Scroll down to view or download the revision lists for Christmas 2015

Science

YEAR 8

Laboratory rules and safety

Lab equipment – names and be able to draw scientific diagrams

Using the bunsen burner

Living and non living things.  Cells Organ systems

The microscope

The particle model, changing state, diffusion and gas pressure

Energy stores, heat, transfers and power

 

YEAR 9 

Laboratory rules and safety

Breathing, gas exchange, the heart and circulation

The periodic table, groups and periods.  Mendeleev.

Waves, sound, speed of sound, echoes,

Respiration, exercise.

 

YEAR 10 

Topic 1

Ecology- Habiatat study, sampling adaptations, feeding relationships, food chains and food webs, Pyramid of numbers

Topic 2

Kinetic Theory- changes of state, cooling curve, dissolving, solubility, diffusion, states of matter

Topic 3

Forces – measuring  forces , weight and mass, friction , balanced and unbalanced forces, calculating speed from distance and time.

Home Economics

Year 8

Health & safety rules in the HE room

The Eatwell plate

Nutrients and what they do in the body

The cooker including explaining the dual circuit

Pieces of equipment

Calcium and milk

Weighing and measuring

 

 Year 9

Cereals and seeds – BEG

Coeliac – foods to avoid and the symbol

The microwave and energy efficiency

The Eatwell plate

Nutrients and what they do

Calcium and osteoporosis – diet and lifestyle factors

 

Year 10

Topics 3 & 4 on food poisoning and food hygiene

Including

Food Safety Management System – a system which controls hazards making food safe to eat

Temperatures for food storage and cooking

Environmental Health Officer

Personal hygiene when handling and preparing food

Detergents and disinfectants

High risk foods

Physical contaminants

 

Religious Education

Click on the links below to download or view lists:

Revision List for Year 8 2015

Revision List for Year 9 2015

Revision List for Year 10 2015

Revision List for Year 11 2015

Revision List for Year 12 2015

 

Geography

Year 8

  1. Definitions and examples of human, physical and environmental Geography (be able to identify these from pictures)
  1. What should every map have?
  1. Using the Compass Rose
  1. Measuring distance on a map
  1. Recognise and understand symbols on a map (using the proper colours)
  1. Height on a Map: contours/layered colouring/spot heights
  1. 4 figure grid referencing

YEAR 9

Layers of the earth and descriptions of these layers.

Plate boundaries.

Names of main tectonic plates including the plate that Ireland is on.

Oceanic crust.

Continental crust.

Subduction (description of what it is, how it occurs, its effects)

Sea-floor spreading (description of what it is, how it occurs, its effects)

Fold mountains (description of what it is, how it occurs, its effects)

Glossary definitions

How do tectonic plates move?

Magnitude

Damage caused by earthquakes and how to lessen the damage

Connection between volcanoes, earthquakes and fault lines

Where the world’s volcanoes are found

Types of volcanoes

Parts of a volcano

Why do people live in volcanic zones?

Case studies

  • basic details of the events
  • (rough estimate of) loss of life
  • damage caused
  • lessons learned
  • changes made to protect the public

actions of the authorities

 

YEAR 10

  1. What is multiculturalism?
  2. Ethnic conflict case study (Israel)
  3. Ethnic division in Belfast
  4. Peacelines
  5. Immigration – different types
  6. Case study of migration (USA / Mexico)

 

 ICT

DT2 ICT mark is Continuous Assessment of work in the first term

 

English

Year 8

The Christmas exam will consist of a reading comprehension and number of questions which will require students to:

  • Select appropriate material/evidence from a text;
  • Identify and comment on the effects of specific features of language.

Students should pay close attention to:

  • The number of marks available for each question;
  • Spending an appropriate amount of time on each question;
  • Explaining answers fully, providing evidence and comments/analysis where required.

 

Word Bank

Key Terms that you should be able to identify and comment on by this stage of Year 8 include:

Vocabulary Simile Metaphor Imagery (dark, sinister, positive etc)
Tense (e.g. past / present) Tone (e.g. angry, calm etc) Dialogue Adjective
Setting Character / characterisation techniques (e.g. actions/words/appearance/relationships with others) Appealing to the senses by describing sounds, sights, smells, textures etc Onomatopoeia
Colours Verbs Adverb

 

Analytical skill in comprehension

It’s simple! By following the pattern ‘PEE’, you can show your teacher that you understand the effect of language used.

P – Point

E – Evidence (e.g. quotation)

E – Explain Effect

For example, if you are asked the question ‘How does the writer use description to show that the character is scared?’ a possible response may be:

Point It is apparent that the character is scared because the writer describes how he reacts to his surroundings. For example, he writes that he
Evidence “shook like a leaf.”
Explain effect This simile gives the reader a clear impression that the character is scared because he appears to be shaking and weak.

Year 9

You will be asked to examine part of the script of the play you are studying and describe how character or tension is created.

When looking at character, think about:

  1. What they say and their tone of voice
  2. What others say about them
  3. What they do
  4. Character interactions
  5. Stage directions
  6. Their role in the action and the genre of the play i.e. If it is a Comedy or Tragedy

When you are revising character, make a list of quotations which you would use as evidence to support what you say. Then think about what Shakespeare wants you to think about the character: P.E.E

Take your script and underline this evidence. Can you identify the method that Shakespeare is using e.g. Metaphor- ‘If music be the food of love, play on’. What does this tell the audience about the character who says it?

Remember to link your points using connectives e.g. also, furthermore

When you are exploring how tension is created, it is important to examine:

  1. Language including imagery
  2. Tone
  3. Plot- action( what is happening)
  4. What has already happened
  5. Dramatic methods- staging, asides
  6. Contextual points
  7. Audience reaction
  8. The genre of the play i.e. if it is a Comedy or a Tragedy

Again, using your script, underline the quotation which tells you that tension is created. Can you identify the method used? Can you explain how this creates tension: P.E.E.

Remember to link your points using connectives e.g. also, furthermore

Mathematics

Year 8

  1. Plot and label co-ordinates in all four quadrants
  2. Use of > and < signs
  3. Ordering temperatures
  4. Adding, subtracting, multiplying and dividing positive and negative numbers
  5. Factors and multiples of numbers
  6. Square numbers
  7. Product of prime factors using index notation
  8. Calculate HCF of two numbers
  9. Rules of BODMAS

 

Year 9

Year 9 Topics

Algebra

Estimating your Mental Powers

Graphs and Time

Angles and Bearings

Year 8 Topics

BODMAS

Mean, Median, Mode, Range

Statistical Diagrams

 

Year 10

Year 10 Topics (Look at Learning Intentions) Year 9 Topics
Pythagoras’ Theorem Percentages
Statistics – Scatter Graphs, Pie Charts and Mean from a Grouped Frequency Table Negative Numbers, Coordinates
Algebra 2- Expanding Brackets and simplifying expressions, solving equations and changing the subject of a formula Mean, Median, Mode and Range (List and frequency table)
Rates of Change and Proportion and Simple Conversion Graphs Solving Equations, Substitution, Sequences

The following resources / additional support should be used by students when revising –

  1. Notebooks (years 8 -10)
  2. Worksheets (years 8 -10)
  3. Year 10 textbook (Key Maths) – each topic has a summary and a Test Yourself (answers at back of book)
  4. On-line resources e.g. BBC Bitesize, Fronter (school website – Maths)
  5. Maths Mentoring (Thursdays both lunches S10 or S12)

History

Year 8 

Three sections

Section A – Evidence
Know the 5 types of evidence
Learn 10 primary sources that historians about 100 years from now could use to write a book about Aquinas Grammar School.

Section B – Claims to the Throne
Know who the Normans were/when they lived/what Norman means/who gave them land.
Know the page in your booklet about Edward well – when he became King/where he grew up and how he earned his name
Know the names of the 4 men who claimed the throne and 2 strengths and 2 weaknesses of each of their claims.

Section C – Extended writing
Be able to write a speech where you pretend to be one of these 4 men. Be able to point out all your strengths and the weaknesses of your main rival, using very persuasive language and lots of facts.

 

YEAR 9

SECTION A
• Short questions from “A Changing World” booklet. Focus on Martin Luther and the explorers – Magellan/Columbus
• Learn the definitions on the glossary sheet in your notebook
SECTION B: Sources about the Voyages of Discovery
• Know the difference between a primary and a secondary source
• If asked what is the most important cause or motive, you must choose and explain one thing. BUT then you also have to say why the others were less important, dealing with each one separately.
• All explanation questions need full Point Evidence and Explanation.
• Keep an eye on the marks allocated.
SECTION C: EXTENDED WRITING
Write a speech by a Spanish sailor in which you give an honest account of why the Spanish Armada failed. You will be speaking to the King of Spain.
The rest of the test paper provides room for this answer. Check and see how much space has been left for you. However, you do not have to use all of this.

I will be successful if I:
• Refer to all 5 factors in my introduction and if I then choose the 3 factors that were most important in my opinion. (5)

• Deal with each of these 3 factors, beginning with the one that is most important. Explain why I have chosen it. Make sure that I use evidence to support my points.(12)

• Where it is appropriate refer to the English and what they did/had/planned that helped them to defeat the Spanish (6)

• Summarise my points in a forceful and meaningful conclusion. (4)

• Use language that is dramatic, strong, persuasive and convincing. When revising use the last page of the booklet for help with this. (+ 3)

Year 10 

The paper is divided into three sections. At the start of the paper you will be given clear instructions explaining how much time to spend on each section – follow these carefully.

Section A
1. Chapter 1 of textbook: There will be a few short questions on this in Section A of the paper. Learn pages 2,3 & 5 of the chapter. Also understand and be able to draw the ‘triangular trade’.
Section B
2. Chapter 3:
• Why was there a Civil War in the USA? – learn the North-south view speech bubbles

Section C
• Extended writing on the legacy of Rosa Parks. You have the success criteria for this.

Irish

Scrúdú an Gheimhridh Rang 8

  • Greetings (R & L)
  • Numbers (R, L & W)
  • Time (R, L & W)
  • Classroom instructions (R)
  • Maths (R)
  • Ulster Counties (R)
  • Colours(R)

R = Reading

L = Listening

W = writing (spelling involved)

 

Scrúdú an Gheimhridh Rang 9

  • Classroom items (R & L)
  • Verbs (re-arrange word order, understanding vocab., changing from order to past tense) (R & L)
  • Counties (R)
  • Days & Months (R & L)
  • Personal description (R & L)
  • Weather (R)
  • Prepositions (R & L)
  • Parts of the body (R)
  • Time (W)
  • Orders (R, L & W)

 

Scrúdú an Gheimhridh Rang 10

  • Classroom objects & prepositions (R & L)
  • Days & Months (R & L)
  • Countries & Counties (R & L)
  • Transport & Journey (R & L)
  • Accommodation (R & L)
  • Holiday activities and gerund (-ing) (R)
  • Weather (R & L)
  • Basic food items (R)
  • Language & nationality (R)
  • Opinions of food and people (R)
  • School subjects (R)
  • Time periods (R)
  • Personal description (L)