A Level Summer Preparation Work 2021
Sixth Form (2021 – 2022)
Contents Art and Design......................................................................................................................................... 3 Biology..................................................................................................................................................... 4 Business................................................................................................................................................... 4 Chemistry ................................................................................................................................................ 5 Computer Science ................................................................................................................................... 5 Design and Technology ........................................................................................................................... 5 Drama and Theatre Studies .................................................................................................................... 6 Economics ............................................................................................................................................... 7 English Language ..................................................................................................................................... 8 English Literature .................................................................................................................................. 10 Geography............................................................................................................................................. 11 History ................................................................................................................................................... 11 Mathematics / Further Mathematics ................................................................................................... 12 Modern Foreign Languages .................................................................................................................. 13 French ............................................................................................................................................... 13 German ............................................................................................................................................. 13 Spanish .............................................................................................................................................. 13 Physics ................................................................................................................................................... 15 Politics ................................................................................................................................................... 15 Psychology ............................................................................................................................................ 16 Religious Studies: Philosophy & Ethics ................................................................................................. 17 Sport (BTEC Level 3 Diploma)................................................................................................................ 18
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Art and Design Head of Department: Mrs Rayner, raynern@ashfordschool.co.uk Still life This is your first coursework project for year 12. You will be working on this project right up until the end of Michaelmas term. It is fantastic that you can get a head start and get working on this now. Find your inspiration around the home or other places. Starting points could be: • A natural still life (the pile or clothes/books on your bedroom floor, the kitchen sink, a windowsill, the table after a meal) • A selection of objects that are grouped in colour, size, theme. • A traditional still life selection (fruit, flowers etc) • Vanitas or Memento Mori • The contents of a bin, drawer, bag • Food, drink, recycling, containers • Broken objects • Objects of personal significance, family heirlooms, jewellery • Objects that decay or change over time Explore different ways of recording your still life selections: video, time-lapse, photography, digital drawing, drawing, painting, collage etc. Join Pinterest and start your own Still Life Board. Follow this link for Ashford School Art Department https://pin.it/1Brl2NY There is a separate PowerPoint full of artists attached to this also, that you will use to help inspire you. You may, of course, find and use your own artists. You will see some of the artists push the boundaries of what can be classed as a still life. This is something we will discuss further and something for you to think about. At this stage your work will jump around with different ideas and responses to the theme of Still life and that is fine. We will focus down later in the year. I am not going to state the amount of work expected from you, you will all work at different rates. As usual you will need to write about your artists in your own words, respond to them in your way. Draw from real life, take photos, experiment with different media, consider filming, recording sound, writing thoughts, keeping a diary with drawings? Use photo editing apps on phones/iPad to help you edit photos and overlay images or cut and collage. All the adobe apps are useful, but you can’t get them on a Microsoft Surface. Autodesk sketchbook on the Surface is very useful and well worth experimenting and playing with. You may have your own laptop with the Adobe Creative Suite installed on it. This is recommended but not a requirement. See what editing software you have and familiarise yourself with its capabilities. Keep any experiments, edits, digital drawings even if you don’t think they are very good. We will want to see what you have been up to. Have fun and bring your work to your first art lesson, print some of your favourite photography, have the rest ready for viewing on your laptop (preferred) or another device. Please also bring a named A1 portfolio for storing larger works that you will be producing. This work is not included in the work that Miss Spires will ask you to do at the taster sessions but, ultimately, they will form part of the same project. We look forward to welcoming you. The Art department
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Biology Head of Department: Mrs Miller, millerc@ashfordschool.co.uk Please purchase “Head Start to A-Level Biology”. Publisher: Coordination Group Publishing (CGP), 2015. Here is the link: https://www.amazon.co.uk/Head-Start-level-Biology-Level/dp/1782942793 Please work your way through this book and email me with any questions. Specification details: http://www.aqa.org.uk/subjects/science/as-and-a-level/biology-7401-7402/specification-at-a-glance http://www.aqa.org.uk/subjects/science/as-and-a-level/biology-7401-7402/subject-content http://www.aqa.org.uk/subjects/science/as-and-a-level/biology-7401-7402 Additional resources: http://www.alevelbiology.co.uk/as2.html http://waynesword.palomar.edu/bioonlne.htm
Business Head of Department: Mr Kendall, kendallj@ashfordschool.co.uk Before we commence the course in September, it will be useful for you to prepare case study material that will support your studies and provide examples for longer responses throughout the two year course. We would like you to produce a Word document considering two large businesses. This will involve researching the operations and performance, primarily via internet research, but also a consideration of the critical factors determining performance. Contents: • Background information – products, employees, number of products produced, revenue, profit, locations, rivals etc • Operations – how are the products produced or sold • Marketing – how are the products promoted, what price levels are used, what are the products’ features. Ideally, your two choices of business will be quite contrasting. One might be extremely successful, such as Amazon. The other might be struggling, such as Nissan. Alternatively, the sectors might be very contrasting, such as Spotify and Cargills (agricultural products). We want you to consider the reasons for the success or difficulties of the businesses you choose. If you need further guidance email, limmerp@ashfordschool.co.uk
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Chemistry Head of Department: Mrs Peric-Crnko, perici@ashfordschool.co.uk Students should read and work through the pre-A level booklet. The booklet will be sent via email.
Computer Science Head of Department: Miss Thompson, thomsonc@ashfordschool.co.uk Please work through the exercises found here: https://www.homeandlearn.co.uk/NET/vbNet.html up to and including part ten. This is absolutely vital for any external students who haven't studied Visual Basic before as this will help you get on par with those who have studied it. Students who are confident with VB should look at modules 5, 6 & 10 as key principles to help them advance and then can move on to 12 and 13 to further push their understanding.
Design and Technology Head of Department: Mr Barnett, barnetta@ashfordschool.co.uk Before you embark, on the A level course I recommend you view the technical principles and designing and making principles sections of the Specification, the links are below. http://www.aqa.org.uk/subjects/design-and-technology/as-and-a-level/design-andtechnology-product-design-7552/subject-content/technical-principles
Technical principles - Assessment and Qualifications Alliance www.aqa.org.uk Content. Potential links to maths and science. Students are expected to be able to name specific materials for a wide range of applications.
http://www.aqa.org.uk/subjects/design-and-technology/as-and-a-level/design-andtechnology-product-design-7552/subject-content/designing-and-making-principles
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Designing and making principles - AQA www.aqa.org.uk Content Potential links to maths and science; Students should be aware of, and able to explain, different approaches to user centred design. In preparation for your first practical design activity it is essential that you complete the design task set on slides 10 and 11 of the attached document for one of the five Contextual Challenges on slide 10. In September please bring with you all evidence (sketches or CAD drawings and or card models) of your design solutions.
Drama and Theatre Studies Head of Department: Mr M Hornsey, hornseym@ashfordschool.co.uk
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Please create a research page of each of the following practitioners: − − −
Konstantin Stanislavski Bertolt Brecht Frantic Assembly Rudolf Laban
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Perform in a self-tape of a monologue to camera - this can be a monologue you already know, or a new one you're working on, but it must be spoken directly to camera. This can be from any play of your choosing. If you are having trouble selecting an appropriate monologue, please email me and I will share an online library of play texts.
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A trip to the theatre would be extremely beneficial and watch a play of your choice, however, this may not be possible. Please use Digital Theatre, The National Theatre Live weekly performances or an online professional production, then make notes and tell us about, the style, design, acting, staging, etc.
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Finally read a play of your choice and review it.
I look forward to seeing you in September. Mr Hornsey
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Economics Head of Department: Mr Kendall, kendallj@ashfordschool.co.uk Over the summer I would like you to prepare a PowerPoint presentation comparing the current performance of the UK economy with another economy of your choice (eg the economy of your home country or of another economy that you have visited). Please include the following information about the performance of the two economies: • • • • • • • •
Economic growth rates and levels of GDP Unemployment rates Inflation rates Balance of payments/Trade figures (the balance between imports and exports) The government’s budget position (the balance between tax revenue and government spending) The importance of the primary, secondary and tertiary sectors in these economies Human development data such as life expectancy, infant mortality rates, literacy rates etc... Any other economic data that you can find and think is interesting
You may find some of this data hard to find, but do your best to find as much RECENT INFORMATION AS YOU CAN. Don’t just list the data, but try to explain what the data means and explain whether the data that you have found is good or bad for the country. At the end of the presentation try to compare the economic performance of the two economies. Which one has the strongest/most developed economy in your view, and what are their prospects for the years to come? The presentation to me and the class will last about 10 minutes. Your work will be discussed, graded and may put up on the wall-so make sure that you do a good job as we will be staring at it for the whole year! You can send the presentation to me at any point over the summer at kendallj@ashfordschool.co.uk but no later than the start of the September term. Mr Kendall
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English Language Head of Department: Mrs Smith, smithr@ashfordschool.co.uk As part of your English Language A-Level you will come across many new terms which you will have to apply in your study of the subject. In order to prepare you for this, please familiarise yourself with the glossary below during the summer holidays. We would also like to use the online resource document to read around the subject further. Please choose one area you have found particularly interesting and be prepared to share this with your class in September. You will be given a copy of David Crystal’s How Language Works, to read over the summer. Please make sure to collect this from the English Office before the end of term.
Year 12 Critical Vocabulary List: Accent
The way that people pronounce sounds.
Amelioration
The process whereby a word takes on more positive connotations over time. For example ‘nice’ used to mean ‘Ignorant’ (Lat. ‘nescire’).
Ambiguity
Having more than one possible meaning.
Antonym
A word that means the opposite: ‘hot’/ ‘cold’.
Blending
Using parts of existing words to form a new word (brother + romance = ‘bromance’ – a close male friendship).
Broadening
The process by which words acquire a broader reference. ‘Hoover’, for instance, can be used as a general label for all vacuum cleaners.
Cognitive
Thinking processes in the brain.
Colloquial
Everyday, informal language, ‘kids’ in place of ‘children’.
Compounding
Using existing whole words to form a new word (‘couch potato’- an idler).
Connective
Words like ‘and’, ‘or’, ‘but’ that join elements of the sentence together.
Connotations
The associations we have for a word or phrase, such as ‘dog’ also being used to mean cowardly, lazy or loyal.
Declarative
A clause or sentence that has a statement function.
Dialect
A style of language used within a particular geographic region.
Discourse
A stretch of language (spoken, written or multimodal) considered in its context of use. 8
ELF
English as a ‘lingua franca’. The role of English as a ‘bridging’ language where it is not everyone’s first language.
English Language A-Level Online Resources AQA A Level English Language generally https://educationblog.oup.com/secondary/english/insights-from-exams-aqa-as-and-a-level-englishlanguage Exploring the English language https://www.open.edu/openlearn/history-the-arts/culture/english-language/exploring-the-englishlanguage/content-section-0?active-tab=description-tab Form and uses of language https://www.open.edu/openlearn/history-the-arts/english-language/form-and-useslanguage/content-section-0?active-tab=description-tab Language and thought: introducing representation https://www.open.edu/openlearn/history-the-arts/culture/philosophy/language-and-thoughtintroducing-representation/content-section-0?active-tab=description-tab Language in the real world https://www.open.edu/openlearn/languages/english-language/language-the-real-world/contentsection-0?active-tab=description-tab Speeches and speech-making https://www.open.edu/openlearn/history-the-arts/speeches-and-speech-making/content-section0?active-tab=description-tab Critical reading https://www.open.edu/openlearn/history-the-arts/culture/literature-and-creativewriting/reading/content-section-0?active-tab=description-tab History of reading https://www.open.edu/openlearn/history-the-arts/history-reading-tutorial-1-finding-evidencereading-the-past/content-section-0?active-tab=description-tab The Reader Experience Database (you can search by author or book or keyword, or even socioeconomic group or specific reader, to find out what people thought about books and reading over the last few centuries.) http://www.open.ac.uk/Arts/reading/UK/search.php
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English Literature Head of Department: Mrs Smith, smithr@ashfordschool.co.uk Essential reading for English Literature lessons in September:
− The Handmaid’s Tale by Margaret Atwood. Please collect your copy from the English Office before the end of term. Please then complete an essay on the following: How does the first chapter of The Handmaid’s Tale establish a dystopian world? Reading for pleasure: We recommend reading for pleasure this summer! Please note these are not set texts for A level. There is no expectation that you will read all of the texts below, but the English Department highly recommends these excellent writers. Novels Bonjour Tristesse - Françoise Sagan The Murder of Roger Ackroyd - Agatha Christie Atonement - Ian McEwan The Buddha of Suburbia- Hanif Kureishi Brideshead Revisited - Evelyn Waugh Fiesta: The Sun Also Rises - Ernest Hemingway Breakfast at Tiffany’s - Truman Capote Spies - Michael Frayn The Heart of Darkness - Joseph Conrad The Turn of the Screw - Henry James The Scarlet Letter - Nathaniel Hawthorne Kite Runner – Khaled Hosseini Captain Corelli’s Mandolin – Louis De Bernieres Pride and Prejudice- Jane Austin Short Stories First Love, Last Rites - Ian McEwan Plays Noises Off - Michael Frayn Waiting for Godot - Samuel Beckett Uncle Vanya – Anton Chkov Poetry The Whitsun Weddings - Philip Larkin Selected Poems - Tony Harrison The World’s Wife - Carol Ann Duffy
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Geography Head of Department: Mrs Craddock, craddockr@ashfordschool.co.uk 1. Summer Work for A-Level Human Geography 2021: Changing Places •
Aim:
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To explore how a place’s physical geography and history can shape its character, identity and place meaning.
Resource and instruction: - Use the PowerPoint referred to during our experience lessons (TEAMS). Slides 39-42. - Carry out the tasks on slides 39 ‘Geography Matters’ and slide 41 ‘Over to you’. - Ensure you make notes on how either the physical geography and the place’s history have helped to shape its character, identity and place meaning.
2. Reading around the subject Use the word document titled 'Preparing for A Level Geography'. Choose one suggested geographical documentary/film, one news article and one book. Make notes on what you found interesting and perhaps a short review to share with others in the class on our return to school. Make sure you choose one from each category.
History Head of Humanities: Dr Quinton, quintone@ashfordschool.co.uk Year 12 topics are: Unit 1: Modern Britain 1937-1997 with Winston Churchill as a special subject. Unit 2: The Crusades and the early Crusader States, 1095-1192. Please complete the reading from the History A-level Wider Reading Booklet, which is a separate attachment. In addition, useful internet sites include: • • •
The BBC’s History website The Imperial War Museum website for Churchill and World War 2 www.britannica.com
The following keyword searches will take you to relevant subject areas: Winston Churchill British politics after World War 2 British Politics in the 1970s Margaret Thatcher Urban II and the First Crusade The Second Crusade Richard the Lionheart / the Third Crusade Saladin 11
Mathematics / Further Mathematics Head of Department: Dr Britton, brittons@ashfordschool.co.uk Welcome to Mathematics and Further Mathematics in the Sixth Form For Single Mathematics, the syllabus is fixed, with elements of Pure Mathematics, Mechanics and Statistics studied over two years. Further Mathematicians will study the full Single Mathematics A level and Further Mathematics content in parallel over the two years. The Further Mathematics course has some required modules alongside optional modules, which allow you to choose between extra Pure Mathematics, Further Mechanics, Further Statistics or Decision Mathematics in Year 13. The A level text books are available as e-books and your teacher will provide you with a login at the start of the course. The course requires you to have an A level compatible calculator. The basic requirement is for a Casio Classwiz calculator but the Casio CG50 graphical calculator is highly recommended. Graphical calculators will be available to purchase at a discounted student price from the department in September. If you are planning on purchasing a calculator elsewhere, please ensure you check that it is compatible with the A level requirements. The Mathematics Department is committed to ensuring that you make good progress throughout your A level course but it is vitally important that you spend time working on maths over the summer - you will need to have a good knowledge of iGCSE algebra and geometry before you commence your course in September. This folder provides revision material which you must review over the summer. Read the introduction to each section, making sure that you understand the examples, then work through each exercise checking your answers which are given at the back of each section. We will test you at the start of September to check how well you understand these topics, so it is important that you have worked through this folder before then. If you do not pass this test, you will be provided with a programme of additional work in order to bring your basic algebra skills to the required standard. We hope that you will use this introduction to give you a good start to your AS work and that it will help you enjoy and benefit more from the course. Suggested Wider Reading − It Must be Beautiful: Great Equations of Modern Science – edited by Graham Farmelo − A collection of essays which sets out to reveal the true nature of an equation. − The Problems of Mathematics, Nature’s Numbers, From Here to Infinity, Game, Set and Math and The Magical Maze – Ian Stewart − What is Mathematics? – Courant and Robbins − Mathematics: The Golden Age – Devlin − A Mathematician’s Apology – Hardy. One of the central topics of this book is the beauty of mathematics. Anyone with a passion for pure mathematics is likely to enjoy Hardy’s discussion of the ugliness of applied mathematics − Makers of Mathematics – Hollingdale. A history of mathematical discoveries and an introduction to ideas that have shaped modern mathematics. Read in its entirety, this book provides an excellent foundation for undergraduate study of mathematics. − Also, this website has many interesting articles to read: http://plus.maths.org/ 12
Modern Foreign Languages French Head of French: Mme S Aribi, aribis@ashfordschool.co.uk It is essential that you continue to work on your French over the summer holidays on a regular basis. This could be by just reading an article in the newspaper, watching the news or a French film. Exposing yourself to the language will help you to continue thinking in French! Reading is always good when learning a language –Read whatever appeals to you so long as it’s in French! If you read a short story or a magazine article or an article from a French blog, it’s better not to look up every word you don’t know, so long as you get the gist. And finally, speaking is good too so take every possible opportunity to practise. Languages are a skill and need to be practised, rather like playing the piano. Please work through the booklet and use all the suggested resources suggested in it.
German Head of German: Miss H Loughlin, loughlinh@ashfordschool.co.uk Please work through the booklet during the Summer holidays which will be given to you at the Preparation Day. If you are unable to attend, please email me and I shall send you a copy. If you have any questions please do not hesitate to send me an email. I look forward to seeing you in September! Miss Loughlin
Spanish Head of Spanish: Sra C Calver, calverc@ashfordschool.co.uk The very best thing you can do to improve your Spanish is to spend time in Spain! If you have any opportunity to take part in an exchange, or to have a holiday in Spain, make sure you take full advantage and speak as much Spanish as you possibly can! For obvious reasons, this is currently not easy, so please do take advantage of all the online resources suggested. • • •
Revise all the tenses covered at GCSE – it is essential that you know these and can conjugate regular and irregular verbs in all tenses. Revise GCSE vocabulary. Read some Spanish literature (in translation if necessary) by authors like Gabriel García Márquez, Borges, Unamuno, Lorca, Allende. The New Penguin Parallel Texts in Spanish has short stories by a selection of Spanish and Latin American authors, with both Spanish and 13
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English translation. Or, read Harry Potter y la Piedra filosofal – available in the school library, and on Audible. Foyles bookshop on Charing Cross Road has a fantastic selection of Spanish literature. Remember not to worry if you don’t understand every single word! Listen to any Spanish radio channels you can find and watch Televisión Española e.g. http://www.rtve.es/ as a good starting point. Watch Telediario (https://www.rtve.es/directo/la-1/) and Informe Semanal (https://www.rtve.es/television/informe-semanal/) – news programmes – these will seem very hard at first, but if you persevere, they will get easier, as you learn more vocabulary and can tune in to the speed of native speakers. Listening to Spanish podcasts is another really great way to gradually improve your listening skills - The News in Slow Spanish (www.newsinslowspanish.com) and Spanish coffee break (Coffee Break Spanish Archives Coffee Break Languages)are both very popular. Read Spanish online newspapers and keep yourself informed about current affairs in Spain and Latin America - www.20minutos.es - interesting, short news articles - and www.bbc.co.uk/mundo and www.elpais.com (these can also be downloaded as Apps on a smart phone). Listen to Los 40 Principales on Spanish radio. It's a bit like the UK's Top 40 chart show. www.los40.com with lots of current music and DJ banter! Also, listen to Spanish music on YouTube. Watch Spanish DVDs (or English language films in Spanish) - great for vocab, colloquial language and listening skills. Netflix is also a great way to watch Spanish films – Volver, Julieta, Las chicas del cable, El laberinto del fauno, La casa de papel etc. Buy the latest version of the BIG Collins dictionary - ISBN 078-0-00-738238-5. Another good investment is the Barron's 501 Spanish verbs - ISBN - 9780 764 197 970
• • • Also, a very good vocab book is Palabra por Palabra by Phil Turk- ISBN - 978 1 444 110 012 7 49 For extra grammar practice - www.studyspanish.com, www.languagesonline.org.uk, www.kerboodle.com, www.spanishdict.com
In Files on Teams, (Mrs Calver’s folder) you will find a Spanish grammar booklet, a Fact File and various revision of tenses conjugation sheets. Over the summer, please complete the grammar booklet, read the fact file on Spanish culture and revise all GCSE tenses. Please listen to Spanish music – it’s the best! There is a suggested play list in the power-point we saw together in class, and music really is a great and enjoyable way to learn vocabulary, structures and colloquial language. Like most things in life, the more you put in, the more you will get out, and learning a language is no exception. You have made the fantastic decision to study a wonderful language – congratulations!
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Physics Head of Department: Ms Martin, martini@ashfordschool.co.uk Please work through the A level transition student worksheet. The worksheet aims to give you a head start by helping you to pre-learn some useful knowledge from the first chapters of your A Level course as well as helping you understand and practise some of the essential maths skills you’ll need. It will also help you to decide whether you have chosen the right course. What we care about most is that you are successful. If that is in Physics with us- great- but if that is not in Physics with us and you realise that you have made a horrible mistake and would be much happier studying something else, then that is equally great and we wish you every success. Have a great summer and come back refreshed, looking forward to the challenge of what is one of the most interesting and diverse subjects you can take at A level. The Physics Department.
Politics Politics teacher: Mr Liston, listonc@ashfordschool.co.uk Current affairs Follow political events and current affairs in quality newspapers, and on television and/or radio. The course focuses on UK government and politics, so it would be sensible to focus much of your attention accordingly. Exchanges between Boris Johnson and Keir Starmer at PMQs and tensions surrounding things such as education, health care, pandemic-related recovery and Brexit tend to occupy lots of time and space on television and in newspapers, so there is really no excuse not to keep on top of current affairs. Key themes You should look to ensure you have a good knowledge of the following key themes. You will be expected to produce some written notes of the key terms below (a-c), including specific examples. The websites listed below are good sources of information, but there are plenty of others too. a) democracy b) direct democracy vs. representative democracy (key characteristics, and advantages/disadvantages) c) elections - advantages/disadvantages of how MPs are elected -
http://direct-democracy.geschichte-schweiz.ch/
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http://www.ancient.eu/Athenian_Democracy/
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http://www.parliament.uk/about/faqs/house-of-commons-faqs/members-faq-page2/ 15
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Learn Live Sessions on the Parliament Education website, https://learning.parliament.uk/en/outreach/online/
Key vocabulary You should make sure you understand each term in the key vocabulary list below. Ensure you have a definition for each term, an understanding of how each contributes to politics in the UK, and, where possible, an example (the more recent, the better):
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parliament government executive/legislature/judiciary legitimacy mandate representation liberal democracy parliamentary democracy political participation political party pressure groups think tanks lobbyists democratic deficit
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MP consensus politics adversarial politics majoritarian representation proportional representation parliamentary reform electoral reform franchise/suffrage
Key task To write an essay (no more than 1500 words) or construct a presentation with supporting evidence (to last no longer than five minutes when presented) on the following topic: •
To what extent is British democracy a positive example of how a state should be managed?
Psychology Head of Department: Ms Ball, ballr@ashfordschool.co.uk 1. Please continue exploring the subject of Psychology through the transition pack you have been using this summer term. Make sure you keep a record of all you have done, to hand in next term. 2. Please prepare a first draft of a questionnaire asking about people's attitudes and/or behaviour, on a topic of your own choice. This should consist of at least 15 questions, with answer schemes Ms Ball
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Philosophy, Ethics and Theology Head of Department: Mrs Hall, HallK@ashfordschool.co.uk Religious Studies • Philosophy of Religion • Ethics • Developments in Christian Thought Reading material: −
Ethics Being Good: A Short Introduction to Ethics by Simon Blackburn
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Philosophy of Religion Think: A Compelling Introduction to Philosophy by Simon Blackburn
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Developments in Christian Thought Theology: A Very Short Introduction by David Ford. These books are ideal for students about to embark on this A level course. They will give you an insight into the content and provide you with a good grounding for the course. Check to see if second-hand copies of these books are available through Amazon.co.uk and Abebooks.co.uk. Mrs Hall
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Sport - BTEC Level 3 National Diploma OR BTEC Level 3 National Extended Certificate Head of Department: Mr Bubb, bubbp@ashfordschool.co.uk Coaching Video Choosing a skill of your choice, from a sport of your choosing, you are to make a short coaching video at home. This video needs to be directed at a mixed ability group of Year 7 pupils and must introduce the skill in its most basic format before going on to show two progressions of the skill. Please use the breakdown below to help guide you. We will cover this extensively in our last taster session too. • •
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Aim of the task is to explore the difference between SKILL and TECHNIQUE (which you will study in Unit 4 on the course), as well as to see what your initial coaching skills are like. Try and base your skill of choice not just on something you are confident in demonstrating/explaining, but also something you can practically do at home, with the space and equipment you have. Ask a family member to film it for you - it only needs to be 10-15 minutes maximum. Start by introducing the skill in its most basic format (remember you're coaching a Year 7 team of mixed ability players.) Try and narrow it down to 3-4 key technique points. Following the skill introduction, go on to demonstrate two progressions - this could involve two different drills that require the skill to be performed correctly but challenges the players in different ways. If you have others available at home, these progression drills could involve a team mate or opposition. During these progressions, you need to make it clear to the players what technique variations there are that differ from the 'textbook technique', and what is needed to perform these variations correctly. When we return to school, we will watch these videos and prizes will be awarded for the best ones.
We look forward to seeing you in September and keep fit, healthy and active until then! Mr Bubb
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