summer transition 2017 booklet - sponne school booklet is designed to help you work out which...
TRANSCRIPT
Page 1
Page 2
6 o
r m
ore
A*
-
A4
Ro
ute
A
6 o
r m
ore
A*
-
C's
3R
ou
te B
6 o
r m
ore
A*
-
C's
wit
ho
ut
En
gli
sh
or
Ma
ths
3R
ou
te C
Fu
rth
er
Ma
ths
Ch
oo
seh
ow
ma
ny
Ale
ve
lq
ua
lifi
cati
on
sy
ou
wil
lw
an
tto
stu
dy
ba
sed
on
ho
ww
ell
yo
ua
ree
xp
ect
ed
tod
oa
tG
CS
E.
Th
isw
ill
the
nid
en
tify
the
rou
tey
ou
wil
lfo
llo
w:
eit
he
rR
ou
teA
,B
,
or
C.
Ea
ch r
ou
te i
s a
tw
o y
ea
r co
urs
e o
f st
ud
y.
Th
en
ma
ke
th
e c
ho
ice
s fr
om
th
e s
ub
ject
s in
th
e b
lock
s u
p t
o t
ha
t n
um
be
r (b
etw
ee
n 3
-4 A
Le
ve
ls).
Bu
sin
es
s
Ge
rma
n
Asp
ira
tio
na
l
GC
SE
Gra
de
Nu
mb
er
of
A L
ev
els
RO
UT
E
Blo
ck D
His
tory
En
gli
sh
Lit
era
ture
Ec
on
om
ics
Ch
em
istr
y
Ph
oto
gra
ph
y
Ple
ase
ch
oo
se a
min
imu
m o
f 3
su
bje
cts.
On
ly O
NE
pe
r su
bje
ct b
lock
Bio
log
y
IT (
Ca
mb
rid
ge
Te
ch
nic
al)E
ng
lis
h L
an
gu
ag
e &
Lit
era
ture
Blo
ck A
Blo
ck B
Blo
ck C
He
alt
h &
So
cia
l C
are
(B
TE
C)
IT (
Ca
mb
rid
ge
Te
ch
nic
al)
His
tory
Blo
ck E
Dra
ma
& T
he
atr
e S
tud
ies
Ge
og
rap
hy
Ma
the
ma
tic
sF
oo
d S
cie
nc
e a
nd
Nu
trit
ion
Ps
yc
ho
log
y
Art
Ch
em
istr
y
Ge
og
rap
hy
Mu
sic
Sc
ien
ce
(B
TE
C)
Ma
thm
ati
ca
l S
tud
ies
(C
ore
-
Lev
el
3,
Ce
rtif
ica
te)
Ph
ys
ica
l E
du
ca
tio
n
So
cio
log
yM
ed
ia
Pro
du
ct
De
sig
n
Ma
the
ma
tic
s (
re-t
ak
e)
Ph
ys
ics
Ph
ilo
so
ph
y
En
gli
sh
(re
-ta
ke
)P
sy
ch
olo
gy
Sp
on
ne
Sch
oo
l S
ixth
Fo
rm R
ou
tes
20
17
-20
18
Page 3
Contents and General Notes
Summer Transition Tasks have been written to help you make the transition to the higher level of
study expected in the Sixth Form. These resources allow you to prepare for the first few weeks of
your new course.
Wider reading and research are essential to your progress at this level. You should read the
sources carefully and take summary notes to help you understand and process the information at
a deeper level. A Level study involves at least 15-20 hours of independent work per week and
reading/research should take up part of this time.
Please note all students are to complete their chosen subject’s specific transition tasks before
starting Sixth Form.
Summer Transition Tasks are provided for the following subjects:
English Faculty Language & Literature, Literature, Media Maths Faculty Mathematics, Mathematical Studies (Core), Further Maths Expressive Arts Faculty Art (Fine), Drama & Theatre Studies, Modern Foreign
Language (German), Music, Photography Business & Innovation Faculty
Business, Economics, Food Science & Nutrition, IT
(Cambridge Technical), Product Design Humanities Faculty
Geography, Health & Social Care (BTEC), History, Philosophy,
Psychology, Sociology Science Faculty Biology, Chemistry, Physics, Science (BTEC) PE Faculty Physical Education
This booklet is designed to help you work out which courses will suit you best and what you can
do to prepare yourself for them. The transition from GCSE to A Level is a significant one and
therefore it is important that you are as prepared as possible and that you are on the right
courses.
Page 4
SIXTH FORM TRANSITION TASKS BOOKLET
CONTENTS
Contents and General Notes ………..………………………….………….……………………….…
2
Summer Transition Tasks
• Arts & Languages Options ………………………………………………………………….
o Art (Fine), Music, Photography, Drama & Theatre Studies,
Modern Foreign Languages (German)
• Business & Innovation Options ……………………………….…………………………
o Business, (BTEC) Business (Extended Certificate), Economics,
Food, Product Design, ICT (Animation and Graphic Design &
Web Applications)
• English Options ………………………………………………………………………………….
o English Literature, English Language & Literature, Media
• Humanities Options …………………………………………………..………………………
o Geography , Health & Social Care, History, Philosophy,
Psychology, Sociology, Travel & Tourism (Applied)
• Maths Options …………………………………………………………..……………………...
o Maths - A Level, Maths – Core, Further Maths
• PE Options …………………….……..……………………………………………………..………
o Physical Education
• Science Options …………………………………………………………..…………………….
o Biology, Chemistry, Physics, Science (Applied)
5-9
10-16
17-19
20-28
29-31
32
34 - 37
Hints on referencing ………………………………..…………………………………………….
General advice from the sixth formers ……………………………………………………….
How the sixth formers think you can prepare yourself for the transition and
Perks of being a sixth former ……………………………………………………………………..
38
38
39
Sixth Form Team and General Contact Details …………………………………………….
40
Page 5
SUMMER
TRANSITION
TASKS
2017
We expect students joining Sponne School to complete a transition piece of work for each subject
between the end of Key Stage 4 and the start of Key Stage 5. This is assessed and feedback will be
given to students in September. The following tasks are to be completed over the summer break
and brought to your first lesson.
These are compulsory and will form 50% of your September assessment mark.
NOTE
It is important to note that most A Level subjects are linear and will be examined at the end of the 2
year course.
There are a few courses however, which are modular/non-linear and have AS exams followed by A2
exams to Year 13.
Page 6
ART (Fine Art)
Qualification/Level A Level (2 years)
Examination Board AQA
Linear or Modular A Level Linear (New from 2015)
Hand into: Ms Noble
Duration: 5 hours
The Task:
• Visit at least one gallery or sculpture park or view sculptures in the landscape. The gallery must be
recognised/reputable; for example, The Tate’s, Compton Verney, Ashmolean Oxford, Yorkshire Sculpture Park,
National Gallery, Milton Keynes, V&A, Saatchi………any town or city gallery.
• Before you go, research the gallery or space and have an idea of what you want to focus on. Once there, select two
contrasting pieces, but they can have similarities. They can be in any media; i.e. painting, sculpture, installation,
printing, drawing.
• Whilst in the gallery do an expressive sketch(s) of both not a copied one once at home and write down their titles,
artist name, size and materials.
• Write about what first caught your attention.
• Research and write about the pieces and find out the reasons for the work and what the work is about, the method
the artist has used and the artist’s background/biography. You can include and mention any of the artists other
work. Finally say how they contrast and mention if they have anything in common.
• Next produce your own art work in response to either one or both of the pieces. You can use any material and
method, the size is up to you. It could be a design or a final outcome.
Email me if you are unsure of any of the above [email protected]
Page 7
MUSIC
Qualification/Level A level
Examination Board Edexcel
Linear or Modular A Level Linear (New from 2015)
Hand into: Mrs Underwood/Mr Bugby
Duration: 5 hours
The Task:
Performing:
Prepare a piece to perform that is a minimum of Grade 5 standard. Please ensure that you select a piece that you
feel you can play confidently and with good attention to detail (expression/dynamics/articulation etc). You will be
required to play this to Mrs Underwood in the first week back.
Composing:
Compose a melody with chord indication (or piano accompaniment) lasting for 12 -16 bars. The composition can be
in a major or minor key and can contain a modulation to a related key if you wish.
Listening and appraising
Listen to the following piece of music:
• Vivaldi Concerto Grosso in D Minor. Op 3 No 11. There are many recordings available online e.g.
https://www.youtube.com/watch?v=2kaNnZFosm8
Listen to a performance and follow the supporting score document, then complete the following tasks:
• Research the Baroque Concerto Grosso
• Write an essay outlining the key features of the Concerto Grosso as a genre and comment on the use of
instrumentation, tonality (key), harmony (chords/cadences/pedals and other harmonic devices), texture
(homophonic/contrapuntal/imitative etc) , melody (shape/stepwise/triadic/sequence), rhythm, metre and
structure in this piece. Try to be as detailed as you can, referring to bar numbers etc where appropriate. The words
in brackets are an indication of the sorts of things you might comment on in relation to each musical element.
This task is like the section B question at GCSE Music (Edexcel).
Email me if you are unsure of any of the above [email protected]
Page 8
PHOTOGRAPHY
Qualification/Level A2
Examination Board AQA
Linear or Modular A Level Linear (New from 2015)
Hand into: Ms Turton
Duration: 5 hours
The Task:
Mini Project ‘This Place’ (Digital Camera work)
Take the title ‘This Place’ and produce a series of interesting photos inspired by the title. The place could be
anywhere….. a settlement, a field, a forest, a room, a cupboard…… be imaginative! You may want to explore a few
ideas before deciding on ONE idea to develop further.
You must show evidence of the following:
1. INSPIRATION. See how other photographers/artists have explored the theme. Discover/find/research a
photographer/images that will inspire your photos. It may be the subject matter that is inspiring or their style. Be
prepared to show an example of their work and explain how your work is inspired by theirs.
2. 1st
photo shoot – Looking for ideas. (briefly, try out a few different ideas)
3. 2nd
Photo shoot – Decide on one idea to develop (Try your favourite idea again in more depth and detail)
4. 3rd
Photo shoot – Refining your idea – (Review your most successful ideas from your 2nd
shoot and try to improve
the images). Experiment with your camera settings. If you are not familiar with your camera READ THE
INSTRUCTION BOOKLET! Try different shutter speeds, F-Stops, white balance and ISO settings…..
5. Selection of best images (3-6 photos)
PRESENTATION OF WORK: How are you going to present your project to the group? How are you going to show
your ‘workings’ (contact prints?) BE PREPARED! BE CREATIVE! (Sketchbook, Powerpoint, blog, website…….)
Page 9
DRAMA & THEATRE STUDIES
Qualification/Level A level
Examination Board Edexcel
Linear or Modular A Level Linear (New from 2015)
Hand into: Mrs Auchterlonie
Duration: 5 hours
The Task:
- You are to find a monologue from a play that you have read. You need to write a short synopsis on the character so
you understand the context of the monologue, and also why you have chosen this particular monologue and
character.
- You need to learn the monologue which must last 1.30-2.00 minutes without a script.
- You should include relevant movement and show consideration towards voice and characterisation.
MODERN FOREIGN LANGUAGES - German
Qualification/Level A level
Examination Board Edexcel
Linear or Modular A Level Linear (New from 2015)
Hand into: Mr Gercs
Duration: 5 hours
TASK 1
Complete the “Yr 11 into 12 Bridging Pack – Sponne” – this will be handed out on induction day
• All sentences need translating from the “AS Bridging – Grammar basics with GCSE Vocab” sheets – points 1-5
• To help complete these tasks accurately use the grammar exercises on “languages online” to guide you – the
SUMMER TASK is to complete ALL THE SENTENCES ON THE “AS Bridging..sheets”
• Subject and verb agreement exercises on “languagesonline”
• Word order exercises on “languagesonline”
Task 2
Watch “Lauras Stern” youtube video for gist and start to get to understand authentic German
Task 3
Learn all the Sponne GCSE “Higher” vocab booklet – this will be tested in a large vocabulary test (booklets will be
distributed on induction day) on lesson 3 in September
Page
10
BUSINESS
Examination Board AQA
Linear or Modular A Level Linear (New from 2015)
Hand into: Mrs Nelson
Duration: 5 hours
The Task:
Tasks
Task 1
Research the following terms with a definition and the formula. Complete in the form of a table.
Operating profit Total Revenue/Sales Revenue Market Size Volume
Market Capitalisation Market Size Value Market Growth
Sales Growth Market Share Price elasticity of demand
Added Value Labour Productivity Labour Turnover
Contribution per unit Break Even Point Employee Retention Rate
Return on Investment %
Task 2
Investigate and create a presentation on two key theories of leadership and management:
Tannenbaum Schmidt Continuum and the Blake Moulton Grid. Identify one strength and one weakness
of each.
This presentation could be in the form of a powerpoint or handout. Please avoid copy and pasting from
websites. You need to be able to interpret the theories into your own words.
Task 3
Create a fact file on two businesses of your choice. They should be multinationals and not just British
owned.
Include: Ownership, recent profit/revenue figures, what market are they in, main competitors, SWOT
analysis, what is their market share? What is their mission, aim and objectives? Who is in charge – has
this changed recently?
This fact file should include information from a variety of sources including the news. State where you
got your information from.
Page
11
ECONOMICS
Qualification/Level GCE Economics A
Examination Board Edexcel
Linear or Modular A Level Linear (New from 2015)
Hand into: Mrs Wolnik
Duration: 5 hours
The Task:
Task
Task 1 Explain what is meant by the terms ‘free market’ and ‘command economy’.
Find the latest statistics (figures) for the UK economy on:
• The rate of inflation
• The rate of unemployment
• The rate of economic growth
• The current account surplus or deficit on the balance of payments
• The rate of interest set by the bank of England
Task 2 - BREXIT – The British Exit from the Eurozone “BREXIT is currently the newspapers favourite headline. After the referendum result to leave
the European Union, every day there are reports about if, when and how should Britain
invoke article 50 and give formal notice to leave. Whether and when Britain actually leave or
not is not necessarily the issue but the uncertainty being created by the ongoing debate is…”
Questions: 1) What is the European Union? How is it different to the Eurozone?
2) What were the Economic arguments for leaving the European Union. What were the economic arguments for
the remain campaign?
3) What has been the fallout of the referendum result on the economy and the financial markets.
4) What will be the impact on the rest of Europe
5) What impact has the recent election result of June 8th
had on the Brexit negotiations
Task 3: Research some Famous Economists “Adam Smith is the grandfather of Economics. He invented the framework of the way the economy works today.
John Maynard Keynes, Milton Friedman and Hayek also have built and added to Smith’s framework of economic
theory…”
Questions: 1) What are Adam Smith’s cannons of taxation?
2) Research John Maynard Keynes, Milton Friedman and Hayek and write down some facts about their history
and their approach to Economics
3) How are the 3 economists different in their approach to economics?
*Watch on youtube the “masters of money” series to help you with your research
Page
12
Task 4 Look up these Economic Keywords and learn the economic definitions of 10 of them:
Inflation Economies of Sale GDP Merit Good
Balance of Payments Demerit Good Negative and Positive Externalities Monopoly
Real Interest Rate GNP Structural Unemployment Labour Productivity
Cyclical Unemployment Fiscal Policy Inferior Good Monetary Policy
Normal Good Supply Side Policy Direct Tax Deflation
Page
13
PRODUCT DESIGN
Qualification/Level A-Level
Examination Board AQA
Linear or Modular A Level Linear
Hand into: Mr Lopes
Duration: 5 hours
The Task:
To produce research for year 12 chair project:
Work must be presented on PowerPoint software or A3 paper.
• Identify your target client and produce information.
• Produce a questionnaire and analyse the results.
• Research similar products and create product analysis sheets
• Research anthropometrics and ergonomics information to aid your understanding of form and function.
• Complete a design specification.
Page
14
FOOD SCIENCE & NUTRITION
Qualification/Level Level 3 Diploma in Food Science and Nutrition
Examination Board
Linear or Modular A Level
Hand into: Mrs Livesey
Duration: 5 hours
The Task:
Before the course starts you need to carry out the research and tasks below.
Nutrition is a key part of the course and you will need to have a clear understanding of nutrients and healthy
eating.
TASK 1: Watch the video link to learn more about what is meant by a healthy diet. Explain what a healthy diet is and
the key elements of the Eatwell Guide.
https://www.youtube.com/watch?v=1tJYcNt6Bpk
TASK 2: Explore the concept of energy intake, expenditure and energy balance by watching:
https://www.youtube.com/watch?v=d-5w67NAOlo
Watch the podcast about energy and answer the questions below in full sentences. You may want to research the
answers from sources other than the podcasts above; ensure that you name your sources.
a. What is energy?
b. Why do we need to eat food?
c. How much energy do we need?
d. What are the factors that affect 'energy out'?
e. What is energy balance?
Food Presentation: It is important to understand how to layout food products in
order to improve their visual appearance. Use the following websites and videos to
investigate what makes food look good. You are welcome to search for other tips and
guidance on food presentation techniques. This is partially important, as you will be
required to photograph the products you make.
TASK 3: Write a list of tips and ideas for successful food presentation. Look at the
website below for ideas.
http://www.howtocookgourmet.com/foodpresentationtips.html
http://www.cravemag.com/features/the-art-of-food-presentation/
https://www.youtube.com/watch?v=Udzs_MPNpMQ
https://www.youtube.com/watch?v=9YBnczqciHI
Page
15
TASK 4: Food in the news: Create a “food in the news” media folder. Between now and the beginning of September
collect any articles that you find referring to Food and Nutrition.
The Guardian and Observer newspapers, the BBC news and the BBC Good Food Magazine are good starting places.
You could also look at the free papers and magazines available at food retailers.
Task 5: Select 2 articles that you think are important/news worthy. Summarise the key points and explain why you
think that each article was published/written.
Page
16
ICT CAMBRIDGE TECHNICAL –
Animation and Graphic Design & Web Applications
Qualification/Level Level 3 Cambridge Technicals (2016 spec)
IT Level 3 Certificate/Extended Certificate/Introductory
Diploma/Foundation Diploma/Diploma - 05838-05842 (2016 suite)
Examination Board OCR
Linear or Modular A Level Modular
Due date: Friday 8th
September 2017 @ 3.15 pm
Hand into: D26 – Mr Cornelius and Mr McGrory
Work must also be saved electronically as a word processed document
Duration: 5 hours
Welcome to Cambridge Technicals in ICT. Your transition task will get you up to speed with Unit 12; Mobile
Technology. This unit of work is assessed through production of a coursework report and e-Portfolio.
PRESENTATION
• Work must be word processed as formal report.
• Put your full name and candidate number in the page footer.
• Page 1 must be a title page, with the following information on;
o Unit 12 Mobile Technology
o Cambridge Technicals Level 3 ICT (2016)
o Full Name
o Candidate Number
• Page 2 must be a table of contents
o This can be created by clicking on References > Table of Contents
• Page 3 should be the start of your report
• Headings and sub-headings should be created using styles;
o This can be created by clocking on home > styles
o Use heading 1 for main headings (1.1, 1.2, 1.3…)
o Use heading 2 for sub-headings (1.1.1, 1.1.2, 1.1.3…)
• Main text must be no bigger than point size 12.
• The last page of your report must be a bibliography in Havard format. This must include a
full list of any websites/ books you used to help you complete the tasks.
• To see how your completed report should look, please refer to;
https://frog.sponne.org.uk/cambtech16u1
TASK
Refer to the IT booklet for full details of the task.
Page
17
ENGLISH LITERATURE
Qualification/Level A level
Examination Board Edexcel
Linear or Modular A Level Linear (New from 2015)
Hand into: Miss Gadsden
Duration: 5 hours
The Task:
1. Read the following texts in preparation for study next year:
• The Handmaid’s Tale – Margaret Atwood
• Frankenstein – Mary Shelley
• A Streetcar Named Desire – Tennessee Williams
2. Complete the poetry task below.
Read the poem History by John Burnside in the supporting document and then answer the following questions in as much
detail as possible.
Questions to answer:
1. What is significant about the title and date at the start of this poem? (Hint: refer to a major
event in your answer.)
2. What is the basic narrative of the poem?
3. In this poem the poet shapes meaning by juxtaposing images and concepts.
a) What is meant by “juxtaposing” and why do poets use this technique?
b) Give two examples of juxtaposition from the poem.
4. What do you think is significant or notable about the speaker’s response to the events in the
news?
5. What does the speaker identify as “the problem”?
a) How do you interpret this viewpoint?
6. What is the theme of the poem?
7. What do you notice about the structure of this poem?
a) Why might Burnside have chosen to structure it this way? How does the structure
connect to the ideas being communicated?
8. Select three interesting words/phrases from the poem. Comment on the effects of these
choices.
9. In what ways is a beach an appropriate setting for this poem? Explain your answer fully.
10. How do you interpret the final line of the poem?
Page
18
ENGLISH LANGUAGE AND LITERATURE
Subject English Language and Literature
Qualification/Level GCE Advanced Level
Examination Board Edexcel
Linear or Modular A Level Linear (New from 2015)
Hand into: Mrs Notley
Duration: 5 hours
The Task:
• Spend time making sure you understand and have the learnt the following technical terminology. (See
supporting booklet)
• The boxes in pink are for reference only at this point, although it would benefit you greatly if you could
familiarise yourself with these too.
• In the first week of the course you will sit a test which will have a range of short answer and some multiple
choice questions; this mark will form 50% of your September Assessment mark.
• You will also be expected to complete a lot of reading and you will be given a reading list during your induction.
Page
19
MEDIA
Qualification/Level GCE
Examination Board OCR
Linear or Modular A Level Modular
Hand into: Mrs Oates
Duration: 5 hours
We expect students joining Sponne School to complete a transition piece of work for each subject
between the end of Key Stage 4 and the start of Key Stage 5. This is assessed and feedback will be given
to students in September. The following tasks are to be completed over the summer break and brought
to your first lesson.
These are compulsory and will form 50% of your September assessment mark.
The Task:
Design and create a new print based advertisement for an existing advertising campaign. The advert you
create must:
• Communicate the same ideas and product USP.
• Appeal to the existing target audience.
• Use all of the relevant generic conventions.
• Be consistent with the existing campaign.
• Include original photography.
Try to show creativity and make interesting use of mise-en-scene.
Here are some example campaigns you could create adverts for:
Page
20
GEOGRAPHY
Qualification/Level A-Level
Examination Board AQA
Linear or Modular A Level Linear (New from 2015)
Hand into: Mr Marshall, Miss Jones or Mr Howe
Duration: 5 hours
The Task:
Carry out a fieldwork and research investigation into an aspect of Geography which interests you. It should:-
• contain no more than 1000 words, including all text, tables, figures and headings
• be produced on a computer, finished and printed out ready for the first lesson back
• be entirely your own work (with the exception of secondary research, which must have sources)
Section 1: Introduction and Hypotheses
First read this webpage: www.geography-fieldwork.org/geographical-enquiry/before-you-start.aspx
Use the guidance on the webpage to help you decide on your general theme (e.g. ‘rural hierarchies’), then come up
with between 1 and 3 hypotheses that you are going to investigate and test.
Section 2: Risk Assessment
It is very important that you do not put your safety at risk whilst carrying out fieldwork.
Please note: DO NOT carry out any fieldwork involving water (e.g. rivers, ponds, lakes, the sea), and if you are
working near roads always act safely and sensibly.
The above webpage provides guidance on safety and risk assessment. Please create and complete a ‘Risk
Assessment Table’ similar to this:-
HAZARD WHOM
MIGHT BE
HARMED?
RISK (WHAT
HARM
MIGHT BE
CAUSED?)
INITIAL RISK
RATING
(LOW,MEDIUM,
HIGH)
CONTROL MEASURES FINAL RISK
RATING
(LOW,MEDIUM,
HIGH)
Crossing
road
Student Road traffic
accident
Medium Use zebra crossings.
Look both ways twice.
Low
Section 3: Methods of Data Collection
Read through the following webpage. It describes a range of fieldwork techniques you could use, and also a range of
possible investigation ideas which might help you with Section 1.
http://www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques/Fieldwork+techniques.
htm
You will need to create and complete a ‘Methods of Data Collection Table’, describing and justifying the primary
fieldwork and secondary research methods you will use in your investigation. The following webpages will also be
useful:-
https://www.geography-fieldwork.org/geographical-enquiry/before-you-start/2-fieldwork.aspx
https://www.geography-fieldwork.org/geographical-enquiry/before-you-start/3-finding-more-data.aspx
Page
21
NAME OF
TECHNIQUE
(method?)
METHODOLOGY
(what will I do?/how will it work?)
JUSTIFICATION
(reasons for choosing this method?)
Questionnaire I will ask 20 randomly-selected
people to complete my survey
Local people should have experience &
knowledge of changes in the area
Section 4: Presentation of Data
Please read: https://www.geography-fieldwork.org/geographical-enquiry/before-you-start/4-data-analysis.aspx
In this section you should present the results of your primary fieldwork and secondary research. This could take the
form of graphs, charts, field sketches, annotated photos, annotated maps & GIS maps. Please note: you are not
expected to provide written analysis of your results in this section.
Section 5: Analysis and Conclusions
Please read: https://www.geography-fieldwork.org/geographical-enquiry/before-you-start/5-review.aspx
Follow the guidance on this webpage carefully, especially the 5 bullet points, to analyse your results and conclude
whether or not you have proven or disproven your hypotheses.
Section 6: Evaluation
This section should contain the following sub-sections:-
Limitations: You should explain any issues with your fieldwork or research techniques, and any issues with your
data presentation.
Extending the Study: You should explain what could be done to solve the issues detailed in your Limitations sub-
section, and also describe how your investigation could be enhanced or improved.
Section 7: Bibliography and Appendices
This section should contain the following sub-sections:-
Sources of Secondary Data: This should be a list of all the sources you have used which you did not produce
yourself. It should include any websites, books, articles, maps, photos etc. you have used.
Appendices: You are NOT required to include appendices, but you may wish to include a small selection of the raw
data you have collected, only if you have referred to it in your investigation.
Other useful web resources (please copy & paste these URLs into your browser search bar):-
www.geography.org.uk/download/GA_P16Conf10Pointon.ppt http://www.metlink.org/experimentsdemonstrations/
Page
22
HEALTH & SOCIAL CARE
Qualification/Level BTEC
Examination Board Pearson
Linear or Modular A Level Linear
Hand into: Mrs Cameron-Wyatt, Miss Trussler
Duration: 5 hours
The Task:
Write a detailed report which demonstrates a high level of research. Your report must include relevant sub-headings
and include references of any resources you have used to complete the report. Your report must be in your own
words and can include images where relevant:
1. Select a Health & Social Care practitioner from the list below:
• doctors
• nurses
• midwives
• healthcare assistants
• social workers
• occupational therapists
• youth workers
• care managers/assistants
• support workers
2. Identify the organisation the practitioner would belong to and explain where your practitioner would sit in the
organisation’s hierarchy. For example, a doctor comes under the NHS.
3. Now research and explain, in detail the day-to-day responsibilities of your chosen practitioner. You must have a
minimum of 6 responsibilities which demonstrate the nature of the job role.
4. Identify the different clients who the practitioner might come into contact with and explain how the practitioner
will support the client. For example, a doctor may support someone with cystic fibrosis by reviewing and
prescription medication.
5. Identify at least 2 other practitioners your chosen practitioner would liaise with and explain how they would
work together to support the clients they are likely to encounter.
6. Identify at least 1 organisation in England which regulates the organisation in which your practitioner belongs to
and explain the importance of having these regular inspections.
Your report must be between 1000-1500words.
Page
23
HISTORY
Qualification/Level A Level
Examination Board Edexcel
Linear or Modular A Level Linear (New from 2015)
Hand into: Mr MacPhail, Miss Whitmore, Mr Moinet
Duration: 5 hours
The Tasks:
Students should prepare two information booklets entitled:
• Liberal Italy from 1870-1915
• Germany from 1870-1918
The booklets should be around 1000-2000 words each in length. They should be word processed and include images,
diagrams and maps where relevant. The information should be written in your own words with a detailed
bibliography listing the books and websites used in the research. Cutting and pasting is not acceptable! Details are
below.
Booklet 1: Liberal Italy from 1870-1915
This should include information under the following headings:
• The impact of Italian unification after 1870
• Political structure and political problems 1870-1915
• The North-South divide 1870-1915
• Church-State tensions 1870-1915
• The Italian economy 1870-1915
• Impact of Socialism 1870-1915
• Impact of Nationalism 1870-1915
• Key individuals 1870-1915 including Cavour, Giolitti, King Victor Emmanuel III, Mussolini
Booklet 2: Germany from 1870-1918
This should include information under the following headings:
• The impact of German unification after 1870
• The German political system and problems 1870-1918
• The German economy 1870-1918
• German society 1870-1918
• German foreign policy 1870-1918
• Socialism in Germany 1870-1918
• Nationalism in Germany 1870-1918
• Germany and the causes of the First World War
• The impact of the First World War on Germany 1914-1918
• Key individuals 1870-1918 including Bismarck, Kaiser Wilhelm II, Bethmann-Hollweg, Hindenburg
Page
24
Resources:
Websites:
• http://www.historylearningsite.co.uk/
• http://www.bbc.co.uk/history/worldwars/wwone/war_end_01.shtml
http://www.flowofhistory.com/units/eme/18/FC121
• http://spartacus-educational.com
• http://www.casahistoria.net/Fascism.html
• http://www.facinghistory.org/weimar
Books:
• William Carr, A History of Germany 1815–1990 (Hodder Arnold, 1991)
• Mack Smith, D. (1959), Italy: A Modern History,
• Martin Collier, From Kaiser to Fuhrer: Germany 1900–45 (Pearson, 2009)
• Geoff Layton, From Kaiser to Fuhrer: Germany 1900–1945 (Access to History, Hodder, 2009)
• Mary Fulbrook, A Concise History of Germany (Cambridge University Press, 2004)
• Andrew Mitchell and Geoff Stewart, The Collapse of the Liberal State and the Triumph of Fascism in Italy,
1896–1943 (Pearson Education, 2011)
• Michigan Press. Murphy D and Morris T — Europe 1870–1991 (Collins Educational, 2004)
• Wehler H — The German Empire 1871-1918 (Berg, 1997)
• Turner L C F — Origins of the First World War (Arnold, 1970)
• Koch H (ed) — Origins of the First World War (Macmillan, 1984)
• Joll J — The Origins of the First World War (Longmans, 2006)
Page
25
PHILOSOPHY
Subject Philosophy (2175)
Qualification/Level AS and A-level
Examination Board AQA
Linear or Modular A Level Modular
Hand into: Mr Readman or Mrs Mcloughlin
Duration: 5 hours
1) There are six features (three pairs) of ethical decision making. They are:
a) Absolutist or Relativism
b) Subjectivism or Objectivism
c) Deontological or Teleological
2) What is the task?
a) You need to produce a PowerPoint and 1 or 2 sides of written A4 explaining the six features of ethical
theories (three pairs), and then justify which one from each pair you think provides the best approach
to ethical decision making
3) What do you need to do?
a) Read about all six features and identify how the members of each pair relate one another. You will find
information on the Features of Ethical Theories sheet. You can also do extra reading from the books
and/or websites listed below
b) Define each feature and explain what they contribute to ethical decision making
c) You need to explain and justify which one from each pair is the best approach to ethical decision
making
d) Explain whether there are links between the three that you have chosen, i.e. are there some features
that automatically go together?
e) You then need to explain how each of your chosen approaches would guide the debate/decision
making about three of the situations in applied ethics
4) Situations in applied ethics
a) Whether a 16 year old girl should have an abortion
b) Whether a robot with highly developed AI should be considered a person
c) Should a person who has been diagnosed as having 6 months to live with a terminal disease be allowed
a form of euthanasia
d) Should the testing of medicines be allowed on animals
e) Whether to bomb a terrorist leader who is hiding within a group of 200-500 innocent civilians
f) Whether the NHS should pay for 1 cycle of IVF for a 45 year woman who has worked all her life, but
has not managed to conceive. The chance of a successful birth for a woman aged 44 or over is 1.9%
g) Pick an ethical situation of your own
Page
26
5) What resources do you need to use?
a) The attached sheets. Please note that these only cover the first three of the six attributes of God
b) These websites:
i) http://www.rsrevision.com/Alevel/ethics/contents/
ii) https://revisionworld.com/a2-level-level-revision/religious-studies-level-revision/ethics
iii) http://www.alevelphilosophy.co.uk/resources/free-handouts-library/handouts-library/ethics/
iv) https://www.rep.routledge.com/
v) https://plato.stanford.edu/
c) Books such as The Puzzle of Ethics by Peter Vardy or Ethical Studies by Robert Bowie. However
remember to record the name and author and address of the book/resource.
Page
27
PSYCHOLOGY
Qualification/Level A Level
Examination Board AQA
Linear or Modular A Level Linear
Hand into: Mrs Cameron-Wyatt/Miss Trussler
Duration: 5 hours
The Task:
Investigate the origins of Psychology using the information in the bullet points below and write a 1,500 word essay
on the emergence of Psychology as a Science.
Key information to include;
• Wundt
• Introspection
• John B. Watson
• Scientific principles
Useful websites:
• www.apa.org/research
• www.bbc.co.uk
• www.bps.org.uk
• www.classroomvideo.co.uk
• www.gerardkeegan.co.uk
• www.hoddereducation.co.uk/Product-Landing-Pages/Magazines/Magazines-extras/Psychology-
Review-extras
• www.integratedsociopsychology.net
• www.podology.org.uk
• www.psychlotron.org.uk/
• http://psychology.about.com/
• www.ted.com/talks
Page
28
SOCIOLOGY
Qualification/Level A Level
Examination Board AQA
Linear or Modular A Level Linear
Hand into: Mrs Cameron-Wyatt/Miss Trussler
Duration: 5 hours
The Task:
Investigate the Functionalist theory in Sociology and write a 1,500 word essay on the key principles of Functionalism
covering their explanation of the role that both Education and the Family play in society. Your essay must be written
in your own words.
Key information to include:
• Durkheim
• Parsons
• Organic analogy
• Social solidarity
Useful websites:
• http://www.britsoc.co.uk
• http://www.hoddereducation.co.uk/sociologyreviewextras
• http://www.podology.org.uk
• www.revisesociology.wordpress.com
• http://www.s-cool.co.uk
• http://sociology.org.uk
• http://www.sociologyonline.co.uk
• http://www.socresonline.org.uk/
• http://www.socioweb.com/
• www.sociologytwynham.com
• http://www.tutor2u.net > sociology
Page
29
MATHEMATICS - A Level
Qualification/Level A-level
Examination Board MEI
Linear or Modular A Level Linear
Hand into: Your Maths teacher
Duration: 5 hours
The Task:
To be able to successfully complete your Mathematics A-level you must have an excellent understanding of algebra.
Key topics from your GCSE which you must know include:
• Linear Equations
• Quadratic Equations
• Simultaneous Equations
• Inequalities
• Algebraic Fractions
• Indices
• Surds
To make sure you have a good understanding of these topics, please work your way through the booklet provided.
The booklet has worked examples as well as answers at the back for you to check your work. Once you feel confident
please complete the Transition task assessment. All questions are multiple-choice with 4 options, select only one
option unless otherwise stated. All of your work should be handed into your class teacher on your first lesson in
September.
All material will be provided on Sixth Form Induction days. If you are unable to attend please contact Mrs Leeding
([email protected]) for a copy of the materials.
Wider reading – for interest
• Why Do Buses Come in Threes?: The Hidden Maths of Everyday Life: The Hidden Mathematics of Everyday Life - Rob
Eastaway & Jeremy Wyndham • Thinking Mathematically - J. Mason, L. Burton, K. Stacey • Fermat's Last Theorem: The Story Of A Riddle That Confounded The World's Greatest Minds For 358 Years -
Simon Singh • Seventeen Equations that Changed the World - Ian Stewart • The Mathematics of Love: Patterns, Proofs, and the Search for the Ultimate Equation – Hannah Fry • Alex’s Adventures in Numberland – Alex Bellos
• The Simpsons and Their Mathematical Secrets - Simon Singh
Page
30
FURTHER MATHS – A Level
Qualification/Level A-level
Examination Board MEI
Linear or Modular A Level Linear
Duration: 5 hours
The Task:
To be able to successfully complete your Further Mathematics A-level you must have the ability to work
independently and be quick to pick up new ideas and mathematical methods. One of the first topics you will be
looking at is Complex Numbers and your summer transition task involves researching the basics of complex numbers
and also other number systems.
To make sure you have a good understanding of complex numbers and other number systems, please work your way
through the booklet provided. The sheets in the booklet allow you to research different number systems and how to
manipulate complex numbers. You need to answer all the questions from the sheets which will be marked in class.
Once you have completed the sheets you must produce an A4 poster explaining the different types of number
systems. You must also complete the Transition task assessment. Both the poster and the assessment needs to be
handed into your teacher in the first lesson to be marked.
All material will be provided on Sixth Form Induction days. If you are unable to attend please contact Mrs Leeding
([email protected]) for a copy of the materials.
Wider reading - for interest
• The Mathematical Experience - Philip J. Davis & Reuben Hersh
• Euler : The Master of Us All - William Dunham
• A Concise Introduction to Pure Mathematics, Third Edition - Martin Liebeck
• Fermat's Last Theorem: The Story Of A Riddle That Confounded The World's Greatest Minds For 358 Years -
Simon Singh
• Seventeen Equations that Changed the World - Ian Stewart
• Math in Minutes: 200 Key Concepts Explained In An Instant - Paul Glendinning
• The Number Mysteries - Marcus Du Sautoy
Page
31
LEVEL 3 - MATHMATICAL STUDIES (CORE)
Qualification/Level Level 3 Mathematical Studies
Examination Board AQA
Linear or Modular A Level Linear (New from 2014)
Hand into: Mrs Thomas
Duration: 5 hours
The Task:
A written piece of work on “Maths in the world around us”.
• It may include relevant pictures, photographs, newspaper articles with annotations. Length - 2 sides of A4.
Chatsworth House,
Derbyshire 3/6/2016
Chair made from US dollars. Exchange Rates.
Ceiling. Hexagons. Tessellation, angles in polygons.
Wrest at War Wrest Park
Bedfordshire 29/5/2016
Metric distances. Conversions, speed, distance, time -
graphs
UXB - Unexploded Bomb! Using similar triangles and trigonometry.
Page
32
PHYSICAL EDUCATION
Qualification/Level A Level
Examination Board AQA Physical Education 7581
Linear or Modular A Level Linear (New from 2015)
Hand into:
Duration: 5 hours
The Task:
There are 2 strands to the task taking into account some of the different elements of the year 12 course.
• Part 1 concerns Applied Anatomy and Physiology
• Part 2 concerns Sport and Society
Part 1
• With reference to vascular shunting and oxygen disassociation, explain the benefits of a warm up prior to
performance in a 5km run
• Using examples in the alveoli and muscle, explain the mechanisms that enable gaseous exchange to take place
• Analyse factors that exist in the muscles of Mo Farah and Usain Bolt that give each performer an advantage in
their event
• Using an appropriate sporting example, explain Newton’s 3 Laws of Motion
Part 2
• Create a time line from pre 1780 industrial revolution to 2000 that shows the development of football,
highlighting the key events that led to the modern day game.
o You will need to critically analyse the major events, looking at the impact that they had on the game and in
society in general
o Consider what society looked like pre-industrial revolution and how it has evolved
o Look at the global spread of sport
• Key Concepts to research:
o Popular Recreations
o Feudal System
o Rational Recreation (Rationalisation)
o Industrial Revolution – consider what changes were made and the impact of these
o Codification
o The British Empire and Globalisation
o Amateurism and Professionalism
o National Governing Bodies
Page
33
Key Websites:
• https://www.youtube.com/watch?v=w_2oaB81i7I
• https://www.youtube.com/watch?v=b7DT9eQkIEg
• https://www.youtube.com/watch?v=hIVqhj9d4Os
• http://www.hoddereducation.co.uk/Magazines/Magazines-extras/PE-Review-extras
Hint: The key with A-Level, is that you ‘read around the topic’.
What does this mean? You will be taught the main content throughout the two years, but outside of lesson, it is
vital that you research journals, magazine articles and other online documents as these will provide you with
additional information that will help with answering exam style questions. It also helps you to analyse the facts.
You have been provided with 4 websites as a start but need to look through others that can then be referenced in
your work.
Page
34
BIOLOGY
Qualification/Level A level
Examination Board AQA
Linear or Modular A Level Linear (New from 2015)
Hand into: Biology teacher in first lesson
Duration: 5 hours
It is important that you are able to use scientific vocabulary accurately. There are many biological terms that you will
be familiar with from your GCSE science course and it is essential that you can understand and use them
appropriately. Remember this is a check on what we would expect you to know from your studies at GCSE. You will
need to be able to learn, understand and apply a very large number of important key biological terms throughout
your studies in A level Biology.
Please complete the supporting Biology Department Summer Transition 2017 booklet.
The Tasks to include:
Section A Complete the 3 tasks (guidance time = 1.5 hours)
Section B Write an essay on the following: (guidance time = 3 hours)
“Discuss 5 named examples of proteins and how they function in the human body”
• use internet research
• write between 800 and 1000 words
• include 5 different named examples of protein, examples could include: Haemoglobin, Keratin, Collagen,
Named enzyme, Antibodies etc. Include a bibliography of all references used.
Page
35
CHEMISTRY
Examination Board OCR B (Salters)
Linear or Modular A Level Linear (New from 2015)
Hand into: Mr Coates / Mrs Ramsden (Wednesday 6th
September 2017)
Duration: (approx.) 5 hours
The Tasks will cover the following topics:
• Calculations in Chemistry
• Presentation task
Please complete the supporting Introduction to Salters Advanced Level Chemistry booklet.
All Calculations in part 1 need to have been attempted (all types of calculation are taught at GCSE and it is assumed
that you will be able to carry out similar calculations at A level without difficulty). Students that have not been
introduced to the mole concept should still be able to use the equation given.
The presentation task needs to be detailed, so read the instructions carefully. You are expected to know about the
development of ideas on atomic structure for any A level chemistry exam.
Books
• The Pleasure of Finding Things Out - Richard Feynman
• The Disappearing Spoon - Sam Kean
• Uncle Tungsten - Oliver Sachs
• The Shocking History of Phosphorus: A Biography of the Devil’s Element - John Emsley
• Calculations in AS/A level Chemistry by Jim Clark
Magazine/Journals
• New Scientist
• The Mole
• Catalyst, a science magazine for students aged 14-19
• Chemistry Review magazine
Places of Interest
• Royal Society of Chemistry - Burlington Arcade, Regents Street London
• Science Museum,
• London Museum of the History of Science
Websites
Royal Society of Chemistry www.rsc.org.uk
Institution of Chemical Engineers www.icheme.org
www.chemguide.co.uk
www.docbrown.co.uk www.s-cool.co.uk/
Knockhardy www.knockhardy.org.uk/sci.htm
Page
36
PHYSICS
Qualification/Level A level
Examination Board OCR
Linear or Modular A Level Linear (New from 2015)
Hand into: Mr Notley
Duration: 5 hours
Please complete the supporting Physics Department Summer Transition 2017 booklet.
Task will cover the following topics:
• Power of Ten
• Squares and Cubes
• Units
• Symbols
• Re-arranging equations
• Atomic Structure Table
• Mathematical Equations
• Science Article Review Task
Page
37
BTEC NATIONAL SCIENCE
Examination Board Edexcel Pearson
Linear or Modular A Level Modular
Hand into: Mrs Halling
Duration: 5 hours
The BTEC Science is split into two units. One of these units is coursework based and the other is an examined unit.
Unit 1 – Principles and Application of Science: Examination
• Biology (Animal & plant cells, tissues)
• Chemistry (Atomic structure, bonding and chemical/physical properties related to structure)
• Physics (Waves and their application in communications)
Unit 2 – Practical Science Procedures and Techniques – Assignments (marked internally)
Standard laboratory equipment and techniques, including titration, colorimetry, calorimetry,
chromatography, calibration procedures and laboratory safety, which are relevant to the chemical and life
science industries.
The transition task is an additional booklet which is a review of the related topics previously met at GCSE in
addition to a research task for each of biology, chemistry and physics.
Page
38
Hints on referencing:
There are two easy ways to reference if you have directly quoted information.
1. Copy and paste the website under the quote
2. Paste the website into a ‘footer’ giving it a number. Then replicate the number next to the quote.
Ie. One of the key features of Popular Recreation were that there were a few very simple rules. 1
This is then referenced in the footer as follows: 1 http://www.wbs.eu.com/download.php?url=/var/joomla/west-bridgford/httpdocs/phocadownload/PE/A-
Level_PE/A2_Historical_Studies/Popular_Recreation/popular+recreation+summary.pdf
General advice from the sixth formers:
• Don’t underestimate the intensity of A-Levels – it is a lot harder than GCSE and you need to be focused and
work hard
• The summer before year 12 is really long and it can be a shock when you have to adapt quickly to your new
courses – try and do some reading around the subject over the summer
• Make sure you achieve a minimum of a ‘C’ for GCSE Maths and English – it is important for your future and will
hold you back if you do not get them
• Be prepared for a lot of hard work! You will need to be independent and very organised to keep on top of all of
your work.
• Take responsibility for your learning and your work as teachers won’t chase you as much as before!
• Don’t be afraid to ask staff or any of the older sixth formers about anything
• Don’t pick a subject you’re not interested in doing
• Make sure you know how many exams or courseworks you will have per subject
• You MUST be doing subjects you love or else you will struggle massively
• Make sure you dress like you’re going to a job interview
• Keep all your work organised
• Do everything you can to get involved with the Sixth Form, e.g. participate in events
• Do as much work as you can early on
• Avoid getting involved in social network disputes
• You have to be prepared to work hard as the subjects get much more difficult. You will also have to revise a lot
more.
• Use all the resources available
• Don’t leave anything to the last minute
• Use your study periods for study – don’t let yourself get distracted by others
• Leave your lessons with no doubts. If you didn’t understand something ask your teacher there and then
• Ask for help if you need it
• Make a conscious big effort with each subject
• Be on time for classes
• Complete your work to the best of your ability – don’t rush to get it done
• Be very careful about your course selection. If you want to do all the sciences and maths, consider whether
you will be able to cope with the hours of extra study required
Page
39
How the sixth formers think you can prepare yourself for the
transition:
• Don’t be lazy! Be proactive!
• Find out who teaches the subjects you’re interested in and whether the teacher thinks it is suitable for you
• Buy folders for your subjects – organise them as you go (don’t just shove papers in it thinking you will organise
it later)
• Buy all your equipment before you start
• Read any recommended textbooks during the summer holidays
• Revise every night in short periods from the start of school to ease the load before exams
• Complete set homework as soon as possible
• Make good notes in class from the start
• Start working hard and revising straight away to take the pressure off when it comes to exams
• Acknowledge that the majority of work that you will be doing will be independent – you are expected to do
the work on your own but you will have support if you need it
• Learn to be independent as you can’t expect everything to be handed to you on a plate
• Spend 15 minutes after school per lesson per day, going over what you did that day and add any new material
to flash cards
• Get more sleep!
Perks of being a sixth former:
• Independence
• Good support available
• Treated more like an adult
• Getting to know more people in your year
• There are various events that are run by the Sixth Form to get involved in
• Having lots of help with university applications
• Can pick own subjects
• Responsibility and freedom
• Allowed mobile phones, peircings, jewellery and dyed hair (within reason)
• Own study area
• Computers and work space
• Vending machine
• Enrichment day
• And of course, Mrs Freer & Miss Elliott – The Sixth Form Mums - always there when you need help, of which
all of you will need at some stage during your time in Sixth Form
Page
40
SCHOOL CONTACT INFORMATION
Sixth Form Team:
Miss V. Austin Head of Sixth Form [email protected]
Mrs H. Ramsden Deputy Head of Sixth Form [email protected]
Mrs J. Freer Sixth Form Administrator [email protected]
Miss J. Elliott Study Support Mentor [email protected]
School Address details: Sponne School
Brackley Road
Towcester
Northants
NN12 6DJ
Executive Headteacher: Dr. Jamie Clarke MA, BSc GRSM EdD
Head of School: Iain Massey MA (Cantab)
Telephone Number: 01327 350284 extension 119 (Sixth Form Area)
Facsimile Number: 01327 359061
Email: [email protected] or [email protected]
Website: www.sponne.org.uk
Chair of Governors: Christopher Watt
Type of School: Converter Academy