Year 12 Student Work

What have they just finished studying?

Year 12s have been developing ideas based around their Personal Investigation theme, and have been working towards their first final outcome.

What are they studying now?

When students have completed their first piece, they need to decide how to develop their theme for a second.  This needs to be under the same heading, and follow on from what they have just completed.  Students should aim to complete 3 final pieces of coursework before they begin the examination unit next February.

 The focus for Year 12 students now

Students are considering intentions for their second idea development based around their chosen theme. They are also continuing contextual studies where specific tasks are being set on a weekly basis.  Each week they are posting a piece of work on google classroom so that tutorials can take place, and a dialogue with their art teachers can continue remotely.

The code for google classroom is: kecn6dz

Here is a direct link to the classroom:

https://classroom.google.com/c/MjM5NjIzNjA2MDNa

There are lots of websites students can reference for artist research and online galleries, as well as websites that have examples of good student work.

Try these for a start:

https://www.studentartguide.com/

https://www.pinterest.co.uk/makemestpete/sketchbooks-process-research-pages/

https://www.google.com/search?rlz=1C1GCEB_enGB890GB890&biw=1366&bih=657&ei=mMSuXvqhGuCF1fAPoN-TiAI&q=list+of+art+galleries&oq=List+of+art+galleries&gs_lcp=CgZwc3ktYWIQARgBMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoECAAQR1DBUVjBUWD-cWgAcAF4AIABN4gBN5IBATGYAQCgAQKgAQGqAQdnd3Mtd2l6&sclient=psy-ab&safe=active&ssui=on

Keeping a visual diary is also a great way of continuing to sharpen skills and develop techniques.  On my pinterest account there is a board which contains lots of pins on things to draw, and drawing challenges. The link is:

https://www.pinterest.co.uk/paulwithyman/art/vocabliteracyannotationsdrawing-challenges/

If online access is not available then drawing from direct observation is the best thing students can do.

Students can practise drawing objects and people around the home and also create drawings of views from different windows.   Copying photos and pictures from books and magazines is also something that is useful.

What will they be doing next?

Students will continue as best as they can to continue with their ideas development.  It is really important for them to continue to upload work and communicate with their art teachers via google classroom regarding their progress.

Class on ‘googleclassroom’  code is lkdxsm5 where they will find regular updates of work set. Each lesson they will have:

• PowerPoint document
• Link to a video of the PowerPoint being narrated over using loom
• Accompanying worksheet for that lesson.
• Answers to the above worksheet questions are provided with the following lesson
• Summative assessment at the end of the topic followed by google-forms for students to complete based on the Summative assessment. These will provide feedback on the areas of strength and weakness from the topic.

Assignments will be set on Seneca to consolidate their learning and provide revision for the new content they have covered.

Students have completed Year 1 Chapter 12 and 13 Biodiversity and Maintaining Biodiversity.  Year 1 Chapter 14 and 15 Classification and Evolution. For the above chapters PowerPoints were sent and assigned Seneca questions.

Currently, students are completing the end of unit test for Chapter 12+13 and Chapter 14+15. Deadline is Friday 8^th May. Mark scheme to self-assess their work will be issued after this deadline.  Students are expected to send IME (Mr. Meads) their scores by Friday 15^th May. Google-forms for students to complete based on the Summative assessment will be issued to provide students with direct feedback on the areas of strength and weakness from the topic.

Students will be next studying Year 2 Chapter 13 Ecosystems. This is the start of Year 2 content and it builds on from Year 1 Chapter 12 and 13 Biodiversity topic that they are currently completing. It will follow the same format as above with the difference at points within the chapter they will be assigned questions from Seneca. This chapter consists of 6 lessons.  At the end of this chapter we will move onto Year 2 Chapter 14 Populations and Sustainability. This consists of 4 lessons including a research task. Once chapters 13 and 14 are complete, they will do an end test containing questions from both.

Useful Websites

https://www.library.qmul.ac.uk/subject-guides/biological-sciences/useful-websites/biology—useful-websites/

https://www.nature.com/

https://www.ncbi.nlm.nih.gov/guide/genetics-medicine/

 

Each group has two teachers

12c business Mr Lockwood-Theme 1/Mrs Rahman-Theme 2

12d Business Mrs Morrell-theme 1/Mrs Rahman-Theme 2

 

1. What have they just finished studying?

Theme 1-Marketing and People

12c with Mr lockwood have just completed theme 1: Marketing and People. They most recently completed the last section 1.3 which looks at the Marketing Mix and strategies.

12d with Mrs Morrell have been completing units from the Theme 1 Edexcel A Level course. This looks at Marketing and People. They have completed all units from 1.4 and 1.5 which looks at ‘People’. They have nearly completed all of the ‘Marketing’ units. 1.1 and 1.2 are completed and they were working on the last sections 1.3 which looks at the Marketing Mix and strategies.

Theme 2-managing business activities

Students have completed section 2.3.3 Business failure – the Internal and external causes of business failure. They are now studying section 2.5 External influences on business. We are currently learning about 2.5.1 Economic influences on business.

 

2. A brief list of what they should be focusing on.

 For theme 2-managing business activities

Students need to focus upon having a good understanding of what the key economic factors (listed below) mean and how they impact businesses, for example in terms of their costs and revenues.

• The business cycle
• Inflation (the rate of inflation, the Consumer Prices Index)
• Exchange rates (appreciation and depreciation)
• Interest rates
• Taxation and government spending

• Complete the tasks set by the class teacher on Google classroom. These will be set weekly on a Monday morning.
• Every student has been issued a textbook, and this contains all key terms and definitions and exam practice questions with answers at end of each section. Pupils can create flashcards with key definitions from theme 1.
• There are practice exam papers on the Edexcel website which they can try.

JLO/URAGoogle Classroom classcode –                                  12c iwta3a

CMR/URA Google Classroom classcode –                               12D 67xl3e3

 Useful website links for A level Business

Tutor 2 u website: https://www.tutor2u.net/business/collections/edexcel-alevel-business-theories-models

Edexcel Business https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/business-2015.html

Seneca Learning https://www.senecalearning.com/en-GB/

https://www.youtube.com/user/beebusinessbee

https://www.bbc.co.uk/news/business  – often has very good summaries of key concepts

https://www.bankofengland.co.uk/education/education-resources

https://www.theweek.co.uk/uk-business

plus

Student text book

Financial Times newspaper or business section of newspapers such as Guardian and Times

TV /radio news bulletins have a daily business brief

 

 

3. What will they be doing next?

 

Theme 1 and 4

When theme 1 and unit 1.3 has been completed they will be starting Theme 4 with unit 4.1. This unit focuses on Globalisation. Key areas covered are:

• The Growth rate of the UK economy compared to emerging economies
• The Growing economic power of countries within Asia, Africa and other parts of the world
• Implications of economic growth for individuals and businesses
• Indicators of growth
• The Factors contributing to increased globalisation

Theme 2

Theme 2 will be completed by looking at the effect of legislation and competition on businesses. (section 2.5.2 and 2.5.3)

In terms of the impact of legislation on how businesses operate, students should focus on:

• Consumer protection
• Employee protection
• Environmental protection
• Health and safety
• Competition policy

For the competitive environment, students should understand the key terms listed below and consider how businesses may respond to a change in the number of competitors in their market :

• Monopoly
• Oligopoly
• Collusion
• Predatory pricing
• Non – price competition

When Theme 2 is completed they will move onto theme 3: Business decisions and strategy

 

 

The classes on ‘googleclassroom’  codes are 12B -s2yubb6, 12C – jsrl6lb, 12 D – pmzvhk2.  All groups get the same work.  Here they will find regular updates of work set. Each Topic will include the relevant bit of the specification and brief notes.  The textbook is available on  Pearson active learn and they will be expected to use this with the notes.  There will also be presentations as deemed relevant.

Students have completed  Year 1 T06 and T07 Organic chemistry and modern Spectroscopic methods.  They have received a test on these topics and have marks and mark schemes to ensure clarity.

Students are now studying  Topic 08 Energetics and revising for a second test which will be available on line through googleclassroom, so that we can work out their areas of strength and weakness.

Students will be next studying  the remaining 2 Topics for year 1.  Kinetics I and Equilibrium I.  These are both short topics and will have associated assessment.  We will then go on to the first Book 2 topic which is Topic 11 Equilibrium II.  Again work will be posted through googleclassroom.    After Topic 11 we will go on to Topic 14Redox II

Useful websites are:

• Catalyst (http://www.catalyststudent.org.uk/), a science magazine for students

aged 14-19

• Resources for students collated by Royal Society of Chemistry (http://www.rsc.org/Education/SchoolStudents/index.asp)

• Chemistry World magazine (http://www.rsc.org/chemistryworld/index.asp)

• New Scientist (http://www.newscientist.com)
• The Periodic Table videos from the University of Nottingham (http://periodicvideos.com)

• AS/A level resources from the University of Liverpool (http://www.liv.ac.uk/chemistry/Undergrad/ALevel.html)

• Animations of organic reactions mechanisms (http://www.chemtube3d.com/ALevel.html)

• A level chemistry notes (http:www/chemguide.co.uk)

• Physics and maths tutor – yes they do Chemistry (http:www/physicsandmathsttutor.com)

What have they just finished studying?

Practice papers (with mark schemes) were set at first followed by an essay on the digital divide during a pandemic.

 

What are they studying now?

Students are completing the analysis stage of their projects and working through activities using the Isaac online platform

 

• Resources are on Google Classroom on their usual class page.
• https://isaaccomputerscience.org/

If they cannot access online is there anything else, they can do instead.

• Students have a textbook that can be read.
• Watch BBC Click offline
• Make notes to consolidate their learning

 

What will they be doing next?

With coursework students will move on to the design section of the project and continuing to work through Isaac activities.

Class code

ko4i5mb

What have students been studying in DT since the lockdown?

• Project work:
  • Finishing off design ideas
  • Reviewing ideas against design specification
  • Modelling chosen design idea
• 99% invisible task
• Starcks ‘Design 4 Life’ series to watch
• Spring Break Design Challenge from UCS ((optional deadline 20/4/2020)
• Jude Pullen lectures to watch to help with modelling

1. What have they just finished studying?

Before we went into lockdown, students were preparing for their first assessment which is a performance. This is now on hold.

2. What are they studying now?

We have now shifted the focus to Component 3 which is their written exam. Students are exploring the plays SAVED by Edward Bond and MACHINAL by Sophie Treadwell.

A brief list of what they should be focusing on.

Acting skills including Voice, Movement, Interaction

Costume

Set and Props

Sound and Lighting

Stage design

 

Any links for them to go to should be included here, including the class code for google classrooms.

Year 12 Google classroom: ybbb3kc

In this room is where all assignments will be set, plus resources.

Any resources parents can use to help their children at home.

Students have a resource folder containing all past lessons which they can look back on if they get stuck.

If they cannot access online is there anything else they can do instead.

Reread the plays and try out some of the past exam questions we have already used for different scenes of the plays. Continue to develop design concepts for both plays.

3. What will they be doing next?

Continue with the Component 3 exam based tasks, whilst doing some preparation for the practical assessment.

Each Year 12 class has two teachers

One teacher teaches theme 1, the other theme 2

12a econ-Mrs Colbear and Mr Kemp

12c econ- Mrs Colbear and Mr Kemp

12d econ-Mr Lockwood and Mr Kemp

1. What have they just finished studying?

For theme 1 both groups have recently been asked to complete a 25 mark test on theme 1 and e mail it to their teacher. One group 12d has completed theme 1 section 1.4.1 and 1.4. 2

Government intervention in markets and government failure) while 12a and c are just finished Government intervention in markets Theme 1 (they have a checklist so that they can see the topics within each Theme

For theme 2: Macroeconomics students have just finishing studying supply side policies.

2. What are they studying now?, what they should be focusing on.

 For theme1-Groups 12a and 12c are going to focusing on government failure to look at next week. Students have a checklist so that they can see the topics within each Theme

12D has been focusing on revising topics of theme 1, using online links listed below

 For theme2-Over the next couple of weeks students will be revising and tidying up the loose ends. They will be researching some economic history, specifically around the Great Depression and more recently the Global Financial Crisis. Also they will be evaluating monetary policy using the tutor2u link below

Google Class codes for year 12 economics

LCO/MKE 12a 4qysl5r

LCO/MKE 12c econ chg6xps

JLO/MKE 12d econ igqw3ce

 The following website/links also useful for year 12 Economics Students

Tutor2u has provided some online lessons for the last few topics of Theme 1. Students have a copy of the textbook, past papers through Edexcel or Physics and Maths Tutor and their own notes. A range of tasks are being provided through Google Classrooms and students are welcome to email for support.

https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/economics-a-2015.html

https://www.tutor2u.net/economics/collections/online-lessons-for-year-12-alevel-economics-students

https://www.tutor2u.net/economics/collections/enrichment-tasks-for-alevel-economics-students

https://www.physicsandmathstutor.com/economics-revision/a-level-edexcel-a/

https://qualifications.pearson.com/content/dam/pdf/A%20Level/economics-a/2015/teaching-materials/case-study-the-great-depression-and-the-global-financial-crisis.pdf

There is also this from the BBC Great Depression video –
https://www.youtube.com/watch?v=qlSxPouPCIM

 

3.What will they be doing next?

Students will be moving onto year 13 introductory content. Beginning with Theme 3-Business Growth and Theme 4 Theme 4: A global perspective. They will complete tasks most suited to home learning such as researching an industry and initial concepts e.g. growth and economies of scale.

 

 

 

 

Students should have begun reading Frankenstein by Mary Shelley. Ideally this reading of the novel should be nearly complete. We asked students to watch, listen and make Cornell notes to the end of section 3

This week we would like students to watch, listen and make Cornell notes to the end of section 4. You should also complete the tasks as detailed-please check the home learning guide here

The link to the folder which includes the lectures and course reader are here.

Students will also be expected to complete an unseen task. On Tuesday Mr O’Brien will post a link to a recorded resource on Bram Stoker’s Dracula and guidance on completing this task.

If you can’t access the Google classroom, please contact your class teacher. You can continue reading Frankenstein as well as researching the context of science and technology in the 19^th Century. You should also begin to read extracts from suitable texts for which you could compare themes. Contact us if you need help deciding.

Next week, students will begin Section 5 and will be introduced to more unseen extracts to prompt them to work on comparing Frankenstein to other texts.

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What have they just finished studying?

The French cinema movement; Le patrimoine.

What are they studying now?

No et moi; La Haine; Practice in French grammar for students starting post 16 courses Ch.1.

Current areas to focus on

Work is set on google classroom including vocabulary revision, listening and reading tasks. They need to be completed with the greatest care. Vocabulary must be learnt.

Links to useful websites

https://www.languagesonline.org.uk/Hotpotatoes/frenchindex.html

https://www.institut-francais.org.uk/

 Links to google classroom

12DFr1 dcm7loo

 Alternatives to online resources

AQA French A Level and AS Grammar & Translation Workbook (AQA A Level French); AQA A-level French Revision and Practice Workbook: Themes 1 and ; AQA A-level French Revision and Practice Workbook: Themes 3 and 4; Modern Languages Study Guides: La haine: Film Study Guide for AS/A-level French (Film and literature guides) ; Modern Languages Study Guides: No et moi: Literature Study Guide for AS/A-level French (Film and literature guides) ; Practice in French grammar for students starting post 16 courses by Michael Gross (Nelson Thornes)

What will they be doing next?

Analysis and essay writing on ‘No et moi’ and ‘La Haine’

1. What have they just finished studying?

Students have started the Future of Food topic, which forms one of the two geographical debates topics we explore as part of the unit 3 specification of OCR A-Level Geography. Students should have now completed enquiry question 1 and 2. There are 5 enquiry questions, which thoroughly examine this complex and contemporary issue.

2. What are they studying now?

As of the 4^th May 2020, students started their first Geographical Debates topic, called “Future of Food”. “Geographical Debates” is unit 3 of the Geography A-Level, which is worth 36% of the overall A-Level grade. This topic is one of two topics that students will study. The second topic will be completed later in year 13.

Food is both a celebrated and contested issue. It is predicted that 807 million people go to bed hungry each night, while others consumes and was far more than their fair share. This topic will give students the opportunity to explore how food security varies both within and between countries at all levels of the development spectrum. This topic is split into 5 topics and students will consider the following enquiry questions throughout.

• What is food security and why is it of global significance? (completed by 19^th June 2020)
• What are the causes of inequality in global food security? (completed by 19^th June 2020)
• What are the threats to global food security?
• How do food production and security issues impact people and the physical environment?
• Is there hope for the future of food?

A brief list of what they should be focusing on.

Students should be using the narrated PowerPoints on Google Classroom, as well using as supporting documents on Google Classroom for enquiry question one: What is food security and why is it of global significance? Students will be most successful if they engage with resources, for example extending their reading of case studies linked to the World Hunger Index map that is used throughout enquiry question 1.

We encourage students to keep themselves organised by sourcing a folder (either buy or recycle) to organise their ‘Future of Food’ notes/work.

Students should focus on knowledge and vocabulary development. Unit 3 has additional challenges in relation to extended writing (33 mark essays). Please be assured that we will visit these skills in detail on our return to in school ‘classroom’ teaching.

Any links for them to go to should be included here, including the class code for google classrooms.

https://www.bbc.com/future/bespoke/follow-the-food/ –  Dedicated site, looking at contemporary food challenges. Links to videos and articles.

https://feeding9billion.com/Videos.htm – Videos introducing and discussing food security.

 

 

Any resources parents can use to help their children at home

https://www.futureoffood.ox.ac.uk/home – A wealth of resources provided by Oxford University linked to current research.

https://www.sciencefocus.com/future-technology/the-future-of-food-what-well-eat-in-2028/ – Considering what the ‘Future of Food’ looks like. An article considering what we’ll eat in 2028.

http://www.fao.org/home/en/ – Food and Agriculture Organization of the United Nations.

https://www.gov.uk/government/organisations/department-for-environment-food-rural-affairs – Department for Environment, Food and Rural Affairs (DEFRA)

https://timeforgeography.co.uk/ – Struggling with key ideas, these are lots of knowledge videos on the time for geography website.

https://ed.ted.com/earth-school – TedEd are running an Earth School. It’s 30 videos for 30 days. This is not topic specific, but great for extending geographical and scientific thinking.

If they cannot access online is there anything else they can do instead.

• There are lots of documentaries on BBC iplayer linked to the topic of the ‘Future of Food’. Spend some time watching these and actively engage with these by writing notes on each documentary you watch. Then add them to your folder. Additional reading doesn’t always have to be ‘reading’. Some of our suggestions are:
  • The Truth About … Takeaways
  • The Truth About … Meat
  • Meat … A threat to our Planet
  • Click – Future Food.
  • Keeping Britain Fed – BBC2 Wednesday 17^th June 2020.

3. What will they be doing next?

Students will be continuing to work through the content of the ‘Future of Food’ topic for unit 3. As students work through each enquiry question we will continue to provide narrated PowerPoint’s for key concepts as well as regular opportunities for students to check their understanding with quizzes and assessments, using Google Classroom.

By the time students start year 13 they will have completed the first geographical debate for unit 3 ‘Future of Food’. During the summer students should work through the remainder of any incomplete work to ensure that their notes are of the highest quality possible.  When we return in year 13 students will have one remaining geographical debates topic as well as the non-examined assessment element of the course.

Summaries of the lesson titles within the future of food topic are below for your reference:

Enquiry Question	Lesson Number	Lesson Title
1	1	What is food security?
1	2	What are the spatial and temporal variations of food security?
1	3	Have the Millennium Development Goals improved global food security?
1	4	How do natural and human factors interact to create a complex global food system?
1	5	How does food production vary?
1	6	How has globalisation influenced our eating habits? (Part 1)
1	7	How has globalisation influenced our eating habits? (Part 2)
2	1	How do physical factors influence food security?
2	2	How do human factors influence food security?
2	3	Does theory suggest we can feed 9 billion people by 2050?
2	4	How have human and physical characteristics interacted to cause food insecurity?
3	1	Who’s food security is most at risk and why?
3	2	Where are the geographical pinch points of food security risks?
3	3	What are the causes of desertification and how does this increase risk to food security?
3	4	Case study of a dryland area at risk of food security.
3	5	How are different factors affecting food production?
3	6	Case study of an indigenous farming technique in an extreme environment.
4	1	What impacts dos increase food production have on the physical environment?
4	2	How has the Chinese Steppe environment been influenced by food production?
4	3	What impacts does food security have on the human environment?
4	4	How do varying levels of economic development influence food security?
5	1	How do international relations help encourage food security?
5	2	How do private corporations help encourage food security?
5	3	What are the temporal and spatial approaches that encourage food security?
5	4	How effective & sustainable are various strategies, which aim to improve food security?
5	5	How do strategies to achieve food security vary in countries with contrasting levels of economic development?

Additional Resources

What have they just finished studying?

Topics environment, media, education and work

What are they studying now?

History of East Germany, Goodbye Lenin (film)

Current areas to focus on

Work is set on google classroom including vocabulary revision, listening and reading tasks. They need to be completed with the greatest care. Vocabulary must me learnt.

Links to useful websites

https://www.deutsch-lernen.com/learn-german-online/beginners/exercises_summary.htm

https://www.goethe.de/ins/gb/en/spr/ueb.html

https://german.net/exercises/

https://www.germanpod101.com/

https://www.dw.com/en/learn-german/german-courses/s-2547

https://www.dw.com/de/deutsch-lernen/nachrichten/s-8030

Links to google classroom

12C De1 hp3eoxn

Other resources

Schaum’s Outline of German Grammar

 What will they be doing next?

History of East Germany and “Goodbye Lenin” will be completed by the summer holidays.

Classes and codes

12A – 4alrbog – (JDH/ SED)

12D – sfecvsv – (SBN/ RBE)

What have they just finished studying?

Britain 1951-97

The End of Consensus 1979-97

Russia

The Provisional Government – 1917

What are they studying now?

Britain in the International World 1951-97

Russia – Differing historical interpretations of the Provisional Government

– The Russian Revolution: October 1917

– Lenin’s initial policies (November / December 1917)

– The Treaty of Brest-Litovsk

– The Russian Civil War

What are they studying next?

Introduction to British History coursework

Russia – Lenin’s War Communism

– Lenin’s New Economic Policy

Resources which may help parents

Excellent documentaries:

https://www.dailymotion.com/video/x7ln28g

https://www.dailymotion.com/video/x7ln2i0

Thatcher – The Downing Street Years

https://www.youtube.com/watch?v=a6L6kelnvwg

Andrew Marr’s “Making of Modern Britain” is an excellent book and the TV series is available on DVD

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Google Classroom Links

Classroom code:

12AMd1: cr7cey7

What have they just finished studying?

Students have just finished studying the set product Late Night Woman’s Hour podcast for

• Radio: Industry and Audiences

What are they studying now?

Students are currently studying the set products The Times and The Daily Mirror for

• Newspapers: Media Language and Representation
• Newspapers: Industry and Audiences

Resources to support Students & Parents

Instructional videos for weekly tasks will be published on Google Classroom once a week.

Access to the ‘A-Level Resource Materials’ folder has also been shared with students where all materials necessary for the completion of work, along with written instructions for the tasks can be found.

To further support learning the department has organised access for all students to an online e-learning package specifically designed for the syllabus being studied (Eduqas). Log-in details have been emailed directly to students and materials can be accessed here:

https://erevision.uk/auth

The department would also recommend the following online sites and resources to parents and students to further support independent learning:

https://resources.eduqas.co.uk/

https://www.alevelmedia.co.uk/

https://revisionworld.com/a2-level-level-revision/media-studies-level-revision

https://www.thestudentroom.co.uk/a-level/subjects/media-studies/

https://www.youtube.com/channel/UCUKrxp4BcJrGLzmqAhCjASg/featured

http://www.mediaknowall.com/as_alevel/alevel.php

Extension Tasks or Alternatives in the case of problems accessing Online materials.

eRevision.uk (see above) provides excellent revision exercises for all of units covered across the course, but a number of print revision publications are also available.  Should accessing online materials be proving difficult, the department would recommend the following publication:

• WJEC/Eduqas Media Studies for AL Yr 1 & AS: Revision Guide
• Authors: Christine Bell, Lucas Johnson
• Illuminate Publishing
• ISBN: 978-1-911208-87-7

What are they studying next?

Students will be going on to study two contemporary film products as set texts in the next unit; I, Daniel Blake(2016) and Black Panther(2018).  Whilst there is no requirement from the exam board to watch the entirety of these films, students might wish to prepare for this next unit by watching both of these film properties if they are able to access them.

1. What have they just finished studying?

Year 12 have been studying a wide range of their set works this year, alongside composition tasks in preparation for coursework. In addition, they have been learning the valuable skills of 4-part Western Classical Harmony in the style of Bach. This is a very challenging part of the course, but underpins the composition, performance and analysis components, as well as being a distinct exam in April 2021.

2. What are they studying now?

• Debussy – a Q5 unfamiliar essay and Q6 Familiar essay have been set. Once these are completed, they will be marked and feedback given.
• John Cage and Saariaho – these are new set work for which they have been provided, through Google Classroom. This includes all the resources they would usually receive in school. There are assignments scheduled on Google Classroom – please check for the deadlines. Whilst this is new information, the contextual reading is so vital that this lockdown time will enable students to delve deeply into the pieces.
• Each set work should include the following work: glossary, analysis outlines, detailed note taking, annotated scores, wider listening logs, exam style listening questions, unfamiliar piece essays and comparison essays. This work should be kept organised and filed for each set work.
• Bach Harmony – tasks are set through Google Classroom in order to assign and track the work. Files are uploaded there too. Students can now use Sibelius for their work and upload as a Sibelius file or export as a PDF so Mrs White can access the work.

Useful links/Resources:

• Students should have received a copy of the Alevel Textbook at home. The Royal Mail are a bit behind with deliveries, so if they have not been received by Monday 11^th May, please inform Miss Williams
• Students should also have their anthologies at home. If they forgot to take them, please tell us so we can get them to them.
• Score: A Film Music Documentary – also downloaded to the GoogleDrive for the year group https://www.youtube.com/watch?v=goip7leb9Kk&t=4885s-
• Sibelius First – https://my.avid.com/get/sibelius-first
• Students have a log-in to Focus on Sound – some tasks on this music learning platform may be referred to on Google Classroom, but it is also an interactive reference resource.
• Please see the links below to documentaries available for a limited time on iPlayer

If you cannot access a computer, you should be actively listening to the set works and studying your scores alongside them. You may like to stream some of these programmes on BBC iPlayer and YouTube:

• Pierre Boulez conducts Debussy and Ravel – https://www.bbc.co.uk/iplayer/episode/p013s7yh/boulez-at-80
• Holst and Vaughan Williams: Making Music English – https://www.bbc.co.uk/iplayer/episode/b0bshhss/holst-and-vaughan-williams-making-music-english
• John Cage Live at the Barbican – https://www.bbc.co.uk/iplayer/episode/p013s7yd/john-cage-live-at-the-barbican
• Leningrad and the Orchestra that defied Hitler – https://www.bbc.co.uk/iplayer/episode/b06vkbcs/leningrad-and-the-orchestra-that-defied-hitler
• Music Masters John Adams – https://www.bbc.co.uk/iplayer/episode/p013s7xw/music-masters-john-adams
• Philip Glass at the Barbican – https://www.bbc.co.uk/iplayer/episode/p013s7y8/philip-glass-concert-live-at-the-barbican
• The People’s History of Pop – https://www.bbc.co.uk/iplayer/episode/b077rchk/the-peoples-history-of-pop-1-the-birth-of-the-fan
• Tunes for Tyrants – https://www.bbc.co.uk/iplayer/episode/b097ts08/tunes-for-tyrants-music-and-power-with-suzy-klein-series-1-2-dictatorship

And, of course, they should be continuing with meaningful instrumental practice every day.

What have students been studying during lockdown to date?

PHYSIOLOGY

• Types of fitness: Flexibility, aerobic capacity and strength.

Definitions, factors affecting, evaluation methods, training, adaptations.

• Principles of training: ‘MRS VOPP testing WC’.
• Periodisation: Macrocycle, mesocycle, microcycle.

 PSYCHOLOGY

• Aggression: Definitions, theories related to, application of theory to sport, ways of

eliminating.

• Social facilitation: Definitions, facilitation and inhibition, methods to promote.

SOCIO-CULTURAL STUDIES

• Drugs in sport: Illegal performance enhancers v legal supplements, ethics.

 What are students currently studying?

PHYSIOLOGY

• Lifestyle diseases: Cardiovascular system, respiratory system, effect of training

 PSYCHOLOGY

• Group dynamics: Definitions, formation of groups, theories related to group processes

SOCIO-CULTURAL STUDIES

• Drugs in sport:             Illegal performance enhancers v legal supplements, ethics.

What will students be studying next?

PHYSIOLOGY

• Injuries: Acute v chronic, prevention, treatment, rehabilitation

 PSYCHOLOGY

• Target setting: SMART targets, long and short term goals

SOCIO-CULTURAL STUDIES

• Violence in sport: Causes, implications
• Gambling:             Match fixing, illegal betting

 Key focus for students

• Exam technique – use of mark schemes/specification etc.
• Quality and detail in their written notes.
• Use of specific sporting examples.
• Upgrading their use of scientific and specific terminology

Relevant links and resources

Google classroom class code – fksqg6t

 The course specification for all modules is available on Google Classroom. Students also know how to access this on the OCR website (see below).

Examples of previous examination papers and mark schemes are available on Google Classroom. Students also know how to access more on OCR website (see below).

Tasks set utilise a number of resources; text book, power points, past paper questions and mark schemes, YouTube, various online articles. All are posted in Google classroom when required.

A list of various relevant documentaries and films have been provided on Google classroom. Students also have access to many online and social media platforms and books suggested from the commencement and throughout the year 12 course.

Link to OCR website. Here you will find lots of helpful documents including the specification, exam material as well as past papers and mark schemes.

https://www.ocr.org.uk/qualifications/as-and-a-level/physical-education-h155-h555-from-2016/

Study A Level PE resource: https://www.studyalevelpe.co.uk/

The Everlearner YouTube channel 2019 pre-exam revision classes: https://www.youtube.com/playlist?list=PL2VOuuWnbIB3v7xtzmzxAwNLRn9LMGvVc

The Everlearner YouTube channel 2018 pre-exam revision classes:

https://www.youtube.com/playlist?list=PL2VOuuWnbIB29Nv0kuM_tbkYjbDxejUS6

James Morris A Level PE YouTube channel: https://www.youtube.com/channel/UCChU8cYZY5xpQ7pBIklu3Xw

We are subscribed to kerboodle  and students should use the kerboodle online digital textbook and resources to support their learning.

The 12B Google Classroom’ code is cnuy6an

The 12C Google Classroom’ code is 7okd2vf

Here they will find weekly updates of work set, learning resources and information about assessment arrangements. The students have been provided with a variety of resources including worksheet tasks and textbook/booklet questions as well as narrated Powerpoints for Quantum Physics and a 6 mark past-exam question for Circular Motion. The answers are provided in the week after the questions are set. Tests have been set via Kerboodle.

 Students have completed the stationary waves topic and circular motion topics

Students are now studying quantum physics and researching and producing a Powerpoint, or equivalent, presentation on materials. This materials research is a required part of the Practical Endorsement.

Students will study next the medical physics topic

OCR exam board website:

• https://www.ocr.org.uk/qualifications/as-and-a-level/physics-a-h156-h556-from-2015/

Other websites that will help and could be used to build up knowledge and understanding are:

• https://isaacphysics.org/
• https://www.physicsandmathstutor.com/physics-revision/a-level-ocr-a/
• https://www.s-cool.co.uk/
• https://www.cyberphysics.co.uk/

Content goes in here

A level Religious Studies is divided into three main components 1) Philosophy 2) Ethics and 3) Development in Christian Thought. It is taught by two teachers.

For Miss Evans and Mr Hugill’s side of the course, students have just finished their unit on Situation Ethics.

The next topic will be on Christian Moral Action (more specifically the life of Dietrich Bonhoeffer). For the next few weeks, we will be examining:

• Who is Dietrich Bonhoeffer?
• Should a Christian ever attack their state? (Bonhoeffer lived during the time Nazi ruled Germany)
• What is the role of the Church community in wider life?
• Is being a Christian about living a life of suffering and sacrifice?

Work for students can be accessed via Google Classrooms (no code required). Work is sent every Monday morning. All students have access to textbooks at home.

Resources for parents/carers:

Websites that contain some context to the life and theology of Dietrich Bonhoeffer:

• https://en.wikipedia.org/wiki/The_Cost_of_Discipleship – A summary of Bonhoeffer’s book ‘The Cost of Discipleship’
• https://www.britannica.com/biography/Dietrich-Bonhoeffer/Ethical-and-religious-thought
• https://www.westminster-abbey.org/abbey-commemorations/commemorations/dietrich-bonhoeffer– a concise summary from Westminster Abbey (where his statue appears on martyrs wall)
• https://www.youtube.com/watch?v=_TSq13VqJLQ – Defying Hitler: The story of Dietrich Bonhoeffer (8 min)

Key vocabulary:

Cheap grace, Civil disobedience, Confessing Church, Costly grace, Discipleship, Grace, Finkenwalde, Obedience, Passion, Sacrifice, Solidarity, Suffering etc.

For Mrs Read’s side of the course, students have just finished their unit on the Problem of Evil.

The next topic will be on Religious Experience. For the next few weeks, we will be examining:

• What is Religious Experience?
• What do Schleiermacher, Rudolph Otto and William James say about Religious Experience?
• What are the different types of Religious Experience including, mystical, numinous, conversion and corporate experiences?
• How (and how effectively) do Religious Experiences contribute to the argument for the existence of God?
• What psychological and physiological interpretations of Religious Experience have been offered?

Work for students can be accessed via Google Classrooms (no code required). Work is sent every Monday morning. All students have access to textbooks at home.

Resources for parents/carers:

Websites that offer an introduction to the topic of Religious Experience:

• https://philosophydungeon.weebly.com/types-of-religious-experience.html
• https://plato.stanford.edu/entries/religious-experience/
• https://peped.org/philosophicalinvestigations/summary-religious-experience/
• https://www.bbc.co.uk/programmes/b00s9ftw – BBC Radio 4 podcast on William James

Key vocabulary:

Mystical experience, Conversion experience, Corporate religious experience, Numinous experience, Principle of Credulity, Principle of Testimony, Naturalistic explanation, Neurophysiology etc.

Content goes in here

1. What have they just finished studying?

The changing patterns of marriage, cohabitation and divorce  

2. What are they studying now?

New Topic: Social policies and the family (The relationship of the family to the social structure and social change, with reference to the economy and to state policies)

 

• 22^nd June – Introduction to social policy and the family
• 23^rd and 24^th June – Examining the theoretical views on social policies and the family
• 25^th -30th June – UK government policies impacting the family (10 marker due on the 29^th June)
• 1^st July – theoretical application of the UK government policies
• 2^nd July – 10 markers on social policy and the family

Resources

Google classroom codes

• 12A Soc –wmhhkwm
• 12C Soc-f4zeyyq

Twitter links to all units

https://www.earlhamsociologypages.co.uk/

This link provides all the useful Sociology resources for A Level student

https://www.earlhamsociologypages.co.uk/websitelinks.htm

BBC website, their family and education section cover first year Sociology

https://www.bbc.co.uk/news/education

No access online

They have the following textbooks -referring to the chapters that link to the topic being studied

• AQA A Level Sociology Book one including AS Level: Book one

Rob Webb, Hal Westergaard, Keith Trobe and Annie Townend- Napier press

• AQA Sociology for A Level book one-David Brown and Laura Poutney-Hodder education

3. What will they be doing next?

Preparing for assessment on the 10^th of July -2x 20 marker. One on the changing patterns in marriage, cohabitation, and divorce. The second on -social policies and the family.

Students have work set Thisislanguage.

There will be weekly tasks set on the Google Classroom.

These will be different tasks covering the topic of La Identidad Regional, El Patrominio Cultural and regular essay homework based on Laberinto del Fauno.

1. Students were most recently studying “La Identidad Regional” and El Laberinto del Fauno.
2. Students are now working on El Patrominio Cultural and regular essay homework based on Laberinto del Fauno
3. Students should be using the following resources:
   1. This is Language – https://www.thisislanguage.com/
   2. Weekly lessons will be on Google Classroom – https://classroom.google.com
   3. Quizlet – https://quizlet.com/ClarksonCarrera/folders
   4. BBC Bitesize https://www.bbc.co.uk/bitesize/examspecs/z4yyjhv

If regular online access is a problem, then students can work through the remainder of the AQA Spanish A Level textbook.