Revision Guides for Year 9

End-of-Year Exams
Contents
Exam timetable ............................................................................................................................................................... 3
Purpose of end-of-year exams ...................................................................................................................................... 4
Master the Content Guide for Every Subject .............................................................................................................. 5
AI-assisted Revision: Streamline Your Studies .......................................................................................................... 6
Subjects content guides ............................................................................................................................................. 8
Biology ......................................................................................................................................................................... 8
Chemistry .................................................................................................................................................................... 9
Drama ........................................................................................................................................................................ 10
Classics....................................................................................................................................................................... 11
Computing ................................................................................................................................................................. 13
English ....................................................................................................................................................................... 14
French ........................................................................................................................................................................ 15
Geography ................................................................................................................................................................. 16
History ....................................................................................................................................................................... 17
Latin ........................................................................................................................................................................... 18
Maths ......................................................................................................................................................................... 19
Music .......................................................................................................................................................................... 22
Physics ....................................................................................................................................................................... 23
Religion, Ethics and Philosophy (REP) ................................................................................................................. 27
Exam timetable
Year 9 end of year exam timetable

Wednesday Thursday Friday Saturday Monday

House Time Assembly
AM 9-9.40am Physics Maths Geography 9-9.40am
9-11.10am English 9.50-11am 9.10-10.40am 9-10am Biology
9.50-10.50am 9.45-11am
Break – 11.10-11.30am (Saturday – 10.20-10.35am)

AM Music Drama Chemistry Classics/Latin

Games
11.30-12.55pm 12-12.45pm 12-12.45pm 11.40-12.40pm 11.40-12.40pm

Lunch - 12.55-1.55pm

PM History REP French

1.55-4.05pm 2.20-3.35pm 2.20-3.05pm 2.20-3.35pm

Activities – 4.05-5pm

Those students who receive extra time should add that to the times indicated above.
Purpose of end-of-year exams

End of year exams play a crucial role in a student's academic journey. These assessments not only provide
an opportunity for students to consolidate their learning, but also serve as a benchmark to measure their
progress and identify areas that require improvement. Additionally, they offer a platform for students to
practice effective revision strategies and eliminate ineffective ones, fostering optimal study habits. For
parents, end of year exams offer valuable insights into their child's academic performance and can help
them better support their child's learning journey.

The value of these exams extends beyond the immediate feedback they provide. Engaging with end of year
exams cultivates essential skills in students, such as effective time management, critical thinking, and the
ability to cope with the pressure of high-stakes assessments. Moreover, by experimenting with various
revision techniques during the preparation process, students can discover which methods work best for
them, ultimately enhancing their learning experience. Parents can take pride in the fact that by supporting
their children through this process, they are equipping them with the necessary tools for success in a
competitive world.

By embracing the importance of end of year exams and actively refining revision strategies, students and
parents alike can work together to create an environment that is conducive to learning and success.

Summary

• End of year exams serve as a crucial benchmark for progress, allowing students to identify areas
for improvement, practice effective revision strategies, and develop essential skills for success.
• These assessments provide valuable insights for parents, enabling them to better support their
child's learning journey and foster optimal study habits.
• By embracing the importance of end of year exams and refining revision techniques, students
and parents can work together to create a conducive environment for learning and future
academic success.
Master the Content Guide for Every Subject
The content guides are designed to help students in their exam preparation by providing detailed
specification points for each subject, covering the content taught throughout the year. Although not all
content will be assessed, it could be included in exams, so thorough preparation is essential. This guide will
explain how to make the most of these content guides, using effective revision strategies, regular self-
assessment, and parental support.

Step 1: Assess Your Knowledge

Begin by reviewing each row of the content guide, which features a red, amber, green (RAG) rating. Test
yourself on each point to determine your areas of strength and weakness. Assign a RAG rating to each
specification point, with red indicating weaker areas, amber for those you're somewhat confident in, and
green for your strongest points. This initial self-assessment will help you prioritize your revision and focus
on areas that require improvement.

Step 2: Prioritise and Plan

Using your RAG ratings, create a revision plan that prioritises your weaker areas (red) while maintaining
and reinforcing your strengths (green). Allocate time to review each specification point, with a particular
emphasis on those that need the most improvement. Make sure to include regular breaks and vary the
subjects to keep your mind engaged and maintain focus.

Step 3: Engage in Active Revision

Involve your parents in your revision process by asking them to quiz you on the specification points or
listen as you talk through the content for 60 seconds without hesitation, repetition, or deviation. This will
help reinforce your understanding and expose any gaps in your knowledge. Utilise a variety of revision
techniques, such as creating flashcards, summarizing notes, and teaching the content to someone else.

Step 4: Make Use of AI Tools

Consider using AI tools like Poe.com (13+), You.com/Chat and ChatGPT (18+ for use by parents) to assist
in generating quizzes, filling knowledge gaps, and receiving step-by-step explanations and feedback on your
answers. These tools can serve as an affordable and accessible private tutor, available 24/7. Subscribing to
their pro versions offers access to more advanced models for an enhanced learning experience.

Step 5: Explore Additional Resources

At the end of each content guide, you will find links to additional resources and materials that can further
support your revision. Make use of these resources and reach out to your teachers if you need extra help or
guidance.

Remember that consistent effort, focus, and support will be the keys to your success.
AI-assisted Revision: Streamline Your Studies

AI technology is developing rapidly and AI chatbots, like ChatGPT, can be valuable resources for students
revising for exams. These chatbots can help reinforce learning, provide explanations, and offer feedback on
answers. This guide outlines how to effectively use AI chatbots, with example prompts that align with the
latest research on effective learning and revision strategies, including retrieval practice and the forgetting
curve.
The underlined text in the example prompts below can be interchanged to the content being studied. By
using the points in the detailed content guide, the chatbots can be used more effectively.

To use them well, the prompt you enter needs to be detailed. Use the following structure:

1. Tell the AI chatbot who you are. For example, “I am a 14-year-old student studying GCSE Biology”.
2. Tell it what you want to do. For example, “I want to learn key terms relating to topic x.”
3. Tell it what you want it to do. For example, “Please give me a list of most important key terms and
definitions”.
In terms of the revision process, the first and last step should be to check for knowledge and understanding.
Where there are gaps, you should clarify and explain, and then using practice questions get feedback on
your answer. Example prompts for each of these steps can be found below.
Step 1: Check for Knowledge and Understanding
AI chatbots can act as interactive quizmasters to help you assess your knowledge on a specific topic. Asking
chatbots to generate quiz questions encourages retrieval practice, a proven technique that strengthens
memory by repeatedly recalling information. This method also helps combat the forgetting curve, which
describes how memories fade over time unless they are actively reinforced.
Example prompts:

• Can you give me 10 multiple-choice questions about photosynthesis?

• Can you generate 10 true or false questions about Newton's laws of motion?
• Can you provide 10 short answer questions related to "To Kill a Mockingbird"?
• Can you provide 5 questions that ask me to explain the link between the topic of water scarcity and
related topics?
Step 2: Clarify and Explain Concepts
When you encounter difficult concepts or need a clearer explanation, chatbots can act as tutors, providing
step-by-step explanations or breaking down complex ideas.
Example prompts:

• Can you explain the concept of supply and demand in simple terms?
• How does the process of cellular respiration work?
• Can you help me understand the difference between metaphors and similes?
• You are a tutor that always responds in the Socratic style. You *never* give the student the answer,
but always try to ask just the right question to help them learn to think for themselves. You should
always tune your question to the interest and knowledge of the student, breaking down the problem
into simpler parts until it is at just the right level for them. The question: why is gentrification
considered a problem in urban areas? [This only really works with ChatGPT-4 (plus version) and
18+ therefore for parents to use]

Step 3: Get Feedback on Your Answers

AI chatbots can give you feedback on your answers or explanations, helping you improve your
understanding and correct misconceptions. Elaborative interrogation, which involves asking yourself "why"
questions, is a proven technique to deepen learning.
Example prompts:

• I think the main cause of World War I was nationalism. Can you give me feedback on this
statement?
• Here's my explanation of the water cycle; can you tell me if I've missed anything important?
• I wrote a short summary of the theory of relativity. Can you check if I've covered the key points
accurately?
• KS3 exam question: Explain why a waterfall retreats upstream over time forming a gorge (3). My
answer: The soft rock is eroded meaning the overlying hard rock eventually collapses and so the
waterfall moves backwards. Give me feedback on my answer and tips for how I can improve.

Make sure to integrate these chatbot interactions with other proven revision strategies, such as self-
quizzing, using flash cards and completing practice exam questions. With consistent effort and smart use of
AI chatbots, you can enhance your learning experience and improve your chances of success in exams.

A few words of caution

1. The AI chatbots do not know your subject specification and therefore the responses are not precisely
tailored to the nuances of what you need to know or how to questions with the correct exam
technique.
2. Do not trust AI chatbots to give you accurate factual detail. You must fact-check!
3. As with many web services, your data is not private. Do not ask AI chat bots anything personal.

That said, we believe AI chatbots can be incredible tools to enhance learning IF used
correctly.
Subjects content guides
Biology

Topic R A G Notes
Topic 1: Key Concepts in Biology
1.1 Animal, Plant and Bacterial cell structure and
function
1.2 Specialised Cells
1.3 – 1.6 Microscopy and magnification, CORE
PRACTICAL: Microscopy
1.7 – 1.9, 1.11, 1.12 Enzyme structure and function
1.10 CORE PRACTICAL: Effect of pH on enzyme
activity
1.13B CORE PRACTICAL: Food tests, 1.14B Energy in
food
1.15, 1.17 Transport across membranes (diffusion,
osmosis and active transport
1.16 CORE PRACTICAL: Osmosis
Topic 2: Cells and control
2.1 – 2.4 Mitosis, Cell division and cancer
2.5 – 2.7 Growth and cell differentiation
2.8 – 2.9 Stem cells
2.10B Structure and function of the brain
2.11B – 2.12B Brain scans, disease and damage
2.13 – 2.14 Neurones, electrical impulses and reflex
arc
2.15B Eye – structure and function
2.16B – 2.17B Eye problems and corrections

Additional resources/information:

• Physics and Maths Tutor: Edexcel GCSE Biology Revision - PMT (physicsandmathstutor.com)
Website with revision notes, flashcards, past paper questions (in topic based bundles) and mark
schemes
• OneNote revision pages in your Biology Class notebook, Revision section – these have revision
checklists, links to further online resources and attachments of all kinds of revision resources –
flashcards, revision powerpoints, knowledge organisers. The PIXL revision powerpoints are
excellent revision resources for building content knowledge
• Cognito videos on each topic: GCSE Biology (9-1) - YouTube
• BBC Bitesize: Biology: GCSE Biology (Single Science) - Edexcel - BBC Bitesize
• Online Textbook at Activelearn: www.pearsonactivelearn.com
Chemistry

Topic R A G Notes

Topic 1 States of Matter

Topic 2 Methods of Separation
Topic 3 Atomic Structure
Topic 4 Periodic Table
Topic 5 Ionic Bonding
Topic 6 Covalent Bonding

Additional resources/information:

• Specification Edexcel Chemistry 9-1.

• Physics and Maths Tutor: Edexcel GCSE Chemistry Revision - PMT (physicsandmathstutor.com)
Website with revision notes, flashcards, past paper questions (in topic-based bundles) and mark
schemes
• SharePoint: contains all chemistry resources related to your course Chemistry Student Sharepoint
• Cognito course on each topic: GCSE Chemistry (9-1)
• BBC Bitesize: Chemistry: GCSE Chemistry (Single Science) - Edexcel - BBC Bitesize
• Online Textbook at Activelearn: www.pearsonactivelearn.com
Drama

Topic R A G Notes

Vocal Skills (EATPPPVT)

Physical Skills
D.N.A - Textual Analysis

The exam questions will ask you to respond as a:

• Director
• Designer
• Actor
Staging Types
• Proscenium Arch/End-On
• Thrust
• In-the-Round
• Traverse

Additional resources/information:

• See notes from lessons

Classics

Topic R A G Notes

Unit 1 – The Roman Empire

• Legends regarding the foundation of Rome?
Romulus and Remus/ Aeneas
• Roman Society - Senate, Plebeians, Women
and Slaves
• How did Rome gain her Empire? What
provinces did they rule over? What were the
Roman names for these places? What are they
called today?
• What effects did Roman rule have on a
province? Language/ roads/ trade/ tax/
conquest/ law and order. (What have the
Romans done for us?)
• Slavery

Unit 2 – The Roman Army

• Why was the Roman Army so effective?
• How was the army organised? Legions/
auxiliaries
• What was the command structure of a legion?
• What equipment did a legionary carry/ use?
Why was it effective?
• What was discipline and training like?
• When and why did the Romans invade
Britain?
• What were the parts of Hadrian’s Wall and
why was the wall built?
• What was life like on Hadrian’s Wall for a
soldier based there?

Unit 3 – Pompeii and its Destruction

• What happened to Pliny and his uncle on
23rd/24th August 79AD?
• What happened to Pompeii? – stages of the
eruption & pyroclastic surges.
• What happened to Herculaneum? – bodies in
the boatsheds.
• How was Pompeii discovered and excavated? -
how were plaster casts created?

Unit 4 – Roman Entertainment (Mr Gedye’s class)

• The Circus Maximus - features

• Races – what happened?
• Charioteers – Diocles
Topic R A G Notes
• What was the appeal of chariot racing to a
Roman (Ovis Poem)
• Amphitheatres – features
• Gladiators – types and equipment, what
happened in a fight?
• Animal fights and hunts
• Executions
• What was the appeal to a Roman audience?
Unit 5- Roman Leaders (Miss Bates’ Class)
• How did Julius Caesar become powerful?
• How and why was Julius Caesar assassinated?
• Why was Augustus successful?
• To what extent was Tiberius a good emperor?
• Was Caligula mad?
• How bad a ruler was Nero?

Additional resources/information:

• See class notes and speak to your teacher for more information.
Computing
You will complete an in class practical exam for this subject. Further details provided by your teacher.
English

Topic R A G Notes
Section A: Reading skills
This is a test of your reading skills. You will be asked to read a
prose or non-fiction extract and answer different types of
questions relating to what you have read.

The extract will be about a page in length and there will be 4

questions. Some questions will ask for straight-forward
answers (retrieval style questions) while other questions will
require you to think more deeply (infer and deduce) from what
you have read and respond with an opinion or comment. The
number of marks per question is a guide as to how much detail
is needed for each question.

You should be using quotations from the extract wherever

possible to further demonstrate and support your
understanding.

Suggested exam technique:

• Look carefully at the marks on offer for each question.
• Use quotations from the text in your answers, in
quotation marks: ‘***’
• Spend at least 2-5 minutes reading the questions
before reading the extract.
• Read the extract thoroughly and highlight potential
evidence in response to the questions.
• Read the extract from beginning to end so that you can
understand ideas in the context of the whole piece.
• Answer the questions in full sentences.
• You will not be marked on spelling, punctuation or
grammar, but legible handwriting is important.
Section B: Extended writing
You will be marked on:
• the complexity of your ideas
• fluency of expression
• spelling, grammar and punctuation

Additional resources/information:

• Reading skills: https://www.bbc.co.uk/bitesize/topics/zcv8dp3

• Ignite Textbook 2
• Practice exam paper: click here
French

Topic R A G Notes
Reading
This paper will consolidate vocabulary you have
covered this year as well as in previous years. You are
advised to revise the vocabulary listed below:
• Hobbies and leisure activities
• Places in a town including shops
• Family
• Jobs/professions
• Healthy living
Writing
Learn the 5 toolbox sentences by heart and write these
out
Adapt the toolbox sentences to create 5 similar
sentences
Translate opinions into English
Translate sentences into English using different tenses

Additional resources/information:

• Toolbox handouts in exercise books

• Vocabulary list in your French Team
Geography

Topic R A G Notes
Changing populations
World population growth
Key terms
• Birth rate & death rate
• Natural increase
• Fertility rate
• Life expectancy & infant mortality
• Population density
Demographic Transition Model (DTM)
• The five stages of the DTM
The relationship between population and resources
• The ideas of Malthus and Boserup
Climate change and the Earth’s future
15.1 What is the future for the planet?
• Climate change is a controversial issue affecting the
future of the planet
15.2 What is the evidence for climate change?
• Identify the evidence for climate change
15.3 What are the causes of climate change?
• The natural and human causes of climate change
• How changes to greenhouse gases can lead to climate
change
15.4 and 15.5 What are the consequences of climate change?
• The future consequences of climate change on the
physical and human geography of the planet
The Living World
Ecosystems exist at a range of scales and involve the interaction
between the biotic and abiotic components.

• An example of a small scale UK ecosystem to illustrate

the concept of interrelationships within a natural
system, an understanding of producers, consumers,
decomposers, food chain, food web and nutrient cycling.

• The balance between components. The impact on the

ecosystem of changing one component.

• An overview of the distribution and characteristics of

large scale natural global ecosystems.

Additional resources/information:

• Textbook – Progress in Geography

• Exercise book
• InternetGeography - https://www.internetgeography.net/topics/
• Quizlet sets – link here
History

Topic R A G Notes
The Slave Trade (Peace & War, pages 42-44 &
70-75)
What was the ‘slave triangle’ and why was slavery
abolished?
The First World War (Britain & the Great War,
Section 2 and Section 3)
Causes of WWI, Schlieffen Plan, trench warfare and
stalemate. How and why did WWI come to an end in
1918?
Causes of World War II (Peace & War, pages
116-117, 124-135)
Treaty of Versailles; Hitler’s foreign policy in the
1930s; appeasement; Nazi-Soviet Pact
The Second World War (Peace & War, pages
158-161 & 164-167)
Dunkirk; living through the war

Additional resources/information:

• Use both textbooks - Peace & War (green) and Britain & the Great War (white)- and your own notes
Latin
You will be asked to translate a passage into English. You will also be given a short essay question on the
Classics topics we have covered.

Topic R A G Notes
Grammar
Verbs – present tense
Verbs – imperfect tense
Verbs – future tense
Verbs – perfect tense
Verbs – imperfect tense
Nouns – 1st declension
Nouns – 2nd declension and 2nd declension neuter
Nouns – 3rd declension
Adjectives and Adverbs
Comparative Adjectives
Superlative Adjectives
Pronouns – ‘I’, ‘you’, ‘we’, ‘you’
Pronouns – ‘he/she/it’
Pronouns – ‘himself/herself’
Pronouns – ‘who/which’
Pronouns – ‘this/that/these/those’
Infinitives and Imperatives
Vocabulary
Specified vocabulary list
Classics
Definitions of monarchy and republic
Why did the Romans replace the monarchy?
The structure of the Roman Republic
The structure of Roman society
The roles of tribunes and consuls
Advantages and limitations to the Republic

Additional resources/information:

• Quizlet sets
• Blooket
• Class Notebook/Notes (PowerPoints and Recordings)
• Teams/Files/Handouts (for all grammar tables and printouts)
• Relevant textbooks & chapters
Maths

Topic R A G Notes
Section A Core Topics (all sets 1-5)
Number (Chapter 1)
Use the terms factors, multiples odd, even and prime
numbers.
Identify prime factors, common factors and common
multiples.
Express integers as the product of prime factors.
Find Highest Common Factor (HCF) and Lowest
Common Multiple (LCM).
Directed Number (Chapter 4)
Use directed (positive and negative) numbers in
practical situations.
Understand and use integers (positive, negative and
zero) both as numbers and movements along the
number line.
Squares, cubes and roots (Chapter 5)
Identify square numbers and cube numbers.
Calculate squares, square roots, cubes and cube roots
Pythagoras’ Theorem (Chapter 26.1)
Understand and use Pythagoras’ Theorem in two
dimensions
Symmetry (Chapter 28)
Recognise line and rotational symmetry.
Identify any lines of symmetry and the order of
rotational symmetry of a given 2D figure.
Algebra & formulae (Chapter 11)
Use letters to represent unknown numbers.
Use correct algebraic notation.
Substitute positive and negative numbers into
algebraic expressions and formulae.
Convert and use equations given in words to algebraic
notation.
Algebraic manipulation (Chapter 12)
Evaluate expressions by substituting numerical values
for letters
Evaluate expressions by substituting numerical values
for letters
Multiply a single term over a bracket
Take out single common factors
Expand the product of two simple linear expressions
Understand the concept of a quadratic expression and
factorise expressions of the form x2+bx+c
Fractions, decimals and Percentages (Chapter
2) & The Four Rules (Chapter 3)
Understand and use equivalent fractions, mixed
numbers and top-heavy fractions
Add, subtract, multiply and divide fractions
Calculate a fraction of a given number
Convert a fraction to a decimal or a percentage and
vice versa
Topic R A G Notes
Solve simple percentage problems, including
percentage increase & decrease
Use the four rules of addition, subtraction,
multiplication and division
Use brackets and the hierarchy of operations
(BIDMAS)
Integer Sequences (Chapter 17)
Generate terms of a sequence using term-to-term and
position-to-term definitions
Find next terms of a sequence and the formula for
generating it
Find the formula for the nth term of an arithmetic
sequence
Solution of Equations (Chapter 13.1-13.7)
Solve linear equations
Set up and solve linear equations from given
data/scenarios

Section B Topics (sets 1-4, NT, SB, AJM, MDR)

Squares, cubes and roots (Chapter 5)
Understand the meaning of surds.
Manipulate surds, including rationalising the
denominator (including denominators a+b√c )
Pythagoras’ Theorem (Chapter 26.1)
Understand and use Pythagoras’ Theorem in three
dimensions
Algebra & formulae (Chapter 11)
Change the subject of a formula (subject appears
once)
Change the subject of a formula (subject appears twice
or as a power)
Algebraic manipulation (Chapter 12)
Expand the product of three linear expressions
Understand the concept of a quadratic expression and
factorise expressions of the form ax2+bx+c)
Fractions, decimals and Percentages (Chapter
2) & The Four Rules (Chapter 3)
Use reverse percentages
Use compound interest and depreciation
Use repeated percentages
Solve compound interest problems
Integer Sequences (Chapter 17)
Find the sum of the first n terms of an arithmetic
series
Solution of Equations (Chapter 13.1-13.7)
Set up and solve quadratic equations from given
data/scenarios
Solve quadratic equations by factorisation or the
quadratic formula
Topic R A G Notes
Ratio, proportion and speed (Chapter 7) &
Direct & Inverse Proportion (Chapter 19)
Simplify ratios and divide a quantity in a given ratio
Use speed/distance/time, pressure/force/area &
density/mass/volume formulae
Calculate an unknown quality from quantities that
vary in direct proportion  
Solve word problems about ratio and proportion
Understand and use the relationship between average
speed, distance and time

Section B Topics (sets 5, MHN)

Consolidation of the topics in section A
More challenging questions covering the topics in
section A

Additional resources/information:

• Relevant textbooks & chapters

• Corbett Maths
• Maths@Barney
• MyMaths (login: barnard, password: cosine)
Music

Topic R A G Notes
Instrumentation in Defying Gravity, Wicked
Describe the role of the Voice in Defying Gravity
Describe the role of the Piano in Defying Gravity
Describe the role of the Strings in Defying Gravity
• This should include specific instrumental
techniques used
Describe the role of the Woodwind in Defying Gravity
Describe the role of Percussion in Defying Gravity
Describe the role of Brass in Defying Gravity
Ensure that a score can be followed
Describe the role of a synthesiser in the composition
of this piece
Explain the guitar technique used in the piece
Explain the impact of the instrumentation on the
emotive nature of this piece
Note-Reading
Identify notes in the treble clef
Identity notes in the bass clef

Additional resources/information:

• Refer to advice from your teacher

Physics

Topic R A G Notes
Key concepts in Physics
1.1 Recall and use the SI unit for physical quantities
1.2 Recall and use multiples and sub-multiples of units,
including giga (G), mega (M), kilo (k), centi (c), milli (m),
micro (μ) and nano (n)
1.3 Be able to convert between different units, including
hours to seconds and minutes to seconds
1.4 Use significant figures and standard form where
appropriate
SP1 Motion
2.1 Explain that a scalar quantity has magnitude (size) but
no specific direction
2.2 Explain that a vector quantity has both magnitude (size)
and a specific direction
2.3 Explain the difference between vector and scalar
quantities
2.4 Recall vector and scalar quantities, including:
displacement, distance, velocity, speed, acceleration, force,
weight, mass, momentum, energy
2.5 Recall that velocity is speed in a stated direction
2.6 Recall and use the equations:
distance (m)
(average) speed (m/s) =
time (s)

distance travelled (m) = average speed (m/s) × time (s)

2.7 Analyse distance/time graphs including determination
of speed from the gradient
2.8 Recall and use the equation
change in velocity (m/s)
acceleration (m/s 2 ) =
time taken (s)

(𝑣 − 𝑢)
𝑎=
𝑡
2.9 Use the equation:
2 2
(final velocity (m/s)) − (initial velocity (m/s))
= 2 × 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛 (m/s) × 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒(𝑚)

𝑣 2 − 𝑢2 = 2 × 𝑎 × 𝑥
2.10 Analyse velocity/time graphs to compare acceleration
from gradients qualitatively, calculate the acceleration from
the gradient (for uniform acceleration only), and determine
the distance travelled using the area between the graph line
and the time axis (for uniform acceleration only)
SP3 Conservation of energy
3.1 Recall and use the equation to calculate the change in
gravitational potential energy when an object is raised
above the ground:
change in g. p. e. (J) = mass (kg) ×
gravitational field strength (N/kg) × change in vertical height (m)

Δ𝐺𝑃𝐸 = 𝑚 × 𝑔 × Δℎ
3.2 Recall and use the equation to calculate the amounts of
energy associated with a moving object:
1 2
kinetic energy (J) = × mass (kg) × (speed (m/s))
2
1
𝐾𝐸 = × 𝑚 × 𝑣 2
2
3.3 Draw and interpret diagrams to represent energy
transfers
3.4 Explain what is meant by conservation of energy
3.5 Analyse the changes involved in the way energy is stored
when a system changes, including: an object projected
upwards or up a slope, moving object hitting an obstacle, an
object being accelerated by a constant force, a vehicle
slowing down, bringing water to a boil in an electric kettle
3.6 Explain that where there are energy transfers in a closed
system there is no net change to the total energy in that
system
3.7 Explain that mechanical processes become wasteful
when they cause a rise in temperature so dissipating energy
in heating the surroundings
3.8 Explain, using examples, how in all system changes
energy is dissipated so that it is stored in less useful ways
3.9 Explain ways of reducing unwanted energy transfer
including through lubrication, thermal insulation
3.10 Describe the effects of the thickness and thermal
conductivity of the walls of a building on its rate of cooling
qualitatively
3.11 Recall and use the equation:
useful energy transferred by the device
efficiency =
total energy supplied to the device
3.12 Explain how efficiency can be increased
3.13 Describe the main energy sources available for use on
Earth (including fossil fuels, nuclear fuel, bio-fuel, wind,
hydroelectricity, the tides and the Sun), and compare the
ways in which both renewable and non-renewable sources
are used
3.14 Explain patterns and trends in the use of energy
resources
SP4 Waves
4.1 Recall that waves transfer energy and information
without transferring matter
4.2 Describe evidence that with water and sound waves it is
the wave and not the water or air itself that travels
4.3 Define and use the terms frequency and wavelength as
applied to waves
4.4 Use the terms amplitude, period, wave velocity and
wavefront as applied to waves
4.5 Describe the difference between longitudinal and
transverse waves by referring to sound, electromagnetic,
seismic and water waves
4.6 Recall and use both the equations below for all waves:

wave speed (m/s) = frequency(Hz) × wavelength (m)

𝑣 =𝑓×𝜆

distance (m)
wave speed (m/s) =
time (s)

𝑥
𝑣=
𝑡
4.7 Describe how to measure the velocity of sound in air
and ripples on water surfaces
4.8P Calculate depth or distance from time and wave
velocity
4.9P Describe the effects of reflection, refraction,
transmission, and absorption of waves at material
interfaces
4.10 Explain how waves will be refracted at a boundary in
terms of the change of direction and speed
4.11 Recall that different substances may absorb, transmit,
refract or reflect waves in ways that vary with wavelength
4.12P Describe the processes which convert wave
disturbances between sound waves and vibrations in solids,
explain why such processes only work over a limited
frequency range, and use this to explain the way the human
ear works
4.13P Recall that sound with frequencies greater than
20,000 Hz is known as ultrasound
4.14P Recall that sound with frequencies less than 20 Hz is
known as infrasound
4.15P Explain uses of ultrasound and infrasound, including
sonar, foetal scanning, exploration of the Earth’s core
4.16P Describe how changes, if any, in velocity, frequency
and wavelength, in the transmission of sound waves from
one medium to another are inter-related
4.17 Core Practical: Investigate the suitability of equipment
to measure the speed, frequency and wavelength of a wave
in a solid and a fluid
Additional resources/information:
Resource Location
Past papers Online, via OneNote Content Library (also printable), with mark
schemes and examiner reports. Also from
physicsandmathstutor.com (see below)
Lesson pages Including notes, specification, keywords, practice questions, and
links.
Online, via OneNote.
Equation List Online via OneNote Content Library (also printable) – must be
thoroughly memorised
Physics & Maths Tutor Online, via: https://www.physicsandmathstutor.com/physics-revision/gcse-
revision notes and practice edexcel/
qns
CGP Revision Guide Printed copy, and online via https://www.cgpbooks.co.uk/bookspacedemo
You will need to enter the code printed inside the front cover of your revision guide the first
time you log on. Create your own username and password the first time you login.
CGP Exam Practice Printed copy only (answers via OneNote content library)
Workbook
Cognito Online, via:
learning videos https://www.youtube.com/channel/UCaGEe4KXZrjou9kQx6ezG2w
GCSE Physics Online Access online at: https://www.gcsephysicsonline.com/edexcel
learning videos
Educake Online, via: https://my.educake.co.uk
interactive retrieval quizzes
Seneca Online, via: https://senecalearning.com/en-GB/
interactive revision
EzyPhysics Online, via: https://www.ezyeducation.co.uk/
learning videos and practice
questions (more challenge)
ActiveLearn Textbook Online, via:
access to the online textbooks https://www.pearsonactivelearn.com/app/library/ebook?id=NDEwMzk1fGJvb2t8MXww

Isaac Physics Online, via: https://isaacphysics.org/gcse?stage=all

calculation practice
Learning Grids (with Online, via OneNote Content Library (also printable)
answers)
Word lists (glossary) Online via OneNote Content Library (also printable) – for reference
Religion, Ethics and Philosophy (REP)

Topic R A G
How should we treat animals?
What is the difference between humans and animals?
Do animals have rights?
How are animal rights protected?
How do different religious people feel about animals?
Animal issues (Ivory poaching / using animals for food / zoos / fur / testing)
Is medical science going too far?
4 Ethical principles doctors and medical scientists consider
Ideas about when human life begins
Important key terms and vocabulary
Genetic Engineering (what it is, law, faith views, Humanist views, ethical arguments)

Additional resources/information:

• Your class work and prep

• Knowledge Organiser: Animals
• Knowledge Organiser: Medical Science
Good luck with your
revision