- Subject Leader email addresses
- Business Studies
- Computer Science
- Design Technology
- English Language
- English LIterature
- Food Science and Nutrition
- Human Geography
- Physical Geography
- Government and Politics
- Health and Social Care
- Media Studies
- Music Technology
- Religious Studies/Philosophy and Ethics
- Sports and Physical Education
- Theatre Studies
I hope that you and your family are well and that you are looking forward to joining Huntington Sixth Form in September.
Given that there has been a longer period than normal without academic work all the subjects available at Huntington Sixth Form have put together bridging work. This will consist of subject specific activities which will support you in making the best possible start to your post-16 studies.
You are free to choose whichever subject you like as I know a lot of you may change your mind about what you want to study. In fact, the work may help you make your final decision ready for September. A big part of A-levels and Level 3 Qualifications is independent work and you really should be excited about getting stuck into the subject you have picked.
Whilst the work is not compulsory, if you engage with the activities you will find that you’re better equipped academically at the start of term. There is a separate tab with the email addresses of subject leaders so do contact them if you want to discuss the work.
I hope you enjoy carrying out the work that has been set and if there is any way I can be of help regarding your next steps with us then do email me and I will do my upmost to help.
Mr C Hardwell
Director of Sixth Form/Assistant Headteacher
Below you will find the email addresses of all the subject leaders.
If you want to contact them about the work or the subject in general, please feel free to email them directly.
|Subject||Subject Leader||Email address|
|Business Studies / Economics||Miss Laura Pinkney (Acting)||firstname.lastname@example.org|
|Art||Mrs Cassie Garbuttemail@example.com|
|Biology||Mr Matt Savoryfirstname.lastname@example.org|
|Chemistry||Miss Faye Laverickemail@example.com|
|Computer Science||Mrs Sarah McAtomineyfirstname.lastname@example.org|
|Design Technology||Mr Mark Whitakeremail@example.com|
|English Language / Literature||Miss Jenny Daplynfirstname.lastname@example.org|
|Food Science and Nutrition||Mr Garry Littlewoodemail@example.com|
|French||Mrs Cherry Baileyfirstname.lastname@example.org|
|Geography||Mrs Janis Leitesemail@example.com|
|Government and Politics||Mr Joe Crabtreefirstname.lastname@example.org|
|Health and Social Care||Mrs Susan Warrenemail@example.com|
|History||Mr Hugh Richardsfirstname.lastname@example.org|
|ICT||Mrs Sarah McAtomineyemail@example.com|
|Mathematics||Miss Jen Brewinfirstname.lastname@example.org|
|Media Studies||Mr Karl Elwellemail@example.com|
|Music / Music Technology||Mrs Liz Dunbarfirstname.lastname@example.org|
|Physics||Mr Tom Norrisemail@example.com|
|Psychology||Mr David Knightfirstname.lastname@example.org|
|Religious Studies / Philosophy and Ethics||Mrs Claire Yeadonemail@example.com|
|Sociology||Mr David Knightfirstname.lastname@example.org|
|Sports and Physical Education||Miss Natalie Elliottemail@example.com|
|Spanish||Mrs Cherry Baileyfirstname.lastname@example.org|
|Theatre Studies||Mrs Caroline Hightemail@example.com|
|Textiles||Mrs Lynne Jonesfirstname.lastname@example.org|
Art – To inspire
The very brilliant and personable Grayson Perry has stepped up and is keeping us inspired at home on Channel 4 with
Grayson’s Art club, which is every Monday at 8pm
BBC reports on how artists are responding to Covid-19, some interesting links that might lead you to create your own responses.
Frida Kahlo – How she coped with a year in Lockdown – Even arriving to her own exhibition by ambulance and in a hospital bed..
David Hockney uplifting letter to friend and art critic…
How about some online art lessons from a really brilliant studio?
Sarabande is the studio and education complex established by the late Alexander McQueen. Online workshops in the coming weeks include a session on basic bookbinding, using Adobe Illustrator and self-portraiture. Every Friday it is releasing a video from its archive of talks from stars of the art and fashion world, from Thom Browne to Juno Calypso. Sarabandefoundation.org
Want to post your work online but worried about what others might think? Think again…
South London Gallery hosts Millie Nice’s Bad Drawing Club, for kids alarmed by the idea that art clubs might be all judgy. New instructions are posted every Thursday at 3.30pm, and you can share your work with the hashtag #BadDrawingClubUK – activities so far have included zine making and secret identities. #bigfamilypress
Hepworth Wakefield has launched #THWCreatesChallenge with a new creative mission launched every fortnight, and responses displayed in an online gallery. The spirit of Barbara Hepworth presides, demanding careful observation, inspiration from the natural world and sculptural tendencies. hepworthwakefield.org
With a focus on setting meaningful work for year 11, to help prepare them for year 12, here are 4 detailed and structured worksheets splitting the one hour Channel 5 Inside Aldi documentary into 4 parts.
The aim is to give the students a real flavour of what they can expect at A Level. Introduces them to key terms, functional areas, quantitative skills, external factors, ownership, SWOT, a lot of year 12 content and a taste of year 13. Aldi UK Channel 5 Channel 5.
The aim of this project is to:
- a realistic expectation of the subject and the range of topics covered
- an appreciation of the fact that there will be lots of new content
- an appreciation of the fact it will include numerical skills
- some understanding of the skills that they will need to develop over the 2 years of study
- an ability to contribute in class with real world examples
- an inquisitive mind
With this in mind we have produced a series of 4 worksheets all based around the Channel 5 documentary “Inside Aldi”.
A good business student not only knows their theory, i.e. the content that is on the specification, but
also thinks business. Business is a subject that surrounds us all day every day. We start to spot the actions taken by businesses and ask “Why?”; we start to question how we interact with business and
the factors that influence our decisions; we start to question what is happening in society and the economy. A good business student is inquisitive.
- Start by thinking about what you already know and what your perceptions are. In less than 15 words sum up what you think about Aldi.
- Who are the key players in the UK’s supermarket industry?
- The pie chart below shows what % of the market the 6 biggest UK supermarket chains control. Use your existing knowledge of the industry to try and identify which segment of the chart represents which supermarket chain. 10% of the chart can just be labelled ‘other’.
Check your answer, Supermarkets.
Market share is the % of an industry controlled by one business. In the example above we could say
_____________ is the dominant business in the UK supermarket industry with a market share of ____ %. We call this application, applying our knowledge to a specific business or industry.
We would describe the industry as competitive. What do you think this means?
A business will therefore take actions to try and gain market share by having a competitive advantage. This means a feature or features of the business that allows it to perform better than others in the industry. Watch the first part (approx. 15 mins.) of the Channel 5 documentary “Inside Aldi”. Draw a spider diagram to show any actions that you think Aldi takes to gain a competitive advantage.
Whilst watching this video you were introduced to some key business concepts.
The marketing mix is the combination of elements of marketing that are used to influence customers buying habits. The four Ps of the marketing mix are product, place, price and promotion.
There may be seven Ps, this includes people, physical environment and process. Is there anything you could now add to your spider diagram?
Aldi gains a competitive advantage by charging low prices. It achieves this by making cost savings.
Watch this short YouTube video to learn about total costs. You may want to download the note taker document here to support you whilst watching this clip.
Is there anything you could now add to your spider diagram?
In business you will learn a lot of new terminology. In this worksheet you have been introduced to 6
- Market share
- Competitive advantage
- Marketing mix
- Total costs
- Fixed costs
- Variable costs
You will also be expected to gain confidence in quantitative skills. In this worksheet you have been introduced to quantitative.
Inside Aldi: Britain’s Biggest Discount Store Part 2 Channel 5 Documentary
In year 1 of Business a lot of the content covered is about tactics. These are short term actions taken by a business. In year 2 you study more about strategy. These are the medium to long term actions taken by a business.
In the first part of the programme you watched, a statement made about the growth of Aldi in the UK was “It is nothing but good for the supermarket industry and for shoppers”. Here the industry would include competitors and suppliers. Shoppers would include customers and the community.
These are called stakeholder groups. A stakeholder is anyone who is affected by or interested in the actions of a business. Consider the extent to which you agree with this statement based on each stakeholder’s point of view. Justify your decisions.
An important skill to practice and develop over your studies is the ability to make judgements and
fully justify these. We call this skill evaluation.
Watch the second part (approx. 15 mins.) of the Channel 5 documentary “Inside Aldi”. Add to your
spider diagram to show any actions that you think Aldi takes to gain a competitive advantage.
- What evidence is there of Aldi successfully cutting costs and increasing efficiency?
A topic you will study in year 1 is motivation. Motivation is the reasons why people behave in the manner that they do. A business that can motivate the workforce is likely to gain a competitive advantage. Motivation can take the form of financial incentives e.g. bonuses and non-financial incentives e.g. increased responsibility.
- What evidence is there of Aldi motivating its workforce?
Business is sometimes a power battle. Big businesses will use their power to influence suppliers. This can be in the form of forcing suppliers to offer lower prices or, in the video you have viewed, forcing suppliers to stop supplying products to a competitor.
- Why do big businesses have power?
- Ethics is behaving in a way that is thought to be morally correct. To what extent do you think the big supermarkets behaved in an ethical manner when faced with the threat of Aldi entering their market?
Branding is a promotional method that involves the creation of an identity for the business that distinguishes the business and its products from its competitors. How important is branding to you?
For each of the following products, rate how important brand is to you: 10 being I only ever buy one brand and 1 I will buy any brand. If you have a favourite brand what is it and why?
- How has Aldi challenged our perception of brands?
In 2013 Aldi had 300 stores in the UK. By 2017 this had increased to 2017 and 874 by 2020. An important quantitative skill in Business is the ability to calculate percentage change. Fill in the table below to show percentage change between these years. If you are unsure how to do this watch the following YouTube clip https://www.youtube.com/watch?v=FOsrkEiZUlg
In business you will learn a lot of new terminology. In this worksheet you have been introduced to 6
You will also be expected to gain confidence in quantitative skills. In this worksheet you have been introduced to quantitative skill (QS) 2 calculate, use and understand percentages and percentage change.
You have also had a brief introduction to the 4 functional areas of business
Inside Aldi: Britain’s Biggest Discount Store Part 3 Channel 5 Documentary
All business courses cover legal structure or business ownership. This is the legal ownership that a business adopts. This can be unlimited liability businesses such as a sole trader or limited liability companies, be they publicly or privately owned.
Unlimited liability means that the personal assets of the owner(s) are at risk. This means if the business got into debts the owner may have to sell their personal possessions to cover this debt. For example, a sole trader may have to sell their family home and car to cover the debts of the business.
Limited liability means that the owners are only responsible for, and therefore only risk losing, the amount they have invested or promised to invest. Their personal belongings are safe.
Watch the third part (approx. 15 mins.) of the Channel 5 documentary “Inside Aldi”.
- What is the legal ownership of Aldi?
- What are the advantages and disadvantages of this over being a public limited company?
Businesses are affected by external influences. These are factors outside of the control of the business that can have a positive or negative affect on the business. For example, they may affect costs or demand. Demand is the number of customers who are willing and able to buy goods at a given price at a given point in time.
Watch this short YouTube video to learn about demand. You may want to download the note taker
document here to support you whilst watching this clip.
- Was the financial crisis a positive or negative influence for Aldi? Justify your answer.
Can you support your answer above with a demand curve. Think what happened to demand and draw a diagram to illustrate this.
Businesses may target a specific market segment. Market segmentation is the process of categorising customers into groups with similar characteristics. One way of segmenting the market is by income or socio-economic group.
A – Higher managerial such as chief executives and directors
B – Intermediate managerial such as solicitors, accountants and doctors
C1 – Supervisory, clerical or junior professional such as teachers and junior managers
C2 – Skilled manual such as plumbers, electricians and carpenters
D – Semi and unskilled workers such as refuse collectors and window cleaners
E – Pensioners, casual workers, students and unemployed
- What evidence is there of Aldi’s market segment having changed over time?
Consider the other supermarkets competing in this industry. What do you think is the market segment targeted by each one? Remember one supermarket can target multiple segments
- What is the marketing mix?
Promotion includes advertising and sponsorship. With reference to Aldi, write your own definition of each of these terms.
- What is meant by branding?
- What evidence is there of Aldi using its branding to gain a competitive advantage?
In business you will learn a lot of new terminology. In this worksheet you have been introduced to 12 key terms.
- Legal structure/business ownership
- Limited liability
- Unlimited liability
- Private limited company
- Public limited company
- Market segmentation
- Socio-economic group
- External influences
- Demand curve
You will also be expected to gain confidence in quantitative skills. In this worksheet you have been introduced to quantitative skill (QS) 3, construct and interpret a range of standard graphical forms.
Inside Aldi: Britain’s Biggest Discount Store Part 4 Channel 5 Documentary
Many established businesses will have an objective of growth. This can be done internally (organically) where the business grows in its own right e.g. opening new stores or expanding its product range. Or it can be done externally (inorganically) by acquiring other businesses.
Watch the fourth part (approx. 15 mins.) of the Channel 5 documentary “Inside Aldi”.
Aldi has achieved growth. Write a paragraph to explain how Aldi has achieved growth and what evidence there is of this. Your challenge is to include as many of these terms in your paragraph as you can – show off your knowledge of business!
E-commerce is the selling of goods and services over the internet. Unlike other major supermarkets, Aldi does not offer e-commerce.
- What are the advantages and disadvantages of this to Aldi?
SWOT analysis looks at the internal strengths and weaknesses and external opportunities and threats to a business. One threat is that of new entrants to the market. Tesco opened Jacks and Amazon has entered the grocery market. Should Aldi be worried.
Mark your response on the spectrum below.
Justify your answer:
Corporate social responsibility (CSR) is a business’ willingness to accept its ethical obligations to all of its stakeholders.
The ability to carry out independent research and read around your subject are important skills in all subjects in the sixth form and beyond.
Carry out some research into the Oxfam study
Look at Aldi’s commitments to corporate responsibility https://www.aldi.co.uk/corporate-responsibility
- How would you rate Aldi’s CSR? – Justify your answer.
We have looked at some key year 2 concepts as well as year 1.
Consolidate all of your notes into a SWOT analysis for Aldi. You could produce this on the computer or by drawing it out on a large piece of paper.
In business, you will learn a lot of new terminology. In this worksheet you have been introduced to 7 key terms.
Internal (organic) growth
External (inorganic) growth
Corporate social responsibility
Another Channel 5 documentary is “Inside Waitrose”. You could watch this to complete a comparative study looking at the similarities and disadvantages.
If you’re Considering AS or A-level Biology, congratulations!
Biology is the study of living things, but not just animals and plants. You’ll also learn about the molecules that make living things work, the cells that they’re made from, the systems within plants and animals, and the interconnections between organisms. Biology is different from physics and chemistry, in that living things don’t always do what you expect them to do. You can’t test one organism and assume all the rest will be the same, so you’ll learn about the statistical analysis behind making claims. At first, you may find the jump in demand from GCSE a little daunting, but if you follow the tips and advice in this guide, you’ll soon adapt. We recommend you keep this somewhere safe, as you may like to refer to the information in it throughout your studies.
Why study A-level Biology?
Biology A-level will give you the skills to make connections and associations with all living things around you. Biology literally means the study of life – and if that’s not important, what is? Being such a broad topic, you’re bound to find a specific area of interest, plus it opens the door to a fantastic range of interesting careers. Many people use an AS or A-level in Biology in their future studies or work. Even if you don’t decide to work in biology, studying it still develops useful and transferable skills for other careers. You’ll develop research, problem solving and analytical skills, alongside teamwork and communication. Universities and business regard all of these very highly.
Further information can be found in the AQA Transition Guide accessed via the link below.
A – Level Chemistry is divided into three main topics:
We will look at the sections you will have covered at GCSE that fit into these sections. You can choose to complete the tasks in any order you wish. I would advise reading the appropriate section in your revision guide and in each topic there are revision videos to help refresh your memory.
The main aim is that you know the basics well enough so that when you start year 12 you can answer the simple recall questions without hesitation.
If you have any questions about A-level Chemistry – please do get in touch – my email is email@example.com
BBC Bitesize Link: https://www.bbc.co.uk/bitesize/topics/zxnftv4
- Describe the similarities and differences between the Bohr (nuclear) model of the atom and the plum pudding model.
- Which was the last sub atomic particle to be discovered? Who discovered it?
- What was found out from the alpha scattering experiment about the atom?
- Complete the table:
|Sub-atomic Particle||Relative mass||Relative Charge|
- Name the particle in the atom with a positive charge.
- What is the overall charge of an atom? Why?
- What do all atoms of the same element have in common?
- Describe the structure of an atom.
- What does the mass number tell you?
- How would you calculate the number of neutrons in an element?
- What are 12C and 14C examples of? What does that mean?
- State the maximum number of electrons that can occupy 1st energy level 2nd energy level 3rd energy level
- Which elements have the following electronic structure?
Electronic Structure 2,1 2,6 2,8,3 2,8,7 2,8,8,2 Element
BBC Bitesize link: https://www.bbc.co.uk/bitesize/topics/z87mw6f
For example: Number 8 would be Zn(NO3)2 , zinc nitrate.
Breakdown of Qualification
Paper 1 Computer Systems
- 2h 30m
- 140 marks
Paper 2 Algorithms and Programming
- 2h 30m
- 140 marks
NEA Programming Project
- 70 marks
Paper 2 – Algorithms and Programming
- This paper consist of 3 units
- Elements of Computational Thinking
- Programming Techniques and Problem Solving
- Links to many paper 1 units
Comparison of KS4 to KS5
- While learning the A Level content you will be looking at the Java programming language which is an object orientated language
- When completing your project you may use any OCR approved language e.g. Python, Java
- What does Object Orientated mean?
- An object orientated language allows you to create and manipulate “objects” to perform different actions
- Python can be used as an object orientated language
A language is object orientated if it has the following features:
- Encapsulation means protecting attributes to a class from instance to instance
- In Python this is used with the self keyword
- Inheritance is a powerful feature that allows one class to have the same methods and attributes
- These can then be “ with more methods and attributes
- Polymorphism is the ability for an object of one class type appear to be another
- This mainly happens when you use inheritance from one class to another
Object Orientated Task
- Planet Fightcraft need to program an aspect of their RPG videogame
- Use the attached pdf to help you practice object orientated techniques
- I recommend using Python as this is probably what you used during GCSE
Design Technology – Product Design
The Design Technology would like you to read and undertake as many of the tasks listed below to help you in your preparation for the A-Level Design Technology – Product Design course. These topics are directly related to areas of study in the A-Level syllabus and will provide you with an important basis of knowledge before you start the course.
- Create a series of mind maps to consolidate your understanding of the following material areas. Consider how materials can be sub divided e.g. hardwood/softwood/manufactured board and include example materials, properties and uses.
- Papers and Boards
- Smart Materials
- Produce a series of flash cards to help you remember the definitions for materials properties e.g. hardness, brittleness, malleability etc.
- For the products listed below, write an explanation for why the named material was chosen for its manufacture. You will need make reference to the properties on your flash cards and why these are beneficial in the FUNCTION and MANUFACTURE of the product.
- Aluminium drink can https://www.youtube.com/watch?v=JyumWUg_MXM
- Stainless steel sink https://www.youtube.com/watch?v=pUhvUqMHCvg
- Carbon Fibre bike frame https://www.youtube.com/watch?v=4DKkueqcKmQ
- 20th Century Design History – Research the timeline (dates), examples, ‘ethos’ and notable designers of the following design movements.
- Arts & Crafts,
- Art Deco,
- Art Nouveau
- De Stijl
- Post Modernism
- Fusion 360 and SketchUp are useful 3D drawing packages that are used at A-level in the development of your projects. You can access free online versions of these programmes using your school email address. Have a go at some of the introductory tutorials to help you learn the basics. There are a lot of examples on YouTube also.
- Websites and Magazines: Familiarise yourself with the information and articles here to widen your knowledge and understanding.
With a focus on setting meaningful work for year 11, to help prepare you for year 12, here are 4 detailed and structured worksheets splitting the course into macro and micro introductions
The aim is to give the you a real flavour of what you can expect at A Level. Also…..
- a realistic expectation of the subject and the range of topics covered
- an appreciation of the fact that there will be lots of new content
- an appreciation of the fact it will include quantitative skills
- some understanding of the skills that they will need to develop over the 2 years of study
- an ability to contribute in class with real world examples
- an inquisitive mind
Introduction to economics PART 1
A good economics student not only knows their theory, i.e. the content that is on the specification, but also thinks like an economist. Economics is a subject that surrounds us all day every day. It is a real life subject that appears on the news every day. Variables change constantly, as do people’s behaviours and attitudes. A good economics student is inquisitive.
- In less than 15 words sum up what you think Economics is about.
- Write down 5 things you know about the economy or the study of economics.
- Watch the YouTube clip – Introduction to economics https://youtu.be/sPnQiIZzZtw
- Now detail what you have learnt about the study of Micro economics and Macro economics
In economics you will learn a lot of new terminology. In this worksheet, so far, you have been introduced to 7 key terms. Before moving on, check that you understand these terms.
- Finite resources
- Infinite needs and wants
In April 2020 the BBC reported that petrol prices, in the UK, were nearing £1 a litre. A key topic in economics is price determination.
- Do you think this is a micro or macro topic? Justify your answer.
- What factors do you think affect the price of petrol?
Remember, throughout your study of economics, it is important to keep up to date with national and global events. Good practice, after learning a new area of theory, is to practise applying it to a news story.
Open the BBC story:
Coronavirus: Why is the petrol price nearing £1 a litre?
Read the introduction and section on “Why are petrol prices falling?”
With a different colour pen is there any additional information, or empirical evidence, you can add to your spider diagram?
In Economics there are 9 quantitative skills.
- calculate, use and understand ratios and fractions
- calculate, use and understand percentages and percentage changes
- understand and use the terms mean, median and relevant quantiles
- construct and interpret a range of standard graphical forms
- calculate and interpret index numbers
- calculate cost, revenue and profit (marginal, average, totals)
- make calculations to convert from money to real terms
- make calculations of elasticity and interpret the result
- interpret, apply and analyse information in written, graphical and numerical forms
Look at the graph, “Oil price in 2020”, presented in the article. This is the type of information that is
frequently used in economics questions. The 3 comments underneath help to explain the data.
However, they are largely descriptive rather than demonstrating quantitative skills.
- What was the peak crude oil price in 2020 by month?
- What was the mean crude oil price between January and April?
Watch this short YouTube clip, on calculating percentage change and how to use it, to demonstrate exam skills. Examples given in the clip are business related but QS2 is the same across both subjects.
Take the information from the clip, and your calculations, to write a stronger economics based explanation of the graph provided. Imagine you are adapting this BBC article for a specialist magazine such as “The Economist”. You must demonstrate QS2, 3 and 4 in your response.
YouTube clip https://www.youtube.com/watch?v=FOsrkEiZUlg
- Oil Price in 2020
Part 2 – Introduction to economics
We are going to look in more detail at the economic models that are an important part of price determination.
These are demand, supply and price equilibrium. These are core components in microeconomics. Demand is the amount a customer is willing and able to buy, at a set price, at a given point in time.
Watch this short YouTube video to learn about demand. You may want to download the note taker document here to support you whilst watching this clip.
This channel is here to support you throughout your study of economics.
Open the BBC story:
Coronavirus: Why is the petrol price nearing £1 a litre?
Use a highlighter to read the whole article and pick out any factors that contributed to a change in
demand. Note down the factors below.
- Did demand increase or decrease?
- Was this as a result of a change in price or other factors?
- Should this be illustrated by a movement along or a shift in the demand curve?
- On a graph draw a demand curve to demonstrate this. Remember to add a title and label axis and curves carefully.
- Drawing the diagram is seen as knowledge. In economics, it is important to explain what your diagrams show. When doing this you reference the curve and axis labels. This is now demonstrating the skill of application. For example, as a result in a fall in demand caused by x there was a shift in the demand curve from D to D1. Developing this further to show cause and effect is known as analysis.This led to …..
- Explain your diagram. (You are now starting to show 3 of the 4 exam skills that will be crucial throughout your study of economics)
In economics you will learn a lot of new terminology. In this worksheet, so far, you have been
introduced to 2 key terms. Before moving on check that you understand these terms.
- Demand curve
Introduction to economics 3
We are going to look in more detail at the economic models that are an important part of price determination.
These are demand, supply and price equilibrium. These are core components in microeconomics.
- State 4 key points about demand:
Supply is the amount a producer is willing and able to provide, at a set price, at a given point in time.
Watch this short YouTube video to learn about supply. You may want to download the note taker
document here to support you whilst watching this clip.
Open the BBC story:
Coronavirus: Why is the petrol price nearing £1 a litre?
Production cuts were agreed by members of the OPEC oil producers’ group.
As you study economics you will learn about a number of international institutions.
Watch this video on the history of OPEC to learn more. https://www.opec.org/opec_web/en/multimedia/videoDetail.htm#6145701520001,1662595219408660231
Consider the line from the article “It kicked off when Saudi Arabia failed to convince Russia to back production cuts that had been agreed with the other members of the OPEC oil producers’ group.”
- Did supply increase or decrease?
- Was this as a result of a change in price or other factors?
- Should this be illustrated by a movement along or a shift in the supply curve?
- Draw a supply curve to demonstrate this. Remember to add a title and label axis and curves carefully.
- Explain your diagram. (You are now starting to show 3 of the 4 exam skills that will be crucial throughout your study of economics.)
When external factors, that are unexpected, affect demand or supply, these are called external shocks. These can be demand-side shocks or supply-side shocks.
Read the section of the article titled “Will petrol fall to £1 a litre?” With reference to the article explain the terms demand-side shocks and supply side shocks.
In economics you will learn a lot of new terminology. In this worksheet, so far, you have been introduced to 5 key terms. Before moving on check that you understand these terms.
- Supply curves
- External shocks
- Supply-side shocks
- Demand-side shocks
Introduction to economics 4
We are going to look in more detail at the economic models that are an important part of price determination. These are demand, supply and price equilibrium.
- State 4 key points about supply
Price equilibrium is the price at which supply is equal to demand. On a graph it is, therefore, the point where the supply curve and the demand curve cross.
Watch this short YouTube video to learn about price equilibrium. You may want to download the note taker document here to support you whilst watching this clip.
Petrol prices have been affected by changes in both supply and demand leading to a lower equilibrium price. Draw a diagram to demonstrate this. Think through the steps logically. Explain your diagram.
Write a list of all the factors that contributed to the fall in the price of petrol. Try to write your list in order, with the most significant factor at the top. Justify your rankings.
One factor affecting price is the degree of competition in the market. If there is a lot of competition power sways towards the consumer as they have greater choice. If there is no, or little, competition the power sways towards to supplier. With reference to the petrol market, backed by information from the article, https://www.bbc.co.uk/news/business-52188448, explain how the degree of competition in a market can affect price.
Microeconomics looks at the production of goods and services to satisfy needs and wants. This process involves 4 factors of production. The use of each factor attracts a reward.
- Land – rent
- Labour – wages
- Capital – interest
- Enterprise – profit
Do all the above factors exist in a petrol station? Support with examples.
If the reward of profit is taken away there is no longer an incentive for a business to operate. With reference to the article, https://www.bbc.co.uk/news/business-52188448, and factors of production, explain why petrol stations may close down?
In economics you will learn a lot of new terminology. In this worksheet, so far, you have been introduced to 4 key terms. Before moving on check that you understand these terms.
- Price equilibrium
- Market clearing
- Degree of competition
- Factors of production
You could now select a different industry e.g. video or music streaming, smart phones or a commodity such as gold and research the factors affecting price in that industry. Use diagrams and economic terms to explain your findings.
If you need to contact the English Department regarding any questions about the A-Level course or about this work provided, please email: firstname.lastname@example.org
What does this course require from me?
English language, most of all, requires you to be able to form opinions on a diverse range of issues that involve language: this encompasses a lot of issues as language is what we use to voice our opinions, shape our thoughts and communicate with others. Without language, there would be no world as we know it.
What is this booklet for?
This booklet will help you to start thinking like a student of English Language and eventually a linguist. The more you study English Language, the more you begin to inherit another sense, another power, to your personality that will always be able to see the nuances and ideas that hide behind language. You will be able to read conversations with a new level of analysis that you’ve never noticed before and form opinions using a far more informed, academic level of detail.
Each section is divided into the ‘issues’ that we explore and study throughout your two years of this course. Those sections are:
- Discourse analysis
- Media representations
- Language and Gender
- Language and Technology
- Social Groups
- Accent and Dialect
Studied in the second year:
- Language Diversity and Change/Language Control
- The History of English
- Child Language Development
Firstly, have a go at defining the key terminology below. If there’s any you don’t know, highlight it and research the meaning of it.
|Demonstrative||Active voice||Passive voice||Sentence function|
|Adjacency pairs||Discourse||Cohesion||Anaphoric reference|
Section 2, paper 2, Section A: Language and Gender
Read the following article about how we use language to talk about gender as well as how both genders supposedly use language ‘differently’.
The idea that men and women “speak different languages” has itself become a dogma, treated not as a hypothesis to be investigated or as a claim to be adjudicated, but as an unquestioned article of faith. Our faith in it is misplaced. Like the scientists I have mentioned, I believe in following the evidence where it leads. But in this case, the evidence does not lead where most people think it does. If we examine the findings of more than 30 years of research on language, communication and the sexes, we will discover that they tell a different, and more complicated, story.
The idea that men and women differ fundamentally in the way they use language to communicate is a myth in the everyday sense: a widespread but false belief. But it is also a myth in the sense of being a story people tell in order to explain who they are, where they have come from, and why they live as they do. Whether or not they are “true” in any historical or scientific sense, such stories have consequences in the real world. They shape our beliefs, and so influence our actions. The myth of Mars and Venus is no exception to that rule.
For example, the workplace is a domain in which myths about language and the sexes can have detrimental effects. A few years ago, the manager of a call centre in north-east England was asked by an interviewer why women made up such a high proportion of the agents he employed. Did men not apply for jobs in his centre? The manager replied that any vacancies attracted numerous applicants of both sexes, but, he explained: “We are looking for people who can chat to people, interact, build rapport. What we find is that women can do this more … women are naturally good at that sort of thing.” Moments later, he admitted: “I suppose we do, if we’re honest, select women sometimes because they are women rather than because of something they’ve particularly shown in the interview.”
The growth of call centres is part of a larger trend in economically advanced societies. More jobs are now in the service than the manufacturing sector, and service jobs, particularly those that involve direct contact with customers, put a higher premium on language and communication skills. Many employers share the call-centre manager’s belief that women are by nature better qualified than men for jobs of this kind, and one result is a form of discrimination. Male job applicants have to prove that they possess the necessary skills, whereas women are just assumed to possess them. In today’s increasingly service-based economy, this may not be good news for men.
–Deborah Cameron. Feminist linguist.
Thoughts and responses…
- What do you think Cameron means by ‘a dogma’?
- Do you also believe that men and women speak differently is a myth? Explain your ideas.
- How can these myths have detrimental effects in the workplace?
- What did the manager say about women in particular? Would you feel appreciated if you were singled out for this reason?
Take another read of ideas around how men can dominate a conversation…
What evidence shows that male and female styles differ? Among the most compelling is a crucial piece left out of the “simple sexism” explanation: men mansplain to each other. Elizabeth Aries, another researcher, analysed 45 hours of conversation and found that men dominated mixed groups—but she also found competition and dominance in male-only groups. Men begin discussing fact-based topics, sizing each other up. Before long, a hierarchy is established: either those who have the most to contribute, or those who are simply better at dominating the conversation, are taking most of the turns. The men who dominate one group go on to dominate others, while women show more flexibility in their dominance patterns. The upshot is that a shy, retiring man can find himself endlessly on the receiving end of the same kinds of lectures that Ms Tannen, Ms Chemaly and Ms Solnit describe.
- Soraya Chemely (Huffington Post)
Thoughts and responses…
- What is ‘mansplaining’?
- What research did Elizabeth Aries carry out?
- What did Aries find from her research?
- Why was a ‘hierarchy’ established?
- How much, in your opinion, does this research reflect the stereotypical behaviour of males?
Finally, take a look at how an issue with language and gender is written about here.
Baxter, a lecturer in applied linguistics at Aston University, said women were left open to accusations that they were not fully in control of their arguments, which could lead to a complete loss of authority during meetings. “They have to work really hard to hit the right note with their colleagues”, she said. “I have seen a woman use all the wrong linguistic strategies, and she lost the room”.
Baxter said she had heard one woman director, who had spoken just twice in a meeting, say: “Sorry, sorry, I’m talking too much, I’m talking too much.”
Baxter said: “I found very few differences between men and female leadership language, but there was this one key difference, which I call double-voice discourse. Women use this when they are facing criticism or when handling conflict. While men tend to direct and straight talking and if they are confrontational it is regarded as nothing personal, women avoid being directly confrontational and use a range of strategies to preserve a range of alliances, if not friendships, to achieve their agenda.
“I am not saying that women are more sharing and caring than men. I am not saying they are more altruistic. They are doing it to achieve their own agenda.”
Thoughts and responses…
- What accusations were woman suddenly left open to?
- What do you think of the idea of women ‘hitting the right note’? Is this complimentary or derogatory?
- Why do you think the woman ‘lost the room’? What expectations do you think she failed to meet?
- Why did the woman apologise? Do you think a ‘director’ should talk less?
- What is ‘double-voice discourse’?
- Do you believe all women care more about friendships rather than their goals?
- What are your personal opinions about this?
Now, that was just a short snippet of the kinds of issues we discuss within language and gender. Are you frustrated and confused yet? I hope you are, because genderlect (language concerning gender) is a prominent issue in linguistics and is still studied around the world today. To get you started, read Deborah Cameron’s blog or follow her on Twitter @wordspinster.
Section 3. Paper 2, Section A: Language and Technology.
Why are we still on section A?
That’s because Paper 2, Section A is all about language diversity – this means that you’ll study a range of issues in a short section of one paper: Gender, Technology, Age, Social groups, Accents and dialects…
Now, as ‘Generation Z’, you will know that technology has a very important part to play in terms of how we use language and why. For instance, do you still use ‘lol’ for when you’re actually laughing out loud? Perhaps you use it ironically to suggest that you’re not actually laughing: you’re actually very annoyed? Strange, isn’t it? Your Nan probably uses it to say ‘lots of love’. Is she wrong? No, she isn’t. She’s just using language differently. Anyway – that’s a whole other topic that we’re not up to yet!
David Crystal is a pioneering linguist who is, essentially, the God of English Language study. Take a read of a short excerpt from ‘2b or not 2b?’.
Last year, in a newspaper article headed “I h8 txt msgs: How texting is wrecking our language”, John Humphrys argued that texters are “vandals who are doing to our language what Genghis Khan did to his neighbours 800 years ago. They are destroying it: pillaging our punctuation; savaging our sentences; raping our vocabulary. And they must be stopped.” As a new variety of language, texting has been condemned as “textese”, “slanguage”, a “digital virus”. According to John Sutherland of University College London, writing in this paper in 2002, it is “bleak, bald, sad shorthand. Drab shrinktalk … Linguistically it’s all pig’s ear … it masks dyslexia, poor spelling and mental laziness. Texting is penmanship for illiterates.”
Some people dislike texting. Some are bemused by it. But it is merely the latest manifestation of the human ability to be linguistically creative and to adapt language to suit the demands of diverse settings. There is no disaster pending. We will not see a new generation of adults growing up unable to write proper English. The language as a whole will not decline. In texting what we are seeing, in a small way, is language in evolution.
Use the following boxes to generate some ideas for discussion about David Crystal’s approach to texting and slang.
|What did John Humphrys say about texters?
Give your opinion on this with detailed reasoning.
|Why do you think texting makes some people believe that it is a ‘digital virus’? Is this a step too far?||Do you text?
Do you use slang?
Are you illiterate, in that case?
|David Crystal regards texting as ‘linguistically creative’. What do you think he means by this and do you agree?||Can language evolve? Are there any words you used to use that you no longer use? Are there any words you now use that you didn’t in Year 7?||Finally, if you were to describe what texting was to a person foreign to it, how would you describe it?|
Yes, you are studying English Language which means we concern ourselves with lexis. However, we are also very interested in how we communicate meanings: somehow this can be done with the raise of an eyebrow, a singular ‘tut’ or even an emoji. Read the literature below about how emojis affect our communication.
On Twitter, new-fangled uses of punctuation open doors to more nuanced casual expression
On Twitter, emojis and new-fangled uses of punctuation, for instance, open doors to more nuanced casual expression. For example, the ~quirky tilde pair~ or full. stops. in. between. words. for. emphasis. While you are unlikely to find a breezy caption written in all lowercase and without punctuation in the New York Times, you may well find one in a humorous post published on BuzzFeed.
As the author of the BuzzFeed Style Guide, I crafted a set of guidelines that were flexible and applicable to hard news stories as well as the more lighthearted posts our platform publishes, such as comical lists and takes on celebrity goings-on, as well as to our social media posts. For instance, I decided, along with my team of copy editors, to include a rule that we should put emojis outside end punctuation not inside, because the consensus was that it simply looks cleaner to end a sentence as you normally would and then use an emoji.
Now, have a think about the top 5 emojis you would use. Next, think about why you use them. Do you use the smiling face because you’re smiling? Or are you expressing a hidden, more ironic sense of a smiling face?
Create a table with the following headings to record your ideas.
|Emoji (draw/describe)||Why do you use it? (the real reason!)|
I bet you never thought you’d be studying the use of emojis at A Level study; yet here you are. Now, remember that we don’t just look at what emojis we use – we look at how language and graphology (keyword!) has evolved over time to a) adapt to the ever-changing needs of humans and society and b) to express levels of emotion over a smart-phone.
Section 4. Paper 2, Section A: Social Groups.
This section is one which crops up in most other sections. This is because a social group can encompass factors such as: gender, age, origin, race, hobbies, accent, music taste… therefore, we always need to be aware of how we form certain ‘groups’ depending on who we are. This part is great because it’s always exciting to study your own, and others’, identities.
Have a think about the following ‘groups’. How would you stereotypically define them in terms of their characteristics? What do you have to be like to fit into that group? More importantly, how do you think they might use language?
Section 5. Paper 2, Section A: Accent and Dialects
On a scale from 1-5, 1 being the ‘nicest’ and 5 being the ‘worst’, rank the following accents in terms of how ‘nice’ they are.
|Accent||Rank||Reason for that ranking – describe what you hear when you hear the accent.|
Hopefully this has helped gear your brain into the linguistic way of thinking and approaching issues. Be prepared to discuss and express far more ideas than you did at GCSE. A level is all about discussion, debate and criticism. The more you read and discuss, the better!
If you need to contact the English Department regarding any questions about the A-Level course or about this work provided, please email: email@example.com
What does this course require from me?
English Literature is the study of prose, poetry and drama – how writers reflect and influence their readers and their times. A crucial part of English Literary study is the ability to think critically and independently about the meaning, ideas and themes behind the work. This then needs strongly underpinning with an exploration of how – the language, form and structure – the writer conveys these ideas. You need a genuine love of literature in all its forms, reading widely and with interest.
One of the main things you can do to prepare, of course, is to begin reading the set texts you will study at A-Level. The course is broken into two modules: Aspects of Tragedy and Elements of political and social protest writing.
The following six texts are studied at A-Level:
Aspects of Tragedy
- Othello or King Lear – Shakespeare
- Death of a Salesman – Arthur Miller
- Selected poetry – John Keats
Elements of political and social protest writing
- The Handmaid’s Tale – Margaret Atwood
- The Kite Runner – Khaled Hosseini
- Songs of Innocence and Experience – William Blake
My further recommendations of pre-reading would include the following texts, which are not core-texts, but may be of interest to you as a Literature student:
His Dark Materials (trilogy) – Philip Pullman
The Crucible – Arthur Miller
1984 – George Orwell
I know this much is true – Wally Lamb
To Kill a Mockingbird – Harper Lee
The Great Gatsby – F Scott Fitzgerald
The Catcher in the Rye – JD Salinger
The Shadow of the Wind – Carlos Ruiz Zafon
Great Expectations – Charles Dickens
What is this information for?
The extracts selected in this section of the booklet are designed to give you a brief overview of prose writing, from the earliest examples of the novel form to ‘classic’ and canonical literature of the 19th century. Without this body of knowledge and understanding, gained only by close reading and engagement with these texts, it is impossible to understand how the procedures and expectations of prose fiction have been historically variable and determined.
As you read the selection of texts in this section, consider the following questions:
- What narrative assumptions are being made?
- What, if anything, makes these texts qualify as ‘literary’?
- What is expected of you as a reader?
- How are these texts producing their ‘characters’?
- What is challenging or unusual about these texts that makes them seem unfamiliar or even archaic?
- Have you read anything post-1945 you consider to be obviously linked to any of these earlier texts?
Suggested further reading
Eagleton, Terry The English Novel: An Introduction. Malden, MA: Blackwell Pub., 2005.
This is an excellent introduction to a list of authors considered part of the ‘literary canon’ and who regularly feature in must-read lists. The book will help you understand how the specific historical circumstances of each author shapes their writing, and in turn will help you relate unseen extracts to earlier literary styles and movements.
Culler, Jonathan D. Literary Theory: A Very Short Introduction. Oxford: Oxford University Press, 1997.
An understanding of literary theory is valuable to any student of literature, and this is one of the most accessible and engaging introductions available. Culler is an excellent literary critic in his own right, and this book will help bridge the gap between A Level and undergraduate studies.
Great Expectations (1861) – Charles Dickens
Whether I should have made out this object so soon if there had been no fine lady sitting at it, I cannot say. In an arm-chair, with an elbow resting on the table and her head leaning on that hand, sat the strangest lady I have ever seen, or shall ever see.
She was dressed in rich materials,—satins, and lace, and silks,—all of white. Her shoes were white. And she had a long white veil dependent from her hair, and she had bridal flowers in her hair, but her hair was white. Some bright jewels sparkled on her neck and on her hands, and some other jewels lay sparkling on the table. Dresses, less splendid than the dress she wore, and half-packed trunks, were scattered about. She had not quite finished dressing, for she had but one shoe on,—the other was on the table near her hand,—her veil was but half arranged, her watch and chain were not put on, and some lace for her bosom lay with those trinkets, and with her handkerchief, and gloves, and some flowers, and a Prayer-Book all confusedly heaped about the looking-glass.
It was not in the first few moments that I saw all these things, though I saw more of them in the first moments than might be supposed. But I saw that everything within my view which ought to be white, had been white long ago, and had lost its lustre and was faded and yellow. I saw that the bride within the bridal dress had withered like the dress, and like the flowers, and had no brightness left but the brightness of her sunken eyes. I saw that the dress had been put upon the rounded figure of a young woman, and that the figure upon which it now hung loose had shrunk to skin and bone. Once, I had been taken to see some ghastly waxwork at the Fair, representing I know not what impossible personage lying in state. Once, I had been taken to one of our old marsh churches to see a skeleton in the ashes of a rich dress that had been dug out of a vault under the church pavement. Now, waxwork and skeleton seemed to have dark eyes that moved and looked at me. I should have cried out, if I could.
Thoughts and responses…
- Detailed, specific description from the perspective of the protagonist is especially evident in this extract. How does this shape its meaning?
- What assumptions does the narrator make about identity in this extract? What is the relationship between outward appearance and inner identity?
- Dickens relies upon a number of effective literary techniques – what are they and how do they produce the character of Miss Havisham before she has uttered a word?
The Adventures of Huckleberry Finn (1884) – Mark Twain
We slept most all day, and started out at night, a little ways behind a monstrous long raft that was as long going by as a procession. She had four long sweeps at each end, so we judged she carried as many as thirty men, likely. She had five big wigwams aboard, wide apart, and an open camp fire in the middle, and a tall flag-pole at each end. There was a power of style about her. It amounted to something being a raftsman on such a craft as that.
We went drifting down into a big bend, and the night clouded up and got hot. The river was very wide, and was walled with solid timber on both sides; you couldn’t see a break in it hardly ever, or a light. We talked about Cairo, and wondered whether we would know it when we got to it. I said likely we wouldn’t, because I had heard say there warn’t but about a dozen houses there, and if they didn’t happen to have them lit up, how was we going to know we was passing a town? Jim said if the two big rivers joined together there, that would show. But I said maybe we might think we was passing the foot of an island and coming into the same old river again. That disturbed Jim- and me too. So the question was, what to do? I said, paddle ashore the first time a light showed, and tell them pap was behind, coming along with a trading-scow, and was a green hand at the business, and wanted to know how far it was to Cairo. Jim thought it was a good idea, so we took a smoke on it and waited.
There warn’t nothing to do, now, but to look out sharp for the town, and not pass it without seeing it. He said he’d be mighty sure to see it, because he’d be a free man the minute he seen it, but if he missed it he’d be in the slave country again and no more show for freedom. Every little while he jumps up and says:
“Dah she is!”
But it warn’t. It was Jack-o-lanterns, or lightning-bugs; so he set down again, and went to watching, same as before. Jim said it made him all over trembly and feverish to be so close to freedom. Well, I can tell you it made me all over trembly and feverish, too, to hear him, because I begun to get it through my head that he was most free- and who was to blame for it? Why, me. I couldn’t get that out of my conscience, no how nor no way. It got to troubling me so I couldn’t rest; I couldn’t stay still in one place. It hadn’t ever come home to me before, what this thing was that I was doing. But now it did; and it staid with me, and scorched me more and more. I tried to make out to myself that I warn’t to blame, because I didn’t run Jim off from his rightful owner; but it warn’t no use, conscience up and says, every time, “But you knowed he was running for his freedom, and you could a paddled ashore and told somebody.” That was so- I couldn’t get around that, no way. That was where it pinched. Conscience says to me, “What had poor Miss Watson done to you, that you could see her nigger go off right under your eyes and never say one single word? What did that poor old woman do to you, that you could treat her so mean? Why, she tried to learn you your book, she tried to learn you your manners, she tried to be good to you every way she knowed how. That’s what she done.”
I got to feeling so mean and so miserable I most wished I was dead. I fidgeted up and down the raft, abusing myself to myself, and Jim was fidgeting up and down past me. We neither of us could keep still. Every time he danced around and says, “Dah’s Cairo!” it went through me like a shot, and I thought if it was Cairo I reckoned I would die of miserableness.
Thoughts and responses…
- Language choices are key to the production of Huckleberry Finn as a character and narrator. What specifics can you highlight as especially important and noteworthy, and why?
- How is slavery and oppression depicted here? How does Twain present social, cultural and political norms?
- What kind of relationship is established between the narrator and reader? How does this compare with the relationship established in the other extracts?
Heart of Darkness (1899) – Joseph Conrad
Going up that river was like travelling back to the earliest beginnings of the world, when vegetation rioted on the earth and the big trees were kings. An empty stream, a great silence, an impenetrable forest. The air was warm, thick, heavy, sluggish. There was no joy in the brilliance of sunshine. The long stretches of the waterway ran on, deserted, into the gloom of over-shadowed distances. On silvery sandbanks hippos and alligators sunned themselves side by side. The broadening waters flowed through a mob of wooded islands; you lost your way on that river as you would in a desert, and butted all day long against shoals, trying to find the channel, till you thought yourself bewitched and cut off for ever from everything you had known once – somewhere – far away – in another existence perhaps. There were moments when one’s past came back to one, as it will sometimes when you have not a moment to spare to yourself; but it came in the shape of an unrestful and noisy dream, remembered with wonder amongst the overwhelming realities of this strange world of plants, and water, and silence. And this stillness of life did not in the least resemble a peace. It was the stillness of an implacable force brooding over an inscrutable intention. It looked at you with a vengeful aspect. I got used to it afterwards; I did not see it any more; I had no time.
Thoughts and responses…
- In this extract, travelling up a river is more than a simple journey. How is this act of travel presented?
- The extract also implies a set of imperialist, colonial attitudes towards the Congo Free State, in the heart of Africa. What attitudes can you discern and how are they important historically?
- Are you convinced of the reliability of this narrator? If not, what serves to undermine its reliability? If you are, what is it about the extract that convinces?
Hopefully this has helped gear your brain into the literary way of thinking and approaching texts. Be prepared to discuss and express far more ideas than you did at GCSE. A level is all about discussion, debate and criticism. The more you read and discuss, the better!
Level 3 Food Science and Nutrition – Induction Project
The Level 3 Food Science and Nutrition diploma is an academic, creative and innovative course that encourages a broad view of food science and nutrition. To be ready to start learning in Year 12 it is essential to have a good background of nutrition. The three projects below will be excellent preparation and revision.
Project 1: Nutrition – Micro and Macro Nutrients
If you have studied GCSE Food Preparation and Nutrition you will have a good grounding of general nutrition, however, there are many nutrients and it is essential that you understand the function, sources and deficiencies of each. We therefore recommend the following revision:
- illuminate.digital/aqafood/ Username: SHUNTINGTON3
- Make flash cards/produce notes including: function, source, deficiency and excess on:
– Macronutrients: Protein, fat and carbohydrates.
– Micronutrients: Vitamins and Minerals. All the vitamin and minerals included in the textbook.
- There are many other sources of information:
Project 2: Presentation techniques
If you have studied GCSE Food Preparation and Nutrition, you will know how important it is to present practical work so that it looks attractive. In the practical exam at the end of Year 12 your practical work must be presented to “restaurant standard”. You have an opportunity to research this over the next few months.
- What does restaurant standard food look like? Collect images and make notes using programs such as “Masterchef” “The Great British Menu” and “Bake off”, YouTube and the internet. You could produce an image board (a collection of images of different presentation techniques). Think about both savoury and sweet dishes.
- What techniques can I use to create restaurant standard food? Again, make notes, collect images. You could experiment with some techniques you have researched e.g. record (photograph and evaluate) the results. Research:
- Garnishes and decorations – fruits, vegetables, herbs, crumbs, dust, icing, chocolate, shapes of pastry, biscuit, sugar, shards, tuiles, gels and sauces.
- Advanced presentation techniques – Piping; Carving; Shaping; Moulding; Glazing; Rolling; Cutting; Sugar work; Chocolate work * and Couverture.
- Plates and plating – plates, serving dishes, platters and how to plate creatively
- Tools to create decorations – moulds; squeeze bottles; piping bags and plating rings.
* Beware! American measurements and temperatures are different. In the video heat chocolate to 100°F is Fahrenheit in should be 30°C.
Project 3: Free Nutrition Online course
BTN are an organisation which provide information on nutrition and fitness. As a nutrition and health education company they have a certified online course FREE for anyone aged 16-18 to keep their education going during the current lockdown. “Over the course of 10 online modules you will cover the fundamentals of nutrition, health, sleep, hydration, fibre, exercise and more, as well as how that can be applied in the real world, mastering nutrition for yourself. This is a detailed, animated, in depth and engaging course that we hope will be enjoyed by as many young people as possible. To access the course:
Just head to the BTN Academy website: https:/ /btn.academy/
and sign up with a school email address. Then add “LEARNFORFREE” for 100% off at checkout!
Bienvenue au cours de français !
It’s a very strange time at the moment, but what a brilliant opportunity to spend extra time on a subject you love!
As language teachers, we feel there are a few main areas that you can be working on in order to prepare for learning French in the sixth form as one of your A level subjects. As an individual, you can dip in and out of different resources and suggestions depending on your own strengths, weaknesses and interests.
It would be helpful to start using a notebook or folder to keep track of what you do, new vocabulary and phrases you learn, and particular websites or books you enjoy and find useful.
If you have questions about the course, or want some more specific pointers for resources or websites to use, please feel free to email us on firstname.lastname@example.org and email@example.com
Tabout:blankhe “new” GCSE course is a great preparation for A level, so make it a priority to go over the specification at https://www.aqa.org.uk/subjects/languages/gcse/french-8658, and use the textbook on Active Learn to polish off any remaining units that you didn’t fully cover before school closed. Try and do some good revision as if you were really going to do your exam. You still have access to Active Learn, including the textbooks and the tasks are available for you to access independently. Drop me an email if you need help with login details.
Even if you don’t have your exercise books or blue speaking books, go back over some writing tasks and your speaking questions and see how good you can make them. Try extending your answers so you can speak for a whole minute on each topic. Remember that there are ‘contrôle’ sections at the end of each chapter of the textbook to help you test yourself and develop your answers to a high level.
There are specimen exams and past papers (with mark schemes) available on the AQA website, and you can also find grade boundaries by Googling them for the appropriate year – have a go at a paper (or a full set of papers) every so often to track your own progress. This would also be good practice if you feel you need to appeal your grade in the summer by sitting an exam in the autumn.
This is obviously closely related to the previous point, but if you don’t already have one, it is worth buying a Grammar and Translation workbook (https://www.amazon.co.uk/Studio-French-Grammar-Translation-Workbook/dp/1292132884 ) – the answer booklet is available to download free of charge from Pearson for you to mark your own work and go over any mistakes – Google “AQA GCSE French grammar translation workbook answers”.
Start with the aspects you feel are weakest, and do it in bite-sized chunks, don’t try to work at it for hours at a time. We will work on grammar a good deal during the course, but the better you are at the GCSE-level grammar, the easier you will find the more interesting A level grammar points.
This may come as a surprise, given that this is all about learning a *foreign* language, but a lot of vocabulary in French is linked to relatively sophisticated English vocabulary – it’s the words that come from Latin rather than Anglo-Saxon roots, if you think about it.
Try and get into some really good ‘classic’ books that use a more old-fashioned or formal style of language, if you don’t already read a lot. Jane Austen, Charlotte Bronte, Charles Dickens, Arthur Conan Doyle, PG Wodehouse, GK Chesterton, JRR Tolkien… They don’t have to be boring, there are some real page-turners to enjoy. Try using https://www.goodreads.com/ to get ideas.
Remember you can download e-books from the York Explore library website, and can even sign up as a library member online if you don’t already have a library card. https://www.exploreyork.org.uk/libraries/
Current affairs and history
A lot of the A level course relates to issues in modern society, so it’s worth being au fait with what’s going on in the world. As with the previous point, it is worth reading quality broadsheet-style news journalism (The Times, The Guardian, The Independent, The Telegraph…) regularly to broaden your vocabulary as well as your understanding of a range of issues.
Try also looking at French news websites such as www.france24.com/fr/ or www.tv5monde.com to see what is happening in France rather than relying on a UK or American view of the world. Remember that a lot of countries in Africa also use French as one of their official languages because they used to be part of the French Empire, so try https://www.bbc.com/afrique/monde as well.
Particularly in the second year of the course, you will learn about occupied France during WWII, and the factors that led to waves of immigration into France in the post-war period. Having a look at history resources from this era (especially if you didn’t take GCSE History), and maybe watching a film such as those suggested here: https://julianwhiting.wordpress.com/2013/09/16/11-french-films-dealing-with-the-occupation-of-france-in-the-second-world-war/ would be really helpful, as the experience was very different from that in Britain which we’re more familiar with.
French language practice
You may have been doing this as part of your revision anyway, but it’s a good idea to try watching some TV or films in French to keep practising your listening skills. It all helps with your pronunciation too, as you get more used to how the language sounds. Have a look at www.fluentu.com/blog/french/learn-french-movies/ for some ideas. As well as using the websites above, try watching your favourite shows or DVDs with the language switched to French (if available!) so you pick up familiar words and phrases in French. There are lots of films and series available on services such as Netflix and Amazon Prime.
Try listening to French music too – if you haven’t come across the website/app http://radio.garden/ , it allows you to spin a virtual globe and zoom in on radio stations from right around the world – it’s amazing! Don’t get downhearted if you find it difficult to follow the talking, radio presenters speak very fast. Just flick between stations in France, Belgium and Canada till you find one with music that you enjoy and listen to that. You are also likely to pick up the odd news bulletin and weather forecast as a bonus.
YouTube is obviously a fantastic resource, so try finding some French artists for the style of music you normally enjoy. You can also find children’s TV programmes that you might find fun to watch and easier to follow.
If you feel confident and motivated, try also picking up a book in French, maybe one you already know quite well in English, such as Harry Potter or the Twilight series, so you find it easier and less frustrating to follow the storyline. If you read on a Kindle, you can get a dictionary and then all you need do is tap on a word to get the translation.
We hope you enjoy diving into some of the suggestions above, and we are looking forward to teaching you over the next two years. Please get in touch if you have any questions or need any help.
Mme Sketchley and Mme Roberts
Things to do
- Find out the world’s 20 biggest cities by population and mark them on to a world map
- Think of all the urban challenges you looked at during GCSE urbanisation topic – can you rank them from most serious to least serious challenge? How do challenges
vary between cities in HICs and cities in LICs/NEEs? Think ec/soc/env
- Produce a fact file of a city in a LIC/NEE and a city in a HIC. We suggest Lagos in Nigeria, and New York in USA. Include location, population, what makes that city important, opportunities, challenges and schemes to improve lives of people living there.
- Research the impact of coronavirus on cities around the world – e.g. positive environmental impacts but negative economic impacts – how is this different in HICs and LICs?
- Research the global response to coronavirus – what role has the World Health Organisation played? How have different countries responded in different ways?
- Spider diagram of how you are linked to the rest of the world
- Explore the ‘Gapminder’ website – see what different factors can affect life expectancy, GDP and other development indicators
- Google map games
Things to watch
- Andrew Marr’s megacities – three episodes on Vimeo
- Race across World – BBC iPlayer
- Seven Worlds One Planet- BBC iPlayer
- Top Gear special editions – BBC iPlayer
- National geographic documentaries – YouTube & National Geographic website
- Hans Rosling’s ‘Don’t Panic – The Truth about population’ – YouTube
Things to read
- National Geographic – World’s most improbable green city (online article)
- Danny Dorling – Inequality and the 1% (book)
- Billy Bryson – Notes from a ….small island/big country (book)
- Tim Marshall – Prisoners of Geography (book)
- Hans Rosling – Factfulness (book)
Things to listen to
a good knowledge and understanding of the following GCSE topics as the Physical section of the A Level Geography course expects and builds on this.
- Natural Hazards – the causes, effects and responses to volcanic eruptions, earthquakes and tropical storms. Climate change – the causes, effects and management in both HICs and LICs.
- The Living World – the characteristics, value and importance of the tropical rainforests; as well as the effects the deforestation and options to reduce it.
- Physical landscapes in the UK – the processes of coastal weathering, transport, erosion and deposition. The formation of different coastal landforms and the different options for managing eroding coastlines like The Holderness Coast. The causes, effects and management of river flooding.
The one topic that connects and influences almost all of these physical geography units is climate change. It is having huge effects on the environment we live in and the resources we rely on and is an important topic we continue to study at A Level in greater depth. Therefore, another task you can chose to do is to learn more about the present and future effects and management of global warming and its associated sea level rise around the world.
Use your revision guide, flashcards and these websites to recap these topics and test yourself:
Podcasts and videos to learn more about the effects and management of climate change:
- https://www.ted.com/talks/alice_bows_larkin_climate_change_is_happening_here_s_how_we_adapt 14m TED talk overview of climate change
- https://www.bbc.co.uk/programmes/w3csxfl2?fbclid=IwAR3TCoZiuqGVriEA4KJVSS3Qtv9ORQjvQDH6qDdEE1xFsp8r-rLkqL6VnWE 26m Podcast form the BBC World Service Series: The Compass. Impacts of climate change in Lagos, Nigeria and the Solomon Islands
- https://www.ted.com/talks/anote_tong_my_country_will_be_underwater_soon_unless_we_work_together?fbclid=IwAR36GnOwghB79yy88Gl3eaBNBnt6r4ppmKADLD-EoCcsiLW5wXiku0-2aKA#t-60383 19m TED interview – Kiribati and the impacts of climate change
- https://www.ted.com/talks/tshering_tobgay_this_country_isn_t_just_carbon_neutral_it_s_carbon_negative?fbclid=IwAR3TCoZiuqGVriEA4KJVSS3Qtv9ORQjvQDH6qDdEE1xFsp8r-rLkqL6VnWE 14m TED talk about Bhutan being carbon negative
- https://www.youtube.com/watch?v=9Im2O6dzpUE Climate change in Antarctica film 59 mins
- https://www.bbc.co.uk/sounds/play/p088813y Podcast by Richard Dawson, managing the effects of climate change, 14 mins
Tutor2u blog for: a) a weekly quiz (from 3.4.20) and b) Geog in the News A Level related short case studies of recent events such as the NZ volcanic eruption, Australian Wildfires, UK flooding etc from just the last few months and ALL relevant for the Hazards topic at A Level. https://www.tutor2u.net/geography/blog
Other things to watch and podcasts to listen to:
- David Attenborough Box Sets- there are 9 amazing boxsets available on iplayer from David Attenborough exploring our amazing world. https://www.bbc.co.uk/iplayer/group/p06m42d9
- The Americas with Simon Reeve https://www.bbc.co.uk/iplayer/episodes/m00095p0/the-americas-with-simon-reeve The first episode in Alaska/Canada is particularly good for Resource Security looking at energy.
- Simon Reeve around the World https://www.bbc.co.uk/iplayer/group/p06rrnkm The Russia series is really interesting.
- Before the Flood– A film presented by Leonardo DiCaprio- exploring climate change and looking at what needs to be done today to prevent catastrophic disruption
- https://www.channel4.com/programmes/unreported-world/episode-guide Unreported World particularly these episodes: 7 2019, ep. 2 2018, ep. 11 2017, ep 3 2016, ep 1 2014.
- Our Planet (Netflix Series) – Explores how climate change impacts all living creatures
- https://www.rgs.org/schools/teaching-resources/ask-the-expert-podcasts/ Royal Geographical Society podcasts on a range of subjects for A Level students – look out for the ones on predicting earthquakes, Australian Wildfires, water security, sea level rise and the carbon cycle.
- https://www.bbc.co.uk/programmes/b006r4wn/episodes/player BBC Radio 4 Costing the Earth Series of podcasts that cover a range of environmental topics related to Geography and Science.
You should be regularly watching the news to keep you up to date with what is happening in relations to the inter-relationship between people and the environment. You will be really surprised how many of the news bulletins relate to what you are studying.
BBC NEWS: https://www.bbc.co.uk/news- an excellent source of up to date articles- explore the headings such as Science, UK, WORLD and other stores
THE GUARDIAN: https://www.theguardian.com/uk – Again many useful articles and logically ordered – keep an eye on the Environment, Science, Society, Global Development Stories in particular.
Six Degrees by Mark Lynas – a scary walkthrough of the impacts of Climate Change as world temperatures increase by 1 degree through to 6 degrees.
Adventures in the Anthropocene: A journey to the heart of the planet we made. Gaia Vince
Welcome to A-Level Politics!
In this age of widespread misinformation and political polarisation, there has never been a better time to study in Politics. Over the two year course you will study and compare politics in the UK and US as well as learning about the development of dominant political ideas.
Meet the team:
If you have any questions about A-Level Politics, please don’t hesitate to send us a question via email.
- Mr Crabtree:
- Mrs Wood:
- Mrs Manners:
The aim of this course is to give you a taster of some of the main ideas and processes involved with UK Politics.
- Keeping on top of the news – One of the most important aspects of the course will be following politics in the news and being able to apply news stories to the topics we cover. Therefore, one really useful activity would be to keep a regular weekly journal of UK news stories using the resource provided.
- 2019 UK General Election case study – In 2019, UK voters went to the polls in surprise ‘snap election’. We will make regular reference to this election over the course of the A-Level. Follow the instructions on the sheet to complete your case study and gain a good background understanding to the election.
- ‘Left or Right’ – Visit https://uk.isidewith.com/ Take the quiz to find out more about your own political opinions.
- What do UK parties stand for? In the build up to the 2019 election, the political parties wrote manifestoes – a list of things they would promise to deliver if elected in to government. Follow the instructions on the sheet and gain a good background knowledge to the kind of things each party currently stands for.
- Who’s who? Use the following link to create profiles of the main members of Boris Johnson’s cabinet: https://www.bbc.co.uk/news/uk-politics-49043973
A-Level Politics – Recommended reading and resources
Channel 4 News – Channel 4 – Monday-Friday 7pm
Question Time – BBC ONE – Thursday 10:45pm
Andrew Marr – BBC ONE – Sunday 9am
The A-Level Politics Show (Spotify)
Keeping on top of the news
Record interesting headlines and then make a summary of the main political news stories of the week.
Look out for new ideas suggested by the prime minister and the government including in relation to the current public health crisis, responses and ideas from other UK political parties, protests and evidence of people participating in politics, findings from polls and surveys and the way the media shapes UK politics. It is also worth keeping on top of the main headlines coming out of the USA, as we will be studying US politics in Y13. Here are some hand websites to get you started.
The first 15-20 minutes of the Andrew Marr show (available on BBC iPlayer) are also well worth watching as the week’s main political news stories are analysed.
Case study: 2019 UK General Election
In 2019, UK voters went to the polls in surprise ‘snap election’. We will make regular reference to this election over the course of the A-Level.
Use the following websites to add detailed notes to the mind-map on the following page.
What to look out for:
Results: Make a note of the main results of the election – you could think about the popular vote as well as the number of seats won in parliament
Turnout: How many people turned out and voted. – you could analyse this by different groups such as by age, gender and race etc.
Campaigning: What sort of policies did each party put forward? How successfully did they present their ideas?
Context: What were the big political issues in the run up to the election which may have impacted the way people voted? How were the different party leaders being presented in the media?
Voting behaviour: How and why did different groups of people vote the way they did?
What do UK political parties stand for?
Use https://www.bbc.co.uk/news/election-2019-50291676 to find out what the different political parties stood for in the build up to the 2019 General Election. Add key details to the grid.
|Economic policy||Public services and welfare||Climate change||Brexit|
Level 3 Health and Social Care
Induction Project – Unit 5 Infection Control
Welcome to Unit 5 where you will learn about the importance of infection control and be introduced to methods that help to prevent the spread of infection. This will enable you to apply infection control methods in the workplace. Stopping the spread of infection is an important part of the role of all Health and Social Care workers. In fact, the current Corona virus crisis makes us realise how important it is to everyone!
Now is a really good time to begin your learning by developing your knowledge of infection control. This will enable you to make a great start to Unit 5 in Year 12. The two projects below will be excellent preparation.
Project 1: The chain of infection
Research the chain of infection and make notes – you can produce these in word or PowerPoint or hand write them. You can include mind maps, pictures and links. Bring this work into school with you in September it will really help you to make a flying start to Unit 5. Research the following:
Chain of infection
Bacteria (include examples of diseases caused)
Viruses (include examples of diseases caused)
Fungi (include examples of diseases caused)
Routes of transmission
How infections spread
Project 2: Common Terms
Research the following common terms and then make detailed notes describing them and give their meanings. Remember to apply this to infection control in Health and Social Care settings (e.g. Hospitals, GP surgeries, Schools, Nurseries, Care Homes, Residential Homes, and Home Care)
- Food-borne illness
- Pathogenic bacteria
- Hazard analysis
- Environmental controls
- Standard precautions
Questions? Work to hand in or work you would like feedback on email Mrs Burns firstname.lastname@example.org
History is, at heart, stories. These are always stories about people. The Year 12 A level course traces two fascinating stories, Tudor England from 1485 to 1558, and the Cold War in Asia 1945 1992. Each story naturally revolves around a core cast of characters who by interacting with each other shape the local, national and international direction of the narratives they are at the centre of. The characteristics of powerful individuals have a huge impact on their decision making and interactions with the people around them.
As people, they are all intriguing. They are all complex too. There are no straightforward ‘goodies’ and ‘baddies’ here. There are some flawed heroes. There are some villains with redeeming character traits. Indeed, most genuinely believed they were doing the ‘right’ thing as they did it. None of them knew how the story would turn out, none had our benefit of hindsight. They made what they saw as the best decisions they could at each fork in the road. However, as Etienne Gibson once pointed out, “History is the only laboratory we have in which to test the consequences of thought.”
This exploration will begin in September. So before we fully understand what these people did, the exact challenges they faced and how they reacted to them, it is an interesting task to explore what they were like as human beings. There is a list of these people on the next page, and on the last page are some questions you might think about to help you unpick their characters. Along the way you will find yourself trying to understand the world they were in, and you can email us to ask questions if you have them.
It needs to be said that the very best evidence for what it was like to be alive in the fourteenth century is an awareness of what it is like to be live in any age, and that includes today. Our sole context for understanding all the historical data we might ever gather is our own life experience. We might eat differently and live longer, and we might look at jousting as being unspeakably dangerous and not at all a sport, but we know what grief is, and what love, fear, pain, ambition, enmity and hunger are. We should always remember that what we have in common with the past is just as important, real and essential to our lives as those things which make different
The Cold War Cast
MAO ZEDONG – Ruler of the Communist China
‘The Greatest comeback in History’ – How did Mao become leader of the largest population on Earth?
What role did the father of North Korea play in the outbreak of the first conflict of the Cold War?
Why did the glittering career of a 5* general end in dismissal?
How did Ho Chi Minh lead a third world nation to defeat the world’s greatest superpower?
“Let them burn and we shall clap our hands” was the government’s response to the Buddhist crisis the beginning of thf the end for South Vietnam?
Was Thieu’s Presidency doomed from the very beginning?
Do Johnson’s failings in Vietnam overshadow the domestic achievements during his Presidency?
‘Peace with honour’ is this a true reflection of the end of the war in Vietnam?
Is ‘the Playboy Prince’ really the best nickname for this Cambodian leader?
‘Brother No. 1’ how did this genocidal leader wipe out a third of his country’s population in only three years?
The Tudor Cast
A master statesman or a ‘Winter King?’ How did Henry’s characteristics shape his policy?
How important was this daughter, sister, niece, wife and mother of successive Kings of England?
How did this great warrior queen have an impact on the fortunes of England?
Strategist or opportunist? Proactive or reactive? Intellect or hot head?
How influential was this foreigner in the English court?
How much credit does Anne deserve for shaping her own future and that of the country?
How did this man from an ordinary background manage to become the Alter Rex ––‘the second King?’ Did his humble beginnings shape his treatment of the traditionally powerful men?
What motivated Henry VIII’s enforcer?
How did a nine year old cope with the power of personal monarchy?
How did the characteristics of the first woman to rule England shape her political decisions?
Present this work however you like…….within reason.
Questions you could think about:
- What might a simple timeline of their life’s key events look like?
- Which big ideas interested them?
- What and whom did this person admire?
- What made them happy? Sad?
- Who or what most influenced them?
- What was the turning point in their life?
- Did anyone write them an obituary at the time? How much truth do you think it reveals?
- What made them a complicated person?
- Choose an image that best sums up this person. Why do you think it’s the right choice of image?
- Which present day people do you think they are similar to?
- Which historical figures might they have been similar to?
- Do you think this person was a typical person of their kind? (king/queen/leader/rebel)
- What makes them interesting?
- In what ways did they matter?
- Why do you think they are on the A level course?
- Why have we selected them for this list?
- What does their life reveal about the time period or the bigger story?
Don’t fancy researching the characters? Want more? Here are some other things to do!
- TV documentary: Ken Burns’ The Vietnam War on Netflix
- Unforgettable Korean War documentary https://www.youtube.com/watch?v=hi6UOey YAw
- Cambodia First They Killed My Father: A Daughter of Cambodia Remembers by Loung Ung also a film on Netflix (same name)
- She wolves, England’s Early Queens, Ep 2:
- This is bonkers but has some gems on it
http://www.tudorsdynasty.com/tudor fun for free/
- Wolf Hall in the BBC is AMAZING.
- The White Princess, The Spanish Princess on Amazon Prime (be warned not that accurate!)
- England’s Forgotten Queen: Lady Jane Grey:
https://www.bbc.co.uk/iplayer/episode/b09m5rpg/englands forgotten queen the life and death of lady jane grey series 1 episode 3
- The Six Wives of Henry VIII
https://www.bbc.co.uk/iplayer/episode/b0853mvq/six wives with lucy worsley episode 1
- Three Books that Changed a Nation
https://www.bbc.co.uk/iplayer/episode/b0992jdt/englands reformation three books that changed a nation
- Lots and lots of Historical fiction Hillary Mantel, CJ Sampson’s Shardlake Series, Philippa Gregory’s Red Queen, White Princess etc Civil Rights:
- The Butler
- Mississippi Burning
- Read To Kill a Mockingbird by Harper Lee
- Watch Green Book currently on Prime!
- Watch The Help or, even better, read it by Kathryn Stockett
GCSE to A Level 9-Week Bridging Course: Mathematics
We will work through the CGP book “New Head Start to A Level Maths”. Go to Amazon and search for the title; you can download a digital version of this textbook for free (you will need to install the Kindle app), or alternatively purchase a physical copy of the book for £10.
Week One: Diagnostic Test.
Aim to complete the whole diagnostic test, which has 13 sections. Make a note of the areas you find trickiest: these will be the most crucial elements for you to work on over coming weeks!
The answers to this test can be found on page 61. Do mark your work.
Week Two: Section 1 – Number & Section 2 – Basic Algebra (first half).
Read through the information and make notes; then try the questions at the bottom of pages 6-11.
Week Three: Section 2 – Basic Algebra (second half).
Read through the information and make notes; then try the questions at the bottom of pages 12-15.
Week Four: Section 3 – Quadratic Equations.
Read, make notes and try all the questions from pages 16-21.
Week Five: Section 4 – More Algebra (first half).
Complete the questions on algebraic fractions and inequalities, from pages 22-27.
Week Six: Section 4 – More Algebra (second half).
Notes and questions on simultaneous equations, proof and functions from pages 28-33.
Week Seven: Section 5 – Graphs
Work through pages 34 – 41; this is particularly important and usually found quite hard so make sure you’ve got it.
Week Eight: Section 6 – Trigonometry and Vectors
This should be straightforward revision of this GCSE topic, although the final questions on vectors might challenge you! Pages 42-50.
Week Nine: Section 7 – Statistics and Probability
There is lots of content covered here on pages 51-60, so do focus on areas you find hardest.
Now relax and enjoy the knowledge that you are well prepared for the A Level course!
The following ideas are going to help you to understand what Media Studies is about, whilst developing your own understanding of Media ‘outside the classroom’.
Still not sure about studying the subject?
Here are some ideas as to why you should… https://www.youtube.com/watch?v=mrGzzbOgdJw
What is Media Studies though?
One of the best introductions can be found via BBC Bitesize. This is the Media page that will help you explore the subject: https://www.bbc.co.uk/bitesize/subjects/ztnygk7
The BBC also has a series of brilliant ‘hands on’ videos that explore the Media outside the classroom in more depth. These are here: https://www.youtube.com/channel/UC4KN50fal7f45fx2DqG7ttg/search?query=media+studies Look at the headings of each video – which will give you new knowledge?
As you move to complete A Levels the course is obviously more demanding.
It is important that you follow the Media outside the classroom and so why not start to look at the front of newspapers each day and work out what their values are? You can find the daily front pages here: https://www.bbc.co.uk/news/blogs/the_papers Now, more than ever, is an important time to watch the news. Try to start doing this on a daily basis and if you’re ’new’ to news watching start with a programme aimed at younger people: https://www.bbc.co.uk/newsround/news/watch_newsround
Over the course you’ll have to analyse all kinds of different types of the media.
If you’ve never completed any analysis before you might like to at this overview that explains the key aspects that underpin the course: https://www.youtube.com/watch?v=qE-B_XkoAgQ
How do you develop your analysis though?
This is a great guide that shows you how you could take any analysis deeper and some of the key terms and theories that we can use through the course to make our responses more sophisticated: https://www.youtube.com/watch?v=2BocPq36Z4M (This is a Media Studies Teacher’s site and on it you will find numerous videos to help you think about the subject in more detail and helping you learn new skills, from how to storyboard to understanding media theories!)
If you want to find out more about the kinds of products that you will be studying over your A-Levels
Here is another teacher who has her own YouTube channel and on it she has a number of playlists, including those where she analyses Media Set Texts for our exam board, (Eduqas): https://www.youtube.com/channel/UCUKrxp4BcJrGLzmqAhCjASg/playlists
Finally, 30% of your final mark is going to be down to your NEA work (coursework)
Where you create 2 pieces of work based on any two of: print, web-site or audio-visual materials. Why not spend the time you have developing your expertise in these fields? If you have not created a website before why not sign up to wix and watch their tutorials? If you wish to create design work you may like to sign up to and experiment with Canva or watch Photoshop tutorials online. If you’ve never created an audio-visual piece before go to YouTube and discover tutorials on what different shots mean, how you storyboard and then how to edit with Apple’s iMovie or Final Cut Pro! There are lots of other free online software / apps available currently! Go and be creative, just using a camera phone perhaps to create your work!
Keep your ears working. Focus on Sound is your best friend in developing listening, notation, and language skills. https://huntington.musicfirst.co.uk/app/dashboard . Huntington Music department has paid for your membership. You all have a username and password. If you are new to the school , or you have forgotten your password and user name then email me: email@example.com and I will fix it.
Choose lessons and tests that address your weaknesses. In addition, it is crucial that by September you are a fluent treble and bass clef reader. Don’t neglect this, you are going to need it from day 1. Think about it like MFL – you wouldn’t dream of starting A level French without being about to speak a word of it. You have time to fix this now, if you know it is a weakness.
Get into broadening your knowledge of repertoire, and provenance. Research is a large part of essay writing at A level. Chatting to year 13s in the past month, they have said the biggest leap between GCSE and A level is the shift in tackling research and broadening their knowledge of repertoire. Their ‘task 2’ recommendation is that you make the following timeline. Here’s how:
Use the following resources to populate your timeline:
- Huntington Music department A level playlist: https://open.spotify.com/playlist/2sxoCyhxv1COw5Wio5OFmc?si=w9uSCJQGRtuXfpPf0a9fsw
Start a listening diary. Choose a piece from the playlist to listen to. Research the composer, and the time and circumstances the work was written and performed in. (This is what we call provenance.)
- Tom Service ‘listening service broadcasts which are totally brilliant:
Listen to a programme with your listening diary and pen in hand. Pick up on some of the styles/ genres/ composers/ techniques that Tom Service mention, and follow up the broadcast by listening and reading around the subject and annotating your timeline.
Keep playing/singing. Keep those skills going, especially playing/singing from sight. Your skills will deteriorate if you don’t maintain a decent rigorous practice schedule. If you have an instrumental/vocal teacher, get in touch with them, if you’re not already, and ask about accessing remote learning. At this level you should be doing structured meaningful practice for at least 30 mins every day.
Keep composing. You don’t want to let your composition skills get rusty. The following companies are offering free downloads during this lockdown period:
Here’s you brief: Compose a piece of music that evokes the start of a new day.
This could be a purely instrumental work, vocal, electronic or a combination. Think about what that new day might look like. It might be a city scape looking out over New York or London. It might by dawn over a rundown, neglected block of flats, or a war-torn city where you are just glad you made it through the night. It could be a rural landscape – any where in the world -choose a place. The setting could be dramatic, peaceful, frightening, eerie. The person looking at the start of this new day, might be alone, they might be with 1 other person or a hundred people. They might be free, or they might be in captivity. The choice is yours. Let your imagination run wild.
Drop me an email if you exhaust all the Focus on Sound resources, have listened to and read about everything on the play list and have listened to all 147 episodes of ‘The Listening Service’, and you would like more.
Task 1: Focus on Sound
Music Technology may be a relatively new subject to many of you. Focus on Sound has some useful starting points for discovering the sound of Music Technology. https://huntington.musicfirst.co.uk/app/dashboard
Search for the Music Technology icon – under soundwords (see right).
You all have a username and password. If you are new to the school , or you have forgotten your password and user name then email us: firstname.lastname@example.org or email@example.com and we will fix it.
Task 2: BBC IPlayer
Keep your eye out on BBC IPlayer for documentaries relating to popular music / production. There’s often good stuff on BBC 4 in particular. Here are four that are currently on IPlayer that are worth a watch.
There is also a 3 part documentary, The Sound of Song, which is available on the school L: Drive.
L:\Music Technology\Student Access\Resources\Unit 3 Listening and Analysing\The Sound of Song
This gives you a brilliant overview of everything we will be studying on the course. If you don’t have access to school resources – let us know and we’ll sort something.
Task 3: Broadening your knowledge of popular music
We’ll be looking at a range of different popular music styles – so the more of these styles that you’ve engaged with, the better. Below is a list of styles and a classic album in that style. Look these up on Spotify and have a listen.
|Jazz||Miles Davis – Kind of Blue|
|Blues||BB King – Live at the Regal|
|Rock & Roll||Elvis Presley – The Sun Sessions|
|Psychedelic Rock||The Beatles – Sergeant Pepper’s Lonely Hearts Club Band|
|Prog Rock||Genesis – Foxtrot|
|Heavy Rock||Black Sabbath – Paranoid|
|Punk||The Sex Pistols – Never Mind The Bollocks|
|New Wave||The Jam – Sound Affects|
|Soul||Stevie Wonder – Songs In The Key of Life|
|Disco||Saturday Night Fever Soundtrack|
|Funk||James Brown – Number 1s|
|Reggae||Bob Marley & The Wailers – Exodus|
|Folk||Mumford & Sons – Sigh No More|
|Commercial Pop||Charlie Puth – Voicenotes|
|Hip Hop||Lauren Hill – The Miseducation of Lauren Hill|
|Electronic||Kraftwerk – The Man Machine|
Task 4: Create some music
Keep creating music. If you have a good look around there are lots of online tools for music making. Whether you are recording or composing – it’s good to experiment, explore and practice.
Cubase are offering free downloads during this lockdown period: https://new.steinberg.net/cubase/le/
The following article features a list of free music making apps:
Here’s a composition brief for you to have a go at: Compose a piece of music that evokes the start of a new day.
This could be a purely instrumental work, vocal, electronic or a combination. Think about what that new day might look like. It might be a city scape looking out over New York or London. It might by dawn over a rundown, neglected block of flats, or a war-torn city where you are just glad you made it through the night. It could be a rural landscape – anywhere in the world -choose a place. The setting could be dramatic, peaceful, frightening, eerie. The person looking at the start of this new day, might be alone, they might be with 1 other person or a hundred people. They might be free, or they might be in captivity. The choice is yours. Let your imagination run wild.
If you have any further questions or want anything else to get on with – let us know.
This information is designed to help ‘bridge the gap’ in preparation for A level Psychology, which you have chosen to take this September. The pack is designed to give you a flavour of what A level Psychology is all about to aid your understanding of psychology ready for sixth form.
You can complete the tasks in this booklet in the spaces provided.
|A Level course outline|
|Year 12: Intro to Psychology||Year 12-13: Applied Psychology||Year 13: Options in Psychology|
|Social Influences on behaviour||Approaches in Psychology||Issues & Debates in Psychology|
|Memory||Research Methods 1||Gender|
|Attachment in childhood||Research Methods 2 (advanced)||Schizophrenia|
|Psychopathology (Phobia, Depression & OCD)||Biological psychology||Forensic Psychology|
Task One: What is Psychology?
“Psychology is the scientific study of the human mind and behaviour.”
This really means we are trying to understand what it is that causes us to behave the ways we do; why are some people depressed? Why are some people introverted and some extroverted? How does our memory work? Why do some people become killers? How can we diagnose and treat mental disorders?
It’s a sensitive subject, but the focus is always on: why are humans the way they are?
Watch this short video to start you off: https://www.youtube.com/watch?v=1Os1C000qxY
Your first task is to help your understanding of what Psychology is really all about. Use the internet to research and understand what the following key terms mean and create a short definition for each in your own words.
The most important thing in an A level is your understanding – so it’s not about having the “right” or “word-perfect” definition, it’s about you understanding what a concept means
|Social learning theory||
Task Two: Psychological Research
“Psychology is the scientific study of the human mind and behaviour.”
Psychology is about more than just “thinking about” why we behave the ways we do. Psychologists conduct RESEARCH to back up our claims and find EVIDENCE to support them. Below are summaries of 2 famous psychological research studies and a series of questions for you to answer after each. If you are interested or want further information, there are great YouTube videos of these studies you can watch.
Psychological research study 1
Piliavin, Rodin & Piliavin 1969
Aim: to investigate if people will help out someone who is suffering on a train, depending on their race, age, how many people are around and if the suffering person is drunk/old.
Method: a field experiment (the research takes place in a natural environment)
Sample: around 4500 passengers on the New York subway.
Procedure: Experimenters got an actor to fake collapsing on the New York subway, and the number of people who helped and the time taken to help were recorded by secret covert (undercover) observers. The race of the participants was also recorded.
The independent variable (what they changed) was
- the race of the actor
- the gender of the actor
- whether the actor pretended to be drunk or ill
- the outfit the actor wore (well-dressed or homeless)
Question – What do you think affected helping behaviour? (explain why)
Findings: 79% of victims (who were actors) received help from participants, but this number fell to 50% for the “drunk” victim. There was a race effect: black people were more likely to help black victims and white people were more likely to help white victims. The more people that were present in the train, the more likely it was that the passenger would receive help. Female actors were more likely to be helped but male participants were more likely to help actors compared to females on the subway.
Conclusions: Ill people are more likely to receive help than drunk ones, women are unlikely to intervene and help out men, there is a race effect in helping behaviour, and the more people are present the more likely people are to help. This study showed an example of helping behaviour in a real setting.
- What advantages and disadvantages of this experiment can you think of? You should consider the setting, sample, ethical issues etc…..
- Why is it helpful/useful to know the conclusions this study found?
Psychological research study 2
Casey et al 2011
Aim: to test whether delaying rewards in childhood also leads to delaying rewards in adulthood
Method: a longitudinal natural experiment
Sample: 135 individuals completing a task at age 4 and again in their thirties.
Procedure: At age 4, a group of children were asked if they would have one cookie now or wait and get two cookies later. Their responses were recorded. They also conducted brain scans at the same time and found that one area of the brain (the inferior frontal gyrus) was associated with impulse control. In their thirties, they had to complete a questionnaire asking about their behaviour such as their gambling behaviour.
Findings: Participants who took the cookie ‘now’ (low impulse control) at age 4 also showed low impulse control in their thirties; this was related to low activity in the inferior frontal gyrus. Participants who waited for two cookies (high impulse control) at age 4 also showed high impulse control their thirties; this was related to high activity in the inferior frontal gyrus.
Conclusion: The ability to have impulse control and to resist temptation differs between individuals but is likely to be lifelong; it also seems to be a biological thing over which individuals have little say.
- Do you agree with the findings that impulse control seems to be biological? (explain why)
- Why might this be a questionable conclusion- think for example about rapists/serial killers…
- What does this show about the nature-nurture debate which you researched in Task One?
- What are the potential strengths/limitations of this study – do you think it is a good piece of research? Why or why not?
Task Three: Designing Research
Now that you’ve had a bit of an introduction to what psychology is all about and the all-important research focus of psychology, we want you to design your own research you could conduct on the issue given to you below. You do not HAVE to conduct the study (although you could if you wanted), but you do have to DESIGN the research. Your research question is as follows:
“Is there a relationship between how much time someone spends outside and happiness levels?”
Task – Type/Write your experiment up as a ‘Research Design’ which should be approximately one typed A4 page and include all of the bullet points below.
- Why is this area of interest to psychologists? What use could the findings be?
- Write an aim and hypothesis for your investigation
- Who might you choose to study? Why would they be a good sample? How many people would you study and how might you gather them?
- How would you go about researching it? Be detailed. What would you get participants to do? How would you test happiness levels before and after? How long would your experiment last?
- What do you expect to find?
- What issues might you face in your experiment. Think about how you would ensure that your research is ethical? Could other factors (except for spending time outside) influence your results? How might you control these?
Task Four: Further Research
Select a couple of the following articles/clips to view. Once you have read or watched them write a short summary of the main findings (roughly 200 words).
- Why do some songs become popular?
- Are you a morning lark on night owl?
- Why depression doesn’t discriminate
- Does watching TV make us unhappy?
- Why are we panic buying during the coronavirus pandemic?
- Online shopping and hoarding
Photography – the art of capturing light
In recent times photography has become much more accessible to all.
As a result more and more people are studying Photography at A-Level, Degree level and into a wealth of job opportunities in the creative industries.
You may have selected Photography to compliment other Design subjects such as Fine art or Graphics, You may be new to any creative subject but have a passion for capturing beauty in photos.
You may have selected Photography as your ‘fun’ 4th subject.
Whatever the reason Miss Shepherd and I are very happy to have you on board.
This year we have been blown away by the A level students work, their creative ideas and their ability to constantly question ‘WHAT IF?’
So we are very excited to start off a new cohort of students in Photography and prepare ourselves for the beautiful work this is to follow.
Don’t worry about a fancy camera – use what you have…
Phone? Old digital camera? Film camera? Or even a throw away disposable? The best thing you can do is to start taking photographs and get excited about the possibilities!
Task 1: Subject.
So picking a subject is our first starting point.
I would like you to select a personal object, something that is important to you!
This could be your headphones? A piece of jewelry you have been bought? A trophy?
Whatever the object it needs to have a significant meaning to you.
We are going to use this object as the focus of our photographs.
So, what are you waiting for? Go pick your object….
Task 2: Landscape.
You are going to take your object on your daily exercise, place it into your garden or outside space, or find somewhere interesting within your house to photograph it in.
When you decide on your place get up close and make sure you want everything in the frame that you can see. There is nothing worse than a potentially beautiful photograph with your mum in the background making tea!
Take your first photograph.
Is it exciting? Try a different angle? Get closer?
Then start to ask ‘What if?’
What if I shined a light on to it? What if I put this over my lens? What if I tried this weird angle?
You need to collect a set (think 10 minimum) of images of the object in this landscape.
Once you have your set select the best image and use one of the following to edit:
Task 3: Objects.
So you have your object; you have a set of photographs in a ‘Landscape’ and you have taken one of those images and edited to make it the best it can possibly be.
Next you are going to put your object amongst other ‘objects’ think fruit bowl, a toy box, a cluttered garage?
Wherever you pick you must make sure your main object is the focus!!
So once again try a set of photographs, you may try more than one set of objects and see which works best – if your object it colourful try it with dull objects with lots of texture VS amongst other colourful objects etc.
Go back to that ‘WHAT IF?’ question to try and elevate the image you are creating.
Once you have a successful image try to use editing but focusing on using ‘tilt shift’ which blurs to allow you to select your focal point or ‘vignette’ which uses black or white edging to focus your attention to a particular area.
This should then give you a second final image for Objects.
Task 4: Portrait.
The final set of photograph you are going to take is including your object with a person.
If everyone is camera shy in your household – you are going to have to get creative, maybe brave too…
S E L F P O R T R A I T ! ?
Do you have a timer on your camera? Video and take stills from it? Use mirrors? There is always a solution…
Once again the object needs to be the focus.
Could the model wear the object? balance the object? Tell us some narrative with the object?
Try out lighting, different times of day? Unusual angles?
Take a set of photographs.
Again select the best from your set and edit using any photo manipulation you have.
This will provide your last ‘final image’
Task 5: Presentation.
Through this set of work you should have the following:
A set of at least 10 images for landscape, object, portrait.
A set of 3 final images – one per section.
You may also have screen grabs from the editing process? Photos of your set up in each of the 3 sections?
We now want to see how you present all of this work.
ANY FORMAT IS FINE!
We would like to know:
-What object you chose and why?
-What makes the object important to you?
-How you went about the tasks?
-Your successful points?
-Areas of difficulty you came across?
-Out of the 3 areas your most successful?
Congratulations on deciding to prepare for taking A-level Physics!
Physics is a very rewarding subject because the principles of physics are the principles by which everything in the universe works, at the deepest level. From supermassive black holes, to subatomic virtual particles that pop in and out of existence, to a sleepy sloth hanging off a vine in the Amazon jungle: every object you can think of is made of matter, stores and transfers energy and interacts through forces. The physics of fundamental particles and forces underpins all of chemistry (atoms and chemical reactions), which in turn underpin all biological processes that occur within cells, and therefore all life.
It turns out that the universe seems to work in simple, elegant and mathematical ways. This means that mathematical patterns underpin physics. In mathematics, there are an infinity of logically possible mathematical patterns and relationships; the job of physics to identify which mathematical patterns actually relate to the universe we see and live in. The cartoon below shows this nicely! Then, with physics knowledge, comes the possibility of technology that is crucial to the modern world: smartphones, ever better Wi-Fi and communications, cleaner and more efficient transport and electricity generation, and medical treatments and procedures and equipment.
What to do to get ready for A-level Physics. Below, I have described three ‘Tasks’ you could do, but I have also included lots of possible extensions. Physics is interesting and often goes off in unexpected directions, and there is loads of fantastic stuff that you could look at. So feel free to do this, but after a bit of exploring make sure you return to whichever of the three tasks you’re actually supposed to be doing!
Task 1. Introducing Physics as a subject.
Watch the following videos and then make a summary or concept map about what is studied in physics, what physics is about (in a general sense) and what are the key questions that physics tries to answer.
- Video 1 – note: this is the first video in a completely free online Physics course. Working through or dipping into a few sections of this course would be great preparation for A-level Physics.
- Video 2 – I think the 2nd half of this one is better than the first half, see if you agree.
(also at one point the video uses gendered language unnecessarily, its a real shame they do this).
- Video 3 – this is a great video showing a ‘map’ of all the different topics in physics, and also a bit about the history of physics as a subject
- Videos 4, 5 and 6 – some of these are a bit over dramatic but they give some nice examples!
Extension reading on this:
A man called Richard Feynmann was an American lecturer in Physics in the 1960s. He wrote a very famous and influential series of lectures for the courses on physics that he taught. These are now know as “the Feynmann Lectures”. They are free to read online, in their entirety, here.
Chapters 1, 2 and 3 are excellent introductory reading to the study of physics at A-level.
Try and summarise each chapter in just 10 bullet points (so max. of 10 points for chapter 1, then max. 10 points for chapter 2, and again for chapter 3). So you have to be ruthless and only include Feynmann’s most important points in your summaries.
Task 2 – brush up on your maths skills using Isaac Physics
‘Isaac Physics’ is a fantastic website where you can practice doing physics, and also practice doing maths. You will probably use it throughout the A-level as extra practice.
When you do work on Isaac Physics, the idea is to do the work first on paper. It often helps to draw a diagram of stuff in the question first, and you should use your calculator if necessary. You then type in your answer, or click on the hints if needed.
How to do this:
- Make yourself an account on the website – then the website will track your progress.
- On the homepage, click on ‘Learn – GCSE’. This should take you to this page
3. Click on ‘Preparation for A-level’. That should take you to this page:
4. Click on ‘View’ and work through as much of these two ‘gameboards’ as you can.
Extension tasks on Isaac Physics (do skip to TASK 3 if you like)
There is loads of other brilliant stuff you can work through on this website.
Most of the questions on Isaac physics are mathematical physics questions/problems, so they need you to apply an equation and do a calculation. So it would be useful to have your list of GCSE Physics equations out in front of you, to choose from, as well as a pen and paper to do your working out on.
It is worth reading this page first, which gives tips for how to go about doing the questions/problems on the site.
So – what else could you do on Isaac Physics:
- On the ‘GCSE resources’ page, you could work through the ‘Quick Quizzes’:
2. On the ‘GCSE resources’ page, you could click on ‘preparation for A-level’ and work through some of the other topics listed. You don’t have to do every question!
The questions are rated by difficulty, and some of the harder ones are very challenging, so there is nothing wrong with just trying a few of the easy ones from each section.
3. On the ‘GCSE resources’ page, you could click on ‘problem solving’ and choose topics to create a custom ‘game board’ to work through – but be prepared that some will be quite difficult.
4. On the Isaac Physics home page, you could click on ‘Concepts’ in the top right. This will give you a menu of loads of different physics subtopics to try some questions on. Choose any subtopic you like – maybe start with something you half-recognise from GCSE. Start with the lowest difficulty level and work through that subtopic as far as you like.
Task 3 – use this free book from CGP to look over some topics from GCSE that will help for A-level
You can download an electronic copy of this book FREE here from Amazon (you may need to install the free Kindle app too).
Alternatively, you can buy a hard copy if you like
- Start by reading and summarising page 1, this is a good introduction.
- Go back to the contents pages and do a ‘red-amber-green’ confidence rating of ALL the different topics.
- Aim to work through all of your ‘red’ (lowest confidence from GCSE) topics first.
Make a schedule, perhaps aiming for 1 or 2 topics each week.
You should do this by:
- reading the topic page carefully and make a half-page summary of the key ideas on that page THEN
- try the questions at the bottom of that page THEN
- check your answers (answers are in the back of the book), adding corrections and going back to check for errors if needed.
- Then you could work through your ‘amber’ topics, and then you could review any other topics in the book that you like the look of too 😊
I’m happy for you to email me (from your school email address) with any questions you might have about any of this work. firstname.lastname@example.org
Religious Studies, Philosophy and Ethics
Rather than set you work which directly covers what we will learn in the A-level, we’ve reflected upon some complimentary works of wonder. The following recommended reads and scholarly research suggestions may well contribute to your academic learning, but more importantly, should inspire some deep personal thinking and reflection.
We hope you enjoy!
Peace and Love
Mr Eden, Mr Parmiter and Mrs Yeadon
N.B. There are lots of tricky words used. See what you can understand – no pressure. Look up words you don’t understand.
This book is a great introductory overview of philosophy and some of its greatest contributors. Try having a little read – dip in and out at will and maybe just take a little note of the scholars and philosophies you feel most strongly about.
For those of you who like a really comprehensive read and thorough note taking endeavours – you could go to the following link for a set of questions to guide the reading. We are NOT saying you should do this. Just that you can if you are really bored.
- Is there a God? (1996)
Swinburne supports an argument of probability for God. Considering all the ‘evidence’ and arguments in defence of God’s existence, God’s existence is more probable than not. He offers a ‘cumulative’ case for God’s existence.
- What does ‘cumulative’ mean?
- Do you think God’s existence is probable? Explain your reasons.
- Read chapter 4 (How the existence of God explains the world and its order) and Chapter 6 (Why God allows evil) in particular. For each of these chapters, take a note of important points you think Swinburne makes. After each – it would be great to reflect on your personal opinion – do you think he makes a strong case in defence of God? Why? Why not?
https://www.youtube.com/watch?v=C1PAHZ3wfSw (A quick response from Richard on his favourite argument for the existence of God)
https://www.youtube.com/watch?v=7Wa2vxBTh2g (Which view are you most certain of?)
Richard Dawkins is perhaps the best known anti-theist in the world. Not only does he believe there is no God, but he actively works against established religion and sees belief in God as a ‘great cop out’, likening those who raise their children in faith as child abusers.
- You have many books to choose from, but I’d start with ‘The God Delusion’. There is a link to a review on this book below. See if you agree – that this is a great, honest read, or whether you disagree and see this as something else entirely.
https://www.youtube.com/watch?v=Xswt8B8-UTM (Dawkins with Derren Brown – Part 1…. Feel free to go on to look at the other parts)
https://www.theguardian.com/books/2006/sep/23/scienceandnature.richarddawkins (Guardian article on his book – do you agree?)
If you’d like to look at scholars who have particularly opposed Dawkins, try looking up Alistair McGraph’s ‘The Dawkins Delusion.’ It is written from a Christian perspective as a response to arguments put forth in The God Delusion by Richard Dawkins.
Alister McGrath is ideally placed to evaluate Dawkins’ ideas. Once an atheist himself, he gained a doctorate in molecular biophysics before going on to become a leading Christian theologian. He wonders how two people, who have reflected at length on substantially the same world, could possibly have come to such different conclusions about God. McGrath subjects Dawkins’ critique of faith to rigorous scrutiny. His exhilarating, meticulously argued response deals with questions such as:
Is faith intellectual nonsense? Are science and religion locked in a battle to the death? Can the roots of Christianity be explained away scientifically? Is Christianity simply a force for evil?
One of the most important skills for success at A-level is to be able to write essays which show that you have an argument, whilst acknowledging the work of scholars which both support and criticise your opinion.
Have a go at watching this debate and try to develop these skills by answering the following questions.
Intelligence squared debate with Stephen Fry – arguments for and against the good of the Catholic Church.
- Whose argument do you think is most convincing? Why? Give me two clear reasons why their argument is the ‘best’ in your opinion.
Now, choose an opposing argument and give me two reasons why it is ‘good’ or admirable. Then two reasons why it is weaker than the argument you prefer
‘The Brothers Karamazov’ by Fyodor Dostoevsky
In particular, Chapter IV – ‘Rebellion’ pg 296-308 – A discussion between the two brothers, one of whom is a novice monk. A case is made using the ‘suffering of innocents’ (children and animals) suggesting that this is too high a price to pay for entry to heaven.
What do you think? Are the examples of suffering strong enough to make a case against God, or at least his benevolence (all-loving nature)?
If God does exist – is the suffering in the world there for good reason? Do we need suffering in order to grow into morally responsible people? Is extreme suffering required in order for extreme love to exist?
Welcome to Sociology year 11!
This booklet is designed to help introduce you to A Level Sociology, which you have chosen to take this September. The pack is designed to give you a flavour of what A level Sociology is all about to aid your understanding ready for sixth form.
|A Level course outline|
|Year 12||Year 12 & 13||Year 13: Options in Psychology|
|Education||Sociological theory & research methods||Beliefs in society|
|Families & Households||Crime & Deviance
Task One: Introduction to Sociology
Sociology involves studying various aspects of society giving you an insight into social and cultural issues. During the A Level course you will learn multiple sociological perspectives including Functionalism, Marxism and Feminism, as well as developing a critical approach to understand issues surrounding gender, social class and ethnicity in our society.
Here are some of the BIG questions we will look at during the A Level course
- To what extent are we shaped by society?
- To what extent does our social class background affect our life chances?
- To what extent does our gender affect our life chances?
- To what extent does our ethnicity affect our life chances?
- What is the role of institutions in society – do they perform positive functions, or simply work in the interests of the powerful and against the powerless?
- How and why has British society changed over the last 50 years?
In 50-100 words, summarise what you believe Sociology to be.
Now watch the following video and add to your notes, summarising what you believe Sociology to be. https://www.youtube.com/watch?v=LK5J0-cM-HE
Use the internet or your existing knowledge to write definitions for the following key concepts. You will use these concepts throughout the course so try to write a definition in your own words.
Key concept Definition
Task Two: Socialisation
Watch this clip on Oxana Malaya who was abandoned by her parents: https://www.youtube.com/watch?v=93HymGXC_wM
- Write down the main points from the clip:
- Comment on what the case of Oxana Malaya teaches us about the following:
|Importance of the family||
|How we are taught the basics in life||
|Is our behaviour determined by our nature (biology) or nurture (environment)
3. Find out what the term ‘social construction’ means?
4. Explain how the following examples can be seen as being ‘socially constructed’
Task Three: Sociological Perspectives
Within your sociological studies you will be expected to discuss several sociological approaches/theories to society.
Your task is to research Functionalism, the New Right perspective, Marxism, Feminism and Postmodernism. Complete the table below. Here is a useful website https://revisesociology.com/sociology-theories-a-level/
|Sociological perspective||Key thinker(s)||View of society|
|Sociological perspective||Key thinker(s)||View of society|
|The New Right||
Now choose two perspectives and write a short paragraph that explains how they might view the role of the family or education in society.
Choose one of the perspectives and explain why you would agree/disagree with their views.
Task Four: Sociological Research Task
Youth Subcultures, Youth Deviance & Social Inequality and Difference
In 2011 riots occurred in the UK. They started in London and then spread to other cities such as Birmingham, Manchester and Liverpool. 5 people were killed and many homes and businesses were looted or burnt down.
Use the internet to research the reasons for these riots; watch YouTube videos and read accounts in news articles from the time.
Task – Create an information sheet on the London Riots answering the following questions:
- What were the reasons given by the government at the time for the riots?
- What view would the different theories and approaches in sociology have?
- Who was blamed for the riots?
- How did the media report the riots?
- Lastly what do you think was the cause of the riots?
Sports and Physical Education
Sports News Channel- This will support how you show your understanding by using current or previous examples from sport.
Stages of Learning
Theories of Learning
Insight learning :
Observational Learning or Social Learning Theory : https://m.youtube.com/watch?v=0Sv2H5iXebU
Social Development Theory :
Theories of Learning- research the following four theories of learning. Create a power point presentation highlighting the key features of the theory, how this might relate to learning within sport and also the positives and negatives of the theories application within sport.
- Operant conditioning
- Observational learning
- Social development theory
- Insight learning
Before considering the four theories of learning we must understand what learning is and how the human brain moves through stages of learning and understanding.
Prior to completing the PowerPoint presentation on “Theories of Learning” can you produce a mind map highlighting the following points –
- What is “learning”? Define and apply to a sporting scenario
- What are the 3 stages of learning and analyse what stage you feel you are at in your particular area of excellence? And how do you know?
- What are the “characteristics of skill”? Or how do we know a skill is mastered?
Diet and Supplements
Levers in Sport- using the YouTube clip below for background information and recapping from GCSE level, complete the table to demonstrate knowledge and understanding of levers within sport.
Design 3 different training programs; one for a marathon runner, one for a long jumper and one for a shot putt thrower. Justify your choices of the key training methods you have applied within the program.
Calculate the speed of Usain Bolt in the 100m.
Time= 9.58 seconds
Calculate the speed of Mo Farah in the 5000m.
Time= 12 minutes 53 seconds
Calculate the speed of Allyson Felix in the 400m
Time= 49.26 seconds 5
- Explain how blood is redistributed to the working muscles. (3 marks)
- Explain how oxygen diffuses from the lungs into the blood and how it is transported to the tissues. (4 marks)
- Describe the characteristics of the main muscle fibre type used by sprinters. (4 marks)
- Name the type of muscle contraction that occurs when kicking a football in a penalty shootout and identify the agonist and antagonist. (3 marks)
- Basketball players need good cardiovascular endurance. State two classes of food that are most suitable for players who require cardiovascular endurance and explain why they are needed in their diet. (3 marks)
- What are the psychological benefits of performing a warm up? (3 marks)
- Using Newton’s first law of motion, explain how a rugby kicker performs a conversion after a try in a game of rugby. (3 marks)
- Name and explain one theoretical principle that a coach could use to change a negative attitude to a positive one. (3 marks)
- Explain the different types of anxiety and use examples of how these can have a negative impact on performance. (4 marks)
- Describe the process of effective goal setting in preparation to motivate a team during both training and performance. (4 marks)
- Define and give examples of qualitative data research in relation to assessing an individual’s performance within a game situation. (2 marks)
Table for Task One
|Lever Type||1st class||2nd class||3rd class|
|Diagram of lever|
|Where it can be found in the body- give two examples|
Task One – Pre-Industrial Britain and Physical Recreation
Research the early ‘mob football’ game of Haxey Hood (via watching it on You Tube, and researching the Internet – there are lots of clips, and articles to look at).
- Write down the characteristics you see – i.e. is it violent, it is skill-based, how much equipment is used, are there rules, officials?
- Who used to the game, originally?
- When was/is the ‘game’ played? – where?
Research one other traditional pre-industrial physical recreation game/activity, describe the event and state the points listed above.
Task Two – the origins of football
Ex-public-school and university old boys saw the need for more structure in sport and were very important in the formation of many NGBs in the late nineteenth century (1800s). Research how the FA was formed by researching the internet and exploring it history and origins.
Choose either another NGB, or a sports team and research its history.
e.g. the invention of a sport, (e.g. Rugby), or how did some football teams begin? – church, factory involvement?
Task Three – Data analysis / Sports analytics
Choose an invasion game where opponents are in direct competition with one another (e.g. hockey, netball, rugby, football, basketball, etc) and attempt to design and complete your own simple player analysis. Focus on one player involved in the match and gather data on one aspect of skill or technique (e.g. passing, tackling, shots) used in the selected game.
You can look at the number of passes made in a set time period. This can then be expressed as a ratio or percentage of successful passes during the time observed.
….practical extension task
Download ‘Coaches Eye’ or another similar free app, to either your phone or iPad. Either use yourself, or another member of your household – select a skill, and take an initial video recording of that skill being completed. Use the Coaches Eye app to suggest technical improvements for you, or your subject (undertake some coaching/self-analysis). Can you use statistical evidence to prove your/Coaches Eye’s influence? e.g. accuracy pass rate, shot success, distance jumped/thrown.
This course has 2 sections – GCSE and moving on from there. You do not need to complete section A to start section B. You do not have to work your way through it all – just do what you feel is helpful and interesting to you. Get a notebook to write down all the new things you learn and to record which websites or parts of books you use.
Section A – GCSE
To make a good start in September you need to have a really good knowledge of GCSE Spanish. To do this you need to
- Do all the exercises in the AQA GCSE Spanish Grammar and Translation Workbook and mark them yourself using the answers in the L drive.
Grammar which we would have covered better and which you can teach yourself from the book and youtube videos –
Page 30-31 Relative and interrogative pronouns
Page 33-4 Indirect object and demonstrative pronouns
Pages 46-7 Verbs like gustar
Pages 78-79 The imperative
Page 82 The passive voice and p83 avoiding it
Page 87 Por and para
Page 89 the personal a
- Read through all your speaking questions which you would have practised and perfected. Make sure you can talk for at least one minute about each topic
Holidays – past, future, ideal
School – rules, uniform, subjects, ideal, future plans
Life at home with family and friends – relationships, social media, reading, tv, hobbies and sports, role models
Towns and cities – describing yours, shops, places to visit, pros and contras, visits in the past
Daily routine, illness, food, meals,healthy eating, talking about your favourite festivals,
Work and future study – what job you might do, why, learning languges, gap years, plans for the future at university
Environment – problems and what can be done, local action, natural disasters, international sporting events
Or Google aqa spanish gcse past papers and click on the top one
Click on Question Papers on the left and do some listening, reading, writing and look at the mark schemes. The transcripts for the listening are also there which will help.
- Have a look at these practise questions just for a change
- Use your purple AQA revision workbook which you bought and which has the listening on a link QR code on the contents page. The answers are at the back.
- Make sure you know all the vocab in the vocab booklet you have for the whole course – Quizlets are good for this.
- You have access to the GCSE book on Pearson Activelearn now so look at pages 182 onwards which have activities. We also did not do Módulo 5 pp96-115 which you can work your way through.
Section B – Moving onto A Level
- You need to be generally knowledgeable about Spain and Latin America. Do some reading in English about:
Where countries, towns and regions are – print off some maps
The traditions, festivals and customs of these countries. Do research and print off your own writing about the facts. Start with Spain and make sure you know about Semana Santa, Bullfighting, the pros and contras, Christmas in Spain, las Fallas, la Feria de Sevilla, las San Fermines, el día de la Hispanidad
The Spanish Civil War – find out what happened and investigate further depending on what interests you
In Latin America research the Spanish conquest, the Inca empire, Machu Picchu, el día de los muertos, and anything else which interests you about Latin America.
Who is famous today in the Spanish speaking world? Find out about a topic which interests you – sport, music, art and find out who is famous and why.
- What is going on in Spain at the moment? Follow the news at
This is the English version of the well respected national newspaper El País. Here is an example article which might interest you
When you have read in English, try the same content in Spanish at
The last one has some good videos.
Look also at
Listening – look at
https://www.rtve.es/alacarta/ for programmes and news. Informativos, telediario is the news and there are always subtitles in Spanish. It’s fast, it’s for Spanish people not learners but with pictures and a knowledge of what’s going on in the world, you can work things out. Just try the first 5 minutes of a programme and see what you can understand. Listening to real Spanish for 15 minutes a day is incredibly useful.
- Blogs and Youtube Spanish
Here you can find a list of recommended videos and blogs. See what you like and what works for you. When you are watching, get a pen and a notebook and write down what phrases you learn.
Have a look at this up to date video from the Onatti film company about the coronavirus lockdown from a personal perspective and designed for your level of language. Stop it, repeat it and catch some new language to write down
- Spanish music. This is hard for me to recommend because our tastes will differ. Google the type of music you like and add Spanish. Use http://www.lyricstraining.com to focus on the words but above all , singalong!! It will help enormously and you will find yourself using those phrases in ordinary speech (well, some of them!)
- Films and series
This will help you get started. You don’t have to have Netflix, they are often available on other platforms and www.rtve.es
I can recommend Yo sé quien eres I know who you are which is a mystery series set in current day Spain
Just have a go. I watched La casa de papel (Money Heist) last night on Netflix and stopped after half an hour as its not for me.(it’s a bit too exciting, you’d all love it!) It doesn’t matter – it gave me a link to another film I did like and I had half an hour of listening to Spanish.
- Reading novels and stories
This is not easy so don’t be discouraged! It’s best to start with ones you already know but in Spanish eg.Harry Potter or dual language versions. If you read on a Kindle, you can get a dictionary and then all you need do is tap on a word to get the translation. Start by searching on Amazon for books you know but add Spanish and see where it leads you. On youtube there are a lot of audio books with the text so you get to read and listen and stop when you need to look something up. Search ‘Spanish audiobooks with subtitles’
It’s also good to read good modern Spanish writers in translation. Here are some examples.
They all tell you something about places in Spain and the way people live as well as being well written. Then you could have a go in Spanish.
Carlos Ruiz Zafón. The Shadow of the Wind
Dolores Redondo . The Invisible Guardian
Fernando Aramburu Homeland
Javias Cerca . The soldiers of Salamis
Ildefonso Falcones The Cathedral of the Sea
If you enjoy graphic novels, try some about the Spanish Civil War such as El arte de volar by Antonio Altarriba , Kim or Jamás tendré 20 años by Jaime Martín
Whatever you do from this list will help you a lot with your Spanish and make you feel more confident with your Spanish in September. I am so glad that you want to carry on learning Spanish and look forward to seeing you.
Hasta luego y ¡suerte!
Task 1 – Practitioners and Theatre Makers
In this A level you will be practically exploring the work of a range of Practitioners and Theatre Makers. Using the internet please create A4 information sheets about the following Practitioners in the ‘Shapes Diagram’ below. You need to have an A4 Information sheet for each Practitioner/Theatre Maker. Each sheet needs to include images and information from the following areas.
- Name of Practitioner/Theatre Maker
Eg. Bertolt Brecht
- Date of Birth and Date of Death
- Name of theatre that they are Practitioner/Theatre Maker of (style).
Eg. Epic Theatre
- Context – where are they based, what was going on during the era that this type of theatre was created?
- Purpose of their theatre
Eg. To Educate and Challenge etc.
- Key Methodologies of their theatre.
Eg. Placards, Direct Address, Split Role etc.
Task 2 – Practical Task
1. What is a monologue?
2. Write a monologue entitled, ‘The Virus’.
- Decide on the character who is to deliver the monologue. This monologue could be based on a character that is yourself or it could be someone you live with, a friend or someone you have seen interviewed on the news.
- Write a monologue that shares a moment that has taken place over the past few months that fits this title.
- Once you have the monologue written, begin to rehearse it. Aim to rehearse it in the style of Stanislavski’s Naturalism. You will now know what this is from your completed research in Task 1.
- Watch and make notes on the following film clips on the web links below. Here you will gain a deeper understanding of Stanislavski’s, ‘Method’ and how actors use his techniques.
- Referring to your notes, try out some of Stanislaski’s methods to make your acting as truthful as possible.
- Spend some time working on your character, explore your house, find elements of costume and props that would be fitting to your role and setting.
- Once the piece is finished – either perform the piece to a member of your household or film your performance. DO NOT send this film into school, just use either the audience or the film footage in order to get feedback about your piece.
- Write a reflection based on your performance. Use the questions and word bank below to help to guide your writing.
Monologue Reflection Guidance
- Describe your character.
- What was the aim of your piece? What impact did you intend to have on the audience? How did you want the audience to feel?
- How did you try to achieve the aims of your piece? Refer to what you did vocally and physically as an actor. Also how you used your performance space, set, props and costume.
- Evaluate your work. Based on your audience feedback or your own opinion. What were the strengths or your piece, what do you think could have been improved and why?
- Aim to include Drama Terminology from the word bank provided at the bottom of the Theatre Evaluation Task.
Evaluation of Live Theatre
You need to write an evaluation of a live theatre performance you have seen from The National Theatre Home website. https://www.nationaltheatre.org.uk/nt-at-home
Please watch one of their productions and make notes using the sheet below.
You need to make notes on things like set, costume, lighting, acting skills and key moments etc.
Please ensure that you embed drama specific terminology within your notes and that you check your spelling. AT THE END OF THIS DOCUMENT THERE IS A BANK OF KEY TERMINOLOGY, YOU SHOULD AIM TO USE SOME OF THESE THROUGHOUT.
Within this section there are prompts and questions to help you. Remember you don’t have to answer them all they are only here to help. Try to take notes during the performance.
Begin your rough notes with;
- The title of the Play
- The Playwright
- The company Performing it
- The venue
- The date
- Use actors/directors names etc (you will be able to research this on the internet)
Information that you may research about the play itself. When was it written? When was it set? What were the playwright’s aims/themes/messages? Were there any key issues of the time that are evident in the play? (You can always research this on the net).
A level Art and design Textiles – Introduction Project
If you have an interest in fashion design, interior design, fashion or interior styling, merchandising, fashion buying or journalism then Art and Design Textiles will help hone your talents. During the two-year Textiles A-Level, you will encounter a broad range of techniques and processes, and develop skills, ideas and experiences that support their creation of high-quality textiles. We have produced three tasks to help to introduce the A Level Art and Design Course. Please be creative as you like:
Project 1: Artist Research
Research the following:
- Sandra Buckland
- Karine Thompson
- Rowan Mersh
- Hisano Takei
- Morana Kranjek
- Describe the work of the artist.
- Critically analyse the work of artists – what do you specifically like/dislike about their work?
- What particular aspect of the artists work interests you?
- Where does the inspiration or idea come from?
- Can you identify common key features in the artist’s work?
- What media, materials and techniques are used?
Complete some sketches/ideas for products based on their work.
Project 2: Design Matrix
When planning a final design, it is essential to consider the composition of the piece and how elements will work together. A successful design is balanced and will draw the eye in. The Design Matrix helps you consider all the ‘elements of design’, and helps plan how these will work together with the ‘principles of composition.’ Have a look at the example. Images have been gathered from magazines or the internet and arranged on the template. Each image is an example of how a composition principle and a design element can work together to create a striking design. It is important that the matrix is made up of images that YOU like. This will help you with design tasks in the future. Therefore do not rush and take you time finding images that appeal to you, and not just the first image you see.
Project 3: ‘No draw’ fashion illustrations
Creating fashion illustrations using objects is a quick and fun way to experiment with interesting shapes and forms. Either print one of the templates provided or draw your own figures template….and get creative! You can just position the objects over the template and take a picture. Create an image board of your favourite images. Save all your images because we will be working on these in Year 12…..there are lots of ways you can change and manipulate the images on the computer so keep the images safe.