Year 11 to 12 Bridging Materials for
September 2014
Contents and General Notes
Bridging materials have been written to help you make the transition to the higher
level of study expected in the Sixth Form. These resources allow you to prepare for
the first few weeks of your new course.
Wider reading and research are essential to your progress at this level. You should
read the sources carefully and take summary notes to help you understand and
process the information at a deeper level. A Level study involves at least 16 hours of
independent work per week and reading/research should take up part of this time.
Please note all students are to complete their chosen subject specific bridging
materials before starting Sixth Form.
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Subjects
AS Accounting
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AS Applied Science
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AS Art & Design
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AS Biology
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AS Business Studies (Single &
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Double)
AS Chemistry
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AS Computing
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BTEC Creative Media Production
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Level 3 BTEC Subsidiary Diploma
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in Dance
AS Drama & Theatre Studies
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AS Economics (Micro & Macro)
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AS English Language
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AS English Literature
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AS French
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AS Geography
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AS Geology
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AS German
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AS Government & Politics
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AS Graphics
AS Health & Social Care
AS History
AS Italian
AS Mathematics & Further
AS Media
AS Music
BTEC Music
Level 3 BTEC Subsidiary Diploma
in Performing Arts (Acting)
AS Photography
AS Physical Education
AS Physics
AS Product Design
AS Psychology
AS Religious Studies
AS Sociology
AS Spanish
AS Travel & Tourism
Subject
Context
AS Accounting
When you start this course we will cover the following introductory key terms:
 Business Stakeholders
 Fixed Assets
 Current Assets
 Long term Liabilities
 Current Liabilities
 Capital
 Balance Sheets
 Sole Trader
 Partnerships
 Limited Liability Companies
 Capital expenditure
 Revenue expenditure
 Profit and Loss Account
 Balance Sheet
Wider
readings
The following online sites will give you an overview of these topics:
http://www.tutor2u.net/business/accounts/intro_accounting.htm
http://businesscasestudies.co.uk/primark/engaging-with-stakeholders/what-is-astakeholder.html#axzz33ednZAGb
http://www.accountingcoach.com/blog/capital-expenditure-revenue-expenditure
http://www.tutor2u.net/business/accounts/balance_sheet.htm
Challenge readings
http://www.accountingcoach.com/balance-sheet/explanation/2
Wider
research
The following online sources will give you an insight into the general world of
business:
http://www.bbc.co.uk/news/business/
http://www.ft.com/home/uk
Written
tasks
Assignment Preparation
Using the resources listed; write a definition of each of the introductory terms
above in the context section. Where possible find and record examples.
Subject
Context
AS Applied Science
The Student Guide is a necessary starting point for all students studying
Applied Science A-level single award. We will be studying Units 1, 2 and 3. The
areas of study are detailed on page 4 of the Guide.
In Unit 1 (coursework based) you will study a local organisation which uses
Science.
In Unit 2 (exam) you will study Energy Transfer Systems from Biology and
Physics.
In Unit 3 (coursework based) you will study some Chemistry analytical
techniques.
Wider
readings
Student Guide - http://filestore.aqa.org.uk/subjects/AQA-8771-73-76-79-WSG.PDF
Applied Science Spec - http://filestore.aqa.org.uk/subjects/AQA-8770-W-SP14.PDF
(for reference)
Wider
research
Unilever http://www.unilever.co.uk/aboutus/introductiontounilever/Unilever_in_the_UK/
Chromatography - http://www.buzzle.com/articles/chromatographytechniques.html
(and links from this site)
Written
tasks
Unit 1 and 2 tasks are compulsory
Unit 1 - visit the Unilever website and write 500 words about the organisation
under the following topics: which products do Unilever make, what careers are
available, how health and safety is considered and how the organisation
impacts on the community.
Unit 2 - Biology - produce one page of notes (including diagrams) to describe:
(a) the structure of the heart and its role in blood circulation
(b) the structure of the lungs and its role in breathing.
Unit 2 - Physics - produce two pages of notes on renewable and non-renewable
energy resources and how they are used to generate electricity.
Unit 3 – Chemistry – Challenge task – What is chromatography? What are the
different types of chromatography and where might they be used?
Subject
Context
AS Art & Design
For your initial project in September you will explore representational and nonrepresentational work by a range of artists. Your task over the summer is to
explore work by at least 5 representational artists and 5 non-representational
artists. Bring in the following for the first lesson back in September:
Task 1
Research artists that you like or that are new to you and collect at least 4
images by each of the 10 artists.
Ensure the illustrations are of a good quality when downloaded from the
internet.
Select artists that you like and can find qualities that may be developed further
in your own work later in the year.
Record the name of the artist, the title of the work, when it was made, how it
was made and record your general thoughts about the work.
Produce either a paper or iPad presentation of your work.
Task 2
Take 50 photographs of a wide range of close up textures and patterns. Try to
think about composition and colour to create your final 10 most interesting
images. Print them out.
Task 3
Select your favourite images and develop a single outcome from it which
measures 200mm x 200mm. You can use any media except photographic
printouts. Please refer the information you found for non- representational
artists to get ideas how to develop your final outcome.
Extension
Work
Please take an opportunity over the summer to visit some art galleries. These
can be local like the Mercer in Harrogate or perhaps one of the bigger galleries
in London or wider afield. Please collect leaflets & postcards etc which can be
put in your books as your project develops.
Reference
Sources
For all the above tasks there are many websites and apps to look at. Below are
just a few to get you started:
http://www.nationalgallery.org.uk/ http://www.saatchigallery.com/
http://www.tate.org.uk/
http://www.artchive.com/
Macro photography https://learning.hgs.n-yorks.sch.uk/resource.aspx?id=7298
Apps: Texture HD, Art Authority, snapseed,
Subject
Context
Written
tasks
Reading
for task 1
AS Biology
In September, as part of your Biology course, you will be studying the detailed
structure of animal and plant cells. You will be expected to identify and
describe the function of a range of organelles and will eventually be examined
by short answer questions at the end of year 12.
Tasks 1 – 3 are compulsory.
1. Produce a summary of the following organelles found in cells: Nucleus,
Nucleolus, Ribosome, Mitochondrion, Golgi apparatus, Lysosome,
Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum,
Chloroplast, Cell wall. For each organelle you must include a diagram
showing the structure as seen with an electron microscope, state
whether it is found in plants and/or animal cells, and give a brief (no
more than 20 words) outline of its function. You can display this work in
whatever way suits you but you must bring it to your first biology lesson
in September.
2. Use the hyperlink below to the AQA website and find question 1. Print
this off and have a go at 1(a), and (b). Bring you answer to the first
lesson in September.
3. Listen to a few podcasts from ‘thenakedscientist’ website and produce a
one page poster summarising an article that interests you. We will
make a display of these in September.
4. Produce a summary of the problems caused when organelles do not
function correctly.
The following online websites will give you information about the organelles
found in cells.
compulsory
http://www.heckmondwikegrammar.net/index.php?p=10312
http://www.mrothery.co.uk/cells/cellnotes.htm
http://www.s-cool.co.uk/a-level/biology/cells-and-organelles/revise-it/organelles
http://www.cellsalive.com/cells/3dcell.htm
Website
for task 2
Exam question
compulsory
http://filestore.aqa.org.uk/subjects/AQA-BIOL1-QP-JUN12.PDF
Website
for task 3
Each week on radio five there is an interesting science programme (5 Live
Science) which looks at new developments in science. The programme is
currently broadcast on Saturday 5am and Sunday 8pm. There is also an
accompanying website with podcasts.
compulsory
http://www.thenakedscientists.com/HTML/podcasts/
http://www.thenakedscientists.com/
Research
task 4
Challenge
task
A variety of diseases are caused by organelles functioning incorrectly. The
following organelle malfunction causes these diseases. Research the cause of
one or more of the diseases.
Mitochondial complex 1 deficiency
Lysososmes: Niemann-Pick disease type C
Golgi: Alzheimers
Ribososmes: Diamond Blackfan anaemia
ER: Hypothyroidism (congenital goitre)
Nucleus: Hutchinson-Gilford Progeria Syndrome.
Subject
Context
Wider
readings
AS Business Studies Single
When you start this course we will create coursework in response to the following
scenario:
“You are an employee in the Human Resources department at Bettys &
Taylors. You have been asked to assist in the recruitment and selection of an
individual for a particular job-role, and produce an appropriate induction and
motivational package for the successful applicant.”
The following books will give you an overview of entrepreneurs and the development
of successful businesses:
How I Made It: 40 Successful Entrepreneurs Reveal How They Made Millions
Rachel Bridge
The Tipping Point: How Little Things Can Make a Big Difference
Malcolm Gladwell
The Google Story
David A. Vise
Business Stripped Bare: Adventures of a Global Entrepreneur
Sir Richard Branson
Wider
research
The following sources will give you an insight into current business issues
BBC
www.bbc.co.uk
This is Money
www.thisismoney.co.uk/economy
The following texts will give you an insight into the global business market
The Toyota Way: 14 Management Principles from the World's Greatest Manufacturer
Jeffrey Liker
Billions of Entrepreneurs: How China and India Are Reshaping Their Futures and
Yours
Tarun Khanna
Written
tasks
Challenge Research
Listen to the Today programme on Radio 4 (Mon - Sat 6:00am – 9:00am)
Watch the Channel 4 News at 7pm.
Assignment Preparation
1. Research the recruitment process of different businesses
Collect at least 2 examples of each of the following from different businesses by
either using their websites or calling into the business.
You can collect more than 2 examples for each and use the same business for
different documents. It would be helpful to use jobs/businesses that are similar to
Bettys and Taylors.
 Personal specification
 Job description
 Job advertisement
 Application form
 Induction programmes
 Motivational packages
2. On a computer, produce a table which analyses the different stages of the
recruitment process.
You can use the research you collected in task 1 to complete the following
headings:
Part of Recruitment
the Process
Explanation of
What is
Involved
Benefits to the
Company from
this Process
Problems from
carrying out
this Process
Person specification
Job description
Job advertisement
Application Form
Letter of application
CV
Short-listing
Writing letters inviting
candidate for interview
Preparing interview
documentation such as
equal opportunities
forms
Interview questions
Selection criteria
Interview assessment
forms
Tasks for interviewees
to undertake
Taking up references
and security checks
Informing successful
and unsuccessful
applicants
Gaining acceptance
from the successful
candidate
Bring a print out of all your work for both tasks to your first A Level Business Studies
lesson at Harrogate Grammar School.
This will be part of your coursework so please complete work in as much detail as
possible.
Subject
Context
AS Business Studies Double
When you start this course we will create coursework in response to the
following scenario:
The School Charities Committee has approached your group to ask if you
could organise a profit making enterprise activity to raise money for this
year’s Charity.
Wider
readings
Wider
research
As a group you will be working as a team and the first thing you will have to do
is to set yourselves agreed Aims and Objectives.
The following books will give you an overview of the basic ideas encountered in
the first term.
How I Made It: 40 Successful Entrepreneurs Reveal How They Made Millions
Rachel Bridge
The Tipping Point: How Little Things Can Make a Big Difference
Malcolm Gladwell
The Google Story
David A. Vise
Business Stripped Bare: Adventures of a Global Entrepreneur
Sir Richard Branson
The following texts will give you an insight into the global business market
The Toyota Way: 14 Management Principles from the World's Greatest
Manufacturer
Jeffrey Liker
Billions of Entrepreneurs: How China and India Are Reshaping Their Futures
and Yours
Tarun Khanna
Written
tasks
Challenge Research
Listen to the Today programme on Radio 4 (Mon - Sat 6:00am – 9:00am)
Watch the Channel 4 News at 7pm.
Assignment Preparation
Define the term ‘Business Aims’.
Define the term ‘Business Objectives’ and explain the idea of SMART
objectives.
Find examples of the aims and objectives of three businesses (one profit
making business selling goods, one profit making business selling services and
one charity). These can be divided into:
Financial – to generate profit, to raise money
Profile raising – to create awareness of an organisation or an individual
Team working – provides a focus for the team to work effectively
All of your work should be typed up on a word document and printed out for
your first Double Business Studies lesson in September. Take screenshots of
any sources you use. This work will be part of your coursework so please
complete it in as much detail as possible.
Subject
Topic
Context
Wider
readings
AS Chemistry
Organic
You will have encountered basic organic chemistry at GCSE (alkanes, alkenes,
alcohols etc….). At A-Level you will expand your knowledge of this, becoming
familiar with the behaviour of a greater variety of organic compounds. At the
heart of this will be your ability to represent and name these compounds. During
your A-Level you will follow internationally agreed conventions outlined by
IUPAC.
The following online resources will introduce the basic rules for naming and
drawing organic molecules.
http://www.chemguide.co.uk/basicorg/conventions/draw.html
http://www.chemguide.co.uk/basicorg/conventions/names.html
Wider
research
Follow the link to see the work done by IUPAC.
http://www.iupac.org/home/about.html
Written
tasks
Write out a set of rules to be used when representing (drawing) molecules.
(Note: Skeletal representation is not covered on the AQA specification so this is
not needed).
Write out a guide to naming alkanes, including branched alkanes, alkenes and
haloalakanes.
Calculations and green chemistry
You will have encountered basic physical chemistry at GCSE (Ar relative atomic
mass, Mr relative formula mass, the relationship between moles, mass, molarity
etc….). At A-level you will expand your knowledge of this and learn how to use
these expressions in a variety of amount of substance calculations. In order to
be successful, you will need a sound ability in maths including standard form
conversions, a knowledge of significant figures and the ability to rearrange
equations. You will also be required to write chemical formulae for ionic
equations as well as constructing balanced chemical formulae from word
equations.
The following online resources will help you with your understanding of
chemical calculations:
Topic
Context
Wider
readings
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/chemcal
c/chemcalc_higherrev1.shtml
http://www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_21c/further_chemi
stry/green_chemistry/revision/1/
Wider
research
Read the following BBC article on the 2005 Nobel prize for chemistry:
http://news.bbc.co.uk/1/hi/sci/tech/4311832.stm
Written
task
Follow the link to the RSC worksheet on green chemistry. This will test your
understanding of amount of substance calculations and also provide an insight
in to the challenges facing modern chemical engineers.
http://www.rsc.org/Education/Teachers/Resources/Inspirational/resources/6.6.1.
pdf
Subject
Context
Wider
readings
AS Computing
The course is not about learning to use tools or just training in a programming
language. Instead the emphasis is on computational thinking. Computational
thinking is a kind of reasoning used by both humans and machines. Thinking
computationally is an important life skill.
In the AS specification there are two units. Unit 1 is a practical, on-screen,
examination which allows candidates to demonstrate their knowledge of the
fundamental principles of the subject, focusing on programming through a
problem-solving scenario using pre-release material. Unit 2 focuses on the
hardware and software aspects of Computing and the social and economic
consequences of Computing.
The following websites will give you an overview of the course and a look at
some of the course material.
Course Specification:
http://filestore.aqa.org.uk/subjects/specifications/alevel/AQA-2510-W-SP14.PDF
Resources for Practical Exam:
http://en.wikibooks.org/wiki/Alevel_Computing/AQA/Problem_Solving,_Programming,_Data_Representation_
and_Practical_Exercise
Resources for Theory Exam:
http://en.wikibooks.org/wiki/Alevel_Computing/AQA/Computer_Components,_The_Stored_Program_Concep
t_and_the_Internet
Challenge readings
Stack Overflow is a question and answer site for professional and enthusiast
programmers. As your experience of programming grows, you will be surprised
how often you end up here.
http://stackoverflow.com/
Wider
research
The following online sources will give you an insight into the various
programming languages that we will study.
HTML - used to create websites
http://www.w3schools.com/html/DEFAULT.asp
CSS - used to format websites
http://www.w3schools.com/css/default.asp
Challenge research
PHP – used to add interactivity to websites
http://www.w3schools.com/php/default.asp
Written
tasks
Written
tasks
http://www.codecademy.com/tracks/python
Assignment Preparation
Your task is to learn the basics of the Python programming language. You will
be using Codecademy an online interactive platform that offers free coding
classes.
Step 1:
Navigate to http://www.codecademy.com either on a PC or an iPad and sign up.
Step 2:
Once signed in, select their Python course
http://www.codecademy.com/tracks/python
Step 3:
Please complete the first two tasks on Python Syntax.
Note: Any technical issues, please contact Mr Toms
dst@harrogategrammar.co.uk
Subject
Context
Wider
readings
BTEC Creative Media Production
When you start this course we will study a module on ‘Digital Graphics’. By the
end of the topic you will be expected to create a portfolio of graphics for an
eCommerce website.
The following online articles will give you an overview of the basic ideas
encountered in the first term:
Rollover buttons
http://www.smartwebby.com/web_site_design/rollover_images.asp
navigation bars
http://www.techterms.com/definition/navigation_bar
Navigation menus
http://www.smashingmagazine.com/2008/02/26/navigation-menus-trends-andexamples/
Animated graphics
http://en.wikipedia.org/wiki/Graphics_Interchange_Format#Animated_GIF
Web banners
http://www.webopedia.com/TERM/B/banner.html
Logo graphics;
http://en.wikipedia.org/wiki/Logo
Challenge readings
Backgrounds:
http://css-tricks.com/perfect-full-page-background-image/
Texture graphics
http://www.smashingmagazine.com/2009/02/06/100-beautiful-free-textures/
Wider
research
You must include points (to include definitions and explanations) from a
selection (at least one from each one numbered list) of the following terms...
1) Pixel:
http://en.wikipedia.org/wiki/Pixel
2) Raster images: http://en.wikipedia.org/wiki/Raster_image
3) Vector images: http://en.wikipedia.org/wiki/Vector_graphics
Challenge Research
4) Bit depth:
http://en.wikipedia.org/wiki/Color_depth
5) Colour space: http://en.wikipedia.org/wiki/Color_space
Written
tasks
Assignment Preparation
Your task is to write a series of blog posts that show your understanding and
appreciation of the different types of graphic available on web pages. The blog
should contain at least FIVE posts that include screenshots of graphics on
appropriate web pages that you have accessed over the holiday.
The graphics covered should include:
 Navigation, e.g. rollover buttons, navigation bars, navigation menus
 Animated graphics, e.g. animated gifs
 Web banners
 Logo graphics
 Backgrounds
 Texture graphics
You should look to explain what these types of digital graphics
1. Are
(i.e. Define what is meant by the name)
2. Do
(i.e. Their purpose on a web page)
3. Advantages / Disadvantages
(i.e. Why they are good to use or should be avoided)
Subject
Context
Level 3 BTEC Subsidiary Diploma in Dance
When you start this course we will study the work of differing choreographers,
applying the theories to your own work.
Wider
readings
Watch “Café Muller”, Pina Bausch
http://www.youtube.com/watch?v=pEQGYs3d5Ys
Challenge readings:
Watch “Mur mur de la méditerranée”
http://www.youtube.com/watch?v=A_gVmVVFG5k
Wider
research
Research the choreographic intent of “Café Muller”
Challenge Research:
Research “the choreographic intent of “Mur mur de la méditerranée”
Written
tasks
Write a set of notes explaining how you would approach choreographing a solo
dance and a group dance. This work will be submitted in the first week of the
Autumn term.
Subject
Context
Wider
readings
Wider
research
Written
tasks
AS Drama and Theatre Studies
When you start this course we will study two play texts; 4.48 Psychosis and
Road. These plays will be the basis for Unit 1 – 40% of your AS grade. Read
both play texts.
Read one other play from both playwrights:
Sarah Kane
Tennessee Williams
Challenge Readings:
Read another play from one of the genres
Research the lives of both playwrights:
Sarah Kane
Tennessee Williams
Challenge Research:
Research the context of when both these playwrights were writing. Ensure you
understand political, social and cultural factors of Sarah Kane and Tennessee
Williams
Write a review for each of the plays from the tasks above. The review must
reference the research that you have carried out in ‘wider research’. Each
review should be a minimum of 500 words. This work will be submitted in the
first week of the Autumn term.
Subject
Context
Wider
readings
AS Micro Economics
When you start this course we will cover the following introductory topics:
 How markets work and how scarce resources are allocated. This is how
prices are decided - for example, energy prices and fuel prices are much
documented currently.
 Positive side effects from government intervention - for example,
education and health care.
 Positive side effects that individuals create - for example, well-kept
gardens.
 Negative side effects from excessive consumption in the market - for
example, alcohol and smoking.
 Negative side effects from excessive production creating pollution and
congestion.
The following books will give you an overview of the basic ideas encountered in
the first term.
Tim Harford
The Undercover Economist
Logic of Life
Steven D. Levitt Freakonomics: A Rogue Economist Explores the Hidden Side
Of Everything
David Smith
Free Lunch
Robert Frank
Economic Naturalist
Wider
research
Challenge Reading
Wilkinson & Pickett The Spirit Level: Why more Equal Societies almost always
do better.
The following online sources will give you an insight into the history and current
impacts of how markets work
http://timharford.com/
http://www.bbc.co.uk/
Daily Challenge Research
Written
tasks
Listen to the Today programme on Radio 4 (Mon - Sat 6:00am – 9:00am) and
Watch the Channel 4 News at 7pm
Assignment Preparation
Using a smartphone or tablet explore your locality to take pictures of examples
of economics around you. The bullet pointed list in the context section above
should give you lots of inspiration of examples of photos to take to show
economics in action.
Tweet these pictures to the Economics and Business Department at Harrogate
Grammar School Twitter @EconatHGS with an explanation of how they
demonstrate economics in action. (If you do not have a Twitter Account,
creating a twitter account is part of your induction work).
With the research you have collected create a presentation that explains why
your images raise interesting economics questions. If they are negative images
outline possible solutions to these problems. This will be needed for your first
Economics lesson at Harrogate Grammar School.
Subject
Context
AS Macro Economics
When you start this course we will cover the following introductory topics
looking at the government aims, these are:




Wider
readings
Growth
Reducing Unemployment and Inequality
Maintaining price stability- 2% CPI inflation
Improving Trade (Balance of Payments exports should be greater than
imports)
The following books will give you an overview of the macro economic problems
Howard Davies
The Chancellors Tales: Managing the British Economy
Michael Lewis
The Big Short
Ha Joon Chang
23 Things they don’t tell you about Capitalism –
John Kay
The Truth about Markets
Challenge Readings
Wider
research
Paul Krugman
The Return of Depression Economics
Richard C. Koo
Lessons from Japan’s Great Recession
The following sources will give you an insight into the current economic position
both in the UK and abroad
BBC
www.bbc.co.uk
UK Treasury
www.hm-treasury.gov.uk
The Bank of England www.bankofengland.co.uk
This is Money
www.thisismoney.co.uk/economy
Inside Job (2010, director Charles Ferguson), narrated by Matt Damon.
Many students have become attracted to economics because of its newsworthy
nature since the financial crises 2008. The best way to understand why and
how the banking crisis started and how it tipped the world into recession is to sit
back and watch the documentary ‘Inside Job’.
Challenge Research
The Office for National Statistics www.ons.gov.uk/welcome.htm
Listen to the Today programme on Radio 4 (Mon - Sat 6:00am – 9:00am)
Watch the Channel 4 News at 7pm.
Written
tasks
Assignment Preparation
Using all research that you have carried out produce a HGS Economist Article
outlining how you think the UK economy is currently performing. Refer to the
economic aims in the context section above and include any graphs or
evidence that provide evidence for your article. In your conclusion explain
what you think will happen to the UK economy in the future.
Bring a print out of your article, which should be no more than two sides of A4,
to your first Economics lesson at Harrogate Grammar School.
Subject
Context
Wider
readings
AS English Language
When you start this course we will study a module which is divided into two
sections: Speech and Children, and Speech Varieties and Social Groups. By
the end of the topic you will be expected to write essays on each section which
will analyse the language used in transcripts of conversations.
The following websites will give you an overview of some key ideas which may
be encountered in the first term.
www.newi.ac.englishresources/workunits/alevel/lang/jgehilblain.html
www.universalteacher.org/lang Challenge Reading
www.crystalreference.com/David_Crystal/index
Wider
research
The following website will provide helpful background reading:
www.bbc.co.uk/insideout/south/series/voices/shtml
Concise Recommended Reading List
Most of these books are available to borrow either from the school learning
resource centre or from the English Department.
CRYSTAL, David, The Cambridge Encyclopedia of The English Language,
CUP, 1995 (ISBN
0521 40179 8) An up-to-date coverage of all aspects of language study,
attractively presented, by an expert in the field.
FREEBORN, Dennis, Varieties of English, Macmillan (ISBN 0333589173) An
excellent general introduction for students.
THORNE, Sara, Mastering Advanced English Language, Macmillan, 1996,
(ISBN 0333628322)
A comprehensive study guide for Advanced English Language students,
covering analysis of language forms and structures and surveys of key areas of
language usage. Particularly good on spoken English.
Written
tasks
Essay:
What are the main differences between spoken and written English?
Minimum word count: 500 words Maximum word count: 1000 words
1. This essay should be handed in on the first lesson back.
2. Grammar research task:
Write a clear definition of (and provide examples for) each of the following parts
of speech:
Nouns, Verbs, Adjectives, Adverbs, Pronouns, Prepositions, Conjunctions and
Determiners
Subject
Context
Wider
readings
Wider
research
Written
tasks
AS English Literature
When you start this course we will study for the exam ‘Jane Eyre’ by Charlotte
Bronte and the poetry of Edward Thomas. These will be tested at the end of the
course in an exam worth 60%. You will also be studying ‘The History Boys’ by
Alan Bennett and ‘Atonement’ by Ian McEwan as part of your coursework,
worth 40%.
Challenge Readings:
Other texts written by Charlotte Bronte, Alan Bennett and Ian McEwan.
Other texts written in a similar genre or written at a similar time.
Reading task to be completed: Read ‘Jane Eyre’ by Charlotte Bronte; a
selection of the poetry of Edward Thomas; ‘The History Boys’ by Alan Bennett‘
and ‘Atonement’ by Ian McEwan.
Written task to be completed. Create a presentation to be delivered to your
class about an aspect of one of the texts which has particularly engaged and
inspired you.
Subject
Context
AS French
When you start this course you will be expected to have a sound grasp of the past,
present and future tenses and other core aspects of French grammar.
All students will have different starting points and so varying amounts of work will be
required in order to begin the course at a similar point.
Wider
You will be given a Élan Grammar workbook on Induction day and a vocabulary book
Reading
for you to note down new words. For students who did not attend induction, please
(Grammar) email ajd@harrogategrammar.co.uk to obtain a copy of the above.
Complete the following sections in the workbook.
 The Present Tense. Page 32-33 & Page 36-37
 The past tense with avoir. Page 38-39
 The past tense with être. Page 40-41
 The imperfect tense. Page 44-45
 The future tense. Page 54-55.
You may write in the workbook but pencil advised to allow for corrections.
Refer to verb tables at the back of your workbook, in a dictionary, or on wordreference
to help. Before attempting the exercises, be sure to research the tenses and take your
own notes. There may be quite a lot of new vocabulary you come across whilst
undertaking these activities. Annotate this in your workbook, or in your vocabulary book.
There will be a test at the start of the second week back on the present, perfect,
imperfect and future tenses and we will check completion of the exercises set. This will
give us an indication of grammatical competence across the group.
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Research
Written
Task
Extension: You are encouraged to complete any other exercises you like as
independence is highly valued. Any additional exercises will be rewarded.
Please keep your workbook tidy and legible to assist with marking.
A key aspect of the AS course is the ability to give and explain your opinion on a variety
of different issues. This involves you first of all forming an opinion. With this in mind,
keep a keen eye on the UK news over the holidays and develop opinions on issues.
Visit French news websites.
http://www.lemonde.fr
http://lci.tf1.fr
http://www.lefigaro.fr
http://www.liberation.fr
Download an app called 6play on your iPad- search in the app store for M6. This is the
app from a popular French TV channel. Not all programs are available outside of
France, but there is a good selection, and many French versions of British shows such
as Come Dine with Me. They are great for improving listening skills and it is easy to
follow what is going on.
1) Piece of writing
You are also expected to write a page of A4 about yourself and your interests
(past, present and future) entitled “Je me présente” in French ready for the first
lesson back.
These will be taken in and marked as part of a baseline assessment. This is your
opportunity to show what you can do and it will be the first impression we have of you
as you embark on your A level studies.
You are encouraged to use dictionaries/ word reference, but any online translation
software is not permitted. Also, avoid looking up every word, which is a sure sign you
are overcomplicating your work. Stick to the structures you learnt at GCSE, as these
are what will be built upon at AS level.
Things to include: Info regarding family and friends; What are you like as a person/
student; Your interests; What did you do over the summer holidays; Your ambitions for
the future.
2) Vocab task.
Follow the link to this quizlet and learn the key verbs.
http://quizlet.com/43916593/as-french-important-verbs-flash-cards/
Vocabulary will be regularly uploaded to HarrogategrammarMFL on quizlet on the
different topics at AS, so feel free to get ahead and familiarise yourself with the
vocabulary.
http://quizlet.com/HarrogategrammarMFL
Subject
Context
Core
readings /
viewings
AS Geography
When you start this course you will study a Physical Unit on ‘Rivers’ and a
Human Unit on ‘Population Change’. Both units build on GCSE content and
skills.
The following website will give you a feel for the content of both courses.
Explore the material on ‘Rivers’ and ‘Population Change’ fully.
http://www.coolgeography.co.uk/A-level/AQA/AQA%20A%20level.htm
A more challenging read:
http://www.rgs.org/NR/rdonlyres/2A24F617-466E-4BE0-835028889EC2F20C/0/1111Migration.pdf
http://www.rgs.org/NR/rdonlyres/07A4B70E-2DCD-4786-A6B3F4296B6E7D2D/0/1108EastLondon.pdf
http://www.rgs.org/NR/rdonlyres/609707BF-152B-4425-B939D079FE5F3CD8/0/GeographyTodayMappingthenation.pdf
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research
The following online source will give you an insight into current geographical
issues:
http://www.rgs.org/GeographyToday/geogtoday.htm
Read a range of articles on ‘Flooding’ and ‘Population Growth’ on the BBC
news website.
http://www.bbc.co.uk/news/
Written
tasks
Define the following terms:
Rivers - Hydrological cycle, Evapotranspiration, Groundwater flow,
Condensation, Precipitation, Transpiration, Infiltration, Percolation, Surface
runoff, Interception, Channel flow, Open systems, Closed systems.
Population Change – Exponential growth, Over-population, Under population,
Optimum population, Productive land, Demography, Population structure,
Population distribution, Population density, Sparsely populated, Densely
populated.
Prepare a case study of either one flooding event or one migration event that
has occurred within the last 10 years. Your overview should cover causes,
effects/impacts and responses and should fit on one side of A4.
Subject
Context
Core
readings /
viewings
AS Geology
From September you will be studying AS Geology. It is comprised of the
following units:
F791: Global Tectonics- 1hr paper, 90 UMS
F792: Rocks Processes and products- 1hr 45mins, 150 UMS
F793: Practical skills in Geology- Practical tasks 60 UMS
You will be taught by two teachers, who will teach a unit each and share the
delivery of the practical skills.
As this is a new subject to you it is vital that you read up and come prepared so
we can hit the ground running in September.
The following website is a link to the specification. This will give you a feel for
content in each of the units.
http://www.ocr.org.uk/images/77538-specification.pdf
This is a link to a site that has detailed information on plate tectonics:
http://www.coolgeography.co.uk/Alevel/AQA/Year%2013/Plate%20Tectonics/Tectonics.htm
Have a look at what people are saying about A Level Geology:
http://www.thestudentroom.co.uk/showthread.php?t=1533645
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research
The following online sources will give you an insight into current geological
issues:
http://geology.com/ This site contains a vast amount of information about all
areas of geology. A great source to use as you prepare for the course. Look at
careers in geology.
http://www.bgs.ac.uk/ British Geological Survey- research up to date
information on shale gas exploration in the UK. Consider how the process
works. What are the advantages and disadvantages of this industry?
http://www.geolsoc.org.uk/ The Geology Society
Written
tasks
1.
2.
http://www.sciencedaily.com/search/?keyword=geology Keep up with Geology
in the news, see what has happened over the last year.
Define the following terms:
F791- Solar system, asteroids, metorites, core, mantle, crust, asthenosphere,
lithosphere, rheid, partial melting, Mohorovicic discontinuity (moho), P waves,
S waves, shaddow zone, remnant magnetism, magnitude, seismogram,
liquefaction, Alfred Wegner, continental shelf, mid ocean ridge, benioff zone,
divergent plate boundaries, convergent plate boundaries, dip, strike,
unconformity, fault, anticline, syncline.
F792- Weathering, erosion, diagenesis, metamorphism, crystalisation, intrusion,
uplift, silicates, vesicular, porphyritic, obsidian, magmatic differentiation, dykes,
sills, batholiths, pyroclastic flow, lahar, clast, breccia, conglomerate, evaporites,
distributary, cyclothem, transgression, regression, turbidity current, contact
metamorphism, porphyroblast, schistosity, slaty cleavage, metamorphic
aureole.
Carry out some research and write a simplified Geological history of the British
Isles suitable for children to understand. No more than 1 side of A4. Focus on
dates, events, and environments.
Subject
Context
Wider
Reading
AS German
When you start this course you will be expected to have a sound grasp of the
past, present and future tenses (for both regular and irregular verbs) and other
core aspects of German grammar, such as: the Verb 2nd Rule, use of modal verbs
and sending the verb to the end of a clause after “weil”/”obwohl” and other such
subordinating conjunctions. Please look over your grammar notes from GCSE to
ensure that you understand these key concepts. You will also be expected to
have a solid vocabulary base. Please go over the vocabulary that you learnt for
your GCSE exams so that you are not “rusty” after the long summer break. You
will also be expected to have learnt some new vocabulary (details below), ready
for working to a higher level in September. AS German is a fantastic course as it
gives scope to communicate far more fluidly than at GCSE and it is therefore far
more enjoyable, exciting and rewarding. However, you need to ensure that you
have confidence with the key aspects mentioned above, ready for driving
forwards in September.
Vocabulary: Sign up to www.quizlet.com and search for the set called:
“HGS German top 40 mightily important words for AS”
The “flashcard”, “learn” and “speller” modes are the best for improving your
learning, but there are also some fun games that help too. Try to beat the scores
set by the current Year 12!
Grammar: Read the four-sided photocopied booklet (given out on induction day)
as a minimum to your grammar recapping. Reread your own notes/appropriate
websites to support your grammar recap. Prove your understanding of the three
main tenses by translating the 30 sentences from the back page of the booklet
from English to German. For students who did not attend induction, please email
ahs@harrogategrammar.co.uk to obtain a copy of the above.
Wider
Research one city/town/place/area of a German-speaking country and prepare a
Research short presentation in German (one minute or so of speaking) on why you would
like to go there/live there. Perhaps you have been there before, perhaps you
know someone who has. The emphasis here as a personal touch, e.g. Ich finde
… interessant, weil … There should be absolutely nothing copied from a foreign
website; it should all be in your own words.
Written
Produce a piece of writing to let us know a bit about yourself and consolidate your
Task
understanding of the past, present and future tenses. Don’t copy chunky
paragraphs that you have already used in a Controlled Assessment. Also use
mad with Googletranslate or any other such website. It should be about you,
written in your words and doesn’t need to be too long. We just want to check your
understanding and application of key grammar at the same time as learning a bit
about you. Please split it into three:
An introduction about yourself, personality and interests (approx. 100 words)
An account of what you did during the summer holiday (approx. 100 words)
Your plans for the future (approx. 100 words)
Subject
Context
Essential
reading
AS Government and Politics
When you begin the course in September you will immediately begin to think
about the nature and importance of participation and democracy in the UK.
Pressure groups are central to this and will be studied in their own right later in
the year. These materials will help to provide insight into some of the key
concepts which you will study in Politics this year.
Politics Review | Volume 18 | 1 September 2008
Pressure groups: identifying the target for study
Politics Review | Volume 19 | 1 September 2009 Pressure groups in the UK:
good or bad for democracy?
Politics Review | Volume 21 | 1 September 2011 Pressure groups: a new age of
protest?
How to access Politics Review articles:
http://magazinesonline.philipallan.co.uk/
User – library@harrogategrammar.co.uk
Wider
research
Tasks
Password – Journals (J must be in caps!)
Put in the Volume number and Issue number as they appear above in the
Politics Review section.
The journal will now open – you will find the article in here (see contents page)
Further information:
http://www.bbc.co.uk/bitesize/higher/modern/uk_gov_politics/central_gov/revisio
n/4/
http://www.historylearningsite.co.uk/what_are_pressure_groups.htm
Pressure group websites:
Amnesty international
Greenpeace
British Medical Association
Campaign to Protect Rural England www.cpre.org.uk
Child poverty action group www.cpag.org.uk
CBI www.cbi.org.uk
The Countryside Alliance www.countryside-alliance.org
Jubilee 2000 (Elimination of third world debt )
Shelter (a charity for the homeless) www.shelter.org.uk
Society for the Protection of Unborn Children (anti-abortion) www.spuc.org.uk
Surfers against sewage www.sas.org.uk
Task 1 - key questions:
Define these terms: democracy, pressure group, insider group, outsider group
What do pressure groups do? (functions)
How do they differ from political parties?
Task 2 – research task:
Prepare a short presentation (you will be expected to speak about this for a few
minutes) about ONE pressure group of your choice (see wider research for
some suggestions). You could address some of the following areas: aims and
beliefs; campaign methods and strategies; fund-raising strategies; successes
and failures. You can choose the format of the presentation.
Task 3 – mini-essay:
Question: To what extent are pressure groups good for democracy?
Write at least one side of A4
Subject
Context
Wider
Reading
AS Graphics
When you start this course you will initially study a number of modules which
explore materials and techniques. The outcomes from these mini projects will
be applied to a range of graphic outcomes.
The following online articles will give you an overview of basic Graphic Design
processes




Written
Task
http://www.moonsaildesign.com/typography/inspiring-typographic-artists/
http://ilovetypography.com/
http://designspiration.net/search/layout/
http://www.davidcarsondesign.com/
Define the following terms:
typographic systems; kerning; raster & vector images; CMYK & RGB; DPI &
PPI; Grids; Branding; Composition.
Write 500 words on Logo Design vs. Branding and 200 words on what you
want to achieve from your Graphic Design A Level.
Design Task
The Design Faculty are collating a book on Graphic Designers. You have been
asked to create a double page spread document based on a Graphic Designer.
You MUST CONSIDER: Layout, typographic systems, colours and composition
and of course the content must not be copied and pasted. Max 12pt text.
Subject
Context
Wider
readings
Wider
research
Written
tasks
AS Health & Social Care
As part of this course you have to prepare and submit a portfolio on caring and
communication in a care setting of your choice. Students tend to choose day
nurseries, primary schools, special schools or nursing homes, although other
settings can be chosen. If you wish to choose a different care setting for your
main coursework then you must discuss this first with your subject teacher.
Essential reading:
http://dictionary.cambridge.org/dictionary/british/
Use this website to get accurate definitions of the ways in which people can be
treated badly (listed below).
http://nursinghomeabuseguide.com/negligence/nursing-home-neglect/
An overview of some common forms of bad treatment in nursing and care
homes.
http://www.examiner.co.uk/news/west-yorkshire-news/elm-view-care-homeneglect-6441945
One case story about care homes.
http://www.enfieldindependent.co.uk/news/8854212.Mum_wins_discrimination_
battle_after_son_kicked_out_of_primary_school/
A case report of discrimination in a primary school.
Searching local newspaper websites (eg www.yorkshireeveningpost.co.uk
and www.bbc.co.uk should yield some current news stories about this topic.
http://www.helpguide.org/mental/elder_abuse_physical_emotional_sexual_negl
ect.htm
http://www.barnardos.org.uk/fair_play_booklet-2.pdf
http://www.meaforddaynursery.co.uk/documents/policies/behaviour.pdf
In preparation for this you need to produce a short report on ways in which
patients or children can be treated badly in your chosen care setting. It should
be approximately 1000 words long, and may be typed or handwritten. It should
include reference to at least 4 of the types of bad care listed below, with
definitions of the word and examples from news stories. It should be submitted
by Thursday 4 September.
Ways in which people can be treated badly
Neglect, Violence, Rejection, Hostility, Discrimination, Punishment, Bullying
Subject
Context
Wider
readings /
viewings
AS History
From September, you will be studying two AS units concurrently: Liberal
Democracies and Tsarist Russia. You will have a different teacher for each unit.
These materials are specifically related to the Liberal Democracies unit, and
their aim is to get you thinking about what is meant generally by the term
‘democracy’ before we look at democracy in action in the United States, France
and Britain in the late 18th/ early 19th centuries.
http://www.bbc.co.uk/history/ancient/greeks/greekdemocracy_01.shtml
http://www.history.com/topics/ancient-history/ancient-greece-democracy/print
http://democracy-handbook.org/wiki/index.php?title=Greece__The_First_Democracies
http://www.youtube.com/watch?v=vvnTx80yhIg
https://www.youtube.com/watch?v=eZ5Bu-eqVZM
A more challenging read
http://www.historyguide.org/ancient/lecture6b.html
Wider
research
http://www.agathe.gr/democracy/democracy.html
Challenge research
http://ancienthistory.about.com/cs/greekfeatures/a/democracyriseof.htm
Written
tasks
Write 250 words explaining how the Greeks defined ‘democracy’, and how this
is similar and/ or different to our modern British understanding of the concept.
Write 250 words summarising the development of democracy in Ancient Greece
under Solon and Cleisthenes.
Subject
Context
AS Italian
When you start this course you will be expected to have a sound grasp of the
past, present and future tenses and other core aspects of Italian grammar.
All students will have different starting points and so varying amounts of work
will be required in order to begin the course at a similar point.
You will be given the following publications on Induction day:
Wider
Reading
(Grammar) Malvern Guide: Read and summarise the following sections (don’t just copy it
all out) pp56-60 (present tense), pp65-66 (imperfect), pp68-70 (perfect) and
pp75-76 (future tense).
Agenda Grammatica: Complete the following exercises to be handed in during
the first lesson: Unità 1-5 (present tense), Unità 6-10 (perfect Tense), Unità 1315 (future) Unità 16-20 (imperfect).
Wider
Research
Written
Task
There will be a test at the start of the second week back on the present, perfect,
imperfect and future tenses and we will check completion of the exercises set.
Extension: You are encouraged to complete any other exercises you like as
independence is highly valued. Any additional exercises will be rewarded.
For students who did not attend induction, the Agenda Grammatica booklet is
available on our website. Please email jag@harrogategrammar.co.uk to obtain
a copy of the Malvern Guide.
We would like you to create a 10 slide PowerPoint presentation in English or
simple Italian (not cutting and pasting) about an aspect of Italian culture that
interests you. It must be a visual feast with fascinating facts and figures. You
may choose from the following topics:
Italian fashion
The mafia
Italian music
Italian food
North V South
Italian art
Italian cars
Italian design
Italian politics
Italian dialects
The geography of Italy
Italian volcanoes
Italian football
Italian fascism
Silvio Berlusconi
Leonardo da Vinci
Futurism
Fibonacci
Any other Italian topic of your choice
You are also expected to write 300 words about yourself and your interests
(past,present and future) entitled ‘Mi Presento’ in Italian ready for the first
lesson back. These will be taken in and marked as part of a baseline
assessment.
This is your opportunity to show what you can do but don’t be tempted to visit Mr
Gobbledegoogle! Also, avoid looking up every word, which is a sure sign you
are overcomplicating your work. Stick to the structures you learnt at GCSE, as
these are what will be built upon at AS level.
Things to include: information regarding family and friends; what are you like
as a person/ student; your interests; what did you do over the summer holidays;
and your ambitions for the future.
Subject
Context
Wider
readings/
research
Written
tasks
AS Mathematics & Further Mathematics
It is possible/likely that over the summer that some of the key areas of GCSE
maths crucial to the sixth form courses will become very rusty or in fact may
never have been fully understood in the first instance. What follows is a
compulsory course which will make sure that the start of your A level in maths
goes smoothly. Please make sure you master the techniques and not let them
master you in September 2014.
Go to the mymaths web site (the school login is ‘harrogategs’ and the password
is ‘graph5’)and complete the following lessons/tutorials making sure that you
move on to the online homework and achieve 80% in all the assessments.
Topic
Level/Grade
Adding Fractions
Indices 1,2
Factorising Linear
Factorising Quadratics 1,2
Cancelling Algebraic Fractions
Adding Algebraic Fractions
Quadratic Equations
Quadratic Formula
Simultaneous Linear Equations 1,2,3
Re –arranging 1,2
Pythagoras Theorem
Trigonometry Missing Angle, Sides
Midpoints and line length
y=mx+c
Equation of a line 2
Written tasks:
6/D
7,8/C,B
6/D
8/B
A
A
/B
8/B
8/B
7,8/C,B
7/C
8/B
8/B
8/B
7/C
AS Mathematics - please complete the AS Mathematics Introduction & Core
Questions sheet on the school website.
AS Further Mathematics - please complete the AS Mathematics Introduction &
Core Questions sheet and the AS Further Mathematics Extension Question
sheet on the school website.
Deadline - Friday 5th September 2014.
Subject
Context
AS Media
The course will start with the Foundation Portfolio – Production Coursework.
You will investigate the generic conventions of magazines, explore audience
theory and conduct both primary and secondary research before designing and
producing your own front cover, double page spread and contents page of a
new music magazine using digital technology. You will be expected to provide
detailed evidence of all your research and planning, the Construct itself and an
evaluation which must be presented using powerpoint. Combined, this
represents 50% of the AS.
Core
readings /
viewings
The following online articles/sites will give you an overview of the basic ideas
encountered in the first term, help you to understand Media theory and specific
terminology and provide an introduction to recommended software (Indesign)
with which you should familiarise yourself:
http://www.youtube.com/watch?v=iHDy_nEvgd4
(Indesign tutorial)
http://www.aber.ac.uk/media/Documents/short/gramtv.html
(Camera Shots)
http://www.slideshare.net/mediamonkeyslides/mise-en-scene-5427491
(Mise en Scene)
http://www.slideshare.net/MediaStudiesSaltash/audience-theory-9617194
(Audience)
Wider
research
The following online sources will give you an insight into the wider magazine
industry and launching a new publication
http://online.wsj.com/news/articles/SB100014240527023034427045793629000
01314062
http://www.magazinepublisher.com/startup.html
Written
tasks
Create a montage of original images which show different facets of one
person’s character.
You must also write a report of 500 words explaining the choices you
made in order to represent the subject of your images.
Use the photography tutorials as indicated below to ensure best practical skill
http://photography.tutsplus.com/articles/100-helpful-photography-tutorials-forbeginners-and-professionals--photo-3673
For inspiration, choose one celebrity and see how many different
representations of them you can find on Google images
Subject
Context
Listening
Wider
research
Written
tasks
Subject
Context
Listening
and
Practicing
Wider
research
Written
tasks
AS Music
When you start this course you will be studying the set work which is
Beethoven’s Symphony No.1 in C major and a set period and genre which is
British Popular Music from 1960 to the present day.
The most important preparation you can do for AS Music is to listen to the set
music. You should find as many different recordings of the 1st movement of the
Beethoven on YouTube as possible and listen to them. You should also listen in
detail to ‘Love Me Do’ by The Beatles and ‘Bohemian Rhapsody’ by Queen.
The 1st movement of the Beethoven is in Sonata Form. It is vital that you
understand this important structure in classical music. There is an excellent
explanation of Sonata Form with some help from Stewie from Family Guy!
http://worldofbeethoven.com/sonata-form/
Watch this and jot down notes making sure you write down anything you are not
clear about.
Whilst listening to ‘Love Me Do’ and ‘Bohemian Rhapsody’ think about how pop
music had developed from 1962 (when ‘Love Me Do’ was recorded) to 1975
(when ‘Bohemian Rhapsody’ was recorded)
Write a presentation on Sonata Form that I could give to a new Year 12 AS
class who knew nothing about Sonata Form. If possible include musical
examples, either from the Beethoven Symphony or any other relevant work.
Write as many musical differences between ‘Love Me Do’ and ‘Bohemian
Rhapsody’ as you can and explain them. This might include structural,
harmonic, technological, melodic and instrumental differences.
BTEC Music
This course is largely a practical one. There is a small amount of written work
but the majority of the course is about becoming the best musician you can be
and all that that entails! There are 6 units to cover over the two years many of
which feed into the Gig you will all be performing in which happens in March.
The most important preparation you can do for BTEC Music is to listen to as
many different styles of music as possible ranging from Reggae to Rock, Jazz
to Jungle, Ska to Salsa and Gospel to Grunge. As you are listening, think about
what makes it this particular style and then how that works on your particular
instrument/voice. For example, what different techniques do you need as a
drummer to play Ska and Salsa?
Alongside listening, practicing regularly is vital. You will be required to perform a
solo to the rest of the class in the first couple of weeks. This does not need to
be of a certain standard but should reflect you as a musician and artist. The
only way to be totally on top of this is to practice hard!
Take a particular style that you really like and research it in a practical way. For
example, if you really like playing and listening to R and B then what is it about
this genre that you enjoy playing? What techniques are required? What are
some of the musical features? Who are the best players in this field? What
makes them so special? Make sure you can demonstrate on your instrument
some of the features you love about this style.
When you have researched your style, jot down a few sentences that would aid
you in an interview if you were asked ‘Why do you enjoy playing in this
particular style?’ We will be sharing these in the first few weeks
Subject
Context
Wider
readings
Wider
research
Written
tasks
Level 3 BTEC Subsidiary Diploma in Performing Arts (Acting)
When you start this course we will study the work of two very differing theatre
practitioners. In preparation for this you must read 4.48 Psychosis and Cat on a
Hot Tin Roof.
Read one other play from both playwrights:
Sarah Kane
Tennessee Williams
Challenge readings:
Read another play of your choice
Research the lives of both playwrights:
Sarah Kane
Tennessee Williams
Challenge research:
Research the context of when both these playwrights were writing. Ensure you
understand political, social and cultural factors of Sarah Kane and Tennessee
Williams.
Write a set of notes explaining how you would approach performing one of the
characters in each of the plays you have read. This work will be submitted in
the first week of the Autumn term.
Subject
Context
Wider
readings
Wider
research
Written
tasks
AS Physical Education
A Level Physical Education will build on your experience from Key Stage 4 and
GCSE to enhance your knowledge and increase your understanding of the
factors that affect performance and participation in Physical Education.
The topics you will study include physiology; deepening your understanding of
the body’s systems, skill acquisition and opportunities for participation.
Recommended websites:
http://www.nutrition.org.uk/
http://www.exrx.net/Lists/Articulations.html
http://www.aqa.org.uk/subjects/physical-education/gcse/physical-education4890
Wider research of the following areas will support your understanding of key
topics in the specification:
The cardio-vascular system (including cardiac function).
Lung function.
Sports nutrition (specific diets for a variety of different athletes).
Analysis of movement.
Information processing.
The national curriculum and school sport.
Equal opportunities in sport.
Complete the ‘preparation work’ booklet you will have received on the induction
day. You will be required to organise your resources ready for September and
start your PHED 2 practical coursework by completing a performance portfolio.
All details are in the booklet. For students who didn’t induction, the PE
induction booklet can be found on the school website.
Subject
Context
AS Photography
At the start of next term we will be exploring the world of photography. Key
practitioners will inform your initial insight into famous and infamous images.
Task 1.
We wish to put together a famous photographers’ collection in the form of an
iBook for all to reference at A Level. Please can you produce your own version
for which we will select the best. The format is A4 Landscape, at least 3 images
by each photographer and a brief 100 words about each.
You can do this on PowerPoint or Keynote either on a computer or an iPad.
Think about the layout and the quality and variety of the images.
Resources:
http://famous-photographers.com
http://www.digitalcameraworld.com/2012/07/17/famous-photographers-the-55best-photographers-of-all-time/
Task 2.
Key terms and terminology will be discussed from the onset. Your
understanding of these is vital to quickly be able to communicate about
developing and improving your work. Produce a glossary of terms and
terminology at the end of your photographers’ collection. We would like at least
20 key terms and their definitions.
Resources
http://www.nikonusa.com/en/Learn-And-Explore/PhotographyGlossary/index.page
http://www.photography-art-cafe.com/digital-photography-terminology.html
Task 3.
Produce a photo a day for the summer. Minimum of 50 images. Please set up a
flickr account and upload each of these images. Try to consider how you can
capture your experience of the break and try and get inspiration form some of
the images you find when compiling the photographers collection. There are
several flickr apps which can be used on your iPad.
Resources
https://www.flickr.com
Extension
Work
Wherever possible try to see large printed photographs.... There will be
exhibitions on from time to time particular if you are in Bradford at the National
Media Museum. Try to get to see some photography exhibitions.
http://www.nationalmediamuseum.org.uk/Collection/Photography/DailyHeraldAr
chive.aspx
Subject
Context
AS Physics
The AS Physics course requires the application of certain mathematical
skills. Regardless of whether you are also doing any post-16 mathematics
qualifications, you will need to ensure that these skills are developed and
maintained. Within a couple of weeks of the start of the Autumn Term, we will
be giving you an assessment to check these skills, and so we can identify who
needs additional help. You will also begin using these mathematical skills in
the electricity topic, the study of which will begin with one of your two teachers
in September
The following online resources will give you an overview of the basic ideas
encountered in the first term.
The Particle Adventure
durpdg.dur.ac.uk/lbl/particleadventure/index.html
Wider
readings
The Particle Detectives (part of the LHC website)
www.lhc.ac.uk/The+Particle+Detectives/15273.aspx
Challenge activity:
Galaxy Zoo – carry out your own analysis of galaxies to help the scientific
community!
www.galaxyzoo.org
Wider
research
The following online sources will give you further insight into the universe!
The Elegant Universe - TV program
www.pbs.org/wgbh/nova/elegant/program.html
Richard Feynman lectures:
www.vega.org.uk/series/lectures/feynman/index.php
Download the AS Skills Booklet- Physics –Maths booklet for AS Physics from
the school website.
Written
tasks
Either:
Print out the question sheets and front cover, and hand write your answers,
ready for submission in your first lesson in September or use an electronic
device to write your answers directly onto the PDF, ready for online submission
in your first lesson in September.
Subject
Context
Wider
Reading
Wider
Research
Written
Task
AS Product Design
When you start this course we will study 20th century design movements to
develop and consolidate your understanding of how design has evolved and
responded to a changing world. A thorough knowledge of previous designers
and design movements is a prerequisite for the projects and examinations
undertaken in the AS year.
The following online articles will give you an overview of 20th century design
www.vam.ac.uk
www.designmuseum.org
www.designcouncil.org.uk
Challenge readings
www.tribu-design.com/en/
The following online sources will give you an insight into the history, specific
designers and design movements
You tube - "Genius of Design"
You tube - "Dieter Rams"
You tube - "Jonathan Ives - Objectified"
www.dyson.co.uk
Challenge research
http://www.open.edu/openlearn/science-maths-technology/engineering-andtechnology/design-and-innovation/design/design-nutshell
You are to research two prominent design movements from the last 100 years
and answer the set question from a recent AQA examination. Your answer
should be approx. 500 words and can include any relevant images:
For two design movements/ periods of your choice, analyse in depth a range of
products that you think meet their criteria for design. [2x14 marks]
Subje
ct
AS Psychology 1
Context
In the first term of this course you will be learning about the problems relying on our
memory in eyewitness situations. By the end of the topic you will be expected to
write a 12 mark essay on topics such as “Outline and evaluate research into the
accuracy of eyewitness testimony”.
The following online articles will give you an overview of the basic ideas
encountered in the first term:
Wider
readings
http://aspsychologyblackpoolsixth.weebly.com/ewt--anxiety.html
http://www.simplypsychology.org/loftus-palmer.html
http://www.spring.org.uk/2008/02/implanting-false-memories-lost-in-mall.php
http://www.criminalprofiling.com/The-problem-with-eyewitnesses_s1048.html
Challenge readings:
http://faculty.washington.edu/eloftus/Articles/2003Nature.pdf
https://webfiles.uci.edu/eloftus/LoftusLoftusMessoWeaponFocusLPagesHB87.pdf
http://faculty.washington.edu/eloftus/Articles/IssuesInScienceTechnology02%20vol
%2018.pdf
Wider
research
The following videos will help you understand even further the problems with
eyewitness testimony:
http://www.bbc.co.uk/sn/tvradio/programmes/horizon/broadband/tx/memory/false/
https://www.youtube.com/watch?v=PQr_IJvYzbA
http://www.ted.com/talks/elizabeth_loftus_the_fiction_of_memory
Challenge research
http://www.ted.com/talks/scott_fraser_the_problem_with_eyewitness_testimony
Written
tasks
Written tasks:
1
Write a short paragraph explaining what is meant by the term ‘weapon focus’.
2
Imagine that you have been arrested for a crime that you didn’t commit.
Eyewitnesses have placed you at the scene of the crime. Write a 500 word
statement that could be given in court explaining the problems with eyewitness
testimony and why it cannot be relied upon in this case. Reference Loftus’ research
in your statement.
Subject
Context
AS Psychology 2
Children’s development
In psychology you will learn about how children develop secure attachments
with adults. But what happens when a child does not have loving adults around
them to give them attention? And what can be done to help such children?
Some answers to these questions can be found by studying children who have
been raised from young ages in very poor quality institutions.
In this work I would like you to listen to and watch two programs relating to
children who were raised in orphanages in Romania. Psychologists study topics
that are very sensitive and I have not set this work with the intention of
upsetting you, but to help you begin to learn about the difficult but very
important work that psychologists and other professionals do. We will come
back to what you learn during your first term in the sixth form.
Wider
learning
Professor Michael Rutter studied Romanian children who had spent some of
their early life in poor quality orphanages and who were then adopted to British
families. He aimed to monitor the effects of their early difficult experiences on
their physical, intellectual and social development. You need to listen to this
radio program to learn more about this study and to answer the questions
below.
“Romanian Orphanage Babies: 21 Years On” (from All in the Mind, BBC
Radio 4, 11th October 2011)
To find this radio program type in the link below (or type in these terms:
“Romanian Orphanage Babies: 21 Years On” (from All in the Mind, BBC Radio
4, October 2011)
http://www.bbc.co.uk/iplayer/console/b015p62y
Wider
research
To find out more about the impact of institutional care on children, watch this
short, 10 minute lecture by Georgette Mulheir. She works for a the charity
Lumos set up by J.K Rowling to try and replace institutional care with good
quality foster care.
http://www.ted.com/talks/georgette_mulheir_the_tragedy_of_orphanages.html
Written
tasks
Briefly answer these questions about Rutter’s study:
1. Why were there so many abandoned children in Romania?
2. In what ways were the children neglected?
3. How old were the children when they were followed up?
4. What proportion of children went on to catch up and recover well?
5. Which group of children are more vulnerable to serious problems?
6. What effects were there on the children’s social or emotional
development?
7. What effects were there on the children’s physical (brain) development?
Drawing conclusions
Having found out more about the effects of poor quality care in institutions I
would like you to imagine that you have been asked to write a short report to
present to a Member of Parliament putting forward some recommendations for
how to protect children who cannot be looked after by their parents.
Your report should be no more than 400 words long. It should begin with a
summary of the effects of institutional care, backing up your points with
evidence. It should then outline two to three suggestions for how we could
minimise the negative effects on children.
This report needs to be handed in in the first week of term.
Subject
Context
AS Religious Studies: Philosophy of Religion and Ethics
The AS Religious Studies course consists of two units: Philosophy of Religion &
Ethics and Medical Ethics. You will study a number of topics within each unit
and this piece of work is to give you an introduction to some key ideas.
Unit 1 – Philosophy of Religion
 The Design Argument for the existence of God
 The Cosmological Argument for the existence of God
 The Problem of Evil & Suffering
Unit 1 – Ethics
 Utilitarianism
 Situation Ethics
 Religion & Morality
 Sexual Ethics
Wider
readings
& other
resources
Unit 2 – Medical Ethics
 Abortion
 Euthanasia
 Genetic Engineering
 Fertility Treatment
The following online articles and visual clips will give you an overview of the
basic ideas encountered in the first term:
https://www.youtube.com/watch?v=kBdfcR-8hEY
https://www.ted.com/talks/tom_honey_on_god_and_the_tsunami
http://infidels.org/library/historical/w_k_clifford/ethics_of_belief.html
Wider
research
https://www.ted.com/talks/alain_de_botton_atheism_2_0
https://www.youtube.com/watch?v=GFIyhseYTWg
http://plato.stanford.edu/
http://www.reasonablefaith.org/god-is-not-dead-yet
Written
tasks
Choose a moral issue and write a 500 essay outlining that issue along with
religious and non-religious arguments relating to your chosen issue. You
should also offer your own opinion and why you think you are right.
Subject
Context
Wider
readings /
viewings
AS Sociology
When you start this course we will study a Unit on ‘Families and Households’.
By the end of the topic you will be expected to write a 24 mark essay on topics
such as ‘to what extent are we witnessing the “death” of the traditional nuclear
family?’
The following online articles will give you a glimpse at some of the basic ideas
encountered in A level Sociology.
http://anthro.palomar.edu/social/soc_1.htm
http://www.studyinglanguages.ac.uk/student_voices/700_words/talking_about_t
he_weather
http://www.youtube.com/watch?v=h8kJzBJrOkU
https://faculty.washington.edu/mlg/courses/definitions/Ideology.html
A more challenging read
http://www.culturewars.org.uk/2004-02/identity.htm
https://socialsciences.arts.unsw.edu.au/tsw/Marx.html
Wider
research
The following online sources will give you an insight into the sociological
imagination.
http://www.youtube.com/watch?v=5eBT6OSr1TI
Whose side are we on?
Challenge Research
http://www.youtube.com/watch?v=SWckfC3j94I
http://www.youtube.com/watch?v=v4NNDZ4X63I
Written
tasks
Define the following terms: primary socialisation, secondary socialisation,
culture, identity, social differentiation, power, stratification, phatic communion,
ideology, socialism, capitalism and nuclear family.
During your first week on the course you will introduce yourself to the class via
a power-point presentation. Choose one or more of the above key terms and
incorporate it into your introduction.
Subject
Context
AS Spanish
When you start this course you will be expected to have a sound grasp of the
past, present and future tenses and other core aspects of Spanish
grammar.
All students will have different starting points and so varying amounts of work
will be required in order to begin the course at a similar point. Practice makes
perfect!
Wider
Reading
(Grammar
and
Vocabulary)
You will be given an Ánimo grammar workbook on Induction Day. Please
complete the following exercises for your first lesson back. Please do the
exercises on a separate sheet of paper rather than in the book. Use
wordreference.com to help you with any unfamiliar vocabulary.
Page 7 Definite and Indefinite Articles- Exercise A
Page 9 Adjectives and Adverbs. Complete exercises A, B, C
Page 32 Present tense- Exercises A and C
Revise the uses of the preterite and imperfect tenses on pages 39-42.
Complete exercise A (page 39) and exercises A and C (page 41).
Future tense. Page 48. Complete both exercises A (Immediate future and the
future tense)
For students who did not attend induction, please email
lkt@harrogategrammar.co.uk to obtain a copy of the above Animo grammar
workbook.
Extension: You are encouraged to complete any other exercises you like as
independence is highly valued. Any additional exercises will be rewarded.
A useful grammar book that you may wish to buy which has explanations for
all tenses and grammar points is ‘Acción Gramática: A new advanced
Spanish grammar’ by Phil Turk and Mike Zollo.
‘Palabra por Palabra’ by Phil Turk has useful topic vocabulary and essay
phrases.
You will need to build up a bank of vocabulary related to the different topics
that we will study during the year, as this will aid you in essay and exam
preparation.
Here are some Quizlet sets of vocabulary for you to start learning
http://quizlet.com/44048068/common-spanish-verbs-as-level-flash-cards/ 100 common infinitives
http://quizlet.com/103621/15-of-the-most-common-spanish-verbs-pastpresent-future-flash-cards/ 15 common verbs in their conjugated forms
These sets of vocabulary from another school include words for each topic on
the course http://quizlet.com/class/986934/
Wider
research
In preparation for your first AS Level Spanish lessons, we would like you to
create a short presentation (2 minutes maximum) on an aspect of Hispanic
culture or custom. Here are some example of topics to help you:
Fiestas - e.g La Tomatina, Las Fallas, San Fermín, Semana Santa, Feria de
Abril, Carnaval…
Spanish food and gastronomy, tapas culture
The Spanish Royal family
Tango in Argentina
Football in Argentina
El Día de los Muertos in México
The rule of Franco in Spain
Any Hispanic films you have seen
Hispanic film stars- Penelope Cruz, Antonio Banderas, Javier Bardem, Gael
Garcia Bernal
Famous Hispanic sports people e.g Fernando Torres, Rafa Nadal, Gerard
Piqué
Or any other topic of your choice.
The presentation can be in simple Spanish and you can use a PowerPoint
with pictures if you would like (not too many sides). Include interesting facts
and figures and pictures.
Written
Task
You are also expected to write 300 words about yourself and your interests
(past, present and future) entitled ‘Me Presento’ in Spanish ready for the first
lesson back. These will be taken in and marked as part of a baseline
assessment.
This is your opportunity to show what you can do but don’t be tempted to visit
Google Translate! Also, avoid looking up every word, which is a sure sign you
are overcomplicating your work. Stick to the structures you learnt at GCSE, as
these are what will be built upon at AS level.
Things to include: information regarding family and friends; what are you like
as a person/ student; your interests; what did you do over the summer
holidays; and your ambitions for the future.
Subject
Context
AS Applied Travel & Tourism
In your first assignment you are going to investigate two travel destinations (one
short-haul and one long-haul). The first piece of evidence will include a
locational description with maps of different scales of your two chosen
destinations.
Wider
readings
The following sources will give you a general introduction to this topic and your
chosen city
GCE AS Travel & Tourism for OCR – Hilary Blackman, Ann Rowe, John Smith
Travel & Tourism Digital Textbook (Click this link when in school)
The Rough Guide to….
Lonely Planet Guides
http://www.youtube.com/user/LonelyPlanet/videos
Wider
research
http://www.youtube.com/user/RoughGuidesTV/videos
The following internet source is a good starting point to help you gather the
relevant information
www.google.co.uk/maps
Written
tasks
In addition, you should search for images of national maps and regional maps
as well as city maps. Look for maps that have locations of airports and railway
stations. Similarly, road networks, in out and around and possible
Underground/Subway networks.
Assignment Preparation
Your task is to pick a major capital city, e.g. London, Sydney, Paris, New York,
Rio etc.
For your chosen city you need to produce a set of maps that describe in detail
where the City is located both within the country, and the world.
There should be at least three sets of maps that are fully annotated to show
exactly where the City is. The maps should cover all of the following:
A world map that shows and describes:
Northern or southern hemisphere. Longitude & latitude.
Continent & time zone
Country
Distance and direction from other countries (min 2, including the UK)
Flying time from other countries (min 2, including the UK)
A national map that shows and describes:
Distance and direction from other cities /centres in same country (min 2)
Coastline – name sea, distance from coast, length of coastline
Bordering countries
Climate / seasons
Size – main 2 criteria e.g. km square, population
Distance / Travel time from airport
A series of local maps / plans that shows and
describes:
Name of region
Districts /suburbs
Size e.g. km square, population
Location and distance to nearest airports
Location and distance to nearest rail stations
Major roads to, from, and around the city
A conclusion which assess the destinations accessibility
Any key features clearly identified on the map such as major tourist attractions,
landmarks, parks etc.