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Page 3

Contents and General Notes

Summer Transition Tasks have been written to help you make the transition to the higher level of

study expected in the Sixth Form. These resources allow you to prepare for the first few weeks of

your new course.

Wider reading and research are essential to your progress at this level. You should read the

sources carefully and take summary notes to help you understand and process the information at

a deeper level. A Level study involves at least 15-20 hours of independent work per week and

reading/research should take up part of this time.

Please note all students are to complete their chosen subject’s specific transition tasks before

starting Sixth Form.

Summer Transition Tasks are provided for the following subjects:

English Faculty Language & Literature, Literature, Media Maths Faculty Mathematics, Mathematical Studies (Core), Further Maths Expressive Arts Faculty Art (Fine), Drama & Theatre Studies, Modern Foreign

Language (German), Music, Photography Business & Innovation Faculty

Business, Economics, Food Science & Nutrition, IT

(Cambridge Technical), Product Design Humanities Faculty

Geography, Health & Social Care (BTEC), History, Philosophy,

Psychology, Sociology Science Faculty Biology, Chemistry, Physics, Science (BTEC) PE Faculty Physical Education

This booklet is designed to help you work out which courses will suit you best and what you can

do to prepare yourself for them. The transition from GCSE to A Level is a significant one and

therefore it is important that you are as prepared as possible and that you are on the right

courses.

Page 4

SIXTH FORM TRANSITION TASKS BOOKLET

CONTENTS

Contents and General Notes ………..………………………….………….……………………….…

2

Summer Transition Tasks

• Arts & Languages Options ………………………………………………………………….

o Art (Fine), Music, Photography, Drama & Theatre Studies,

Modern Foreign Languages (German)

• Business & Innovation Options ……………………………….…………………………

o Business, (BTEC) Business (Extended Certificate), Economics,

Food, Product Design, ICT (Animation and Graphic Design &

Web Applications)

• English Options ………………………………………………………………………………….

o English Literature, English Language & Literature, Media

• Humanities Options …………………………………………………..………………………

o Geography , Health & Social Care, History, Philosophy,

Psychology, Sociology, Travel & Tourism (Applied)

• Maths Options …………………………………………………………..……………………...

o Maths - A Level, Maths – Core, Further Maths

• PE Options …………………….……..……………………………………………………..………

o Physical Education

• Science Options …………………………………………………………..…………………….

o Biology, Chemistry, Physics, Science (Applied)

5-9

10-16

17-19

20-28

29-31

32

34 - 37

Hints on referencing ………………………………..…………………………………………….

General advice from the sixth formers ……………………………………………………….

How the sixth formers think you can prepare yourself for the transition and

Perks of being a sixth former ……………………………………………………………………..

38

38

39

Sixth Form Team and General Contact Details …………………………………………….

40

Page 5

SUMMER

TRANSITION

TASKS

2017

We expect students joining Sponne School to complete a transition piece of work for each subject

between the end of Key Stage 4 and the start of Key Stage 5. This is assessed and feedback will be

given to students in September. The following tasks are to be completed over the summer break

and brought to your first lesson.

These are compulsory and will form 50% of your September assessment mark.

NOTE

It is important to note that most A Level subjects are linear and will be examined at the end of the 2

year course.

There are a few courses however, which are modular/non-linear and have AS exams followed by A2

exams to Year 13.

Page 6

ART (Fine Art)

Qualification/Level A Level (2 years)

Examination Board AQA

Linear or Modular A Level Linear (New from 2015)

Hand into: Ms Noble

Duration: 5 hours

The Task:

• Visit at least one gallery or sculpture park or view sculptures in the landscape. The gallery must be

recognised/reputable; for example, The Tate’s, Compton Verney, Ashmolean Oxford, Yorkshire Sculpture Park,

National Gallery, Milton Keynes, V&A, Saatchi………any town or city gallery.

• Before you go, research the gallery or space and have an idea of what you want to focus on. Once there, select two

contrasting pieces, but they can have similarities. They can be in any media; i.e. painting, sculpture, installation,

printing, drawing.

• Whilst in the gallery do an expressive sketch(s) of both not a copied one once at home and write down their titles,

artist name, size and materials.

• Write about what first caught your attention.

• Research and write about the pieces and find out the reasons for the work and what the work is about, the method

the artist has used and the artist’s background/biography. You can include and mention any of the artists other

work. Finally say how they contrast and mention if they have anything in common.

• Next produce your own art work in response to either one or both of the pieces. You can use any material and

method, the size is up to you. It could be a design or a final outcome.

Email me if you are unsure of any of the above anoble@sponne.org.uk

Page 7

MUSIC

Qualification/Level A level

Examination Board Edexcel

Linear or Modular A Level Linear (New from 2015)

Hand into: Mrs Underwood/Mr Bugby

Duration: 5 hours

The Task:

Performing:

Prepare a piece to perform that is a minimum of Grade 5 standard. Please ensure that you select a piece that you

feel you can play confidently and with good attention to detail (expression/dynamics/articulation etc). You will be

required to play this to Mrs Underwood in the first week back.

Composing:

Compose a melody with chord indication (or piano accompaniment) lasting for 12 -16 bars. The composition can be

in a major or minor key and can contain a modulation to a related key if you wish.

Listening and appraising

Listen to the following piece of music:

• Vivaldi Concerto Grosso in D Minor. Op 3 No 11. There are many recordings available online e.g.

https://www.youtube.com/watch?v=2kaNnZFosm8

Listen to a performance and follow the supporting score document, then complete the following tasks:

• Research the Baroque Concerto Grosso

• Write an essay outlining the key features of the Concerto Grosso as a genre and comment on the use of

instrumentation, tonality (key), harmony (chords/cadences/pedals and other harmonic devices), texture

(homophonic/contrapuntal/imitative etc) , melody (shape/stepwise/triadic/sequence), rhythm, metre and

structure in this piece. Try to be as detailed as you can, referring to bar numbers etc where appropriate. The words

in brackets are an indication of the sorts of things you might comment on in relation to each musical element.

This task is like the section B question at GCSE Music (Edexcel).

Email me if you are unsure of any of the above cunderwood@sponne.org.uk

Page 8

PHOTOGRAPHY

Qualification/Level A2

Examination Board AQA

Linear or Modular A Level Linear (New from 2015)

Hand into: Ms Turton

Duration: 5 hours

The Task:

Mini Project ‘This Place’ (Digital Camera work)

Take the title ‘This Place’ and produce a series of interesting photos inspired by the title. The place could be

anywhere….. a settlement, a field, a forest, a room, a cupboard…… be imaginative! You may want to explore a few

ideas before deciding on ONE idea to develop further.

You must show evidence of the following:

1. INSPIRATION. See how other photographers/artists have explored the theme. Discover/find/research a

photographer/images that will inspire your photos. It may be the subject matter that is inspiring or their style. Be

prepared to show an example of their work and explain how your work is inspired by theirs.

2. 1st

photo shoot – Looking for ideas. (briefly, try out a few different ideas)

3. 2nd

Photo shoot – Decide on one idea to develop (Try your favourite idea again in more depth and detail)

4. 3rd

Photo shoot – Refining your idea – (Review your most successful ideas from your 2nd

shoot and try to improve

the images). Experiment with your camera settings. If you are not familiar with your camera READ THE

INSTRUCTION BOOKLET! Try different shutter speeds, F-Stops, white balance and ISO settings…..

5. Selection of best images (3-6 photos)

PRESENTATION OF WORK: How are you going to present your project to the group? How are you going to show

your ‘workings’ (contact prints?) BE PREPARED! BE CREATIVE! (Sketchbook, Powerpoint, blog, website…….)

Page 9

DRAMA & THEATRE STUDIES

Qualification/Level A level

Examination Board Edexcel

Linear or Modular A Level Linear (New from 2015)

Hand into: Mrs Auchterlonie

Duration: 5 hours

The Task:

- You are to find a monologue from a play that you have read. You need to write a short synopsis on the character so

you understand the context of the monologue, and also why you have chosen this particular monologue and

character.

- You need to learn the monologue which must last 1.30-2.00 minutes without a script.

- You should include relevant movement and show consideration towards voice and characterisation.

MODERN FOREIGN LANGUAGES - German

Qualification/Level A level

Examination Board Edexcel

Linear or Modular A Level Linear (New from 2015)

Hand into: Mr Gercs

Duration: 5 hours

TASK 1

Complete the “Yr 11 into 12 Bridging Pack – Sponne” – this will be handed out on induction day

• All sentences need translating from the “AS Bridging – Grammar basics with GCSE Vocab” sheets – points 1-5

• To help complete these tasks accurately use the grammar exercises on “languages online” to guide you – the

SUMMER TASK is to complete ALL THE SENTENCES ON THE “AS Bridging..sheets”

• Subject and verb agreement exercises on “languagesonline”

• Word order exercises on “languagesonline”

Task 2

Watch “Lauras Stern” youtube video for gist and start to get to understand authentic German

Task 3

Learn all the Sponne GCSE “Higher” vocab booklet – this will be tested in a large vocabulary test (booklets will be

distributed on induction day) on lesson 3 in September

Page

10

BUSINESS

Examination Board AQA

Linear or Modular A Level Linear (New from 2015)

Hand into: Mrs Nelson

Duration: 5 hours

The Task:

Tasks

Task 1

Research the following terms with a definition and the formula. Complete in the form of a table.

Operating profit Total Revenue/Sales Revenue Market Size Volume

Market Capitalisation Market Size Value Market Growth

Sales Growth Market Share Price elasticity of demand

Added Value Labour Productivity Labour Turnover

Contribution per unit Break Even Point Employee Retention Rate

Return on Investment %

Task 2

Investigate and create a presentation on two key theories of leadership and management:

Tannenbaum Schmidt Continuum and the Blake Moulton Grid. Identify one strength and one weakness

of each.

This presentation could be in the form of a powerpoint or handout. Please avoid copy and pasting from

websites. You need to be able to interpret the theories into your own words.

Task 3

Create a fact file on two businesses of your choice. They should be multinationals and not just British

owned.

Include: Ownership, recent profit/revenue figures, what market are they in, main competitors, SWOT

analysis, what is their market share? What is their mission, aim and objectives? Who is in charge – has

this changed recently?

This fact file should include information from a variety of sources including the news. State where you

got your information from.

Page

11

ECONOMICS

Qualification/Level GCE Economics A

Examination Board Edexcel

Linear or Modular A Level Linear (New from 2015)

Hand into: Mrs Wolnik

Duration: 5 hours

The Task:

Task

Task 1 Explain what is meant by the terms ‘free market’ and ‘command economy’.

Find the latest statistics (figures) for the UK economy on:

• The rate of inflation

• The rate of unemployment

• The rate of economic growth

• The current account surplus or deficit on the balance of payments

• The rate of interest set by the bank of England

Task 2 - BREXIT – The British Exit from the Eurozone “BREXIT is currently the newspapers favourite headline. After the referendum result to leave

the European Union, every day there are reports about if, when and how should Britain

invoke article 50 and give formal notice to leave. Whether and when Britain actually leave or

not is not necessarily the issue but the uncertainty being created by the ongoing debate is…”

Questions: 1) What is the European Union? How is it different to the Eurozone?

2) What were the Economic arguments for leaving the European Union. What were the economic arguments for

the remain campaign?

3) What has been the fallout of the referendum result on the economy and the financial markets.

4) What will be the impact on the rest of Europe

5) What impact has the recent election result of June 8th

had on the Brexit negotiations

Task 3: Research some Famous Economists “Adam Smith is the grandfather of Economics. He invented the framework of the way the economy works today.

John Maynard Keynes, Milton Friedman and Hayek also have built and added to Smith’s framework of economic

theory…”

Questions: 1) What are Adam Smith’s cannons of taxation?

2) Research John Maynard Keynes, Milton Friedman and Hayek and write down some facts about their history

and their approach to Economics

3) How are the 3 economists different in their approach to economics?

*Watch on youtube the “masters of money” series to help you with your research

Page

12

Task 4 Look up these Economic Keywords and learn the economic definitions of 10 of them:

Inflation Economies of Sale GDP Merit Good

Balance of Payments Demerit Good Negative and Positive Externalities Monopoly

Real Interest Rate GNP Structural Unemployment Labour Productivity

Cyclical Unemployment Fiscal Policy Inferior Good Monetary Policy

Normal Good Supply Side Policy Direct Tax Deflation

Page

13

PRODUCT DESIGN

Qualification/Level A-Level

Examination Board AQA

Linear or Modular A Level Linear

Hand into: Mr Lopes

Duration: 5 hours

The Task:

To produce research for year 12 chair project:

Work must be presented on PowerPoint software or A3 paper.

• Identify your target client and produce information.

• Produce a questionnaire and analyse the results.

• Research similar products and create product analysis sheets

• Research anthropometrics and ergonomics information to aid your understanding of form and function.

• Complete a design specification.

Page

14

FOOD SCIENCE & NUTRITION

Qualification/Level Level 3 Diploma in Food Science and Nutrition

Examination Board

Linear or Modular A Level

Hand into: Mrs Livesey

Duration: 5 hours

The Task:

Before the course starts you need to carry out the research and tasks below.

Nutrition is a key part of the course and you will need to have a clear understanding of nutrients and healthy

eating.

TASK 1: Watch the video link to learn more about what is meant by a healthy diet. Explain what a healthy diet is and

the key elements of the Eatwell Guide.

https://www.youtube.com/watch?v=1tJYcNt6Bpk

TASK 2: Explore the concept of energy intake, expenditure and energy balance by watching:

https://www.youtube.com/watch?v=d-5w67NAOlo

Watch the podcast about energy and answer the questions below in full sentences. You may want to research the

answers from sources other than the podcasts above; ensure that you name your sources.

a. What is energy?

b. Why do we need to eat food?

c. How much energy do we need?

d. What are the factors that affect 'energy out'?

e. What is energy balance?

Food Presentation: It is important to understand how to layout food products in

order to improve their visual appearance. Use the following websites and videos to

investigate what makes food look good. You are welcome to search for other tips and

guidance on food presentation techniques. This is partially important, as you will be

required to photograph the products you make.

TASK 3: Write a list of tips and ideas for successful food presentation. Look at the

website below for ideas.

http://www.howtocookgourmet.com/foodpresentationtips.html

http://www.cravemag.com/features/the-art-of-food-presentation/

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

https://www.youtube.com/watch?v=9YBnczqciHI

Page

15

TASK 4: Food in the news: Create a “food in the news” media folder. Between now and the beginning of September

collect any articles that you find referring to Food and Nutrition.

The Guardian and Observer newspapers, the BBC news and the BBC Good Food Magazine are good starting places.

You could also look at the free papers and magazines available at food retailers.

Task 5: Select 2 articles that you think are important/news worthy. Summarise the key points and explain why you

think that each article was published/written.

Page

16

ICT CAMBRIDGE TECHNICAL –

Animation and Graphic Design & Web Applications

Qualification/Level Level 3 Cambridge Technicals (2016 spec)

IT Level 3 Certificate/Extended Certificate/Introductory

Diploma/Foundation Diploma/Diploma - 05838-05842 (2016 suite)

Examination Board OCR

Linear or Modular A Level Modular

Due date: Friday 8th

September 2017 @ 3.15 pm

Hand into: D26 – Mr Cornelius and Mr McGrory

Work must also be saved electronically as a word processed document

Duration: 5 hours

Welcome to Cambridge Technicals in ICT. Your transition task will get you up to speed with Unit 12; Mobile

Technology. This unit of work is assessed through production of a coursework report and e-Portfolio.

PRESENTATION

• Work must be word processed as formal report.

• Put your full name and candidate number in the page footer.

• Page 1 must be a title page, with the following information on;

o Unit 12 Mobile Technology

o Cambridge Technicals Level 3 ICT (2016)

o Full Name

o Candidate Number

• Page 2 must be a table of contents

o This can be created by clicking on References > Table of Contents

• Page 3 should be the start of your report

• Headings and sub-headings should be created using styles;

o This can be created by clocking on home > styles

o Use heading 1 for main headings (1.1, 1.2, 1.3…)

o Use heading 2 for sub-headings (1.1.1, 1.1.2, 1.1.3…)

• Main text must be no bigger than point size 12.

• The last page of your report must be a bibliography in Havard format. This must include a

full list of any websites/ books you used to help you complete the tasks.

• To see how your completed report should look, please refer to;

https://frog.sponne.org.uk/cambtech16u1

TASK

Refer to the IT booklet for full details of the task.

Page

17

ENGLISH LITERATURE

Qualification/Level A level

Examination Board Edexcel

Linear or Modular A Level Linear (New from 2015)

Hand into: Miss Gadsden

Duration: 5 hours

The Task:

1. Read the following texts in preparation for study next year:

• The Handmaid’s Tale – Margaret Atwood

• Frankenstein – Mary Shelley

• A Streetcar Named Desire – Tennessee Williams

2. Complete the poetry task below.

Read the poem History by John Burnside in the supporting document and then answer the following questions in as much

detail as possible.

Questions to answer:

1. What is significant about the title and date at the start of this poem? (Hint: refer to a major

event in your answer.)

2. What is the basic narrative of the poem?

3. In this poem the poet shapes meaning by juxtaposing images and concepts.

a) What is meant by “juxtaposing” and why do poets use this technique?

b) Give two examples of juxtaposition from the poem.

4. What do you think is significant or notable about the speaker’s response to the events in the

news?

5. What does the speaker identify as “the problem”?

a) How do you interpret this viewpoint?

6. What is the theme of the poem?

7. What do you notice about the structure of this poem?

a) Why might Burnside have chosen to structure it this way? How does the structure

connect to the ideas being communicated?

8. Select three interesting words/phrases from the poem. Comment on the effects of these

choices.

9. In what ways is a beach an appropriate setting for this poem? Explain your answer fully.

10. How do you interpret the final line of the poem?

Page

18

ENGLISH LANGUAGE AND LITERATURE

Subject English Language and Literature

Qualification/Level GCE Advanced Level

Examination Board Edexcel

Linear or Modular A Level Linear (New from 2015)

Hand into: Mrs Notley

Duration: 5 hours

The Task:

• Spend time making sure you understand and have the learnt the following technical terminology. (See

supporting booklet)

• The boxes in pink are for reference only at this point, although it would benefit you greatly if you could

familiarise yourself with these too.

• In the first week of the course you will sit a test which will have a range of short answer and some multiple

choice questions; this mark will form 50% of your September Assessment mark.

• You will also be expected to complete a lot of reading and you will be given a reading list during your induction.

Page

19

MEDIA

Qualification/Level GCE

Examination Board OCR

Linear or Modular A Level Modular

Hand into: Mrs Oates

Duration: 5 hours

We expect students joining Sponne School to complete a transition piece of work for each subject

between the end of Key Stage 4 and the start of Key Stage 5. This is assessed and feedback will be given

to students in September. The following tasks are to be completed over the summer break and brought

to your first lesson.

These are compulsory and will form 50% of your September assessment mark.

The Task:

Design and create a new print based advertisement for an existing advertising campaign. The advert you

create must:

• Communicate the same ideas and product USP.

• Appeal to the existing target audience.

• Use all of the relevant generic conventions.

• Be consistent with the existing campaign.

• Include original photography.

Try to show creativity and make interesting use of mise-en-scene.

Here are some example campaigns you could create adverts for:

Page

20

GEOGRAPHY

Qualification/Level A-Level

Examination Board AQA

Linear or Modular A Level Linear (New from 2015)

Hand into: Mr Marshall, Miss Jones or Mr Howe

Duration: 5 hours

The Task:

Carry out a fieldwork and research investigation into an aspect of Geography which interests you. It should:-

• contain no more than 1000 words, including all text, tables, figures and headings

• be produced on a computer, finished and printed out ready for the first lesson back

• be entirely your own work (with the exception of secondary research, which must have sources)

Section 1: Introduction and Hypotheses

First read this webpage: www.geography-fieldwork.org/geographical-enquiry/before-you-start.aspx

Use the guidance on the webpage to help you decide on your general theme (e.g. ‘rural hierarchies’), then come up

with between 1 and 3 hypotheses that you are going to investigate and test.

Section 2: Risk Assessment

It is very important that you do not put your safety at risk whilst carrying out fieldwork.

Please note: DO NOT carry out any fieldwork involving water (e.g. rivers, ponds, lakes, the sea), and if you are

working near roads always act safely and sensibly.

The above webpage provides guidance on safety and risk assessment. Please create and complete a ‘Risk

Assessment Table’ similar to this:-

HAZARD WHOM

MIGHT BE

HARMED?

RISK (WHAT

HARM

MIGHT BE

CAUSED?)

INITIAL RISK

RATING

(LOW,MEDIUM,

HIGH)

CONTROL MEASURES FINAL RISK

RATING

(LOW,MEDIUM,

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Crossing

road

Student Road traffic

accident

Medium Use zebra crossings.

Look both ways twice.

Low

Section 3: Methods of Data Collection

Read through the following webpage. It describes a range of fieldwork techniques you could use, and also a range of

possible investigation ideas which might help you with Section 1.

http://www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques/Fieldwork+techniques.

htm

You will need to create and complete a ‘Methods of Data Collection Table’, describing and justifying the primary

fieldwork and secondary research methods you will use in your investigation. The following webpages will also be

useful:-

https://www.geography-fieldwork.org/geographical-enquiry/before-you-start/2-fieldwork.aspx

https://www.geography-fieldwork.org/geographical-enquiry/before-you-start/3-finding-more-data.aspx

Page

21

NAME OF

TECHNIQUE

(method?)

METHODOLOGY

(what will I do?/how will it work?)

JUSTIFICATION

(reasons for choosing this method?)

Questionnaire I will ask 20 randomly-selected

people to complete my survey

Local people should have experience &

knowledge of changes in the area

Section 4: Presentation of Data

Please read: https://www.geography-fieldwork.org/geographical-enquiry/before-you-start/4-data-analysis.aspx

In this section you should present the results of your primary fieldwork and secondary research. This could take the

form of graphs, charts, field sketches, annotated photos, annotated maps & GIS maps. Please note: you are not

expected to provide written analysis of your results in this section.

Section 5: Analysis and Conclusions

Please read: https://www.geography-fieldwork.org/geographical-enquiry/before-you-start/5-review.aspx

Follow the guidance on this webpage carefully, especially the 5 bullet points, to analyse your results and conclude

whether or not you have proven or disproven your hypotheses.

Section 6: Evaluation

This section should contain the following sub-sections:-

Limitations: You should explain any issues with your fieldwork or research techniques, and any issues with your

data presentation.

Extending the Study: You should explain what could be done to solve the issues detailed in your Limitations sub-

section, and also describe how your investigation could be enhanced or improved.

Section 7: Bibliography and Appendices

This section should contain the following sub-sections:-

Sources of Secondary Data: This should be a list of all the sources you have used which you did not produce

yourself. It should include any websites, books, articles, maps, photos etc. you have used.

Appendices: You are NOT required to include appendices, but you may wish to include a small selection of the raw

data you have collected, only if you have referred to it in your investigation.

Other useful web resources (please copy & paste these URLs into your browser search bar):-

www.geography.org.uk/download/GA_P16Conf10Pointon.ppt http://www.metlink.org/experimentsdemonstrations/

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HEALTH & SOCIAL CARE

Qualification/Level BTEC

Examination Board Pearson

Linear or Modular A Level Linear

Hand into: Mrs Cameron-Wyatt, Miss Trussler

Duration: 5 hours

The Task:

Write a detailed report which demonstrates a high level of research. Your report must include relevant sub-headings

and include references of any resources you have used to complete the report. Your report must be in your own

words and can include images where relevant:

1. Select a Health & Social Care practitioner from the list below:

• doctors

• nurses

• midwives

• healthcare assistants

• social workers

• occupational therapists

• youth workers

• care managers/assistants

• support workers

2. Identify the organisation the practitioner would belong to and explain where your practitioner would sit in the

organisation’s hierarchy. For example, a doctor comes under the NHS.

3. Now research and explain, in detail the day-to-day responsibilities of your chosen practitioner. You must have a

minimum of 6 responsibilities which demonstrate the nature of the job role.

4. Identify the different clients who the practitioner might come into contact with and explain how the practitioner

will support the client. For example, a doctor may support someone with cystic fibrosis by reviewing and

prescription medication.

5. Identify at least 2 other practitioners your chosen practitioner would liaise with and explain how they would

work together to support the clients they are likely to encounter.

6. Identify at least 1 organisation in England which regulates the organisation in which your practitioner belongs to

and explain the importance of having these regular inspections.

Your report must be between 1000-1500words.

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HISTORY

Qualification/Level A Level

Examination Board Edexcel

Linear or Modular A Level Linear (New from 2015)

Hand into: Mr MacPhail, Miss Whitmore, Mr Moinet

Duration: 5 hours

The Tasks:

Students should prepare two information booklets entitled:

• Liberal Italy from 1870-1915

• Germany from 1870-1918

The booklets should be around 1000-2000 words each in length. They should be word processed and include images,

diagrams and maps where relevant. The information should be written in your own words with a detailed

bibliography listing the books and websites used in the research. Cutting and pasting is not acceptable! Details are

below.

Booklet 1: Liberal Italy from 1870-1915

This should include information under the following headings:

• The impact of Italian unification after 1870

• Political structure and political problems 1870-1915

• The North-South divide 1870-1915

• Church-State tensions 1870-1915

• The Italian economy 1870-1915

• Impact of Socialism 1870-1915

• Impact of Nationalism 1870-1915

• Key individuals 1870-1915 including Cavour, Giolitti, King Victor Emmanuel III, Mussolini

Booklet 2: Germany from 1870-1918

This should include information under the following headings:

• The impact of German unification after 1870

• The German political system and problems 1870-1918

• The German economy 1870-1918

• German society 1870-1918

• German foreign policy 1870-1918

• Socialism in Germany 1870-1918

• Nationalism in Germany 1870-1918

• Germany and the causes of the First World War

• The impact of the First World War on Germany 1914-1918

• Key individuals 1870-1918 including Bismarck, Kaiser Wilhelm II, Bethmann-Hollweg, Hindenburg

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Resources:

Websites:

• http://www.historylearningsite.co.uk/

• http://www.bbc.co.uk/history/worldwars/wwone/war_end_01.shtml

http://www.flowofhistory.com/units/eme/18/FC121

• http://spartacus-educational.com

• http://www.casahistoria.net/Fascism.html

• http://www.facinghistory.org/weimar

Books:

• William Carr, A History of Germany 1815–1990 (Hodder Arnold, 1991)

• Mack Smith, D. (1959), Italy: A Modern History,

• Martin Collier, From Kaiser to Fuhrer: Germany 1900–45 (Pearson, 2009)

• Geoff Layton, From Kaiser to Fuhrer: Germany 1900–1945 (Access to History, Hodder, 2009)

• Mary Fulbrook, A Concise History of Germany (Cambridge University Press, 2004)

• Andrew Mitchell and Geoff Stewart, The Collapse of the Liberal State and the Triumph of Fascism in Italy,

1896–1943 (Pearson Education, 2011)

• Michigan Press. Murphy D and Morris T — Europe 1870–1991 (Collins Educational, 2004)

• Wehler H — The German Empire 1871-1918 (Berg, 1997)

• Turner L C F — Origins of the First World War (Arnold, 1970)

• Koch H (ed) — Origins of the First World War (Macmillan, 1984)

• Joll J — The Origins of the First World War (Longmans, 2006)

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PHILOSOPHY

Subject Philosophy (2175)

Qualification/Level AS and A-level

Examination Board AQA

Linear or Modular A Level Modular

Hand into: Mr Readman or Mrs Mcloughlin

Duration: 5 hours

1) There are six features (three pairs) of ethical decision making. They are:

a) Absolutist or Relativism

b) Subjectivism or Objectivism

c) Deontological or Teleological

2) What is the task?

a) You need to produce a PowerPoint and 1 or 2 sides of written A4 explaining the six features of ethical

theories (three pairs), and then justify which one from each pair you think provides the best approach

to ethical decision making

3) What do you need to do?

a) Read about all six features and identify how the members of each pair relate one another. You will find

information on the Features of Ethical Theories sheet. You can also do extra reading from the books

and/or websites listed below

b) Define each feature and explain what they contribute to ethical decision making

c) You need to explain and justify which one from each pair is the best approach to ethical decision

making

d) Explain whether there are links between the three that you have chosen, i.e. are there some features

that automatically go together?

e) You then need to explain how each of your chosen approaches would guide the debate/decision

making about three of the situations in applied ethics

4) Situations in applied ethics

a) Whether a 16 year old girl should have an abortion

b) Whether a robot with highly developed AI should be considered a person

c) Should a person who has been diagnosed as having 6 months to live with a terminal disease be allowed

a form of euthanasia

d) Should the testing of medicines be allowed on animals

e) Whether to bomb a terrorist leader who is hiding within a group of 200-500 innocent civilians

f) Whether the NHS should pay for 1 cycle of IVF for a 45 year woman who has worked all her life, but

has not managed to conceive. The chance of a successful birth for a woman aged 44 or over is 1.9%

g) Pick an ethical situation of your own

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5) What resources do you need to use?

a) The attached sheets. Please note that these only cover the first three of the six attributes of God

b) These websites:

i) http://www.rsrevision.com/Alevel/ethics/contents/

ii) https://revisionworld.com/a2-level-level-revision/religious-studies-level-revision/ethics

iii) http://www.alevelphilosophy.co.uk/resources/free-handouts-library/handouts-library/ethics/

iv) https://www.rep.routledge.com/

v) https://plato.stanford.edu/

c) Books such as The Puzzle of Ethics by Peter Vardy or Ethical Studies by Robert Bowie. However

remember to record the name and author and address of the book/resource.

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PSYCHOLOGY

Qualification/Level A Level

Examination Board AQA

Linear or Modular A Level Linear

Hand into: Mrs Cameron-Wyatt/Miss Trussler

Duration: 5 hours

The Task:

Investigate the origins of Psychology using the information in the bullet points below and write a 1,500 word essay

on the emergence of Psychology as a Science.

Key information to include;

• Wundt

• Introspection

• John B. Watson

• Scientific principles

Useful websites:

• www.apa.org/research

• www.bbc.co.uk

• www.bps.org.uk

• www.classroomvideo.co.uk

• www.gerardkeegan.co.uk

• www.hoddereducation.co.uk/Product-Landing-Pages/Magazines/Magazines-extras/Psychology-

Review-extras

• www.integratedsociopsychology.net

• www.podology.org.uk

• www.psychlotron.org.uk/

• http://psychology.about.com/

• www.ted.com/talks

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SOCIOLOGY

Qualification/Level A Level

Examination Board AQA

Linear or Modular A Level Linear

Hand into: Mrs Cameron-Wyatt/Miss Trussler

Duration: 5 hours

The Task:

Investigate the Functionalist theory in Sociology and write a 1,500 word essay on the key principles of Functionalism

covering their explanation of the role that both Education and the Family play in society. Your essay must be written

in your own words.

Key information to include:

• Durkheim

• Parsons

• Organic analogy

• Social solidarity

Useful websites:

• http://www.britsoc.co.uk

• http://www.hoddereducation.co.uk/sociologyreviewextras

• http://www.podology.org.uk

• www.revisesociology.wordpress.com

• http://www.s-cool.co.uk

• http://sociology.org.uk

• http://www.sociologyonline.co.uk

• http://www.socresonline.org.uk/

• http://www.socioweb.com/

• www.sociologytwynham.com

• http://www.tutor2u.net > sociology

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MATHEMATICS - A Level

Qualification/Level A-level

Examination Board MEI

Linear or Modular A Level Linear

Hand into: Your Maths teacher

Duration: 5 hours

The Task:

To be able to successfully complete your Mathematics A-level you must have an excellent understanding of algebra.

Key topics from your GCSE which you must know include:

• Linear Equations

• Quadratic Equations

• Simultaneous Equations

• Inequalities

• Algebraic Fractions

• Indices

• Surds

To make sure you have a good understanding of these topics, please work your way through the booklet provided.

The booklet has worked examples as well as answers at the back for you to check your work. Once you feel confident

please complete the Transition task assessment. All questions are multiple-choice with 4 options, select only one

option unless otherwise stated. All of your work should be handed into your class teacher on your first lesson in

September.

All material will be provided on Sixth Form Induction days. If you are unable to attend please contact Mrs Leeding

(nleeding@sponne.org.uk) for a copy of the materials.

Wider reading – for interest

• Why Do Buses Come in Threes?: The Hidden Maths of Everyday Life: The Hidden Mathematics of Everyday Life - Rob

Eastaway & Jeremy Wyndham • Thinking Mathematically - J. Mason, L. Burton, K. Stacey • Fermat's Last Theorem: The Story Of A Riddle That Confounded The World's Greatest Minds For 358 Years -

Simon Singh • Seventeen Equations that Changed the World - Ian Stewart • The Mathematics of Love: Patterns, Proofs, and the Search for the Ultimate Equation – Hannah Fry • Alex’s Adventures in Numberland – Alex Bellos

• The Simpsons and Their Mathematical Secrets - Simon Singh

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FURTHER MATHS – A Level

Qualification/Level A-level

Examination Board MEI

Linear or Modular A Level Linear

Duration: 5 hours

The Task:

To be able to successfully complete your Further Mathematics A-level you must have the ability to work

independently and be quick to pick up new ideas and mathematical methods. One of the first topics you will be

looking at is Complex Numbers and your summer transition task involves researching the basics of complex numbers

and also other number systems.

To make sure you have a good understanding of complex numbers and other number systems, please work your way

through the booklet provided. The sheets in the booklet allow you to research different number systems and how to

manipulate complex numbers. You need to answer all the questions from the sheets which will be marked in class.

Once you have completed the sheets you must produce an A4 poster explaining the different types of number

systems. You must also complete the Transition task assessment. Both the poster and the assessment needs to be

handed into your teacher in the first lesson to be marked.

All material will be provided on Sixth Form Induction days. If you are unable to attend please contact Mrs Leeding

(nleeding@sponne.org.uk) for a copy of the materials.

Wider reading - for interest

• The Mathematical Experience - Philip J. Davis & Reuben Hersh

• Euler : The Master of Us All - William Dunham

• A Concise Introduction to Pure Mathematics, Third Edition - Martin Liebeck

• Fermat's Last Theorem: The Story Of A Riddle That Confounded The World's Greatest Minds For 358 Years -

Simon Singh

• Seventeen Equations that Changed the World - Ian Stewart

• Math in Minutes: 200 Key Concepts Explained In An Instant - Paul Glendinning

• The Number Mysteries - Marcus Du Sautoy

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LEVEL 3 - MATHMATICAL STUDIES (CORE)

Qualification/Level Level 3 Mathematical Studies

Examination Board AQA

Linear or Modular A Level Linear (New from 2014)

Hand into: Mrs Thomas

Duration: 5 hours

The Task:

A written piece of work on “Maths in the world around us”.

• It may include relevant pictures, photographs, newspaper articles with annotations. Length - 2 sides of A4.

Chatsworth House,

Derbyshire 3/6/2016

Chair made from US dollars. Exchange Rates.

Ceiling. Hexagons. Tessellation, angles in polygons.

Wrest at War Wrest Park

Bedfordshire 29/5/2016

Metric distances. Conversions, speed, distance, time -

graphs

UXB - Unexploded Bomb! Using similar triangles and trigonometry.

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PHYSICAL EDUCATION

Qualification/Level A Level

Examination Board AQA Physical Education 7581

Linear or Modular A Level Linear (New from 2015)

Hand into:

Duration: 5 hours

The Task:

There are 2 strands to the task taking into account some of the different elements of the year 12 course.

• Part 1 concerns Applied Anatomy and Physiology

• Part 2 concerns Sport and Society

Part 1

• With reference to vascular shunting and oxygen disassociation, explain the benefits of a warm up prior to

performance in a 5km run

• Using examples in the alveoli and muscle, explain the mechanisms that enable gaseous exchange to take place

• Analyse factors that exist in the muscles of Mo Farah and Usain Bolt that give each performer an advantage in

their event

• Using an appropriate sporting example, explain Newton’s 3 Laws of Motion

Part 2

• Create a time line from pre 1780 industrial revolution to 2000 that shows the development of football,

highlighting the key events that led to the modern day game.

o You will need to critically analyse the major events, looking at the impact that they had on the game and in

society in general

o Consider what society looked like pre-industrial revolution and how it has evolved

o Look at the global spread of sport

• Key Concepts to research:

o Popular Recreations

o Feudal System

o Rational Recreation (Rationalisation)

o Industrial Revolution – consider what changes were made and the impact of these

o Codification

o The British Empire and Globalisation

o Amateurism and Professionalism

o National Governing Bodies

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Key Websites:

• https://www.youtube.com/watch?v=w_2oaB81i7I

• https://www.youtube.com/watch?v=b7DT9eQkIEg

• https://www.youtube.com/watch?v=hIVqhj9d4Os

• http://www.hoddereducation.co.uk/Magazines/Magazines-extras/PE-Review-extras

Hint: The key with A-Level, is that you ‘read around the topic’.

What does this mean? You will be taught the main content throughout the two years, but outside of lesson, it is

vital that you research journals, magazine articles and other online documents as these will provide you with

additional information that will help with answering exam style questions. It also helps you to analyse the facts.

You have been provided with 4 websites as a start but need to look through others that can then be referenced in

your work.

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BIOLOGY

Qualification/Level A level

Examination Board AQA

Linear or Modular A Level Linear (New from 2015)

Hand into: Biology teacher in first lesson

Duration: 5 hours

It is important that you are able to use scientific vocabulary accurately. There are many biological terms that you will

be familiar with from your GCSE science course and it is essential that you can understand and use them

appropriately. Remember this is a check on what we would expect you to know from your studies at GCSE. You will

need to be able to learn, understand and apply a very large number of important key biological terms throughout

your studies in A level Biology.

Please complete the supporting Biology Department Summer Transition 2017 booklet.

The Tasks to include:

Section A Complete the 3 tasks (guidance time = 1.5 hours)

Section B Write an essay on the following: (guidance time = 3 hours)

“Discuss 5 named examples of proteins and how they function in the human body”

• use internet research

• write between 800 and 1000 words

• include 5 different named examples of protein, examples could include: Haemoglobin, Keratin, Collagen,

Named enzyme, Antibodies etc. Include a bibliography of all references used.

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CHEMISTRY

Examination Board OCR B (Salters)

Linear or Modular A Level Linear (New from 2015)

Hand into: Mr Coates / Mrs Ramsden (Wednesday 6th

September 2017)

Duration: (approx.) 5 hours

The Tasks will cover the following topics:

• Calculations in Chemistry

• Presentation task

Please complete the supporting Introduction to Salters Advanced Level Chemistry booklet.

All Calculations in part 1 need to have been attempted (all types of calculation are taught at GCSE and it is assumed

that you will be able to carry out similar calculations at A level without difficulty). Students that have not been

introduced to the mole concept should still be able to use the equation given.

The presentation task needs to be detailed, so read the instructions carefully. You are expected to know about the

development of ideas on atomic structure for any A level chemistry exam.

Books

• The Pleasure of Finding Things Out - Richard Feynman

• The Disappearing Spoon - Sam Kean

• Uncle Tungsten - Oliver Sachs

• The Shocking History of Phosphorus: A Biography of the Devil’s Element - John Emsley

• Calculations in AS/A level Chemistry by Jim Clark

Magazine/Journals

• New Scientist

• The Mole

• Catalyst, a science magazine for students aged 14-19

• Chemistry Review magazine

Places of Interest

• Royal Society of Chemistry - Burlington Arcade, Regents Street London

• Science Museum,

• London Museum of the History of Science

Websites

Royal Society of Chemistry www.rsc.org.uk

Institution of Chemical Engineers www.icheme.org

www.chemguide.co.uk

www.docbrown.co.uk www.s-cool.co.uk/

Knockhardy www.knockhardy.org.uk/sci.htm

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PHYSICS

Qualification/Level A level

Examination Board OCR

Linear or Modular A Level Linear (New from 2015)

Hand into: Mr Notley

Duration: 5 hours

Please complete the supporting Physics Department Summer Transition 2017 booklet.

Task will cover the following topics:

• Power of Ten

• Squares and Cubes

• Units

• Symbols

• Re-arranging equations

• Atomic Structure Table

• Mathematical Equations

• Science Article Review Task

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BTEC NATIONAL SCIENCE

Examination Board Edexcel Pearson

Linear or Modular A Level Modular

Hand into: Mrs Halling

Duration: 5 hours

The BTEC Science is split into two units. One of these units is coursework based and the other is an examined unit.

Unit 1 – Principles and Application of Science: Examination

• Biology (Animal & plant cells, tissues)

• Chemistry (Atomic structure, bonding and chemical/physical properties related to structure)

• Physics (Waves and their application in communications)

Unit 2 – Practical Science Procedures and Techniques – Assignments (marked internally)

Standard laboratory equipment and techniques, including titration, colorimetry, calorimetry,

chromatography, calibration procedures and laboratory safety, which are relevant to the chemical and life

science industries.

The transition task is an additional booklet which is a review of the related topics previously met at GCSE in

addition to a research task for each of biology, chemistry and physics.

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Hints on referencing:

There are two easy ways to reference if you have directly quoted information.

1. Copy and paste the website under the quote

2. Paste the website into a ‘footer’ giving it a number. Then replicate the number next to the quote.

Ie. One of the key features of Popular Recreation were that there were a few very simple rules. 1

This is then referenced in the footer as follows: 1 http://www.wbs.eu.com/download.php?url=/var/joomla/west-bridgford/httpdocs/phocadownload/PE/A-

Level_PE/A2_Historical_Studies/Popular_Recreation/popular+recreation+summary.pdf

General advice from the sixth formers:

• Don’t underestimate the intensity of A-Levels – it is a lot harder than GCSE and you need to be focused and

work hard

• The summer before year 12 is really long and it can be a shock when you have to adapt quickly to your new

courses – try and do some reading around the subject over the summer

• Make sure you achieve a minimum of a ‘C’ for GCSE Maths and English – it is important for your future and will

hold you back if you do not get them

• Be prepared for a lot of hard work! You will need to be independent and very organised to keep on top of all of

your work.

• Take responsibility for your learning and your work as teachers won’t chase you as much as before!

• Don’t be afraid to ask staff or any of the older sixth formers about anything

• Don’t pick a subject you’re not interested in doing

• Make sure you know how many exams or courseworks you will have per subject

• You MUST be doing subjects you love or else you will struggle massively

• Make sure you dress like you’re going to a job interview

• Keep all your work organised

• Do everything you can to get involved with the Sixth Form, e.g. participate in events

• Do as much work as you can early on

• Avoid getting involved in social network disputes

• You have to be prepared to work hard as the subjects get much more difficult. You will also have to revise a lot

more.

• Use all the resources available

• Don’t leave anything to the last minute

• Use your study periods for study – don’t let yourself get distracted by others

• Leave your lessons with no doubts. If you didn’t understand something ask your teacher there and then

• Ask for help if you need it

• Make a conscious big effort with each subject

• Be on time for classes

• Complete your work to the best of your ability – don’t rush to get it done

• Be very careful about your course selection. If you want to do all the sciences and maths, consider whether

you will be able to cope with the hours of extra study required

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How the sixth formers think you can prepare yourself for the

transition:

• Don’t be lazy! Be proactive!

• Find out who teaches the subjects you’re interested in and whether the teacher thinks it is suitable for you

• Buy folders for your subjects – organise them as you go (don’t just shove papers in it thinking you will organise

it later)

• Buy all your equipment before you start

• Read any recommended textbooks during the summer holidays

• Revise every night in short periods from the start of school to ease the load before exams

• Complete set homework as soon as possible

• Make good notes in class from the start

• Start working hard and revising straight away to take the pressure off when it comes to exams

• Acknowledge that the majority of work that you will be doing will be independent – you are expected to do

the work on your own but you will have support if you need it

• Learn to be independent as you can’t expect everything to be handed to you on a plate

• Spend 15 minutes after school per lesson per day, going over what you did that day and add any new material

to flash cards

• Get more sleep!

Perks of being a sixth former:

• Independence

• Good support available

• Treated more like an adult

• Getting to know more people in your year

• There are various events that are run by the Sixth Form to get involved in

• Having lots of help with university applications

• Can pick own subjects

• Responsibility and freedom

• Allowed mobile phones, peircings, jewellery and dyed hair (within reason)

• Own study area

• Computers and work space

• Vending machine

• Enrichment day

• And of course, Mrs Freer & Miss Elliott – The Sixth Form Mums - always there when you need help, of which

all of you will need at some stage during your time in Sixth Form

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SCHOOL CONTACT INFORMATION

Sixth Form Team:

Miss V. Austin Head of Sixth Form vaustin@sponne.org.uk

Mrs H. Ramsden Deputy Head of Sixth Form hramsden@sponne.org.uk

Mrs J. Freer Sixth Form Administrator jfreer@sponne.org.uk

Miss J. Elliott Study Support Mentor jelliott@sponne.org.uk

School Address details: Sponne School

Brackley Road

Towcester

Northants

NN12 6DJ

Executive Headteacher: Dr. Jamie Clarke MA, BSc GRSM EdD

Head of School: Iain Massey MA (Cantab)

Telephone Number: 01327 350284 extension 119 (Sixth Form Area)

Facsimile Number: 01327 359061

Email: jfreer@sponne.org.uk or www.info@sponne.org.uk

Website: www.sponne.org.uk

Chair of Governors: Christopher Watt

Type of School: Converter Academy