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Year 12

Induction Tasks

2017

CONTENTS Introduction 3 Further Information 4 Art 5 Biology 6 Business Studies 7-8 Chemistry 9 Computer Science* 10 Drama 11-13 Economics* 14-15 English Literature 16-17 Film Studies 18-19 French* 20-23 Geography 24-25 German* 26-29 Graphics 30-31 History 32-33 Mathematics & Further Mathematics* 34 Music 35-36 Music Technology (A level) 37-38 Photography 39-40 Physics 41 Politics 42 Psychology 43-44 Religious Studies 45-46 Sociology* 47-49 Spanish* 50-54 Twyford Additional Programme (TAP) 55 *Further resources for these tasks can be found on the following link: http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form/

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

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INTRODUCTION

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

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

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

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

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

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

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

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

Twyford Sixth Form.

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

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

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

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

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

that we still have spaces on the course.

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

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

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

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

the programme, you should complete one of the TAP induction tasks on page 55 of this booklet.

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

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

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

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

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

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

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

Mr M Arthur Head of Sixth Form

Further information

The Year 12 Community Service 2017 Guide (handed out on Induction Day on

28TH June) and a copy of this booklet may be found on the school website on the

following link:


Read through the information and consider which Enhanced Learning and

Community Service Opportunities you are going to participate in from September.

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

chosen - if you change course on Results Day then you must complete the new task by the

first day of school in September.


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Art

Instructions

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

Link to course

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

Success criteria

Marking structure

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

Extension Task(s)

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

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

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

Biology

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

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

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

You should:

Make sure you understand everything in this workbook, answering all questions

and self-marking the questions. Self-marked questions should be brought to the

first lesson so your teacher can check completion.

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

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

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

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

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

alternative A Level course instead.

Link to course

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

Success criteria

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

Marking structure

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

Extension Task(s)

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

Human Instinct – Professor Lord Robert Winston

Do no harm – Henry Marsh

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

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

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

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

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

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

How to approach this. Planning is key!

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

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

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

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

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

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

referring directly and specifically to the context.

Link to course

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

Success criteria

You should provide an answer to the question that:

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

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

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

Marking structure

Level The candidate will typically demonstrate: Marks

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

21–25 marks

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

16–20 marks

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

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

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

11–15 marks

6-10 marks

1-5 marks

Extension Task(s)

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

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

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

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Chemistry

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

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

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

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

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

Link to course

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

Success criteria

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

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

Marking structure

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

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

Extension Task(s)

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

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

o Periodic Tales (Hugh Aldersey-Williams)

o The Periodic Table (Primo Levi)

- Complete one of the following online courses on the Futurelearn website: o Understanding Experiments – Aug 7th Start date o Understanding numbers – July 24th Start date

Computer Science

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

There are three sections to the activities.

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

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

3) Write the code three tasks – larger program

Link to course

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

Success criteria

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

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

Marking structure

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

Criteria / marks Explanation

Accuracy – 10 Does the program solve the problem?

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

Evaluation - 10 Reflect on the efficiency of your solution

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

Extension Task(s)

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

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

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

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

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

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

https://projecteuler.net/

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

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

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Drama Instructions

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

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

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

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

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

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

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

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

Print off and annotate your monologue with performance ideas

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

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

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

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

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

Include images, sketches and quotes

Your evaluation should be analytical rather than descriptive

Link to course

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

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

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

Success criteria

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

- Annotations, written concepts, images and resources are prepared

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

devised performance – with a clear practitioner influence

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

- A clear knowledge of the play the monologue comes from

- Developed ideas about performing the monologue

- A clear understanding of the character

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

- A clear understanding of the directors aims

- A personal response to the performance

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

- Quality of Written communication is excellent

Marking structure

Task 1:

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

and if you can discuss confidently and coherently how your 3 extract could be used

in a devised performance.

Task 2:

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

performance mark out of 40

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

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

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

AO3: Evaluation of live theatre – marks out of 50 13-15: Student’s evaluation of a live theatre performance is outstanding. They are fully aware of a wide range of production values and are able to analyse the effect this may have on an audience. Supported examples are detailed and reported with almost faultless accuracy.

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10-12: Student’s evaluation of a live theatre performance is excellent. Production values are clearly understood and their significance is both analysed and evaluated. Detailed examples are relevant and accurate. 7-9: Student’s evaluation of a live theatre performance is good. They understand how production values contribute to the performance overall and are able to evaluate what they’ve seen with clear, detailed examples. 4-6: Student’s evaluation of a live theatre performance is adequate. They are able to distinguish between the play and the production and comment on some aspects of what they’ve seen, making simple evaluative comments. 0-3: Student’s evaluation of a live theatre performance is limited. They may have focused on the play rather than the production. It will be heavily reported with little, or no evaluation

Extension Task(s)

Optional extension task:

- In Component 2 – you will also perform a 30 minute performance of a published

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

perform the play in light of a practitioner

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

Component 3 exam – Macbeth by William Shakespeare and Woyzeck by Georg

Buchner. We will be reading these in lessons but it would be good to have a

strong knowledge of the play and the playwright’s intentions prior to reading the

text.

Economics

Instructions

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

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

on lined paper, the following:

Chapter 1 Question 1 on p3

Chapter 1 Data Response Question – Net migration on p5

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

Chapter 2 Data Response Question – Cinema data on p11

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

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

choices on p16

Link to course

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

Success criteria

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

Marking structure

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Extension Task(s)

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

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

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

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

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

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

A good non-fiction book review should contain:

Information about the author and background information about the book

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

A summary of the author's thesis

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

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

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

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

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

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

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

English Literature Instructions Required Reading

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

Written Task

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

Portrayal of women

Industrialisation

Family

Imagery

Fate

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

Link to course

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

Success criteria

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

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Marking structure

Level 1 – Descriptive (1 – 4 marks):

Recalls basic points with few accurate references to texts.

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

and technical lapses.

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

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

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

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

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

has errors and technical lapses.

Gives surface readings of texts by commenting on straightforward elements.

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

writer’s craft.

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

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

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

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

knowledge which shows understanding of the writer’s craft.

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

Constructs a consistent argument with examples, confident structure and precise

transitions. Uses appropriate concepts and terminology. Expression is secure

with carefully chosen language.

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

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

Provides a consistently effective argument with textual examples. Applies a

discriminating range of concepts and terminology. Secure expression with

carefully chosen language and sophisticated structure.

Displays discrimination when evaluating how meanings are shaped in texts.

Shows a critical understanding of the writer’s craft.

Extension Task(s)

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

Film Studies

Instructions We will be looking at Hollywood Films. To start with we will be looking at Alfred

Hitchcock.

Please watch ‘Vertigo’; ‘The Birds’; and one other Hitchcock film of your choice.

‘Vertigo’ is a film that you will have to discuss in your first quarterly assessment.

However, it is essential you develop an understanding of the director from several

films.

Whilst watching the films keep detailed notes of the plot and any specific effects or

sequences that interest you.

Write no more than 2 sides of A4 on a key 3-5 minute sequence from any of the

Hitchcock films you have watched. You should explore why you chose that sequence,

why it interested you. What did it reveal or do well? Does it feel like a Hitchcock scene

in comparison to the other films?

In short, watch 3 Hitchcock films – choose one key sequence and explore how it made

meaning in the film. For example, with reference to one sequence in Vertigo, how far

does that scene fit with Hitchcock’s style?

Terminology to know:

Zoom Dolly

Film Noir

Link to course

Vertigo will be the first film studied in the course and an appreciation of Hitchcock as

an auteur is essential. This film is for internal assessment and for the final A level

exams.

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Success criteria

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

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

watching.

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

argument.

Excellent responses will show research into Hitchcock and consider how the sequence

picked reflects his style.

Marking structure

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

Extension Task

Visit the BFI and gather information on Hitchcock

French

There are 4 separate tasks for French, each with a slightly different aim.

Task 1: Grammar - Comprehensive review of tenses

Task 2: Artistic Culture in Francophone Society - Francophone Films

Task 3: Artistic Culture in Francophone Society / Aspects of Francophone Society – research and written

task

Task 4: Reading and translation task

Extension - optional

Instructions Task 1:

Complete the verb tables in Appendix 2 following the examples that have been filled in

for you, paying particular attention to verb endings and accents. Use a grammar

reference book or online grammar guide to check your work carefully.

Present tense

Imperfect tense

Past participle (you will also need to revise the formation of the perfect tense, or

passé composé)

Simple future (you will also need to revise the formation of the near future tense

e.g. je vais regarder)

Conditional

Link to course

The French A level requires you to produce accurate French, demonstrate a secure grasp of grammar and be able to manipulate complex language accurately. Feedback from the previous A level groups stated clearly that where this component of the induction task was not undertaken thoroughly, much more work was generated subsequently and progress was much slower than expected. The aims of this task, therefore, are:

To lay the foundations for a thorough understanding of the key grammar points

which are crucial to success at A level and beyond

To develop grammar learning habits which may not have been in place at GCSE,

but which are crucial to success at A level and beyond

Success criteria

The tables should be completed fully, legibly and accurately, including accurate use of accents.

Marking structure

You will be asked to use these tables to translate short phrases at the start of lessons.


Watch 2 of the French language films from the list on the next page.

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Task 2 (contd.)

For each film, prepare a review sheet (one side of A4) including: the name of the film

and director; the year in which it was made; bulleted notes about the plot; whether or

not you liked it; and a list of at least 5 words/phrases you learned from the film.

Les 400 coups

Au revoir les enfants

La Haine

L’auberge espagnole

Un long dimanche de fiançailles

Entre les murs

Hors de prix

Arnacoeur

La famille Bélier

Intouchables

Tout ce qui brille

La tête en friche

Useful vocabulary Le réalisateur/la réalisatrice Le film a été tourné en… Il s’agit de… Le/la personnage principal est… Les personnages principaux sont… Le film m’a plu parce que…

Link to course

Unlike the GCSE course, the French A level course requires you to have knowledge and understanding of aspects of artistic culture in the Francophone world. The aims of this task, therefore, are:

To develop awareness of the cultural background to the course

To foster an enjoyment of and interest in Francophone culture

Enjoyment!

Success criteria

Your work will be laid out clearly and carefully with your name on each page. You will have seen a range of films and will be able to reference them in written and oral work.

Marking structure

The summaries will be checked for full completion. The information from the films will be incorporated into written and/or oral work in the first half term of the course.


Select EITHER task A or task B. A. For one of the films in task 2 answer 4 of the following questions in French. Each

answer should be no longer than 50 words. Copy the question at the top of your

answer.

De quoi s’agit-il?

Que penses-tu du film?

Qui étaient les personnages les plus intéressants et pourquoi?

Quels étaient les thèmes principaux du film?

Quels aspects du film as-tu admirés le plus? (l’éclairage, la bande sonore, les

effets spéciaux etc)

B. Select an aspect of a French-speaking country to research and write about in French

eg. a famous landmark, gastronomy, politics, music.

Your answer should be your own work and no longer than 200 words (work beyond 200

words will not be marked). Write the name of the topic you have chosen at the top of

your answer.

You may include the following information:

Une description détaillée du thème

Pourquoi le thème t’intéresse?

Quelles comparaisons peut-on faire avec la culture britannique?

Que penses-tu de ce thème?

Link to course

As the French A level course requires you to have knowledge and understanding of aspects of culture and society in the Francophone world, the aims of this task are:

To begin to explore some of the topics studied in more depth at A level

To demonstrate accurate use of a range of language

Success criteria

The work should be of the specified length for the task you have chosen. AO3: Manipulate the language accurately

Across your answers you should aim to show a wide range of vocabulary and structures.

You may consider using the following:

Tenses: present/perfect (passé compose)/imperfect/future/conditional

Range of language: varied vocabulary; comparatives and superlatives; adjectives;

adverbs; negative phrases; connectives; opinions and reasons; time phrases

AO4: Show knowledge and understanding of French Speaking Culture and Society You should use examples from the film or aspect of French Speaking culture you have chosen to support your statements and justify your conclusions.

Marking structure

AO3: Manipulate the language accurately 9-10 The language produced is mainly accurate with only occasional minor errors. The

student shows a consistently secure grasp of grammar and is able to manipulate complex language accurately. The student uses a wide range of vocabulary appropriate to the context and the task.

7-8 The language produced is generally accurate, but there are some minor errors. The student shows a generally good grasp of grammar and is often able to manipulate complex language accurately. The student uses a good range of vocabulary appropriate to the context and the task.

5-6 The language produced is reasonably accurate, but there are a few serious errors. The student shows a reasonable grasp of grammar and is sometimes able to manipulate complex language accurately. The student uses a reasonable range of vocabulary appropriate to the context and the task.

3-4 The language produced contains many errors. The student shows some grasp of grammar and is occasionally able to manipulate complex language accurately. The student uses a limited range of vocabulary appropriate to the context and the task.

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1-2 The language produced contains many errors of a basic nature. The student shows little grasp of grammar and is rarely able to manipulate complex language accurately. The student uses a very limited range of vocabulary appropriate to the context and the task.

AO4: Show knowledge and understanding of French Speaking Culture and Society

5 Very good knowledge and understanding of the topic selected. Students consistently use relevant information / appropriate evidence to justify their conclusions, demonstrating a very good evaluation of the topic selected.

4 Good knowledge and understanding of the topic selected covered. Students often use relevant information / appropriate evidence to justify their conclusions, demonstrating a good evaluation of the topic selected.

3 Reasonable knowledge and understanding of the topic selected covered. Students sometimes use relevant information / appropriate evidence to justify their conclusions, demonstrating a reasonable evaluation of the topic selected.

2 Some knowledge and understanding of the topic selected. Students occasionally use relevant information / appropriate evidence to justify their conclusions, demonstrating a limited evaluation of the topic selected.

1 A little knowledge and understanding of the topic selected. Students rarely use relevant information / appropriate evidence to justify their conclusions, demonstrating a very limited evaluation of the topic selected.


Read the text in Appendix 2 and translate the sentences beneath it into French. The text

provides key vocabulary and may give examples of the linguistic structures to use. You

may use a dictionary and other reference materials to support, but you should NOT use

any online translation tools.

Link to course

The French A level course will enable you to develop a range of language skills. The aims of this task are:

To gain an understanding of the types of language skills required at A level

French (this is a style of question

To begin to explore one of the sub-themes studied in more depth at A level

Success criteria

The number of marks available for each sentence is shown.

Marking structure

Each sentence is divided into sections with one mark per section. Full marks will be awarded if each section of the sentence is translated accurately. Spellings, accents, genders, tense endings, irregular verb forms and adjective endings must be correct. Sometimes there is more than one possible translation – however you should only write one translation as no marks will be given for ‘alternative answers’ – even if one is in brackets.

Extension Complete the task you did not do in task 3 – review the film or research a cultural

topic and write 200 words.



Geography

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

“What is the geography of your favourite place”

‘Place’ is one of the most important terms used by geographers, allowing an

exploration of the people, processes and connections that make a particular space

meaningful. Everyone’s favourite place is different and unique. It could be somewhere

everyday—such as a local space, a football stadium or a museum—or somewhere

extraordinary—such as a holiday destination, a place that holds a special memory, or a

place that you have read about or seen in a film. It could be found anywhere—local,

national or international, you could have real ‘lived experiences’ of this place, or it

could be distant and generate imagined perspectives.

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

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

processes—both physical and human—are; the people and connections that make this

place meaningful; and the social, cultural, political and environmental geography of

your favourite place.

What you are required to do:

Discuss the relationships and connections between the social, cultural, political

and environmental geography of your favourite place

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

changes, and any potential challenges that it may be facing

Discuss the people and/or activities that make your favourite place meaningful

Examine how your experience of your favourite place may differ from other

peoples’

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

and the global

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

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

diagrams, infographics and/or maps. These should be referenced within what you

write.

Link to course

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

25

Marking structure

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

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

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

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

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

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

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

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

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

Extension Task

If you are considering Geography or a related subject at university, you should complete the following: Read the following article “ Totnes – the town that declares war on global capitalism’

https://www.theguardian.com/business/2012/aug/15/totnes-war-global-capitalism

A summary of the main geographical themes

A summary of your views on the debate of ‘clone towns’ and global capitalism

https://www.theguardian.com/business/2012/aug/15/totnes-war-global-capitalism

German

There are 4 separate tasks for German, each with a slightly different aim.

Task 1: Grammar - Comprehensive Review of tenses

Task 2: Artistic Culture in German-speaking Society – German, Austrian and Swiss Films

Task 3: Artistic Culture in German-speaking Society / Aspects of German-speaking Society – research

and written task



Complete the verb tables in Appendix 3 following the model shown, paying particular

attention to verb endings. Use a grammar reference book or online grammar guide to

check your work carefully.

Present tense

Perfect tense

Imperfect tense

Future tense

Conditional tense

Link to course

The German A level requires you to produce accurate German, demonstrate a secure grasp of grammar and be able to manipulate complex language accurately. Feedback from the previous A level groups stated clearly that where this component of the induction task was not undertaken thoroughly, much more work was generated subsequently and progress was much slower than expected. The aims of this task, therefore, are:





Success criteria

The tables should be completed fully, legibly and accurately.

Marking structure



Watch 2 of the German language films from the list below.

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Das Leben der Anderen (2006)

Die fetten Jahre sind vorbei (2005)

Almanya – Willkommen in Deutschland (2011)

Sophie Scholl – Die letzten Tage (2005)

Lola rennt (1998)

Good bye, Lenin! (2003)

Link to course

Unlike the GCSE course, the German A level course requires you to have knowledge and understanding of aspects of artistic culture in the German-speaking world. The aims of this task, therefore, are:


To foster an enjoyment of and interest in German-speaking culture

Enjoyment!

Success criteria


Marking structure

The summaries will be checked for full completion. The information from the films will be incorporated into written and/or oral work in the first half term of the course.


Select EITHER task A or task B. C. For one of the films in task 2 answer the 4 following questions in German. Each

answer should be no longer than 50 words. Copy the question at the top of your

answer.

1) Was passiert im Film?

2) Was hat dir im Film (nicht) gefallen?

3) Wie sind die Hauptdarsteller?

4) Wie hat der Regisseur den Film behandelt?

D. Select an aspect of a German-speaking country to research and write about in

German. Your answer should be your own work and no longer than 200 words (work

beyond 200 words will not be marked). Write the name of the topic you have

chosen at the top of your answer.


Eine detaillierte Beschreibung des Themas

Warum du dieses Thema gewählt hast

Wie es sich von England unterscheidet

Was gefällt dir oder nicht

Link to course

As the German A level course requires you to have knowledge and understanding of aspects of culture and society in the German-speaking world, the aims of this task are:



Success criteria


Across your answers you should aim to show a wide range of vocabulary and structures.


Tenses: present/perfect/imperfect/future/conditional



AO4: Show knowledge and understanding of German-speaking Culture and Society You should use examples from the film or aspect of German-speaking culture you have chosen to support your statements and justify your conclusions.

Marking structure







Description:

AO4: Show knowledge and understanding of German-speaking Culture and Society





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Read the text in Appendix 2 and translate the sentences beneath it into German. The

text provides key vocabulary and may give examples of the linguistic structures to use.

You may use a dictionary and/or textbook for support, but you should NOT use any

online translation tools.

Link to course

The German A level course will enable you to develop a range of language skills. The aims of this task are:


German


Success criteria


Marking structure

Each sentence is divided into sections with one mark per section. Full marks will be awarded if each section of the sentence is translated accurately. Word order, spellings, genders, tense endings, irregular verb forms and adjective endings must be correct. Sometimes there is more than one possible translation – however you should only write one translation as no marks will be given for ‘alternative answers’ – even if one is in brackets.

Extension Fact finding – What can you find out about the Swiss author Friedrich Dürrenmatt (We will be studying a play of his during the course.)



Graphics Instructions

You choose your own independent theme, choose a broad word as it will be your theme for this year and the start of next: You need to get a ring bound A3 sketch book and an A3 Plastic folder with sleeves.

Title page with your name and Title

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

relate to Identity – show us what you are interested in

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

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

landscape piece of paper.

Spider Diagram – write down or type as many words you can think of to fill an A4 landscape

piece of paper

Select a Brief –

Photoshoot – Plan and take a

photoshoot in response to your

chosen starting point

Observational Drawing - Draw

from the objects/people that

you have selected to use to

answer your brief. 4 A3 drawings

filling your pages please – please

do not draw on the back of any

of your pages.

Link to course

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

31

Success criteria

Marking structure

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

Extension Task(s)

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



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

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

Include at least four causes

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

Consider political, economic and foreign policy factors


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

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

Link to course

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

deeply how the situations developed.

Success criteria

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

links the paragraphs together coherently.

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

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

Your conclusion will summarise your argument clearly.

Marking structure

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

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

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

33

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

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

Extension Task

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

A summary of the main themes

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

reasons why

Mathematics (and Further Mathematics)

Instructions You need to read and work your way through the Maths Induction booklet which can be accessed on the school website at: https://twyford.ealing.sch.uk/attending-our-school/sixth-form

Scroll down towards the end of the page where it says ‘Induction Tasks for 2017’, under it, next to the section that says ‘Download supplementary material for Induction Tasks’, click on the link that says Maths.

1) You will need to mark the exercises that you have completed and to have this

ready for inspection by your Maths teacher in the first lesson.

2) You will also need to have the practice test sheet on page 20 (for people taking

single Maths) or page 21 (for people taking Further Maths) ready for submission

in the first lesson.

3) The content of the booklet needs to be thoroughly understood as you will be given

a test within class during the second week on this content.

Link to course

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

Success criteria

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

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

fair or poor.

3) The test taken within class under timed conditions will be marked and graded

using the same criterion.

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

Marking structure

Both the practice test and the test taken in class will be marked within the following boundaries: Excellent (90%+) Good (70 – 89%) Fair (50 – 69%) Poor (0 to 49%)

Extension Task(s)

Go to http://www.m-a.org.uk/post-16-resources and click on Read Any Good (Maths) Books Lately? This is a reading list compiled by the Mathematical Association of books that sixth formers will hopefully find accessible and interesting to gain a wider understanding of the subject beyond the A Level syllabus. In particular, some sixth formers in the past have read Simon Singh’s book Fermat’s Last Theorem, and The Code Book, both of which are very accessible. David Acheson’s book 1089 and All That dips into a wide variety of topics in an entertaining way as do books by Rob Eastaway et al.

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

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


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

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


35

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

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

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

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

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

dynamic and articulation. You will be asked to perform in front of the class during

the first fortnight of term. The performance will be recorded and marked and the

grade included in the first internal assessment of Y12.

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

the Royal Opera House production at

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

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

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

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

A brief synopsis of the plot and characters.

A brief summary of the musical resources and operatic conventions used.

An analysis of one or more musical number(s) that you enjoyed explaining

what musical elements in the composition lead to it being dramatically

effective. (You can find a musical score of the number on imslp.com if you

wish).

A comment on how successful you think the work and its performance

are. Why do you think it is still so popular 200 years after its composition?

The essay should be a minimum of 500 words long.

Link to course

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

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

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

Success criteria

1. Your audience will enjoy your performance!

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

factually correct and analysis is pertinent and expressed using appropriate

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

informed by previous listening.

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

Marking structure

1. 1. Performance

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

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

Extension Task

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

37

Music Technology Instructions TASK 1

Research two artists from each of the lists below (total of four artists) and write 250

words on their influence to the genre as well as a short history of the artist (total of 1000

words)

Rock and Roll

Elvis Presley

Chuck Berry

Bill Haley and his Comets

Buddy Holly

Rap & Hip Hop

Public Enemy

Tupac

Wu tang Clan

NWA

TASK 2

Listen to Daniel Beddingfield’s ‘Gotta Get Thru This’ and make a track list of all the

instruments you can hear playing. You will need to listen very carefully and include each

drum part and also any effects you might hear.

Link to course

Listening Exam Special Focus Areas are the above genres and artists

The listening exercise will inform the first sequencing task you will be asked to complete when you arrive.

Success criteria

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

You will produce an exhaustive list of the elements heard and have a good idea

of the part each plays.

Marking structure

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

TASK 2 Level 5 A comprehensive list of instrumentation including effects used, processing and production techniques. Your track list will also include musical features and points of musical interest. Level 3 A clear list outlining the most obvious instruments. There may be some information about effects or production, but with a lack of detail. Level 1 A simple list outlining very few instruments. No acknowledgment of effects or production features. Clearly very little effort has been made and a very basic level of listening skills displayed.

Extension Task

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

39

Photography Instructions

You choose your own independent theme, choose a broad word as it will be your theme for this year and the start of next: All work produced must be digital A3 pages ready to print when you get to school.

Page layout – Size – A3

1) A3 Title page Please take around 15 photographs that you feel express your chosen

theme, arrange them on one A3 piece of paper and add your name and the theme title.

2) A3 Visual collection of images of photography or other media sources that relate to your

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

3) GENERAL RESEARCH

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

and explain all your thoughts. Write this on an A4 work document and turn it landscape

please use size 12 font. You cannot be wrong so please write down all your ideas and

thoughts. Think about what shoots you would like to do and explain them. You don’t have

to stick to them.

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

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

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

Photoshop make sure you state what you want to convey in your photoshoot? What do you

want people to think when they look at your images? PLANNING Location? Models? Time

of day? Props or makeup? MY AIM: What do you want to achieve? Try and visualise your

images, what do they look like? What lighting are you going to use, flash or natural light?

Will you be experimenting with different viewpoints? Will they be used to create a product

such as CD, DVD cover? Will they be put into a series? Clearly explain the aim of the shoot.

What do you want to capture and communicate to your viewers? HOW IT LINKS TO THE

THEME: Clearly explain how your idea links to your theme. Explain the context of your

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

then write them all down. INSPIRATIONS: State the names of the photographers who have

inspired you to do this shoot. What aspect of the work did you find interesting and why?

What elements do you want to try and portray in your own work?

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

is very important you learn from photographer and show inspiration. Please select a

photograph of your choice who LINKS to your shoot idea. Look on


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


Link to course

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

Success criteria

Development of ideas shows exceptional ability Sustained and focused investigations are exceptional, thoroughly informed by contextual and other sources

Exceptional analytical and critical understanding

Exceptional ability to explore and select appropriate to intentions Exceptional ability to review and refine ideas as work develops

Ability to record is exceptional and relevant to intentions Exceptional ability to reflect critically on work and progress

Exceptional ability to present a personal and meaningful response Exceptional ability to realise intentions and make connections where

appropriate

Marking structure

Your work must be complete and displayed in your folder. It will be marked using the four assessment objectives: Limited, Basic, Competence, Consistent, Confident and EXCEPTIONAL

Extension Task(s)

Please visit a Photography Gallery and fine pieces of work that interest you. Write up how going to the exhibition helped develop your ideas.

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

A01

A02

A04

A03



41

Physics

Instructions You need to purchase and complete the ‘Head Start to AS Physics’ book o Publisher: Coordination Group Publications Ltd (CGP) (2nd Mar. 2015)

o ISBN-10: 1782942815

o ISBN-13: 978-1782942818.

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

with content titles. This is to be handed in to your first Physics lesson.

Link to course

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

Success criteria

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

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

multiple choice and longer answer questions, to mirror the style of assessment

at A level. If you underperform in this assessment (eg. receive below your target

grade), you will be expected to resit the paper.

Your workings will be submitted on the first lesson to review the layout and

structure of your workings.

Marking structure

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

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

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

upon your areas of misunderstanding.

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

feedback will be given to you on how to improve.

Extension Task(s)

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

Just Six Numbers (Martin Rees)

A Brief History of Time (Stephen Hawking)

A Short History of Nearly Everything (Bill Bryson)

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

Cracking Mechanics: Further Maths for Engineers (Bristol Uni)

Through Engineers’ Eyes (UNSW Australia)

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

1. Should the House of Lords be reformed?

You should consider both sides of the argument.

Include recent examples to illustrate your points.

2. Why did the Conservative Party lose its overall majority in the June 2017 General

Election?

Consider the strengths and weaknesses of political parties, party leaders,

manifestos, election campaigns etc……

You should also consider how different groups and areas voted.

Identify which cause was most important and why?

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

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

Statesman, the Spectator amongst others)

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

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

Link to course

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

Success criteria



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

your understanding of the topics.


Marking structure

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

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

Extension

task

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

countries in your answer.

43

Psychology Instructions

You must complete the following 3 tasks:

TASK 1:

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

your own words;

1) Clinical psychologist

2) Forensic psychologist

3) Health psychologist

TASK 2:

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

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

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

“Outline and evaluate the biological approach to psychology” (16 marks)

“Outline and evaluate the cognitive approach to psychology” (16 marks)

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

attain the 10 marks by writing 5 elaborated evaluation points.

TASK 3:

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

summary of what you have discovered;

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

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

reasons some psychologists have given for why we forget information.

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

this initial bond affect his / her future adult relationships?

Link to course

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

thinking about the possible options to you in the future should you wish to

pursue it as a degree or even beyond that as a career.

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

answer questions. The longest of these will be 16 mark essay responses and so

you should get used to how to answer these and learn to increase what you can

write in 20 minutes.

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

Starting to find an area of interest to you and doing some initial reading around

it would set you up well to start the course.

Success criteria

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

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

All writing should be your own words and not plagiarised

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

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

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

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

Marking structure

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

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

Extension Task(s)

Optional extension task:

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



reasons why

45

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

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

with reference to St Anselm’s Ontological argument.

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

not the statement above is true.

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

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

response is successful


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

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

Link to course

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

Success criteria



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

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


Marking structure

L5: Focuses on the precise question throughout

Very good selection of relevant material which is used appropriately

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

Accurate and appropriate use of technical terms and subject vocabulary.

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

L4: Addresses the question well

Good selection of relevant material, used appropriately on the whole

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

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

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

L3: Generally addresses the question

Mostly sound selection of mostly relevant material

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

Generally appropriate use of technical terms and subject vocabulary.

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

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

Limited selection of partially relevant material

Some accurate, but limited, knowledge which demonstrates partial understanding

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

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

L1: Almost completely ignores the question

Very little relevant material selected

Knowledge very limited, demonstrating little understanding

Very little use of technical terms or subject vocabulary.

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

Extension Task

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



reasons why

47

Sociology Instructions TASK: Use the materials provided in the appendix (including the guided internet research

and documentaries) to complete the following essay question:

Examine the reasons for and the effects of child poverty in the UK. (20 marks)

TIPS:

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

Your essay should be handwritten.

Write an introduction and a conclusion to your essay.

Answer both parts of the question.

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

evidence.

Link to course

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

Success criteria

Your essay will display a broad and detailed range of knowledge and

understanding of the question and sociological arguments and evidence.

You will select the appropriate knowledge from the materials for application to

the issues raised by the question in a meaningful way.

You will show the skill of analysis by breaking the question and sociology down

into its component parts and subjecting them to detailed examination.

Your essay will demonstrate evaluation by providing a conclusion based on

rational arguments and solid sociological evidence presented in your answer.

Marking structure

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

Marks

Level descriptors

17-20 Sound, conceptually detailed knowledge of a range of relevant material. Sophisticated

understanding of the question and of the presented material.

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

question.

Analysis and evaluation explicit and relevant. Evaluation may be developed for

example through debate between different perspectives. Analysis will show clear

explanation. Appropriate conclusions will be drawn.

13-16 Accurate, broad and/or deep, but incomplete knowledge. Understands a number of

significant aspects of the question; good understanding of the presented material.

Application of material is largely explicitly relevant to the question, though some

material may be inadequately focused.

Some limited explicit evaluation and/or some appropriate analysis, e.g. clear

explanations of some of the presented material.

9-12 Largely accurate knowledge but limited range and depth. Understands some limited

but significant aspects of the question; superficial understanding of the presented

material.

Applying listed material from the general topic area but with a limited regard for its

relevance to the issues raised by the question, or applying a narrow range of more

relevant material.

Evaluation limited to juxtaposition of competing positions or one or two isolated

stated points. Analysis will be limited, with answers tending towards the descriptive.

5-8 Limited undeveloped knowledge, e.g. two to three insubstantial points. Understands

only limited aspects of the question; simplistic understanding of the presented

material.

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

demands of the question.

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

1-4 Very limited knowledge, e.g. one or two very insubstantial points about unit in general.

Very little/no understanding of the question and of the presented material.

Significant errors and/or omissions in application of material.

Minimal or no analysis or evaluation.

0 No relevant points.

Extension Task(s)

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

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

BBC World Service ‘Newshour Extra’ (in-depth topical news stories)

Glasgow gangs – Russian gangs: Glaswegian and Russian gangs: their origins, organisation and meaning

The Shameful Game - Understanding Hooliganism – What’s behind fan violence at the 2016 football championships

TV in Prison – Live music in prison: The origins and impact of television in British prisons

The End of Feminism - Debating the relevance of feminism today

49

Refusing adulthood, How young people feel about being poor: If and why some young people refuse to grow up

Money for Nothing? What if all governments paid all citizens a universal basic income?

The British in South Africa – Romanian Economic Migrants in London: exploring contrasting contexts of migration

One Rule for the Rich…. – Do the wealthiest people live by different rules from the rest of us?

War Games – Riding the Subway: The way war and violence invades our lives plus riding the New York Subway

Migration: The Rich World’s Dilemma – How should rich nations respond to the desperate migrants fleeing turmoil?

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

Any ‘Newshour Extra’ programme broadcast over the summer….



Spanish

There are 4 separate tasks for Spanish, each with a slightly different aim.

Task 1: Grammar - Comprehensive Review of tenses

Task 2: Artistic Culture in Hispanic Society - Spanish and Latin American Films

Task 3: Artistic Culture in Hispanic Society / Aspects of Hispanic Society – research and written task



Complete the verb tables in Appendix 1 following the model shown, paying particular

attention to verb endings and accents. Use a grammar reference book or online

grammar guide to check your work carefully.

Present tense

Imperfect tense

Preterite tense

Future tense

Conditional tense

Link to course

The Spanish A level requires you to produce accurate Spanish, demonstrate a secure grasp of grammar and be able to manipulate complex language accurately. Feedback from the previous A level groups stated clearly that where this component of the induction task was not undertaken thoroughly, much more work was generated subsequently and progress was much slower than expected. The aims of this task, therefore, are:





Success criteria

The tables should be completed fully, legibly and accurately, including accurate use of accents.

Marking structure



Watch 2 of the Spanish language films from the list below.

51




Ocho Apellidos Vascos

Mar Adentro

Diarios de Motocicleta

Abre los Ojos

El Laberinto del Fauno

Volver

Todo Sobre Mi Madre

Hable Con Ella

Requísitos Para Ser Una Persona Normal

Abel

Como Agua Para Chocolate

No

Machuca

These are in both English and Spanish:

Carla’s Song

Land and Freedom

Link to course

Unlike the GCSE course, the Spanish A level course requires you to have knowledge and understanding of aspects of artistic culture in the Hispanic world. The aims of this task, therefore, are:


To foster an enjoyment of and interest in Hispanic culture

Enjoyment!

Success criteria


Marking structure

The summaries will be checked for full completion. The information from the films will be incorporated into written and/or oral work in the first term of the course.


Select EITHER task A or task B. A: For one of the films in task 2 answer 4 of the following questions in Spanish. Each

answer should be no longer than 50 words. Copy the question at the top of your answer.

¿De qué trata la película que has seleccionado?

¿Te gusta la película o no? ¿Por qué?

¿Hay aspectos de la película que no te gustan?

¿Quiénes son los personajes más interesantes y por qué?

¿Qué son los temas de la película?

¿Qué son los aspectos más impresionantes de la película y por qué?

¿Hasta qué punto admiras al director de la película?

B: Select an aspect of a Spanish-speaking country to research and write about in

Spanish. Your answer should be your own work and no longer than 200 words (work

beyond 200 words will not be marked). Write the name of the topic you have chosen at

the top of your answer.


Una descripción detallada del tema que has seleccionado

Por qué te interesa este tema

Cómo se difiera de o se compara con la cultura o sociedad británica

Lo que te gusta a no del aspecto de la cultura o sociedad hispánica y por qué

Link to course

As the Spanish A level course requires you to have knowledge and understanding of aspects of culture and society in the Hispanic world, the aims of this task are:



Success criteria


Across your answers, you should aim to show a wide range of vocabulary and structures.


Tenses: present/preterite/imperfect/future/conditional/perfect



AO4: Show knowledge and understanding of Hispanic Culture and Society You should use examples from the film or aspect of Hispanic culture you have chosen to support your statements and justify your conclusions.

Marking structure







53

AO4: Show knowledge and understanding of Hispanic Culture and Society







Read the text in Appendix 4 and translate the sentences beneath it into Spanish. The

text provides key vocabulary and may give examples of the linguistic structures to use.

You may use a dictionary and/or textbook for support, but you should NOT use any

online translation tools.

Link to course

The Spanish A level course will enable you to develop a range of language skills. The aims of this task are:


Spanish


Success criteria


Marking structure

Each sentence is divided into sections with one mark per section. Full marks will be awarded if each section of the sentence is translated accurately. Spellings, accents, genders, tense endings, irregular verb forms and adjective endings must be correct. Sometimes there is more than one possible translation – however you should only write one translation as no marks will be given for ‘alternative answers’ – even if one is in brackets.

And/or Read the ‘Canción Desesperada’ by Pablo Neruda and answer the questions that follow, in Spanish

Poema 20

Puedo escribir los versos más tristes esta noche.

Escribir, por ejemplo: "La noche está estrellada,

y tiritan, azules, los astros, a lo lejos".

El viento de la noche gira en el cielo y canta.


Yo la quise, y a veces ella también me quiso.

En las noches como ésta la tuve entre mis brazos.

La besé tantas veces bajo el cielo infinito.

Ella me quiso, a veces yo también la quería.

Cómo no haber amado sus grandes ojos fijos.


Pensar que no la tengo. Sentir que la he perdido.

Oír la noche inmensa, más inmensa sin ella.

Y el verso cae al alma como al pasto el rocío.

Qué importa que mi amor no pudiera guardarla.

La noche está estrellada y ella no está conmigo.

Eso es todo. A lo lejos alguien canta. A lo lejos.

Mi alma no se contenta con haberla perdido.

Como para acercarla mi mirada la busca.

Mi corazón la busca, y ella no está conmigo.

La misma noche que hace blanquear los mismos árboles.

Nosotros, los de entonces, ya no somos los mismos.

Ya no la quiero, es cierto, pero cuánto la quise.

Mi voz buscaba el viento para tocar su oído.

De otro. Será de otro. Como antes de mis besos.

Su voz, su cuerpo claro. Sus ojos infinitos.

Ya no la quiero, es cierto, pero tal vez la quiero.

Es tan corto el amor, y es tan largo el olvido.

Porque en noches como esta la tuve entre mis brazos,

mi alma no se contenta con haberla perdido.

Aunque éste sea el último dolor que ella me causa,

y éstos sean los últimos versos que yo le escribo.

1. ¿Qué es el tono del poema? ¿Cómo se trasmite?

2. Utiliza rotuladores fluorescentes para destacar:

a) 25 ejemplos de verbos en el presente (se puede repetir palabras)

b) 5 ejemplos de verbos en el pretérito

c) 2 ejemplos de verbos en el imperfecto

d) 3 ejemplos del subjuntivo

3. Traduce las últimas diez líneas (Ya no la quiero – que yo le escribo)

4. Escribe un poema en español, que utilice un mínimo de tres tiempos (tenses) diferentes.

And/or Do this task ONLY if you have not done task 3A.

Select one of the films from the list for task 3. Write a 200 word response to it in

Spanish. You may wish to cover some of the contents in the questions for task 3A.



55

TWYFORD ADDITIONAL PROGRAMME (TAP)

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

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

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

detail and Extended Project Qualification support. There is also an exciting programme of expert speakers

who talk on a variety of topics to enrich students’ academic experience at Twyford; these talks are open to

all.

Who can apply?

Anyone aiming to attend a Russell Group university, Oxbridge or wanting to study medicine should

consider applying for the TAP course. We would expect applicants to have strong GCSE grades—averaging

on or above an A grade.

What are the expectations?

Attendance at 2 period 6 lessons per week. These will run weekly on Tuesdays and an additional session

will be held on either Monday or Wednesday.

How can I apply?

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

Induction task

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

the following:

‘Every exit is an entry somewhere else’

‘Language is a process of free creation….’

‘I am the people, the mob’

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

To help you:

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

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

geography…the choice is wide!

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

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

point of view

- And think as creatively and laterally as you can!!

Any questions, see Miss Fancourt or email her:

[email protected]

mailto:[email protected]

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