Year 12 Induction Tasks 2020 - Twyford CofE High School
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Year 12
Induction Tasks
2020
CONTENTS
Introduction 2
Art 3
Biology 4-5
Business Studies 6-7
Chemistry 8
Computer Science* 9
Drama* 10-12
Economics* 13-14
English Literature 15-16
Film Studies 17
French* 18-19
Geography 20-24
German* 25-26
Graphics 27-28
History 29-30
Mathematics & Further Mathematics* 31
Music 32-33
Music Technology (A level) 34
Photography 35-36
Physics 37
Politics 38
Psychology 39-40
Religious Studies 41
Sociology* 42-43
Spanish* 44-45
Twyford Advanced Programme (TAP) 46
*Further resources for these tasks can be found on the following link:
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form/
1
INTRODUCTION
A Levels are much more intellectually challenging than GCSEs and even students with top GCSE grades
sometimes struggle to make the transition. There is often a different emphasis in the type of learning
involved, with more time spent on independent research tasks for example. Year 12 passes very quickly and
it is vital that you establish a confident understanding of your new courses as soon as possible.
To help you do this your A level teachers have prepared these induction tasks. These have been designed to
give you 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. Completion of these tasks, by this deadline, is a requirement of enrolment at
Twyford Sixth Form.
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.
Some of you have already expressed an interest in joining the Twyford Advanced Programme (TAP), which
offers lectures, philosophy lessons and extended learning. This is designed to prepare you for a university
application to Oxford or Cambridge or any medical course. Entry to the Twyford Advanced Programme is by
selection, based on GCSE score and aptitude shown in the induction task. If you wish to be considered for
the programme, you should complete one of the TAP induction tasks at the end of this booklet.
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. Each subject also contains extension tasks. If this is a course
you are considering taking beyond A level, it is recommended you complete this task.
Be honest: if you cannot find the motivation to make a really good effort with your induction task, are you
really going to achieve any success or enjoyment taking that course every day for two years?
I wish you all the best in your endeavours and look forward to seeing your efforts in September.
Mr M Arthur
Head of Sixth Form
2
Art
Instructions You choose your own independent theme, choose a broad word as it will be your theme
for this year and the start of next:
You need to get a ring bound A3 sketch book that has high quality paper
Title page with your name and your chosen theme title.
Visual collection of images of artwork/ photography or other media sources that relate
to your chosen theme – show us what you are interested in
Synopsis – Please type up why you have chosen your theme, think outside the box and
explain all your thoughts. Write this on an A4 landscape piece of paper.
Spider Diagram – write down as many words you can think of to fill an A4 landscape piece
of paper
Statement of Intent/ Inspiration Please choose one of your ideas and plan a Photoshop.
make sure you state what you want to convey in your photoshoot? What do you want
people to think when they look at your images? for your inspiration look at a
photographer or artist from the art today website http://www.art2day.co.uk/ password
is record
Photoshoot – Take your photograph and print your strongest 4 – you can print these at
school if you do not have access to a printer.
Observational Drawing – At the end of your photoshoot ask your model or use your
location to draw from observation. You need to complete 2 A3 drawings.
Drawing from Photographs – Draw from your four chosen photographs, please use a
different media for each drawing eg pen, pencil, paint, wire. You might want to draw a
section from the photograph. This is fine but please fill your A3 page.
Relevant Artist to your theme Research page - Analyse an Artist work on one A3 page.
Produce an A3 response to your chosen Artist working from a photograph you have taken
or from direct observation.
Link to The work you produce for your induction is the start of your A level project it will allow
your teacher to see you level of skill and your personal interest. Please make sure you
course look at Artists and Photographers that you find interesting and think of an avenue you
would like to explore within your personal theme. It is deliberately broad to allow you to
produce personal and independent work.
Success
criteria
Marking Your work must be complete and displayed in your book. It will be marked using the
four assessment objectives : Exceptional /Confident / Consistent
structure
http://www.timeout.com/london/things-to-do/exhibitions-in-london
Collect articles from magazine/ print of info from blogs/ Newspapers that link to your
theme and what you are interested in.
Extension Please visit at least one Art Gallery and find pieces of work that interest you. Sketch and
draw from observation and write up what you found interesting and how it helped
Task(s) develop your ideas around your theme.
3
Biology
Instructions Read this sheet from OCR (https://www.ocr.org.uk/Images/182424-biology-a-factsheet.pdf) that
outlines what awaits you in your Biology OCR A level course, and write a full A4 page explaining
why you picked Biology A level.
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-10: 1782942793
o ISBN-13: 978-1782492795.
This is designed to bridge the gap between Y11 and 12. You should:
• Make sure you understand everything in this workbook
• Write answers to all the questions in the book
• Self-mark the questions in a different colour, adding corrections. (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 The step up to A level Biology is very significant, and your success in this subject will largely
course depend on your ability to build upon your knowledge from GCSE and revise throughout
this year. The CGP book will help you with this transition, as well as introducing you to
some key concepts that you will meet next year.
Success Your self-marked questions will be checked on the first lesson to review the content and
criteria quality of your self-assessment. The teachers will use this marking scale for your
induction task
A*- Excellent- All questions done & all marked
A- Good- All questions done & some marked
B- Average All questions done but not marked
C- Poor- Some questions done but not marked
U Fail No written work submitted
You will complete an induction test based on the content and skills within this book in
the first Biology lesson of the year. This test focuses primarily on content, as Biology A
level has a vast amount of content to recall. If you underperform in this test (e.g. score
below your target grade), you will be expected to re-sit the paper.
Marking The test will be given a percentage, and this will then be given a grade, based on scaling
structure from the current A level assessments. The test will be marked and returned to you, and
you will spend time reviewing and improving upon your areas of misunderstanding.
Extension If you are considering Biology/Medicine or a related subject at university, you should
Task(s) read one of these books and write a one page summary of what you have learned:
• Human Instinct – Professor Lord Robert Winston
• Do no harm – Henry Marsh
• The music of life : Biology beyond the genome – Denis Noble
4Business
5Instructions You are to write a 25 mark essay on the following topic:
“The managers of a large (employs over 250 people and has branches nationwide) 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?” [25 marks]
How to approach this: Planning is key!
1. If you have not studied Business in years 10 and 11, you may need to begin by finding
out what ethical behaviour (from a business perspective) means first. Even if you have
studied it, you may need a refresher.
2. Find out what is meant by the term stakeholder. You will have to consider ethical
decision making in regards to different stakeholder groups. You should consider at
least four different stakeholder groups.
3. A level Business places a lot of significance on CONTEXT or specific circumstances/
situations facing a business. What context hooks are in this question? It is ESSENTIAL
that when writing your essay response you are referring directly and specifically to the
context.
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 You should provide an answer to the question that:
criteria
• 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 Level The candidate will typically demonstrate: Marks
structure 5 An excellent response overall that is fully focused on the key demands of 21–25
the question: demonstrates a depth and range of knowledge and marks
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.
64 A good response overall that focuses on many of the demands of the 16–20
question: demonstrates a depth and range of knowledge and marks
understanding of issues in the question; demonstrates analysis which is
well developed, applied effectively to the context and considers a range of
issues in the question; makes judgements or provides solutions which are
built on analysis, show balance and address the question as a whole.
3 A reasonable response overall that focuses on some of the demands of 11–15
the question: demonstrates a limited knowledge and understanding of a marks
range of issues in the question or a good knowledge and understanding of
relatively few issues in the 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.
2 A limited response overall with little focus on the demands of the 6-10
question: demonstrates a limited range and depth of knowledge and marks
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 1-5
1 question as a whole. marks
A weak response overall lacking focus on the demands of the question:
demonstrates isolated or imprecise knowledge and understanding;
demonstrates undeveloped analysis with descriptive application to the
context and lacking focus on the question; makes judgements or proposes
solutions based on assertions.
Extension
Task(s) If you are considering undertaking an EPQ in the subject, or possibly intending to study it at
university, you should attempt at least one of 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.
• Undertake some research into the impacts of the COVID 19 pandemic upon business
and the wider environment. Write a report which covers political; economic; social and
ethical; technological; legal and environmental impacts. The impacts can be positive and
/or negative. Source any stats/ figures/ quotes. A minimum of 3 A4 pages.
Chemistry
7Instructions
You need to purchase and complete the ‘Head Start to A-Level Chemistry’ book
o Publisher: Coordination Group Publications Ltd (CGP) (2nd Mar. 2015)
o ISBN 978 1 78294 280 1
All of the questions should be fully answered with clear and structured workings on paper
with content titles. This needs to be self-marked with corrections as necessary and
handed in to your first Chemistry lesson. Memorise the common ions on Page 7.
Link to The step up to A level Chemistry is a significant one, and your success in this subject will
course largely depend on your ability to build upon your knowledge from GCSE and revise
throughout this year. The CGP book 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.
Success 1. You will complete an assessment based on the content and skills within this book
criteria in the first Chemistry lesson of the year. This assessment will be a mixture of
multiple choice and longer answer questions, to mirror the style of assessment
at A-Level.
2. Your CGP answers will be submitted on the first lesson to review the layout and
structure of your answers.
Marking 1. The assessment will be given a percentage, and this will then be given a grade,
structure based on scaling from the current A-Level assessments. The assessment will be
marked and returned to you, and you will spend time reviewing and improving
upon your areas of misunderstanding.
2. Your layout and structure will be reviewed from your submitted answers.
Extension If you are considering Chemistry or a related subject at university, you should complete
Task(s) one or more of the following:
- Read one of the following books and write a one page summary of what you
have learned:
o Periodic Tales (Hugh Aldersey-Williams)
o The Periodic Table (Primo Levi)
- Complete one of the following online courses on the Futurelearn website:
o Understanding Experiments
o Understanding numbers
8Computer Science
Instructions You are required to follow the instructions in Appendix 1 and complete the activities.
There are three sections to the activities.
1) Download and install the Java Development Environment (JDK) and the NetBeans IDE.
2) Practical programming skills development.
3) Computational thinking and programming skills (developing a solution to a problem)
Link to AQA A Level Computer Science Specification
3.1 Fundamentals of programming.
course 4.4.1 Theory of computation
4.4.1.1 Problem solving
4.4.1.2 Following and writing algorithms
Success To be successful at this task you need to complete all three sections. Your work should be
submitted in a report format. Tasks need to be clearly labelled and snippets of your code copied
criteria and pasted in your report. Skills you need to demonstrate in your work:
1) Well annotated code
2) Use of meaningful identifier/variable names
3) The efficiency of the techniques used and correctness of solutions
Marking The task will be marked using the following criteria and grades.
structure
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 Computer Science covers a variety of topics, here are some practical activities to get you started.
Task(s)
• 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.
Supplementary material for this task is available on the school website at this link :
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
Drama
9Task 1: Component 1 - Devised performance (5 hours)
This task relates to component 1 – Devised performance
Instructions In your bridging work for Component 1, you were asked to read Component 1 Practitioner
Guide PDF (which is available on Copia > Drama > A-level) and watch some previous
performances and think about which practitioner they were influenced by. You were also asked
to complete an A3 research page on Frantic Assembly.
Please now use that PDF as well as additional online research to create an A3 research pager on
each of the following key drama practitioners who we will be exploring in September. Your
research page can be on A3 paper, 2 sides of A4 or on a 2 page word document or 2 slides
PowerPoint. Spend 1 hour on each practitioner.
1. Stanislavski
2. Brecht
3. Berkoff
4. Artaud
5. Punchdrunk
Your research page should include:
Details about the company / individual (key dates and achievements)
Examples of plays they have performed
Key directors, actors, designers
Their style of performance
Images / Photographs
Key techniques
This is an example of a Research page for a practitioner:
Task 2: Component 2 – Text in Performance (6-8 hours)
This task relates to component 2 – Text in performance
In your bridging work for Component 2, you were asked to watch two group performances and
two monologues from previous Twyford Students and make notes on the key skills students
were demonstrating.
For this task, please research, find and prepare a 2-3 minute performance (off-script) for the
following, ensuring they are from published plays (not short plays, film scripts etc):
1. A contemporary monologue (from 1980- present day)
2. A Shakespearian monologue
For each monologue:
Read the full play the monologue comes from and make notes on the play
10 Print off and annotate your monologue with performance ideas for vocal & physical
skills, character and playwrights intentions
Learn both monologues off script and be ready to perform them in the first half
term in September (without your script).
Prepare costume and props for each performance.
Please also research a suitable play you within a group of 4-6 performers could perform. It must
be a published play. It should also have a balance between characters and not have just one key
characters with the other roles being much smaller (as it’s an exam, you want to ensure all
members of the group have a key role in the performance). For your play, ensure you complete
the following:
Read the full play (try to get hold of your own copy of the play – either buy it or
there are lots of free PDF versions of plays online) and make notes on characters,
key themes, time, location, style of play, genre, key timeline of events etc.
Select a suitable key extract from the play that could be brought to life for a 10-15
minute performance (you will perform these in October). If you look at the full
running time for the play, you can then work out roughly how many pages will
produce a 10-15 minute performance
Annotate the key extract with ideas for bringing your performance to life, thinking
about how you would stage it.
Plan design elements such as lights, set, sound, costume, props, projection etc.
Task 3: Component 3 ‘Written exam’. (6 hours)
This task relates to component 3 written exam
In your bridging work for Component 3, you were asked to watch a streaming of a National
Theatre play and complete a theatre review question on the performer you watched, this is the
section A part of the exam.
For section B and C in the exam, you are required to study and then answer performer, design
and director question on two play texts.
For this task, one of the texts you will study is ‘Woyzeck’ by Georg Buchner. Please read the PDF
‘Set text Guide Woyzeck’. After reading the play, please complete the following tasks:
1. An A3 page on ‘Woyzeck’ which contains key information about the play and playwright
such as key dates, key themes, plot summary and key characters (you can also complete
some online research about Georg Buchner and the play).
2. A timeline, showing key events throughout the play (it can be useful to do this as a
breakdown of scenes, or a vertical / horizontal timeline highlighting key moments)
3. 600-1000 word essay about your own opinions on the play. Ensure you write about
what you feel are the key themes in the play and your opinions on each key character,
including Woyzeck. Also include some of the reasons why you feel Woyzeck killed Marie,
and what some of the driving forces might have been for this.
Link to All tasks will be linked to the course specification which is as follows:
- Component 1: Devised performance and portfolio (40%)
course
- Component 2: Performance of a text AND a monologue / duologue (20%)
- Component 3: Written exam ‘Theatre makers in practice’ (40%)
Task 1:
- Excellent level of research into each practitioner, from the PDF and your own research
Success
- Detailed research pages which contain the key information listed in the task
criteria
- A very clear understating of the style and techniques of each practitioner
11Task 2:
- Two different monologue that showcase a wide range of vocal and physical skills
- A clear knowledge of each play the monologue comes from
- A well-developed understanding of the character in each performance
- The ability to perform off text with confidence (without your script)
- A well-researched group play with a suitable and appropriate 10-15 minute extract selected
- Several ideas for how the extract could be brought to life in a group performance
Task 3:
- An excellent understanding of Woyzeck and the characters, themes and plot of the play
- Detail completion of the summary page and timeline
- A well-developed response to some of the challenging social, cultural and political issues
within the play, evident in your essay.
Task 1:
Each research page will be marked on how effectively it captures the style, key techniques and
Marking information about each practitioner.
structure
Task 2:
In your monologue performance in September you will receive a mark our of 24 for each
monologue performance. The marks awarded will be: 8 marks for Vocal and physical skills, 8
marks for character and 8 marks for artistic intentions.
Task 3:
Each of the three Woyzeck tasks will be marked on how effectively they demonstrate an
understanding of the key themes, characters and context of the play. As the play is fairly
abstract, there are no set right answers, it is more about forming you own opinions on the play,
supported with research and examples.
Optional extension task:
• In the first half term, we will be studying the text Accidental Death of an Anarchist by
Extension
Dario Fo. You will be given this set texts for the duration of the course and we will be
Task(s)
reading they play in lessons but it would be advantageous to have a strong knowledge
of the play and the playwright’s intentions prior to studying the text.
• You can also watch other National Theatre online plays and make notes on these
including acting, directing, set, costume, lighting and sound.
Supplementary material for this task is available on the school website at this link :
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
12Economics
You will read the first 3 chapters of your Economics textbook (hyperlink provided at the
Instructions end of this task) and complete high quality reading notes that you will hand in for
checking. You will then be able to use these reading notes for a two-part open notes
assessment, which will be marked.
Your notes should follow these guidelines:
• Use unit titles, headings and subheadings to show that you’ve fully covered the
content of each of the 3 chapters
• If handwritten, your writing must be neat and legible.
• You may use bullet points; full sentences are not required
• You are encouraged to paraphrase and summarise content – copying word for
word is only advisable for defining key terms
• You should complete the questions that are incorporated into the chapters. Unit
1 has one question, Unit 2 has two questions, and Unit 3 has 3 questions. There
will be answers provided for you to check your work in September.
• Each unit finishes with a Thinking like an Economist section and a Data response
multi-part question. You should read the Thinking like an Economist section, but
making notes on this section is optional. Completing the Data response questions
is good practice, but is optional. Do pay attention to the guidance given for
attempting the final question of each Data response. There will be suggested
answers available in September.
Economics is most likely a new subject for you, and these 3 chapters cover the very basic
Link to foundations of the 2-year Economics course. You will be investigating the assumptions
we make within economics, and how we represent and interpret data.
course
You will complete a two-part open notes assessment during the first week of term,
Success which will be marked in order to assess your engagement with the content. One part of
the assessment will focus on the content of Units 1 and 3, and will comprise multiple
criteria
choice and short answer written questions. There will also be a numeracy assessment,
for which Unit 2 content will be helpful (though I will not test you on index numbers in
the first week of term!).
You will receive a numerical and letter grade for the two assessments.
Your notes will be handed in and subjectively judged as Excellent, Good, Average, or
Marking
Poor. My hope is to see a reflection of a high level of engagement with the task and
structure thus to judge most/all work Excellent.
Extension Read a book and produce a book review of 500-800 words. The purpose is to read a bit
Task(s) more widely around the subject. It may be typed, but ensure you’ve printed it so that
you can hand it in for review in the first lesson. Choose from:
• 23 Things They Don’t Tell You About Capitalism by Ha-Joon Chang
• The Undercover Economist by Tim Harford
• Doughnut Economics by Kate Raworth
• The Economics of Enough by Diane Coyl
13• Nudge by Richard Thaler & Cass Sunstein
A good non-fiction book review should contain:
• Information about the author and background information about the book
• The author's purpose – is it to inform? To entertain? To persuade?
• A summary of the author's thesis
• A description of how the book is organised; a discussion of the key points that are
very interesting, convincing (or not), surprising, illuminating, disappointing, etc.
• A concluding summary – how well did the author present his/her thesis? Did
he/she convince you? Do you agree with the thesis? Was something missing that
would help you to feel more informed (and if so, what was it?)?
Supplementary material for this task is available on the school website at this link:
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
14English Literature
Instructions Required Reading
Read ‘Tess of the D’Urbervilles’ by Thomas Hardy (ISBN: 978-0-141-43959-4). All pupils
intending to study English Literature at AS level are required to have read the exam pre-
1900 prose text (Tess) before their first English lesson in September. It will be
impossible for students to benefit from English lessons unless this required reading has
been completed over the summer holidays. You will need to buy the specified edition –
the ISBN number is 978-0-141-43959-4 – so that we can use the same version in class.
Written Task
Please complete the following task and hand it to your English teacher in your first
English lesson. You should aim to write between 1-2 sides of A4.
Re-read chapter 4 of Tess of the D'Urbervilles. Then answer this question:
What themes and characteristics of Tess does Hardy introduce here which he later
develops in the rest of the novel?
You need to make specific reference to chapter 4 and broader reference to the rest of
the novel. Aim to write at least one PEE (Point, Example from text, Explanation)
paragraph for the bullet points below:
• Portrayal of women
• Industrialisation
• Family
• Imagery
• Fate
Write in your own words using simple uncomplicated prose; do not plagiarise or use
words you do not understand.
Link to Students begin studying ‘Tess of the D’Urbervilles’ by Thomas Hardy at the start of year
course 12 as part of Component 2: Prose of the Edexcel English Literature A Level. They will go
on to compare it to ‘A Thousand Splendid Suns’ by Khaled Hosseini. This unit represents
20% of the A Level and will be assessed through an essay completed in an examination.
Success The induction task will be assessed using the Edexcel A Level Literature criteria,
criteria assessment objectives 1 and 2, which are as follows:
AO1 - Articulate informed and creative responses – use correct written expression – use
literary terms and concepts correctly
AO2 - Analyse how form, structure and language are used to convey meaning
Marking Level 1 – Descriptive (1 – 4 marks):
structure • Recalls basic points with few accurate references to texts.
• Recalls limited concepts and terms. Ideas are unstructured with frequent errors
and technical lapses.
• Uses a highly narrative or descriptive approach. Shows overall lack of
understanding of how meanings are shaped in texts and the writer’s craft.
15Level 2 – General understanding (5 – 9 marks):
• Makes general points and references texts, though not always securely. Gives
general explanation of concepts and terminology. Ideas are organised but writing
has errors and technical lapses.
• Gives surface readings of texts by commenting on straightforward elements.
Shows general understanding of how meanings are shaped in texts and the
writer’s craft.
Level 3 – Clear understanding (10 – 15 marks):
• Offers a clear response, providing examples. Accurate use of concepts and
terminology. Ideas are expressed with few errors and lapses in expression.
• Demonstrates clear approach to how meanings are shaped in texts. Has clear
knowledge which shows understanding of the writer’s craft.
• Offers clear points supported by examples.
Level 4 – Exploration (16 – 20 marks):
• Constructs a consistent argument with examples, confident structure and precise
transitions. Uses appropriate concepts and terminology. Expression is secure
with carefully chosen language.
• Displays a secure understanding of how meanings are shaped in texts. Provides
evidence of effective and consistent understanding of the writer’s craft.
Level 5 – Evaluative analysis (21 – 24 marks):
• Provides a consistently effective argument with textual examples. Applies a
discriminating range of concepts and terminology. Secure expression with
carefully chosen language and sophisticated structure.
• Displays discrimination when evaluating how meanings are shaped in texts.
Shows a critical understanding of the writer’s craft.
Extension Students considering reading English Literature at university should choose another
Task(s) Victorian novel from the list below (this is also on the English year 12 pages on Copia) to
read and compare the presentation and role of women in Victorian society in ‘Tess’ and
the chosen second novel.
Novels you could choose include: Charlotte Bronte’s ‘Jane Eyre’, Emily Bronte’s
‘Wuthering Heights’, Charles Dickens’ ‘Bleak House’, George Eliot’s ‘The Mill on the
Floss’ and William Makepeace Thackeray’s ‘Vanity Fair’.
16Film Studies
Instructions We will be looking at Global Films. We will be studying ‘City of God’ and ‘Pan’s
Labyrinth’.
- Create a one-page mind map on the directors in both cases. Background,
notable films, influences, etc.
- Watch the opening of both films. The first ten minutes. Whilst watching the
films keep detailed notes of the effects created - the mood and atmosphere.
Are there any specific effects that interest you?
- Write no more than two sides of A4 on both sequences. You should explore
what the meaning is in the sequences and how it interests the audience. What
did it reveal or do well? Does it create a particular mood or suggest a particular
theme?
In short, watch the opening of both films – and explore how they set up the tone of the
film and introduce themes.
Link to Global cinema will be the first unit studied in the course. It is an essential component
course of the overall exam.
Success At this early stage in the course, the work will be marked mainly for engagement with
criteria the films – showing a good level of note taking that will be essential to active film
watching.
The written response will be successful if it is clear, cogent and offers a clear line of
argument.
Excellent responses will show an application of the context of the directors derived
from the mind map task.
Marking This paper will be marked with the grade boundaries:
structure Excellent = 85%+
Good = 65%- 84%
Satisfactory = 45% - 64%
Basic = 25% - 43%
Limited – 0-24%
Extension Visit the BFI and explore the resources available. Watch other films by the directors of
Task the two focus films.
17French
There are 2 separate tasks for French, each with a slightly different aim.
Task 1: Film analysis
Task 2: Translation of key vocabulary
Instructions Watch 1 of the French language films from the list below:
Task 1: • Les 400 coups
• Au revoir les enfants
• La Haine
• L’auberge espagnole
• Un long dimanche de fiançailles
• Entre les murs
• Hors de prix
• Arnacœur
• La famille Bélier
• Intouchables
• Tout ce qui brille
• La tête en friche
Answer the following question in FRENCH
Quel est le message que le réalisateur veut communiquer au public?
A votre avis, le réalisateur a-t-il réussi à communiquer ce message? Justifiez votre
réponse.
Consider the following:
- What happens in the film?
- What is the historical and social context of the film?
- What are the director’s intentions (think about the context of the film)?
- What is unique / special about the film? e.g. cinematography, music etc.
- Would you recommend this film and why?
Link to course For the A-level course, you will be required to write 2 essays in your “Paper 2:
Writing” exam. One essay will be on a film.
Success • You will have written approximately 300 words in French on A4 lined paper.
criteria • You will have clear handwriting and have written your essay on every other
line. It will not have been written on the computer.
• You will have used a range of vocabulary and tenses (minimum past, present,
future and conditional)
• You will have included your own opinions with justifications using specific
examples from the film.
• You will have referenced the social / political context of the film.
• You will have explained the director’s intentions, supporting your opinion with
relevant scenes or quotes from the film.
Marking Your work will be marked for Quality of Language (A03) and Critical Analysis (A04)
structure
18Instructions Using Appendix 1, translate all the phrases into English.
Task 2:
Link to course For the A-level course, you will be required to complete “Paper 3: Speaking” exam.
For this exam, you will need to discuss a Stimulus Card and also discuss your Individual
Research Project (which will have been completed over the two-year period). In order
to score the top grades in this exam, pupils are expected to demonstrate in-depth
knowledge of the issues studied. In order to do this, pupils are expected to use
statistics and data found in articles and surveys in order to answer questions in the
speaking exam. Even more important than this, however, is that pupils analyse and
link their ideas, rather than simply regurgitating statistics and factual knowledge. The
phrases used in Task 2 are essential for achieving this.
Success Correct translations of French phrases.
criteria
Marking Your work will be marked correct or incorrect based on communication of key
structure messages (just like for GCSE translation tasks).
Supplementary material for this task is available on the school website at this link :
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
19Geography
Instructions You are to produce a story map (using less than 1,500 words) that explores the
Geography of:
“The world beyond my window”.
This is the title of the Royal Geographical Society’s (RGS) annual Young Geographer of
the Year competition. We have chosen it as our induction task for three main reasons:
1) The title is broad and open-ended so there is lots of potential for you to
explore the geographical ideas and places that most inspire you. Similarly, it is
a chance to let your geographical imagination run free,
2) Story Maps are a product produced by ESRI – a Geographical Information
System (GIS). Knowing how to use GIS – software which allows you to analyse
and present geographical data – is a fundamental geographical skill that you
will develop over the A Level course. Story Maps are a great, easy way to start.
3) It means everyone starting year 12 will have a potential entry to the RGS’s
competition and we will send the best ones off to represent Twyford. Though
the deadline for entries is 30 June 2020, so you will need to complete it before
the Twyford deadline if you also plan to enter the RGS competition. Entry
details are here.
Your Story Map should address this year’s theme and must meet the following criteria:
• Excellent attention to spelling, punctuation and grammar
• Use of accurate geographical terminology
• Clearly labelled and appropriately acknowledged sources, including diagrams, charts,
maps or images
• Accurate use of symbols, scales and keys,
• Original and independently produced—class sets of identical entries will not be
accepted or entries which have copied information from other sources, such as the
internet
• Describe and discuss multiple geographical ideas
• Demonstrate a strong use of annotated images, diagrams, charts or maps
We want to know how young people’s lives are connected to and influenced by these places
“beyond your window” - be the connections physical, digital or emotional. We also want to
understand how geographical processes in the physical and human worlds have created these
places and might be changing them.
The “Geography of the world beyond my window” is very broad. You will want to start by
thinking about scale – are you going to consider the local area literally outside your window,
i.e. as far as you can see from your window? Or will you take a less literal approach and think
about far places that you cannot see but you know are there outside your window? Could you
consider different windows that you have looked out of at different times?
The judges will be looking mainly for good Geography. Think, therefore, about how you can
apply your knowledge of processes and places from GCSE Geography. Can you combine
physical and human geography – think about all that you have learned on weather and
20climate, ecosystems, resources, development, urbanisation, river and coastal landscapes….etc
etc. Think about fieldwork too.
Could you conduct some fieldwork using the methods you have learned? You could collect
data on how the world outside your window is changing as the lockdown conditions change
by conducting traffic counts, environmental audits or field sketches. Could you conduct a
questionnaire of people you know to find out what they think about “the world outside their
window” – we all have a different experience of and view on the world.
You are required to produce your report as a Story Map (using less than 1500 words). This link
(https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/resources) will introduce you
to how to plan and structure a Story Map. It is also a good idea to have a look at some
examples of (professionally produced) Story Maps to get some ideas
(https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/stories). When you are ready
to create your Story Map you will click here (https://storymaps.arcgis.com/?). If you already
have an ArcGIS account you can use that log in. If not, then when you click “Log In” then you
will have the chance to “Create Public Account” or to log in with Facebook or Google.
Link to The A level Geography course requires you to be able to link different geographical
course ideas together and link them to case studies from real places. It requires you to think
about how the physical geography affects how people use and think about places, at a
range of scales. Further, you will be developing your skills in analysing data and
presenting it using GIS.
Marking L4: Answers will display a good understanding of the demands of the question.
structure They will be well-organised and effectively communicated. There will be a range of
clear and specific supporting information showing a good understanding of key
issues, together with some conceptual awareness. The answer will be analytical in
style with a range of direct comments leading to substantiated judgement.
L3: Answers will show an understanding of the question and will supply a range of
largely accurate information which will show an awareness of some of the key issues
and features. The answer will be effectively organised and show adequate
communication skills. There will be analytical comment in relation to the question
and the answer will display some balance. However, there may be some
generalisation and judgements will be limited and only partially substantiated.
L2: The answer will show some understanding of the full demands of the question
and the answer will be adequately organised. There will be appropriate information
showing an understanding of some key features and/or issues but the answer may be
limited in scope and/or contain inaccuracy and irrelevance. There will be some
comment in relation to the question.
L1: The answer will be descriptive or partial, showing some awareness of the
question but a failure to grasp its full demands. There will be some attempt to convey
material in an organised way although communication skills may be limited. There
will be some appropriate information showing understanding of some key features
and/or issues, but the answer may be very limited in scope and/or contain inaccuracy
21and irrelevance. There will be some, but limited, comment in relation to the question
and statements will, for the most part, be unsupported and generalist.
There will be a general consideration of the quality and depth of your knowledge of
the geographical concepts and places. There will also be a consideration of your
application of this understanding to the specific situation, and further, more developed
geographical link based (synoptic) thinking.
Extension Read the following article “Climate change: Global sea level rise could be bigger than
Task expected”
https://www.bbc.co.uk/news/science-environment-48337629
Write:
• A summary of the main geographical themes
• A summary of your views on the debate over what should be done in response
to climate change.
Documentaries and Podcasts
If you have some time free after doing your induction and bridging tasks then below are details of some fantastic
documentaries and podcasts which link well to the content of the A Level course we follow. They are a great way to
start thinking more widely about the issues you will learn about.
2223
German
24There are 2 separate tasks for German, each with a slightly different aim.
Task 1: Film analysis
Task 2: Translation of key vocabulary
Instructions Watch 1 of the German language films from the list below:
Task 1: • Almanya – Willkommen in Deutschland (2011)
• Das Leben der Anderen (2006)
• Die fetten Jahre sind vorbei (2005)
• Sophie Scholl – Die letzten Tage (2005)
• Good bye, Lenin! (2003)
• Lola rennt (1998)
Answer the following question in GERMAN
Was wollte der Regisseur in diesem Film dem Publikum sagen?
Ist es ihm Ihrer Meinung nach gelungen, seine Botschaft(en) zu vermitteln? Begründen
Sie Ihre Antwort.
Consider the following:
- What happens in the film?
- What is the historical and social context of the film?
- What are the director’s intentions (think about the context of the film)?
- What is unique / special about the film? e.g. cinematography, music etc.
- Would you recommend this film and why?
Link to For the A-level course, you will be required to write 2 essays in your “Paper 2: Writing”
course exam. One essay will be on a film.
Success • You will have written approximately 300 words in German on A4 lined paper.
criteria • You will have clear handwriting and have written your essay on every other line.
It will not have been written on the computer.
• You will have used a range of vocabulary and tenses (minimum past, present,
future and conditional)
• You will have included your own opinions with justifications using specific
examples from the film.
• You will have referenced the social / political context of the film.
• You will have explained the director’s intentions, supporting your opinion with
relevant scenes or quotes from the film.
Marking Your work will be marked for Quality of Language (A03) and Critical Analysis (A04)
structure
25Instructions Using Appendix 1, translate all the phrases into English.
Task 2:
Link to For the A-level course, you will be required to complete “Paper 3: Speaking” exam. For
course this exam, you will need to discuss a Stimulus Card and also discuss your Individual
Research Project (which will have been completed over the two-year period). In order
to score the top grades in this exam, pupils are expected to demonstrate in-depth
knowledge of the issues studied. In order to do this, pupils are expected to use statistics
and data found in articles and surveys in order to answer questions in the speaking
exam. Even more important than this, however, is that pupils analyse and link their
ideas, rather than simply regurgitating statistics and factual knowledge. The phrases
used in Task 2 are essential for achieving this.
Success Correct translations of German phrases.
criteria
Marking Your work will be marked correct or incorrect based on communication of key
structure messages (just like for GCSE translation tasks).
Supplementary material for this task is available on the school website at this link :
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
26Graphics
Instructions You choose your own independent theme, choose a broad word as it will be your theme for 60% of
your A Level. You need to get an A3 plastic wallet folder or a ring bound A3 sketch book (with high
quality paper)
1) Title page with your name and Title
2) Visual collection of images of artwork/ photography/Graphics or other media sources that
relate to Identity – show us what you are interested in
3) Synopsis – Please type up what you think your theme means, think outside the box and
explain all your thoughts. Relate you’re thought to Graphic Identity. Type this on an A4
landscape piece of paper.
4) Spider Diagram – write down or type as many words you can think of to fill an A4
landscape piece of paper
5) Photoshoot x2 – Photoshoot in response to your chosen starting point. High quality
photos which consider lighting and composition.
6) Photo Joiner – Inspired by David Hockney photojoiners
7) A5 and A3 Drawing - Draw from photos/objects/people which relate to your brief.
Complete 4 pages in your A5 sketchbook and 3 A3 refined/detailed drawings, do not draw
on the back of any of your pages as marks can transfer through.
Use these topics to generate an idea for a theme
27Link to The work you produce for your induction is the start of your A level project it will allow your
course teacher to see you level of skill and your personal interest. Please make sure you look at
Graphic Designers and Photographers that you find interesting and think of an avenue you
would like to explore within Graphic Identity. It is deliberately broad to allow you to
produce personal and independent work.
Success
criteria
Marking Your work must be complete and displayed in your book. It will be marked using the four
structure assessment objectives above.
Exceptional
Confident
Consistent
Extension Please visit the new design museum or other Tate Britain and fine pieces of work that
Task(s) interest you. Sketch and draw from observation and write up what you found interesting
and how it helped develop your ideas around your theme.
http://www.timeout.com/london/things-to-do/exhibitions-in-london
History
28Instructions You are to write two essays with the titles:
1) What was the most important cause of the German Revolution of 1918?
• Include at least four causes
2) How stable was England at the time of Henry VII’s coronation in 1485?
• Consider political, economic and foreign policy factors
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 The Year 12 History course will be looking at two areas: Weimar Germany and the early
course Tudors. By building up an understanding of what the situations were like in the country
at the start of the time period we will be studying you will be able to understand more
deeply how the situations developed.
Success • Your essays will have a clear argument throughout them, with a structure that
criteria 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 L5: Answers will display a good understanding of the demands of the question.
structure They will be well-organised and effectively communicated. There will be a
range of clear and specific supporting information showing a good
understanding of key features and issues, together with some conceptual
awareness. The answer will be analytical in style with a range of direct
comment leading to substantiated judgement.
L4: Answers will show an understanding of the question and will supply a range of
largely accurate information which will show an awareness of some of the key
issues and features. The answer will be effectively organised and show
adequate communication skills. There will be analytical comment in relation
to the question and the answer will display some balance. However, there
may be some generalisation and judgements will be limited and only partially
substantiated.
L3: The answer will show some understanding of the full demands of the question
and the answer will be adequately organised. There will be appropriate
information showing an understanding of some key features and/or issues but
the answer may be limited in scope and/or contain inaccuracy and
irrelevance. There will be some comment in relation to the question.
L2: The answer will be descriptive or partial, showing some awareness of the
question but a failure to grasp its full demands. There will be some attempt to
convey material in an organised way although communication skills may be
limited. There will be some appropriate information showing understanding
of some key features and/or issues, but the answer may be very limited in
scope and/or contain inaccuracy and irrelevance. There will be some, but
limited, comment in relation to the question and statements will, for the most
part, be unsupported and generalist.
29L1: The question has not been properly understood and the response shows
limited organisational and communication skills. The information conveyed is
irrelevant or extremely limited. There may be some unsupported, vague or
generalist comment.
Extension If you are considering History or a related subject at university, you should complete
Task 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
30Mathematics (and Further Mathematics)
Instructions You need to read and work your way through the Maths Induction booklet which can be
accessed on the school website at:
https://twyford.ealing.sch.uk/attending-our-school/sixth-form
Scroll down towards the end of the page where it says ‘Induction Tasks for 2020/21’,
under it, in the section that says ‘Supplementary Material for 2020/21’, click on the link
that says Mathematics.
1) You will need to mark the exercises that you have completed and have this ready
for inspection by your Maths teacher in the first lesson.
2) You will also need to have your answers to the practice test sheet on page 37 ready
for submission in the first lesson.
The content of the booklet needs to be thoroughly understood as you will be given a test
within class during the second week on this content.
Link to Many students find quite a jump in what they are expected to do at A Level in comparison
course 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!
Success 1) Your teacher will look at your booklet and check that the exercises have been
criteria completed and self-assessed.
2) The practice test will be marked by your teacher and graded as excellent, good,
fair or poor.
3) The test taken within class under timed conditions will be marked and graded
using the same criterion.
Students who gain poor practice tests will be warned. Students who do not seem to
have a firm understanding of the course after the test taken in class will be referred to
the Sixth Form team as to whether they have chosen the best subject for them to study
for the next two years.
Marking Both the practice test and the test taken in class will be marked within the following
structure boundaries:
Excellent (80%+)
Good (60 – 79%)
Fair (40 – 59%)
Poor (0 to 39%)
Extension Go to http://www.m-a.org.uk/post-16-resourcesand click on Read Any Good (Maths) Books
Task(s) 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.
Supplementary material for this task is available on the school website at this link :
http://www.twyford.ealing.sch.uk/attending-our-school/sixth-form
31You can also read
