Year 12 Induction Tasks 2018- 2019 - Queens' School

Year 12

Induction Tasks

2018- 2019

2

CONTENTS

Introduction 3 Art 4-5 Biology 6 Business Studies 7-8 Chemistry 8 Computer Science 9 Drama 10 Economics 11-12 English Literature 13-14 English Language and Literature 14 French 15-16 Geography 17 German 18-19 History 20 Mathematics & Further Mathematics 21 Music 22-23 Photography 24-25 Physical Education (A-Level & BTEC Sport) 26 Product Design 27 Physics 28 Politics 29 Psychology 30-31 Philosophy, Religion and Ethics (PRE) 32-33 Sociology 34-35 Spanish 36-37 Appendices:

Appendix 1: Chemistry Booklet 38-44

Appendix 2: Computer Science 45-46 Appendix 3: Physical Education (BTEC Sport) 47-55

3

INTRODUCTION

The transition from GCSEs to A Levels has always been a significant one, however, with the

increased demands of the more content heavy linear A-Levels, the proliferation of pathways

for Post-18 progression and the acute competition for the best opportunities it has never

been more accentuated before. Further, A-Levels are much more intellectually rigorous and

challenging than GCSEs; even students with top GCSE grades need support to make the

transition successfully. For example, there is a different emphasis in the type of learning

involved, with more time spent on independent learning and enrichment tasks for example.

Year 12 passes very quickly and it is vital that you establish the beginnings of subject mastery

in your new courses as soon as possible; building in the time to consistently consolidate your

learning.

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

been designed to give you both background knowledge and a flavour of what you can expect

in the subject in Year 12. It is a requirement that you complete all the induction tasks for each

subject you have chosen and bring them to your first lesson in September.

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

important in these subjects that you tackle the tasks thoughtfully to confirm your interest in

taking lessons in the subject every day in Year 12. You cannot change your subject choices

once we get into the teaching year: it will be too late to pick up a different subject if you

have missed the start of the course. It is possible to change on enrolment day after you have

your GCSE results, assuming that you have met the entry requirements and that we still have

spaces on the course.

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

make a good impression with your new teachers. Do not forget that that this will be their

first opportunity to assess your ability and commitment to your new subject. Be honest: if

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

really going to achieve the successes or enjoyment that we would hope, in taking that course

every day for two years?

I wish you every success in your endeavours, hope that you enjoy a well-deserved extended

summer and look forward to seeing the fruits of your efforts in September.

Mr Barrie Murphy Head of Sixth Form

Should any of the tasks refer to supplementary material this can be found at the following website:

http://www.queens.herts.sch.uk/sixth-form/


4

Art

Instructions Task 1 – Produce 21 high quality drawings (3 drawings for each of the 7 examples listed) based on the theme ‘Contrast’

• Contrast in nature • Contrast of manmade surfaces • Contrast of industrial shapes or architecture within landscape • Contrast of exterior/interior • Contrast created by surface texture such as rust or erosion • Contrast of shapes such as angular against curved • Contrast created by light

Task 2 – Visit an Art Exhibition selecting and analysing a couple of pieces of work that you consider connect well to the theme of Contrast (approx. 500 words).

Note the Artist, date and title of the piece.

Analyse the work considering how it connects to the theme of Contrast. Consider: subject matter, composition, light, depth, line, texture, form and shape.

Task 3 – Take 10 high quality photographs based on the theme ‘Contrast’ to use as primary sources.


What do I bring to the first lesson back?

• 21 drawings relating to the theme ‘Contrast’ • 10 high quality photographs of primary sources • 500 words analysing 2 pieces of art from an Exhibition with photographs of the work.

Link To Course

The work you produce allows your teachers to assess how well you can independently respond to a brief, as you would be expected to do throughout the course. This will also serve as a vehicle for determining your initial skill levels as well as personal interests and ability to engage with a wider contextual understanding through gallery visits.

Some Exhibitions –

ALL TOO HUMAN – Tate Britain (Entry to Tate collection free. Exhibition £5)

ANTHEA HAMILTON - Tate Britain (FREE)

SOMEWHERE INBETWEEN – The Welcome Collection (FREE)

PICASSO – Tate Modern (Entry to Tate collection free. Exhibition £5

National Gallery collection

National Portrait Gallery

V&A

5

Marking Criteria

Assessment Distinction Pass Fail

Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress

Independent, realised, sensitive, creative, sustained, highly inventive, critical, perspective, comprehensive, in depth, insightful, original, genuine creative journey, refined, highly skilled, in-depth reflection, pertinent connections, exciting.

Predictable, broadening, makes progress, relevant, description not explanation, demonstrates intensions, appropriate, sufficient, control, emerging individuality, thorough, developing skills, adequate, lacks perception, signs of understanding.

Partial, inconsistent, literal, elementary, minimal, rushed, sporadic, naïve, lacks skills, little creative intent, disjointed, pedestrian.

Contextual Understanding demonstrating analytical and critical understanding.

6

Biology

Instructions Over the summer you should work through the book ‘Head Start to A-level Biology’ o Publisher: Coordination Group Publications Ltd (CGP) (2nd Mar. 2015)

o ISBN-13: 978-1782492795. This is designed to bridge the gap between years 11 and 12.

You should:

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

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

first lesson so your teacher can check completion.

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

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

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

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

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

alternative A Level course instead.

Link to course

The step up to A level Biology is very significant, and your success in this subject will largely depend on your ability to build upon your knowledge from GCSE. If you begin year 12

without recapping the most essential GCSE topics, you will struggle to understand the important new A-level concepts that are to be introduced. By completing this induction

task, not only will give you a flavour of what to expect in your first year in Sixth Form, but

it will also help to ensure that you are not caught out by crucial KS4 content that you have forgotten – meaning that you can get off to the best possible start.

Success criteria

Your self-marked questions will be checked on Friday 14th September 2018

You will complete an assessment based on the content and skills within this book in the first Biology lesson of the year. This assessment focus primarily on content, as Biology A

level has a vast amount of content to recall. If you underperform in this assessment (e.g. receive below your target grade), you will be expected to resit the paper.

7

Business Studies Instructions You are to write an essay on the following topic:

The managers of a large (employs over 250 people and has branches nationally) food

production company believe that it is important for the business to behave ethically. To

what extent do you think that an ethical approach to business decision making is now

essential for managers in large companies?

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

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

Link to course

The business and economic landscape has, and will, continue to evolve over time. One of

the greatest pressures on businesses nowadays is to be seen to behave in a way deemed as correct and appropriate for modern society.

It is therefore vital for A level Business students to have an understanding of how societal

change has led to changing ethical attitudes and opinions, as it could lead to large

problems for businesses if they are seen to be not taking this seriously. This will then lead onto a discussion about how other external factors impact upon business activities.

Success criteria

You should provide an answer to the question that:

Demonstrates a depth and range of knowledge and understanding that is precise

and well selected in relation to ethical issues relating to food production

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

Makes judgements or provides solutions which are built effectively on analysis, show balance and have a clear focus on the question as whole throughout; the extent to which you believe that managers in specifically food production

companies, as well as other large companies, should take an ethical approach to decision making.

Marking structure

Distinction

An excellent or very good response overall that is fully focused on the key demands of the question: demonstrates a depth and range of knowledge and understanding

that is precise and well selected in relation to issues in the question; demonstrates

analysis throughout which is well developed, is applied effectively to the context and considers a balanced range of the issues in the question; makes judgements or

provides solutions which are built effectively on analysis, show balance and have a clear focus on the question as a whole throughout.

Pass

A reasonable or good response overall that focuses on some of the demands of the question: demonstrates a limited knowledge and understanding of a range of issues in the question or a good knowledge and understanding of relatively few issues in the

8

question; some attempt to use the context and develop arguments relating to the question; some attempt at making a judgement and/or solutions which address part of the question set.

Fail

A limited or weak response overall with little or no focus on the question: demonstrates a limited range and depth of knowledge and understanding of issues in

the question; demonstrates analysis with little development, mainly descriptive application to the context and considers a limited number of issues in the question; makes judgements or proposes solutions which have limited links to analysis or limited focus on the question as a whole.

Extension Task(s)

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

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

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

Chemistry

Instructions Complete the attached Introductory booklet on A-Level Chemistry. (See Appendix 1)

Complete all sections, show working out where necessary (it helps us follow

your thoughts and help you better when you are stuck).

Link to course

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

For supplementary material: http://www.queens.herts.sch.uk/sixth-form/


9

Computer Science

Instructions

You are required to follow the instructions in Appendix 2, and complete the activities. There are

two sections to the activities.

Link to course

Computer Science is the study of the design of algorithms, their properties, linguistic and mechanical realisation. Algorithms are realised through writing computer programs.

In this subject you will be expected to develop an understanding of the principles and

concepts of Computer Science including; abstraction, decomposition, logic, algorithms and data representation. You will explore a range of programming paradigm and develop

an understanding of the strengths and weaknesses of each paradigm.

You will be able to see the relationship between different aspects of Computer Science and explore emerging areas such as data science (big data) and ubiquitous Computing.

Success criteria

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

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

2. You should provide evidence of your code along with evidence of testing and annotations to prove that the code works.

Marking structure

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

Criteria / marks Explanation

Accuracy – 10 Does the program solve the problem?

Techniques - 10 Use of variables, control structure,

functions / procedure, data structure Evaluation - 10 Reflect on the efficiency of your solution

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

Extension Task(s)

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

started.

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

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

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

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

https://projecteuler.net/

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

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

10

Drama Instructions Task 1: Please go to theatre and complete a theatre review of approx 1000 words. (You

can go and see anything - it can be local, West End, amateur etc)

Your theatre review should include analysis and evaluation, and include both acting and technical elements.

Task 2: Research one of the following theatre practitioners:

Artaud

Brecht Kneehigh

Please write an essay (500-1000 words) on the background and theories of your chosen

practitioner.

Research their working method and come ready to run a practical 15-20 minute session with the group outlining 1 or 2 of your practitioners methodologies. You will also need to

make an A4 handout to give to each member of the class.

Link to course

Task 1: This links to the written exam (40%). You will study 3 set texts and as part of the

exam you are required to use influences from live theatre. Task 2: This links to both performance units of the course (60%) where you are required to use a practitioner influence in your devising work.

Success criteria

Task 1: Use analysis and evaluation skills to make evaluative and critical

judgements about theatre. Effectively use drama language.

Task 2: Ability to put theory into practice. Research skills, ensuring you can find the

relevant information and then create an informative piece of writing on your chosen practitioner. Ensure your workshop activity is engaging and relevant with an element of

challenge.

Marking structure

Distinction: Highly informative written work with excellent use of drama vocabulary embedded in the essay.

Outstanding evidence of wider reading and independent research, interpreted into your own words.

A highly engaging workshop demonstration with clear practical understanding of chosen practitioner. Challenging focus and task for class to participate in. Informative handout.

Pass: Clearly written essays, with evaluation and analysis present.

Good research which has been clearly presented. Interesting practical activity to show knowledge of practitioner. Good handout.

Fail: Basic essay writing focusing more on description rather than evaluation. Failure to meet the word count.

Research copied and pasted rather than interpreted and written in own words. Unorganised practical workshop, with basic techniques and an uninspiring handout.

11

Economics Instructions

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

end of this task) and complete, handwritten, legibly and in complete sentences on lined

paper, the following:

Chapter 1 Question 1 on p3

Chapter 1 Data Response Question – Net migration on p5

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

Chapter 2 Data Response Question – Cinema data on p11

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

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

choices on p16

Link to course

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

Success criteria

The shorter questions (everything else not specifically mentioned below) will demonstrate the skills of demonstrating knowledge accurately (A01 - knowledge), using

data and evidence (A02 - application) to support your points, and detailed explaining of your ideas (A03 - analysis) The evaluation questions – Net migration question 2, Cinema data questions 3a and 3b and The National Health Service question 3 – should be written as 25 mark essays. They should be approximately 1 to 2 sides of A4 and each paragraph should begin with a clear point, that you then go on to explain and support. Guidance for each of the essays can

be found in the box titled “Evaluation” found next to or beneath the questions themselves.

Please keep in mind that at this early point in the course, your effort and a

demonstration of your interest are what counts most!

Marking structure (shorter questions)

Essay questions

12

Marking structure

Extension Task(s)

Read one of the following books:

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

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

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



13

English Literature Instructions Pick ONE from the following tasks:

Choose a novel from the following list Write a 750 word essay explaining why your selection should be included in the literary canon Tess of the d’Urbervilles, by Thomas Hardy Oliver Twist, by Charles Dickens Harvest, by Jim Crace Asylum, by Patrick McGrath Cloud Atlas, by David Mitchell Fahrenheit 451, by Ray Bradbury OR Choose one from the following poems Ulysses, by Alfred, Lord Tennyson La Belle Dame sans Merci, by John Keats Mrs Sisyphus, by Carol Anne Duffy Write a 750 word essay explaining what you think the poem is about and what effect it has on the reader OR Read one of the following children’s novels The Lion, the Witch and the Wardrobe, by CS Lewis The Hobbit, by JRR Tolkein Charlotte’s Web, by EB White Write a 750 word essay explaining why it should be considered more appropriate for adults than children OR Research different opinions on the purpose of literature Write a 750 word essay explaining in your own words why you think everyone should read literary classics

Write in your own words; do not plagiarise or use words you do not understand.

Marking structure

Distinction Work deemed to be at this level will:

Demonstrate flexibility of mind, openness to possibilities and, potentially, originality

Display clear evidence of underpinning research into relevant areas Show evidence of an impressive, academic written style, including subject-specific terminology

Have a clear sense of overview and argument supported by relevant evidence and forensic analysis of the effects of language, form and structure in the chosen text

Pass Work deemed to be at this level will:

Demonstrate emerging confidence in formulating and expressing ideas

Display some evidence of wider reading having been undertaken

Show evidence of a developing academic style, though there may well be lapses in quality of expression

Be straightforward and lacking in imagination/engagement; commentary on the effects of language, form and structure will be secure but unadventurous or painted in broad strokes

14

Fail Work deemed to be at this level will:

Constitute a simply expressed argument, if at all; be pedestrian in approach, displaying little engagement; contain evidence of limited, or no, wider reading having been undertaken; be poorly written with evident lapses in quality of written communication; it will perhaps be too brief

Extension Task(s)

Complete a second task

English Language and Literature

Instructions Choose one of the following poems:

A Valediction Forbidding Mourning, by John Donne Dover Beach, by Matthew Arnold The Second Coming, by W.B. Yeats

Write a 750 word essay in which you discuss what you think the poem is about and comment on the effects of key language features.

Write in your own words; do not plagiarise or use words you do not understand.

Marking structure

Distinction Work deemed to be at this level will:

Demonstrate flexibility of mind, openness to possibilities and, potentially, originality

Display clear evidence of underpinning research into relevant areas

Show evidence of an impressive, academic written style, including subject-specific terminology

Have a clear sense of overview and argument supported by relevant evidence and forensic analysis of the effects of language, form and structure in the chosen text

Pass Work deemed to be at this level will:

Demonstrate emerging confidence in formulating and expressing ideas Display some evidence of wider reading having been undertaken

Show evidence of a developing academic style, though there may well be lapses in quality of expression Be straightforward and lacking in imagination/engagement; commentary on the effects of language, form and structure will be secure but unadventurous or painted in broad strokes

Fail Work deemed to be at this level will:

Constitute a simply expressed argument, if at all; be pedestrian in approach, displaying little engagement; contain evidence of limited, or no, wider reading having been undertaken; be poorly written with evident lapses in quality of written communication; it will perhaps be too brief

15

French Task 1 Instructions

Complete all the exercises to revise the following areas:

Nouns and gender Adjectives

The present tense

The perfect tense Negatives

The immediate future (aller & infinitive)

Personal pronouns Link To Course The French A level requires you to produce accurate French, demonstrate a secure grasp of

grammar and be able to manipulate complex language accurately. The aims of this task, therefore, are:

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

crucial to success at A level and beyond

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

are crucial to success at A level and beyond

Success Criteria The tables should be completed fully, legibly and accurately, including accurate use of accents. Task 2 Instructions

Watch the following two French films: (They are readily available to buy online, and some streaming services may hold them).

La Haine

L’Auberge Espagnole For one of the films in task 2 answer 4 of the following questions in French. Each answer should be

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

De quoi s’agit-il?

Que penses-tu du film?

Qui étaient les personnages les plus intéressants et pourquoi?

Quels étaient les thèmes principaux du film?

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

spéciaux etc)

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

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

To demonstrate accurate use of a range of language

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

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

consider using the following:

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

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

negative phrases; connectives; opinions and reasons; time phrases

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

Marking Structure

AO3: Manipulate the language accurately

16

9-10 The language produced is mainly accurate with only occasional minor errors. The student shows a consistently secure grasp of grammar and is able to manipulate complex language accurately. The student uses a wide range of vocabulary appropriate to the context and the task.

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

appropriate to the context and the task.

5-6 The language produced is reasonably accurate, but there are a few serious errors. The

student shows a reasonable grasp of grammar and is sometimes able to manipulate

complex language accurately. The student uses a reasonable range of vocabulary appropriate to the context and the task.

3-4 The language produced contains many errors. The student shows some grasp of

grammar and is occasionally able to manipulate complex language accurately. The student uses a limited range of vocabulary appropriate to the context and the task.

1-2 The language produced contains many errors of a basic nature. The student shows

little grasp of grammar and is rarely able to manipulate complex language accurately. The student uses a very limited range of vocabulary appropriate to the context and the task.

Desciption

AO4: Show knowledge and understanding of French Speaking Culture and Society 5 Very good knowledge and understanding of the topic selected. Students consistently use

relevant information / appropriate evidence to justify their conclusions, demonstrating a very

good evaluation of the topic selected.

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

evaluation of the topic selected.

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

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

1 A little knowledge and understanding of the topic selected. Students rarely use relevant

information / appropriate evidence to justify their conclusions, demonstrating a very limited evaluation of the topic selected.



17

Geography Instructions In 500 words, and using examples, assess the following statement:

‘Natural disasters are often not natural disasters, but are in fact human disasters.’

Link to course

Within the Physical Geography paper this links to the Plate Tectonics unit and is a typical 20 mark style exam question that tests students' deeper cognitive understanding of geographic / geological events. The task also develops the Assessment Objectives of the A-Level specification in that it requires students to not only demonstrate knowledge but to develop an argument based on that knowledge.

Marking Criteria

Pass

Uses case study specifics with some understanding of the physical processes and concludes with a one sided argument Distinction

Uses detailed case study material with sound understanding of the physical processes

and presents a balanced argument that comes to a coherent conclusion.

Fail

No case study specifics with limited understanding of the physical processes and is imbalanced with a weak conclusion

Extension Task

If you are considering Geography or a related subject at university, you should complete the following:

Read the following article “ Hotspot Special – Brexit” from Geographical.co.uk

http://geographical.co.uk/geopolitics/hotspot/item/1803-hotspot-special-brexit

http://geographical.co.uk/geopolitics/hotspot/item/1803-hotspot-special-brexit

18

German

Task 1 Instructions


Personal pronouns

The present tense

The perfect tense The imperfect tense

Nominative and accusative cases

Genitive and dative cases Word order

Link To Course The German A level requires you to produce accurate German, demonstrate a secure grasp of grammar and be able to manipulate complex language accurately. The aims of this task, therefore, are:

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


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

which are crucial to success at A level and beyond

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

Task 2 Instructions

Watch the following two German films: (They are readily available to buy online, and some streaming services may hold them).

Goodbye Lenin Lola rennt

For one of the films in task 2 answer the following questions in German. Each answer should be

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

Was passiert im Film?

Was hat dir im Film (nicht) gefallen?

Wie sind die Hauptdarsteller?

Wie hat der Regisseur den Film behandelt?

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




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

consider using the following:

Tenses: present/perfect/imperfect/future/conditional

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

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

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

19

Marking Structure


9-10 The language produced is mainly accurate with only occasional minor errors. The student shows a consistently secure grasp of grammar and is able to manipulate

complex language accurately. The student uses a wide range of vocabulary appropriate to the context and the task.

7-8 The language produced is generally accurate, but there are some minor errors. The

student shows a generally good grasp of grammar and is often able to manipulate complex language accurately. The student uses a good range of vocabulary appropriate to the context and the task.

5-6 The language produced is reasonably accurate, but there are a few serious errors. The

student shows a reasonable grasp of grammar and is sometimes able to manipulate complex language accurately. The student uses a reasonable range of vocabulary



grammar and is occasionally able to manipulate complex language accurately. The

student uses a limited range of vocabulary appropriate to the context and the task.


little grasp of grammar and is rarely able to manipulate complex language accurately.

The student uses a very limited range of vocabulary appropriate to the context and the task.

Desciption

AO4: Show knowledge and understanding of German Speaking Culture and Society 5 Very good knowledge and understanding of the topic selected. Students consistently use

relevant information / appropriate evidence to justify their conclusions, demonstrating a very good evaluation of the topic selected.

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

3 Reasonable knowledge and understanding of the topic selected covered. Students

sometimes use relevant information / appropriate evidence to justify their conclusions, demonstrating a reasonable evaluation of the topic selected.

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

limited evaluation of the topic selected.

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



20

History Instructions 1. Read pages 4-27 (Chapters 1 and 2) of The French Revolution by Dave Martin

2. Create a detailed mind map/spidergram (one side of A3 max) which would help you

answer the question: Why did the French Revolution happen? You could group your notes under the following headings:

The Royal family

The Ancien Regime and the Estates system

Poverty and other economic issues

Ideas of the Enlightenment

You may decide to subdivide the sections or you may decide on a better/alternative way of organising your notes.

Link to course

The Year 12 History course will be looking at two areas: The French Revolution and Modern Britain. By reading and researching the less familiar of these two periods students will begin to develop the skills necessary to assimilate and organise large

amounts of AO1 knowledge.

Success criteria

Your mind map will be judged upon the level of detail present and the success achieved

in organising that material.

Pass:

Adequate to good level of detail and a good level of organisation is apparent.

Distinction:

Excellent level of detail and a clear and logical system of organisation

Fail:

Lacking detail and or organisation

Extension Task

If you are considering History or a related subject at university, you should complete

the following:

Read any non-fiction History book and write a book review of one side of A4 in size 12 font. Your review should include the following:

A summary of the main themes

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

reasons why



21

Mathematics (and Further Mathematics)

Instructions You need to read and work your way through the first two chapters of the Mathematics textbook which can be accessed on the school website at:


You should complete all Exercises from Chapters 1 and part of Chapter 2.

These need to be completed on lined or squared paper and clearly set out.

This is in preparation for sitting an Induction test on Monday 3 September between 9

and 11.

Students will need to show the exercises before being allowed to sit the Induction

test.

Link To Course

Many students find quite a jump in what they are expected to do at A Level in comparison with GCSE. If mathematical arguments are to be constructed successfully, students need

to be fluent in the manner in which they manipulate algebra. Consequently, it is vital that the grounding laid at GCSE is firm rather than merely learnt for the exams in the summer

and subsequently forgotten- this is why students require a minimum of a 7 and an Induction test in order to be able to take Mathematics A-Level.

Success

Criteria

Successful completion of the Induction test.

Marking Structure

The Induction test will be marked within the following boundaries: Distinction (90%+)

Pass (60 – 89%) Fail (0 – 59%)

Extension Task(s)

Go to http://www.m-a.org.uk/post-16-resources and click on Read Any Good (Maths) Books Lately?

This is a reading list compiled by the Mathematical Association of books that sixth formers will hopefully find accessible and interesting to gain a wider understanding of the subject beyond the A Level syllabus. In particular, some sixth formers in the past have read Simon Singh’s book Fermat’s Last Theorem, and The Code Book, both of which

are very accessible. David Acheson’s book 1089 and All That dips into a wide variety of topics in an entertaining way as do books by Rob Eastaway et al.



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

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


22

Music Instructions Task 1: Performance

Prepare a piece to perform on your instrument (including voice). Ideally your piece should be at a minimum of Grade 5 level or equivalent, but marks will be awarded for pieces at any standard. It is important that you know it well and that you give a secure, expressive performance, with attention to detail of dynamic and articulation. You will be asked to perform in front of the class during the first week of term. The performance will be recorded and used as your first internal assessment of Y12.

Task 2: Pop Music The main ingredients of a successful pop song are a strong bass line, good chord progression, rhythmic groove and a memorable melody. Discuss which of these you have found to be significant, referring to the music of two named artists in detail. Help and Advice:

Your named artists (choose two from this list) are: Stevie Wonder; Joni Mitchell;

Muse; Beyoncé; Daft Punk; Labrinth

You should select specific songs to analyse and discuss.

You should also refer to the artist’s work in general.

Link To Course

Performance is worth 35% of the AQA A-Level course. The minimum standard of difficulty at the end of year 13 is grade 5. Analysis is an important aspect of the final exam. As part of the final exam students are required to write an essay on a choice of topics that we have studied, one of these topics is AOS2: Popular Music.

1.

Success Criteria

Performance: Interpret musical ideas through performing, with technical and expressive control and an understanding of style and context.

Essay: Use analysis and appraising skills to make evaluative and critical judgements about

music. Demonstrate and apply musical knowledge.

Marking Structure

Performance: Distinction: At the top of the band there will be no discernible flaws and pitch/intonation will

be completely secure. The tempo is appropriate throughout; the performance is entirely fluent and rhythmically secure, without any hesitations.

The techniques demanded are fully mastered with a mature tone quality across the whole range.

The composer’s expressive and performance directions have been fully observed resulting in accurate, effective and broad-ranging dynamics, phrasing and

articulation.

Pass:

23

A performance which achieves consistency of pitch overall with reasonably secure intonation, weaknesses of rhythm or pulse may be evident. The chosen tempi may be slightly misjudged and the performance mechanical on occasion, articulation and dynamics are mostly accurate, if rather bland.

In general technical demands are met but there will be evidence of loss of integrity. Evidence of good tone quality over most of the pitch range but with occasional weaknesses.

The composer’s expressive and performance directions have been largely observed and phrases are generally well shaped.

Fail:

A performance which achieves limited consistency of pitch and rhythm or fluency; accuracy is only evident in the more straightforward passages; intonation is rarely secure and is inconsistent.

Technique and tone production are problematic. The main chosen tempi are inappropriate and there is little or no application of

dynamics, phrasing and articulation. Essay: Distinction

The essay shows a commanding grasp of relevant issues and an assured and

comprehensive musical understanding.

There is a good sense of conveying the aural experience of the music under

consideration.

The writing utilises a varied selection of appropriate musical examples.

Technical vocabulary is frequently and well used, within a consistent writing style.

Pass:

The essay shows some involvement with relevant issues and a partial musical

understanding, though musical understanding may be superficial.

Some awareness of the aural experience for the music under consideration is

conveyed.

There are some appropriate musical examples, though the selection is somewhat

restricted.

Technical vocabulary is used quite frequently, though not always successfully, within a somewhat uneven writing style.

Fail: There is no clear awareness of relevant issues, and musical understanding is

rudimentary.

There is no convincing sense that the aural experience of the music under consideration is familiar.

No effective musical examples are given.

Technical vocabulary is not used appropriately, within an overall rudimentary

writing style.

Extension Task

Attend a professional concert/gig. Research background information on a work/ style/composer/artist relevant to the concert/gig and write a 500 word blog entry about it.

24

Photography Instructions

Task 1 – Choose 3 themes from the list below and produce at least one shoot per theme (min of

30 photographs per shoot).


Task 2 – Visit a Photography Exhibition selecting and analysing a couple of photographs that

you consider to connect well to the theme of Contrast (approx. 500 words).

Note the Photographer and the name and date of the work.

Analyse the work considering how it connects to the theme of Contrast. Consider: subject matter, composition, light, depth, line, texture, pattern and shape and the view point of the photograph.

What do I bring to the first lesson back?

• Contact sheets for each photoshoot (there is plenty of information on how to do this online, scale in the print settings to get your whole shoot onto one page).

• Choose 1 favourite from each shoot and print them large enough for viewing (generally A5 is a good size).

• Mount on an A4 sheet, leaving enough space for annotation. • Annotate explaining why you have chosen this image. Consider: subject matter,

composition, light, depth, line, texture, pattern and shape and the view point of the photograph.

• 500 words analysing 2 images from an Exhibition with photographs of the work

Link To Course

The work you produce allows your teachers to assess how well you can independently respond to a brief, as you would be expected to do throughout the course. This will also serve as a vehicle for determining your initial skill levels as well as personal interests and ability to engage with a wider contextual understanding through gallery visits.

Some Exhibitions –

The Photographers’ Gallery, London

V & A Photographers’ Gallery

The National Portrait Gallery

Tacita Dean at the Royal Academy (This costs £10, but looks good, 5/5 from the

Guardian!)

Shape of Light at Tate Modern (Looks great too but costs £15 for advanced booking, but a good video on the Tate Modern website, you should watch this at least!)

25

Marking Structure

Assessment Distinction Pass Fail Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress

Independent, realised, sensitive, creative, sustained, highly inventive, critical, perspective, comprehensive, in depth, insightful, original, genuine creative journey, refined, highly skilled, in-depth reflection, pertinent connections, exciting.

Predictable, broadening, makes progress, relevant, description not explanation, demonstrates intensions, appropriate, sufficient, control, emerging individuality, thorough, developing skills, adequate, lacks perception, signs of understanding.

Partial, inconsistent, literal, elementary, minimal, rushed, sporadic, naïve, lacks skills, little creative intent, disjointed, pedestrian.

Contextual Understanding demonstrating analytical and critical understanding.

Extension Task(s)

Visit a Photography Gallery and fine pieces of work that interest you.

26

Physical Education (A-Level & BTEC Sport)

Instructions

Task 1: Research and analyse a skill from your sport. • Using diagrams and the written word, explain how the skill is performed. • Use the ‘Preparation, Execution and Follow through (recovery) phases as side headings. • Justify where you would place it on the following continua:

o Simple – Complex o Open – Closed o Self-paced – externally paced o Gross – fine o Discrete – serial – continuous o High – low organisation

Task 2:

• Research the History of your sport • Be prepared to give a short 5-10 minute presentation on it in September

Task 3: Read and complete the booklet on the Cardio-vascular system See Appendix 3

Link To Course

The work you produce allows your teachers to assess how well you can independently respon d to a brief, as you would be expected to do throughout the course. The work on the cardio-vascular system will demonstrate that you understand one of the key physiological topics within both specifications.

Marking Structure

Pass:

Adequate to good level of accurate detail, a good level of organisation is apparent and

presentation is well prepared. Answers are generally correct.

Distinction:

Excellent level of accurate detail, a superb level of organisation is apparent and

presentation is well fluid and rehearsed. Answers are correct and understood.

Fail:

Lacking accurate detail and organisation. Presentation lacks preparation or detail and answers are generally inaccurate.

27

Product Design Instructions

Select a design period/era from the last 100 years

Select a designer from this Period and one of their peices of work you deem to be particularly worthy.

Add photo, images, illustrations and diagrams that help communicate your findings

Create a devlopement page using the iterative design process to show how you would develop their design work further

Write 1000 words that consider the following criteria: 1) Mass Production 2) Hi-Technology Production 3)The Global Market Place

Link To Course

Designers from the past provide inspiration for present and future designing. Students should be aware of the important contribution that key historical movements and figures have on modern design thinking. Consider how technological developments have had an effect on the work of a specific designer and their social, moral and ethical impacts: a) mass production – the consumer society, built-in obsolescence, the effect mass production has on employment b) the ‘new’ industrial age of high-technology production – computers and the development and manufacture of products, miniaturisation of products and components, the use of smart materials, products from innovative applications c) the global marketplace – multinational companies in developed and developing countries, manufacturing ‘offshore’ in developing countries and local and global production.

Success Criteria

- Visit the Design Museum

- Complete 1000 words covering the criteria above

- Add images to support the written text

- Create development ideas on a specific design

Marking Structure

- Students are expected to analyse and evaluate design decisions and outcomes for

prototypes/products made by themselves and others - Use

creativity and imagination when applying iterative design processes to develop and modify

designs, and to design and make prototypes that solve real world problems, considering their own

and others’ needs, wants, aspirations and values

-Understand the influences and methods of the following key historical movements and figures:

a) Arts and Crafts – William Morris

b) Art Nouveau – Charles Rennie Mackintosh

c) Bauhaus Modernist – Marianne Brandt

d) Art Deco – Eileen Gray

e) Post Modernism – Philippe Starck

f) Streamlining – Raymond Lowey

g) Memphis – Ettore Sottsass

Extension Task(s)

Visit the Design Museum (see the link below) and use this as an inspiration for this project - you can only access top assessment criteria by doing this. Take photo and collect resources to show primary research in your project. https://designmuseum.org/#

https://designmuseum.org/

28

Physics

Instructions Complete the Supplementary Introductory booklet on A-Level Physics. For supplementary material: http://www.queens.herts.sch.uk/sixth-form/

Complete all sections, show working out where necessary (it helps us follow

your thoughts and help you better when you are stuck).

Link To Course

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




29

Politics Instructions Task 1: You should write an essay on the following:

Should the House of Lords be reformed?

You should consider both sides of the argument here

Include recent examples to illustrate your points

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

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

New Statesman, the Spectator, Reuters, Sky News, AP, amongst others)

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

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

Task 2:

A 500 word summary of the similarities and differences between the UK Government and

that of the USA.

Link To Course

The Government and Politics course covers- the Politics and the Government of the UK.

As well as a comparative element with the USA. These tasks should help you prepare for both elements.

Success Criteria

Your essay will have a clear argument throughout, with a structure that links the

paragraphs together coherently.

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

your understanding of the topics.

Your conclusion will summarise your argument clearly.

Marking structure

Distinction: The answer will display accurate knowledge and understanding of political concepts/theories/institutions and processes and the relationship between them. It will include relevant evidence to substantiate points made. The answer will provide analysis and display sound awareness of differing viewpoints and a clear recognition of issues. It will be clearly structured with a sustained argument making excellent used of appropriate political vocabulary. Pass: The answers will display generally accurate knowledge and understanding of political concepts/theories/institutions and processes and the relationship between them. The answer will include evidence backed up by clear examples to illustrate points made. The answer will provide a clear argument and explanation and will demonstrate awareness of differing viewpoints. The argument will be communicated with good use of political vocabulary. Fail: The answers demonstrate slight and/or incomplete knowledge and understanding of political concepts/theories/institutions and processes and limited awareness of the relationship between them. The answer will make a very limited attempt to address the requirements of the question. The argument is superficial and there is very limited awareness of differing viewpoints. The answer is narrative and not fully coherent and expressed without political vocabulary.

Extension Task(s)

If you are considering Politics or a related subject at university, you should research one political ideology and summarise in no more than 750 words.

30

Psychology Instructions Tasks are to be completed and handed to your psychology teacher in your first lesson

back (w.c. 10th September)

TASK 1 Psychology is the study of human behaviour. Psychologists try and explain which factors influence behaviour; however they do not have a common consensus as to what these factors are, or how they should be investigated. There are five main approaches in psychology that each try and investigate and explain human behaviour in different ways:

o Biological approach

o Learning approaches (Behaviourist and Social Learning Theory)

o Cognitive approach

o Psychodynamic approach

o Humanistic approach Your task is to research the key figures in psychology listed and determine: 1. Which of the approaches they have contributed to

2. A brief summary of what they have contributed to that particular approach Ivan Pavlov Albert Bandura Sigmund Freud Albert Ellis

Carl Rogers TASK 2

As well as the five main approaches within psychology there are also five debates that

are often discussed when trying to evaluate the approaches and their different explanations of behaviour. Two of those debates are:

Debate Key term What the debate is about

Free will and

determinism

Free will = all behaviour is

produced freely by choice (not influenced). Determinism = all behaviour is influenced by

internal (genes or physiological processes e.g. hormones and the

nervous system) and external (experience;

environment; society) forces.

Whether or not behaviour

is freely produced by choice or whether it is caused by forces (internal or external) over which the

individual has no control.

Nature-Nurture

Nature = behaviour is

influenced by internal

How much of behaviour is

influenced by nature

31

forces (genes and physiological processes e.g. hormones; nervous system). Nurture = behaviour is influenced by external forces (environment, experience and learning).

(innate processes) and nurture (environment, experience and learning).

1. Research what EACH of the five approaches in psychology believe has the most

influence on behaviour.

2. Based on what they believe has the most influence on behaviour, predict which side of the debate they would be on. Main influence on

behaviour

Free will

/determinism

Nature versus

nurture

Biological approach

Behaviourist

approach

Cognitive approach

Psychodynamic

approach

Humanistic approach

Success Criteria

All writing should be your own words and not plagiarised

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

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

judged as Pass or Distinction based upon the level of accurate and correct detail

employed.

Marking Structure

You will be given an overall grade of Pass, Distinction or Fail based on 3 things:

1) Effort shown overall (characterised by evidence of accurate research, depth and breadth in writing)

2) Clarity and coherence of writing style and sentence construction 3)Accuracy of Detail.

32

Philosophy, Religion and Ethics Instructions You are to write two essays with the titles:

1) Assess the effectiveness of Aristotle’s four causes in explaining the world.

Ensure you explain Aristotle’s four causes and evaluate how effective they are in

explaining the world

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

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

response is successful

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

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

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

Link to course

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

your appetite for what is to come.

Success criteria

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

the paragraphs together coherently.

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

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

Your conclusion will summarise your argument clearly.

Marking structure

L5: Focuses on the precise question throughout

Very good selection of relevant material which is used appropriately

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

Accurate and appropriate use of technical terms and subject vocabulary.

A very good range of scholarly views, academic approaches, and/or

sources of wisdom and authority are used to demonstrate knowledge and understanding

L4: Addresses the question well

Good selection of relevant material, used appropriately on the whole

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

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

33

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

L3: Generally addresses the question

Mostly sound selection of mostly relevant material

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

Generally appropriate use of technical terms and subject vocabulary.

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

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

Limited selection of partially relevant material

Some accurate, but limited, knowledge which demonstrates partial understanding

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

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

and understanding with little success

L1: Almost completely ignores the question

Very little relevant material selected

Knowledge very limited, demonstrating little understanding

Very little use of technical terms or subject vocabulary.

Very little or no use of scholarly views, academic approaches and/or

sources of wisdom and authority to demonstrate knowledge and understanding

Extension Task

If you are considering Religious Studies or a related subject at university, you should complete the following:

Read the book ‘Sophie’s World’ and write a review on one side of A4 in size 12 font.

Your review should include the following:

A summary of the main themes

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

reasons why

34

Sociology Instructions

Answer this exam style question by completing your own detailed research.

Outline and Assess sociological explanations of the differences in

educational outcomes between different ethnic groups. 35 marks.

Introduction. Provide examples of differences in educational outcomes

between different ethnic groups. This will be mostly some statistics on the

achievement rates of different ethnic groups.

Now write a paragraph explaining what Functionalists say are the reasons

for these differences. Include at least one idea from one sociologist. Explain

the argument they provide. At the end of the paragraph identify and explain

one criticism of functionalism and make a judgement about its usefulness as

a theory or explanation.

Now do exactly the same for Marxism, Interactionism (labelling theory),

Institutional Racism Theory and The New Right.

Finish your answer with a conclusion. You could say that you think one

particular theory seems the best explanation or you could say that two or

three theories are quite useful.

Link To Course

To do this task you will need to go through the education section of an A Level sociology textbooks which can be found in many public libraries. You should write between 2000 and 2500 words. You will also need to research ideas in Education which is a key topic in your A-Level.

Success Criteria

In your answer you must highlight the names of all of the sociologists you

use and the key concepts these sociologists developed.

You also need to include a bibliography of at least 4 books that you used to

help you write the essay.

Type your answer in a standard font like Calibri or Times and with a font size

of between 11 and 14.

Marking Structure

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

35

36

Spanish

Task 1 Instructions


Nouns

Adjectives

Definite and indefinite articles Word order

The present tense – regular and irregular verbs

The preterite tense – regular verbs The imperfect tense

The conditional

The future and immediate future tenses

Negatives and infinitive constructions Link To Course The Spanish A level requires you to produce accurate Spanish, demonstrate a secure grasp of

grammar and be able to manipulate complex language accurately. The aims of this task, therefore, are:

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


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

which are crucial to success at A level and beyond

Success Criteria The tables should be completed fully, legibly and accurately, including accurate use of accents. Task 2 Instructions

Watch the following two Spanish films: (They are readily available to buy online, and some streaming services may hold them).

Volver

Ocho apellidos vascos

For one of the films in task 2 answer 4 of the following questions in Spanish. Each answer

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

¿De qué trata la película que has seleccionado?

¿Te gusta la película o no? ¿Por qué?

¿Hay aspectos de la película que no te gustan?

¿Quiénes son los personajes más interesantes y por qué?

¿Qué son los temas de la película?

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

¿Hasta qué punto admiras al director de la película?

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




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

may consider using the following:

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

37

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

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

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

Marking Structure


9-10 The language produced is mainly accurate with only occasional minor errors. The

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

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


5-6 The language produced is reasonably accurate, but there are a few serious errors.

The student shows a reasonable grasp of grammar and is sometimes able to

manipulate complex language accurately. The student uses a reasonable range of vocabulary appropriate to the context and the task.


grammar and is occasionally able to manipulate complex language accurately. The student uses a limited range of vocabulary appropriate to the context and the task.


little grasp of grammar and is rarely able to manipulate complex language accurately. The student uses a very limited range of vocabulary appropriate to the context and the task.

Desciption

AO4: Show knowledge and understanding of German Speaking Culture and Society 5 Very good knowledge and understanding of the topic selected. Students consistently use

relevant information / appropriate evidence to justify their conclusions, demonstrating a very good evaluation of the topic selected.

4 Good knowledge and understanding of the topic selected covered. Students often use

relevant information / appropriate evidence to justify their conclusions, demonstrating a good evaluation of the topic selected.

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

demonstrating a reasonable evaluation of the topic selected.

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

1 A little knowledge and understanding of the topic selected. Students rarely use relevant

information / appropriate evidence to justify their conclusions, demonstrating a very limited evaluation of the topic selected.



38

APPENDICES Appendix 1 –Chemistry Welcome to A-level Chemistry.

An A-level in Chemistry is a challenging task to take on. It is assumed by the examiners that

you will still remember everything from the GCSE so that you can build on this; you will be expected to link ideas together much more than you have done in the past.

You will need to demonstrate the skills you have learned previously to a higher level and

you are expected to read beyond the set text for the course to develop a breadth of

knowledge. If you do not start the course with an organised and dedicated approach you will find that even after just a few months it will be almost impossible to catch up.

So to start you off correctly, you need to complete this introductory assessment by the

Friday 14th of September and give it to your chemistry teacher. This will allow us to get a

good idea of what you need to work on in the early months to make sure you are able to keep up with the demands of one of the most difficult subjects.

Complete all sections, show working out where necessary (it helps us follow your thoughts

and help you better when you are stuck) and come for help if you are stuck either in person

or via email during the holidays.

The text book we use in school is by Pearson, students are expected to have a copy of this.

There are also other really useful books from other publishers and I have copies of most if you wish to have a look before you buy.

Miss L Shirion

Head of Chemistry

39

Balance these equations

→

Calculating Theoretical Yield

Step 1: Balance the equation

Step 2: Work out the RFM of the species involved

Step 3: Multiply the RFM by the balancing number for the species involved. This gives you the ratio of the reactants to the products

Step 4: Compare the amount you have been given to the ratio to work out the scale up/down value for the reactants. Then scale up the products to match

40

http://www.docbrown.info/page04/4_73calcs14other2a.htm

Example:

You are given 240 tonnes of NaOH, what is the theoretical yield of Na2SO4

Step 1:

H2SO4 + 2NaOH -> Na2SO4 + 2H2O

Step 2:

NaOH = 23 + 16 + 1 = 40

Na2SO4 = (23 x 2) + 32 + (16 x 4) = 142

Step 3:

NaOH = 40 x 2 = 80

Na2SO4 = 142 x 1 = 142

NaOH : Na2SO4

80 : 142

Step 4

NaOH : Na2SO4

80 : 142

240 : ?

This is 3 times more reagent which means you should get 3 times more products. Therefore….. multiply the expected yield from the “standard recipe” by 3 also.

Expected yield of sodium sulphate = 142 x 3 = 426 tonnes

Calculate the theoretical yield of all products if:

106.5 g of aluminium nitrate is used and ammonium phosphate is in excess

The 240 is the amount you are told you

will use from the question. Work out

how many times bigger/smaller this is

than the value for the “standard recipe”

This gives us the amount of

reactant/product for the

“standard recipe”

http://www.docbrown.info/page04/4_73calcs14other2a.htm

41

507.6g of silver fluoride is used and calcium chloride is in excess

2,093 tonnes of lead nitrite is used and zinc bromide is in excess

20 g of ethanoic acid is used and excess oxygen

50g of Calcium is used with excess copper fluoride

Atom Economy

Atom economy is the amount of useful products expressed as a percentage of the total

products. To calculate divide the mass of useful products by the mass of total product and

then multiply by 100.

42

1. Iron is extracted from its ore using carbon: 2 Fe2O3 + 3 C → 4 Fe + 3 CO2

What is the atom economy of this reaction?

2. Titanium can be extracted from its ore by two different methods. One uses a more

reactive metal to displace the titanium: TiO2 + 2 Mg → Ti + 2 MgO

The second method is electrolysis of the ore. The overall reaction for this method is:

TiO2 → Ti + O2

Calculate the atom economy for each reaction.

Oxygen is a useful product and can be sold. What is the atom economy of the electrolysis if the oxygen is collected and sold?

Structure and Bonding:

Draw labelled diagrams to show the structure and bonding in:

a) Sodium

b) Sodium Chloride

c) Chlorine

43

d) Diamond

e) State and explain the conductivity of each of the above

f) State and explain the melting point of each of the above

Organic Chemistry

Draw the first 10 alkanes and name them.

Find out the name of the first 5 alkyl substituents as well as the following functional groups:

OH

Cl

Br

I

COOH

44

C=O

Atomic Structure:

Find out the difference between a shell, sub-shell and an orbital.

Sketch the s, p and d orbitals

Write the electron configuration for Fluorine, Magnesium, Phosphorus and Potassium

Calculate the number of mass of NaOH in a 25 cm3 portion that is neutralised by titration by 20 cm3 of 0.5 mol dm-3 HCl

45

Appendix 2 -Computer Science

In A-Level Computer Science we will be studying a variety of programming languages other than just

Python. Your task is to design, code and test the following programs in any language of your choice. Along with you program code you are expected to evidence the testing of your programs and annotate and

explain your code.

You can use one of the following languages but this list is not exhaustive:

C family of languages (for example C# C+ etc.) Java Visual Basic

PHP Delphi

JavaScript Python

HINT: You will probably first need to download and install an IDE for your chosen language.

Section 1

Task 1: Computing Body Mass Index

Body Mass Index (BMI) is a measure of health based on height and weight. It can be calculated by taking your weight in kilograms and dividing it by the square of your height in metres.

BMI=weight (kg)(height(m))2

The interpretation of BMI for people 20 years or older is as follows.

BMI Interpretation

Below 18.5 Underweight

18.5 – 24.9 Normal

25.0 – 29.9 Overweight

Above 30.0 Obese

You will need to write a program that will prompt the user to enter their weight in pounds and height in inches and displays the BMI of the user.

1 pound = 0.45359237 kg

1 inch = 0.0254 meter

Task 2

Lottery Number Generator

Design and create a program to randomly generate lottery numbers.

It must generate six random numbers between 1 and 49 inclusive + one for the bonus ball, note that the numbers should not repeat in any draw.

46

Section 2

Task 1 - Opposites

Your teacher asks you to develop a program that will help her KS2 students to practice opposite words for their examination. The program should randomly select two different pairs of words from the lists below and display a question based on the selection.

Word lists

[hot, summer, hard, dry, simple, light, weak, male, sad, win, small, ignore, buy, succeed, reject, prevent, exclude]

[cold, winter, soft, wet, complex, darkness, strong, female, happy, lose, big, pay attention, sell, fail, accept, allow, include]

For example if hot and weak are selected then the question displayed is

“hot is to cold as weak is to _____________?”

When the user types their answer the program should display whether the user is correct or not.

The program should start by asking the user for their name. The program should then display ten random questions. After displaying 10 questions the program should display the user’s name and their final score out of 10.

Task 2

The teacher teaches three different classes (bee, bear, duck) and wants to use this test as an assessment. Before this test can be used as an assessment she has to ensure that no question is repeated, in the same test. For example if the following should not be allowed in the same test.

hot is to cold as light is to _________ ? winter is to summer as hot is to __________ ?

The teacher would also like to store the result into a text file so that she can analyse the data at a later stage. The figure below shows an example of a part of the file for bear.

47

Appendix 3 –Physical Education (BTEC Sport)

Label the structure of the heart

Superior Vena Cava Tricuspid valve

Pulmonary artery Left atrium

Aorta Right ventricle

Septum Aortic valve

Bicuspid (mitral valve) Pulmonary valve

Left ventricle Inferior Vena Cava

Right Atrium Where is the Sinoatrial (SA) node located?

48

The heart is ........................................... – it generates its own electrical impulse.

Explain how the heart generates its own contractions. Remember to refer to the

structures above and the processes of Atrial and Ventricular systole

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

49

.................................................................................................................................

.................................................................................................................................

You need to be able to link the cardiac Conduction system with the Cardiac cycle.

Diastole (0.5 s) (Heart fills)

Both atria fill with blood. Atrial blood pressure rises above ventricular blood pressure. Some blood is passively forced into ventricles.

Systole (0.3 s) (Heart empties)

Both atria contract (atrial systole) forcing remaining blood into the ventricles. Both ventricles contract (ventricular systole) increasing ventricular pressure. Increased pressure forces open the pulmonary and aortic valves. Blood is forced into the aorta and pulmonary artery (stroke volume) Diastole of the next cardiac cycle starts again Aortic and pulmonary valves close, to prevent backflow of blood.

Put the following into the table above to find the link between the conduction

system and the cardiac cycle. (HINT: they aren’t in the right order!)

SA Node initiates cardiac impulse

Impulse travels through Purkinje fibres in ventricle walls

50

Impulse passes through AV node and through Bundle of His

Cardiac impulse passes through atria walls

The impulse branches into both the left and right ventricle

Stroke volume, Heart rate and Cardiac output at rest

Definition Values (UNITS?)

Stroke volume

(SV)

SV = EDV - ESV

Rest –

Sub-max –

Max –

Heart rate

(HR)

Rest –

Sub-max –

Max –

Cardiac output

(Q)

Q =

Rest –

Sub-max –

Max –

What are EDV and ESV?

EDV -

ESV -

How is maximum Heart rate calculated?

What is bradycardia? Who might experience bradycardia?

How is it possible for an elite athlete to have a similar resting Cardiac Output as

a sedentary individual?

51

Responses of HR, SV and CO to exercise

(Annotate the diagrams – what is happening at each stage?)

REST EXERCISE RECOVERY

Heart

Rate

(BPM)


Stroke

Volume

(ml)


Cardiac

Output

(L/min)

Heart rate responses to exercise (It may be useful to draw this graph in answers)

Maximal

Sub-max

52

Heart

Rate

(bpm)


Describe what is happening to Heart rate at points 1 to 6

1

2

3

4

5

6

Control of Heart rate during exercise

Heart rate changes during exercise are controlled by three factors:

1. Neural control

1

2

3 4

5

6

53

2. Hormonal control

3. Intrinsic control

The control mechanisms act on the Cardiac Control Centre (CCC) in the Medulla Oblongata.

Which of the following control mechanisms increase HR (5), and which decrease it (1)?

Neural

Intrinsic

Hormonal

Sympathetic and Parasympathetic

control of heart rate

The ............................................................................ (ANS) consists of two parts:

Chemoreceptors (In muscles and aorta.) Sense: Decreases in pH

Increases in pp of CO2

Decreases in pp of O2

Temperature Temperature increases

with exercise

Venous Return Starling’s Law

More blood returning to

the heart = more stretch

Baroreceptors (In aorta and carotid

artery)

Sense increases in blood

pressure

Proprioreceptors (e.g. Muscle spindles)

Detect increases in movement

Adrenaline Concentration increases

with exercise. Directly

stimulates the SA node.

Cardiac

Control

Centre

54

1. The Sympathetic Nervous System (SNS) causes HR to

..................................... .

2. The Parasympathetic Nervous System (PNS) cause HR to

...................................... .

Describe how the cardiac control centre acts on the SA node during exercise.

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

You should now be able to describe and explain:

Cardiac Control

Centre

Sympathetic nerve

“Accelerator nerve” Parasympathetic nerve

“Vagus nerve”

SA

Node

55

- The cardiac cycle

- The conduction system of the heart

- The link between the cardiac cycle and conduction system

- The relationships of stroke volume, heart rate and cardiac output

- The changes that occur to SV, HR and CO.

- The regulation of Heart rate during exercise

Past exam questions on the heart:

Year Question Description

Spec 1b Neural control of the heart

Jan 09

1c Neural control of the heart – exercise and recovery

May 09

1b Conduction system of the heart

Jan 10

1d Neural control of the heart - exercise

Jan 11

1c Intrinsic control of HR and cardiac output

Jun 11

1a Stroke volume – changes during exercise

Try to answer the past paper questions, then look at the

mark schemes for the model answer.

Date post:	24-Nov-2021
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Year 12 Induction Tasks 2018- 2019 - Queens' School

Documents