Covid-19 - parent info

Yr11 into Yr12 Induction Work

Year 11: Preparation work for 6th form study

A Levels and other Level 3 qualifications are much more intellectually challenging than GCSEs and ensuring that there is a smooth transition from GCSE to the Sixth Form is important so that you do not struggle.

One of the key challenges faced by Year 12 students is the idea of "flipped learning" where you are asked to spend time prior to your lesson undertaking independent research on a topic so that you can contribute fully to the forthcoming lesson.

Year 12 will pass quickly, and we need to ensure that you are enrolled on courses that are right for you and your future career aspirations. To help ensure that this can happen, Prince William School A level/Level 3 teachers have prepared a series of induction tasks. Tasks have been designed to encourage you to research information, build up your background knowledge and to provide a flavour of what you can expect in the subject at Year 12.

Your teachers will expect you to complete all of the induction tasks for each subject you have chosen and bring them to your first lesson in September. For those of you who have chosen subjects that you have not studied before it is important that you tackle the tasks thoughtfully to confirm your interest in taking these subjects. Should you wish to change to another subject prior to term starting then you will need to contact the Head of Sixth Form. It is, of course, possible to change your choices on results day, but again a further conversation with the Head of Sixth Form will be required.

Please approach the induction tasks that have been set with enthusiasm, dedication and diligence so that you can make a good impression with your new teachers at the start of term. For some of you this will be the teacher's first experience of you as a learner and for them to assess your ability and commitment to the study of Level 3 courses.

Above all else, I would ask you to be honest with the approach to the induction tasks. If you find it difficult to commit to this challenge, are you really going to achieve success or enjoyment on the two-year course that makes up studying at Prince William school after Year 11?

I wish you all the best in your summer term endeavours and look forward to welcoming you back to Prince William School as students of Year 12.

Please click on the links below to take you to the subject induction pages for your chosen courses.

 

Mr K Homard-Roy
Deputy Head: Curriculum

Art

Year 11 Art students who are continuing with an Art course Post 16 should focus on detailed observational drawing. Students should aim for precision and include high quality tonal range.

Biology

Please access the reading and research activities through the link below:

Biology-Transition-Work.pptx

Business Studies

Please access the resources in the link below and work through the various activities.

Business-Transition-Work.pdf

Chemistry

Please access the reading and research activities through the link below:

Chemistry-Transition-Work.docx

 

Computing

Please access the resources in the link below and work through the various activities:

Computer-Science-Transition-Work.pdf

If further work is required then please access the additional resources in the file below:

Computing-Transition-Pack.zip

Core Maths (Level 3 Certificate)

Please complete the activities on the Core Maths PowerPoint:

Core-Maths-Transition-Work.pptx

Dance

Familiarise yourself with the life and works of the 6 practitioners that form the basis of the theoretical and practical work of the course.

Dance-Transition-Work.docx

Drama

To prepare for Year 12 Drama, please access the resources in the link below:

https://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1409

the Set Texts that you students will need to read at are:

  • Cat on a Hot Tn Roof- Tennessee Williams
  • Saved- Edward Bond.

Please email me and I will send the texts out to you so that you can read them before the course commences.

Economics

Please access the resources in the link below and work through the various activities.

Economics-Transition-Work.pdf

Engineering (Level 3 Foundation Tech-Level)

To prepare for the level 3 engineering course in year 12  please complete the following tasks:

  • Find 2 products and 2 structures that you feel have been well engineered. Produce a presentation and discuss the reasoning behind your choices, giving a history of the product, and structure, designer and engineer. 
  • Produce a presentation on 2 ‘structures’ that has failed with poor engineering, (Eg Millennium bridge, Walkie talkie building, The Volta tower Finedon etc).
  • Produce a fact file about earthquake proof structures in Japan and how engineering of these have evolved.
  • Practice your design skills using Cad programmes. Try Tinkercad, Sketchup, Onshape and Fusion. You should be confident by the time you return to year 12.
  • Technical drawings- practice these by using one product,  draw, and  include 3rd Angle Orthographic,  section and a exploded views.
  • Read the technology page of the BBC news and keep up to date with new and emerging technologies. Keep a record of new design and sorties related to engineering that interest you. Please bring this to your first engineering lesson.

Possible sources:

English Language and Literature

Students wishing to pursue English Language and Literature should access the induction work in the folder below, starting with the PowerPoint, which outlines what needs to be completed prior to the course.  Your school email account will allow access to the folder. 

PREPARATION A Level English Language and Literature

English Literature

Students wishing to pursue the English Literature course will find induction materials in the folder below. Please access the PowerPoint presentation first as this provides an overview to the activities.  Your school email account will allow access to the folder. 

PREPARATION A Level English Literature

Fashion and Textiles

Students wishing to study Fashion and Textiles should be preparing by doing the following activities;

  • Create a sketch book/notebook/scrap book to record inspirational cuttings/images/notes related to Fashion and Textiles. Loads of examples online.
  • Research different examples of contemporary fashion drawing and have a go at sketching a variety of styles yourself. Try to develop your own style. Fashion drawing is not the same as figure drawing, it tends to be exaggerated and stylised. Magazine fashion cuttings can be helpful in developing your own work and poses.
  • If possible find some fabrics, (re-cycled is perfectly ok.) using hand sewing and/or machine stitching explore different ways of manipulating the surface texture. Try folding, pleating, stitching, gathering etc. Research “Slow stitching” and have a go.
  • Research contemporary artists who work with fabric/embroidery eg Grayson Perry and Kaffe Fassett. Present your findings as a PowerPoint to inform other students about their work and inspiration

Research the work of fashion and textile designers eg Vivienne Westwood, Chistian Dior, Paul Poiret, Mary Quant. Present your findings as a PowerPoint to inform others of their work an inspiration.

Food Science and Nutrition (Level 3 Certificate)

Please complete the free online course which is explained in the PowerPoint presentation:

Blank-Preparation-for-L3-Food-Science-and-Nutrition.pptx

Tasks for the meal challenge and the food and nutrition transition task can be accessed here:

Food-Nutrition-Transition-Work.docx

In the bridging document, please read the information, there are blank boxes where you can look up the words and write out meanings but this task is optional on a do if you can basis:

Food-Science-and-Nutrition-Bridging-the-Gap.docx

Further Maths

Sorting algorithms

Follow the instructions on the link below:

https://nrich.maths.org/8192

Make notes on each algorithm mentioned, ready to explain any one of them in the first lesson. Make notes on the 5 questions given by trying each algorithm with a small set of cards where you put the cards into various orders (eg try the algorithms when the cards are randomly shuffled, and then less randomly shuffled). Think about how you should record your results and how you should analyse what you notice. Take time thinking about the following questions and make detailed notes of your findings, ready to discuss in the first lesson.

  • On average, which algorithm did you find to be quickest? o You will need to consider what you mean by ‘quickest’.
  • What is the 'worst-case scenario' for each algorithm?
  • How long would it take in the worst case?
  • Which would you choose if you had to keep the cards in a pile rather than laying them out?
  • Which would you choose if you only had a limited amount of desk space to arrange the cards on?

Problem solving

This module is intended to improve your problem-solving skills. What does a good mathematical problem solver do when presented with a problem they haven't met before? What can you do when you get stuck? Read our advice and then put it into practice by tackling the problems

https://nrich.maths.org/10209

Geography

Please access the following link for preparing to study A Level Geography:

https://www.geography.org.uk/Preparing-for-A-level-geography

This gives general guidance and reading lists for physical and human geography. In addition to this, the course textbook is available from Amazon (and others) if you would like to look through it ahead of the course. The book is OCR A Level Geography by Raw et al.

The first units we will be studying are Changing Spaces, Making Places and Coasts. The following websites offer useful links to allow you to build up a background knowledge to these areas:

CSMP:  https://www.ocr.org.uk/Images/308342-changing-places-making-spaces-delivery-guide.pdf

Coasts: https://www.physicsandmathstutor.com/geography-revision/a-level-ocr/coastal-landscapes/

Please feel free to contact Mrs Mayes or Mrs Sammon, who would be happy to give you pointers about activities you could do based on this. We look forward to seeing you for Year 12.​

Politics

Please access the Government and Politics Induction materials via the link below and compete the booklet:

Politics-Transition-Work.docx

Health and Social Care (Level 3 BTEC)

Choose a TV programme or film (some suggestions below) to watch. Write an essay style response.

  • What are the themes in that episode? E.g. immunisation programme
  • How do they relate to health and social care? E.g. public health
  • What other factors can be identified that link to health and social care? E.g. impact of the illness
  • What was the result of the issue/s explored in the episode? E.g. someone might die of the illness or had the injection and didn’t get ill.

SUGGESTIONS:

TV Programmes

  • Call the Midwife
  • Casualty
  • Holby City
  • 24 Hours in A&E, 999 Emergency etc

Films

  • Inside Out
  • Me Before You
  • The Fault in our Stars
  • The Notebook
  • The Bucket List

History

Please access the resources below for both sections of this course:

Britain 1851 – 1964 (Mrs Ashworth):

History-1G-Transition-work.docx

History-Ind-Revolution-Transition-Work.pptx

Democracy and Nazism: Germany 1918 – 1945 (Miss Allan):

History-2O-Transition-Work.pdf

History-Democracy-Nazism-Transition-Work.pptx

Mathematics

Please access the following link. Students will need to keep all work accessed together, working through the lessons and self-marking. Please contact Mrs Gallagher if you need help with anything. The work you do now will be reviewed at the start of the course.

https://amsp.org.uk/resource/gcse-alevel-transition-resources

Music

Please access the information and activity tasks in the link below:

Music-Transition-Work.pdf

Physics

Please access the reading and research activities through the link below:

Physics-Transition-Work.docx

Product Design

For Year 11 students who plan to take Product Design, please complete the following activities prior to course commencement.

  • Make/use a sketch book to produce quick sketches from items around the house - this will improve sketching skills for your A level course. Use sketch-a -day on you tube to improve your skills. 
  •  Read the technology page of the BBC news and keep up to date with new and emerging technologies. Keep a record. 
  • Look at https://www.dezeen.com/.  Look at each area and research key designers, architects and technologies. Create a running power point/portfolio /scrapbook on all areas dropping in key facts, materials and designs. For the A level you should be up to date. 
  • Visit any virtual design galleries and investigate the V & A website for design icons and influences. 
  • Practice your design skills using Cad programmes. Try Tinkercad, Sketchup and Fusion. You should be fairly confident by the time you return to year 12. 

Technical drawings- practice these and include 3rd Angle Orthographic. 

Psychology

We are sure that you will find psychology a challenging and interesting subject in equal measures. As it is likely to be one of the few subjects that are new to you, it is well worth using your time to familiarise yourself with the field of psychology.

This BBC website offers a great introduction to Psychology:

https://www.bbc.co.uk/science/humanbody/mind/articles/psychology/what_is_psychology.shtml

After reading through the introduction move on to Simply Psychology, this website will help you to understand the different approaches to psychology and will continue to offer great useful material through out your studies:

https://www.simplypsychology.org/theories.html

Over the summer you need to complete the Introduction booklet which will guide develop your understanding of the approaches so that you will be ready to excel in your first year as a psychology student.

Please access the information and activities in the link below:

Psychology-Transition-Work.docx

Religion, Philosophy and Ethics

Please read and complete the tasks in the RPE work book:

RPE-Transition-Work.docx

Sociology

Please access the Induction materials for Sociology below and compete the booklet:

Sociology-Transition-Work.docx

Spanish

I hope that you had a good half-term and I’m sorry that I will not be seeing you again in the immediate future due to COVID 19 restrictions. The work listed below will be advantageous for you to cover prior to September.

In general lines we have covered all the topics, so you do not have catch-up work to do - it is more a question of refining areas that will be particularly useful for A-Level.

What do I need to do?

You will be working on three clear things: grammar, translation and authentic target language.

How long should this take me?

You should do at least an hour of grammar a week, and another hour of translation work.  Working with authentic materials is more variable.  Aim to do at least an hour of this, as well as listening to the radio on a daily basis.

What resources might I need and where can I find them?

All resources are in the Shared Area - accessible via Portico: MFL/Year 12 Spanish.

Where do I do the work?

Complete the questions on the slides on A4 lined papers. Keep a copy of your answers in a folder.

What do I submit to the teacher?

Mark the exercises using the answer key at the end of each of the resources. Record your scores section by section and let me have them via email.

Please feel free to contact me if you have any queries.

Mr Gutierrez

Sport (National Extended Certificate)

The PowerPoint below provides an overview to the course and the booklet will provide yo with some focused tasks to complete.

Sport-BTEC-Induction.pptx

Sport-Transition-Work.docx

Travel and Tourism (BTEC Level 3 National Extended Certificate)

Task 1

Research a variety of global destinations. Chose places from around the word which would appeal to different customers/holiday makers.

For example, a back-packing holiday across Asia; a package holiday to the Canary Islands; a romantic weekend in New York at Christmas; a coach trip to the Cotswolds; a water sports holiday to the Ardeche …

For each one:

  • Create a profile of the type of customer/holiday maker.
  • Write an itinerary for the trip
    • Where will you travel from/to? (Initially and throughout the trip)
    • How much will it cost? (Don’t forget to include things like travel supplements, travel insurance, cost to exchange money etc)
    • Will you use a package holiday, or buy individual components?
    • Do you need inoculations? Which ones?
    • What is the FCO advice about your destination? (Given the current situation you may need to back date the page to before co-vid- they archive them and provide a link to these archives)
    • Where will you visit (attractions) and how much do they cost/how long will you be there?
    • Why are you visiting these locations? (Are they for entertainment? Culture? Historical or geographical significance?)
    • Where will you stay?
  • What type of holiday is this? (Package, ecotourism, activity etc?)
  • Why have you chosen to go in a particular season? (Add a climate graph or weather data to help your reasoning)

To do this, you will need a spreadsheet to show costs, a word document detailing your itinerary, a word document profiling your holiday makers, a final document for justification and description. This needs to be done for each holiday.

Task 2

Research the Butler model. For the following places decide where they would appear on the Butler Model and give your reasoning.

  • Blackpool
  • Saint John’s, Antigua
  • Hunstanton, Norfolk
  • Paris
  • Mombasa, Kenya
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