Upload
vanhuong
View
214
Download
0
Embed Size (px)
Citation preview
APPLIED BUSINESS AUTUMN 2014 – YEAR 12
Unit 1 – Investigating Business This is a coursework (portfolio) unit and requires the students to investigate a local business.
They will focus on the following aspects.
Aims and objectives of business
External factors – competition, economic, social and legislation
Marketing
Teamwork
Enterprise skills
Students will as a result of their investigation analyse and evaluate where the business is meeting
its aims and objectives.
Unit 3 – Finance
They will also prepare for the externally assessed unit. They will study:
Legal forms of business ownership
Sources of finance
Resource management
Business plans
Costs and revenues
Profits and breakdown
Cash flow forecasts and monitoring
Budgets
Homework
Homework will be set in line with coursework requirements and on various topics in the Finance
element on a weekly basis.
How you can help
Parents can help by reviewing student‟s coursework and sharing their personal business
knowledge and experience with students.
APPLIED BUSINESS AUTUMN 2014 – YEAR 13
Unit 10 Promotional Activities will be studied. Students will develop a promotional campaign for an
existing business or an idea of their own. They will look at business strategy, budgets,
promotional activities, customer attitudes and promotional mix.
Unit 12 – Managing People
Students will also prepare for the externally assessed unit. They will study:
Management roles, responsibilities and skills
Organisational structure
Leadership
Power and authority
Motivation
Models and motivation in practice
Taking decisions
Homework
Homework will be set in line with coursework requirements in order to make good progress and so
ensure the end of term deadline is met.
How you can help
Parents can help by reviewing student‟s coursework and sharing their personal business
knowledge and experience with students
ENGLISH LANGUAGE
AUTUMN 2014 – YEAR 12
Examination Board: AQA
Specification: B
Introduction to the Course
Categorising Texts
Language and Power
Language and Gender
Language and Technology
Coursework
Homework
Typical preparatory work for lessons would include:
making transcripts
practising examination skills, like data analysis
investigating etymology and other sources
How you can help
This will be a new and exciting challenge for your son or daughter. The demands of the course are
considerable in comparison with their experience at GCSE Level. Some introductory strategies
which you may consider to be useful as you support your child are as follows:
Ensure that topical material is made available, particularly in the form of newspaper and
magazine articles
Ensure that radio and television programmes cover a range of genre (ie. more than one type of
viewing)
Attempt to talk to your son or daughter about language usage in a variety of situations
Ensure that a notebook, scrapbook or portfolio of interesting language forms is being kept
ENGLISH LANGUAGE AUTUMN 2014 – YEAR 13
Examination Board: AQA
Specification: B
Research Coursework
Language Change
Language Acquisition
Homework
A sharper focus on preparing for January modules is reflected in the tasks given to students,
especially:
Revising for any re-sit of ENGB 1
There is an emphasis on guided independent work.
How you can help
Having experienced a year of the course and obtained an AS Level, students should continue to
adopt good study habits, building on their successes. At this level, even more independence is
hoped for and parents may offer support by:
Enabling students to tape (and study) conversations for transcripts, both original and
previously recorded ones
Test students on their knowledge of the linguistic frameworks
Ensure that revision is periodically undertaken
Check feedback from teachers and liaise with the school, if required
ENGLISH LITERATURE AUTUMN 2014 – YEAR 12
Examination Board: EDEXCEL
Specification: 8ET01
Explorations in Prose and Poetry (“Jane Eyre” and various poems)
Explorations in Drama (Shakespeare and other dramatists)
Homework
Typical preparatory work for lessons would include:
Critical research into the nature of Shakespearean comedy and romance
Reading of a wide range of plays, 1300-1800
An investigation into Shakespeare‟s sources
How you can help
A commitment to reading is the cornerstone of this course. Your son or daughter will have
embarked on AS study because some enjoyment has been gained in the past through reading.
Accordingly, we ask parents to support students by:
Ensuring that the set texts are read for the required length of time at home
Access to a range of classic and background reading is available, either through book shelves at
home or the LRC
Checking files of notes and annotations in texts – this is likely to be done through conversing
with your son or daughter about their reading and essay work
encouraging the use of study guides (which student may wish to purchase)
ENGLISH LITERATURE
AUTUMN 2014 – YEAR 13
Examination Board: Edexcel
Specification: 9ET01
Captain Corelli‟s Mandolin, Metaphysical Poets & Tess of the d‟urbervilles for example
Unseen Prose and Poetry
Coursework based on Reflections of Literary Studies
In order to
Adopt a critical analytical approach to unseen extracts and study texts, to exemplify the ways
in which structure, form and language shape meaning
Show an appreciation of the contexts in which texts are written
Show an awareness of the interpretations of other readers over time
And
To produce extended writing reflecting study and creative response
Homework
Greater independence for synoptic modules is encouraged. Students will undertake a guided study
of:
contextual background of all works
stylistic analysis
critical reading from published critics
how to sharpen essay-writing skills
How you can help
Your son or daughter will have gained a range of skills that will have enabled them to achieve an
AS Level in this subject. We hope that A2 study will build on already established, good study
habits. At heart, we want to foster independence and confidence, but you may be able to help by:
reading set texts yourself and discussing salient issues at home
ensuring that revision is periodically undertaken
checking feedback from teachers and liaising with the school, if required
encouraging conversation with English specialists at school re: choice of course and
establishment, if your child is thinking of reading English at university
FINE ART AUTUMN 2014 – YEAR 12
The course commences with „Bridging the Gap‟: an introductory unit focusing on the creative use
of sketchbooks, using a variety of media, processes and techniques.
The first mini-unit of coursework is entitled „A Journey‟, interpretations being as diverse as
students‟ interests and ideas. The body of work should consist of a sketchbook and journal entries
as well as larger scale developments on paper, leading to a final piece or pieces. This is a fairly
short, intense project designed to instil a real sense of engagement and personal interpretation of
a theme.
The extended project is entitled „Objectivity‟ and provides opportunities for 2D and/or 3D work
according to students‟ skills, ideas and preferences. Found objects can lead to a still life painting,
an assemblage (sculpture or collage)…the list goes on!
Students are also introduced to drawing the human form in a series of taught lessons across the
first term. These should complement the unit of coursework showing the students breadth of
skills, processes and techniques.
The deadline for the completion and submission of a selection from this portfolio of work (worth
50% of the AS) is the 31st
January. The only stipulation is that it must be at least one project; other
pieces may be submitted as stand alone works, eg. A drawing done for homework.
The externally-set assignment (the remaining 50%) commences on the 1st
February and enables
students to explore one theme from given starting points. There is a supervised session of 5 hours
length in which students are required to undertake developmental work; this may culminate in a
final piece following this, if a student so wishes (advisable to ensure the assessment objectives are
fully met).
How you can help
Ensure they have a quiet place to study
Help them plan their time to meet deadlines (both interim and final)
Encourage gallery visits to inspire and inform their own ideas
Websites to use:
www.artcyclopedia.com
www.tate.org.uk
www.artchive.com
Encourage the use of official sites rather than „wikipedia‟ ensuring that any information is
referenced
FINE ART AUTUMN 2014 – YEAR 13
Students are self-led in terms of selecting themes for their coursework (each unit worth 20% of the
current A2 examination)
There is a practical unit 4 and the option of a further practical unit supported by a 1000 word
essay, or an extended written assignment of 3000 words.
The course culminates in a Controlled Test, which requires students to select from a range of
starting points, to develop a substantial body of work. This is worth 40% of the A2 year (20%
overall)
How you can help
Ensure they have a quiet place to study
Help them plan their time to meet deadlines (both interim and final)
Encourage gallery visits to inspire and inform their own ideas
Websites to use:
www.artcyclopedia.com
www.tate.org.uk
www.artchive.com
Encourage the use of official sites rather than „wikipedia‟ ensuring that any information is
referenced
FRENCH AS
AUTUMN 2014 – YEAR 12
Youth Culture: Personal Details
Youth Culture: Technology
Youth Culture and Fashion/Sport
Lifestyle: Health Issues
Youth Culture: The Future
Youth Culture: Relationships
Youth Culture: Peer Pressure
Youth Culture: Family Relationships
Youth Culture: Drugs
Revising Articles
Using IT
Revising Tenses
Using Adjectives
Justifying views/Expressing Attitudes
Different Forms of Negation
Revising partitive article
Direct object pronouns and word order
Indirect Object Pronouns
Homework
Typical preparatory work for lessons would include:
Vocabulary and grammar learning/exercises
Reading “around” the topic i.e Authentic magazines
Listening practice
Paragraphs of writing/opinions on a topic
Text book exercises
IT IS VITAL THAT HOMEWORK AND EXTRA STUDY IS COMPLETED IN ORDER TO ACHIEVE A
GOOD GRADE IN THIS SUBJECT AT AS LEVEL
How you can help
This will be a new and exciting challenge for your son or daughter. The demands of the course are
considerable in comparison with their experience at GCSE Level. Some introductory strategies
which you may consider to be useful as you support your son/daughter are as follows:
Test your son/daughter regularly on grammar and vocabulary
Encourage your son/daughter to watch the news, in particular events in French-speaking
countries
Encourage your son/daughter to read and listen “around” the subject, not just the tasks
which have been set
German AS
AUTUMN 2014 – YEAR 12
Youth Culture: Personal Details
Youth Culture: Technology
Youth Culture and Fashion/Sport
Lifestyle: Health Issues
Youth Culture: The Future
Youth Culture: Relationships
Youth Culture: Peer Pressure
Youth Culture: Family Relationships
Youth Culture: Drugs
Revising Articles
Using IT
Revising Tenses
Using Adjectives
Justifying views/Expressing Attitudes
Different Forms of Negation
Revising partitive article
Direct object pronouns and word order
Indirect Object Pronouns
Homework
Typical preparatory work for lessons would include:
Vocabulary and grammar learning/exercises
Reading “around” the topic i.e Authentic magazines
Listening practice
Paragraphs of writing/opinions on a topic
Text book exercises
IT IS VITAL THAT HOMEWORK AND EXTRA STUDY IS COMPLETED IN ORDER TO ACHIEVE A
GOOD GRADE IN THIS SUBJECT AT AS LEVEL
How you can help
This will be a new and exciting challenge for your son or daughter. The demands of the course are
considerable in comparison with their experience at GCSE Level. Some introductory strategies
which you may consider to be useful as you support your son/daughter are as follows:
Test your son/daughter regularly on grammar and vocabulary
Encourage your son/daughter to watch the news, in particular events in French-speaking
countries
Encourage your son/daughter to read and listen “around” the subject, not just the tasks
which have been set
GEOGRAPHY AUTUMN 2014 - YEAR 12
Examination Board: Edexcel AS GCE in Geography
Specification: 8GE01
Unit 2. Geographical investigations – Unequal Spaces – Examined June 2015
Unit 2. Geographical investigations – Crowded Coasts – Examined June 2015
All students have two text books, a course outline and guidance and reading lists.
Homework
Writing up field study investigation
Presentation preparation
Past questions
Research and reading
Field Study
2 single days in early October. Fieldwork completed by end of 2014 and examined in June 2015
How you can help
Encourage awareness of current affairs from newspapers, TV documentaries and news
programmes
Encourage allocated study time at home
Have a „study space‟ at home where students can work quietly
Expect at least 8 hours a fortnight of geography work
GEOGRAPHY
AUTUMN 2014 - YEAR 13
Examination Board: Edexcel A2 GCE in Geography
Specification: 9GE01
Unit 4 – Detailed analysis and research on Leisure and Tourism
Examined June 2015
Unit 3 – Energy Security
Water Conflicts
Superpowers
Examined June 2015
Homework
Recording and research
Past questions
Writing a formal report
How you can help
Encourage awareness of current affairs from newspapers, TV documentaries and news
programmes
Encourage allocated study time at home
Have a „study space‟ at home where students can work quietly
Expect at least 8 hours a fortnight of geography work
HEALTH & SOCIAL CARE AUTUMN 2014 - YEAR 12
BTEC Certificate Diploma in Health and Social Care
Unit 1 – Developing Effective Communication in Health and Social Care
3 assignments to be completed and evidence gathered.
Unit 2 – Equality, Diversity and Rights in Health and Social Care
2 assignments to be started in the Autumn Term and finished in the Spring Term.
Unit 4 – Development through the Life Stages
3 assignments to be started in the Autumn Term and finished in the Spring Term.
Homework
Research tasks
Assignment writing – deadlines to be met.
Presentation preparation
How you can help
Encourage awareness current affairs from newspapers, TV documentaries and news
programmes
Encourage allocated study time at home
Have a „study space‟ at home where students can work quietly
Make a note of hand-in deadlines, to be found in student‟s handbook.
HEALTH & SOCIAL CARE AUTUMN 2014 - YEAR 13
BTEC Subsidiary Diploma in Health and Social Care
Unit 8 – Psychological Perspectives – 2 assignments to be completed
Unit 7 – Sociological Perspectives – 2 assignments to be completed Autumn and Spring term.
Unit 10 – Caring for Young People – 3 assignments to completed over whole school year.
Homework
Research tasks
Assignment writing – deadlines to be met.
Presentation preparation
How you can help
Encourage awareness current affairs from newspapers, TV documentaries and news
programmes
Encourage allocated study time at home
Have a „study space‟ at home where students can work quietly
Make a note of hand-in deadlines to be found in student‟s handbook.
HISTORY AUTUMN 2014 – YEAR 12
(Students will have a detailed course booklet which identifies „must know‟ content, essential
skills and exam technique.)
Edexcel Advanced Subsidiary GCE in History – 8HI01
Unit 1
A World Divided: Communism and Democracy in the Twentieth Century
D3 Russia in Revolution
D4 Stalin‟s Russia
Unit Code 6HI01 – Written Exam 1hr 20min
Work set each week will consist of two tasks: a note taking or research task relating to the week’s
topic of study and a more formally assessed piece of work, consisting of one of the following:
An essay
Preparation of part of an essay
Student presentation
The first part of the course will examine:
o Russia from 1855 to the final years of Russian Tsardom.
o How and why the Russian monarchy came to an end.
o Why it was replaced by 1924 by a Communist dictatorship under Lenin.
Learning focus.
A foreign office report on Russia written at the time of Alexander III
Single paragraph answers on the following:
o Why did opposition to the Tsarist regime increase between 1881 and 1904
o How did the aims and agendas of the radical parties differ from one another?
o In what ways did the Russo-Japanese War precipitate revolution in 1905?
Producing an essay plan which considers change and causation in Russia:
o How far was Tsarist autocracy modified in the years 1906-14?
o How far was the First World War responsible for the downfall of the Romanovs in 1917?
Writing the introduction and conclusion to essays on Russia
o Why had the Bolshevik party grown so rapidly in 1917?
o Why were the Bolshevik coups in Moscow and Petrograd so successful?
Assessment - extended writing which reviews the final elements of the topic:
o How significant was Trotsky‟s contribution to the Bolsheviks victory in the Civil War?
o How far had the Bolsheviks created a „totalitarian state‟ by 1924?
In addition students will develop textbook/article based skills in note taking, annotation of
sources/written material, and independent study practice through out of class reading.
Unit 2 – Depth Study
Britain c1860-1930:
The Changing Position of Women and the Suffrage (vote) Question
Unit Code 6HI02 – Written Exam 1hr 20 min
Work set each week will consist of a research task relating to the week‟s topic of study and a more
formally assessed piece of work, consisting of one of the following:
An exam style exercise
Preparation of part of a exam style exercise – for peer marking and modelling
Student presentation
Learning focus based upon key homeworks
Too many women! – „Overview‟ analysis
Angel of the House – essay
Information Chart- Factors which explain why a women‟s movement emerged in the 1850s.
Information papers on J S Mill and Millicent Fawcett
Textbook based skills developing note taking task – The Case for Votes for Women
ICT exercise – The Origin of Women‟s Suffrage
NUWSS Timeline
The case against votes for women – speech
Own choice evidence analysis – student led presentation
„Pugh‟ reading test
Play – Let the Lady Speak
Mock exam paper.
How can you help?
Email the relevant subject teacher with your email, the teaching group as shown on the
student‟s timetable and the name of the student so copies of work can be sent home and
you can be notified of issues.
Ensure that students keep up to date with their work and do not miss deadlines.
There should be at least one piece of homework per week so could you please check they have
recorded and completed the task.
Every two weeks the student should read through their work to review their learning – this is an
opportunity for you to talk to them about what they have done.
Please encourage your son/daughter to read around the topic using textbook and web based
sources.
Help the student to purchase and additional texts they may find useful.
A memory stick is vital – under 1GB is adequate for moving work to and from school.
If invited please ensure your son / daughter comes to the SWOT session to complete work
in a supported environment. Other students are also welcome to these sessions.
As lower down the school it is important that students get an opportunity to explain to parents
what they have done in their history lessons and whether they recognise that they are making
progress. You need to contact the relevant history teacher if they feel they do not understand
the topic or work, OR if they feel that they are not making progress.
HISTORY AUTUMN 2014 – YEAR 13
Edexcel Advanced GCE in History – 9HI01
Unit 3
C2 The United States, 1917-54: Boom, Bust and Recovery.
This option concentrates on how and why conflicts and crises emerged and were resolved in the
United States in the 20th century:
the impact of economic growth,
the boom years,
the slump after the Great Depression
how America recovered after WW2.
Assessment: Written examination: 2 hours.
Candidates will be required to answer one question from each section.
Section A – One essay question from a choice of two. It‟s worth 30 marks, has an analytical
focus and will require candidates to reach a judgement on a historical issue or problem
Section B – One source based question from a choice of two. It‟s worth 40 marks and will
require students to compare and contrast the provided source material while exploring an
issue of historical debate.
Learning focus
1. Introduction
Basic geography of the USA and outline of its economic development to 1917
Outline of the United States‟ political system
2. The Economy 1917- 29
The impact of the First World War on the USA
New industries: the automobile industry, aviation etc
Credit and consumption: the building boom
Investment and the stock-market
Depressed sectors: agriculture
3. The Reasons for the Boom
The impact of electricity and new technologies
Working practices and Taylorism
Protection: the Tariffs of 1921-22
Low taxation: Andrew Mellon
Herbert Hoover as Secretary of Commerce –government assistance
4. Society during the Boom
Prohibition: origins, benefits and the undesirable consequences
Racial tensions in north and south: the Ku Klux Klan
The end of mass immigration-the 1917, 1921 and 1924 Acts
The Jazz age Radio and Cinema: a revolution in leisure
Unit 4
CW20 Crime and Punishment in Britain, c1830 – 1965
This option concentrates on the influencing changing attitudes to crime and punishment,
and the outcomes of these changed attitudes
Coursework Programme - The taught component and initial research will take place in formal
lessons in the first half term after which the students will move over to a tutorial format
punctuated by modelling and exemplar lessons.
The two questions set will together be no more than 4000 words and are written in the students‟
own time – the deadline being 3rd
week in March 2015.
Content
The impact of industrialisation on the crime rate in the early 19th
century and types of
crime committed.
Changes in policing.
The successes and failures of different forms of prison for men, women and juveniles.
The changing approaches to crime and punishment.
Assessment information
Part A: Students will complete an in-depth enquiry into the short term significance of a key event,
individual, development or movement within the period of study. The enquiry must provide
evidence of students‟ ability to:
Assess the significance of their chosen individual or event in the short term.
Interpret, evaluate, and use sources in their historical context.
Part B: An extended essay where upon students will set their chosen event or individual in a
broader context, exploring the process of change within the wider timeframe.
The enquiry must provide evidence of students‟ ability to:
Assess the significance of the chosen factor or event in the long term by linking the
chosen factor, individual or event with other events and forces for change, within the
period.
How can you help?
Ensure that students keep up to date with their work and do not miss deadlines.
For coursework and the Individual Assignment it is important that the students maintain
independent study over a long period. Please check this.
There should be at least one piece of out of lesson work per week so could you please check
they have recorded and completed the task.
Every two weeks the student should read through their work to review their learning – this is an
opportunity for you to talk to them about what they have done.
Please encourage your son/daughter to read around the topic using textbook and web based
sources.
Help the student to purchase any additional texts they may find useful.
A memory stick is vital – under 1GB is adequate for moving work to and from school.
If invited please ensure your son / daughter comes to the SWOT session to complete work
in a supported environment. Other students are also welcome to these sessions.
As lower down the school it is important that students get an opportunity to explain to parents
what they have done in their history lessons and whether they recognise that they are making
progress. You need to contact the relevant history teacher if they feel they do not understand
the topic or work, OR if they feel that they are not making progress.
ICT AUTUMN 2014 – YEAR 12
Brief Details:
Year 12 students will be studying the Edexcel BTEC National Level 3 certificate in Information Technology. During the year students will complete 3 units:
Unit 1: Communication and Employability Skills for IT
Unit 2: Computer Systems
Unit 8: E-commerce On successful completion of year 12 the BTEC certificate will be achieved and has the same value as an AS qualification. Assessment is done via coursework tasks, students will be set a range of assignments/practical tasks that will be assessed – there is no exam in this course.
Homework
Year 12/13 students will be expected to complete a significant amount of independent
study to achieve their potential.
How you can help
Year 12 and 13 students should be spending a significant amount of time on their
studies. Students often have part-time jobs at this age that can disrupt their studies if
they are taking too much of their time, a careful balance has to be achieved.
ICT AUTUMN 2014 – YEAR 13
Brief Details:
Year 13 students will continue studying the Edexcel BTEC National Level 3 certificate in Information Technology. During the year students will complete 3 units:
Unit 18 – Database Design
Unit 28 – Website Production
Unit 31 – Computer Animation On successful completion of year 13 the BTEC Subsidiary Diploma will be achieved which with the certificate from year 12 combines to have the same value as an A2 qualification. Assessment is done via coursework tasks, students will be set a range of assignments/practical tasks that will be assessed – there is no exam in this course.
Homework
Year 12/13 students will be expected to complete a significant amount of independent
study to achieve their potential.
How you can help
Year 12 and 13 students should be spending a significant amount of time on their
studies. Students often have part-time jobs at this age that can disrupt their studies if
they are taking too much of their time, a careful balance has to be achieved.
MATHS AS AUTUMN 2014 – YEAR 12
Examination Board: AQA
Specification: 5361 AS
Topics
Pure Core 1
Algebra
Coordinate Geometry
Differentiation
Integration
Statistics 1:
Numerical Measures
Probability
Binomial distribution
Normal distribution
Estimation
Correlation and regression
Assignments
Each student is issued with a textbook to work from.
Students are set two assignments per week, one from each module.
How you can help
Assignments
Check assignments are completed and ensure that a quiet study area is available for your
son/daughter to work in.
Mymaths.co.uk
Use this excellent interactive website by going through the online lessons; there are fantastic
sections specifically for AS/A2 topics.
Login: Wadham Password: Napier
Moodle
Log on to Wadham Moodle to access revision materials and useful links to maths websites.
Equipment
Make sure your son/daughter has all the correct equipment including a protractor, pair of
compasses and a graphic calculator (available for loan from the library)
MATHS A2 AUTUMN 2014 – YEAR 13
Examination Board: AQA
Specification: 6361 A2
Topics
Pure Core 3
Algebra and Functions
Trigonometry
Exponentials and Logarithms
Differentiation
Integration
Numerical Methods
Mechanics 1
Mathematical Modelling
Kinematics in One and Two Dimensions
Statics and Forces
Momentum
Newton‟s Laws of Motion
Connected Particles
Projectiles
Assignments
Each student is issued with a textbook to work from.
Students are set two assignments per week, one from each module.
How you can help
Assignments
Check assignments are completed and ensure that a quiet study area is available for your
son/daughter to work in.
Mymaths.co.uk
Use this excellent interactive website by going through the online lessons; there are fantastic
sections specifically for AS/A2 topics.
Login: Wadham Password: Napier
Moodle
Log on to Wadham Moodle to access revision materials and useful links to Maths websites.
Equipment
Make sure your son/daughter has all the correct equipment including a protractor, pair of
compasses and a graphic calculator (available for loan from the library)
PHOTOGRAPHY AUTUMN 2014 – YEAR 12
Students are given broad-based starting points for two projects which compromise the Unit 1
coursework portfolio. Themes include „Movement‟ and „Contrasts‟. In addition, they will have an
extended homework on the theme of the „Human Form‟ for the first part of the Autumn term. The
deadline for the completion and submission of the portfolio of work is the 31st
January.
The externally-set assignment (the remaining 50%) commences on the 1st
February and enables
students to explore one theme from given starting points. There is a supervised session of 5 hours
length in which students are required to undertake developmental work; this may culminate in a
final piece following this, if a student so wishes (advisable to ensure the assessment objectives are
fully met).
How you can help
Ensure they have a quiet place to study
Help them plan their time to meet deadlines (both interim and final)
Encourage gallery visits to inspire and inform their own ideas
Websites to use:
www.artcyclopedia.com
www.tate.org.uk
www.artchive.com
Encourage the use of official sites rather than „wikipedia‟ ensuring that any information is
referenced
PHOTOGRAPHY AUTUMN 2014 – YEAR 13
Students are self-led in terms of selecting themes for their coursework (each unit worth 20% of the
current A2 examination)
There is a practical unit 4 and the option of a further practical unit supported by a 1000 word
essay, or an extended written assignment of 3000 words.
The course culminates in a Controlled Test, which requires students to select from a range of
starting points, to develop a substantial body of work. This is worth 40% of the A2 year (20%
overall)
How you can help
Ensure they have a quiet place to study
Help them plan their time to meet deadlines (both interim and final)
Encourage gallery visits to inspire and inform their own ideas
Websites to use:
www.artcyclopedia.com
www.tate.org.uk
www.artchive.com
Encourage the use of official sites rather than „wikipedia‟ ensuring that any information is
referenced
PRODUCT DESIGN AS AUTUMN 2014 - YEAR 12
Examination Board: WJEC
Specification: 2111
Design and make task
This project will enable students to develop a quality practical outcome based on sound research,
product analysis and design development.
The design and make task will be based on the process of laminating and students will be
expected to produce a quality outcome and a comprehensive design folio.
The folio will include the following:
Introduction, which will include research into the laminating process and its industrial
application. – 2 sheets
An analysis of a range of products that are on the market leading to a clear understanding of
the task and the requirements which have to be met, to satisfy the needs of the target market. –
5 sheets
Design brief and specification. - 1 or 2 sheets.
Generating and developing ideas. - 4 – 6 sheets
Detail design including working drawings. - 4 – 6 sheets
Evaluating and decision-making. 2 – sheets.
Planning for making and quality control. 1- sheet.
This project will give students the opportunity to apply knowledge and skills to solve a real
problem. The number of pages is a guide only and is to ensure good coverage of all aspects of the
design folio.
Product Design Exam style questions:
Students will be set a number of written assignments throughout the term looking at the
following:
Design and Innovation
Product Analysis
Materials and Components
Industrial and Commercial Practice
Homework
Students will be provided with a number of written assignments based on the exam topics.
Students are also expected to continue with their design and make tasks outside of contact lesson
time.
How you can help
Parents can help by ensuring students continue with their assignment and design and make tasks
outside of lessons.
Ensure students have the following equipment for their lessons: Pencil, ruler, pencil sharpener,
eraser, pen, colouring pencils, A2 plastic folder to carry project work (available from school shop).
PSYCHOLOGY
AUTUMN 2014 – YEAR 12
Topics
Students will be preparing for the Unit 1 and will cover three topics:
Developmental psychology: Attachment
Cognitive psychology: Memory
Research Methods including quantitative and qualitative research methods, research design
and implementation and data analysis
In January students will begin preparing for the unit 2 and will cover three topics:
Biological psychology: Stress
Social psychology: Social Influence
Individual Differences: Psychopathology
Homework
Homework will be issued on a weekly basis and will take a variety of forms: practising past exam
questions, completing activities, preparing presentations, researching topics, reading and
comprehension tasks, internet-based tasks etc.
How you can help
Ensure that your son or daughter completes all homework and most importantly is „reading
around‟ the topics that we cover. There is a huge range of Psychology textbooks in the library
which allow students to read beyond what we cover in lessons. In addition, we hold copies of
„Psychology Review‟ - an up-to-date magazine designed to stretch A-Level Psychology students in
key areas of the specification. Other books by Richard Dawkins or Oliver Sachs provide a deeper
insight into how the mind works and will both fascinate and challenge our students.
PSYCHOLOGY
AUTUMN 2014 – YEAR 13
Topics
Students will be preparing for the Units 3 and 4 exams and covering the following topics:
Biological rhythms, sleep and dreaming
Gender
Eating behaviours
Schizophrenia
Media Psychology
In addition, students will be working on research methods through running a short experiment.
Homework
Homework will be issued on a weekly basis and will take a variety of forms: practising past exam
essays, completing activities, preparing presentations, researching topics, reading and
comprehension tasks, internet-based tasks etc.
How you can help
Ensure that your son or daughter completes all homework and most importantly is „reading
around‟ the topics that we cover. There is a huge range of Psychology textbooks in the library
which allow students to read beyond what we cover in lessons. In addition, we hold copies of
„Psychology Review‟ - an up-to-date magazine designed to stretch A-Level Psychology students in
key areas of the specification. Other books by Richard Dawkins or Oliver Sachs provide a deeper
insight into how the mind works and will both fascinate and challenge our students. This type of
independent learning is particularly important for students planning on studying Psychology at
University as it demonstrates a passion for, and interest in, the subject.
RELIGION & PHILOSOPHY AS AUTUMN 2014 - YEAR 12
Examination Board: OCR
Specification: H172
Mr Tustin can be contacted by email directly – [email protected]
Students will complete the OCR RS Philosophy & Ethics course, studying Units G571 & G572. This
term they will complete their study of the following topics:
G571 AS Philosophy of Religion:
Plato‟s analogy of the Cave by the following: the prisoners, the shadows, the cave itself, the
outside world, the sun, the journey out of the cave and the return to the prisoners. Students
should also be able to discuss critically the validity of the points being made in this analogy.
The Platonic theory of ‘Forms’: the relation between concepts and phenomena; the concept of
‘Ideals’; what Plato meant by ‘The Form of the Good’; the relation between the Form of the
Good and the other Forms. Students should also be able to describe criticisms of the theory of
Forms, and be able to discuss whether such criticisms are valid.
Aristotle‟s understanding of material, efficient, formal and final cause. They should understand
Aristotle‟s concept of the Prime Mover.
The way the Bible presents God as involved with his creation; the imagery of God as a
craftsman; the concepts of omnipotence, omniscience and omnipresence; the concept of
„creatio ex nihilo‟.
The ways in which the God of the Bible is seen as morally perfect and the source of human
ethics; the concept of God as lawgiver and as judge.
G571 AS Religious Ethics:
Medical Ethics
o IVF and the „right‟ to a child
o Euthanasia
o Genetic Engineering
o Embryo Experimentation
War and conflict
For each area, case studies will be considered and we will discuss how the ethical theories we have
considered respond to these issues
The units will be assessed by two written examinations in June. No coursework is required.
Homework
Students will be expected to regularly read around the topics being studied with prompting.
Essays will be required from students on a fortnightly basis, although this may vary slightly
depending upon the topic. No coursework is required.
How you can help
When they are undertaking research tasks in homework time, try to encourage the students not to
rely to heavily upon one source of information. Try to encourage an active interest in current
affairs issues, particularly those connected to religious, moral, and ethical issues.
RELIGION & PHILOSOPHY A2 AUTUMN 2014 - YEAR 13
Examination Board: OCR
Specification: H572
Mr Tustin can be contacted by email directly – [email protected]
Students will continue to follow the OCR RS Philosophy & Ethics course, studying Units G581 and
G582. The following topics will be covered this term:
In Unit G581 A2 Philosophy of Religion following topic areas:
Distinctions between body and soul, as expressed in the thinking of Plato, Aristotle, John Hick
and Richard Dawkins.
Other concepts of the body/soul distinction.
Different views of life after death: resurrection and reincarnation.
Questions surrounding the nature of disembodied existence.
The relationship between the afterlife and the problem of evil.
In Unit G582 A2 Religious Ethics, focussing on the following topic areas:
Meta Ethics
Free will and determination
Conscience
Virtue
Environmental and Business ethics
Sexual ethics
Homework
Students will be expected to regularly read around the topics being studied with prompting.
Essays will be required from students on a fortnightly basis, although this may vary slightly
depending upon the topic. No coursework is required.
How you can help
When they are undertaking research tasks in homework time, try to encourage the students not to
rely to heavily upon one source of information. Try to encourage an active interest in current
affairs issues, particularly those connected to religious, moral, and ethical issues.
SCIENCE AS AUTUMN 2014 - YEAR 12
Examination Board: OCR
Specification: (H021)
AS Biology
The Aims of the Course
In September 2008 Wadham started the OCR GCE Biology AS qualification - this specification
encourages the students to:
Develop essential knowledge and understanding of concepts of biology, and the skills
needed for the use of these in new and changing situations.
Develop an understanding of scientific methods so students are aware of:
advances in technology, including information technology, relevant to biology.
the value and responsible use of biology in society.
Assessment Objectives
Each assessed unit is made up of a number of modules.
Unit 1 (F211) - assessed by a 1 hour exam in May of Year 12 and contributes to 30% of the AS
grade. It consists of:
Module 1 – Cells
This module includes an understanding of microscopy and its use in the study of cell organelle
structure and function.
Module 2 – Exchange and Transport
Living organisms need to gain substances from the environment and remove wastes to the
environment. This module discusses the processes that allow this to happen.
Unit 2 (F212) - assessed by a 1 hour 45 minute exam in May of Year 12 and contributes 50% of the
AS grade.
Module 1 – Biological Molecules
This module includes as understanding of the chemical structure of carbohydrates, proteins, lipids
and nucleic acids.
Module 2 – Food and health
This module details how micro-organisms can spoil food and cause disease and on the other hand
are used to develop medicines.
Module 3 – Biodiversity and evolution
This module develops fieldwork skills to study biodiversity of species in local habitats. It includes a
broad understanding of classification and how natural selection contributed to evolution.
Unit 3 (F213) - Practical Skills in Biology - students are tested with an internal assessment of 3
tasks carried out under controlled conditions. This counts for 20% of the AS grade.
SCIENCE A2
AUTUMN 2014 - YEAR 13
Examination Board: AQA
Specification: 6410
A2 Biology
The Aims of the Course
This A2 Level specification encourages the students to show knowledge and understanding of
facts, principles and concepts of different areas of biology and to make and use connections
between them.
Assessment Objectives
The units completed in Year 12 contribute to 50% of the final grade if the course is followed
through to A2 in Year 13.
The assessed units are:
F214: Communications, Homeostasis and Energy
This module covers
• Communication
• Nerves and Hormones
• Excretion
• Photosynthesis and Respiration
Which is examined as a 1 hour written examination in June and is worth 15% of the final grade
F215: Control, Genomes and Environment
• Cellular Control
• Biotechnology
• Ecosystems and Sustainability
• Responding to the Environment
Which is examined as a 1hour 45 minute examination in June and is worth 25 % of the final grade
F216: Practical skills in Biology 2
• Internal assessment of practical skills
This is assessed throughout the course and is worth 10% of the final grade.
With the components from the AS course making up the rest of the A2 qualification
Homework at KS5
Given the nature of AS and A2 level courses it is expected that students will undertake a certain
amount of individual research and work to further their progress. Consequently the guide to the
amount of time spent working outside of lessons can only be approximate. It is generally
considered that a Sixth Form student should be prepared to spend one hour, working outside of
class, for each hour they have as taught lesson time in each subject area. Some of this time will
need to be spent on set homework, but is expected that the remainder will be spent:
Maintaining organised and detailed written notes.
Background reading of the set textbook and of other relevant texts
Gaining practice, when appropriate, at answering examination questions from past papers.
Homework is meaningfully related to class work and includes:
Researching information and background reading.
The analysis of relevant scientific articles, from newspapers, magazines or the television.
Activities such as designing and building models to explain scientific concepts
The planning and writing up of experiments or coursework.
Answering past examination questions to check understanding,
Revision for the end-of-unit tests and end-of-year examinations.
How you can help
Please:
Take an active interest in the work that your son or daughter is doing.
Many students find the requirement to be self motivated, and self-disciplined, a steep learning
curve so they need to be encouraged to discuss any difficulties they may experience at an early
stage in the course.
Help your son or daughter to organise their work schedule productively so that all work is
completed to their best standard and meets deadlines.
If a computer is available, enable the students to use some of the student-friendly Science
websites (see list below) for revision and research.
Encourage the students to read, listen to, or to watch science-related articles in the “News” and
talk to them about the items covered.
Encourage your son or daughter to ask for help with any area of the work which may be
causing difficulty. The teaching staff will readily be on hand to help with any issues
surrounding homework, class-work and revision.
Useful Websites for use in AS and A2 level Biology
BBC Bitesize Revision www.skoool.co.uk
Revisiontime www.biozone.co.uk www.biologyguide.net
www.topmarks.co.uk (useful as a lead to other appropriate sites)
Doc Brown’s Chemistry site is on www.wpbschoolhouse.btinternet.co.uk
CHEMISTRY AS
AUTUMN 2014 – YEAR 12
All students will be completing three modules that together make up AS Unit F321 (Atoms, Bonds
and Groups) of the OCR A AS Level course. The three modules are called „Atoms and Reactions‟,
„Electrons, Bonding and Structure‟ and „The Periodic Table‟. Most students will sit an external
exam in June 2015 that covers the work from this unit.
The „Atoms and Reactions‟ module provides candidates with knowledge and understanding of
atomic structure and the chemical ideas that underpin the study of quantitative chemistry:
1) Atoms
atomic structure;
relative masses.
2) Moles and Equations
the mole;
reacting masses and equations.
3) Acids
acids and bases;
salts.
4) Redox
oxidation number;
redox reactions.
The „Electrons, Bonding and Structure‟ module provides candidates with a knowledge and
understanding of chemical ideas that underpin the study of inorganic chemistry:
1) Electron Structure
ionisation energies;
energy levels, shells, sub-shells, orbitals and electron configuration.
2) Bonding and Structure
ionic bonding;
covalent bonding;
the shapes of simple molecules and ions;
electronegativity and polarity;
intermolecular forces.
„The Periodic Table‟ module provides candidates with a knowledge and understanding of chemical
ideas that underpin the study of inorganic chemistry:
1) Periodicity
the Periodic Table;
trends in physical properties.
2) Group 2
redox reactions of Group 2 metals;
Group 2 compounds.
3) Group 7
redox reactions of Group 7 elements;
halide tests.
Students are provided with textbooks designed for the course. They are expected to read these
textbooks out of class to consolidate classwork and for homework.
Homework
Students will be given one homework per week by the two chemistry teachers. This will be used to
consolidate and extend classwork and writing up experiments. They should be spending 1 ½ - 2
hours on each homework assignment.
Coursework
During the term students will be completing practical assessment tasks provided by the OCR exam
board. These have to be completed in school under exam conditions.
How You Can Help
Please encourage students to read their textbooks on a regular basis. They should also be reading
through their notes after each lesson to make sure they understand the work covered. This will be
given to the students via the school VLE called Moodle (http://moodle.wadham.somerset.sch.uk).
The Moodle VLE will also provide links to other resources relevant to the course.
CHEMISTRY A2 AUTUMN 2014 – YEAR 13
All students will be completing three modules that together make up A2 Unit F324 – „Rings,
Polymers and Analysis‟ of the OCR A A2 Level course. The three modules are called „Rings, Acids
and Amines‟, „Polymers and Synthesis‟, and „Analysis‟. Students will sit an external exam in June
2015 that covers the work from this unit.
The „Rings, Acids and Amines‟ module provides candidates with a deeper knowledge and
understanding of how organic chemistry shapes the natural world and how organic chemicals
provide many important materials. This module provides candidates with a knowledge and
understanding of organic chemistry:
1) Arenes
structure of benzene, electrophilic substitution;
phenols.
2) Carbonyl Compounds
reactions and characteristic tests.
3) Carboxylic Acids and Esters
properties;
esters, triglycerides, unsaturated and saturated fats.
4) Amines
basicity and preparation;
azo dyes.
The „Polymers and Synthesis‟ module provides candidates with a knowledge and understanding of
how amino acids are the building blocks of polypeptides and proteins, the preparation of synthetic
condensation polymers and the importance of synthetic organic chemistry.
1) Amino Acids and Chirality
amino acids, proteins and optical isomerism.
2) Polyesters and Polyamides
polymerisation;
hydrolysis of polymers.
3) Synthesis
synthetic routes;
the importance of chirality in pharmaceutical synthesis.
The „Analysis‟ module provides candidates with a deeper knowledge and understanding of modern
analytical techniques for organic chemicals. In addition this module also highlights some of the
analytical techniques encountered in many areas of employment and in everyday life. The material
covered in this module includes the application of some of the important instrumentation
techniques used in organic and forensic analysis.
1) Chromatography
thin-layer and gas chromatography;
GC-MS.
2) Spectroscopy
NMR spectroscopy;
combined techniques.
Students are provided with textbooks designed for the course. They are expected to read these
textbooks out of class to consolidate classwork and for homework.
Homework
Students will be given one homework per week by the two chemistry teachers. This will be used to
consolidate and extend classwork and writing up experiments. They should be spending 1 ½ - 2
hours on each homework assignment.
Coursework
During the term students will be completing practical assessment tasks provided by the OCR exam
board. These have to be completed in school under exam conditions.
How You Can Help
Please encourage students to read their textbooks on a regular basis. They should also be reading
through their notes after each lesson to make sure they understand the work covered. This will be
given to the students via the school VLE called Moodle (http://moodle.wadham.somerset.sch.uk).
The Moodle VLE will also provide links to other resources relevant to the course.
PHYSICS AUTUMN 2014 – YEAR 12
Examination Board: OCR
This term will be working through two modules in order to prepare for June Module tests.
Unit 1: Looking at Physics of movement.
This unit will allow you to make predictions about how objects move, how far they go and how
long it will take.
Unit 2: Energy
This unit will be building on the basic ideas of Energy and efficiency and how this can be used for
Car Safety.
Homework
Students will be required to complete 45 minutes independent reading, 45 minutes examination
per lesson
How you can help
Ask the student to explain what they have learnt throughout the course and have a look at the
detailed websites below to help with discussions about the subjects
Websites to help
www.scool.co.uk
www.physicsclassroom.com
Hyperphysics Text Book: http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html
PHYSICS AUTUMN 2014 – YEAR 13
Examination Board: OCR
Students will complete one piece of coursework investigating the relationship between the time it
takes and spring to oscillate and how that is affected by the springs’ stiffness.
All students are now working to complete module 4 for the June exams. This includes work on
oscillations, simple harmonic motion and resonance. In addition to this students are looking into
the fundamental building block of matter and Newton’s Laws of Motion
Homework
Students will be required to complete 45 minutes independent reading, 45 minutes examination
per lesson
How you can help
Ask the student to explain what they have learnt throughout the course and have a look at the
detailed websites below to help with discussions about the subjects
Websites to help
www.scool.co.uk
www.physicsclassroom.com
Hyperphysics Text Book: http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html
SOCIOLOGY AS AUTUMN 2014 - YEAR 12
Examination Board: AQA
Specification: 1191
Students will follow the AQA AS Sociology course. Module SCLY1 – Families & Households
The relationship of the family to the social structure and social change, with particular
reference to the economy and to state policies.
The nature and extent of changes within the family, with reference to gender roles, domestic
labour and power relationships and the nature of childhood, and changes in the status of
children in the family and society.
The changing patterns of marriage, cohabitation, separation, divorce, child-bearing and the
lifecourse, and the diversity of contemporary family and household structures.
Demographic trends in the UK since 1900; reasons for changes in birth rates, death rates and
family size.
Students will also study Module SCLY2 – Health with Research Methods, looking at:
What is meant by health and illness
Inequalities in health
Demand and supply of health care
Research methods used by sociologists
Different perspectives and approaches to sociology.
Homework
Students will be expected to regularly read around the topics being studied with prompting.
Essays will be required from students on a fortnightly basis, although this may vary slightly
depending upon the topic. No coursework is required.
How you can help
When they are undertaking research tasks in homework time, try to encourage the students not to
rely to heavily upon one source of information. Try to encourage an active interest in current
affairs issues, particularly those connected to social policy, health, education, and law and order.
SOCIOLOGY A2 AUTUMN 2014 - YEAR 13
Examination Board: AQA
Specification: 2191
Students will continue to follow the AQA A2 Sociology course by studying Module SCLY3 – Beliefs
in Society; SCLY4 – Crime and Deviance and Theory and Research Methods.
Homework
Students will be expected to regularly read around the topics being studied with prompting.
Essays will be required from students on a fortnightly basis, although this may vary slightly
depending upon the topic. No coursework is required.
How you can help
When they are undertaking research tasks in homework time, try to encourage the students not to
rely to heavily upon one source of information. Try to encourage an active interest in current
affairs issues, particularly those connected to social policy, health, education, and law and order.
BTEC CERTIFICATE IN SPORT
AUTUMN 2014 - YEAR 12
Unit 1 - Anatomy and Physiology of Sport. This unit looks at the structure of muscles, bones, the heart, lungs and circulatory system and
their roles within sport. Unit 2 - Physiology of Fitness. This unit looks in detail at the effects of exercise on the body. Unit 3 - Assessing Risks in Sport. This unit looks at health and safety legislation that affects all sporting activities and facilities and
how Risk Assessments are performed. Unit 7 - Fitness Testing in Sport. This unit looks at the methods used to assess fitness in sport
and involves your son/daughter applying some of these tests to a chosen client.
Homework The assessment for this course is 100% coursework. Students have been given a provisional
timetable showing deadlines for assignments in all units. Students will be expected to research
and write assignments on a weekly basis. Work will be covered both in and out of lessons
How you can help Students have been given a handbook specific to the course they are undertaking. It would be
helpful if you could read this and provide assistance to your son/daughter especially when
coursework is due. Effective time management and creating short term targets are sometimes the
main areas that students have problems with.
BTEC SUBSIDUARY DIPLOMA IN SPORT AUTUMN 2014 - YEAR 13
Unit 4 – Fitness training and programming
This unit is a development from the Fitness Testing unit last year. Your son/daughter will assess a
client and then devise a training and fitness programme for this client. It will involve the
development of questionnaires, target setting and reviewing the programme on completion by
their client.
Unit 12 – Leadership in Sport.
This unit involves your son/daughter considering leadership skills and students will spend some
time working with younger students developing these skills.
Unit 9 – Practical Individual Sport
This unit is both practical and theoretical. Students will use a range of skills, techniques and
strategies in two individual sports, they will also learn about the relevant rules and regulations.
Assessing their own and others performance will make up the remainder of the course.
Homework
The assessment for this award is 100% coursework. Students have been given a provisional
timetable showing deadlines for assignments in all units. Students will be expected to research
and write assignments on a weekly basis.
How you can help
Students have been given a handbook last year specific to the course they are undertaking. It
would be helpful if you could read this and provide assistance to your son/daughter especially
when coursework is due. Effective time management and planning short term goals are sometimes
the main areas that students have problems with.
PERFORMING ARTS AUTUMN 2014 - YEAR 12
Unit G380: Investigating performing arts organisations
Types of arts organisations and the range of „products‟ produced
Job roles within performing arts organisations
Investigating a specific role within an organisation
Unit G381: Professional practice: skills development
Production of a plan for skills development
Identification and rehearsal of appropriate technical operations or pieces from existing repertoire.
Participation in the presentation of a performance to an audience.
Homework
Research techniques and vocabulary associated with the skill(s) you have chosen
Attend at least two live theatre, concert, gig, dance and recording sessions
Explore different venues physically and through the internet
Converse with professionals about; health and safety, audience needs and venue
requirements and production costs.
Keep a detailed log book of your skills progress including: photos, CDs and videos
Learn to use Prezi presentation software on line.
Music technology – research and practise using the Cubase programme, microphone
placement and setting up PA‟s for various performance.
Musicians – practise your instrument, scales and techniques including posture and correct
breathing.
Listen to radio plays (found on Radio 4 iplayer)
You will produce a skills development
Appropriate evidence of three pieces of work
A commentary on how these examples show your skills development and an observation
report on how these examples show your skills development by an appropriately skilled
observer.
Practice for three performances/productions
How you can help
Students have been given a handbook specific to the course they are undertaking. It would be
helpful if you could read this and provide assistance to your son/daughter especially when
coursework is due. Effective time management and creating short term targets are sometimes the
main areas that students are challenged by.
PERFORMING ARTS AUTUMN 2014 - YEAR 13
Unit G384: Getting Work
Students need to place themselves and their chosen vocation into a replication of a working
professional context. This means that in most cases they will project themselves forward to a time
when they actually need to make a living from their chosen vocation and to put themselves in a
place that is occupied by an increasing amount of portfolio workers in the arts.
This is assessed through a;
A Self-promotion pack: A list of examples of inclusions is given here which is a general guide.
More specific lists are given below.
A plan or more specifically an outline of the range of work considered possible during the first
year as a professional. This should include evidence of interview with professionals. There should
be 50% freelance and 50% contracted work.
A written analysis of the plan and pack (SWOT) including a strategy for future professional
development.
Unit G385: Exploring repertoire
Performance and production candidates will work together to produce two contrasting pieces of
practical work, one contemporary and one historical piece. It is vital that appropriate and focussed
research (not simply looking on the internet) is undertaken to gain confidence and understanding
in the realisation of repertoire.
Homework
Research techniques and vocabulary associated with the skill(s) you have chosen
Attend at least two live theatre, concert, gig, dance and recording sessions
Explore different venues physically and through the internet
Converse with professionals about contracted and freelance work
Keep a detailed log book of your skills progress including: photos, CDs and videos
Music technology – research and practise using the Cubase programme, microphone
placement and setting up PA‟s for various performances.
Musicians – practise your instrument, scales and techniques including posture and correct
breathing.
Practice effectively and thoroughly for performances
How you can help
Students have been given a handbook specific to the course they are undertaking. It would be
helpful if you could read this and provide assistance to your son/daughter especially when
coursework is due. Effective time management and creating short term targets are sometimes the
main areas that students are challenged by.