Year 12 Induction Tasks 2019 Form/2019... · 2019-06-26 · 3 Finally, please make sure that you complete the induction task for each subject you have chosen - if you change course

Year 12

Induction Tasks

2019

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CONTENTS

Introduction 2 Further Information 3 Art 4 Biology 5 Business Studies 6-7 Chemistry 8 Computer Science* 9 Drama 10-11 Economics* 12-13 English Literature 14-15 Film Studies 16 French* 17-18 Geography 19-20 German* 21-22 Graphics 23-25 History 26-27 Mathematics & Further Mathematics* 28 Music 29-30 Music Technology (A level) 31 Photography 32-33 Physics 34 Politics 35 Psychology 36-37 Religious Studies 38-39 Sociology* 40-41 Spanish* 42-43 Twyford Advanced Programme (TAP) 44

*Further resources for these tasks can be found on the following link:

http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form/


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INTRODUCTION

A Levels are much more intellectually challenging than GCSEs and even students with top GCSE grades

sometimes struggle to make the transition. There is often a different emphasis in the type of learning

involved, with more time spent on independent research tasks for example. Year 12 passes very quickly and

it is vital that you establish a confident understanding of your new courses as soon as possible.

To help you do this your A level teachers have prepared these induction tasks. These have been designed to

give you background knowledge and a flavour of what you can expect in the subject in Year 12. It is a

requirement that you complete all the induction tasks for each subject you have chosen and bring them to

your first lesson in September. Completion of these tasks, by this deadline, is a requirement of enrolment at

Twyford Sixth Form.

Many of you have chosen subjects that you have not studied before. It is particularly important in these

subjects that you tackle the tasks thoughtfully to confirm your interest in taking lessons in the subject every

day in Year 12. You cannot change your subject choices once we get into the teaching year: it will be too

late to pick up a different subject if you have missed the start of the course. It is possible to change on

enrolment day after you have your GCSE results, assuming that you have met the entry requirements and

that we still have spaces on the course.

Some of you have already expressed an interest in joining the Twyford Advanced Programme (TAP), which

offers lectures, philosophy lessons and extended learning. This is designed to prepare you for a university

application to Oxford or Cambridge or any medical course. Entry to the Twyford Advanced Programme is by

selection, based on GCSE score and aptitude shown in the induction task. If you wish to be considered for

the programme, you should complete one of the TAP induction tasks at the end of this booklet.

Please approach the tasks you have been set with enthusiasm and diligence so that you can make a good

impression with your new teachers. Do not forget that that this will be their first opportunity to assess your

ability and commitment to your new subject. Each subject also contains extension tasks. If this is a course

you are considering taking beyond A level, it is recommended you complete this task.

Be honest: if you cannot find the motivation to make a really good effort with your induction task, are you

really going to achieve any success or enjoyment taking that course every day for two years?

I wish you all the best in your endeavours and look forward to seeing your efforts in September.

Mr M Arthur Head of Sixth Form

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Finally, please make sure that you complete the induction task for

each subject you have chosen - if you change course on Results

Day then you must complete the new task by the first day of

school in September.

Further information

The Year 12 Community Service 2019 Guide and a copy of this booklet may be found on the

school website on the following link:


Read through the information and consider which Enhanced Learning and Community Service

Opportunities you are going to participate in from September.


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Art Instructions

You choose your own independent theme, choose a broad word as it will be your theme for this year and the start of next: You need to get a ring bound A3 sketch book that has high quality paper Title page with your name and your chosen theme title. Visual collection of images of artwork/ photography or other media sources that relate to your chosen theme – show us what you are interested in Synopsis – Please type up why you have chosen your theme, think outside the box and explain all your thoughts. Write this on an A4 landscape piece of paper. Spider Diagram – write down as many words you can think of to fill an A4 landscape piece of paper Statement of Intent/ Inspiration Please choose one of your ideas and plan a Photoshop. make sure you state what you want to convey in your photoshoot? What do you want people to think when they look at your images? for your inspiration look at a photographer or artist from the art today website http://www.art2day.co.uk/ password is record Photoshoot – Take your photograph and print your strongest 4 – you can print these at school if you do not have access to a printer. Observational Drawing – At the end of your photoshoot ask your model or use your location to draw from observation. You need to complete 2 A3 drawings. Drawing from Photographs – Draw from your four chosen photographs, please use a different media for each drawing eg pen, pencil, paint, wire. You might want to draw a section from the photograph. This is fine but please fill your A3 page.

Link to course

The work you produce for your induction is the start of your A level project it will allow your teacher to see you level of skill and your personal interest. Please make sure you look at Artists and Photographers that you find interesting and think of an avenue you would like to explore within your personal theme. It is deliberately broad to allow you to produce personal and independent work.

Success criteria

Marking structure

Your work must be complete and displayed in your book. It will be marked using the four assessment objectives : Exceptional /Confident / Consistent

Extension Task(s)

Please visit at least one Art Gallery and find pieces of work that interest you. Sketch and draw from observation and write up what you found interesting and how it helped develop your ideas around your theme. http://www.timeout.com/london/things-to-do/exhibitions-in-london Collect articles from magazine/ print of info from blogs/ Newspapers that link to your theme and what you are interested in.

http://www.art2day.co.uk/

http://www.timeout.com/london/things-to-do/exhibitions-in-london

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Biology

Instructions Over the summer you should work through the book ‘Head Start to A-level Biology’

o Publisher: Coordination Group Publications Ltd (CGP) (2nd Mar. 2015) o ISBN-10: 1782942793 o ISBN-13: 978-1782492795.

This is designed to bridge the gap between years 11 and 12.

You should:

Make sure you understand everything in this workbook

Answering all questions and self-marking the questions.

Self-mark the questions in a different colour, adding corrections

Self-marked questions should be brought to the first lesson so your teacher can

check completion

Use the book to revise for a test. You will have to demonstrate your knowledge in

an induction test in the first week of term. The test is straightforward, and is based

solely on the GCSE level content within the head start booklet. You should expect

to achieve a very high result in it. Failure to achieve a good result will put into

question your position on the biology course, and we may advise you to take an

alternative A Level course instead.

Link to course

The step up to A level Biology is very significant, and your success in this subject will largely depend on your ability to build upon your knowledge from GCSE and revise throughout this year. The CGP book will help you with this transition, as well as introducing you to some key concepts that you will meet next year.

Success criteria

Your self-marked questions will be checked on the first lesson to review the content and quality of your self-assessment. You will complete an assessment based on the content and skills within this book in the first Biology lesson of the year. This assessment focus primarily on content, as Biology A level has a vast amount of content to recall. If you underperform in this assessment (e.g. receive below your target grade), you will be expected to resit the paper.

Marking structure

The assessment will be given a percentage, and this will then be given a grade, based on scaling from the current A level assessments. The assessment will be marked and returned to you, and you will spend time reviewing and improving upon your areas of misunderstanding.

Extension Task(s)

If you are considering Biology/Medicine or a related subject at university, you should read one of the following books and write a one page summary of what you have learned:

Human Instinct – Professor Lord Robert Winston

Do no harm – Henry Marsh

The music of life : Biology beyond the genome – Denis Noble

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Business Instructions You are to write a 25 mark essay on the following topic:

“The managers of a large (employs over 250 people and has branches nationwide)

food production company believe that it is important for the business to behave

ethically. To what extent do you think that an ethical approach to business decision

making is now essential for managers in large companies?” [25 marks]

How to approach this. Planning is key!

1. If you have not studied Business in year 10 and 11, you may need to begin by

finding out what ethical behaviour (from a business perspective) means first.

Even if you have studied it, you may need a refresher. 2. Find out what is meant by the term stakeholder. You will have to consider

ethical decision making in regards to different stakeholders. 3. A level Business places a lot of significance on CONTEXT or specific

circumstances/ situations facing a business. What context hooks are in this

question? It is ESSENTIAL that when writing your essay response you are

referring directly and specifically to the context.

Link to course

The business and economic landscape has, and will, continue to evolve over time. One of the greatest pressures on businesses nowadays is to be seen to behave in a way deemed as correct and appropriate for modern society. It is therefore vital for A level Business students to have an understanding of how societal change has led to changing ethical attitudes and opinions, as it could lead to large problems for businesses if they are seen to be not taking this seriously. This will then lead onto a discussion about how other external factors impact upon business activities.

Success criteria

You should provide an answer to the question that:

Demonstrates a depth and range of knowledge and understanding that is precise and well selected in relation to ethical issues relating to food production

Demonstrates analysis throughout which is well developed, is applied effectively to the context of a large food production company, as well as other types, and considers a balanced range of issues in the question.

Makes judgements or provides solutions which are built effectively on analysis, show balance and have a clear focus on the question as whole throughout; the extent to which you believe that managers in specifically food production companies, as well as other large companies, should take an ethical approach to decision making.

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Marking structure

Level The candidate will typically demonstrate: Marks

5 An excellent response overall that is fully focused on the key demands of the question: demonstrates a depth and range of knowledge and understanding that is precise and well selected in relation to issues in the question; demonstrates analysis throughout which is well developed, is applied effectively to the context and considers a balanced range of the issues in the question; makes judgements or provides solutions which are built effectively on analysis, show balance and have a clear focus on the question as a whole throughout.

21–25 marks

4 A good response overall that focuses on many of the demands of the question: demonstrates a depth and range of knowledge and understanding of issues in the question; demonstrates analysis which is well developed, applied effectively to the context and considers a range of issues in the question; makes judgements or provides solutions which are built on analysis, show balance and address the question as a whole.

16–20 marks

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A reasonable response overall that focuses on some of the demands of the question: demonstrates a limited knowledge and understanding of a range of issues in the question or a good knowledge and understanding of relatively few issues in the question; some attempt to use the context and develop arguments relating to the question; some attempt at making a judgement and/or solutions which address part of the question set.

A limited response overall with little focus on the demands of the question: demonstrates a limited range and depth of knowledge and understanding of issues in the question; demonstrates analysis with little development, mainly descriptive application to the context and considers a limited number of issues in the question; makes judgements or proposes solutions which have limited links to analysis or limited focus on the question as a whole.

A weak response overall lacking focus on the demands of the question: demonstrates isolated or imprecise knowledge and understanding; demonstrates undeveloped analysis with descriptive application to the context and lacking focus on the question; makes judgements or proposes solutions based on assertions.

11–15 marks

6-10 marks

1-5 marks

Extension Task(s)

If you are considering Business or a related subject at university, you should complete the following: Read a Business book- can be fiction or non-fiction-and complete a review of one side of A4 in size 12 font. Your review should include the following:

Why you selected this book and why you think it is relevant to your university/ career path

A summary of which part/aspect of the book you found most interesting and reasons why

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Chemistry

Instructions You need to purchase and complete the ‘Head Start to A-Level Chemistry’ book

o Publisher: Coordination Group Publications Ltd (CGP) (2nd Mar. 2015) o ISBN 978 1 78294 280 1

All of the questions should be fully answered with clear and structured workings on paper

with content titles. This needs to be self-marked with corrections as necessary and

handed in to your first Chemistry lesson. Memorise the common ions on Page 7.

Link to course

The step up to A level Chemistry is a significant one, and your success in this subject will largely depend on your ability to build upon your knowledge from GCSE and revise throughout this year. The CGP book will help you with this transition, as well as introducing you to some key concepts that you will meet next year. It also gives you a chance to develop the layout of your workings and answers.

Success criteria

1. You will complete an assessment based on the content and skills within this book in the first Chemistry lesson of the year. This assessment will be a mixture of multiple choice and longer answer questions, to mirror the style of assessment at A-Level.

2. Your CGP answers will be submitted on the first lesson to review the layout and structure of your answers.

Marking structure

1. The assessment will be given a percentage, and this will then be given a grade, based on scaling from the current A-Level assessments. The assessment will be marked and returned to you, and you will spend time reviewing and improving upon your areas of misunderstanding.

2. Your layout and structure will be reviewed from your submitted answers.

Extension Task(s)

If you are considering Chemistry or a related subject at university, you should complete one or more of the following:

- Read one of the following books and write a one page summary of what you have learned:

o Periodic Tales (Hugh Aldersey-Williams)

o The Periodic Table (Primo Levi)

- Complete one of the following online courses on the Futurelearn website: o Understanding Experiments o Understanding numbers

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Computer Science

Instructions You are required to follow the instructions in Appendix 1, and complete the activities.

There are three sections to the activities.

1) Download and install the Java Development Environment (JDK) and the NetBeans IDE.

2) Copy a given program and write a program to solve a problem.

3) Write the code three tasks – larger program

Link to course

Computer Science is the study of the design of algorithms, their properties, linguistic and mechanical realisation. Algorithms are realised through writing computer programs. In this subject you will be expected to develop an understanding of the principles and concepts of Computer Science including; abstraction, decomposition, logic, algorithms and data representation. You will explore a range of programming paradigm and develop an understanding of the strengths and weaknesses of each paradigm. You will be able to see the relationship between different aspects of Computer Science and explore emerging areas such as data science (big data) and ubiquitous Computing.

Success criteria

To be successful at this task you need to complete all three sections. The print out will be collected in class on your first lesson.

1) Your annotations and program code will be checked, your solution will be graded as excellent, good, fair or poor.

Marking structure

The task will be marked using the following criteria and grades.

Criteria / marks Explanation

Accuracy – 10 Does the program solve the problem?

Techniques - 10 Use of variables, control structure, functions / procedure, data structure

Evaluation - 10 Reflect on the efficiency of your solution

Excellent ( 25+) Good (21 – 24) Fair (15 – 20) Poor (0 – 14)

Extension Task(s)

Computer Science covers a variety of topics, here are some practical activities to get you started.

Project Euler – A set of challenging Mathematical / Computer Science problems. https://projecteuler.net

GeomLab – Explore the declarative programming paradigm with shapes to make interesting patterns. http://www.cs.ox.ac.uk/geomlab/

The UK Bebras Competition – A competition for years 2-13 that test logical thinking skills. http://challenge.bebras.uk/index.php?action=welcome

Visit one of the links above and complete at least three challenges.

Supplementary material for this task is available on the school website at this link : http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form

https://projecteuler.net/

http://www.cs.ox.ac.uk/geomlab/

http://challenge.bebras.uk/index.php?action=welcome

http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form

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Drama Instructions

Task 1: Ideas for Devised performance This task relates to component 1 – Devised performance

For your devised performance, you will be required to use an extract from a play as your stimulus. The extract can be form any published play and the chosen extract would be 1-2 pages from the text.

Read a selection of plays and find 3 in which you could develop into a devised performance. Try to ensure each play is different in style, themes and plot.

From the 3 plays, select your chosen extracts and photocopy these. Annotate them with ideas for how you could use this to develop a 20 minute devised performance. Think about storyline, characters, style and audience intention.

You should research different practitioners too and think about which practitioner style might suit your chosen extract. Practitioners that we will explore include Artaud, LeCoq, Brecht, Berkoff and Stanislavski.

Print your extracts and work off and be prepared to share these with the class in the first week back.

Task 2: Find a monologue ready to perform This task relates to component 2 – Text in performance

Research and select a monologue from a published play which should be between 2-3 minutes in performance

Print off and annotate your monologue with performance ideas

You will work on the performance of this monologue in lessons and perform it to the group at the end of September

You will be assessed on your voice, movement, characterisation – in relation to the style and genre of your chosen monologue

Task 3: Watch and evaluate a piece of Live Theatre This task relates to Component 3 – written exam

Watch a piece of live piece of theatre – preferably a play but a musical is acceptable. Write a 1000 word review analysing the performance and production elements.

You should analyse the acting style, characterisation, lighting, set, costume, props and staging – with clear examples to support your points. You should analyse the director’s concept – it if often useful to purchase a programme or research the name of the director and company online.

Include images, sketches and quotes

Your evaluation should be analytical rather than descriptive

Link to course

All tasks will be linked to the course specification which is as follows: - Component 1: Devised performance and portfolio (40%)

- Component 2: Performance of a text AND a monologue / duologue (20%)

- Component 3: Written exam ‘Theatre makers in practice’ (40%)

Success criteria

Task 1: - Excellent level of research into plays and script extracts

- Annotations, written concepts, images and resources are prepared

- Clear links into how the chosen extract could be used and developed in an actual devised

performance – with a clear practitioner influence

Task 2: - A monologue that is suited to your style of performance

- A clear knowledge of the play the monologue comes from

- Developed ideas about performing the monologue

- A clear understanding of the character

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Task 3: - A well written theatre review which analyses a variety of production elements

- A clear understanding of the directors aims

- A personal response to the performance

- A high level of analysis rather than a description of what happens

- Quality of Written communication is excellent

Marking structure

Task 1: - Your ideas will be marked on the level of detail and research in your chosen extract

You should be able to discuss confidently and coherently how your 3 extract could

be used in a devised performance.

- You should have made reference to developing your performance extract in light of

a theatre practitioner (Berkoff, Brecht, Stanislavski)

Task 2: - In your monologue performance at the end of September you will be given a

performance mark out of 40

- Up to 10 marks for voice and movement, 10 marks for characterisation, 10 marks for

content, style and form and 10 marks for your directors interpretation

Task 3: - Your Theatre Review will be marked out of 15 using the following Edexcel criteria

AO3: Evaluation of live theatre – marks out of 50 13-15: Student’s evaluation of a live theatre performance is outstanding. They are fully aware of a wide range of production values and are able to analyse the effect this may have on an audience. Supported examples are detailed and reported with almost faultless accuracy. 10-12: Student’s evaluation of a live theatre performance is excellent. Production values are clearly understood and their significance is both analysed and evaluated. Detailed examples are relevant and accurate. 7-9: Student’s evaluation of a live theatre performance is good. They understand how production values contribute to the performance overall and are able to evaluate what they’ve seen with clear, detailed examples. 4-6: Student’s evaluation of a live theatre performance is adequate. They are able to distinguish between the play and the production and comment on some aspects of what they’ve seen, making simple evaluative comments. 0-3: Student’s evaluation of a live theatre performance is limited. They may have focused on the play rather than the production. It will be heavily reported with little, or no evaluation

Extension Task(s)

Optional extension task: - In Component 2 – you will also perform a 30 minute performance of a published play.

Research a range of texts and write notes and ideas on how you might perform the play

in light of a practitioner

- Later on in the year, we will be studying two texts in preparation for the Component 3

exam – Accidental Death of an Anarchist by Dario Fo and Woyzeck by Georg Buchner.

You will be given these set texts for the duration of the course and we will be reading

these in lessons but it would be advantageous to have a strong knowledge of the play

and the playwright’s intentions prior to studying the text.

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Economics

Instructions

You will read the first 3 chapters of your Economics textbook (hyperlink provided at the

end of this task) and complete, handwritten legibly (or typed) and in complete sentences

on lined paper, the following:

Chapter 1 Question 1 on p3

Chapter 1 Data Response Question – Net migration on p5

Chapter 2 Question 1 on p6, Question 2 on p7, and Question 3 on p8

Chapter 2 Data Response Question – Cinema data on p11

Chapter 3 Question 1 (p12); Question 2 and Question 3 (p13), and Question 4 (p14)

Chapter 3 Data Response Question – The National Health Service faces tough

choices on p16

Link to course

Economics is most likely a new subject for you, and these 3 chapters cover the very basic foundations of the 2-year Economics course. You will be investigating the assumptions we make within economics, and how we represent and interpret data.

Success criteria

The shorter questions (everything else not specifically mentioned below) will demonstrate the skills of demonstrating knowledge accurately (A01 - knowledge), using data and evidence (A02 - application) to support your points, and detailed explaining of your ideas (A03 - analysis) The evaluation questions – Net migration question 2, Cinema data questions 3a and 3b and The National Health Service question 3 – should be written as 25 mark essays. They should be approximately 1 side of A4 and each paragraph should begin with a clear point, which you then go on to explain and support. Guidance for each of the essays can be found in the box titled “Evaluation” found next to or beneath the questions themselves. Please keep in mind that at this early point in the course, your effort and a demonstration of your interest are what counts most!

Marking structure

Extension Task(s)

Read a book and produce a book review of 500-800 words. The purpose is to read a bit

more widely around the subject. It may be typed, but ensure you’ve printed it so that

you can hand it in for review in the first lesson. Choose from:

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The Undercover Economist by Tim Harford (ISBN 978-0349119854)

Made in Britain by Evan Davies (ISBN 978-0349123783)

The Big Short by Michael Lewis (ISBN 978-0141043531)

A good non-fiction book review should contain:

Information about the author and background information about the book

The author's purpose – is it to inform? To entertain? To persuade?

A summary of the author's thesis

A description of how the book is organised; a discussion of the key points that are

very interesting, convincing (or not), surprising, illuminating, disappointing, etc.

A concluding summary – how well did the author present his/her thesis? Did

he/she convince you? Do you agree with the thesis? Was something missing that

would help you to feel more informed (and if so, what was it?)?

Supplementary material for this task is available on the school website at this link:



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English Literature Instructions Required Reading

Read ‘Tess of the D’Urbervilles’ by Thomas Hardy (ISBN: 978-0-141-43959-4). All pupils intending to study English Literature at AS level are required to have read the exam pre-1900 prose text (Tess) before their first English lesson in September. It will be impossible for students to benefit from English lessons unless this required reading has been completed over the summer holidays. You will need to buy the specified edition – the ISBN number is 978-0-141-43959-4 – so that we can use the same version in class.

Written Task

Please complete the following task and hand it to your English teacher in your first English lesson. You should aim to write between 1-2 sides of A4. Re-read chapter 4 of Tess of the D'Urbervilles. Then answer this question: What themes and characteristics of Tess does Hardy introduce here which he later develops in the rest of the novel? You need to make specific reference to chapter 4 and broader reference to the rest of the novel. Aim to write at least one PEE (Point, Example from text, Explanation) paragraph for the bullet points below:

Portrayal of women

Industrialisation

Family

Imagery

Fate

Write in your own words using simple uncomplicated prose; do not plagiarise or use words you do not understand.

Link to course

Students begin studying ‘Tess of the D’Urbervilles’ by Thomas Hardy at the start of year 12 as part of Component 2: Prose of the Edexcel English Literature A Level. They will go on to compare it to ‘A Thousand Splendid Suns’ by Khaled Hosseini. This unit represents 20% of the A Level and will be assessed through an essay completed in an examination.

Success criteria

The induction task will be assessed using the Edexcel A Level Literature criteria, assessment objectives 1 and 2, which are as follows: AO1 - Articulate informed and creative responses – use correct written expression – use literary terms and concepts correctly AO2 - Analyse how form, structure and language are used to convey meaning

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Marking structure

Level 1 – Descriptive (1 – 4 marks):

Recalls basic points with few accurate references to texts.

Recalls limited concepts and terms. Ideas are unstructured with frequent errors

and technical lapses.

Uses a highly narrative or descriptive approach. Shows overall lack of

understanding of how meanings are shaped in texts and the writer’s craft.

Level 2 – General understanding (5 – 9 marks):

Makes general points and references texts, though not always securely. Gives

general explanation of concepts and terminology. Ideas are organised but writing

has errors and technical lapses.

Gives surface readings of texts by commenting on straightforward elements.

Shows general understanding of how meanings are shaped in texts and the

writer’s craft.

Level 3 – Clear understanding (10 – 15 marks):

Offers a clear response, providing examples. Accurate use of concepts and

terminology. Ideas are expressed with few errors and lapses in expression.

Demonstrates clear approach to how meanings are shaped in texts. Has clear

knowledge which shows understanding of the writer’s craft.

Offers clear points supported by examples. Level 4 – Exploration (16 – 20 marks):

Constructs a consistent argument with examples, confident structure and precise

transitions. Uses appropriate concepts and terminology. Expression is secure

with carefully chosen language.

Displays a secure understanding of how meanings are shaped in texts. Provides evidence of effective and consistent understanding of the writer’s craft.

Level 5 – Evaluative analysis (21 – 24 marks):

Provides a consistently effective argument with textual examples. Applies a

discriminating range of concepts and terminology. Secure expression with

carefully chosen language and sophisticated structure.

Displays discrimination when evaluating how meanings are shaped in texts.

Shows a critical understanding of the writer’s craft.

Extension Task(s)

Students considering reading English Literature at university should choose another Victorian novel from the list below (this is also on the English year 12 pages on Copia) to read and compare the presentation and role of women in Victorian society in ‘Tess’ and the chosen second novel. Novels you could choose include: Charlotte Bronte’s ‘Jane Eyre’, Emily Bronte’s ‘Wuthering Heights’, Charles Dickens’ ‘Bleak House’, George Eliot’s ‘The Mill on the Floss’ and William Makepeace Thackeray’s ‘Vanity Fair’.

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Film Studies

Instructions We will be looking at Global Films. We will be studying ‘City of God’ and ‘Pan’s

Labyrinth’.

- Create a one-page mind map on the directors in both cases. Background,

notable films, influences, etc.

- Watch the opening of both films. The first ten minutes. Whilst watching the

films keep detailed notes of the effects created - the mood and atmosphere.

Are there any specific effects that interest you?

- Write no more than two sides of A4 on both sequences. You should explore

what the meaning is in the sequences and how it interests the audience. What

did it reveal or do well? Does it create a particular mood or suggest a particular

theme?

In short, watch the opening of both films – and explore how they set up the tone of the

film and introduce themes.

Link to course

Global cinema will be the first unit studied in the course. It is an essential component

of the overall exam.

Success criteria

At this early stage in the course, the work will be marked mainly for engagement with

the films – showing a good level of note taking that will be essential to active film

watching.

The written response will be successful if it is clear, cogent and offers a clear line of

argument.

Excellent responses will show an application of the context of the directors derived

from the mind map task.

Marking structure

This paper will be marked with the grade boundaries: Excellent = 85%+ Good = 65%- 84% Satisfactory = 45% - 64% Basic = 25% - 43% Limited – 0-24%

Extension Task

Visit the BFI and explore the resources available. Watch other films by the directors of the two focus films.

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French There are 2 separate tasks for French, each with a slightly different aim. Task 1: Film analysis Task 2: Translation of key vocabulary Instructions Task 1:

Watch 1 of the French language films from the list below:

Les 400 coups

Au revoir les enfants

La Haine

L’auberge espagnole

Un long dimanche de fiançailles

Entre les murs

Hors de prix

Arnacœur

La famille Bélier

Intouchables

Tout ce qui brille

La tête en friche

Answer the following question in FRENCH

Quel est le message que le réalisateur veut communiquer au public?

A votre avis, le réalisateur a-t-il réussi à communiquer ce message? Justifiez votre

réponse.

Consider the following:

- What happens in the film? - What is the historical and social context of the film? - What are the director’s intentions (think about the context of the film)? - What is unique / special about the film? e.g. cinematography, music etc. - Would you recommend this film and why?

Link to course For the A-level course, you will be required to write 2 essays in your “Paper 2:

Writing” exam. One essay will be on a film.

Success criteria

You will have written approximately 300 words in French on A4 lined paper.

You will have clear handwriting and have written your essay on every other line. It will not have been written on the computer.

You will have used a range of vocabulary and tenses (minimum past, present, future and conditional)

You will have included your own opinions with justifications using specific examples from the film.

You will have referenced the social / political context of the film.

You will have explained the director’s intentions, supporting your opinion with relevant scenes or quotes from the film.

Marking structure

Your work will be marked for Quality of Language (A03) and Critical Analysis (A04)

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Instructions Task 2:

Using Appendix 1, translate all the phrases into English.

Link to course For the A-level course, you will be required to complete “Paper 3: Speaking” exam.

For this exam, you will need to discuss a Stimulus Card and also discuss your Individual

Research Project (which will have been completed over the two-year period). In order

to score the top grades in this exam, pupils are expected to demonstrate in-depth

knowledge of the issues studied. In order to do this, pupils are expected to use

statistics and data found in articles and surveys in order to answer questions in the

speaking exam. Even more important than this, however, is that pupils analyse and

link their ideas, rather than simply regurgitating statistics and factual knowledge. The

phrases used in Task 2 are essential for achieving this.

Success criteria

Correct translations of French phrases.

Marking structure

Your work will be marked correct or incorrect based on communication of key messages (just like for GCSE translation tasks).

Supplementary material for this task is available on the school website at this link :



19

Geography Instructions You are to write a 1,500 word essay that responds to the statement below:

“What is the geography of your favourite place”

‘Place’ is one of the most important terms used by geographers. Writing about a ‘place’

invites you to explore the people, processes and connections that make a particular

location meaningful to you and to others. Everyone’s favourite place is different and

unique. It could be somewhere everyday—such as a local space, a football stadium or a

museum—or somewhere extraordinary—such as a holiday destination, a place that

holds a special memory, or a place that you have read about or seen in a film. It could

be found anywhere and at any scale —local, national or international. You could have

real ‘lived experiences’ of this place, or it could be distant (or imaginary) place you have

never visited.

In an exploration of your favourite place, you should consider how your favourite place

is shaped by local, national and global processes, and what these geographical

processes—both physical and human—are. This will include the people and

connections that make this place meaningful; and the social, cultural, political and

environmental geography of your favourite place.

What you are required to do:

Identify your favourite place and explain clearly why it is your favourite place.

Write about both the human (social, cultural, political and economic) and

physical (climate, topography, ecosystems, hazards) of that place. The best

answers will consider how different factors interact and affect each other.

Consider how your favourite place is changing, the processes behind these

changes, and any potential challenges that it may be facing.

Discuss the people and activities that make your favourite place meaningful.

The best answers will consider how different people might therefore have

different experiences in and opinions on that place.

Discuss the links and interconnectivity between your favourite place, the local

and the global

You need to research these carefully, using and referencing several different books and articles. As you move from GCSE to A Level you should aim to put increasing weight on developing your own argument. The best answers will have a deep factual base but they won’t stop there, they will use that to put forward an interesting and comprehensive argument which assesses what it is that makes your favourite place so special.

Your essay should be 1500 words in length and make strong use of annotated

diagrams, infographics and/or maps. You must refer to the

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diagrams/infographics/maps in the body of your essay, they are not just for

decoration!

Link to course

The A level Geography course requires you to consider the value of “place” and how places change. This is in a broad sense in terms of what people feel about familiar and unfamiliar places, and how people can feel a sense of belonging or not. More specifically, it is also considering how economics, systems and government can change places, for example, through redevelopment areas can lose their unique identity.

Marking structure

L4: Answers will display a good understanding of the demands of the question. They

will be well-organised and effectively communicated. There will be a range of clear and specific supporting information showing a good understanding of key issues, together with some conceptual awareness. The answer will be analytical in style with a range of direct comments leading to substantiated judgement.

L3: Answers will show an understanding of the question and will supply a range of

largely accurate information which will show an awareness of some of the key issues and features. The answer will be effectively organised and show adequate communication skills. There will be analytical comment in relation to the question and the answer will display some balance. However, there may be some generalisation and judgements will be limited and only partially substantiated.

L2: The answer will show some understanding of the full demands of the question

and the answer will be adequately organised. There will be appropriate information showing an understanding of some key features and/or issues but the answer may be limited in scope and/or contain inaccuracy and irrelevance. There will be some comment in relation to the question.

L1: The answer will be descriptive or partial, showing some awareness of the

question but a failure to grasp its full demands. There will be some attempt to convey material in an organised way although communication skills may be limited. There will be some appropriate information showing understanding of some key features and/or issues, but the answer may be very limited in scope and/or contain inaccuracy and irrelevance. There will be some, but limited, comment in relation to the question and statements will, for the most part, be unsupported and generalist.

There will be a general consideration of the quality and depth of your knowledge of the place and your understanding of the issues presented. There will also be a consideration of your application of this understanding to the specific situation, and further, more developed geographical link based (synoptic) thinking.

Extension Task

Read the following article “Climate change: Global sea level rise could be bigger than expected” https://www.bbc.co.uk/news/science-environment-48337629 Write:

A summary of the main geographical themes

A summary of your views on the debate over what should be done in response

to climate change.

https://www.bbc.co.uk/news/science-environment-48337629

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German There are 2 separate tasks for German, each with a slightly different aim. Task 1: Film analysis Task 2: Translation of key vocabulary


Watch 1 of the German language films from the list below:

Almanya – Willkommen in Deutschland (2011)

Das Leben der Anderen (2006)

Die fetten Jahre sind vorbei (2005)

Sophie Scholl – Die letzten Tage (2005)

Good bye, Lenin! (2003)

Lola rennt (1998)

Answer the following question in GERMAN

Was wollte der Regisseur in diesem Film dem Publikum sagen?

Ist es ihm Ihrer Meinung nach gelungen, seine Botschaft(en) zu vermitteln? Begründen

Sie Ihre Antwort.



Link to course

For the A-level course, you will be required to write 2 essays in your “Paper 2: Writing” exam. One essay will be on a film.

Success criteria

You will have written approximately 300 words in German on A4 lined paper.






Marking structure


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Link to course

For the A-level course, you will be required to complete “Paper 3: Speaking” exam. For

this exam, you will need to discuss a Stimulus Card and also discuss your Individual

Research Project (which will have been completed over the two-year period). In order

to score the top grades in this exam, pupils are expected to demonstrate in-depth

knowledge of the issues studied. In order to do this, pupils are expected to use statistics

and data found in articles and surveys in order to answer questions in the speaking

exam. Even more important than this, however, is that pupils analyse and link their

ideas, rather than simply regurgitating statistics and factual knowledge. The phrases

used in Task 2 are essential for achieving this.

Success criteria

Correct translations of German phrases.

Marking structure





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Graphics Instructions

You choose your own independent theme, choose a broad word as it will be your theme

for this year and the start of next:

You need to get a ring bound A3 sketch book this should have high quality paper in it and

not have pages that can be pulled out.

Title page with your name and Title

Visual collection of images of artwork/ photography/Graphics or other media sources that

relate to Identity – show us what you are interested in

Synopsis – Please type up what you think your theme means, think outside the box and

explain all your thoughts. Relate you’re thought to Graphic Identity. Type this on an A4

landscape piece of paper.

Spider Diagram – write

down or type as many

words you can think of

to fill an A4 landscape

piece of paper

Select a Brief – You can choose your own Brief or interpret the brief title bellow in a

different way.

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96 marks is what you will be marked out of at the end of year 12

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Photoshoot – Plan and take a photoshoot in response to your chosen starting point

Observational Drawing - Draw from the objects/people that you have selected to use to

answer your brief. 4 A3 drawings filling your pages please – please do not draw on the back

of any of your pages.

Link to course

The work you produce for your induction is the start of your A level project it will allow your teacher to see you level of skill and your personal interest. Please make sure you look at Graphic Designers and Photographers that you find interesting and think of an avenue you would like to explore within Graphic Identity. It is deliberately broad to allow you to produce personal and independent work.

Success criteria

Marking structure

Your work must be complete and displayed in your book. It will be marked using the four assessment objectives above. Exceptional Confident Consistent

Extension Task(s)

Please visit the new design museum or other Tate Britain and fine pieces of work that interest you. Sketch and draw from observation and write up what you found interesting and how it helped develop your ideas around your theme.



26

History Instructions You are to write two essays with the titles:

1) What was the most important cause of the German Revolution of 1918?

Include at least four causes

2) How stable was England at the time of Henry VII’s coronation in 1485?

Consider political, economic and foreign policy factors

You need to research these carefully, using and referencing high-level articles/books.

Each essay be approximately two sides of A4 in size 12 font, including a bibliography

which identifies the sources you used (a minimum of four).

Link to course

The Year 12 History course will be looking at two areas: Weimar Germany and the early Tudors. By building up an understanding of what the situations were like in the country at the start of the time period we will be studying you will be able to understand more

deeply how the situations developed.

Success criteria

Your essays will have a clear argument throughout them, with a structure that

links the paragraphs together coherently.

There will be a use of evidence from your research that will demonstrate your

understanding of the time period, using specific facts and figures.

Your conclusion will summarise your argument clearly.

Marking structure

L5: Answers will display a good understanding of the demands of the question. They will be well-organised and effectively communicated. There will be a range of clear and specific supporting information showing a good understanding of key features and issues, together with some conceptual awareness. The answer will be analytical in style with a range of direct comment leading to substantiated judgement.

L4: Answers will show an understanding of the question and will supply a range of largely accurate information which will show an awareness of some of the key issues and features. The answer will be effectively organised and show adequate communication skills. There will be analytical comment in relation to the question and the answer will display some balance. However, there may be some generalisation and judgements will be limited and only partially substantiated.

L3: The answer will show some understanding of the full demands of the question and the answer will be adequately organised. There will be appropriate information showing an understanding of some key features and/or issues but the answer may be limited in scope and/or contain inaccuracy and irrelevance. There will be some comment in relation to the question.

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L2: The answer will be descriptive or partial, showing some awareness of the question but a failure to grasp its full demands. There will be some attempt to convey material in an organised way although communication skills may be limited. There will be some appropriate information showing understanding of some key features and/or issues, but the answer may be very limited in scope and/or contain inaccuracy and irrelevance. There will be some, but limited, comment in relation to the question and statements will, for the most part, be unsupported and generalist.

L1: The question has not been properly understood and the response shows limited organisational and communication skills. The information conveyed is irrelevant or extremely limited. There may be some unsupported, vague or generalist comment.

Extension Task

If you are considering History or a related subject at university, you should complete the following: Read any non-fiction History book and write a book review of one side of A4 in size 12 font. Your review should include the following:

A summary of the main themes

An summary of which part/aspect of the book you found most interesting and

reasons why

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Mathematics (and Further Mathematics)

Instructions You need to read and work your way through the Maths Induction booklet which can be accessed on the school website at:

https://twyford.ealing.sch.uk/attending-our-school/sixth-form

Scroll down towards the end of the page where it says ‘Induction Tasks for 2019’, under it, next to the section that says ‘Download supplementary material for Induction Tasks’, click on the link that says Maths.

1) You will need to mark the exercises that you have completed and have this ready for inspection by your Maths teacher in the first lesson.

2) You will also need to have your answers to the practice test sheet on page 37 ready for submission in the first lesson.

The content of the booklet needs to be thoroughly understood as you will be given a test within class during the second week on this content.

Link to course

Many students find quite a jump in what they are expected to do at A Level in comparison with GCSE. If mathematical arguments are to be constructed successfully, students need to be fluent in the manner in which they manipulate algebra. Consequently, it is vital that the grounding laid at GCSE is firm rather than merely learnt for the exams in the summer and subsequently forgotten!

Success criteria

1) Your teacher will look at your booklet and check that the exercises have been completed and self-assessed.

2) The practice test will be marked by your teacher and graded as excellent, good, fair or poor.

3) The test taken within class under timed conditions will be marked and graded using the same criterion.

Students who gain poor practice tests will be warned. Students who do not seem to have a firm understanding of the course after the test taken in class will be referred to the Sixth Form team as to whether they have chosen the best subject for them to study for the next two years.

Marking structure

Both the practice test and the test taken in class will be marked within the following boundaries:

Excellent (80%+) Good (60 – 79%) Fair (40 – 59%) Poor (0 to 39%)

Extension Task(s)

Go to http://www.m-a.org.uk/post-16-resources

and click on Read Any Good (Maths) Books Lately?

This is a reading list compiled by the Mathematical Association of books that sixth formers will hopefully find accessible and interesting to gain a wider understanding of the subject beyond the A Level syllabus. In particular, some sixth formers in the past have read Simon Singh’s book Fermat’s Last Theorem, and The Code Book, both of which are very accessible. David Acheson’s book 1089 and All That dips into a wide variety of topics in an entertaining way as do books by Rob Eastaway et al



https://twyford.ealing.sch.uk/attending-our-school/sixth-form

http://www.m-a.org.uk/post-16-resources

http://www.m-a.org.uk/resources/booklist07.doc


29

Music Instructions 1. Prepare a piece to perform on the instrument that you will present for the

performance element of the A level course. Instruments can include voice. Ideally

your piece should be at a minimum of Grade 5 level or equivalent, but marks will

be awarded for pieces at any standard. It is important that you know it well and

that you give a secure, expressive performance, with attention to detail of

dynamic and articulation. You will be asked to perform this in the Sixth Form

Music Showcase in September, which will be marked as part of your Q1

assessment.

2. Watch Act 1 of The Magic Flute by W.A.Mozart on Youtube. (A good version is

the Royal Opera House production at

https://www.youtube.com/watch?v=jVQroWMjUzE which has English subtitles.)

Write a critical essay on the piece which should include the following points:

A brief summary of the context of the composition of the work: What is

it, when and why was it written, and who for?

A brief synopsis of the plot and characters.

A brief summary of the musical resources used.

An analysis of one musical numbe that you enjoyed, explaining what

musical elements in the composition are dramatically effective. (You can

find a musical score of the number on imslp.com if you wish).

The essay should be a minimum of 500 words long.

Link to course

1. Performance accounts for 30% of the Edexcel A level Music course.

2. Act 1 of The Magic Flute is a set work for Edexcel A level Music. Students need to

write essays demonstrating the ability to contextualise and analyse the work.

Success criteria

1. Your audience will enjoy your performance!

2. Your essay will be clearly written and cogently organised; information is

factually correct and analysis is pertinent and expressed using appropriate

technical vocabulary. You present a thoughtful opinion of the work which is

informed by previous listening.

https://www.youtube.com/watch?v=jVQroWMjUzE

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Marking structure

1. 1. Performance

Level 5 Outstanding technical control, stylistically convincing and with close attention to expressive detail. Level 3 Accurate in the main but stylistically inconsistent with some lack of attention to expressive detail. Level 1 An insecure performance with little sense of style and little attention to expressive detail.

2. Essay Level 5 A well-organised, clearly and accurately written essay, concisely summarising the context and content of the work, analysing the compositional effectiveness in the work using appropriate technical vocabulary and giving an thoughtful personal response, which is informed by wider listening. Level 3 A clear and accurately written essay, with a factually correct summary of contest and content, but with limited analysis and limited or inappropriate use of technical vocabulary. The personal response is clear but uninformed by wider listening. Level 1 The writing is unclear due to poor organisation and mistakes in spelling or grammar. There are factual inaccuracies, little attempt to analyse and a generalised personal response which shows no evidence of wider listening.

Extension Task

If you are considering Music or a related subject at university, you should complete the following: Attend a professional concert. Research background information on a work/ style/ composer/ artist relevant to the concert and write either a CD sleeve note or a newspaper review of 500 words on it.

31

Music Technology Instructions TASK 1:

Write an essay on the innovative use of technology by The Beatles. You should cover

seminal tracks; techniques used; how they were innovative; how they influenced future

artists. Make sure to focus on the technological features and not the musical features of

their work. Your essay should be no longer than 750 words.

Link to course

Linked to Component 3 Listening Exam. You will need to student historical uses of technology by seminal artists.

Success criteria

Your essay will be clearly written and cogently organised; information is factually correct and analysis is pertinent and expressed using appropriate technical vocabulary. Your writing should be informed by listening.

Marking structure

Level 5 A well-organised, clearly and accurately written essay, concisely summarising the context and content of the artist, using appropriate technical vocabulary and giving a thoughtful response, which is informed by wider listening.

Level 3 A clear and accurately written essay, with a factually correct summary of contest and content, but with limited analysis and limited or inappropriate use of technical vocabulary. The response is clear but uninformed by wider listening.

Level 1 The writing is unclear due to poor organisation and mistakes in spelling or grammar. There are factual inaccuracies, little attempt to analyse and a generalised response which shows no evidence of wider listening.

Extension Task

If you are considering Music Technology or a related subject at university, you should complete the following: Write 500 words on an artist/genre of your choice. Explain its importance to you, providing contextual background and musical features of the genre/artist. This essay should be factual but also provide an insight to your musical personality.

32

Photography

Instructions

You choose your own independent theme, choose a broad word as it will be your theme for this

year and the start of next:

All work produced must be digital A3 pages ready to print when you get to school.

Page layout – Size – A3

1) A3 Title page : Your Name and Theme with one image that visually represents your chosen

personal theme.

2) A3 Visual collection : Images of photography or other media sources that relate to your chosen

theme– show us what you are interested in. fill the A3 paper with a range of high quality images.

Look at art2day for inspiration.

3) GENERAL RESEARCH : Show two A3 pages that show how you have researched your theme eg

looked at Artists or photographers. Print screen relevant media links eg documentaries, Ted Talks,

You Tube clips.

4) A4 Synopsis – Please type up what you think your theme means, think outside the box and explain

all your thoughts. Write this on an A4 work document and turn it landscape please use size 12 font.

You cannot be wrong so please write down all your ideas and thoughts. Think about what shoots

you would like to do and explain them. You don’t have to stick to them.

5) A4 Spider Diagram – write down as many words you can think of to fill an A4 landscape piece of

paper put Identity in the middle and fill the page with relevant words.

6) A3 Statement of Intent /Inspiration Please choose one of your ideas and plan a Photoshop make

sure you state what you want to convey in your photoshoot?

What do you want people to think when they look at your images?

PLANNING Location? Models? Time of day? Props or makeup?

MY AIM: What do you want to achieve? Try and visualise your images, what do they look like?

What lighting are you going to use, flash or natural light? Will you be experimenting with different

viewpoints? Will they be used to create a product such as CD, DVD cover? Will they be put into a

series? Clearly explain the aim of the shoot. What do you want to capture and communicate to your

viewers?

HOW IT LINKS TO THE THEME: Clearly explain how your idea links to your theme. Explain the

context of your photo shoot. If you have a range of ideas that you want to experiment with during

the shoot then write them all down.

INSPIRATIONS: State the names of the photographers who have inspired you to do this shoot. What

aspect of the work did you find interesting and why? What elements do you want to try and portray

in your own work?

7) Photographer You must choose and look at a photographer before you do your shoot. It is very

important you learn from photographer and show inspiration. Please select a photograph of your

33

choice who LINKS to your shoot idea. Look on http://www.art2day.co.uk/ . You must not copy what

the photographers does but be inspired by what they do and interpret it in your own way.

8) Photoshoot – Take your photograph and bring them digitally to your first lesson

Link to course The work you produce for your induction is the start of you’re A level project it will allow your teacher to see you level of skill and your personal interest. Please make sure you look at Photographers that you find interesting and think of an avenue you would like to explore within Identity. It is deliberately broad to allow you to produce personal and independent work.

Success criteria

Marking structure

Your work must be complete and displayed in your folder.

It will be marked using the four assessment objectives above:

Exceptional, Confident, Consistent

Extension Task(s)

Please visit a Photography Gallery and fine pieces of work that interest you. Write up how going to the exhibition helped develop your ideas. http://www.timeout.com/london/art/top-10-photography-exhibitions-in-london

http://www.art2day.co.uk/

http://www.timeout.com/london/art/top-10-photography-exhibitions-in-london

34

Physics

Instructions You need to purchase and complete the ‘Head Start to AS Physics’ book:

o Publisher: Coordination Group Publications Ltd (CGP) (2nd Mar. 2015)

o ISBN-10: 1782942815

o ISBN-13: 978-1782942818.

All of the questions should be fully answered with clear and structured workings on paper

with content titles. All of your answers must be self-assessed using a differently coloured

pen from the answer key at the back of the book. This is to be handed in during your first

Physics lesson.

Link to course

The step up to A Level Physics is a significant one, and your success in this subject will largely depend on your ability to build upon your knowledge from GCSE and revise throughout this year. The CGP book will help you with this transition, as well as introducing you to some key concepts that you will meet next year. It also gives you a chance to develop the layout of your workings and answers as this is crucial for your exam success.

Success criteria

You will complete an assessment based on the content and skills within this book

in the first Physics lesson of the year. This assessment will be a mixture of

calculation and short-answer questions. If you underperform in this assessment

(e.g. receive below your target grade), you will be expected to resit the paper.

Your workings will be handed in during the first lesson to review completion, the

layout, and structure of your workings.

Marking structure

The assessment will be given a percentage, and this will then be given a grade,

based on scaling from the current AS level assessments. The assessment will be

marked and returned to you, and you will spend time reviewing and improving

upon your areas of misunderstanding.

Your completion, layout, and structure will be reviewed from your submitted

workings, and feedback will be given to you on how to improve.

Extension Task(s)

If you are considering Physics/Engineering or a related subject at university, you should complete one or more of the following: Read one of the following books and write a one page summary of what you have learned:

Just Six Numbers (Martin Rees)

A Brief History of Time (Stephen Hawking)

A Short History of Nearly Everything (Bill Bryson)

Complete one of the following online courses on the Futurelearn website:

Cracking Mechanics: Further Maths for Engineers (Bristol Uni)

Through Engineers’ Eyes (UNSW Australia)

35

Politics Instructions You are to write two essays with the titles:

1. Should the House of Lords be reformed?

You should consider both sides of the argument.

Include recent examples to illustrate your points.

2. ‘The UK must leave the EU.’ Assess the validity of this view.

You should consider both sides of the argument.

Include recent examples to illustrate your points.

You need to research these carefully, using and referencing high-level articles and books

(eg the BBC website, the Times, the Guardian, the Telegraph, the Economist, the New

Statesman, the Spectator amongst others)

Each essay should be approximately two sides of A4 in size 12 font, including a

bibliography which identifies the sources used (a minimum of four).

Link to course

The year 12 politics course focuses on the government and politics of the UK. By writing these two essays you will be building an understanding of topical debates which will feed directly in the courses you will be studying.

Success criteria



There will be use of recent evidence from your research that will demonstrate

your understanding of the topics.


Marking structure

Level 5 21-25/25 (extract from the mark scheme)

Detailed and accurate knowledge and understanding of relevant political concepts, institutions and processes are used to support analysis of the issue under discussion The answer is well organised, coherent and has a sustained analytical focus on the question

Extension

task

Why has there been a rise of populism in Europe? You should refer to at least three

countries in your answer.

36

Psychology

Instructions You must complete the following 3 tasks:

TASK 1:

Research the following careers in psychology and then summarise each one in 150 of your own

words;

1) Clinical psychologist

2) Forensic psychologist

3) Health psychologist

TASK 2:

Choose one of the following 2 questions. Research and write your response. This should amount

to an answer you could write in an exam within a 20 minute timeframe (keep in mind, you

would be writing quickly as you will know the answer by the exam date).

“Outline and evaluate research into the effects of age on eye witness testimony” (16 marks) “Outline and evaluate explanations for obedience in psychology”

(16 marks)

Hint = There are 6 marks for “outline” and 10 marks for “evaluate”. Usually, you can attain the

10 marks by writing 5 elaborated evaluation points.

TASK 3:

Choose one of the following 3 questions. Research the answer and write a 200 word summary

of what you have discovered;

1) What methods do psychologists use to study people scientifically?

2) There are many models suggesting how our memory actually works. Outline the reasons

some psychologists have given for why we forget information.

3) When a baby is born, they become attached to their primary caregiver. How can this

initial bond affect his / her future adult relationships?

Link to course

Psychology will be a brand new subject for most of you. It is important to start thinking

about the possible options to you in the future should you wish to pursue it as a degree

or even beyond that as a career.

Your exams will involve answering multiple choice, short answer and longer answer

questions. The longest of these will be 16 mark essay responses and so you should get

used to how to answer these and learn to increase what you can write in 20 minutes.

You will cover many topics in psychology from research methods to attachment. Starting

to find an area of interest to you and doing some initial reading around it would set you

up well to start the course.

37

Success criteria

All written tasks will be handwritten. The only typed copies should be from students who

have already been cleared to type in their A level exams.

All writing should be your own words and not plagiarised

In the 16 mark essay, you should refer to some psychological research studies. This will act

as “evidence” to enhance the credibility of your claims.

Answers should involve both “breadth” and “depth”. This means you should cover a range

of points and ensure you have gone into a good level of detail on each.

Marking structure

o All 3 tasks will be read and you will be given an overall grade based on 3 things:

1) Effort shown overall (characterised by evidence of accurate research, depth and breadth in writing) 2) Clarity and coherence of writing style and sentence construction 3) Task 2 will be marked according to AQA criteria. If you accurately answer this question it will show a good ability to cope with the demands of the psychology course.

Extension Task(s)

Optional extension task:

Psychology is an interesting subject with many areas you may find yourself intrigued by. Find a book related to any area of psychology and read it. Write a book review of one side of A4 in your own handwriting. Your review should include the following:


An summary of which part/aspect of the book you found most interesting and reasons

why

38

Religious Studies Instructions You are to write two essays with the titles:

1) ‘God is that which nothing greater can be conceived’. Discuss this statement

with reference to St Anselm’s Ontological argument.

Ensure you explain St Anselm’s Ontological argument and evaluation whether or

not the statement above is true.

2) Evaluate the success of Augustine in resolving the problem of evil.

Ensure you explain the problem of evil and whether or not you think Augustine’s

response is successful

You need to research these carefully, using and referencing high-level articles/books.

Each essay be approximately two sides of A4 in size 12 font, including a bibliography

which identifies the sources you used (a minimum of four).

Link to course

The Year 12 Religious Studies course will be looking at three areas: Philosophy of Religion, the relationship between religion and ethics and the development in Christian thought. This induction task will allow you to familiarise yourself with some of the key themes and thinkers you will be looking out over the next two years, and hopefully wet your appetite for what is to come.

Success criteria



There will be a use of evidence from your research that will demonstrate your

understanding of the time period, using specific facts and figures.


Marking structure

L5: Focuses on the precise question throughout

Very good selection of relevant material which is used appropriately

Accurate, and detailed knowledge which demonstrates very good understanding through either the breadth or depth of material used

Accurate and appropriate use of technical terms and subject vocabulary.

A very good range of scholarly views, academic approaches, and/or sources of wisdom and authority are used to demonstrate knowledge and understanding

L4: Addresses the question well

Good selection of relevant material, used appropriately on the whole

Mostly accurate knowledge which demonstrates good understanding of the material used, which should have reasonable amounts of depth or breadth

Mostly accurate and appropriate use of technical terms and subject vocabulary.

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A good range of scholarly views, academic approaches, and/or sources of wisdom and authority are used to demonstrate knowledge and understanding

L3: Generally addresses the question

Mostly sound selection of mostly relevant material

Some accurate knowledge which demonstrates sound understanding through the material used, which might however be lacking in depth or breadth

Generally appropriate use of technical terms and subject vocabulary.

A satisfactory range of scholarly views, academic approaches, and/or sources of wisdom and authority are used to demonstrate knowledge and understanding with only partial success

L2: Might address the general topic rather than the question directly

Limited selection of partially relevant material

Some accurate, but limited, knowledge which demonstrates partial understanding

Some accurate, but limited, use of technical terms and appropriate subject vocabulary.

A limited range of scholarly views, academic approaches, and/or sources of wisdom and authority are used to demonstrate knowledge and understanding with little success

L1: Almost completely ignores the question

Very little relevant material selected

Knowledge very limited, demonstrating little understanding

Very little use of technical terms or subject vocabulary.

Very little or no use of scholarly views, academic approaches and/or sources of wisdom and authority to demonstrate knowledge and understanding

Extension Task

If you are considering Religious Studies or a related subject at university, you should complete the following: Read the book ‘Sophie’s World’ and write a review on one side of A4 in size 12 font. Your review should include the following:


An summary of which part/aspect of the book you found most interesting and

reasons why

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Sociology Instructions TASK: Use the materials provided in the appendix (including the structured notes, additional

Sociology Factsheet, guided internet research and documentaries) to complete the following essay question: Examine the reasons for and the effects of child poverty in the UK. (20 marks) TIPS:

Your essay should be two/three A4 pages long (not more than 1000 words).

Your essay should be handwritten.

Write an introduction and a conclusion to your essay.

Answer both parts of the question.

Include a range of reasons/factors and try to back up your statements with evidence.

Link to course

The year 12 course explores two key areas in sociology: Work, Poverty and Welfare and the sociology of Education. By examining the causes and effects of child poverty in the UK you will begin to develop an understanding not only of what makes children and young people at greater risk of poverty in the UK but also how poverty can impact on a child’s experience of and achievement in education. This essay is a useful introduction to both parts of the course.

Success criteria

Your essay will display a broad and detailed range of knowledge and understanding of the question and sociological arguments and evidence.

You will select the appropriate knowledge from the materials for application to the issues raised by the question in a meaningful way.

You will show the skill of analysis by breaking the question and sociology down into its component parts and subjecting them to detailed examination.

Your essay will demonstrate evaluation by providing a conclusion based on rational arguments and solid sociological evidence presented in your answer.

Marking structure

Your essay will be marked according to the AQA mark scheme set out below and you will be issued with an A-level grade (A* - E) for your work.

Marks

Level descriptors

17-20 Sound, conceptually detailed knowledge of a range of relevant material. Sophisticated understanding of the question and of the presented material.

Appropriate material applied accurately and with sensitivity to the issue raised by the question.

Analysis and evaluation explicit and relevant. Evaluation may be developed for example through debate between different perspectives. Analysis will show clear explanation. Appropriate conclusions will be drawn.

13-16 Accurate, broad and/or deep, but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presented material.

Application of material is largely explicitly relevant to the question, though some material may be inadequately focused.

Some limited explicit evaluation and/or some appropriate analysis, e.g. clear explanations of some of the presented material.

9-12 Largely accurate knowledge but limited range and depth. Understands some limited but significant aspects of the question; superficial understanding of the presented material.

Applying listed material from the general topic area but with a limited regard for its relevance to the issues raised by the question, or applying a narrow range of more relevant material.

Evaluation limited to juxtaposition of competing positions or one or two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.

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5-8 Limited undeveloped knowledge, e.g. two to three insubstantial points. Understands only limited aspects of the question; simplistic understanding of the presented material.

Limited application of suitable material, and/or material often at a tangent to the demands of the question.

Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed.

1-4 Very limited knowledge, e.g. one or two very insubstantial points about unit in general. Very little/no understanding of the question and of the presented material.

Significant errors and/or omissions in application of material. Minimal or no analysis or evaluation.

0 No relevant points.

Extension Task(s)

If you are considering a sociology/social sciences related subject at university you should complete the following: Select and listen to one podcast episode from each of the radio programmes below and write two one-page reviews including a summary of the main content, themes and arguments as well as a summary of what you found most interesting and why. All available on iplayer radio – search through Radio 4 and BBC World Service websites

BBC Radio 4 ‘Thinking Allowed’ (the BBC’s weekly sociology programme)

BBC World Service ‘The Documentary’ (Investigating global developments, issues and affairs)

Marx and Marxism - May 2018 sees the 200th anniversary of Karl Marx's birth. Laurie Taylor explores the philosopher's ideas and legacy.

Shea Gold - The stories of rural women in Ghana at the bottom of the pyramid of a multi-million dollar Shea butter industry.

Mixed-race families - 'Mixed-race' is the fastest growing ethnic group in the UK. How do multiracial parents identify their children?

My mixed up world – How do young people of mixed heritage decide what cultural and racial boxes they tick?

The White Working Class - Are they the left behind? Is the populist vote is a reflection of the declining social status of this group?

The voices of the Amazon – In indigenous Kuikuro people in Brazil share a day in their lives.

The Mafia - organised crime - The Mafia and organised crime from Sicily to Japan and the UK

What Men Think: India – Masculinity plays out against a backdrop of class, caste and a rapidly changing economy.

Teen bedrooms - Get out of my room! A social history of teen bedrooms in America.

Virtual Mothering - Many Filipina women working overseas have left children behind and watch their children grow up on a screen.

Any ‘Thinking Allowed’ programme broadcast over the summer….

Any ‘The Documentary’ programme broadcast over the summer….




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Spanish

There are 2 separate tasks for Spanish, each with a slightly different aim. Task 1: Film analysis Task 2: Translation of key vocabulary Instructions Task 1:

Watch 1 of the Spanish language films from the list below:

Ocho Apellidos Vascos

Mar Adentro

Diarios de Motocicleta

Abre los Ojos

El Laberinto del Fauno

Volver

Todo Sobre Mi Madre

Hable Con Ella

Requísitos Para Ser Una Persona Normal

Abel

Como Agua Para Chocolate

No

Machuca

Answer the following question in SPANISH

¿Qué le quería decir al público el cineasta de esta película?

En tu opinión, ¿transmite con éxito este mensaje? Justifica tu respuesta



Link to course

For the A-level course, you will be required to write 2 essays in your “Paper 2:

Writing” exam. One essay will be on a film.

Success criteria

You will have written approximately 300 words in Spanish on A4 lined paper.






Marking structure


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Link to course

For the A-level course, you will be required to complete “Paper 3: Speaking” exam.

For this exam, you will need to discuss a Stimulus Card and also discuss your

Individual Research Project (which will have been completed over the two-year

period). In order to score the top grades in this exam, pupils are expected to

demonstrate in-depth knowledge of the issues studied. In order to do this, pupils are

expected to use statistics and data found in articles and surveys in order to answer

questions in the speaking exam. Even more important than this, however, is that

pupils analyse and link their ideas, rather than simply regurgitating statistics and

factual knowledge. The phrases used in Task 2 are essential for achieving this.

Success criteria

Correct translations of Spanish phrases.

Marking structure





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TWYFORD ADVANCED PROGRAMME (TAP)

What is TAP? A programme of study where students attend extra lessons and receive focused support in their university

applications. Students will learn how to use critical reasoning, will receive tailored support and advice on

how to write their personal statements, and will learn about the Oxbridge application system in more

detail and Extended Project Qualification support. The Oxbridge application process is unlike all other

universities and TAP provides tailored guidance on how to prepare. In 2017-2019, 21 Twyford students

received offers from Oxford and Cambridge and out of these 21 students, 19 of them had taken part in

TAP.

Who should apply?

Anyone aiming to attend Oxford or Cambridge universities. We would expect applicants to have strong

GCSE grades—averaging on or above a grade 8.

What are the expectations?

Attendance at 2 period 6 lessons per week. Monday’s lesson will be supervised wider reading encouraging

students to enhance their subject knowledge beyond the curriculum. Thursday’s lesson will be a taught

hour of university-related skills.

How can I apply?

You must complete the induction task and hand it in on the first day to Ms Fancourt.

Induction task

To register your interest in joining the programme, choose and write a response (500-750 words) to one of

the following:

‘Every exit is an entry somewhere else’

‘Language is a process of free creation’

‘I am the people, the mob’

‘Maybe if we tell the truth about the past, we can tell the truth about the present’

Your chosen quote is simply a starting point. Your response can take any direction you choose. You should:

- Aim to link your response to an intended A level subject eg maths, literature, a language,

geography…the choice is wide!

- You response should demonstrate a curiosity and interest beyond the curriculum.

- Your response should demonstrate a clear line of thought and not just what you know. Give your

point of view

Any questions, see Ms Fancourt or email her: [email protected]

mailto:[email protected]

Documents

Year 12 Induction Tasks 2019 Form/2019... · 2019-06-26 · 3 Finally, please make sure that you complete the induction task for each subject you have chosen - if you change course