art, craft and design...overview of the half term – 1st june – 17th july in year 12 biology the...
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Art, Craft and Design
Overview of the half term – 1st June – 17th July
In Year 12 in Art, Craft and Design the focus will be on Component 1, which is the first of two formally assessed and
externally moderated projects in the A level curriculum. In addition to this they will have weekly 1:1 feedback
sessions with Mrs Sillwood using Microsoft Teams. These meetings will inform their independent Component One
projects and will support the students’ creative decisions as they progress:
The work students complete will incorporate the following tasks but will vary from student to student depending on
feedback:
Artist studies and contextual research – AO1
Observational and sustained drawing – AO3
Regular Life Drawing using BBC resources – AO3
Experimentation with appropriate media and materials – AO2 / AO3 / AO4
Digital and creative editing – AO2 / AO3
Developing ideas from the workshops in the last half term – AO1/AO2
Work set: This should be completed in sketchbooks, with written annotation to support the student’s process.
Assessment: Students will regularly submit their work for feedback and guidance. Photos of sketchbook pages
and/or finished outcomes should be submitted to the classroom teacher through SMHW, or in the event of technical
difficulties, via email. Work should be submitted by the deadline as indicated on SMHW with a clear indication of
development since the last set of communicated feedback.
Useful websites and links to support learning this half term:
www.Pinterest.com – for inspiration and visual examples of artists’ work and techniques
https://www.studentartguide.com/ – for examples of student work and sketchbooks.
https://picsart.com/ - online photo-editing tool
https://www.photopea.com/ - online alternative to Adobe Photoshop software
https://www.adobe.com/uk/creativecloud.html - Creative cloud applications available for purchase/download
That little bit extra:
Grayson’s Art Club – Channel 4 weekly programme examining the creative process
Drawing the Nation – BBC 4 Life Drawing sessions
https://www.royalacademy.org.uk/ - The Royal Academy of Arts
Abstract: The Art of Design – available to view on Netflix
https://www.amazon.co.uk/Ways-Seeing-Penguin-Modern-Classics/dp/014103579X - ‘Ways of Seeing’ by Jon Berger
Teachers and timetable: Please contact the classroom teacher in the first instance if you have any queries regarding the work set.
Class Teacher Week 1 Week 2
12A
Mrs E Sillwood Mon P1&2 Mon P5, Thurs P4
Mrs A Perman Wed P2, Fri P5 Wed P1&2
Biology
Overview of the half term – 1st June – 17th July
In Year 12 Biology the focus will be Module 4 and recall and retention:
- Biodiversity (4.2)
- Classification and Evolution (4.3)
- Recall and retention of the topics cove
- Covered this year (2.1 – Cell Structure, 2.2 - Biological Molecules, 2.3 – Nucleic acids, 2.4 – Enzymes, 2.5 -
Biological Membrane, 2.6 – Cell Division, 3.1 – Exchange Surfaces, 3.2 – Transport in Animals, 3.3 – Transport
in Animals)
This will look at:
Biodiversity – Students will cover the importance and the different types of conservation. We will also
recover the statistical tests to analyse biodiversity in an environment.
Classification and Evolution – This topic will cover the different methods of species classification and the
evidence for natural selection. Students will learn how variation and adaption occur and how to apply
statistical techniques to analyse data.
Recall and retention – Students will recap the content they have learnt in the year and learn to use this
content in exam questions. We will also focus on making links between the topics.
Work set: This should be completed on paper and filed in students’ subject folders under the specific topic. Please
date work and make sure titles are clear and underlined.
Assessment: During the half term: Students will submit 2 pieces of assessed work over the course of the half term
and will receive feedback on this. Work should be submitted through SMHW or to the classroom teacher via email
and success criteria will be given when the work is set.
Assessed work can be typed or handwritten (please take a photo of the work and submit it) and should be
submitted by the deadline given on SMHW.
Assessment 1: Biodiversity assessment
Assessment 2: Classification and evolution assessment
Useful websites and links to support learning this half term:
Structured revision notes
- http://astarbiology.com/ocr/biodiversity/
- https://studyrocket.co.uk/revision/a-level-biology-ocr/biodiversity-evolution-and-disease/biodiversity
- https://studywise.co.uk/a-level-revision/biology/
Exam questions
- https://www.physicsandmathstutor.com/biology-revision/a-level-ocr-a/module-4/
That little bit extra:
http://www.ibiblio.org/virtualcell/index.htm – An interactive cell biology site http://royalsociety.org – Podcasts, news and interviews with scientists about recent scientific developments http://www.bbc.co.uk/news/science_and_environment - The BBC news page for Science and the
Environment Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with
the work set.
Class Teacher Week 1 Week 2
12E Miss A Franklin Mon P3 & Tues P2 Fri P2
12E Mrs R Huddleston Fri P3 & P4 Mon P4, Wed P4 & P5
Business Studies
Overview of the half term – 1st June – 17th July
Below is an overview for Mr Wilson and Mr Merreywether’s sides of the course.
Mr Wilson
In this next section we will be introducing Y13 content on finance and financial topics. This section of work will help
us to analyse the financial performance of the business. This section of work will look at:
Balance Sheets and Income Statement – understand these two key documents and the information each
provides.
Financial Ratios – Students will learn a wide range of financial ratios to interpret business success and
recommend areas of improvement. These will include:
o Profitability ratios
o Liquidity ratios
o Gearing
o Efficiency ratios
We will also look at the value of ratio analysis and the limitations to this process
Mr Merreywether
In this next section we will be covering the Operations section of the course, specifically focusing on the following:
Analysing Operational Performance – The students will learn a range of calculations which allow them to
interpret the operational performance of a business and then use this information to suggest improvements.
Making Operational Decision to Improve Performance - Improving Quality – In this section students will
look at the importance of quality and a range of methods which businesses can use to ensure and improve
quality.
Making operational Decision to Improve Performance – Managing Supply Chains – In this section, students
will look at how to pick suppliers and the importance of managing stock through stock control charts.
Work set: This should be completed using a word document (unless stated otherwise on SMHW) and should be
submitted via email to the teacher. (Mr Wilson – [email protected] Mr Merreywether –
Assessment: during the half term: Students will regularly have assessed pieces of work, this will be signposted clearly
on SMHW and will usually be a exam style question on the content students have just learnt.
Useful websites and links to support learning this half term:
Tutor2u - https://www.tutor2u.net/business These are business exam specialists which have a wide range of study
notes and videos for students to access.
Pixl Resources – see Show My Homework as all resources are posted up.
That little bit extra:
The business as usual podcast - https://www.youtube.com/channel/UC6ge7hG78ys_wERt4SbZQWg
The department has posted a list of business related programmes across a wide range of platforms on SMHW.
The business news - https://www.bbc.co.uk/news/business
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with the work
set.
All students have 3 hours of business per week per teacher.
Chemistry
Overview of the half term – 1st June – 17th July 2020
In Year 12 in Chemistry the focus will be on How fast? (with Miss R. Bennett) which is module 5.1.1 and Carbonyl
compounds and carboxylic acids and esters (with Mrs V. Bennett), which are modules 6.1.2 and 6.1.3.
Miss R. Bennett will look at:
Order of reaction
Calculating the rate constant
Using concentration-time graphs
Rate-determining step
Mrs V. Bennett
Carbonyl compounds
Testing for carbonyls
Reactions of the carboxylic acids
Naming esters and making esters.
Hydrolysis of esters
Work set: This should be completed in exercise books. Please date work, write the WALT and make sure titles are
underlined.
Assessment during the half term: Students will submit 2 pieces of assessed work (an exam question for each of your
teachers) over the course of the half term and will receive feedback on this. Work should be submitted through
SMHW or to the classroom teacher via email. Assessed work can be typed or handwritten (please take a photo of the
work and submit it) and should be submitted by the deadline given on SMHW.
Useful websites and links to support learning this half term:
Doc Brown’s Chemistry Revision Notes
Nuffield Chemistry (Royal Society of Chemistry)
Chemguide.co.uk
That little bit extra:
https://www.sciencenewsforstudents.org/topic/life This website has some interesting science articles on which you
may wish to read if you have time.
https://owlcation.com/academia/100-Science-Argument-Essay-Topic-Ideas This is a website which has all sorts of
research project ideas (we believe some of you will be very interested in the medical ones). If there are any you
would like to look into, please do!
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with the work
set.
Class Teacher Week 1 Week 2
12B/Ch1 Mrs V. Bennett Miss R. Bennett
Weds P4 Thurs P1 Fri P1 and P2
Mon P2 Thurs P5 Fri P3
Level 3 Technical Diploma in Child Care and Education
Work for next half term: 1st June – 17th July
We will complete Unit 5:
Analyse the role of the practitioner in supporting children’s socialisation within play environments.
Evaluate strategies to support children to manage their own behaviour.
Analyse the impact of play deprivation on children’s learning and development.
We will finish Unit 2
Explain benefits of exercise for children’s health and well-being.
Explain the impacts of poor diet on children’s health and well-being.
Evaluate national and local initiatives which promote children’s health and well-being.
Analyse the impact of secure relationships on children's well-being.
Analyse the role of the early years practitioner in maintaining a healthy environment for children.
We will complete all of Unit 6
In relation to factors affecting development, define the terms: biological, environmental.
In relation to inclusive practice, describe what is meant by: equality, diversity, inclusion,
discrimination.
Explain types of discrimination.
Discuss potential effects of discrimination on children.
Identify current legislation in relation to inclusive practice.
Describe factors which affect children’s development in the short term and long term.
Describe the importance of early intervention when meeting children’s additional needs.
Explain strategies for early intervention for a child with additional needs.
Analyse how personal experiences, values and beliefs impact on the professional practice of the
early years practitioner.
Reflect on the early years practitioner’s need for professional and personal support when working
with children with additional needs.
Evaluate benefits of working in partnership with others to meet children’s additional needs.
Analyse the impact of biological and environmental factors on children’s development.
We will continue to work on Unit 16 (Professional Practice Portfolio)
We urge students to make use of online resources such as Twinkl, Nursery World and the Oak Tree
Academy to continue gathering resources for their Portfolio
We feel this is more than enough to get on with! If students have any extra time, please spend it
collating resources for Unit 16. Please try and keep to the deadlines we set.
WELL DONE FOR THE FANTASTIC WORK YOU HAVE DONE SO FAR, WE ARE VERY PROUD OF YOU.
Computer Science Overview of the half term – 1st June – 17th July In Year 12 in Computer Science there continue to be two main focus for the term. The first focus is to work on the programming for your project. Remember that as you go along you should keep a log of what you are doing paying attention to any challenges that come up. You should also keep a record of where you have had to make important decisions on what you are coding. Resources and further communication can be found on the 12E – Co1 Teams channel. The second focus is the Design element of your NEA write up. The deadline for the design section of the NEA is Friday 10th July.
Please make sure you are engaging with the work set and message me if there are any issues at all.
Department of Classics and Political Sciences Ancient History
Mrs Pugsley (Ancient Greece) I will look at the changing nature of leadership in the 5th century B.C. and will focus on some of the Athenian leaders of the time including Pericles, Cleon, Alcibiades and Lysander. Mr Pugsley (Ancient Rome) We will continue looking at sources about Caligula and then move on to Claudius. We shall also look to consolidate the materials on the emperors we have covered so far on these headings:
1. Personality 2. Actions 3. Attitude to religion 4. Relations with different groups.
Law
Mrs Pugsley For both classes, I will continue with scenario and essay practice for criminal law. I will teach law reform and the advantages and disadvantages/effectiveness of the law reform bodies to include practice type a and type b questions. I will then move on to an overview of the EU law in preparation for the Human Rights module of Further Law. Mr Pugsley I will continue to teach you some of the small topics form the Legal System and Making Law units, such as ADR and Precedent, plus give you practice in writing 10-mark Describe answers and 15-mark Discuss answers. We shall also do revision exercises on Criminal Law topics. (To date, I have been receiving regular and impressive work from nearly all of the B class but from a minority only of the E class; I need to make it clear that continuation to the y13 course is dependent upon completing the y12 course.) Mr Adams I will continue with two lessons based on the impact of technology followed by a lesson on women in the legal profession. Students will answer describe and discuss questions on these two topics. Then We will then start Legal Personnel 2 - the Judiciary. I will be asking students to email me their to enable me to give more constructive feedback.
Politics
Miss Bennett (UK Politics) We will continue looking at the 1997 election case study by analysing the party policy platforms, the campaign, and finally, the results. After this, we will move forward to study the 2017 general election through analysis of the people and policies, the campaigns, the media, the results, and the aftermath of the election. Mr Philpott (UK Government)
We will continue with the module on Parliament, studying the legislative and scrutiny functions. We will debate the relative powers of the Commons and the Lords, look at the accountability process and analyse the roles of the opposition and backbenchers. We will then turn our attention to a new module on ‘Relations between Branches’, focusing on the relationship between Parliament and the Executive, the Judiciary, the EU and the location of sovereignty. Mr Pugsley (USA) I shall start a new unit: the President. Details of the sub-topics to be covered are on p63 of your Course Handbook.
Design & Technology
Subject: Textiles
Overview of the half term – 1st June – 17th July
In Year 12 Textiles- the focus be on completing the NEA tasks- Strand 1 & some of Strand 2. As this started just in
the 1st half of the summer term- we will continue with this plan with just slight adaptations.
This will look at:
Strand 1 – Explore (AO1) Students should be able to demonstrate an understanding of the NEA criteria for Strand 1- Exploring the context for their chosen iterative design challenge for their NEA task:
The context The Design Brief The User/Stakeholder needs and wants Existing products and design practices
Materials and possible technical requirements Strand 2 – Create: Design Thinking (AO2) Students should be able to demonstrate an understanding of the NEA criteria for Strand 2- Exploring the Design Thinking process for their iterative design task:
Generation of some initial ideas
Understanding how to analyse these against the context and specification
Developing designs from testing/feedback
Developing design through prototyping/modelling
Identifying key features of a successful design solution.
Work set: This should be completed in PowerPoint and uploaded on SMHW/emailed to Miss Agbozo. Please date
work and make sure titles are underlined. Then print copies and stick or treasury tag into your notes exercise books.
Assessment: Students will submit all pieces of work over the course of the half term and will receive feedback on
this.
Work should be submitted through SMHW or to the classroom teacher via email. All work should be
submitted by the deadline given on SMHW.
Useful websites and links to support learning this half term:
All resources required by students shall be uploaded to Show My Homework.
You can also use your textbook as a resource for further clarity.
That little bit extra:
Modelling some of your designs in mini or parts in full to test it out.
Teachers and timetable: Please contact Miss Agbozo in the first instance if there are issues with this work set.
I shall be releasing detailed information and resources on Show My Homework on the day the lesson is due to take
place although a brief description in outlined below.
Week Lesson Date/Time
To be completed: Practical (Optional Extension Activity)
Strand 1 – Explore (AO1) – 20 marks
1 Monday
HYO
1st June (1 hr)
Ensure all research work is completed and emailed to Miss Agbozo
Hand in work by sharing on one drive with Miss Agbozo by email.
1 Tuesday
2nd June (2 hrs)
Microsoft Teams/Face2Face lesson?
Discuss successes and tackle
barriers/challenges.
Give verbal feedback for working towards mark band 4/5. - One-to-one.
Feedback on a successful investigation of existing products –
o Looking at the use of Strengths and Weaknesses.
o Also how this research can be used in the design process.
Start today and complete for next week Monday.
Complete as homework and hand in work by sharing on one drive with Miss Agbozo by email. Use the ACCESSFM as a guide/submit for feedback if ready.
2 Monday
8th June (1 hour)
Improve work on investigating existing products –
o Ensure you comment on Strengths and Weaknesses.
o Also how this research can be used in the design process.
Complete today and share by email with Miss Agbozo.
2 Tuesday
9th June (1 hr)
Microsoft Teams/Audio Conference Call:
Feedback on a successful investigation of materials and technical information-
o Select two possible products and explore its materials and possible technical requirements to ensure you got it right.
Recap on writing a detailed Technical Specification with justification and PUN&W.
2 Wednesday
10th June (2 hrs)
Improve work on materials and technical information-
o Ensure you comment on Strengths and Weaknesses.
o Bring in some anthropometric data, properties, testing of materials, product dimensions, etc.
Complete today and share by email with Miss Agbozo.
1 Monday
HYO
15th June (1 hr)
Use Feedback given on Technical specification to make any needed improvements today.
Complete to your best potential in either mark band 4 or 5.
1 Tuesday
16th June (1 hr)
Microsoft Teams/Face2Face lesson?
Discuss successes and tackle
barriers/challenges.
Submit by sharing with Miss Agbozo
Give verbal feedback for working towards mark band 4/5. - One-to-one.
Recap on a design generation to meet the context and avoid ‘fixation in the iterative design process.
2 Monday
22nd June (1hr)
Generate 10 initial ideas-
Add your own comments on strengths and Weaknesses to your chosen context/design brief.
and your own comments on
Complete the designs as homework and save in document and share with Miss Agbozo.
2 Tuesday
23rd June (1hr)
Microsoft Teams/Face2Face lesson?
Discuss successes and tackle
barriers/challenges.
Give verbal feedback for working towards mark band 4/5. - One-to-one.
Feedback on work carried out so far
Recap on a design iteration and modelling as part of the process to meet the context and avoid ‘fixation in the iterative design process.
Complete your design tasks from yesterday. (Must start with 10 ideas)
Ensure all designs have been analysed o Analyse the outcomes with Primary
user comments o Add your own comments on
strengths and weaknesses to the context/design brief.
Complete as homework and hand in work by sharing on one drive with Miss Agbozo by email.
2 Wednesday
24th June (2hr)
Select the top 4 and use in the iteration process.
Model iterations.
Ensure design work is completed
Scanned in/add photos/use a CAD software to draw on computer.
Email to Miss Agbozo by end of the day.
Complete as homework and hand in work by sharing on one drive with Miss Agbozo by email.
1 Monday
HYO
29th June (1 hr)
1 Tuesday
30th June (1 hr)
Microsoft Teams/Face2Face lesson?
Discuss successes and tackle
barriers/challenges.
Give verbal feedback for working towards mark band 4/5. - One-to-one.
Recap on what a possible final solution would look like- Go back to your research and design work to plan out the key features for the best possible design with 20 skills to show.
o Avoid ‘fixation in the iterative design process.
2 Monday
06th July (1hr)
Complete work on your initial final design solution would look like-
Go back to your research and design work to plan out the key features for the best possible design with 20 skills to show.
o Avoid ‘fixation in the iterative design process.
Upload and submit this task by 3pm on the 06/07/2020.
2 Tuesday
7th July (1hr)
Microsoft Teams/Audio Conference Call:
Discuss successes and tackle
barriers/challenges.
Give verbal feedback for working towards mark band 4/5.
o Improve design work.
Explore strand 4 and 5 o Recap on the expectations in that
strand
2 Wednesday
8th July (2hr)
Complete the given improvements-
Seek Primary user and stakeholder opinions
Add your own analytical thoughts. Microsoft Teams/Audio Conference Call:
Discuss successes and tackle
barriers/challenges.
Discuss the key points for a successful technical/design specification.
Discuss and plan to complete a two weeks tasks on design iteration for your project.
1 Monday
HYO
13th July (1 hr)
Ensure work is completed up Miss Agbozo by the 13/07/2020
1 Tuesday
14th July (1 hr)
Discuss Planning pages for making
Design & Technology
Subject: Product Design Year group: 12
Overview of the half term – 1st June - 17th July 2020
In Year 12 Product Design for the second summer half term - the focus will be on:
1. Consolidating Strand 1 and preparing for strand 2
2. Starting Strand 2 – Create: Design Thinking (AO2)- Students should be able to demonstrate an understanding of the NEA criteria for Strand 2- Exploring the Design Thinking process for their iterative design task:
Generation of initial ideas
Understanding how to analyse these against the context and specification
Developing designs from testing/feedback (This will lead into further parts of strand 2 at a later date)
Developing design through prototyping/modelling
Identifying key features of a successful design solution.
Elements of theory will also be intertwined with the NEA activities that are taking place.
Work set:
This should be completed on computer and then saved to the students OneDrive accounts. Students should then
click to ‘share’ the files with their classroom teacher. If working on paper students should scan/photograph the work
and then collect each piece of work into its own powerpoint file (or word if necessary) to then be saved into
OneDrive.
Assessment:
Completing as much as possible electronically will make it easier for teachers to check and mark work. Once on
OneDrive work saves automatically (as long as students work through OneDrive) and so feedback becomes a much
more organic process.
Useful websites and links to support learning this half term:
All resources required by students will be uploaded to Show My Homework.
The OCR A-Level textbook can be used as a resource for further clarity.
Teachers and timetable: Please contact Mr.Taylor in the first instance if there are issues with this work set.
Detailed information and resources will be posted on Show My Homework on the day the lesson is due to take place.
Drama
Overview of the Half Term – 1st June to 17th July
In Year 12 in Drama the focus will be on Component 1- Portfolio and Component 3- Colder Than Here.
This will look at:
Analysis skills
Evaluation skills
Written style
Written format
Written content
Elements of theatre
Research
Creativity
Work set: This should be completed on a word document or in your Drama folder.
Assessment: Students will be asked to submit pieces of work week by week to receive general feedback. Work
should be submitted through SMHW or to the classroom teacher via email.
Useful websites and links to support learning this half term:
Paper Birds- https://www.thepaperbirds.com/
Punchdrunk- http://www.punchdrunk.org.uk/
Youtube- https://www.youtube.com/watch?v=Wfu0DqfTzT8
Youtube- https://www.youtube.com/watch?v=Fs8022N0seI
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with the work
set.
Class Teacher Week 1 Week 2
12C Mrs S Jeremiah Tues p 4 Mon p 3, Tues p 3& 4
12C Mrs D Chenery Mon p 4, Thurs p 3&4 Thurs p 2
English Literature
Overview of the half term – 1st June– 17th July In Year 12 in English Literature, the students will be continuing with their study of the core exam texts whilst also beginning to consolidate their ideas for the comparative coursework. They will be continuing to look at:
Love Poetry Through the Ages (pre-1900) from the AQA Poetry Anthology – students will be beginning to study these poems with a view to comparing the aspects of love with Ian McEwan’s Atonement. All students should have now received their anthology in the post.
Cat on a Hot Tin Roof and Spies–having now completed these texts, the students will be consolidating the links which can be drawn between them.
Coursework –all students should have emailed Miss Bevan with their initial thoughts with regards to the texts and theme they are interested in for coursework. Students will now begin planning their ideas in response to this.
Work set: This should be completed in exercise books. Please date work and make sure titles are underlined. It is not required to submit all work completed, but it is crucial that this is kept up to date in books. We will specify clearly which pieces of work are expected to be submitted.
Assessment: During the half term students will submit two pieces of assessed work and will receive feedback on this. Assessed work should be handwritten in exercise books if possible (please take a photo of the work and submit it) and should be submitted by the deadline given on SMHW. If your child does not have any writing materials at home, they may type it and submit their work via SMHW by the deadline given. If photos are being submitted, please ensure that they are as clear as possible.
Assessment 1: Comparison of how an aspect of love is presented in Atonement and two studied poems
Assessment 2: Comparison of Spies and Cat on a Hot Tin Roof
Resources for student work this half term: Any resources and tasks for individual lessons will be uploaded on a lesson-by-lesson basis by 9am of the scheduled lesson. We are now more confidently using MS Teams and an abundance of additional independent learning tasks can be found through this.
Teachers and timetable: Please contact the classroom teacher in the first instance if there are any issues with the work set. Whenever possible, students should complete work in their timetabled periods.
Going above and beyond During school closures, there are a wealth of resources which have been made available for students to make use of. To promote independent learning, I would strong advise students to make use of the ‘Home Learning’ document on MS Teams.
Teacher Week 1 Week 2 Miss Bevan Tuesday P5 (14:00-15:00) Tuesday P1 &2 (9:00-11:00)
Friday P4 (12:20-13:20)
Ms Timon Monday P5 (14:00-15:00) Wednesday P1 (9:00-10:00)
Friday P1 (9:00-10;00) P5 (14:00-15:00)
Year 12 French .
Cultural topics & Start of A Level Year 2 textbook All work should be completed neatly in exercise books. Please include the date, title and LO.
Topics Dossier littérature – Un Sac de Billes (Miss Tuddenham)
Dossier cinéma – La Haine (Miss Jones)
(A study of theme, character, social and cultural context through literature and film)
Start of A Level Year 2 French – textbook details below
Assessment/Feedback
- End of module assessments / feedback on specific speaking/writing work - Submit evidence of work via SMHW or email as requested
Teachers
Class Teacher Email
12E Miss F Tuddenham [email protected]
Miss A Jones [email protected]
A little extra…
Use the app Duolingo for French – bite sized lessons
Kerboodle – a wealth of A Level resources to try on all topics
Listen to some French radio/music online, watch a film or series in French with English subtitles (Netflix, Amazon Prime, Youtube etc.)
Download a French news app: France 24, Le Monde, 20 Minutes and keep up to date with the headlines and news
Snapchat lemonde – French news headlines in a Snapchat story
Video clips and articles on 1jour1actu https://www.1jour1actu.com
Resources Un Sac de Billes – Joseph Joffo La Haine - Mathieu Kassovitz A Level Year 2 textbook required: AQA French A Level Year 2 – Oxford – Robert Pike, Colin Povey, Paul Shannon
Please contact your French teacher via email or SMHW with any questions – merci et restez à la maison!
Geography (Physical Geography)
Overview of the half term – 1st June – 17th July
In Year 12 in Geography, the focus will be on completing The Earths Life Support Systems, which is the final part of Component 1, Physical systems. We have already looked at: How can coastal landscapes be viewed as systems? Can the human and physical factors that affect the carbon and water cycles in the tropical rainforest be identified? Can the human and physical factors that affect the carbon and water cycles in the Arctic Tundra be identified? Water and carbon support life on earth and move between the land, oceans and atmosphere. Last half term we looked at, but did not quite finish: Part 3: Change over time: Water and Carbon Cycles
This term we will finish off the last bits from above and then move on to: Part 4:To what extent are the Water and Carbon Cycles linked?
Human factors can disturb and enhance the natural processes and stores in the water and carbon cycles.
What is the dynamic equilibrium within the cycles and the balance between the stores and flows?
How land use changes, such as urban growth, farming and forestry, act as a catalyst for altering the flows and stores in the cycles.
How water extraction, including surface extraction and sub-surface groundwater abstraction (aquifers and artesian basins), impact the flows and stores in the cycles.
How fossil fuel combustion and carbon sequestration impacts on the flows and stores of carbon.
What are the positive and negative feedback loops within and between the carbon and water cycles?
The pathways and processes which control the cycling of the water and carbon vary over time.
What is the importance of research and monitoring techniques to identify and record changes to the global and water carbon cycles (i.e. the reason why this data is gathered)? What are the short term changes to the cycles, and significance of these changes (including diurnal and seasonal changes of climate, temperature, sunlight and foliage?
What are the long term (millions of years) changes in the water and carbon cycles, including changes to stores and flows?
1
The two cycles are linked and interdependent
How the two cycles are linked and are interdependent, through oceans, atmosphere, cryosphere and vegetation?
2 How human activities cause changes in the availability of water and carbon (including fossil and terrestrial) stores, such as the use of these resources? (textbook homework task) What is the impact of long-term climate change on the water and carbon cycles? (textbook homework task)
3 The global implications of water and carbon management.
What are the global management strategies to protect the carbon cycle as a regulator of the Earth’s climate, including afforestation, wetland restoration, improving agricultural practices and reducing emissions (carbon trading and international agreements)?
4 What are the global management strategies to protect the water cycle, including improving forestry techniques, water allocations for domestic, industrial and agricultural use, drainage basin planning (run-off, surface stores and groundwater)?
Work set: This should be completed in exercise books. Please date work and make sure titles are underlined.
Assessment: Students will submit 2 pieces of assessed work over the course of the half term and will receive feedback
on this. Work should be submitted through SMHW or to the classroom teacher via email. Assessed work can be typed
or handwritten (please take a photo of the work and submit it) and should be submitted by the deadline given on
SMHW.
Assessment 1: Examine how feedback loops can affect the processes and stores within the carbon cycle.
[10]
Assessment 2. : ‘Reducing emissions is the most effective global management strategy to protect the
carbon cycle as a regulator of the Earth’s climate.’ How far do you agree with this statement? [16]
We will be putting the lesson PowerPoint with textbook page references onto SMH every week. For this half term
this means 7 weekly lessons. For each lesson try and do individual research on the relevant locations and concepts –
add this to your notes.
That little bit extra:
River Kennet Drainage Basin
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/79617
2/Kennet-and-Vale-of-White-Horse-Abstraction-Licensing-Strategy.pdf
Carbon Capture and storage https://www.hse.gov.uk/carboncapture/index.htm
Monitoring changes to carbon and water cycles https://earthobservatory.nasa.gov/world-of-change/sea-
ice-arctic , https://icesat-2.gsfc.nasa.gov/ , https://www.noaa.gov/satellites
Global action on climate change https://ec.europa.eu/clima/policies/international/negotiations/paris_en
United Nations of forests https://www.un-redd.org/
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with the work
set.
Class Teacher Week 1 Week 2
12C Mr P Warner Tues p 4 and Thurs 3 and 4 Thurs p2
12D Miss V Coates Weds p1, Thurs p2 Tues p 2, Fri p5
Mr Warner – [email protected]
Miss Coates – [email protected]
5 Revision Lessons/ Assessment / End of Year Exam
Geography - Human
Overview of the half term: 1st June- 17th July
For Year 12s in Human Geography, the initial focus will be to review and revise over the content covered in Option B:
Global Migration (Component 2, Human Interactions)
This will look at:
Contemporary patterns of global migration- students will explore the numbers, composition and direction of
global migrant flows. The concepts of international migration, inter-regional migrant flows and intra-regional
migrant flows are crucial to this.
Patterns of international migration and socio-economic development- the key idea here is how can migration
promote stability, growth and development in some contexts but result in inequalities, conflicts and injustices
in others.
Impacts of Migration– here the students will assess the positive and negative impacts of global migration on
both the country of origin and the country of destination.
Complexities of Migration– the key idea here is that we have increasingly seen a global shift from south-north
migrant flows to south-south migration. Students will be asked to account for the underlying causes of these
changes and to assess their impact on the global scale.
Conflict and refugees- students will explore the impacts of contemporary refugee movements (ex-Syria and
Libya) on Europe. Students will investigate the fragmentation of the EU’s migration policy, submerged within
a broader wave of national populist movements across Europe.
Migration policies- students will evaluate the effects of both insular and open-door policies upon ACs, EDCs
and LIDCs.
From mid-June onwards, students will be asked to complete a small independent research project to introduce the
main themes covered in our next module and one of the two topics covered in Component 3, Geographical Debates:
the Future of Food!
This will introduce some of the key topics covered in Year 13:
What is food security and why is it of global significance?
What are the current trends in global significance?
Variations in food security within countries
Global food production systems
Causes of inequality in global food security
Threats to global food security
Impacts of food production and security issues of people and the environment
Is there hope for the future of food?
Work set: This should be completed in exercise books. Please date work and make sure titles are underlined.
Assessment: There will be a selection of past paper questions for students to choose from, covering all of the material
covered throughout the academic year (Changing Spaces, Making Places; Human Rights and Migration)
Topic Review: Migration
Useful websites and links to support learning this half term:
https://www.bbc.co.uk/news/topics/cz4pr2gdg1et/migration
https://www.un.org/en/sections/issues-depth/migration/index.html
https://www.oecd.org/migration/
That little bit extra:
Crossing Continents: A Mediterranean Rescue podcast https://www.bbc.co.uk/sounds/play/b063cxn8
Immigration: Good for Whom? Podcast https://www.bbc.co.uk/sounds/play/b03nbsgd
What is our moral duty to Mediterranean migrants? Podcast https://www.bbc.co.uk/sounds/play/b05xh31j
Stacey Dooley: Border Wars (Mexican immigration to USA)
https://www.bbc.co.uk/iplayer/episode/p00zhqb0/stacey-dooley-in-the-usa-series-1-3-border-wars
Stacey Dooley: Migrant Kids in Crisis https://www.bbc.co.uk/iplayer/episode/p03q8xm4/stacey-dooley-
migrant-kids-in-crisis
Topic Introduction: Future of Food
Useful websites and links to support learning this half term:
FAO Dimensions of Food Security http://www.fao.org/3/a-al936e.pdf
Goal 2: Zero Hunger https://www.un.org/sustainabledevelopment/hunger/
Global Hunger Index https://www.globalhungerindex.org/results.html
FAO Food Waste http://www.fao.org/food-loss-and-food-waste/en/
International Fast Food: World Mapper https://worldmapper.org/maps/foodchains-mcdonalds-2018/
UK GOV: Department for Environment, Food and Rural Affairs
https://www.gov.uk/government/organisations/department-for-environment-food-rural-affairs
World Food Programme: Food Security Analysis https://www.wfp.org/food-security-analysis
That little bit extra:
National Geographic: Food Security in a Food Insecure World
https://www.youtube.com/watch?v=8jvRB8U8vEw
Africa’s Complicated Food Puzzle: Future of Food https://www.youtube.com/watch?v=TX2uSeCOjpY
The Americas with Simon Reeve (Guatemala) https://www.bbc.co.uk/iplayer/episode/m000b8rj/the-
americas-with-simon-reeve-series-1-episode-5
Coronavirus food security warning podcast https://www.bbc.co.uk/sounds/play/w172x58bxn6yblx
South Sudan: Creation of a Failed State podcast https://www.bbc.co.uk/programmes/p04x307h
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with the work
set.
Class Teacher Week 1 Week 2
12C Miss Miles Mon p4 Mon p3, Tues p3 and 4
12D Mr Pendlebury Mon p5, Tues p1 Tues p1, Fri p4
History
Overview of the half term – 1st June – 17th July
In Year 12 in History the focus will be on The impact of war and defeat on Germany 1939 – 1949 and Divided
Germany: The Federal Republic and the DDR 1949-1963 with Mr Taylor.
This will look at:
Post war Germany – Politics and the economy:
o Understanding of and be able to explain: the scale of problems facing Germany & its people in 1945,
the political priorities of the Allies & the re-emergence of political parties, the economic needs &
restructuring of Germany and how the process of De-Nazification was carried and examine its
relative success
Political structure and control in the GDR:
o Understanding of and be able to explain: how the political system was organized in the GDR, the role
of Ulbricht and the SED, the causes, course and consequences of the June Uprising and the role of
the Stasi and other methods of control in the GDR
The Economy of the GDR:
o Understanding of and be able to explain: what policies were implemented, the extent to which the
German economy was transformed by the SED, the impact this had on the German people and to
assess the overall success / failure of the economy
Foreign relations of the FRG:
o Understanding of and be able to explain: the role and actions of the FRG in the international
community, the 'relationship’ between the FRG and GDR & USSR and international attitudes towards
FRG
The Economy of the FRG
o Understanding of and be able to explain: the ‘economic miracle’ was and the main causes of it and
the role of the ‘economic miracle’ in political stability.
Political tensions and Adenauer’s Resignation
o Understanding of and be able to explain: the political tensions in the early 1960s and Adenauer’s
resignation, the role of Adenauer and the reasons for political stability in the FRG
Work set: This should be completed in exercise books. Please date work and make sure titles are underlined.
Assessment: during the half term: Students will be set exam practice to support with structure and technique these
will also be submitted via SMHW. Assessed work should be typed and should be submitted by the deadline given on
SMHW.
For Germany there will be a 10 mark question set and a 20 mark question in the topic. At the end of the
chapter there will be an overall assessment for the unit, which contains both the 10 and 20 mark questions.
This will be 50 minutes long.
Useful websites and links to support learning this half term:
www.spartacus-educational.com
www.historyhome.co.uk
That little bit extra:
See reading list below for Nazi Germany:
G Layton, Democracy and Dictatorship in Germany 1919-1963 (‘Access to History’ series – aimed at A level students)
M Broszat, Hitler and the collapse of Weimar Germany
W Shirer, The Rise and Fall of the Third Reich
J Peukert, Inside Nazi Germany. Conformity, Opposition and Racism in Everyday Life
M Burleigh, The Third Reich: A New History
R Overy, War and Economy in the Third Reich
I Kershaw, The Nazi Dictatorship, Problems and Perspectives
M Burleigh & W Wipperman, The Racial State 1933-1945
L Snyder, Encyclopedia of the Third Reich
M Fulbrook, History of Germany 1918-2000: The Divided Nation
Could also watch:
Downfall
Nazis: A warning from history (all episodes in the playlist)
https://www.dailymotion.com/video/xq1ym0?playlist=x20m0t
The Pianist
Schindler’s List
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with the work
set.
Class Teacher
12B Mr D Taylor [email protected]
History
Overview of the half term – 21st June – 17th July
In Year 12 in History the focus will be on completing Henry VII’s foreign policy 1485-1509 with Miss Bennett and
then revisiting the whole Wars of the Roses unit with Miss Rockall:
Henry VII’s foreign policy:
o Understanding of and be able to explain: how secure England was in late 15th Century Europe
through analysis of England’s relationship with European powers, what were the aims if Henry VII’s
foreign policy and how well did achieve these aims. Finally, evaluating how successful was Henry
VII’s policy towards France through consideration of the Breton Crisis, Henry’s invasion of France and
the period after the Treaty of Étaples.
Work set: This should be completed in exercise books. Please date work and make sure titles are underlined.
Assessment: during the half term: Students will be set exam practice to support with structure and technique these
will also be submitted via SMHW. Assessed work should be typed and should be submitted by the deadline given on
SMHW.
For the time being, we are focussing on getting through the content of the unit. Once this is complete, there
will be a focus on exam technique and practice, as well as revisiting the early stages of the Wars.
That little bit extra:
Bacon, F. (1622). Bacon’s History of the Reign of King Henry VII: With Notes. Reprinted in 2018.
Carpenter, C. (1997). The Wars of the Roses, Politics and the Constitution in England.
Chrimes, S.B. (1972). Henry VII.
Davies, C.S.L. (1995). Peace, Print and Protestantism.
Fellows, N. (2001). Disorder and Rebellion in Tudor England.
Grant, A. (1985). Henry VII.
MacCulloch, D. (1995). The Reign of Henry VII: Politics, Policy and Piety.
Lander, J.R. (1980). Government and Community.
Lockyer, R. and Thrush, A. (1997). Henry VII (Seminar Studies in History).
Rogerson, D. Ellsmore, S. and Hudson, D. (2001). The Early Tudors.
Thompson, B. (1995). The Reign of Henry VII.
Henry VII: The Winter King (documentary) https://www.youtube.com/watch?v=aBpSRQ6wVPU
Henry VII (radio programme) https://www.bbc.co.uk/programmes/b00d6zwt
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with the work
set.
Class Teacher
12B Miss Bennett [email protected]
12B Mr D Taylor [email protected]
12B Miss Rockall [email protected]
Mathematics
Overview of the half term from 1st June – 17th July
In Year 12 in Mathematics w will be continuing the work from the Year 2 syllabus.
The work will be split between Mr James’s and Mrs Kerr’s lessons.
Work set: This should be completed on paper. Solutions should be marked and corrected and then filed for checking
at a later date. There is no need for this work to be photographed and submitted.
Most of the work set will be from the Year 2 textbook. Students should have already
purchased this book. The ISBN number is 978-1-292-18340-4.
Topics to be covered:
1 Sequences and series Arithmetic sequences and series Geometric sequences and series
2 Binomial expansion Expanding (1 + x)n and (a + bx)n
Using partial fractions
3 Radian Measure Arc lengths and sector areas Trigonometrical equations Small angle approximations
4 Trigonometry Reciprocal trig functions and their identities Inverse trig functions Addition and double angle formulae
Assessment: during the half term: Students will be set one piece of assessed work from each teacher. This needs to
be completed, photographed and submitted via ShowMyHomework for marking.
Places to go to look for help:
www.mymaths.co.uk
www.mathsgenie.co.uk
www.physicsandmathstutor.com
www.mrbartonmaths.com
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with the work
set.
Teacher Week 1 Week 2
Mr J James Mon p5 Tues p5
Tues p1 and 2 [email protected]
Mrs A Kerr Wed p1 Thur p2
Fri p1 and 4 [email protected]
A-Level Media Studies
Overview of Summer Term B – 1st June – 17th July
In Year 12 A-Level Media Studies the focus will be on Newspapers, The Film Industry and Key Media Theorists:
This will look at:
Newspaper CSPS – we will be continuing with our exploration and investigation of the two newspaper CSPS
– the Daily Mail and The I.
Media Theorists – we will be developing your understanding of the theories and work of a range of media
theorists including: Bandura, Hesmondhalgh, Barthes, Neale, Baudrillard and Gauntlett.
The Film Industry – we will be investigating the film industry, exploring the way that films (particularly in the
independent sector) are produced, marketed and distributed. This relates to the independent film CSP,
Chicken.
Practical assignments – we are keen to continue giving you opportunities to explore media in a practical
way, despite the current lockdown situation, so there will be several practical tasks aimed at building
techniques and skills in preparation for the NEA coursework in Year 13.
Work set: Once completed, all work should be stored in A-Level Media folders. Please continue to take care with the
presentation of your work.
Assessment: Students will submit requested work over the course of the half term via email and will receive
feedback on this in replies from their class teachers. Work for assessment can be typed or handwritten (please take a
photo of the work and submit it) and should be submitted by the deadline given on SMHW.
Useful links to support learning this half term:
Gauntlett’s Identity Theory - https://www.youtube.com/watch?v=tTRk3Y6BnqA
Alfred Bandura’s Media Effects Theory - https://www.youtube.com/watch?v=TBy1-Fkiqk0
Roland Barthes’ Semiotics Theory - https://www.youtube.com/watch?v=bow0Y9QUlBU
Steve Neale’s Genre Theory - https://www.youtube.com/watch?v=hNaDStRuPdI &
https://www.youtube.com/watch?v=7uiNqtfWvGw&list=PLsfW5NgYbnPLWRb9qp1YtiKIOpGsoLStF&index=6&t=0s
Postmodernism & Baudrillard - https://www.youtube.com/watch?v=1glttxEEVuI &
https://www.youtube.com/watch?v=KNd-qSF698A
Hesmondhalgh’s Cultural Industries Theory - https://www.youtube.com/watch?v=xD4LDiDAmIM
Teachers and timetables: Please contact either [email protected] (Week 1) or [email protected]
(Week 2) if there are issues with the work set.
BTEC Media
Overview of Summer Term B – 1st June – 17th July
In Year 12 BTEC Media the focus will be on starting Unit 10 – Film Production:
We will be investigating the topic of genre in film fiction. This will involve you selecting three films
from different genres and comparing the genre conventions they use, focusing on their similarities
and differences and the impact of the producers’ creative choices.
After researching and making notes on your selected films, you will begin to work towards a
presentation which presents your findings. This can be in the form of a written report or an
audio/visual presentation.
This task is the first part of your second (and final) coursework project on the BTEC Media course,
which will then be fully completed in Year 13.
We will also aim to integrate practical work into this half term that will build your technical skills for
the short film project in Year 13.
Work set: Once completed, all work should be stored in BTEC Media folders and digital versions should be saved
securely. Remember that this work counts towards your final coursework grade for Unit 10.
Assessment: Students will submit the requested work over the course of the half term via email and will receive
feedback on this, also via email. Work for assessment can be typed or hand drawn/handwritten (please take a photo
of the work and submit it) and should be submitted by the deadlines given on SMHW.
Useful links to support learning this half term:
All the necessary documents and guidance are on Show My Homework.
Teachers and timetables: Please contact either [email protected] or [email protected] if there
are issues with the work set.
A-Level PE
Overview of the half term: 1st June – 17th July
Physiological factors affecting performance
This half term the focus will be on biomechanical principles and their application in sport, before dedicating time to
preparation for the EAPI, which is outlined below.
Topic areas include:
Planes and Axes in Sport – students will learn about the planes of movement, the different axes of
movement, and be able to apply this knowledge to different sporting situations. They will link this
knowledge to the content covered at the beginning of Year 1, movement analysis.
EAPI preparation – see below
Psychological factors affecting performance
This half term the focus will be on preparing for the students’ speaking exam, which will take place in
February/March 2021. This speaking exam is called the Evaluation and Analysis of Performance for Improvement
(EAPI), which is worth 10% of students overall A Level PE grade.
Basic EAPI overview:
During the EAPI students will watch a video of a performance, in a sport of their choice. This sport does not have to be
the sport they are getting assessed in for their practical element, however must be a sport on the OCR specification.
Students will not have seen the performance before. They will select a performer to watch, in order to analyse and
evaluate their performance. They will watch the performance for 20 minutes and will then have 20 minutes to give an
oral response. Students may write notes during their observation, but may not take any pre-prepared notes in with
them.
Topic areas include:
Strengths and weaknesses section – students will analyse and evaluate the skill, tactical and fitness strengths
and weakness of the performance.
Action plan – students will create a long-term development plan to improve a specific weakness that they
identified from watching the performance.
Theoretical knowledge and concepts – students will be required to continually incorporate theory from all
three sections of the course, throughout both parts of the EAPI. This is to help justify their response, and to
demonstrate their ability to apply the theoretical concepts they have learnt, to real-life sporting situations.
How the EAPI preparation will be undertaken:
Students will work in pairs or a group of three. These groups will be selected by the A Level PE staff and will be based
around the sports students will be most likely to do their EAPI on. Students will work together to collaboratively
create an EAPI for a specific performance. The process will be chunked by the staff, so students will be told
specifically which part of the EAPI they should be working on, and given appropriate guidance to prepare for each
part. By the end of the process, students will have a full EAPI and will deliver this (together) to a member of A Level
PE staff, via a video call using Microsoft Teams.
Socio-cultural issues in physical activity and sport
This half term in PE the focus will be on ethics and deviance in sport, before dedicating time to preparation for the
EAPI, which is outlined above.
Topic areas include:
Ethics and Deviance - students will learn about different performance enhancing drugs, the reasons why
elite athletes use performance enhancing drugs, the consequences of using performance enhancing drugs
and strategies used to prevent drug use.
EAPI preparation – see above
All topic areas
Work set:
Instructions for each lesson will be added to SMHW, so students are clear on the activities and work set for that
lesson. It is important that students check SMHW regularly, but in particular on the days that they are timetabled to
have a lesson.
The work will include a combination of assignments, which will include the use of the Everlearner, in addition to
worksheets, PowerPoints, exam-style questions, research and evaluation/analysis tasks.
Where necessary, teachers will also provide specific hyperlinks for different websites or videos, which support the
learning for that individual topic area.
Assessment:
Assessed work must be completed on or before the deadline date given on SMHW.
Assessments:
Physiology – phase test on Biomechanics on week commencing 01/06, due 09/06.
EAPI mock – paired/group video assessment using Microsoft Teams (date TBC)
Sociocultural - phase test on Drugs in Sport on 12/06.
Teachers and timetables:
Please contact the classroom teacher in the first instance if there are queries about the work set.
If you have any queries about A Level PE overall, please contact Miss Porter.
Topic area Teacher Email Week 1 Week 2
Physiological factors affecting performance (paper 1)
Mr H Magnay [email protected] Monday Period 5 Tuesday Period 5
Tuesday Period 1 Tuesday Period 2
Psychological factors affecting performance (paper 2)
Miss L Porter [email protected] Wednesday Period 1 Friday Period 4
Socio-cultural issues in sport (paper 3)
Miss G Muttitt [email protected] Thursday Period 2 Friday Period 5
Physics
Overview of the half term – 1st June – 17th July
In Year 12 in Physics the focus will be on Thermal Physics (with Miss J. Bawden) which is module 3.6.2 and
Capacitance and Magnetic Fields (with Mr J. Day), which is module 3.7.4 and 3.7.5
Miss J. Bawden will look at:
Thermal Energy Transfer
Ideal gases and The Gas Laws
Kinetic Theory
Mr J. Day will look at:
Energy Store of a Capacitor
Charge and Discharge of a Capacitor
Magnetic Flux
Electromagnetic Induction
Work set: This should be completed in exercise books. Please date work, write the WALT and make sure
titles are underlined.
Assessment: During this half term, students will submit 2 pieces of assessed work (Past paper exam
questions for Miss J. Bawden and Mr J. Day) followed by an End of Half Term assessment. Students will
receive feedback on each and will be given the opportunity to discuss these via live seminars on Microsoft
Teams. Work should be submitted through SMHW or to the classroom teacher via email/Teams.
Assessed work can be typed or handwritten and should be submitted by the deadlines given – Please
communicate any issues with the subject teacher.
Useful websites and links to support learning this half term:
Physics Online YouTube channel – Live Lessons and Course Content Videos
www.physicsandmathstutor.com – Summary notes, Flashcards and Past Paper Questions
Hodder Education ALevel Physics Textbook
That little bit extra:
Additional interesting science related articles - https://www.sciencenews.org/topic/physics
Khan Academy - https://www.youtube.com/channel/UCmUqTcxmzgnQOTsBSzG6orw/playlists
Engineering related projects - https://interestingengineering.com/science
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with
the work set.
Class Teacher Week 1 Week 2
12A/Ph1 Miss J. Bawden Mr J. Day
Weds P2 Thurs P1 Mon P1 & P2
Weds P1 Thurs P3 & P4 Mon P5 Weds P2
Psychology:
June 2020
FOLDR code is
9.1 – 9.11
Year 12 A
(wk 1)
Monday P1
(wk 1)
Monday P2
(wk 1) Wedday
P3
(wk 2) Monday
P5
(wk 2)
Wedday P1
(wk 2)
Wedday P2
(wk 2)
Thursday P3
(wk 2) Thursday
P4
Year 12 B
(wk 1)
Tuesday P1
(wk 1)
Tuesday P3
(wk 1)
Thursday P1
(wk 1) Thursday
P5
(wk 2)
Monday P1
(wk 2)
Monday P2
(wk 2)
Thursday P1
(wk 2) Thursday
P5
September
2019
November
2019
January 2020
Mid- March
2020
Week of 1 June
Week 1
Section E : Issues and Debates
This has 20 marks and comprises two extended response questions
(ERQs)
Overview of 11 issues and debates that apply to each of the 4
approaches
12
mark
ERQ
Week of 1 June
Week 1
Progression Test for LEARNING
APPROACH to include: Methods, Data,
KQ, Key studies
REVISION four Classic
Studies independently
12
mark
ERQ
Week of 8 June
Week 2
Section E : Issues and Debates in detail REVISION Keeping RMs
warm part 8
12
mark
ERQ
Week of 15
June
Week 1
Section E : Issues and Debates in detail REVISION Keeping RMs
warm part 9
12
mark
ERQ
Week of 22
June
Week 2
Section E : Issues and Debates in detail REVISION Keeping RMs
warm part 10
12
mark
ERQ
For target grade
or above I need
to:
Download &
read FOLDR
lessons
Read
textbook
and self-
check
Submit
H.Work for
timely
feedback
Improve
on
feedbac
k
Achieve on
target in
progress tests
Use
Exam
Focus
Week of 29
June
Week 1
End of year assessment for Psychology TBA
Week of 6 July
Week 2
End of year assessment for Psychology TBA
Public Service
Overview of the half term – 1stth June – 17th July
This half term the public services units will continue. Students will be meeting coursework deadline for Unit 1:
Government, Policies and the Public Services and Unit 5: Physical Preparation, Health and Lifestyle for the Public
Services.
Assignments:
All work should be completed and then emailed to the correct staff member by 3pm on deadline day. All assignment
information is on SMHW where the assignment brief and ‘shopping list’ will be attached to aid the student’s
completion of the work. Students are encouraged to email staff if they have any questions related to any of the
assignments prior to the deadline day. Staff are happy to read sections of the work and support the students via
email and phone calls if needed. We would like to encourage students to check their emails each day, as staff will be
emailing them with feedback or key information, where appropriate.
Once the work is submitted the staff will mark it within 2 weeks. Students are then permitted a further 2 weeks
(from receiving their work back/ date of email) to make any necessary adjustments to their work, to ensure that they
receive the highest grade possible.
Available Help:
If you need additional support at any point during the half term you must contact the teacher. This can be done by
email. They will then arrange a suitable time to speak to you over the phone or via the ‘teams’ application on the
email system – if necessary, we can offer a ‘teams’ video meeting providing we have 2 or more students online with
the teacher who is conducting the lesson. This again can be arranged via email.
Staff Contact details:
Please contact your respective teacher in the first instance if there are issues with the work set.
Class Teacher Email
Unit 5 Miss E Boddy [email protected]
Unit 1 Mr S Goodright [email protected]
Unit 1 Miss L Porter [email protected]
Good sources for research:
Government websites
News websites
Council Websites
Specific Public Service websites i.e. Thames Valley Police
Web links on the assignment briefs
YouTube
Brianmac- https://www.brianmac.co.uk/
For unit 1
www.gov.uk/coronavirus all policies and rules are on here
https://www.health.org.uk/news-and-comment/blogs/covid-19-five-dimensions-of-impact
www.bbcnews.co.uk
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/88476
0/Our_plan_to_rebuild_The_UK_Government_s_COVID-19_recovery_strategy.pdf
https://www.rcplondon.ac.uk/news/covid-19-and-its-impact-nhs-workforce
www.instituteforgovernment.org.uk
Spanish
Cultural Topics and the start of the A2 course All work should be completed neatly in exercise books. Please include the date & title.
Topics
Dosier de cine – Volver (Miss King)
Dosier de literatura – Las bicicletas son para el verano (Mr De la Llera)
(A study of theme, character, social and cultural context through literature and film)
Start of A Level Year 2 Spanish – textbook details below
Assessment/Feedback
- End of module assessments - Submit evidence of work via SMHW or email as requested
Teachers
Class Teacher Email
12A Miss T King [email protected]
Mr De la Llera [email protected]
A little extra…
Use the app Duolingo for Spanish – bite sized lessons
Quizlet – ensure you are revising vocabulary and making study sets
Kerboodle – a wealth of A Level resources to try on all topics
Listen to some Spanish radio/music online, watch a film or series in Spanish with English subtitles (Netflix, Amazon Prime, Youtube etc.)
Look at the news with News in Slow Spanish, El País, BBC Mundo, 20 Minutos and keep up to date with the headlines and news
Snapchat El País – Spanish news headlines in a Snapchat story
Spanish podcasts at https://radiolingua.com/coffeebreakspanish/
Resources Las bicicletas son para el verano – Fernando Fernan-Gómez AQA Spanish A level Year 2 textbook from Kerboodle
Please contact your French teacher via email or SMHW with any questions – Gracias y ¡quedaos en casa!
BTEC Sport
Overview of the half term – 1st June – 17th July
This half term the BTEC Sport course will continue completing coursework assignments for learning aims C
and D. Students will be studying unit 3: Professional Development in the Sports Industry.
Part of learning aim c will require you to take part in an online interview. These will be conducted over the
‘teams’ application on the school email system ‘Office 365’. Your parents/guardian will receive an email
from Mr Goodright asking for their permission to conduct this interview, providing you have parental
permission your interview will take place after half term.
Assignments:
All work should be completed and then emailed to the correct staff member by 3pm on deadline day
(unless you have agreed a different deadline with your teacher). All assignment information is on SMHW
and email, where the assignment brief and ‘shopping list’ will be attached to aid the student’s completion
of the work. Students are encouraged to email staff if they have any questions related to any of the
assignments prior to the deadline day. Staff are happy to read sections of the work and support the
students via email and phone calls if needed. We would like to encourage students to check their emails
each day, as staff will be emailing them with feedback or key information, where appropriate.
Once the work is submitted the staff will mark it within 2 weeks. Students are then permitted a further 2
weeks (from receiving their work back/ date of email) to make any necessary adjustments to their work, to
ensure that they receive the highest grade possible.
Available Help:
If you need additional support at any point during the half term you must contact the teacher. This can be
done by email. They will then arrange a suitable time to speak to you over the phone or via the ‘teams’
application on the email system – if necessary, we can offer a ‘teams’ video meeting providing we have 2
or more students online with the teacher who is conducting the lesson. This again can be arranged via
email.
Staff Contact details:
Please contact your respective teacher in the first instance if there are issues with the work set.
Class Teacher Email
Unit 3 Mr S Goodright [email protected]
Unit 3 Miss L Porter [email protected]
Good sources for research:
www.careers-in-sport.co.uk
www.nationalcareersservice.direct.gov.uk
www.uksport.gov.uk/jobs-in-sport
Government websites for education
News websites
Sports Council Websites
Specific sports based careers websites
YouTube
Statistics
Overview of the half term 6 (i.e. 1st June to 17th July)
In Year 12 GCE Statistics the students finished the AS course and were given the 2019 AS papers to
complete prior to the Easter break.
Last half-term focused on the following three A2 topics:
11. Baye’s Thoerem
12. Probability Distributions
13. Experimental Design
Next half term will focus on:
An investigation
14. Sampling, Estimates & Resampling
And begin the following topic
15. Hypothesis Testing, Significance Testing, Confidence Intervals & Power
Work set
Work will be set for individual lessons using Show My Homework (SMHW). Most of the work will be
completed by the students on paper & filed in their folders. Lesson outlines, based on Microsoft
powerpoints, will be provided and the students will be expected to access several old AQA textbooks,
which are available in the shared area on the school’s file server. In addition, several web sites, for
example www.khanacademy.com , will be used.
Homework will be set on SMHW in line with the department assessment and feedback policy, meaning
that homework tasks will be set at least once a week.
Assessment
During the half term students will submit two pieces of assessed work and will receive feedback on them.
The assessed work will be based on a series of past examination questions. Students assessed work will be
email to the classroom teacher. The assessed work can be typed, or handwritten with a photo taken, and
should be submitted by the deadline given on SMHW. All work should be submitted as a single WORD or
PDF document.
Investigation
14. Sampling, Estimates & Resampling
Teachers and timetable: Please contact the classroom teacher in the first instance if there are issues with
the work set.
Class Teacher Week 1 Week 2
12C Mr A Taylor Mon p2, Thurs p3 Mon p3, Tues p3 & 4
Mr F Murison Tues P4, Thurs P4 Thurs P2
Travel and Tourism
Overview of the half term – 1st June – 17th July
In the final half term of the year, Y12 T&T students will continue to learn the theory to their latest unit,
Unit 9 Visitor Attractions. This is a coursework unit which is marked internally. The unit is worth 60 of the
overall 360 units.
Unit overview
Visitor attractions can draw both domestic and overseas visitors by providing opportunities for relaxation,
amusement and education. They are a major source of revenue for the travel and tourism industry as well
as for the UK and the global economy. In this unit, you will investigate visitor attractions & the different
ways they are funded. You will explore what is meant by visitor experience and how visitor attractions
develop, diversifying using new technology in order to meet the needs of different visitor types.
Learning Aims
A – investigate the nature role and appeal of visitor attractions
B – Examine how visitor attractions meet the diverse expectations of visitors
C- Explore how visitor attractions respond to competition and measures their success and appeal
Scheme of Work
Different types of visitors and their diverse expectations. – Students will look at different visitor groups
including families, independent travellers, business travellers etc and will describe their unique needs.
Products and services provided and secondary spend opportunities – Students will investigate two visitor
attractions and analyse the products and services they provide and evaluate how these meet different
customer needs.
Ways to meet and exceed visitor attractions – Students will analyse how the attractions meet customer
needs based on location, accessibility development of product range and image.
Use of technology and its importance to visitor attractions – Students will consider how technology such as
interactive displays, WiFi, interactive guides and much more help to improve the service provided.
Work set: All the work that students will need to
complete will be on SMHW. Students will hand in
homework using their school email address and
sending it to [email protected]
Useful websites:
https://whc.unesco.org/en/list/
https://www.visitbritain.org/
https://qualifications.pearson.com/en/qualifications/btec-nationals/travel-and-tourism-
2019.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-
assessments
