1
CONTENTS
CONTENTS
Main WG6 Contact details
WG6 Contract
WG6 Expectations
Independent Learning - Flying Start & EPQ
Student Opportunities - Future learn
Behaviour for learning explained
Code of Conduct
PAGE
3
4
6
8
9
13
Subject Expectations
Main WG6 Contact details
Name
Role
E mail
Mrs Geraldine Tiddy
Head of WG6
sgtiddy@wgsg.co.uk
Mr Charles Sexton
Assistant Head with responsibility for CEIAG
& lead at WGSB
csexton@wgsb.org.uk
Mr James Harris
Learning Coordinator based at WGSB
jharris@wgsb.org.uk
Mr Mani Sodhi
Learning Coordinator based at WGSG
smsodhi@wgsg.co.uk
Mrs Angie Regan
Student Manager
aregan@wgsb.org.uk
Ms Alex Stewart
Student Manager
sastewart@wgsg.co.uk
Mrs Denise Carey
Attendance Officer
denise@wgsg.co.uk
Mrs Sue Flux
Office manager/ Attendance Officer
sflux@wgsb.org.uk
Mrs Joy Price
Office manager/ Data Manager/Exam
secretary based at WGSG
joy@wgsg.co.uk
Miss Jess Price
Sixth Form Admissions and Administrator
based at WGSG
jess@wgsg.co.uk
Mrs Sarah Riley
(Mon, Wed and Thurs)
Mrs Emma Edwards
(Tues, Wed and Fri)
Sixth Form Admissions and Administrator
based at WGSB
sriley@wgsb.org.uk
Mrs Annette McAllister
(Tues- Thurs)
Careers advisor at WGSG
eedwards@wgsb.org.uk
Samcallister@wgsg.co.uk
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WG6 Key dates
Activity
Date
Site
Notes
6-9pm with 3 talks
Inset Days
1st September
(2nd September)
28 November
5th May
17th June
WG6 Open Evening
6th November 2014
WGSB
Year 12 Parent Evening
25th November 2014
WGSB site
Christmas Lunch
Wed 17th Dec
WGSG (12– 1pm)
Tues 16th Dec
WGSB (12.55- 1.50pm)
Rugby memorial match at 1.15pm at WGSB
Year 12 university visit
Thurs 18th Dec 2014
PPE for Year 12 and 13
7th – 13th January 2015
Exam week for Year 12 & 13
At each site organised
by exam officers
PPE results day
Year 12 – 29th January 2015
WGSG hall
Career Convention Yr 12
29th January 2015
WGSB – 10.30am
Year 12 HE Evening
26th February 2015
WGSB tbc
HE Convention
23rd April 2015 tbc
Visit to University of Kent
Year 12 Work Experience
15th – 19th June 2015
Students organise own placements
Future day
22nd June & (23rd June)
Start of A2 term for Year 12 . Support given with
future plans and applying for university.
Enrichment week
6th – 10th July 2015
Study leave for Year 12
11th May – 12th June tbc
Non uniform dates
21 November 2014
5th March 2015
19 June 2015
Students will receive a timetable in he same way
as they will for the actual examinations.
PPE results morning for Yr 12 9- 10am at WGSG
World Book Day – 5th March 2015
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WG6 - Sixth Form Contract
The aim of WG6 is to develop confident young people, capable of independent learning, ready and willing to operate as
responsible and effective members of the community and equipped for the challenges of the 21 st Century.
As a School - we will undertake to:
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Provide high quality teaching and learning experiences to ensure you achieve your full potential.
Set work regularly with informative feedback to help you improve.
Ensure appropriate work is provided if a member of staff is absent.
Ensure that you and your parents /guardians know the progress you are making.
Monitor and review progress – putting strategies in place to help support you.
Parent/Guardian(s) – I/ we will:
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Discuss with my son/daughter their work in school, providing support as necessary.
Keep in contact with school concerning my son/daughter’s progress and attend the expectation evening and all
parent evenings or meetings.
Support the school in tackling under performance to ensure a minimum of DDD is achieved for progression to Yr 13.
Support the school with regards to its policies on ICT, dress code, registration and attendance & punctuality to
lessons.
Not take holidays during term time.
Encourage personal responsibility and learning independence including the safe use of ICT.
Ensure my son/daughter limits the number of hours used for paid work and not allow this during the school day.
Student – I will:
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Respect all students and act as a role model for younger students.
Attend all lessons; I understand that attendance below 95% is not acceptable.
Arrive at all lessons punctually.
Not take holidays during term time.
Limit paid work to 9 hours per week and not work during the school day.
Participate fully in form time activities.
Contribute to the ‘life’ of the school as a whole through community service within subject areas and attending after
school events.
Attend designated Sixth Form assemblies, seminars, lectures and conferences
Complete all set tasks and adhere to deadlines.
Use study periods effectively for private study.
Take responsibility for my own learning and carry out 5 hours of additional independent study for each subject per
week.
Respect others’ right to learn in lessons and when using other school facilities (e.g. Library, Study Room) and never
adversely affect the learning of others.
Abide by the Sixth Form Dress Code including wear pin badge at all times.
Follow the rules & procedures as outlined in the Sixth Form code of conduct, including the appropriate use of ICT at
all times.
Work hard to achieve my full potential and achieve at least DDD to progress to Yr13.
Comply with this contract and understand that failure to do so will result in the
Staged Disciplinary Procedure being followed.
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WG6 Expectations – code of conduct
1. You are expected to be punctual for all lessons and form time in line with the school day. Students arriving
after 9.15am, for whatever reason, are marked as absent for the entire morning session and a letter will be
required from parents. 95% attendance is expected.
2. In the event of an unavoidable absence you should bring a note to explain your absence when you return to
school. Unexplained absence will require us to contact your parents. You must arrange to catch up on all
missed work.
3. You are expected to complete all work set to a high standard and to hand it in on time.
4. You should organise your weekly study timetable to allow equal time for each subject – approximately 5 hours
per subject.
5. If problems arise in a subject, it is your responsibility to see your subject teacher to discuss and try to solve the
problems.
6. You are expected to act as a role model to younger students and conduct yourself in an appropriate manner.
You should treat each other with respect and courtesy at all times. This is particularly important during break
and lunch times when students should refrain from meeting up on the grassed areas on Common Lane.
7. The WG6 pin badge must be worn at all times. An ID card will be issued for use during examinations. There will
be a cost to replace lost badges or cards.
8. You must be registered every lesson. During study periods you must register with the Student Manager - they
will also have a copy of available free rooms for study purposes.
9. Home Study for Year 13 is by arrangement with Form Tutor, Student Manager or Learning Coordinator. You
will need to be registered at 1.45pm with the Student Manager. The school reserves the right to withdraw the
privilege of home study if there is any cause for concern.
10. All students must sign in late at reception if they arrive after 8.55am or 1.50pm. Students leaving to go home
or off site must sign out at reception.
11. You must take pride in your appearance and adhere to the Sixth Form Dress Code
Girls
Girls must wear a two piece dark business suit of matching
jacket and skirt, plain tailored dress or tailored trousers.
Suitable smart top or blouse with shoulders and midriffs
covered. There should be no logos. Skirts / dresses need to
be of an appropriate length – not shorter than 2 inches
above knee. You must wear smart footwear (Desert boots,
trainers, “Vans” or Converse boots are not acceptable).
Boys
Boys must wear a matching dark business suit with a
smart shirt and tie.
Ties should not be thin bootlaces.
Boots are not to be worn with skirts. Denim and hoodies are
not allowed. Make up and jewellery( including earrings)
should be discrete. No body piercing is permitted ie no nose
studs. No long outdoor coats to be worn to assembly or in
lessons. Coats should be placed in lockers or on coat pegs
provided.
Any jewellery should be discrete . No body piercing
is permitted. No earrings or nose studs.
No long outdoor coats to be worn to assembly or in
lessons. Coats should be placed in lockers or on coat
pegs provided.
You must wear smart footwear (Desert boots,
trainers, “Vans” or Converse boots are not
acceptable). Denim and hoodies are not allowed.
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WG6 - Behaviour for Learning
WG6 teachers need to ensure that they are consistent in the applications of rewards and sanctions. We expect sixth form
students to behave in a more responsible manner but we also need to encourage this behaviour.
Any record placed on behaviourwatch should follow a conversation with students so there is absolute clarity before any email
is sent home.
 Major progress or
endeavour
 Outstanding attainment or
Effort
 Exceptional contribution
to school life
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Work towards an assembly
100% attendance over a term
Consistent high performance over a term
Positive contribution to school life
Commitment to role of responsibility
Exceptional work in class or at home
Consistent academic progress
Student of the week
Charitable or community
Participations in extra-curricular activities
Good work / effort in Class
On or above target in tests or assignments
Contribution to the learning environment
Showing Resilience and taking on challenges
Good independent learning
 Up to 12 House
points
 Consideration
for Students
Leadership role
 Sixth Form
Honour Role
 Up to 7
house
points
 Up to 5
house
points
 Up to 3
House
Points
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How to achieve A* and A grades
Very High Expectations
• Expect to re-complete sub
standard work
• Attention to detail
• Meet deadlines
• Manners and politeness
• Honesty, hard work
Follow Exemplar Work
Key Skills
• Compare your work with
benchmark pieces
• Re-draft and improve
coursework
• Know your Minimum Expected
Grade and how to achieve and
then exceed it
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Aspirations
A*/A
Planning and Organisation
Use the Exam Board
• Read examination reports
• Practice exam papers
• Use exam mark-schemes
• Communicate effectively
• Work with students and
teachers
• Follow instructions and
mutual respect
• Follow advice
• Respond to feedback
Speaking and listening
Use of academic language
Teamwork
Creativity and innovation
Comprehensive vocabulary
Independent work
Thorough Assessment
• Student self-analysis
• Use teacher marking and
comments
• Know how to get to the next
grade
• Understand the language,
key words
• Use your PLC consistently
Professional Relationships
• Plan your time
• Take responsibility and
ownership
• 100% Attendance and
Punctuality
• Organised notes
• Check work
• Preparation
• Celebrate success
• Discuss your
ambitions, aim high
• Be proud of
achievements
• Drive to succeed
Scaffolding
Subject Knowledge
• Understand the requirements
• Make sure you have clarity in
how to get there
• Understand the skills you need
to complete the task
• Look at the structure
•
Make sure you know
what an A*/A is
• Make sure you know how
to improve
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• Read around the subject
• Attend revision clinics and
study groups
WG6 - Behaviour for Learning
Formal WG6
Staged procedure
B3
B2
B1
Reward
Points
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Formal WG6 Staged Procedure
Enforced to deal with persistent concerns with
behaviour, punctuality, poor attitude to learning or
under achievement thatt affect self or others
Used to deal with more serious offences/ exclusions
Issued by classteacher / form tutor and HoD notified – 1 hr detention – action recorded by HOD/HOS
Behaviour – rudeness to others, foul language, persistent disruption preventing others from learning.
Punctuality - persistently late to lesson that will lead to underachievement.
Uniform – persistently wearing incorrect uniform.
Attendance – deliberate absence from form periods, assembly, enrichment or lessons without consent
Work Ethic – significant concern with quality and standard of work being produced that will lead to
underachievement.
Homework – Persistent concern with standard of homework.
Issued by classteacher/ form tutor who MUST notify student at the time of issue. HOD notified (5 B2 = B3)
Behaviour – Repeated incidents of low level disruption, talking over a member of staff, distracting
other students .
Homework – Failure to hand in homework as agreed.
Work Ethic - Evidence of poor effort being made with work, tests or assignments .
Issued by classteacher/ form tutor / WG6 staff who MUST notify student at the time of issue ( 10B1= B3)
Punctuality –Late to any individual lesson, assembly or form period – recorded as late on sims.
ID badges – Failure to display WG6 pin badge at all times including lunch time.
Dress Code – Not complying with WG6 dress code as clearly stated in planner.
Behaviour – low level disruption, talking over a member of staff, distracting other students.
Work Ethic – Some concern towards attitude & effort being made in class or non completion of PLC.
Reward Points (R1-4) Issued frequently by classteacher/ form tutor/ HOD/ HOS
For positive learning behaviour, good class contributions and / or producing high quality work
Reports will be
issued each
week to monitor
issues.
WG6 team will
ensure all HODs
have an
overview and
highlight any
concerns.
Wednesday
afternoon will be
used by SM to
follow up
referrals or
issues raised.
Parents of
students at risk
of moving to
staged
procedure
(AMBER) will
receive a formal
notification of
concern. WG6
team will decide
if and when it is
necessary to
progress to
formal
procedure(RED).
Students
performing well
(GREEN) will
receive praise
letters and
regular
recognition of
achievements
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WG6 Formal staged procedure
STAGE 1– Formal Verbal warning
Parents informed and issue discussed in person
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WG6 team inform all student’s teachers on both sites that the student has been placed on the formal staged procedure.
For generic concerns with Attendance, Punctuality, and / or out of lesson behaviour, parents will be seen by a member of WG6 team within 2
weeks of the procedure being actioned.
Where the issues are within lesson(s) the HoD/HoS and class teacher will meet with parents within 2 weeks. Where two or more subjects are
identified, WG6 admin staff will help co-ordinate meeting timings.
In every meeting, the concerns will be discussed, expectations clarified and support strategies agreed within an allotted time frame. These will
be entered onto SIMS and a formal letter minuting the meeting(s) composed by WG6 admin staff and posted home.
STAGE 2 – Formal support plan launched
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Should further monitoring indicate that issues persist or worsen then a member of WG6 leadership team will initiate a formal support plan.
Relevant subject teachers / HoD meet with WG6 leader, student and parents to confirm concerns, expectations, intervention strategies and
support. Formal paperwork is completed, time frame issued and agreed SMART targets are set. (12 weeks with a 6 week review period built
in.) Impact of intervention and support must be evaluated after 6 weeks.
Significant decline, in particular where the learning of others is hindered can fast track procedure to stage 3
Continual monitoring takes place for 12 week period.
Successful Completion
• Review meeting confirms that targets have been met and analysis of data shows significant improvement in areas identified as concerns.
• Student is praised and removed from formal staged procedure.
• Further progress continued to be monitored along with rest of cohort.
STAGE 3 – Managed move
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Should the Formal support plan conclude that the student is failing to consistently meet core WG6 expectations and / or harm the learning
environment of others, then a managed move to an alternative education provider or training opportunity will be pursued. WG6 will provide
full careers support.
If a managed move is not supported then the evidence gained through stages 1 and 2 will be used as evidence to support a formal exclusion.
This will always be deemed as an absolute last resort but WG6 leadership. There is a need for recognition that the behaviour of any one
individual cannot adversely impact on the learning, achievement or well being of other students in WG6.
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Student opportunities
Subject ambassadors promoted at each site in departments – these are students who have passion for the
subject and can talk passionately about the subject at a subject fair to Year 11 in October, Open events and
work on Subject destination displays in classrooms or on the WG6 career page.
Prefect duties Year 12 students will all be encouraged to apply to be a prefect to help support the school
community. The Year 13 student leaders will be responsible for ensuring that this is a role that is taken
seriously and carried out efficiently.
Year 7/ 8 Prefects This is another chance for Year 12 students to apply to be a prefect to ensure they
engage with younger students by being attached to Year 7 and 8 tutor groups to help support and run
activities for younger students.
EPQ
An excellent additional qualification which is a stand alone qualification or can be part of the AQA BACC. It offers:
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Additional UCAS points (70 points for an A*)
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The chance to study a self-directed project
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Development of skills to be a critical, reflective and independent learner
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Promotion of decision-making, analytical and problem-solving skills
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Improved presentation skills
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Support for showing your own Initiative
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Reduced entry requirements from university as well as supporting the skills for success
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Inspiration for a job interview
There will be a series of study skill related lectures.
Students will opt into completing an EPQ in October 2014 with completion in April 2015.
Futurelearn – (www.futurelearn.com)
FutureLearn is all about inspiring learning for life. They offer a diverse selection of high quality online courses from some of
the world’s leading universities and other outstanding cultural institutions.
The aim of Futurelearn is to connect learners from all over the globe with high quality educators, and with each other. We
want to encourage you to take up this amazing opportunity to develop your skill set. We want you to enjoy your learning
and develop a level of independence that will support you’re A Level studies.
Futurelearn are a private company wholly owned by The Open University, with the benefit of over 40 years of their
experience in distance learning and online education. Their partners include over 20 of the best UK and international
universities, as well as institutions with a huge archive of cultural and educational material, including the British Council,
the British Library, and the British Museum.
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Subject Expectations
Art & Photography
Expectations for success are:
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Spend 5 hours a week on homework & meet homework deadlines
 Pay attention to Personal Learning Checklist and refer to examination criteria provided by your teacher
 Keep a small scrapbook/ideas book/gallery book to complement A level units
 Keep up to date with the arts and culture. Sign up for email alerts
athttp://www.theguardian.com/artanddesign and regularly check the website
 Follow department twitter feeds @wgsbart @wgsbphoto
Coursework is formed of the entire schoolwork and independent work in Art, so everything needs to be
completed to the best possible quality and presented either in a sketchbook or portfolio. The process of
producing coursework is very similar to GCSE and is time consuming. As a parent you can help by providing
space and encouragement.
Students need either an A3 or A2 sketchbook (A portfolio for carrying it is useful too) and some resources and
media for drawing and painting at home. They might want to explore sculptural media too. They will need to be
able to research using the Internet and print work. It is important that students can take and print good quality
photographs so access to a DSLR camera or quality phone camera is useful. For Photography A level this is
essential. Photography students must also get into the habit of using online printing services or retail outlets
like Boots, to get good quality photographs printed. www.photobox.co.uk is one of the best.
They should bring all work to every lesson and plan ahead to be able to get on with their own work. They will
need to put in extra time at school and will have access to the Art rooms for additional practical work. 60% of
the marks are from coursework. The external exam will be set by the exam board and start in January. It will
form a second project that is completed with a timed exam in early May.
Some trips to galleries will be organized but further trips to relevant places can greatly extend the scope of a
project. Students will be encouraged to discuss and critique their work in the context of other artists. A written
comment and annotation is needed to record responses
The characteristics of an outstanding student in this subject are:
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Passionate about the arts
Self-motivated
Excellent technical skills in a range of media
Excellent analytical skills
Ability to express personal ideas and opinions
Willingness to take risks
An independent thinker
Articulate
Wider reading list:
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Art: The Definitive Visual Guide by Andrew Graham Dixon (an essential for Fine Art Students)
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Photography, The Whole Story by by Juliet Hacking and David Campany (an essential for Photography Students)
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Ways of Seeing by John Berger (essential for Fine Art)
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On Photography by Susan Sontag (essential for Photography)
The Photography Book by Ian Jeffrey
The Art of Photography – An approach to personal expression by Bruce Barnbaum
Extraordinary Sketchbooks: Inspiring Examples from Artists, Designers, Students and Enthusiasts by Jane
Stobart
How to be an Explorer of the World by Keri Smith
Art Now! volume 3 by Hans Werner Holzwarth
The Story of Art by E H Gombrich
AS/A level Art Essential Word dictionary by Mark White
The Shock of the New: Art and the Century of Change by Robert Hughes
Drawing on the Right Side of the Brain by Betty Edwards
Steal Like an Artist by Austin Kleon
The Elements of Photography: Understanding and Creating Sophisticated Images by Angela Faris Belt.
Modern Art & Modernism: A Critical Anthology (Francs Fascine) & (Charles Harris ) ISBN 1-85396-032-2
Movements in Art Since 1945 (issues and concepts) (Thames and Hudson) ISBN 0-500-20282-6
The Story of Modern Art (Norbert Lynton) Phaidon ISBN 0-7148-2422-4
The Art Book Phaidon ISBN 0-714829846
But is it Art? (Cynthia Freeland)
Blimey, and this is Modern Art (Matthew Collings)
Independent Study ideas
Keep a sketchbook on the go all the time – draw anything and everything!
Visit Galleries regularly:
Large Galleries and Museums with permanent and sometimes changing exhibitions:
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Tate Modern
Tate Britain
The National Gallery
The National Portrait Gallery
The Royal Academy
Victoria & Albert Museum
The Design Museum
The British Museum
The Hayward Gallery
The Courtauld Institute
The Wallace Collection
Contemporary Galleries with changing exhibitions:
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The White Cube
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The Saatchi Gallery
The Lisson Gallery
The Whitechapel Gallery
The Crafts Council Gallery
Cork Street Galleries
The ICA
Camden Arts Centre
Serpentine Gallery
The Photographers’ Gallery
Frith Street Gallery
Bookshops: All the galleries listed above have excellent art bookshops, also try Waterstones Piccadilly Circus
Essential websites:
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www.studentartguide.com
www.art2day.co.uk
Useful gallery websites:
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www.tate.org.uk
www.nationalgallery.org.uk
www.npg.org.uk
www.whitechapel.org
www.vam.ac.uk
www.dulwichpicturegallery.org.uk
www.horniman.ac.uk
www.whitechapel.org
www.photonet.org.uk
www.serpentinegallery.org
www.ica.org.uk
www.wallacecollection.org
www.camdenartscentre.org
www.saatchi-gallery.co.uk
www.moma.org
www.guggenheim.org
Applied ICT
Information about the course
WG6 Students are completing the OCR GCE Applied ICT course and this will be taught across the two schools (WGSB and
WGSG). Students will have one ICT Teacher at each site. Students will be completing two units of coursework and will sit
an examination. WGSB and WGSG will each teach one unit of coursework and these will be taught concurrently. Both
schools will contribute towards the end of year examination taken in May. The examination is worth 40% of the overall
mark for the AS level and each coursework unit is work 30%.
Expectations for success are:
 Due to the high amount of coursework being completed concurrently students will need to be able to manage
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their time and ensure that they spend an equal amount of time on both units.
Students will need to study independently from the outset for the examination and will be provided with an
independent study book to do this. In our experience students who study independently for the examination
throughout the year are more successful in the examination.
Students will need to keep to the internal coursework deadlines, which will be set throughout the year, as well
as deadlines for homework relating to the examination theory.
Students must be resilient and improve each section of their coursework as they go along.
Students will be given a period of time in which to act on feedback and improve their work and they must ensure
that they take this opportunity. In order to do this they will be provided with a Personalised Learning Check List
and copy of the examination board mark scheme.
The characteristics of an outstanding student in this subject are:
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Highly organised and manages their time equally between the two coursework units and the examination theory
unit.
Is conscientious in lessons and maximises the amount of work done in each lesson.
Always improves the work for each section, immediately acting on feedback provided by their teachers.
Always keeps to deadlines, including deadlines for improvement of work.
Works independently throughout the year on examination theory work by using the wider reading list and
resources provided to the student such as the course text book.
Uses the unit Personalised Learning Check Lists and examination board mark schemes/specifications to help
them to improve their work.
Wider reading list – we want to promote literacy within sixth form
Unit GO40 (Unit 1 Coursework):
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OCR AS GCE Applied ICT Single Award, By K Mary Reid (ISBN: 9780435449971) – course text book issued to
students.
http://www.apsch.org.uk/non_joomla/ICT_KS5/G040.pdf - exemplar work for Unit 2. Please focus particularly
on page 103 -133 as it will give you a better understanding of what is required for section a.1
http://www.staffs.ac.uk/assets/harvard_quick_guide_tcm44-47797.pdf- introduces students to how references
should be laid out.
http://www.channel4.com/about_c4/styleguide/-companies wishing to create a strong identity will often have a
style guide. This document specifies how the company’s image can be represented, defining the use of fonts,
colours and even positioning of items on their corporate branding. Have a look at C4’s for inspiration.
http://82.25.246.250/agce.asp?unitCode=16- contains useful resources on many aspects of the unit.
Unit G041 (Unit 2 Examination):
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OCR AS GCE Applied ICT Single Award, By K Mary Reid (ISBN: 9780435449971) – course text book issued to
students.
CRL:\Applied ICT\AS Level\Unit 2\Unit 2 Course Notes (also available on Studywiz) - Notes on job functions, ICT
in organisations, etc. with links to relevant websites which further your knowledge about those areas discussed
in class. A useful resource for consolidation and extending classroom learning.
http://82.25.246.250/agce.asp?unitCode=17 – CompuTech site contains useful resources on many of the theory
topics.
http://www.teach-ict.com/asa2home.htm - various topics related to the theory examination.
http://www.powerhomebiz.com/working-from-home/challenges/problems-of-working-at-home.htm - Working
from home.
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http://www.hse.gov.uk/pubns/indg36.pdf -Government advice on working with VDUs .
For this unit it is worth finding out more about the world of business and technology. Watch BBC News 24; read
the BBC’s Business and Technology pages; and look at advertisements online and in papers such as The Times
and The Guardian for more insight into job functions and roles.
You should also learn as much as you can about employment – pay slips, tax, benefits, payment methods (e.g.
BACS) – and working conditions. Speak to family and friends who are in employment to learn more.
Unit G042 (Unit 3 Coursework):

OCR AS GCE Applied ICT Single Award, By K Mary Reid (ISBN: 9780435449971) – course text book issued to
students.
 Advanced Data Projects in Access, By Ian Rendell and Julian Mott (ISBN: 1444117378) – useful for the database
section of the coursework. Copies available in WGSB ICT department.
 Spreadsheet Projects in Excel, By Ian Rendell and Julian Mott (ISBN: 1593857519) – useful for the spreadsheet
section of the coursework. Copies available in WGSB ICT department.
 http://www.studymode.com/subjects/impact-of-the-availability-of-electronic-information-on-individuals-andsociety-page1.html - exemplar essays for Section G about the availability of electronic information.
 http://cs.stanford.edu/people/eroberts/cs201/projects/digital-divide/start.html - focuses on the digital divide.
Independent study ideas
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All students will be issued with an independent study booklet for the examination. Students will be given set
tasks to complete throughout the year and are encouraged to do additional tasks within the booklet ahead of
time.
Students should use the websites and wider reading lists to read around the topics for the theory examination.
Students will be given access to a set of past examination papers and mark schemes and may complete sections
of these or complete papers in their independent study times in preparation for the examination.
Students should work independently outside of lessons on their coursework portfolios and are encouraged to
work ahead if they feel able to. Resources are provided to help them to do this.
Applied Science
Expectations for success are:
Good organisation - keeping on top of portfolio work and meeting all deadlines to allow time for feedback and
improvement will be essential for success in Applied Science. Similarly, meeting homework deadlines and keeping wellstructured, detailed notes on examinable content is a must.
A consistently high level of effort - the examination unit involves a considerable volume of content and it will be
important to regularly review the work that has been completed. The exam will take place very close to coursework
deadlines and it will not be possible for students to focus on only one aspect of the course at a time. Portfolio work will
be completed throughout the year and every piece of this work will contribute to the grade achieved.
Ability to seek out and act on feedback.
2.
The characteristics of an outstanding student in this subject are:
Good communication skills and an attention to detail - to achieve the highest marks in portfolio work students
must provide comprehensive reports that draw upon a range of sources and are written with clarity and using
appropriate terminology.
Motivation - as a portfolio-driven course Applied Science will involve a substantial amount of work, including the
need for multiple drafts/revisions of portfolio assignments.
Interest - a keen interest in one or more fields of science and its practical application will be required and should
involve keeping up-to-date with science in the news and wider reading of scientific literature.
3.
Wider reading list:
Books:
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A short history of nearly everything - Bill Bryson
The Oxford book of modern science writing - Selected by Richard Dawkins
The blind watchmaker - Richard Dawkins
Ethics: a very short introduction - Simon Blackburn
Medical ethics: a very short introduction - by Tony Hope
Advice to a young scientist - Peter Medawar
Magazines & Journals:
New Scientist
Nature
Scientific American
4.
Independent Study ideas:
Regular review of examinable content and the production of revision materials such as mind-maps, flash cards, posters
or diagrams will prove very helpful.
Biology
Expectations for success are:
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applying full effort in all lessons and homework time
maintaining up to date notes based on class work and your own reading on the topics studied
all homework to be completed to the best of your effort and handed in on time
making extensive use of practice papers and questions
willing to seek help and act on advice
The characteristics of an outstanding student in this subject are:
As an outstanding learner in A Level Biology you must be self-motivated and responsible for your own learning – you
should use your own time to ensure your notes are complete and up to date, review work and complete practice papers
without prompting from your teacher. You should be proactive in seeking help and acting on advice.
You should develop good practical skills – including a methodical and organised approach to practical work, attention
to detail and an ability to analyse data effectively.
An outstanding learner should review and revise work covered regularly, not just in preparation for tests and exams.
You should complete as many practice papers and questions as possible and take all tests seriously and prepare
thoroughly to gain an understanding of your strengths and weaknesses.
You should have high level literacy skills – this is essential to success in this course. This includes keeping a glossary of
key words, using scientific terms accurately, structuring essay questions logically and describing processes in a high level
of detail.
You should also demonstrate a keen interest in Biology including the chemistry of the reactions that take place in the
body, the physiology of the human body, plant physiology, evolution, conservation and the environment. You should
read widely around the subject, including journals and popular science books.
Wider reading list
Course specific texts:
 Cambridge Biology 1for OCR
 Heinemann OCR AS Biology Student Book
 CGP AS-Level Biology OCR Complete Revision & Practice
 Philip Allan OCR AS Biology Student Unit Guide: Unit F211Cells, Exchange and Transport
 Philip Allan OCR AS Biology Student Unit Guide: Unit F212 Molecules, Biodiversity, Food and Health
Books:
 A short history of nearly everything - Bill Bryson
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 Genome - the autobiography of a species - Matt Ridley
 Unweaving the Rainbow: science, delusion and the appetite for wonder - Richard Dawkins
 The Oxford book of modern science writing - Selected by Richard Dawkins
 The blind watchmaker - Richard Dawkins
 Your inner fish: the amazing discovery of our 375-million-year-old-ancestor - Neil Shubin
 Human evolution: a very short introduction - by Bernard Wood
 Ethics: a very short introduction - Simon Blackburn
 Medical ethics: a very short introduction - by Tony Hope
 Advice to a young scientist - Peter Medawar
 The chemistry of life - by Steven Rose
 Understanding the Human Genome Project - Michael Palladino
 Stem Cell Now: a brief introduction to the coming medical revolution - Christopher Thomas Scott
 The origins of virtue - Matt Ridley
 The brain book - Rita Carter
Magazines & Journals:
 Biological Sciences Review - aimed at sixth formers. A reduced cost subscription is available through WGSB
 New Scientist
 Nature
 Scientific American
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Independent Study ideas
Reading text book chapters relevant to the current topic of study
Reading text book chapters relevant to the next topic of study
Writing notes on each topic based on classwork and personal research
Writing summary and revision notes
Completing practice papers and questions
Reading newspaper, magazine and journal articles relevant to topics studied or wider Biology topics
Practice essay writing
Creating flash cards and spider diagrams
Biology
OCR Biology
http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-h021-h421/
On the websites above you will find the specification that students are following, past papers which we recommend
students complete during their independent study and the mark schemes. It is very important to assess yourself and use
the mark schemes to ensure the use of correct terminology, and see where marks are being given. Fine detail is
important.
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Chemistry
It is important to emphasise the difference between GCSE science and A level science. At A level you are expected to be
completing at least 5 hours of independent study each week for each subject. Some of this will be directed by your
teacher as homework but the rest is UP TO YOU, and should consist of reading around the subject, making extra notes
and revising content throughout the year. You should be making a note of this in your logs.
An outstanding learner :
1. You should be punctual to all lessons
2. You should make an effort to attend all lessons. If you miss a lesson it is up to you to catch up on the work that
you missed
3. Folders need to be kept in a neat order and you should be able to pass a folder check at any point in the year
4. Homework needs to be completed on time and to the required standard.
5. It is expected that you take a pro-active approach to your learning by completing the required independent
study and identifying areas of poor understanding
6. Should always be willing to improve by acting upon feedback from teachers
7. Should treat coursework units very seriously as they are worth up to 25%. Teachers will explain what you need
do and you MUST pay attention to this.
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8. Follows complex instructions for practical procedures, carrying these out with due regard for safety,
9.
10.
11.
12.
handling equipment with a high degree of manual dexterity.
Makes detailed and accurate observations and measurements which they can record with precision
using the correct chemical terminology and units.
Effectively applies theoretical work to a variety of new situations.
Problems requiring calculations show answers with calculations clearly laid out , the correct units are
displayed and answers have the appropriate number of decimal places or significant figures.
Answers extended written questions in a well structured manner and ensures all expected points are
included as well as expressed clearly with all key words used in the correct context.
Chemistry
OCR Chemistry A
http://www.ocr.org.uk/qualifications/as-a-level-gce-chemistry-a-h034-h434/
On the websites above you will find the specification that students are following, past papers which we recommend
students complete during their independent study and the mark schemes. It is very important to assess yourself and use
the mark schemes to ensure the use of correct terminology, and see where marks are being given.
Fine detail is important.
Wider Reading List
Catalyst; The Mole (a student booklet sent with Education in Chemistry);
The new Scientist.
Our Salters Chemical Storylines also contain useful additional reading
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Physics WGSB
Expectations for success are:
Students are expected to complete all questions on every homework that it set. If they find questions that they
cannot answer or problems they cannot solve then it is expected that they will come and ask staff for extra help.
If students do not achieve an acceptable grade in homework then they will be set a further task on that topic to
improve their knowledge.
All students are required to bring to every lesson a clear 30cm ruler, a scientific calculator (not their phone) and
a protractor.
The characteristics of an outstanding student in this subject are:
Students will need to have high levels of numeracy, literacy and problem solving skills. The context approach to
the course means that exam questions can be asked that apply physics principles to many different situations.
Students will need resilience and excellent problem solving skills if they are to achieve the highest grades.
Physics is 80% exam and so constant revision is needed throughout the year to reinforce the topics covered in
the course.
Wider reading list
Students need to ensure that they have a firm knowledge of all the areas of Physics covered at GCSE. A GCSE
textbook such as ‘Physics for You’ is a good start. CGP also publishes a book called Head start to AS which covers
many of the topics that link the AS and GCSE courses. Students may also wish to purchase an Edexcel AS Physics
revision guide. These are published by both CGP and Letts.
Beyond the scope of the course students will find the articles in magazines such as ‘New Scientist’ ‘Physics
world’ and ‘Physics review’ helpful and informative. For those students who would welcome a challenge the
following are fascinating.
‘A brief history of time’ –Stephen Hawking
‘In search of Schrödinger’s cat’ and ‘Schrodinger’s kitten’– John Gribbin
Independent Study ideas
At the start of the year students will be issued with a homework booklet. Dates will be issued as to when each
task will need to be completed. Past papers will also be available from the start of the course and students
should use these to consolidate their learning and understanding. The controlled assessment element of the
course (worth 20%) has a section that is completed at home. Once set students will have 2 weeks to complete
this task.
Students will be expected to follow the department twitter account ‘@physicswgsb’. This site will give reminders
about homework and also allow students to discuss their work. The account will also provide information about
university courses and Physics developments in the news.
Health and Social Care
Expectations for success are:
Good organisation - keeping on top of portfolio work and meeting all deadlines to allow time for
feedback and improvement will be essential for success in Health and Social Care. Similarly, meeting
homework deadlines and keeping well-structured, detailed notes on examinable content is a must.
A consistently high level of effort - the examination unit involves a considerable volume of content and
it will be important to regularly review the work that has been completed. The exam will take place very close
to coursework deadlines and it will not be possible for students to focus on only one aspect of the course at a
time. Portfolio work will be completed throughout the year and every piece of this work will contribute to the
grade achieved.
Ability to seek out and act on feedback.
2.
The characteristics of an outstanding student in this subject are:
Good communication skills and an attention to detail - to achieve the highest marks in portfolio work
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students must provide comprehensive reports that draw upon a range of sources and are written with clarity
and using appropriate terminology.
Motivation - as a coursework-driven course Health and Social care will involve a substantial amount of
work, including the need for multiple drafts/revisions of portfolio assignments.
Interest – you should be interested in the field of health and social care which means keeping up to
date with current news, reading the information on the suggested websites and keeping up with your
independent work.
3.
Wider reading list:
Useful Websites:
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NHS clinical knowledge summaries
www.cks.nhs.uk
www.asthma.org.uk
http://cancerhelp.cancerresearchuk.org
http://leukaemialymphomaresearch.org.uk
www.macmillan.org.uk
www.diabetes.org.uk/information
www.bbc.co.uk/learningzone clips. – excellent for living with stories etc.
http://www.institute.nhs.uk/qipp/joined_up_care/patient_centred_care.html
http://www.health.org.uk/areas-of-work/topics/person-centred-care/
http://nursingstandard.rcnpublishing.co.uk/students/clinical-placements/patient- centred-care
www.mapofmedicine.com
4.
Independent Study ideas:
Regular review of examinable content and the production of revision materials such as mind-maps, flash cards,
posters or diagrams will prove very helpful.
Use of past paper questions to enhance learning of topics and examination technique
Business Studies & Economics
The characteristics of an outstanding student in these subjects are:
Somebody who keeps up to date with business news daily.
Who has a clear focus on the skills that need to be demonstrated in each exam question.
Who can analyse problems from different perspectives and make judgements based on this analysis.
Who can contribute intelligently to class discussions, combining their theoretical knowledge with their knowledge of
current affairs.
Who identifies early on in the course the grades that they need after A Levels, so that they are the driving force for
success.
Wider reading list – we want to promote literacy within the sixth form
It is vital that students keep up to date with current affairs: the last unit in Business Studies is based completely on
how current manufacturing businesses are coping with developments around the world eg trade embargoes on
Russia linked to the problems in Ukraine. So, reading the business section of a broadsheet newspaper every day
and /or the BBC business news – easily done travelling in on the bus.
The Economist can be subscribed to from the school library- one copy/week for £15 for the year. This will also be
useful for politics and geography.
A key resource is Tutor2u – this has links to business stories every day, new resources, access to revision courses
and a range of student aids, especially closer to the exams.
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There are a range of books that will broaden students learning:
At AS
Business the Bill Gates Way ( Dearlove)
Business the Richard Branson Way (Dearlove)
The Naked Trader (Burns)rhill)
The Tipping Point ( Gladwell)
Bare Essentials: the story of Aldi (Brandes)
Thinkertoys (Michalko)
The Ultimate Book of Business Brands (Crainer/dearlove)
Tycoon (Peter Jones)
Maverick (Richard Semler)
Why we Buy (Underhill)
At A2
When cultures collide (Lewis)
One Billion Customers (McGregor)
Frakonomics (levitt and Dunbar)
No Logo (Klein)
The Undercover Economist (Harford)
Then world is flat (Friedman)
Shopped (Blythman)
Sold Out (Young)
Category Killers (Spector)
Trolley Wars (Bevan)
Classical Civilisation
Expectations
Attendance at every lesson is expected. If absence does occur, students must take responsibility for catching up on
missed work.
Homework will be set on a lesson by lesson basis and will include such tasks as reading, note taking, research from
relevant magazines and websites, essays, essay plans, mock exam questions and, preparing group presentations. This is
in addition to any pre-learning tasks set by your subject teachers.
Students are expected to be fully engaged and involved in lessons by taking notes, asking questions, participating in
discussions and group tasks and to seek extra support and guidance to support and extend their learning.
Should students fail to meet homework deadlines or disrupt the learning environment within classics lessons, sanctions
will be applied in accordance with the schools behaviour for learning policy. Repeated violations will result in students
being asked to leave the subject.
Independent Study
Aiming for A*/A grade: Those students aiming at an A*/A grade in Classics should acquire copies of the recommended
texts below for use in lessons, planning and writing of essay’s, wider reading & revision as well as using the suggested
web links and video links listed. The more comprehensive your level of knowledge and understanding the more likely
you can achieve highly in the subject.
You should also refer to the characteristics of an outstanding learner in Humanities.
Wider Reading:
Key texts for the course:
Aristotle & Xenophon: Athenian Democracy
Aristophanes ‘frogs and other plays’ (the play ‘Wasps’).
Homer – The Illiad.
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Ancient Greece for Dummies.
Yale Lectures (Donald Kagan) the Rise of Athens - http://www.youtube.com/watch?v=ymChptV_Io0
Athens Ancient Supercity - http://www.youtube.com/watch?v=OFSD-3S2D3s
Engineering an Empire – Greece - http://www.youtube.com/watch?v=Sw-H06sPq_Y
The Greeks – Crucible of Civilization part 1-3 - http://www.youtube.com/watch?v=MR4euj6xjds
A*/A - Activities outside of class.
Using Youtube – watch the series of lectures of Ancient Athens by Yale Historian Donald Kagan and supplement your
class notes from these.
Create a timeline listing the key events of the Peloponnesian War .
Complete a webquest into ancient Greek theatre and play writes.
The more prepared you are the better you will perform on the examinations.
Completion of Glossary of Key Terms (see below)
Completion of Who’s Who list
Producing timelines of key events to aid revision
Visiting relevant museums and History sites
Watching Historical films and Documentaries e.g. UK History / you tube
Re-reading chapters covered in class
Completing practice exam questions (ask your teacher for relevant examples).
Wider research using reliable History internet sites
Visit the school Library and make use of its historical resources for wider reading
Peer marking another student’s work
Using PLC’s to identify strengths & weaknesses.
Drama & Theatre Studies
In this subject all students will be expected to:
Undertake theoretical work- 60% of final examination
Study a set play and consider the way it should be realised in live performance. They may consider lighting, symbolic
sets, costumes or movement, actors’ emotions and gestures. They will be asked in the role of director how to develop
certain scenes for the stage in an examination essay.
All students will visit the theatre at least four times and appreciate live theatre. This will mean being able to explain and
describe the gestures, movements and emotional performances of actors, how set and costume help achieve an effect
and the overall message of the play. Every student will take an AS examination where they assess a particular
performance of their choice in an essay. Students are allowed to take some notes into the examination to ensure their
description is detailed.
This will mean that students will undertake regular research where detailed notes are recorded and handed in to the
teacher as well as exploratory essays where plays in performance are described and analysed. 5 hours of independent
study and homework should be undertaken each week. There is a cost implication when visiting the theatre which is a
crucial and compulsory part of the course. Please speak to the teacher if the cost becomes prohibitive.
Participate in Practical work – 40% of final exam
Students will engage in a practical acting course exploring a range of styles, techniques, plays and everyday issues that
affect us all. This course will culminate in a live scripted performance where all students will be part of an ensemble cast
acting in a published theatrical script for a live performance, realising a particular style or genre of theatre.
All students need to be dressed comfortably for practical sessions so will need to get changed from business wear.
Appropriate clothing only so tracksuit bottoms, leggings or jogging trousers and plimsolls, jazz shoes or trainers and a
comfortable t-shirt. The emphasis is on being able to move freely in practical sessions whilst still remaining
appropriately covered and safe to work. The written notes/diary needed for each practical unit is approximately 1500
words and obviously time will be spent preparing students for this section through use of personal study time.
Further independent study
Students are encouraged to read at least four plays of their choosing throughout the year as part of the expected wider
23
reading. These plays are to be separate to the prescribed reading for the course and can be from any genre or period.
The reason this is recommended is to give the students a broader sense of what is available to them as performers and
will help them to build a solid structure for Higher Education should they choose to pursue Theatre at a University or
Drama School.
Suggested reading list: Sophocles: Antigone, Shakespeare: The Taming of the Shrew, Ibsen: A Doll's House, O'Casey: The
Shadow of a Gunman
Joan Littlewood and Theatre Workshop Oh What a Lovely War (published by Methuen
Drama – Student Edition or Modern Plays edition – ISBN 978-0-413-77546-7 or ISBN 978-0-413-30210-6) De Angelis:
Playhouse Creatures (published by Samuel French Ltd – ISBN 978-0-573-13007-6)
Group work: It is expected that all students will think creatively and will work in a thoughtful and mature fashion.
Support and trust are two of the key elements in any theatre based course and we work hard in the department to
ensure all opinions and ideas are respected, providing they are appropriately put across.
Engineering/ Graphics/ Resistant materials/ Systems and Control
1.
Expectations for success are:
Students must meet all the given deadlines.
Students draft work must be produced to a very high standard. This should be to at least a C grade.
Full attendance at all lessons is expected.
Students must undertake detailed planning for all of their coursework.
Students must attend the departments 2 hour after school study session to assist them with their coursework.
2.
The characteristics of an outstanding student in this subject are:
They have an excellent work ethic.
That they have a real interest in the subject and are likely to pursue a career in this subject area.
They must work consistently hard throughout the year.
They must have good time management skills.
They must develop an ability to break down a large task / problem into smaller component parts and then solve
these individually, before combining them to solve the large task / problem.
They must meet all deadlines.
They need to be able to work independently.
3.
Wider reading list
Students must actively use the text books provided by the school both at home and in lessons.
Students are expected to watch appropriate TV programmes such as: Grand Designs, Megastructures, How its
made and Georges Amazing spaces, etc.
Students are expected to read high quality newspaper articles relating to engineering.
Students must investigate University courses relevant to engineering and what grades are expected to gain
access to those courses.
Students need to investigate Higher Apprenticeships on offer in engineering.
Students should join a professional engineering institution that they are interested in.
4.
Independent Study ideas
Visit the Science Museum.
Visit the Design Museum
Visit the Victoria and Albert Museum
University summer school
Look at opportunities with the Smallpiece Trust.
AS Edexcel English Literature WGSG
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Expectations for success:
Students will be expected to do preparatory reading; this is essential. The set examination novel, Jane Austen’s Pride and
Prejudice should be read before the course commences or within a few weeks if a student has joined the course late.
The second novel, A Yellow Wallpaper must be read for the start of term 2. Knowledge of the text allows the teacher
and student to discuss the text holistically moving through the text at a good pace. This is unlike GCSE; for AS there is a
responsibility on the student to always read in advance of the lesson and prepare notes. Similarly, the two Shakespeare
texts, Antony and Cleopatra and Macbeth will be delivered in the same way Lesson time will be given over to discussion
of the students’ preparatory reading.
Further reading is also essential for success. Students will have to read critical works on the texts they are studying.
There are a number of excellent resources in the WGSG library and Mrs Ansell will support students and photocopy
articles if requested. For the Shakespeare coursework, a contextual understanding of when the plays were written and
set is also required and students will have to show this understanding in their coursework.
The AS tasks require students to compare texts and this is applicable for the prose and poetry questions in the
examination as well as the coursework.
Coursework Deadlines: The AS coursework for the long Shakespeare exploratory essay first draft (2000 words), will be
given in at the end of January 2015. Your son/daughter will be given a date. The long coursework essay is started during
the Christmas break. The draft will be marked and returned and the final coursework piece will be submitted midFebruary. There will also be a short creative piece of 500 works and the final ‘best piece will be submitted at the start of
Term 3 (January).
Characteristics of a successful student:
The successful student will be one who enjoys literature and discussing their reading. They take responsibility for their
own progress, reading ahead, making detailed notes and studying critical responses on the texts they are studying. They
will be willing to engage in discussion in the class within a group and with their teacher. Reading other works by the
writer they are studying will also be useful. The better prepared the students is for the lessons, the more able they will
be to discuss and debate thus raising the standard of learning within the classroom. Work is always completed on time
for the lesson and assignment deadlines met.
A student must enjoy reading! The examination board expect that students will engage and enjoy the set texts and
show their appreciation of the writers’ skills and methods in their coursework and examination responses.
Independent Reading
Other novels by Jane Austen recommended are: Sense and Sensibility and Emma.
Critical works: The English Magazine has excellent articles offering support in all aspects in the study and appreciation
of English Literature and these are available in the WGSG library. There are also specific articles on the set texts and
these have been photocopied and are available in the library in an AS Texts Resource Folder. Students are expected to
read these and Mrs Ansell will photocopy if requested. The English Magazine is also available to read online and
students may access this.
The WGSG AS English Literature Book Box: There are a good number of critical texts in the AS Text Box in the WGSG
library. It is expected that students will access these texts to support their understanding of the set texts.
There are a number of student support websites which provide critical reading. Sparknotes is one and Cross-Reference is
another. There are many sites supporting the study of Jane Austen and Shakespeare. These sites must be used
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responsibility as plagiarism for essay writing is not allowed.
Films: The BBC production of 1995 Pride and Prejudice is excellent. This can be purchased or many episodes are
available on Youtube. There is also a very good 2005 film. Some episodes of the BBC production of Antony and
Cleopatra is available on Youtube and Roman Polanski’s Macbeth is an excellent production of the play.
Your son/daughter’s teacher will be happy to give advice to students of other texts they can read if they enjoy the work
of a particular writer they are studying for AS.
Wider Reading List (these are only suggestions)
Nineteenth Century
Jane Austen: Pride and Prejudice; Sense and Sensibility; Emma
The Brontes: Jane Eyre; Wuthering Heights; Villette
Wilkie Collins: The Woman in White
Charles Dickens: Great Expectations; Oliver Twist, Hard Times, Bleak House (or any Dickens novel)
Dostoyevsky: Crime and Punishment
George Eliot: Middlemarch, Silas Marner
Elizabeth Gaskell: North and South
Thomas Hardy: Tess of the d’Urbervilles; The Mayor of Casterbridge; Far from the Madding Crowd (or any Hardy novel)
Henry James: The Turn of the Screw
Mary Shelley: Frankenstein
Leo Tolstoy: Anna Karenina
Little Women: Louisa May Alcott
Twentieth Century
Margaret Atwood: Alias Grace, The Handmaid’s Tale
Pat Barker: The Ghost Road
Vera Britten: Testament of Youth
Louis de Bernieres: Captain Corelli’s Mandolin, Birds without Wings
Kate Chopin: The Awakening
Daphne du Maurier: Rebecca
Sebastian Faulks: Birdsong
F Scott Fitzgerald: The Great Gatsby
John Fowles: The French Lieutenant’s Woman
Michael Frayn: Spies
Joseph Heller: Catch 22
Khaled Hosseini: The Kite Runner, A Thousand Splendid Suns
Kazuo Ishiguro: The Remains of the Day
Harper Lee: To Kill a Mockingbird
Andrea Levy: Small Island
Daphne du Maurier: Rebecca
Ian McEwen: Atonement, Saturday, Enduring Love; The Cement Garden.
Iris Murdoch: A Severed Head; The Sea, the Sea, Bruno’s Dream
George Orwell: 1984
J. D Salinger: Catcher in the Rye
Vikram Seth: A Suitable Boy
John Steinbeck: The Grapes of Wrath
Jeanettee Winterson: Oranges are not the only Fruit
Edith Wharton: The Age of Innocence
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AS AQA ENGLISH LITERATURE WGSB
Expectations for Success:
Our central concern is that you fulfil your potential and have a rewarding experience over the next year. In turn, there
are some fundamental expectations that we have of all students who opt for English Literature at AS Level.

Punctual and consistent attendance – the pace of the course means that missing lessons, or being consistently
late, will create significant gaps in your knowledge and understanding. In the rare event that you need to miss a
lesson for a significant and justifiable reason, you should inform your teacher in advance as a matter of common
courtesy. Equally, it is entirely your responsibility to catch up on work that has been missed in the event of
absence.
 Active participation in lessons – you should see lessons an opportunity to engage with other students and your
teachers in exciting and challenging exchanges of ideas.
 Punctual submission of work – it is expected that Sixth Form students can organise their time effectively (free
periods, evenings. All work should be completed to the highest standard and submitted by the deadlines that
are set – this will make a significant statement about your desire to be successful.
 A willingness to seek, accept and act upon advice – a student who is committed to their own success will use
the advice given to them as a means to improve. Equally, they will know that to seek advice that can help them
develop their skills and understanding.
 A commitment to undertake wider reading – wide –reading forms an integral part of the AS course. You should
be actively seeking to read texts from across the range of prose, poetry, drama and non-fiction (see wider
reading list below). This is crucial because of the assessment of the course assumes that you can discuss a range
of texts and the different ways the writers have presented issues of identity.
Reading List
Poetry
Simon Armitage – Dead Sea Poems
Owen Sheers – Skirrid Hill
Maya Angelou – And Still I Rise
Benjamin Zephaniah – Too Black, Too Strong
Jackie Kay – Life Mask
WH Auden – Funeral Blues
Drama
Caryl Churchill – Top Girls
Bertolt Brecht – Mother Courage
Brain Friel – Translations, Philadelia Here I Come
Sarah Kane – Complete Plays
Federico Garcia Lorca – The House of Bernarda Alba
Arthur Miller – Death of a Salesman, All My Sons
Tennessee Williams – Cat on a Hot Tin Roof, The Glass Menagerie
Prose
Irvine Welsh – Trainspotting
Michael Frayn – Spies
Margaret Atwood – The Handmaid’s Tale
Paulo Coehlo – The Alchemist
Alice Walker – The Color Purple
Chinua Achebe – Things Fall Apart
Patrick McCabe – Breakfast on Pluto
Kurt Vonnegut – Slaughterhouse 5
27
Kathryn Stockett – The Help
David Guterson – Snow Falling on Cedars
Kiran Desai – Hullabollo in the Guava Orchard
Roddy Doyle – The Woman Who Walked into Doors
Andrea Levy – Small Island
Arundahti Roy – The God of Small Things
Rose Tremain – The Road Home
JD Salinger – The Catcher in the Rye
Jack Kerouac – On the Road
Characteristics of an outstanding student in English
Writing/expression is sophisticated
Excellent knowledge and understanding
Direct focus on the task
Well-structured and detailed essays
Analyses the language and techniques of the writer
Makes detailed references to form (prose/poetry/drama)
Appreciation of the structure of the text (whole text/sentence structure etc)
Comparisons and links are detailed and perceptive (between and within texts)
Alternative interpretations are considered/included
Contextual links are thoughtful and perceptive (culture/text type/literary genre/historical period)
Independent Study Ideas:
You will be issued with a Wider-Reading record at the beginning of the course. You must use this to record evidence of
your wider-reading from the list provided, as well as from texts that you determine are relevant and appropriate – or
just that you find interesting – in relation to the issues of identity on the course.
28
Food Technology
Expectations for success are:
Keeping up to date with all work, particularly Controlled Assessment to ensure all deadlines are met.
 It is easy to fall behind with the Controlled Assessment, there is more work than the GCSE, and more
detailed subject knowledge is needed.
Keeping abreast of issues that are relevant to Food development and nutrition
 Use Twitter, BBC news, Just 4 Food to keep up to date with relevant developments in Food legislation,
government recommendations and social issues.
Being organised to bring in relevant equipment/ingredients etc
 You will have a plan of what is happening when, but this is subject to change.
The characteristics of an outstanding student in this subject are:
Successful students will be able to apply knowledge about the physical and nutritional functions of ingredients. Students
who are curious about how ingredients work and how recipes can be modified using this knowledge to develop new
products that fulfil relevant design criteria will be able to further their knowledge using experimentation and testing.
Students will be organised, hardworking and motivated to do well.
Wider reading list
We have a range of reading materials, but as Food Technology is a fast paced and ever evolving subject, the most
relevant information for wider reading is news based and through supplements and magazines.
Independent Study ideas
Journal of nutrition- to learn the physical and nutritional functions, sources, functions, effects of deficiency, effects of
excess:
• Macro
o Protein –complementation, biological values
o Carbohydrates (sugar, starch, NSP – soluble and insoluble)
o Fats and oils
• Micro
o For each of the nutrients listed below the following should be studied –
o sources, functions, effects of deficiency, effects of excess, effects of heat/cooking, methods of preparation,
destruction
o Vitamins Water Soluble B1, B2, B3, Folic acid, B12, C
o Fat soluble A (retinol and carotene), D
o Minerals Calcium, Phosphorus, Iron, Sodium,
o Chloride, Iodine, Zinc
• Water
Five hours of independent study to include:
• Diary of making- annotated with recipe comment, adaptions or modification, skills learned
• Clipping and articles file- to include how food, nutrition and diet make the news and how these affect food
design, manufacture and development. Social and moral issues facing Food Technologists
Geography
1.
Expectations for success are:
•
•
•
•
You need to work independently – we are not doing it ALL for you!
You need to use a wide range of examples in your work (more breadth)
You need to include more depth in your work – you should use complex geographical theories and terminology.
You must develop sophisticated essay-writing skills: analysis, synthesis, discussion and evaluation.
29
•
Exam Papers are longer and tougher than at GCSE – you will have to write extended answers which count 50%
of the total marks for sections in Paper I.
You need to read widely! Keep an eye on current affairs and be more aware of geography-in-the-news.
Complex graphical, cartographic and statistical skills – make sure you identify any weaknesses from GCSE
Geography/Mathematics!!
•
•
The characteristics of an outstanding student in this subject are:
•
Exceptional Level of subject knowledge developed through wider reading and passion for the subject.
•
Well prepared for lessons – has done advanced reading or re-reading of the topics in advance of class and shows
this through lesson contribution.
•
Self-evaluative, always keen to know how to improve further. Uses PLC’s, and self-reflection to identify strengths
and weaknesses and improves on these without being asked.
•
Makes full use of exam board website for revision, Identifies past paper questions and completes these as
practice to develop knowledge and hone skills.
•
Re-does work that doesn’t meet their own high level of expectation to improve further.
•
Includes clear and detailed plans with all their class essay’s to show they have researched and thought about
their answer and the structure.
Includes a bibliography listing wider areas of research for each essay.
•
Goes beyond the classroom tasks and completes all extension / challenge tasks to broaden their knowledge and
understanding.
•
Keep a glossary of key terms, individuals and historians as well as a timeline of events and frequently updates
these. Self-tests using these to improve knowledge and understanding.
Wider reading list
Geography : An Integrated Approach David Waugh (library)
Geography Review (library)
National Geographic (library)
The Economist (library)
www.bbc.co.uk and www.aljazeera.com
Independent Study ideas
• Unlike GCSE, you no longer have a FULL timetable – you have some free periods. You need to use your free time
in school to organise yourself and keep on top of the classwork/homework we set.
• You need to spend at least an additional 5 hours per week on independent reading, study and completing
homework/classwork tasks.
• You should also use and find other resources that you could include in your written work – there are the
resources in the WGSB library (e.g. Geography Review, National Geographic).
• Make links between your subjects to show a breadth of knowledge – e.g.:
(a) If you take Business Studies/Economics, use relevant articles from The Economist in Geography essays
(b) If you take Politics, ideas and themes covered in lessons are useful to many topics on Paper I at AS Level!
BASIC POINT: Candidates who get Grade As, do much more than is set in class!!
• Form ‘study groups’ – you will benefit from sharing your ideas and discussing things amongst your friends.
30
•
Friends are also a good support as you make the transition from GCSE to A Level.
Be prepared to ‘go over’ material again – learn to be resilient!
History
Expectations for success are:
-
-
-
-
Application – we, as a History department, will try all we can to help your son or daughter to be successful.
However, this very much depends on how much they are willing to apply themselves to the topics and
techniques which need to be perfected to achieve great results. Therefore maximum application is necessary.
Understanding – due to the time pressure of the exam, a poor understanding of the topics can lead to silly
errors. Background reading and sufficient notes are essential so that students have enough knowledge and
understanding to perform well in their examinations.
Practice – ‘the harder you practice, the luckier you get’. It is essential that students complete sufficient past
papers and essay questions to learn the technique of essay writing and source analysis. All work will be marked
and graded by the department to aid improvement. Try to encourage your son or daughter to complete work
under timed conditions to get used to the constraints and pressure of the exam.
Independence – Application, Understanding and Practice will not be solely achieved through lesson and
homework tasks alone. Independent study is vital for success.
The characteristics of an outstanding student in this subject are:
-
-
Motivated – someone who will take an interest in the subject to gain a wider knowledge, engage with difficult
concepts, and ensure that all work is completed punctually and to an excellent standard.
Resilient – throughout the two years, there will be times where poor marks are received or aspects of the course
will be difficult to grasp. These setbacks are all part of the learning process (and life), and it is essential that they
respond positively to these challenges, reflect and learn from mistakes.
Skilful – History at A-level builds on skills developed at GCSE, but students must be able to explain themselves,
form and follow through arguments, be able to analyse and criticise sources, and be able to write effectively and
succinctly.
Wider reading list
Unit 1 – Civil Rights
Dinnerstein L — Natives and Strangers: Blacks, Indians and Immigrants in America (Oxford
University Press, 1990)
Dierenfield B – The Civil Rights Movement (Longman, 2008)
Fairclough A — Martin Luther King (University of Georgia Press, 1995)
Farmer A and Sanders V — An Introduction to American History, 1860–1990 (Hodder Murray,
2002)
Riches W — The Civil Rights Movement: Struggle and Resistance (Macmillan, 1997)
Sanders V — Race Relations in the USA since 1900 (Hodder and Stoughton, March 2000)
Sanders V – Civil Rights in the USA, 1945-68 (Access to History, Hodder Education, 2008)
Paterson D, Willoughby D and Willoughby S — Civil Rights in the USA 1863-1980 (Heinemann,
2001)
Unit 1 - Russia in Revolution, 1881–1924
31
Daborn J — Russia: Revolution and Counter Revolution, 1917–1924 (Cambridge University Press,1991)
Darby G — The Russian Revolution: Tsarism to Bolshevism 1861–1924 (Longman ‘History in Depth’ series, 1998)
Evans D and Jenkins J —Years of: Russia and the USSR 1851–1991 (Hodder and Stoughton, 2001)
Fitzpatrick S – The Russian Revolution (Oxford University Press, 2008)
Hite J — Tsarist Russia, 1810–1917 (Causeway Press, 2004)
Laver J — Lenin: Liberator or Oppressor? (Hodder and Stoughton ‘Personalities and Powers’ series, 1994)
Lynch M — Reaction and Revolutions: Russia 1881–1924 (Hodder and Stoughton ‘Access to History’ series, 2005)
Phillips S — Lenin and the Russian Revolution (Heinemann ‘Heinemann Advanced History’series, 2000)
Service R — Lenin: A Biography (Pan Books, 2002)
White A — Lenin’s Russia (Collins, 1998)
Mark Gosling – My Revision notes: AS Edexcel Russia in Revolution 1881-1924: 9781444152104
Philip Allan Updates – Edexcel revision guide, Russia in Revolution: 9780340990438
Civil Rights in the USA 1945-68
Vivienne Sanders – Civil Rights in the USA 1945-68 1900 - Access to History-ISBN9780340965832
Robin Bunce & Laura Gallagher - My Revision notes: AS Edexcel Pursuing Life & Liberty: 9781444152135
Philip Allan Updates – Edexcel revision guide, Civil Rights in the USA: 9780340965696
Unit 2 – The Experience of Warfare in Britain: Crimea, Boer and the First World War, 1854-1929
Badsey, Stephen — Crimean War (War Correspondents), Bramley Books 1997
Beckett, Ian — Home Front 1914-18 (National Archives, 2006)
Byrne, Mike — Britain 1895-1918 (Hodder and Stoughton 2005)
Kelly, Christine (ed) — Mrs Duberly’s War (Oxford University Press, 2007)
Lynch, Michael — An Introduction to 19th century British History 1800-1914 (Hodder Murray, 1999)
Macdonald, Lyn — 1914-18 Voices and Images of the Great War (Penguin Books, 1991)
Morgan, K O — The Boer War and the Media in the Journal 20th Century British History Vol
13 No 1 March 2002 (published by Oxford Journals)
Marwick, Arthur — The Deluge (Macmillan, 1965)
Marwick, Arthur — The Home Front (Thames and Hudson, 1976)
Packenham, Thomas — The Boer War (Abacus, 1991)
Ponting, C — The Crimean War Chatto and Windus, 2004)
Rappaport, H — No Place for Ladies: the Untold Story of Women in the Crimean War (Aurum Press, 2007)
Rees R and Stewart G – AS Edexcel GCE Hisotry: the Experience of Warfare in Britain, 18541929 (Heinemann, 2008)
Robinson, Jane — Mary Seacole (Constable and Robinson, 2005)
Sibbald, Raymond — War correspondents: the Boer War (Jonathan Ball,1993)
Small, Hugh — Florence Nightingale: Avenging Angel (Constable, 1998)
Van Reenan, R — Emily Hobhouse: Boer War Letters (Human and Rousseau)
Wilson, K M — The International Impact of the Boer War (Acumen, 2001)
Winter, J M — The Great War and the British People (Macmillan,1985)
Winter, J M — The Experience of World War I (Oxford University Press, 1989)
Alan Farmer – The Experience of Warfare in Britain. Access to History: ISBN 9781444110104
Barbara Warnock – My Revision notes. AS Edexcel – The Experience of Warfare: 9781444152197
Useful websites:
Learnhistory.webs.com – WGSB history department website
http://www.spartacus.schoolnet.co.uk
http://www.historylearningsite.co.uk
Independent Study ideas
-
There are plenty of excellent documentaries on YouTube concerning all the topics. Type into the search bar
these following phrases to come across some documentaries that will further understanding and knowledge.
32
o
o
o
o
o
o
o
o
o
o
Russian Revolution in Color
Russia – Land of the Tsars
America in the 20th Century The Civil Rights Movement
Malcolm X Make It Plain
Eyes on the Prize
The Crimean War - Episode 1 (and subsequent episodes)
Florence Nightingale: Iron Maiden
BBC: The Boer War - Part 1 (and subsequent episodes)
Britain and the Boer War
The Making Of Modern Britain The Great War
-
There are plenty of past papers that are on the school learning platform. I will be showing students where these
are. They should aim to complete these essays under timed conditions, we will always be happy to mark extra
work and give them feedback on where to improve.
-
A resource that the department has purchased is a subscription to the Historical Association. On the student
area, students can read articles about the topics that have been published and listen to podcasts that have been
produced about the topics. In addition, there are excellent ‘How to’ guides, mostly aimed at A-level students,
such as ‘Surviving the leap from GCSE to AS level History’, ‘Taking notes at A-Level History’, and ‘Using Historical
Sources’. The web address to go to is http://www.history.org.uk/resources/student.html, the username is 45895
and the password is coatheed52.
-
Students are also encouraged to consult the magazine Modern History Review, for up to date articles on issues
relating to the history of the USA (available in the school library).
http://www.youtube.com/watch?v=5Fx6p4x2pM0 – Russian Revolution in Colour pt 1.
http://www.youtube.com/watch?v=JU5kSap5UtQ – Eyes on the Prize Episode 1 (Civil Rights).
http://www.youtube.com/watch?v=Pqik0WDMDco – The Crimean War Episode 1.
Aiming for A*/A grade: Those students aiming at an A*/A grade in History should acquire copies of the recommended
texts below for use in lessons, planning and writing of essay’s, wider reading & revision as well as using the suggested
web links and video links listed. The more comprehensive your level of knowledge and understanding the more likely
you can achieve highly in the subject.
A*/A - Activities outside of class.
The more prepared you are the better you will perform on the examinations.
Completion of Glossary of Key Terms (see below)
Completion of Who’s Who list
Producing timelines of key events to aid revision
Visiting relevant museums and History sites
Watching Historical films and Documentaries e.g. UK History / you tube
Re-reading chapters covered in class
Completing practice exam questions from textbooks (ask your teacher for relevant page numbers).
Wider research using reliable History internet sites
Subscribing to and reading BBC History magazine & History Review
Visit the school Library and make use of its historical resources for wider reading
Attending Student History Conferences when available (your teacher will let you know).
Peer marking another student’s work
33
Government & Politics
Attendance at every lesson is expected. If absence does occur, students must take responsibility for catching up on
missed work.
Homework will be set on a lesson by lesson basis and will include such tasks as reading, note taking, research from
relevant magazines and websites, essays, essay plans, mock exam questions and, preparing group presentations. This is
in addition to any pre-learning tasks set by your subject teachers.
Students are expected to be fully engaged and involved in lessons by taking notes, asking questions, participating in
discussions and group tasks and to seek extra support and guidance to support and extend their learning.
Should students fail to meet homework deadlines or disrupt the learning environment within history lessons, sanctions
will be applied in accordance with the schools behaviour for learning policy. Repeated violations will result in students
being asked to leave the subject.
Independent Study ideas
Exam board recommended texts
Edexcel Government and Politics for AS (4th edition) by Neil McNaughton My Revision Notes: Edexcel AS UK
Government and Politics (MRN) by Neil McNaughton Edexcel AS Government and Politics: Unit 2: Governing the UK by
Chris Robinson AS and A Level Government and Politics Through Diagrams: Oxford Revision Guides by Paul Fairclough
P.Fairclough & P. Lynch, ‘UK Government and Politics’, 2003
AS UK Government and Politics Flash Revise Pocketbook by Paul Fairclough and Eric Magee
Exploring British Politics 2nd Edition Dr Mark Garnett, Dr Philip Lynch
UK Elections and Electoral Reform (Advanced Topic Masters) by Neil Smith (2011)
The Constitution and Constitutional Reform Advanced Topic Master Nick Gallop
UK Parties and Pressure Groups (Advanced Topic Masters) by Neil Smith (25 May 2007)
Politics association resources available from www.politicsassociation.com
There are dozens of useful articles in Talking Politics and Politics Review which focus on topics covered by the course
with useful articles by examiners giving exam techniques and tips
Extended Learning
Weblinks
There are a host of weblinks dedicated to Politics and your teacher will give you a list of these at the start of the course.
Sites with a good range of articles and information to begin you research include:
http://news.bbc.co.uk
www.historylearningsite.co.uk/british_politics.htm
www.number10.gov.uk
www.explore.parliament.uk/
Aiming for A*/A grade: Those students aiming at an A*/A grade in Politics should acquire copies of the recommended
texts below for use in lessons, planning and writing of essay’s, wider reading & revision as well as using the suggested
web links and video links listed. The more comprehensive your level of knowledge and understanding the more likely
you can achieve highly in the subject.
A*/A - Activities outside of class.
34
The more prepared you are the better you will perform on the examinations.
Completion of Glossary of Key Terms (see below)
Completion of Who’s Who list
Producing timelines of key events to aid revision
Watching Newsnight, current affairs programmes and Documentaries.
Re-reading chapters covered in class
Completing practice exam questions from textbooks (ask your teacher for relevant page numbers).
Wider research using reliable internet sites
Subscribing to and reading Politics Review magazine
Visit the school Library and make use of its resources for wider reading
Attending Student Conferences when available (your teacher will let you know).
Peer marking another student’s work
MFL ( French/ Italian/ Spanish/ German)
To gain the best grades in MFL at AS Level it is essential to have a passion for the language and its
culture. It is expected that students will have achieved an A or above at GCSE level and have
maintained a strong linguistic interest throughout the Summer by completing the Induction Task and
consolidating grammar and vocabulary.
The target language will be used in all lessons by teachers and students and it is essential that
students use recommended websites, reading material and other authentic resources to support their
learning. (See lists below).
Characteristics of an outstanding 6th form student:












Has organised folders and notes
Builds a bank of vocabulary, organised by topic
Arrives on time, having revised the previous lesson’s content
Completes all homework and any preparation punctually – pre-lesson reading is often set to
save time in lessons
Revises vocabulary regularly
Learns how to ask intelligent questions, and also tries to find the answers themselves
Applies previous knowledge to new content
Applies improvement feedback to new tasks
Tracks individual progress throughout the year and works harder on points for improvement
Is willing to participate in challenging activities and to speak the language
Informs the teacher in advance of any unavoidable absences and catches up with the work
before the next lesson
Is committed to independent study (2 hours+ per week)*
*Independent study
Students are strongly encouraged to participate in wider reading (online newspapers, twitter feeds,
magazines) and listening (radio, videos, TV, films) each week to support their language skills
Books, DVDs and magazines will be available for students to borrow and must be returned promptly
to allow all students to benefit.
35
Students are also expected to attend sessions with Foreign Language Assistant where available and
research European culture.
The MFL department has its own Twitter page @EuroWilmington (students can check it even without
signing up). We recommend that you add the page and check for other recommended pages to follow
in your language.
Recommended resources:
FRENCH
Books: It is advisable that you purchase (and start reading) a novel of your choice in French before
the start of Year 12. This could be a book that you have already read and enjoyed in English or an
‘easy-reader’. Former pupils have chosen novels like “Charlie and the Chocolate Factory” or “Twilight”
to read in French. The important thing is that you choose a book you want to read. French books can
be purchased from www.amazon.com, www.ebay.fr, www.fnac.fr for a similar price to the British
version.

Newspapers / Magazines: You may also find that a lot of your favourite magazines are
available from larger newsagents in French or you may order them online, for example,
“Cosmopolitan”, “Vanity Fair”, “Marie Claire”, all have French versions. French newspapers like
“Le Monde” or “La République” are also a valuable source of reading. Most French
newspapers have online articles that are updated daily;

French Television/Radio: It is also highly recommended that you listen to French as much as
possible on a weekly basis. If you have satellite / cable television at home, you may find that
you have some French channels that you could begin to watch. If not, all the main French
television channels and radio stations have websites where you can watch the French
programmes or listen to the French music. Ones to recommend are TF1 and France (TV
channels). It does not really matter what you watch or listen as long as you are regularly
watching television or listening to the radio in French.

French Films: In order to improve your French listening comprehension and your cultural
knowledge, it would be very useful to watch French films on a regular basis. You can easily
borrow some Italian films form the Modern Foreign Languages Department or you could buy
some French films from English shops (HMV) or from internet sites such as:
www.amazon.com, www.ebay.fr, www.fnac.fr.

Contact with French native speaker: It is also essential that you try to be in regular contact
with native French speakers. You need to practise your linguistic skills and make sure that you
keep your language alive. In order to do this, you could be in contact with French students who
would like an English correspondent. You could also try to spend as much time as possible in
France by travelling or temporarily working there during the holiday periods. A work experience
abroad for a short period of time would be an excellent opportunity to improve your language
skills, experience the local culture, socialise and meet new friends as well as enhance your
future job prospects. For further information, please, visit this website:
http://www.workexperienceabroad.co.uk/
Additional Recommended Websites for French Independent Study:
36

www.lesclesjunior.fr

http://www.lemonde.fr/

http://www.lefigaro.fr/ (for watching French news)

www.tf1.fr

www.lepointdufle.net

www.languagesonline.org.uk

www.laits.utexas.edu/tex/fr/index.html (for practising grammar)

www.nelsonthornes.com/secondary/modern_lang/ap/default.thtml (for practising grammar and
vocabulary)

http://www.bbc.co.uk/languages/french/news (listening, reading and grammar skills)

www.cinesoir.com

http://www.memrise.com/ (vocabulary for A-level)
(for easy reading news articles)
(for watching French news)
(for watching French news)
(for practising grammar, pronunciation and vocabulary)
(for practising grammar)
(for watching films/television series)
Recommended resources:
Italian:

Books: It is advisable that you purchase (and start reading) a novel of your choice in Italian before the
start of Year 12. This could be a book that you have already read and enjoyed in English or an ‘easyreader’. The important thing is that you choose a book you want to read. Italian books can be
purchased from www.amazon.com, www.ebay.it, www.fnac.it, www.feltrinelli.it ;

Newspapers / Magazines: You may also find that some Italian magazines are available from larger
newsagents in Italian or you may order them online, for example, ‘Cosmopolitan’, ‘Vanity Fair’, ‘Marie
Claire’ all have Italian versions. Italian newspapers like ‘Il Corriere della Sera’ or ‘La Repubblica’ are
also a valuable source of reading. Most Italian newspapers have online articles that are updated daily;

Italian Television/Radio: It is also highly recommended that you listen to Italian as much as possible on
a weekly basis. If you have satellite / cable television at home, you may find that you have some Italian
channels that you could begin to watch. If not, all the main Italian television channels and radio stations
have websites where you can watch/listen the Italian news or programmes or music. Ones to
recommend are RAI1, RAI2, RAI3 (TV channels) and Radio 105, Radio RDS and Radio DJ, (radio
stations). It does not really matter what you watch or listen as long as you are regularly
watching/listening radio or television in Italian.

Italian Films: In order to improve your Italian listening comprehension and cultural knowledge, it would
be very useful to watch Italian films on a regular basis. You can easily borrow some Italian films form
the Modern Foreign Languages Department or you could buy some Italian films from shops (HMV) or
from internet sites such as: www.amazon.com, www.ebay.it, www.fnac.it, www.feltrinelli.it ;
37

Contact with Italian native speaker: It is also essential that you try to be in regular contact with native
Italian speakers. You need to practise your learning and make sure that you keep your language alive.
In order to do this, you could be in contact with Italian students who would like an English
correspondent. You could also try to spend as much time as possible in Italy by travelling or temporarily
working there during the holiday period. A work experience abroad for a short period of time would be
an excellent opportunity to improve your language skills, experience the local culture, socialise and
meet new friends as well as enhance your future job prospects. For further information, please, visit this
website: http://www.workexperienceabroad.co.uk/
Additional Recommended Websites for Independent Study:

www.repubblica.it ; www.corriere.it

www.grammaticaitaliana.net ; telelinea.free.fr/italien/esercizi.htm (grammar)

http://www.impariamoitaliano.com/ (grammar, lexique, idiomatic expressions, proverbs, videos and
links to Italian blogs and facebook groups)

http://www.initalia.rai.it (conversation, grammar e videos )

http://www.locuta.com/classroom_nomi.html (grammar)

http://www.bbc.co.uk/languages/italian/ (listening, reading, grammar, slang…)

http://www.italica.rai.it/lingua/

www.virginradio.it/

http://film-stream.tv/; www.italiafilm.tv/ (movies online)

http://www.terranauta.it/ (environment and global warming)

http://www.memrise.com/ (vocabulary for A-level)

http://www.italian4fun.eu/ (vocabulary, culture, poetry, translations)
(Italian news)
(Italian culture)
(Italian radio and rock history)
Facebook
www.facebook.com/bbclearnitalian
Mathematics & Further mathematics
Expectations for success are:
 Be confident with the following Higher GCSE Number and Algebra topics at
the start of Year 12; fractions, surds, indices, straight line graphs, factorising,
simplifying expressions, expanding brackets, rearranging formulae, solving
quadratic equations. Use the pre-AS summer induction booklet to consolidate and
prepare for the start of the course.
 At least 5 hours per week outside of lessons developing and consolidating understanding. This amount of time
should be increased in the build up to important assessments and examinations.
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The characteristics of an outstanding student in this subject are:
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Complete assigned homework on time. It is essential to independently assess your own work and understanding.
Each of your teachers will set work every week. You will normally be given a week to complete the task. Do not
leave the work until the night before it is due in.
Set up well organised folders for current work, notes, completed programs of study and assessed work etc. Keep
formula book in current work folder. Record strengths and weaknesses and act upon this.
If you are using an exercise book ensure it is well organised and well structured.
Have 95+% attendance. If you are absent you must speak to your teacher and ensure that you catch up on your
work immediately.
If you are struggling you must:a) speak to your teacher or any other member of the department.
b) talk to your peers.
c) use the solution bank disc from your textbook for guidance.
d) attend the help club offered at WGSB every Thursday afternoon in MA5 from 3:30 -5pm.
Consistently revisiting areas of weakness and having the determination to keep doing this even when the student is
finding a concept difficult to grasp.
Paying close attention to the layout and presentation of solutions.
Ensuring that assessments are prepared for.
You should use the resources listed below when you find particular topics difficult. These topics will be identified by
careful use of the Personalised Learning Checklist.
Shows resilience by identifying questions that proved difficult at first attempt and then completed successfully. The
use of a different colour pen could be useful.
Wider reading list
Bryant, V.
Yet another introduction to analysis
Courant, R. and Robbins, H.
What is Mathematics?
Du Sautoy, Marcus
The Music of the Primes
Feynman, R.P. Surely you’re Joking, Mr Feynman
Gardiner, A.
The Mathematical Olympiad Handbook; An introduction to problem solving
Singh, Simon Fermat’s Last Theorem, The Code Book, Fermat’s Enigma
Devlin The Millennium Problems (2004)
Devlin Mathemtics: The new Golden Age (1998)
Du Sautoy The Music of the Primes (2003)
Hoffman The man who loved only numbers (1999)
Independent Study ideas
Complete the review exercises from the textbook.
Use the textbook solution bank
Read ahead in the textbook
Complete past examination papers.
Use websites for further practice and support:a) www.mathsnet.net
b) www.mymaths.co.uk
c) www.mathcentre.ac.uk
UK MT Maths Challenges – the Senior challenge is taken by all students in November and the questions
asked both broaden and enrich understanding and problem solving.
Papers are available from http://www.ukmt.org.uk/
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Khan Academy
Waldomaths
Maths past paper website
Wolfram Alpha
Livescribe notes on Moodle
Soloman papers (extension past papers)
Examsolutions.net
Media Studies
Expectations for success are: (I don’t really know what you mean by this. I’ve interpreted it as ‘Criteria’ for success.)
In order to succeed at the highest level, a Media student needs to produce excellent research into similar products and a
potential target audience, demonstrate excellence in the creative use of a range of technical skills, show excellent ability
to communicate and make excellent use of digital technology.
The characteristics of an outstanding student in this subject are:
Students who arrive on time, prepared for learning.
Students who develop a “Growth Mindset.” They will appreciate that success depends on effort and they will apply
themselves to overcome any hurdles faced.
Motivated to study – the student has clear goals, completes class work, finds relevant work outsides lesson, is reflective,
asks questions without prompting, shows initiative and is enthusiastic and open-minded.
Someone who Is an independent learner, who shows responsibility for their own learning.
Someone who meets all deadlines and works consistently hard.
A creative thinker.
Wider reading list
Guardian Film
@guardianfilm
www.guardian.co.uk/film
The Media Blog
@TheMediaTweets
http://www.themediablog.co.uk
Media Standards Trust
@NewsMatters
http://mediastandardstrust.org/resources/media-blogs-uk
BBC Entertainment
@bbcentertain
bbc.co.uk/news/entertainment_and_arts
Empire Magazine
@empiremagazine
www.empireonline.com/magazine
Total Film
@ totalfilm
www.totalfilm.com/magazine
BFI
@BFI
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www.bfi.org.uk
BBC Films
@BBCFilms
www.bbc.co.uk/film
Film 4
@Film4
www.film4.com
Gill Branston/Roy Stafford
The Media Student's Book
Mark Kerrmode
The Good, The Bad and The Multiplex
Independent Study ideas
Photoshop tutorials
Indesign tutorials
Video editing tutorials
Music
Expectations for success:
All essays set for home work include sufficient features (referring to the assessment criteria) to gain full marks.
Composition ideas are created outside of the lessons and then incorporated into the composition in lessons.
All harmony exercises set for home work are completed to a high standard.
Performance practise takes place regularly and pieces are chosen at an early stage in the course.
Drafts of the sleeve note are written.
The characteristics of an outstanding student in this subject:
Unit 1performing music is recorded within the first two terms and full marks are achieved.
Listen regularly to the set works outside of lessons to be familiar with the pieces.
Write essay questions in exam conditions at home.
Composition ideas are developed outside of lessons in preparation for lessons.
Wider reading list
A History of Western Music – Grout (the relevant sections that correspond to the set works and periods of music history
studied)
Student’s Guide to AS Music – Paul Terry/David Bowman
A level Music Study Guide – David Ventura
Independent Study ideas
Practice on your musical instrument/voice.
Listen to music of all styles and genres through both live and recorded performances.
Write essays in preparation for the examination.
Read the material given to you and use the library and internet (with care) for additional source material.
Compose ideas for use in the composition.
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Music Technology
Expectations for success:
Organise performers to record the song for task B and record all tracks by February half term.
Learn the background information on Soul and Indie Rock (special focus styles) for the exam.
Listen regularly to the original song “La La La” (task A) to identify all features that must be included.
Composition ideas are created outside of the lessons and then incorporated into the arrangement (task C) in lessons.
Drafts of the log book are completed.
The characteristics of an outstanding student in this subject:
Listen regularly to tasks A and C outside of lessons to identify areas that can be improved.
Answer questions on the special focus styles in exam conditions at home.
Composition ideas are developed outside of lessons in preparation for lessons on the arranging task(C)
Final draft of the log book is completed by February half term.
Wider reading list
Music Technology Study Guide – Jonny Martin
A Student’s Guide to Music Technology – Bruce Cole, Andy Collyer, David M Howard, Andy Hunt & Damian Murphy
Independent Study ideas
Researching the focus styles artists and understanding their place within the development of the styles.
Research the techniques used within music production.
Listen to task A to identify all features of the song.
Listening exercises on moodle in preparation for the examination.
Research in preparation for task C (arranging task).
Physical Education
Expectations for success:
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To maintain a minimum of 95% attendance of all PE lessons.
To complete the Pre-learning work to a standard expected by the PE dept.
To conduct yourselves in an adult and professional manner in the lesson; our expectation is that this is the start
of your professional career and you should behave in a manner that reflects this.
We have had a number of students gain A*’s and A’s at A-Level recently, we will encourage and support you in
every way that we can to make sure that you become one of those successful people. By our commitment to you
we expect you to honour that commitment by working hard, diligently, with pride and aspiration.
One aspect of this is you having the self-motivation to research effectively, completing additional wider reading
that is outside the normal remit and that aids and elaborates the knowledge gained within the classroom.
Due to the way the course is structured and taught you cannot hand in work late, it defeats the principle of PreLearning, so not only do you suffer for your poor organisation you also impact on the learning of others.
Every item of work will be marked and graded, there will also be a section called MRI (My Response Is), this must
be completed to show that you understand the teachers comments and you have a plan to action a response.
Below is a wider reading list, however the Internet is a wonderful source of information. Be warned PE is quite a
scientific A-Level and it is possible to access information from the internet that is not relevant and could mislead
you.
There is a lot of work involved in this A-Level you must be prepared to work independently 6-7 hours a week on
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A-Level Physical Education.
You will be required to compete practical coursework, we will take you through this step by step, however this is
an independent task and one you will need to prepare for early.
Pre-learning and any other independent work will need to achieve a certain mark or you will be asked to either
repeat or upgrade the work.
Wider Reading list
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Bevis and Murray AQA Physical Education
Clegg C Exercise Physiology Feltham Press
Davis R, etc. Physical Education and the Study of Sport Mosby Wolfe Pubs. 5th Edition
P.E. Review P.E Review Philip Allan Updates
Powers S and Howley E Exercise Physiology: Theory and application to fitness and Performance, McGraw-Hill
Atherton C, Skills Acquisition/ Sport Psychology, Philip Allan Updates
Cashmore E, Making Sense of Sport, Taylor and Frances Ltd
P.E. Review P.E Review Philip Allan Updates
Cox RH, Sport Psychology, McGraw-Hill
Farrally M R Introduction to Sports Psychology, Coachwise Ltd.
Jarvis M, Sports Psychology, Taylor & Francis
Bernstein and Blain Sport, Media and Culture Frank Cass Pubs
Davis R, etc. Physical Education and the Study of Sport Mosby Wolfe Pubs. 5th Edition
P.E. Review P.E Review Philip Allan Updates
Coakley J J Sport in Society: Issues and Controversies 10e McGraw-Hill
Guttman A From Ritual to Record: the Nature of Modern Sport Columbia Univ Press.
Holt R Sport and the British: A Modern History Oxford University Press
Philosophy & Ethics
Expectations for success are:
*a willingness and desire to achieve and exceed their Minimum Expected Grade.
*motivation to complete the work to a good or outstanding standard, by the deadline.
*commitment to independent study and wider reading
*a openness to the opinions of others and an interest into the reasoning which underpin the opinions.
*a readiness to tackle the new vocabulary
*good or outstanding attendance and punctuality
*constant review and revision of previous topics
2.
The characteristics of an outstanding student in this subject are
 Determined
 Dedicated
 Aiming high
 Resilient in the face of setbacks and determination to find ways to solve problems – for example when the don’t
understand a view point
 Open-mindedness
 Accepting responsibility for their own grade and work
 Organised
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Enquiring mind
Well read
Analytic approach to the views
Good essay writing skills
Wider reading list
Core Textbooks: Ahluwalia, L Understanding Philosophy of Religion for AS and A2 OUP 2008
Wright, R. Understanding Religious Ethics for AS and A2 OUP 2010
Other course specific textbooks
Jordan, Lockyer and Tate Philosophy of Religion, OCR Edition Nelson Thornes 2004
Taylor, Eyre and Knight OCR AS Philosophy and Ethics Student Book Heinemann 2008
Taylor and Mayled OCR Philosophy of Religion for AS and A2 Routledge 2008
Olliphant, J. OCR Religious Ethics for AS and A2
Wilkinson, M Philosophy of Religion for AS Continuum 2009
General Philosophy of Religion books (written by key philosophers)
Gaarder, J. Sophie’s World Phoenix 1994
Cole, P. Philosophy of Religion, Hodder 1999
Davies, B. An Introduction to the Philosophy of Religion, OUP 2004
Thompson, M. An Introduction to Philosophy, Hodder 1995
Vardy, P. The Puzzle of God Fount 1999
Vardy and Vardy God Matters SCM 2013
Vardy and Arliss A thinkers Guide to God O Books 2003
Vardy, P The Puzzle of Evil Fount 1992
Swinburne, R. Is there a God? OUP 2010
Dawkins, R. The God Delusion Black Swan 2007
McGrath, A. The Dawkins Delusion SPCK 2007
Ethics Books
Vardy and Vardy Ethics Matters SCM 2012
Grosch, P and Vardy, P The Puzzle of Ethics Fount 1999
Bowie, R. Ethical Studies, Second Edition Nelson Thornes 2004
Other Books
Baron, P How to get an A grade in OCR Ethics and Philosophy Pushmepress 2013
Baron, P How to Write Ethics and Philosophy Essays Pushmepress 2012
Psychology
Expectations for Success:
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Motivation and desire to learn Psychology and to achieve, if not exceed, their minimum expected grade.
Outstanding attendance and punctuality to lesson.
Resilience when learning new topics and ideas
Outstanding organisation of class work and homework
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Openness to the opinions of others and an interest into the reasoning which underpin the opinions.
A readiness to tackle the new vocabulary
Dedication when completing wider reading and independent work around the topic.
Demonstrate sound knowledge and understanding of psychological concepts, theories and studies in relation to
Cognitive, Developmental, Biological, Social and Abnormal Psychology.
Develop skills of analysis, evaluation and application.
A knowledge and understanding of ethical issues and research methods.
Develop effective essay writing skills through the completion of practice examination questions.
Complete a practical research project (will be assigned after October half-term)
The characteristics of an outstanding student in this subject are:
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Determined
Dedicated
Enthusiastic
Aiming high
Resilient in the face of setbacks and determination to find ways to solve problems – for example when the don’t
understand a view point
Open-mindedness
Respectful
Accepting responsibility for their own grade and work
Enquiring mind
Well read
Analytic approach to the views
Well organised
Good essay writing skills
Wider reading list
Textbooks
 Nelson Thornes (AQA Endorsed resources) – Bailey, J, Green, Psychology A AS
 Cardwell, M and Flanagan, C (2008) The Complete Companion (AQA/A)
 Gross, R (2003) Themes, Issues and Debates in Psychology (2nd edition) London: Hodder
Periodicals – available in the school library and on Moodle
 Psychology Review – (any article) available in the Library
Interesting novels that link to areas of the course include:
 The Lucifer Effect – Philip Zimbardo
 Sickened; The Memoir of a Munchausen By Proxy - Julie Gregory
 1000 Splendid Suns – Khaled Hosseini
 One Flew over the Cuckoos Nest – Ken Kesey
 Interpretation of Dreams – Sigmund Freud
 The Man Who Mistook His Wife for a Hat- Oliver Sachs
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The Psychopath Test- Jon Ronson
Madness and Civilisation- Michel Foucault
The Time Paradox- Philip Zimbardo
Language and Mind- Noam Chomsky
Without Conscience: The Disturbing World of the Psychopaths among Us – Robert Hare
The Luck Factor: The Scientific Study of the Lucky Mind – Richard Wiseman
Interpretation of Dreams – Sigmund Freud
The Myth of Mental Illness – Thomas Szasz
Language and Mind – Noam Chomsky
Savage Girls and Wild Boys: A History of Feral Children – Michael Newton
Useful Websites:
www.bbc.co.uk – this can be a complicated site but once mastered it will keep you up to date with issues and events
world wide.
www.aqa.org.uk – this essential site has downloadable past papers and mark schemes for this course. It is used
extensively throughout the course.
http://moodle.wgsb.org.uk/ - this is an essential site where I have uploaded extended learning tasks consisting of
journal articles, useful websites, podcasts, you tube links and interviews from leading psychologists.
http://www.apa.org/ - the official site for the American Psychological Association, there are many current topics
discussed here and links to the most current research being conducted in the U.S.
http://www.bps.org.uk/ - the official site for the British Psychological Society. Students interested in studying
Psychology at university or a career in Psychology/Psychiatry should register with the organisation, the site contains
all information relevant to the field of Psychology in Britain.
Independent Study ideas
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Using the Psychological Review write a report on an article of your choice.
Internet research on different psychopathologies and different psychological and / or biological treatments.
Research and production of a presentation on a key thinker in psychology.
Report on an observation carried out during a specified period.
Use of a variety of media to discuss current issues in the news.
Preparation of material to discuss in the next lesson.
Watching a current affairs programme like Panorama or Question Time.
Prepare a summary of an article to feedback to the group as a whole.
Complete exam papers under timed conditions and use the mark schemes to self-assess performance (available on
the AQA website – AQA Psychology Specification A, PSYA1 and PSYA2).
Study groups (learning from others is a great way to revise and consolidate knowledge).
Sociology
Expectations for success:
 Attendance at every lesson is expected and if absence is unavoidable it is the student’s responsibility to get work
in advance or catch up any missed work. Absence is not an excuse for not handing in homework.
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Homework will be set regularly by teachers with clear deadlines. Tasks will include reading, note taking, research
from relevant magazines and websites, essays, essay plans, mock exam questions, creative tasks and preparing
group presentations. It will total 5 hours a week.
Students are expected to participate fully in discussions and group tasks including making presentations to the
class for which they will be graded. All students should also seek support and guidance when necessary.
All students should organise their work methodically. They must acquire an A4 ring binder and store all clearly
headed and dated work at each lesson. Students should bring notes for the current module and textbook to
every lesson. All deadlines must be met and the WG6 behaviour policy will come into effect to deal with
problems and rewards given for students who work well.
Students should be aware of what is going on in the news and be on the lookout for relevant newspaper articles
and TV programmes that we can all watch or contribute to discussion.( see wider reading list below)
There are a number of other resources that you can access such as the The Sociology Review (in the library) and
of course a daily newspaper (on-line) to keep abreast of current affairs. There will also be an opportunity to buy
the Sociology Review.
If students are to be successful they should immerse themselves in the subject and heed advice and
opportunities given.
Characteristics of an outstanding student in Sociology:
• Make profound comments in the initial stages of a topic to show that thinking has raced ahead.
• Consider and evaluate a wide range of sociological arguments to draw a reasoned conclusion to the question
posed.
• Use, with confidence, a wide range of appropriate sociological terms and concepts.
• Tackle discussion with sensitivity and respond to issues raised with clarity and perception.
• Make connections between theoretical and methodological aspects of sociology.
• Make links between substantive areas of the course – perhaps those not studied for the examination.
• Is quick to apply new concepts and be able to make connections between sociological theory and contemporary
issues.
• Resourceful in accessing a variety of available information.
• Work with curiosity. Making unusual but accurate connections between ideas.
Wider reading list
Useful websites:
1. www.socialtrends.co.uk
2. www.statistics.gov.uk/ this resource contains national statistics for the UK covering most areas of the course.
3. www.sociology.uk.net – this site gives extended resources and answers to the questions posed in the Webb
textbook. Essential resource.
4. www.bbc.co.uk - this can be a complicated site to move around but once mastered it will keep you up to date
with recent news events and provides images.
5. www.aqa.org.uk - on this site you can access past papers and mark schemes completely free. An essential
resource.
6. www.socexchange - a popular revision site where staff and students swop resources.
7. www.jrf.org.uk The Joseph Rowntree Foundation is one of the largest independent social policy research and
development charities in the UK
8. www.esds.ac.uk/government/ghs/ this is the General Household Survey used by government to plan and make
policy decisions.
9. www.womensaid.org.uk/index.htm this is a charity working for the safety of women and children in the home.
10. www.dwp.gov.uk/ this is the government department that will give you an insight into work, pay and benefits
available to families and individuals
11. RM Unify – Sociology since 2000 and a variety of resources provided by teaching staff
Books:
1. 1000 Splendid Suns – Khaled Hosseini – story of a woman in Afghanistan
2. Wild Swans – Jung Chang. Story of Communist Chinese rule and its effect upon family life.
3. Small Island – Andrea Levy – prejudice and discrimination in Post War Britain.
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Brick Lane – Monica Ali – A young Asian woman’s arranged marriage which takes her to Britain.
One Flew Over the Cuckoo’s Nest – Ken Kesey
A Beautiful Mind - Sylvia Nasar
Chavs – The demonization of the working class. – Owen Jones
Injustice – Daniel Dorling
The Help – Kathryn Stokett
Independent studies:
Independent study tasks that will enhance the modules studied during the year:
 Completion of key terms glossary on the modules
 Article review – using Sociology Review in library
 Internet research on Women in Communist countries
 Structured investigation of Social Trends database
 Research of government policies that affects the family
 Use Sociology since 2000 on VLE eg. Lads and Ladettes in school. Create key study sheet
 Completion of Who’s Who list of authors of research
 Producing timelines of key events to aid revision
 Watching Question Time, Panorama and the News to keep abreast of contemporary issues.
 Re-reading chapters covered in class
 Completing practice exam questions – lists are supplied for each area.
 Subscribing to and reading Sociology Review – school copies are in the library.
 Visit the school Library and make use of its Sociology resources for wider reading
 Attending Student Sociology Conferences and lectures when available (your teacher will let you know).
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Sport BTEC
Expectations for success are:
Meeting Deadlines
Punctuality
Good Independant learning skills
Attendance at BTEC catch up sessions
Ability to response quickly and productively to feedback
Be able to critically analyse their own work within minimal feedback from teachers and be aware of how they
can improve
The characteristics of an outstanding student in this subject are:
Someone who reads the assignment, listens to advice and implements it.
Someone who can critically analyse their work.
Someone who works well independently
Wider reading list
Any sports text books,
Sports sections of newspapers
Pearsons BTEC First in Sport Student Book Price £21.00
Publication Date July 2013
PE to 16 – available in WGSG school library
PE for You – available in WGSG school library
The Internet is a resource widely used within all units.
ISBN 9781446901618
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Independent Study ideas
Wider research on the internet
Seek first had practical experience (physical unit)
Use intuitive and use primary sources for information (complete risk assessment by seeking own placements
rather than relying on school facilities etc)
Textiles
Expectations for success are:
 Keep up to date with all work, particularly Controlled Assessment to ensure all deadlines are met. It is easy to fall
behind with the Controlled Assessment, there is more work than the GCSE, and more detailed subject
knowledge is needed.
 Keep abreast of issues that are relevant to the fashion and Textiles industry. Use BBC news, Fashion magazines
and newspapers, museums and exhibitions, Just 4 Textiles and events such as London Fashion Week to keep up
to date with current fashion trends, developments in new textile technologies and social and environmental
issues related to the production of textile based items.
 Be organised. Remember to bring in equipment/materials.
The characteristics of an outstanding student in Textiles
Students are expected to have a natural interest in the fashion world and therefore a desire to want to explore more
about it. This will mean that they need to be well motivated, able to work on and develop an idea that is their own and
have good time management skills. I would also expect them to be creative, inquisitive, experimental and prepared to
take risks. Students will also need to be able to apply the theory knowledge learnt to the world in which they live. It goes
without saying that I would also expect students to attend regularly, participate fully in the lesson activities, be
organized, keep up to date with all set work and make up any work covered during an absence.
Wider reading list
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Clothing Technology- from fibre to fashion by H Eberle (the text book we use in year 12/13)
Fashion Design by K Mckelvey & J Munslow
How fashion Works by G Waddell
The business of fashion by L Drew
Fashion: A concise history by G Lehnert
Design; A concise history by T Hauffe
Vogue or any other quality fashion magazines
A range of experimental and creative textile books to give you ideas
Just for Textiles
Independent Study
Students are expected to spend about 5 hours a week engaged in independent study. (This is equivalent to the time
spent in lessons!)
Many of the independent study activities in Textiles are designed to be flexible thus enabling students to develop as an
individual. I do not anticipate always telling them exactly what to do and how to do it and so they will need to be
prepared to think and act for themselves and manage their own time to ensure they get the most out of the course and
that they do not fall behind. They will be expected to select, organize and direct their own design and make project.
Independent Study tasks set over the course of the year will include:
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Experiment with a range of materials such as plastic carrier bags, bubble wrap and sweet wrappers to produce
samples of original and creative fabrics. This will involve knitting, weaving and bonding.
Practice using the sewing machine to produce samples of techniques such as quilting, appliqué and free machine
embroidery.
Research into a named natural fibre and preparation of an information pack which can be used to inform the
rest of the group.
Essay questions from past examination papers to support the topics covered in theory lessons.
Research into London Fashion Week
Research into and produce a poster on a decade of fashion.
Research into chosen coursework design brief.
Conduct a product analysis on a piece of textile clothing/accessory.
Familiarisation with how to read, interpret and follow a paper pattern.
Dart manipulation activity.
Research into body scanning technology.
Research into a named synthetic fibre and preparation of an information pack which can be used to inform the
rest of the group.
Investigation into smart and modern materials.
Essay questions from past examination papers to support the topics covered in theory lessons.
Development of design work linked to coursework.
Look at a range of textile products and record how texture has been created.
Experiment with fabric to create interesting surface textures using techniques such as pleats, gathers, ruffles,
tucks, smocking and flounces.
Modelling and manufacture of final product. (practical work)
Investigation work into different types of components available.
Use CAD software to create design work.
Testing and evaluating manufactured product.
Mind maps of topics covered to aid revision.
Practice examination questions.
Reading around topics to expand knowledge of the subject.
Research into past and current designers and design movements enabling a power point presentation to be
given to the rest of the group.
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