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Year 12
Induction Tasks 2020
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CONTENTS
Introduction 2 Art 3 Biology 4-5 Business Studies 6-7 Chemistry 8 Computer Science* 9 Drama* 10-12 Economics* 13-14 English Literature 15-16 Film Studies 17 French* 18-19 Geography 20-24 German* 25-26 Graphics 27-28 History 29-30 Mathematics & Further Mathematics* 31 Music 32-33 Music Technology (A level) 34 Photography 35-36 Physics 37 Politics 38 Psychology 39-40 Religious Studies 41 Sociology* 42-43 Spanish* 44-45 Twyford Advanced Programme (TAP) 46
*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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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. Relevant Artist to your theme Research page - Analyse an Artist work on one A3 page. Produce an A3 response to your chosen Artist working from a photograph you have taken or from direct observation.
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 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.
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.
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Biology Instructions Read this sheet from OCR (https://www.ocr.org.uk/Images/182424-biology-a-factsheet.pdf) that
outlines what awaits you in your Biology OCR A level course, and write a full A4 page explaining why you picked Biology A level.
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 Y11 and 12. You should: • Make sure you understand everything in this workbook • Write answers to all the questions in the book • 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. The teachers will use this marking scale for your induction task
A*- Excellent- All questions done & all marked A- Good- All questions done & some marked B- Average All questions done but not marked C- Poor- Some questions done but not marked U Fail No written work submitted
You will complete an induction test based on the content and skills within this book in the first Biology lesson of the year. This test focuses primarily on content, as Biology A level has a vast amount of content to recall. If you underperform in this test (e.g. score below your target grade), you will be expected to re-sit the paper.
Marking structure
The test will be given a percentage, and this will then be given a grade, based on scaling from the current A level assessments. The test 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 these 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
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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 years 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 stakeholder groups. You should consider at least four different stakeholder groups.
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.
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
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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 undertaking an EPQ in the subject, or possibly intending to study it at university, you should attempt at least one of 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.
• Undertake some research into the impacts of the COVID 19 pandemic upon business and the wider environment. Write a report which covers political; economic; social and ethical; technological; legal and environmental impacts. The impacts can be positive and /or negative. Source any stats/ figures/ quotes. A minimum of 3 A4 pages.
Chemistry
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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) Practical programming skills development. 3) Computational thinking and programming skills (developing a solution to a problem)
Link to course
AQA A Level Computer Science Specification 3.1 Fundamentals of programming. 4.4.1 Theory of computation 4.4.1.1 Problem solving 4.4.1.2 Following and writing algorithms
Success criteria
To be successful at this task you need to complete all three sections. Your work should be submitted in a report format. Tasks need to be clearly labelled and snippets of your code copied and pasted in your report. Skills you need to demonstrate in your work: 1) Well annotated code 2) Use of meaningful identifier/variable names 3) The efficiency of the techniques used and correctness of solutions
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
Drama
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Instructions
Task 1: Component 1 - Devised performance (5 hours) This task relates to component 1 – Devised performance In your bridging work for Component 1, you were asked to read Component 1 Practitioner Guide PDF (which is available on Copia > Drama > A-level) and watch some previous performances and think about which practitioner they were influenced by. You were also asked to complete an A3 research page on Frantic Assembly. Please now use that PDF as well as additional online research to create an A3 research pager on each of the following key drama practitioners who we will be exploring in September. Your research page can be on A3 paper, 2 sides of A4 or on a 2 page word document or 2 slides PowerPoint. Spend 1 hour on each practitioner.
1. Stanislavski 2. Brecht 3. Berkoff 4. Artaud 5. Punchdrunk
Your research page should include: Details about the company / individual (key dates and achievements) Examples of plays they have performed Key directors, actors, designers Their style of performance Images / Photographs Key techniques
This is an example of a Research page for a practitioner:
Task 2: Component 2 – Text in Performance (6-8 hours) This task relates to component 2 – Text in performance In your bridging work for Component 2, you were asked to watch two group performances and two monologues from previous Twyford Students and make notes on the key skills students were demonstrating. For this task, please research, find and prepare a 2-3 minute performance (off-script) for the following, ensuring they are from published plays (not short plays, film scripts etc):
1. A contemporary monologue (from 1980- present day) 2. A Shakespearian monologue
For each monologue:
Read the full play the monologue comes from and make notes on the play
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Print off and annotate your monologue with performance ideas for vocal & physical skills, character and playwrights intentions
Learn both monologues off script and be ready to perform them in the first half term in September (without your script).
Prepare costume and props for each performance. Please also research a suitable play you within a group of 4-6 performers could perform. It must be a published play. It should also have a balance between characters and not have just one key characters with the other roles being much smaller (as it’s an exam, you want to ensure all members of the group have a key role in the performance). For your play, ensure you complete the following:
Read the full play (try to get hold of your own copy of the play – either buy it or there are lots of free PDF versions of plays online) and make notes on characters, key themes, time, location, style of play, genre, key timeline of events etc.
Select a suitable key extract from the play that could be brought to life for a 10-15 minute performance (you will perform these in October). If you look at the full running time for the play, you can then work out roughly how many pages will produce a 10-15 minute performance
Annotate the key extract with ideas for bringing your performance to life, thinking about how you would stage it.
Plan design elements such as lights, set, sound, costume, props, projection etc. Task 3: Component 3 ‘Written exam’. (6 hours) This task relates to component 3 written exam In your bridging work for Component 3, you were asked to watch a streaming of a National Theatre play and complete a theatre review question on the performer you watched, this is the section A part of the exam. For section B and C in the exam, you are required to study and then answer performer, design and director question on two play texts. For this task, one of the texts you will study is ‘Woyzeck’ by Georg Buchner. Please read the PDF ‘Set text Guide Woyzeck’. After reading the play, please complete the following tasks:
1. An A3 page on ‘Woyzeck’ which contains key information about the play and playwright such as key dates, key themes, plot summary and key characters (you can also complete some online research about Georg Buchner and the play).
2. A timeline, showing key events throughout the play (it can be useful to do this as a breakdown of scenes, or a vertical / horizontal timeline highlighting key moments)
3. 600-1000 word essay about your own opinions on the play. Ensure you write about what you feel are the key themes in the play and your opinions on each key character, including Woyzeck. Also include some of the reasons why you feel Woyzeck killed Marie, and what some of the driving forces might have been for this.
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 each practitioner, from the PDF and your own research - Detailed research pages which contain the key information listed in the task - A very clear understating of the style and techniques of each practitioner
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Task 2: - Two different monologue that showcase a wide range of vocal and physical skills - A clear knowledge of each play the monologue comes from - A well-developed understanding of the character in each performance - The ability to perform off text with confidence (without your script) - A well-researched group play with a suitable and appropriate 10-15 minute extract selected - Several ideas for how the extract could be brought to life in a group performance Task 3: - An excellent understanding of Woyzeck and the characters, themes and plot of the play - Detail completion of the summary page and timeline - A well-developed response to some of the challenging social, cultural and political issues
within the play, evident in your essay.
Marking structure
Task 1: Each research page will be marked on how effectively it captures the style, key techniques and information about each practitioner. Task 2: In your monologue performance in September you will receive a mark our of 24 for each monologue performance. The marks awarded will be: 8 marks for Vocal and physical skills, 8 marks for character and 8 marks for artistic intentions. Task 3: Each of the three Woyzeck tasks will be marked on how effectively they demonstrate an understanding of the key themes, characters and context of the play. As the play is fairly abstract, there are no set right answers, it is more about forming you own opinions on the play, supported with research and examples.
Extension Task(s)
Optional extension task: • In the first half term, we will be studying the text Accidental Death of an Anarchist by
Dario Fo. You will be given this set texts for the duration of the course and we will be reading they play 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.
• You can also watch other National Theatre online plays and make notes on these including acting, directing, set, costume, lighting and sound.
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
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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 high quality reading notes that you will hand in for checking. You will then be able to use these reading notes for a two-part open notes assessment, which will be marked. Your notes should follow these guidelines:
• Use unit titles, headings and subheadings to show that you’ve fully covered the content of each of the 3 chapters
• If handwritten, your writing must be neat and legible. • You may use bullet points; full sentences are not required • You are encouraged to paraphrase and summarise content – copying word for
word is only advisable for defining key terms • You should complete the questions that are incorporated into the chapters. Unit
1 has one question, Unit 2 has two questions, and Unit 3 has 3 questions. There will be answers provided for you to check your work in September.
• Each unit finishes with a Thinking like an Economist section and a Data response multi-part question. You should read the Thinking like an Economist section, but making notes on this section is optional. Completing the Data response questions is good practice, but is optional. Do pay attention to the guidance given for attempting the final question of each Data response. There will be suggested answers available in September.
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
You will complete a two-part open notes assessment during the first week of term, which will be marked in order to assess your engagement with the content. One part of the assessment will focus on the content of Units 1 and 3, and will comprise multiple choice and short answer written questions. There will also be a numeracy assessment, for which Unit 2 content will be helpful (though I will not test you on index numbers in the first week of term!).
Marking structure
You will receive a numerical and letter grade for the two assessments. Your notes will be handed in and subjectively judged as Excellent, Good, Average, or Poor. My hope is to see a reflection of a high level of engagement with the task and thus to judge most/all work Excellent.
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:
• 23 Things They Don’t Tell You About Capitalism by Ha-Joon Chang • The Undercover Economist by Tim Harford • Doughnut Economics by Kate Raworth • The Economics of Enough by Diane Coyl
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• Nudge by Richard Thaler & Cass Sunstein 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:
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
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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
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.
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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 :
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
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Geography Instructions You are to produce a story map (using less than 1,500 words) that explores the
Geography of: “The world beyond my window”. This is the title of the Royal Geographical Society’s (RGS) annual Young Geographer of the Year competition. We have chosen it as our induction task for three main reasons:
1) The title is broad and open-ended so there is lots of potential for you to explore the geographical ideas and places that most inspire you. Similarly, it is a chance to let your geographical imagination run free,
2) Story Maps are a product produced by ESRI – a Geographical Information System (GIS). Knowing how to use GIS – software which allows you to analyse and present geographical data – is a fundamental geographical skill that you will develop over the A Level course. Story Maps are a great, easy way to start.
3) It means everyone starting year 12 will have a potential entry to the RGS’s competition and we will send the best ones off to represent Twyford. Though the deadline for entries is 30 June 2020, so you will need to complete it before the Twyford deadline if you also plan to enter the RGS competition. Entry details are here.
Your Story Map should address this year’s theme and must meet the following criteria: • Excellent attention to spelling, punctuation and grammar • Use of accurate geographical terminology • Clearly labelled and appropriately acknowledged sources, including diagrams, charts,
maps or images • Accurate use of symbols, scales and keys, • Original and independently produced—class sets of identical entries will not be
accepted or entries which have copied information from other sources, such as the internet
• Describe and discuss multiple geographical ideas • Demonstrate a strong use of annotated images, diagrams, charts or maps
We want to know how young people’s lives are connected to and influenced by these places “beyond your window” - be the connections physical, digital or emotional. We also want to understand how geographical processes in the physical and human worlds have created these places and might be changing them. The “Geography of the world beyond my window” is very broad. You will want to start by thinking about scale – are you going to consider the local area literally outside your window, i.e. as far as you can see from your window? Or will you take a less literal approach and think about far places that you cannot see but you know are there outside your window? Could you consider different windows that you have looked out of at different times? The judges will be looking mainly for good Geography. Think, therefore, about how you can apply your knowledge of processes and places from GCSE Geography. Can you combine physical and human geography – think about all that you have learned on weather and
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climate, ecosystems, resources, development, urbanisation, river and coastal landscapes….etc etc. Think about fieldwork too. Could you conduct some fieldwork using the methods you have learned? You could collect data on how the world outside your window is changing as the lockdown conditions change by conducting traffic counts, environmental audits or field sketches. Could you conduct a questionnaire of people you know to find out what they think about “the world outside their window” – we all have a different experience of and view on the world. You are required to produce your report as a Story Map (using less than 1500 words). This link (https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/resources) will introduce you to how to plan and structure a Story Map. It is also a good idea to have a look at some examples of (professionally produced) Story Maps to get some ideas (https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/stories). When you are ready to create your Story Map you will click here (https://storymaps.arcgis.com/?). If you already have an ArcGIS account you can use that log in. If not, then when you click “Log In” then you will have the chance to “Create Public Account” or to log in with Facebook or Google.
Link to course
The A level Geography course requires you to be able to link different geographical ideas together and link them to case studies from real places. It requires you to think about how the physical geography affects how people use and think about places, at a range of scales. Further, you will be developing your skills in analysing data and presenting it using GIS.
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
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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 geographical concepts and places. 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. Documentaries and Podcasts If you have some time free after doing your induction and bridging tasks then below are details of some fantastic documentaries and podcasts which link well to the content of the A Level course we follow. They are a great way to start thinking more widely about the issues you will learn about.
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German
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There are 2 separate tasks for German, each with a slightly different aim. Task 1: Film analysis Task 2: Translation of key vocabulary Instructions Task 1:
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. 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 German 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 German 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 :
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
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Graphics Instructions
You choose your own independent theme, choose a broad word as it will be your theme for 60% of your A Level. You need to get an A3 plastic wallet folder or a ring bound A3 sketch book (with high quality paper)
1) Title page with your name and Title 2) Visual collection of images of artwork/ photography/Graphics or other media sources that
relate to Identity – show us what you are interested in 3) 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.
4) Spider Diagram – write down or type as many words you can think of to fill an A4 landscape piece of paper
5) Photoshoot x2 – Photoshoot in response to your chosen starting point. High quality photos which consider lighting and composition.
6) Photo Joiner – Inspired by David Hockney photojoiners 7) A5 and A3 Drawing - Draw from photos/objects/people which relate to your brief.
Complete 4 pages in your A5 sketchbook and 3 A3 refined/detailed drawings, do not draw on the back of any of your pages as marks can transfer through.
Use these topics to generate an idea for a theme
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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. http://www.timeout.com/london/things-to-do/exhibitions-in-london
History
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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.
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.
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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 2020/21’, under it, in the section that says ‘Supplementary Material for 2020/21’, click on the link that says Mathematics.
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-resourcesand 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. 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
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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.
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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.
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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.
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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 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 9) 6 photographs that demonstrate the 6 rules of composition The photographs must link to your theme. The six rules are Centre of the Frame/ Exaggeration/ Rule of Thirds/Framing/ Shape and Leading Lines.
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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 A3 folder. Make sure your A3 digital layout pages are clear and have balanced layouts. 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
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Physics
Instructions You need to purchase and complete the ‘Head Start to A-Level Physics’ book: o Publisher: Coordination Group Publications Ltd (CGP) (2 March 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)
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Politics Instructions You are to write two essays with the titles:
1. ‘The House of Lords should be reformed.’ Do you agree? You will need to consider both sides of the argument when reaching your judgement.
2. ‘Brexit was the main reason for the Conservative victory in the 2019 General
Election.’ Do you agree? You need to compare all the reasons for the Conservative election victory to show whether Brexit was the most important cause.
You need to research these carefully, using and referencing articles from the BBC website, The Times, The Guardian, The Telegraph, The Economist, The New Statesman, The Spectator etc…... 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 course you will be studying.
Success criteria
• You essays will consider all sides of the debate and will reach a conclusion by showing which side is the most convincing.
• Your essays will have a clear structure that links the paragraphs together coherently.
• Your conclusion will summarise your argument clearly. 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
What was the most important reason for Trump’s victory in the 2016 Presidential Election? You will need to compare the different causes to show which was most important and why. You need to research this carefully, using and referencing articles from The New York Times, The Washington Post, The Pew Research Center etc….. (you can also use the British sources that were recommended for the induction tasks). 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).
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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.
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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:
• 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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Religious Studies
Instructions You are to complete two research projects; one for Philosophy and one for Theology The project can be presented in whatever format you see fit (though there is a basic expectation that there will be at least 1-2 sides of writing (a minimum of 600 words). You might choose a:
• Powerpoint presentation • Summary pages • Poster presentation (At least size A3)
You need to research the topics carefully, using and referencing articles/books/websites. Include a bibliography/webography which identifies the sources you used (a minimum of four). Philosophy
• Plato’s analogy of the cave • Plato’s theory of the World of the Forms • A section that details how convincing you think Plato is at explaining reality.
Hints: the School of Life YouTube channel has two very useful videos introducing these two ideas. You can also use online Philosophical encyclopaedias, such as Stanford Encyclopaedia of Philosophy. Tips: You may include diagrams if you would like. Theology Research
• Background to Augustine and Pelagius • Augustine on the Fall and human nature • Pelagius on the Fall and human nature • A section that details how convincing you think Augustine and Pelagius’s views
about the Fall and human nature are 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 whet your appetite for what is to come.
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:
• 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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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 three/four 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 BBC Sounds – or search through Radio 4 and BBC World Service websites
BBC Radio 4 ‘Thinking Allowed’ (the BBC’s weekly sociology programme)
BBC World Service ‘The Real Story’ (Global experts and decision makers discuss, debate and analyse a key news story)
Marx and Marxism - May 2018 saw the 200th anniversary of Karl Marx's birth. Laurie Taylor explores the philosopher's ideas and legacy.
Will the pandemic benefit mobsters? History suggests criminals can thrive during times of global upheaval
Black music cultures in London Laurie Taylor explores their evolution and special relationship with London.
Does philanthropy work? Should the rich give more of their money to the state instead of charitable foundations?
Cool 'Cool' - Laurie Taylor explores its origins and meaning.
The world's housing crisis How will cities provide affordable accommodation for residents?
The Class Ceiling Laurie Taylor examines barriers to the elite professions. Does it still pay to be privileged?
Can young people change the world? What can youth activists accomplish where adults have failed?
White Privilege - Racial Ambiguity Laurie Taylor explores enduring patterns of disadvantage in Britain.
The world's languages are dying Thousands of minority languages are on the brink of extinction
Any ‘Thinking Allowed’ programme broadcast over the summer….
Any ‘The Inquiry’ programme broadcast over the summer….
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
Spanish
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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 • Requisitos 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 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 Spanish 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 Spanish 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 :
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
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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 2017-2020, 36 Twyford students received offers from Oxford and Cambridge and out of these 21 students, 32 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 : [email protected]
