.
There will be a KEYBOARD assessment
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Spanish
UNIT
UNIT
KEY
LANGUAGE
GRAMMAR
WRITTEN OUTCOMES
1.PRESÉNTATE
3
Personal
details,
Tener,
Letter about self physical
description , personality , likes
4
Family,
mi/tu/su
Adjectives
Relevant lists,
ser
description of family and pets
describing self and others,
Subjects,
gustar
Relevant lists,
opinions,
adjectives
describing likes with subjects,
numbers
age,
pets,
birthday
Colours,
likes,
personality,
physical
description ,
2.TU INSTI
5
ar verbs
Make sure you learn your revision questions as well – see below. 1-3 need 1 sentence, 4-8 need 3
sentences
1.
¿Cómo te llamas?
5. ¿Tienes animal en casa?*
2.
¿Cuántos años tienes?
6. .¿Cómo eres como persona?*
3.
¿Cuándo es tu cumpleaños?
7.¿Cómo eres físicamente?*
4.
¡ Describe a tu familia!*
8.¿Qué opinas de tus asignaturas?*
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The Format of the exam will be a Reading and a Writing Paper. The Reading will be a variety of
questions where your ability to understand Spanish will be tested including a translation. The
Writing will be some lists, sentences, paragraphs the questions below and key grammar will be
tested.
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Latin
What you need to know
1 Vocabulary This is very important. Revise your vocabulary sheets for each stage, and the
complete alphabetical list which will be given to you.
2 Grammar Nouns, adjectives, pronouns, verbs and the new sentence type. Note:
the grammar pages at the back of the text are very useful.
3 Background Stage 13, in Britannia. Stage 14, apud Salvium: The Romans in Britain.
Don’t forget the important dates are: 55-54 BC, 43 AD, 60/61 AD, 75 AD, 81AD, and
410AD. These dates are important both for the background history of Book II, and for the
characters in our stories.
Summary of the grammar you should know
I
Nouns: pages 150 – 151 of your text.
How the three cases are used in a sentence:
(a)
The subject case is used for the subject of the sentence and with the verb est in all
its forms.
(b)
The object case is used for the object of the verb.
(c)
The dative case is used (1) for the person who gets the object, (2) as the object of
certain verbs such as credo and approprinquo, and (3) in the impersonal verb sentence. It is
often translated with “to” or “for”.
The endings of the example nouns in the three groups. You will be asked to write them out
and translate. Remember that the dative case is translated with “to/for”.
Group 1 - feminine
sing.
pl.
Group 2 - masculine
sing.
pl.
Subj. puella
puellae
servus
servi
Obj. puellam
puellas
servum
servos
Dat. puellae
puellis
servo
servis
Group 3 - masculine
- feminine
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sing.
pl.
sing.
pl.
Subj.
rex
reges
uxor
uxores
Obj.
regem
reges
uxorem
Dat.
regi
regibus
uxori
uxores
uxoribus
.
Note that Group 3 nouns have the same endings for both masculine and feminine genders.
II
Adjectives, and matching them to nouns: pages 153 – 155.
Note: there are no new adjective endings, because the endings are the same as for nouns.
(a) There are two types of adjectives:
(i) Adjectives belonging to Groups 1 & 2, with different masculine and feminine endings like
servus and puella:
Singular
Subj.
Obj.
Dat.
Plural
masc.
fem.
masc.
fem.
bonus
bona
boni
bonae
bonum
bono
bonam
bonos
bonae
bonis
bonas
bonis
Or: the bonus, bona type
(ii) Adjectives belonging to Group 3, with one set of endings for both masculine and
feminine forms:
Singular
masc. & fem.
Subj.
Obj.
Dat.
fortis
fortem
forti
Plural
masc. & fem.
fortes
fortes
fortibus
Or: the fortis type
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(b) Putting nouns and adjectives together: the 3-way match
Both noun and adjective must match in three ways. They must have the same case,
number (s./pl.), and gender.
e.g. ancilla laeta; ancillae laetae. servum laetum; servos laetos.
However, they DO NOT have to belong to the same group.
e.g. amphoram gravem
rex crudelis
servi fortes
reges bonos
Be able to write out a noun and adjective pair with the correct endings which belong to their
group, as on the homework sheets you did recently, and to translate each pair. There are
some more practice examples in the revision booklet.
(c)
Positive, comparative and superlative forms of the adjective
All languages have these three forms of the adjective, which describe different degrees of
intensity. Translate each form beneath it.
Positive
Comparative
Superlative
laetus, laeta
laetior (quam)
laetissimus, laetissima
pulcher, pulchra
pulchrior (quam)
pulcherrimus, pulcherrima
Note that there are two ways to spell the superlative, either with
-ssimus-a (more common) or -errimus-a (only for adjectives ending in –er)
There are two irregular adjectives. They must be learned separately. You are likely to be
asked them.
Positive
Comparative
Superlative
bonus, bona
melior (quam)
optimus, optima
magnus, magna
maior (quam)
maximus, maxima
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(d) Also, don’t forget the the expression quam laetus sum!
(e) Putting Nouns & Adjectives Together
Most adjectives come after the noun, such as dominus iratus.
However, adjectives describing size or quantity precede the noun, such as omnes puellae,
magnus canis.
III
Pronouns: pages 156 – 159.
Pronouns replace nouns. There are many different kinds, and you already know the forms
of two.
(a)
Personal Pronouns: I, you (s.), we, you (pl.) himself, herself, itself, themselves
(i) Translate each of these pronouns:
Subj. ego
Obj.
Dat.
me
mihi
tu
vos
te
tibi
nos
--
vos
nos
se
vobis
nobis
sibi
(ii) A special pronoun phrase: What does mecum mean?__________ and tecum _______
nobiscum___________ vobiscum ______________
tecum_______________
(iii) These pronouns mean “he, she, it” etc. Write the meaning next to each:
Subj.
is
ea
id
Obj.
eum
eam
id
Dat.
ei
ei
IV
Verbs: pages 160 - 163
(a)
Regular verbs
Know the 3 tenses: present, imperfect, and perfect , and their endings; the infinitive; the
commands, both positive and negative. Know what type of action each tense describes.
There are useful tables on page 160, which show you how Latin verbs are spelled in their
three tenses in the four different verb groups. You should be able to recognize the four
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different verb groups for your Christmas exam when spelt in the four tenses, the infinitives,
and the commands.
Your revision booklet will give you practice in all the pattern verbs from the four different
groups in all their forms.
(b) Principle parts: you should be able to recognize the spelling, or stem changes which the
principle parts show in the perfect tense.
Many verbs have v, s, x, or u in the stem of their perfect tenses, as in these pairs of present
and perfect tenses:
inspicio/inspexi, timeo/timui, mitto/misi. Some very common and important verbs
simply lengthen the vowel, as in video/vīdi, venio/vēni, facio/fēci, capio cēpi.
Other verbs either have very little change in the way they spell their perfect tense stems,
such as bibo/bibi, ostendo/ostendi, respondeo/respondi.
Here are some other important present and perfect tenses which lengthen their stems:
dat/dedit, tradit/tradidit, vendit/vendidit.
It’s very important to note carefully the exact spelling of a verb stem, because it will tell you
which tense it is. You can find out how the perfect tense is spelled by looking up the
principle parts in the list of vocabulary at the back of your text.
(c)
Irregular verbs Know the present and imperfect tenses of sum, possum, volo and
nolo:
Present tense: fill in the remaining forms and translate:
sum
possum
volo
nolo
Imperfect tense: fill in the remaining forms and translate:
eram
poteram
volebam
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nolebam
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Note that the imperfect of volo and nolo, e.g. volebat, nolebat, should be translated as
“wanted” and “didn’t want”, as it’s better English.
(d)
The Infinitive This is the “to” form of the verb, e.g. portare, “to carry”. The
infinitive is usually combined with volo, possum, nolo, iubeo to make a verb phrase, e.g.
ego laborare nolo. It is also used in the impersonal sentence, e.g. necesse est mihi
festinare.
There are four ways to spell the infinitive, depending upon the vowel which precedes the re. You need to be able to recognize these four verb groups.
portare = Group 1
docēre = Group 2
trahere = Group 3
audire = Group 4
(e)
Imperatives, or Commands
These are orders given to either a single person or to several people.
To make the singular command, just drop the –re of the infinitive.
To make the plural command, drop the –re and add -te.
infinitive
e.g. Group 1
portare
Sing. Imp.
Plural imp.
porta!
portate!
Group 2 docēre
doce!
docete!
Group 3 trahere
trahe!
trahite!*
Group 4 audire
audi!
audite!
*Note that the Group 3 plural command has a spelling change: it’s -ite instead of –ete.
To summarise:
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The singular command ends in a vowel, either -a, -e, -i, while the plural command ends in
-ate, -ete, -ite.
The negative command or prohibition: telling someone not to do something
Combine noli/nolite with the infinitive to make a negative command.
Singular
Plural
noli portare!
nolite portare!
noli mittere!
nolite mittere!
Warning! Don’t translate the negative command as “I don’t want to . . . “
V A new kind of sentence
The impersonal sentence.
e.g. difficile est mihi magnam amphoram portare.
↓
↓
↓
adjective dat.
↓
object of → infinitive
Other adjectives used are:
facile est . . .
necesse est . . .
Note that a dative will often follow the est, and then an infinitive, or an object and
infinitive.
Helpful hints for successful revision: Quickly re-reading some of the stories we have done
so far, and especially the grammar exercises would be a great help to you, as that’s the
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best way to learn the vocabulary and grammar.
Do the revision booklet as well, as the exam will be based only these.
The exam will have a selection of vocabulary, questions on grammar, including a verb
translation exercise*, some sentences to test other grammar, and stories for both
translation and comprehension. Finally, there will be background questions, both short and
long, such as paragraphs to write on particular topics. There will probably be a choice.
*Verb translation exercise:
e.g. volo, Present tense, I want; venerunt, Perfect tense, they came (completed
action), dabam, Imperfect tense, I was giving (continuous, ongoing action).
The verbs used in this exercise will be familiar ones, as the point is to recognise and
translate the tense, not to test the actual meanings of the verb.
Summary of Background Topics for Christmas Exam
Stage 13 - in Britannia
Britannia
What did the Romans think of it?
How developed was British civilisation?
Farms in Roman Britain
Describe a British farmhouse.
Was it adequate for its inhabitants’ needs?
What was an early Romano-British villa like?
In what ways were later villas more sophisticated?
The Economy of the Farm
What was grown or raised on the typical villa?
How would a large villa be run?
The slaves
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Why were some slaves British, and others
imported?
What were the harshest jobs for slaves?
What protection did they have?
Why did they come to be treated better?
Salvius
What are the main facts about his life?
What jobs did he have in Roman Britain?
What kind of evidence is there to prove that he
really existed?
Stage 14 - apud Salvium
The British Tribes
How was British society organised?
How important were the Druids?
The Conquest
What did Caesar find out about Britain?
Why didn’t he conquer it thoroughly?
Which emperor did conquer Britain?
What were his reasons?
What role did he play in the invasion?
In what ways did the Romans take control of
Britain?
How did the British rulers react to the Romans?
List the areas of Britain which were conquered
by the Romans.
Romanisation and Trade
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In what ways did Agricola, the most famous governor of
Britain, want to influence the Britons?
What changes in British life began to occur, under
the influence of the Romans?
What advantages and disadvantages were there for
the Britons under Roman rule?
Boudica
Why did she rebel?
How much success did she and her troops have at first?
Why did the Romans manage to defeat her, despite being
outnumbered?
What was unusual about the position of British women at
this time.
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