Bridging Units 2021-22 - THE BISHOP'S STORTFORD HIGH SCHOOL - The Bishop's Stortford High School
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THE BISHOP’S STORTFORD HIGH SCHOOL
Bridging Units
2021-22
3
Contents
CONTENTS 2
INTRODUCTION 3
ART AND DESIGN 4
BIOLOGY 6
BTEC SCIENCE 8
BUSINESS STUDIES 10
CHEMISTRY 13
COMPUTING 15
DESIGN TECHNOLOGY – PRODUCT DESIGN 18
ECONOMICS 20
ENGLISH LANGUAGE 22
ENGLISH LITERATURE 26
FRENCH 28
FURTHER MATHEMATICS 30
GEOGRAPHY 31
GERMAN 34
HISTORY 36
MATHEMATICS 42
MEDIA STUDIES 45
MUSIC 47
MUSIC TECHNOLOGY 49
PHYSICAL EDUCATION 51
PHYSICS 53
POLITICS 55
PSYCHOLOGY 57
RELIGIOUS STUDIES 59
SOCIOLOGY 62
THEATRE STUDIES 66
2Introduction
Thank you for considering The Bishop’s Stortford High School for Sixth Form.
The last two years studying for your GCSE ‘exams’ have been very challenging and we
all hope that the summer will conclude positively for you. As there has been a great
deal of disturbance to your Year 10 and Year 11, we want to provide you with as much
support as we can to ensure that you use your time effectively to build up your study
skills and knowledge to ensure you start Year 12 with confidence.
The study skills required of a successful A-Level student require you to take an active
role in your progression and development. Throughout your two years of A Level study
you will be required to…
- Read texts that include complex academic vocabulary
- Research new material from unfamiliar sources
- Condense information in a legible format
- Evaluate and analyse the work of scholars
- Develop your essay writing and problem solving skills
- … and many other exciting new challenges.
We firmly believe that getting off to a good start will aid you on your journey to
success, allowing you to develop into an independent and responsible learner to
achieve the best outcomes.
You need to locate the pages in this booklet relevant to the subjects you are studying,
and complete the task for all of those you have chosen to join at TBSHS. Please
note that some subjects will advise that you should complete certain tasks at the start
of the summer (June) and complete a second set of tasks towards the end of the
holiday in August. So please read the instructions for each subject carefully.
You must bring a hard copy of this work to your first lesson in each subject. If you are
an A Level student you will therefore complete three bridging units, and BTEC students
will complete two. If you are studying four A Levels, then you will complete four.
Ultimately, the purpose of this work is to help bridge the gap between GCSE and A-
level study; approach it with confidence and an open mind. Any challenges you face –
and what you did to try to overcome them - will be discussed in your first few lessons
back. It is an expectation for all students joining The Bishop’s Stortford High School
Sixth Form that this work is completed, and you will be held accountable for this.
You need to bring all completed units to your first day and prepare for an
important set of tests on these in late September.
3Art and Design
Course Title Department Subject Leader
AQA Art and Design Art Mr B Thomas
Course Information
Assessment Outline
Coursework is marked out of 96. Each of the assessment objectives listed below are marked
out of 24.
Component 1 Personal investigation (60% of overall mark.)
This is a practical investigation supported by written material. Students are required to
conduct a practical investigation, into an idea, issue, concept or theme, supported by written
material. The focus of the investigation must be identified independently by the student and
must lead to a finished outcome or a series of related finished outcomes.
Component 2 Externally set assignment (40% of overall mark.)
Separate question papers will be provided for each title. These will consist of a choice of five
questions to be used as starting points. Students are required to select one.
Assessment Objectives
AO1 | DEVELOP. Develop ideas through sustained and focused investigations informed by
contextual and other sources, demonstrating analytical and critical understanding.
AO2 | EXPLORE. Explore and select appropriate resources, media, materials, techniques and
processes, reviewing and refining ideas as work develops.
AO3 | RECORD. Record ideas, observations and insights relevant to intentions, reflecting
critically on work and progress.
AO4 | PRESENT. Present a personal and meaningful response that realises intentions and,
where appropriate, makes connections between visual and other elements.
Key Skills in this task
Exploration, Research, Recording.
4Bridging Task
Task Outline: Produce these tasks on loose pieces of A3 Paper
A level | Personal Investigation
Theme: Inside looking out.
Please explore this theme in a sketchbook documenting visual ideas and conducting research
into artist practice. Please do this by completing the four aspects as listed below.
1. Reflect on artists who have explored the world from the inside. This could be interiors or enclosed
spaces. This can also be seen through depictions of domestic life. This has been a popular theme
through the ages. Look at the National Gallery collection online and document through small studies
and annotation how other artists reflect on being inside. (3 hours work)
2. Make observations of the interior space around you using a range of mediums. Try to convey a sense
of space, or incorporate a view onto the outside. Look at the work of Matisse to help you. He specialised
in interior scenes with figures and views. This can also include photography. Look at shadow and light
to convey depth. (3 hours work)
3. Explore the theme and document ideas connected to inside looking out. Use a range of different
materials to show your own personalised response. Experiment with a range of methods and do not
just stick to one technique. (3 hours work)
4. Create an outcome that represents the theme and your sketchbook studies. It does not have to be
big and can be included as part of your sketchbook. The work needs to reflect the ideas developed in
the book. (6 hours work)
The timings are a guide and show the least amount of time expected to do this project effectively.
Please feel free to spend more time on this.
If you cannot assess a sketchbook, please use loose paper or even create an online presentation
of research and photographs.
Assessment
You will be expected to present your book in the first week back in September and the outcomes
will be assessed using the AQA A-Level assessment matrix. It will also support the first unit of
work completed in year 12. Any work not completed over the summer will need completing when
attending lessons in September.
We recommend that this task is undertaken throughout the summer period, and feel free to start
it as soon as you receive your task. Please do not wait until the week before the start of term as
this task is designed for deep thinking and exploration over a period of weeks. This is to allow
time for ideas to develop and grow. Just as you would in an A-Level coursework project.
We have include an exemplar project and the A-Level Art assessment matrix to assist you. These
documents can be found here; http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=738.
We hope you enjoy the project.
5Biology
Course Title Department Subject Leader
AQA Biology Biology (Science) Mr M Smith
Course Information
Assessment Outline
At the end of year 13 there are 3 exam papers, each lasting 2 hours.
Paper 1 – Units 1-4 only. Biological Molecules, Cells, Organisms exchange substances with
their environment, and Genetic information, variation and relationships between organisms.
Paper 2 – Units 5-8 only. Energy transfers in and between organisms, Organisms respond to
changes in their internal and external environments, Genetics, populations, evolution and
ecosystems, and the control of gene expression.
Paper 3 – Synoptic assessment covering units 1-8, and the essay question as well.
10% of the overall assessment of A-level Biology will contain mathematical skills equivalent
to Level 2 or above.
At least 15% of the overall assessment of A-level Biology will assess knowledge, skills and
understanding in relation to practical work.
Assessment Objectives
The exams will measure how students have achieved the following assessment objectives.
AO1: Demonstrate knowledge and understanding of scientific ideas, processes, techniques
and procedures
AO2: Apply knowledge and understanding of scientific ideas, processes, techniques and
procedures:
•• in a theoretical context
•• in a practical context
•• when handling qualitative data
•• when handling quantitative data
AO3: Analyse, interpret and evaluate scientific information, ideas and evidence, including in
relation to issues, to:
•• make judgements and reach conclusions
•• develop and refine practical design and procedures.
Key Skills in this task
The Key Skills that Biology students commonly struggle with are firstly reading and
interpreting information on a page, and secondly numeracy and handling numerical data
correctly.
6Bridging Task
Task Outline
To help you make the transition from GCSE to A level, please follow the link at the bottom of
this page to the task instructions. You will find lots of suggestions of books, films and
magazines to read to broaden your Biology knowledge, this is of course a selection and not
an exhaustive list.
You will also find the transition tasks, there are 7 different activities included, all focussing on
an important aspect of Biology, and your ability to read and interpret information, and
handle data. Some are self-assessed, it is important that you assess these before trying the
tasks to be submitted, so that you do not make the same mistakes again. The self-
assessment answers are found in the back of the booklet.
http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=680
Marking Criteria / Assessment Method
You will be expected to have the self-assessed work available to view in the first lesson.
Your work to be submitted will be collected by your teacher in your first Biology lesson.
Expect a test on this work too!
7BTEC Science
Course Title Department Subject Leader
Edexcel Applied Science Science Dr V Rae
(BTEC)
Course Information
Assessment Outline
The Applied Science BTEC is assessed both externally and internally, through coursework,
throughout year 12 and year 13. There are 6 mandatory units and 2 optional units.
Unit 1 is externally assessed, it is a combination of physics, chemistry and biology theory and
you will sit the exam for this in January of year 12.
Unit 2 is a coursework unit and is internally assessed.
Unit 3 is an externally assessed practical exam which will be examined in April of year 12.
Unit 4 is a coursework unit and is internally assessed.
Unit 5 is externally assessed, it is a combination of physics, chemistry and biology theory and
you will sit the exam for this in January of year 13.
Unit 6 is a research project and is internally assessed.
The 2 remaining units will be selected from units 9-17 and are internally assessed
coursework.
Assessment Objectives
AO1 Demonstrate knowledge of scientific facts, terms, definitions and scientific formulae
AO2 Demonstrate understanding of scientific concepts, procedures, processes and
techniques and
their application
AO3 Analyse, interpret and evaluate scientific information to make judgements and reach
conclusions
AO4 Make connections, use and integrate different scientific concepts, procedures,
processes or
Techniques
Key Skills in this task
You will have developed a wide range of practical skills during your GCSE. You must
produce an audit of these skills
8Bridging Task
Task Outline
As part of your BTEC level 3 qualification you will be completing coursework and also sitting
an external exam assessing you on some of the key concepts in biology, chemistry and
physics. Each Science subject will build on knowledge from your GCSE work and develop
these concepts further relating them to use in industry and everyday life.
In order to best prepare you for September we would like you to complete a review of the
GCSE topics that will help you most to understand the work that we will cover in Unit 1
‘Principles and Applications of Science’. We have therefore set some GCSE exam questions
to help you revise your GCSE work. You can use revision resources, including BBC bitesize,
revision guides, and exercise books to help you answer the questions. The questions are
broken down into “biology Btec bridging unit”, “chemistry Btec bridging unit” and “physics
Btec bridging unit” and will be collected in by the teacher of that subject.
The topics that you will need to revise from your GCSE are as follows:
Biology
Cell structure
Specialised cells
Chemistry
Atomic structure
Bonding and properties: Ionic, covalent and metallic
Chemical calculations: relative atomic mass, relative formula mass, moles
Physics
Waves
The electromagnetic spectrum
Uses of waves
The aforementioned documents can all be found here;
http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=686
Marking Criteria / Assessment Method
Please complete the questions and bring them to your first BTEC science lesson. Your
questions will be marked and judged to be in the following categories; pass, borderline or
fail. In order to pass your GCSE to BTEC bridging assignment you must meet all parts of the
criteria outlined below for each subject.
9Business Studies
Course Title Department Head of Department
Pearson Business Business Education Gareth Williams
Course Information
Theme 1 – Marketing and People Theme 2 – Managing Business Activities
• meeting customer needs • raising finance
• the market • financial planning
• marketing mix and strategy • managing finance
• managing people • resource management
• entrepreneurs and leaders. • external influences.
Theme 3 Business Decision and Strategy Theme 4 Global Business
• business objectives and strategy • globalisation
• business growth • global markets and business expansion
• decision-making techniques • global marketing
• influences on business decisions • global industries and companies
• assessing competitiveness (multinational corporations).
• managing change.
Assessment Outline
Assessment is all external across three examination papers.
Paper 1 will assess marketing, people and global businesses. Questions will be drawn from Themes 1
and 4, and from local, national and global contexts. It is worth 35% of your final grade.
It has two sections. Sections A and B each comprise one data response question broken down into a
number of parts, including one extended open-response question and lasts 2 hours.
Paper 2 business finance and operations, business decisions and strategy. Questions will be drawn
from Themes 2 and 3, and from local, national and global contexts. It is worth 35% of your final
grade.
It has the same structure as Paper 1.
Paper 3 will assess content across all four themes and will also last 2 hours. Questions will be drawn
from local, national and global contexts.
For Paper 3, there will be a pre-released context document issued on in November. The context will
focus on a broad context, such as an industry or market in which businesses operate. The question
paper will be in two sections.
The first section will focus on the broad context provided. Questions will focus on the broad context.
The second section will focus on at least one strand within the context provided, such as a particular
business.
10Each section will contain unseen stimulus materials comprising quantitative and qualitative
evidence. Students are required to apply their knowledge and understanding from Themes 1, 2, 3
and 4 and their understanding of the broad context to this evidence.
Students cannot take any of their research or investigation data carried out as part of the pre-
release into the examination. The paper is worth 30% of the final grade.
Assessment Objectives
Bridging Task
Key Skills in this task
Cognitive skills
Systems thinking – decision making and reasoning.
Critical thinking – definitions of critical thinking are broad and usually involve general cognitive skills
such as analysing, synthesising and reasoning skills.
ICT literacy – access, manage, integrate, evaluate, construct and communicate.
Intrapersonal skills
● Adaptability – ability and willingness to cope with the uncertain, handling work stress, adapting to
different personalities, communication styles and cultures, and physical adaptability to various
indoor and outdoor work environments.
● Self-management and self-development – ability to work remotely in virtual teams, work
autonomously, be self-motivating and self-monitoring, willing and able to acquire new information
and skills related to work.
11Task Outline
Bridging project GCSE to A level Business Studies Summer 2020
Work through the booklet of activities. The tasks are designed to prepare you for note taking in
class and at home, learning key terminology, independent research and completing extended
activities.
Marking Criteria / Assessment Method
1. Completion of the 12 tasks in the booklet
2. Readiness for A Level learning
12Chemistry
Course Title Department Subject Leader
AQA Chemistry Chemistry (Science) Mrs A M Gilmour
Course Information
Assessment Outline
At the end of year 13 there are 3 exam papers, each lasting 2 hours.
Paper 1 – Physical and inorganic chemistry which includes atomic structure, bonding,
enthalpy, group chemistry and transition metals.
Paper 2 – Rates of reaction, organic chemistry together with some relevant
Paper 3 – Synoptic assessment covering any content, the required practicals and multiple
choice questions.
20% of the overall assessment of A-level Chemistry will contain mathematical skills
equivalent to Level 2 or above.
At least 15% of the overall assessment of A-level Chemistry will assess knowledge, skills and
understanding in relation to practical work.
Assessment Objectives
The exams will measure how students have achieved the following assessment objectives.
AO1: Demonstrate knowledge and understanding of scientific ideas, processes, techniques
and procedures
AO2: Apply knowledge and understanding of scientific ideas, processes, techniques and
procedures:
•• in a theoretical context
•• in a practical context
•• when handling qualitative data
•• when handling quantitative data
AO3: Analyse, interpret and evaluate scientific information, ideas and evidence, including in
relation to issues, to:
•• make judgements and reach conclusions
•• develop and refine practical design and procedures.
13Key Skills in this task
The Key Skills that chemistry students commonly struggle with are firstly reading and
interpreting information on a page, and secondly numeracy and handling numerical data
correctly.
Bridging Task
Task Outline
You will need to complete 3 tasks: Step up to A Level Chemistry, Bridging Unit Task 1 and
Bridging Unit Calculations. These can be found on the website.
http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=683
Marking Criteria / Assessment Method
The Bridging unit task 1 will form part of the first couple of lesson when you start the course.
The other tasks have mark schemes attached so you should use these to mark the work and
have it ready to be checked in September.
14Computing
Course Title Department Subject Leader
AQA Computer Science Computer Science Mr A Mullen
A level Subject content
1 Fundamentals of programming
2 Fundamentals of data structures
3 Fundamentals of algorithms
4 Theory of computation
5 Fundamentals of data representation
6 Fundamentals of computer systems
7 Fundamentals of computer organisation and architecture
8 Consequences of uses of computing
9 Fundamentals of communication and networking
10 Fundamentals of databases
11 Big Data
12 Fundamentals of functional programming
13 Systematic approach to problem solving
14 Non-exam assessment - the computing practical project
Assessment Outline
A Level
Paper 1
On-screen exam: 2 hours 30 minutes
40% of A-level
15Paper 1
Questions
Students answer a series of short questions and write/adapt/extend programs in an
Electronic Answer Document provided by us.
The board will issue Preliminary Material, a Skeleton Program (available in each of the
Programming Languages) and, where appropriate, test data, for use in the exam.
Paper 2
Assessed
Written exam: 2 hours 30 minutes
40% of A-level
Questions
Compulsory short-answer and extended-answer questions.
Non-exam assessment
What's assessed: the non-exam assessment assesses student's ability to use the
knowledge and skills gained through the course to solve or investigate a practical
problem. Students will be expected to follow a systematic approach to problem solving.
Assessed
75 marks
20% of A-level
Assessment Objectives
Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Computer
Science specifications and all exam boards.
The exams will measure how students have achieved the following assessment objectives.
16 AO1: Demonstrate knowledge and understanding of the principles and concepts of
computer science, including abstraction, logic, algorithms and data representation.
AO2: Apply knowledge and understanding of the principles and concepts of
computer science, including to analyse problems in computational terms.
AO3: Design, program and evaluate computer systems that solve problems, making
reasoned judgements about these and presenting conclusions.
Key Skills in this task
Hardware and Software audit
Downloading and installing appropriate software
Independent learning and action
Bridging Task
Task Outline
Please go to this area of the schools website to access the task instructions;
http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=739
Marking Criteria / Assessment Method
Your work will be assessed via the programs which you create in response to the programming tasks
detailed in the Bridging Unit and your answers to the questions on the curriculum theory content. It
is imperative that an attempt is made to write the programs even if they are non- functional.
Assessment is based on your willingness to engage with the task and attempt to problem solve in a
self-directed manner and generate some form of coherent program. Any questions or problems to
be solved will be assessed by your approach and the accuracy of your working and your answer,
much in the same way as an examination question would be.
17Design Technology – Product Design
Course Title Department Head of Department
A-Level Design & Technology: Design and Technology Mrs H. Cornwell
Product Design
Course Information
This is a linear course. Year 12 will be based on developing both practical skills and theory knowledge
in preparation for the coursework to begin in September 2021 and for the exams to be sat in June
2023.
Paper 1
Content: Technical principles
Written exam: 2.5 hours
120 marks
30% of A-level
Paper 2
Designing and making principles
Written exam: 1.5 hours
80 marks
20% of A-level
Non-exam assessment
Substantial design and make project
100 marks
50% of A-level
Assessment Outline
To produce a concise portfolio which is no more than 6 pages of A4 (not double sided).
Assessment Objectives
To demonstrate analytical, presentation and evaluating skills.
To demonstrate knowledge of materials and processes.
Design brief - To design a range of lighting products in the style of the company Alessi.
Key Skills in this task
Researching.
Design development.
Rendering using colouring pencils (Materials, textures, 3D shapes).
Annotating.
Evidence of knowledge in construction methods, materials and surface finishes.
Evaluating.
18Bridging Task
Task Outline
1) To carry out research into the product design company Alessi.
Gather images of various products which reflects Alessi’s style. Annotate the images stating their
function and any other points you would like to make. On the page produce a paragraph
summarising Alessi’s designs i.e. what makes them unique compared to the more traditional
designs.
2) To gather images (not solely from the internet) of a range of lighting products. Include annotation
about the ones you have gathered. You must reference your research; if you take your own photos
for research then you must state this.
3) To design a range of unique home lighting in the style of Alessi. Designs are to include colour
pencil rendering and annotation i.e. materials, features, joining methods etc. There are a number of
sketching and rendering tutorials online that you could watch prior to designing, to further develop
your skills.
4) To choose one of your initial ideas to take forward into the design development stage. You are to:
- Develop it at least 3 times to improve its form and function to better suit the Alessi style.
- Add rendering to represent materials, texture, 3D etc.
- Include annotation to show materials, surface finish, construction details, how the design suits
Alessi etc.
5) Evaluate your work to include:
- What you have found out from this bridging task.
- What skills you feel you have demonstrated.
- What areas from this task you would like to further develop, during the 2 year course. This will be
taken into consideration to ensure the individual/class needs are met.
Marking Criteria / Assessment Method
The portfolio will demonstrate skills in researching and effectively communicating ideas through
sketching, rendering and annotation, leading to a sophisticated solution. The evaluation section will
demonstrate how well you can reflect on your strengths and areas for development.
19Economics
Course Title Department Head of Department
Edexcel Economics Business Education Gareth Williams
Course Information: A level Economics A (Edexcel 2015)
https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/economics-a-2015.html
The Pearson Edexcel Level 3 Advanced GCE in Economics A is structured into four themes and
consists of three externally examined papers each lasting 2 hours.
Theme 1: Introduction to markets and market failure, this theme focuses on microeconomic
concepts.
Theme 2: The UK economy, this theme focuses on macroeconomic concepts.
Theme 3: Business behaviour and the labour market, this theme develops the microeconomic
concepts introduced in Theme 1 and focuses on business economics.
Theme 4: A global perspective, this theme develops the macroeconomic concepts introduced in
Theme 2 and applies these concepts in a global context.
Assessment Outline
Paper 1: Markets and business behaviour. This will be drawn from Themes 1 and 3.
Section A comprises a range of multiple-choice and short-answer questions. Section B comprises
one data response question broken down into a number of parts. Section C comprises a choice of
extended open-response questions; students select one from a choice of two.
Paper 2: The national and global economy. This will be drawn from themes 2 and 4.
Section A comprises a range of multiple-choice and short-answer questions. Section B comprises one
data response question broken down into a number of parts. Section C comprises a choice of
extended open-response questions; students
Paper 3 will assess content across all four themes. The paper comprises two sections and each
section comprises one data response question broken down into a number of parts, including a
choice of extended open-response questions; students select one from a choice of two.
20Assessment Objectives
Bridging Task
Key Skills in this task
Cognitive skills
Systems thinking – decision making and reasoning.
Critical thinking – definitions of critical thinking are broad and usually involve general cognitive skills
such as analysing, synthesising and reasoning skills.
ICT literacy – access, manage, integrate, evaluate, construct and communicate.
Intrapersonal skills
● Adaptability – ability and willingness to cope with the uncertain, handling work stress, adapting to
different personalities, communication styles and cultures, and physical adaptability to various
indoor and outdoor work environments.
● Self-management and self-development – ability to work remotely in virtual teams, work
autonomously, be self-motivating and self-monitoring, willing and able to acquire new information
and skills related to work.
Task Outline
Bridging project GCSE to A level Economics Summer 2020
Work through the booklet of activities that can be found here;
http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=735 . The tasks are designed to
prepare you for note taking in class and at home, learning key terminology, independent research
and completing extended activities.
Marking Criteria / Assessment Method
1. Completion of the 16 tasks in the booklet
2. Readiness for A Level learning.
21English Language
Course Title Department Subject Leader
AQA English Language English Ms H Matharu
Course Information
Assessment Outline
Over the two year course, you will undertake two examination papers (80%) and two pieces
of Non- Exam Assessments (coursework) (20%).
The NEA has two elements: creative writing (10%) and a language investigation (10%)
Paper 1 explores Meanings and Representations and Child Language Development (40%)
Paper 2 explores Language change, Language varieties, an essay, a comparison of two texts
and a creative opinion piece about language (40%)
Assessment Objectives
The exams and non-exam assessment will measure to what extent students have achieved
the following assessment objectives.
•• AO1: Apply appropriate methods of language analysis, using associated terminology and
coherent written expression.
•• AO2: Demonstrate critical understanding of concepts and issues relevant to language use.
•• AO3: Analyse and evaluate how contextual factors and language features are associated
with the construction of meaning.
•• AO4: Explore connections across texts, informed by linguistic concepts and methods.
•• AO5: Demonstrate expertise and creativity in the use of English to communicate in
different ways.
Bridging Unit
The Bridging Unit demands two pieces of work:
one is a piece of written work which you will bring with you when you start in
September;
the second will form the basis of an assessment which will be taken in the middle
of September.
Ms H Matharu
Subject Leader English
22Task One – Teen Language
Skills in this task
The ability to gather data and use it effectively in an article
The ability to write coherently using good written expression
The ability to write about language in an engaging way
1. Read the following article on teenage language and make notes on the key points and
the examples used. If for any reason you cannot access this article, there are plenty of
other articles online about teenage slang.
https://www.smoothradio.com/news/quirky/slang-words-kids-parents/
2. Now research language use across the generations by interviewing six people of different
ages (young teenage up to older adult) to find out the slang they use or used as
teenagers. You might start with a list of common words and expressions and see what
slang is/was used (e.g. slang for ‘good’, ‘bad’ ‘attractive’, ‘ugly’, ‘kissing’, ‘dating’, teenage
behaviours, food, fashion and musical styles, textspeak and so on – see what you can
find)!
3. Using the article and your research examples, now write a lively article for a school
magazine about the changing language of teenagers. The article can be opinionated,
humorous and can both explore how language has changed and explain the latest
teenspeak. You might add a glossary to explain the slang in your article.
Article should be 600 words long and have a catchy headline. Word processed.
Marking Criteria / Assessment Method
When assessing the article, we will be looking for an interesting, engaging and lively article,
with reference to the following assessment objectives:
AO1: Use coherent written expression, with an awareness of form, purpose and audience.
AO5: Demonstrate expertise and creativity in the use of English to communicate
Task Two – Do We Need New Words?
The English language is always generating new words. New words can be created out of nothing
(neologisms) or be formed by using other words – or parts of words – together in new combinations
(what are called compounds and blends). Sometimes initials of words in a phrase might be used
(acronyms and initialisms) and you might also see parts of words being added to the front or end of
another word to give it a new form (prefixes and suffixes). Most A Level English Language courses
look at how and why new words are formed, but there is also debate about whether we need new
words and when (or whether) they should appear in dictionaries.
23• Look at the list below of some of the new words that have appeared (or suddenly become much
more popular) in English over the last few years.
• Have you heard of these words before? Have you used any of them? Tick the relevant columns for
each word.
• Choose two words from the list that you think are an important addition to the language. Try to
come up with a sentence or two explaining why they are so important.
• Then choose two words from the list that you think are pointless and insignificant. What’s the
problem with these words and why do you think they shouldn’t be included? Again, write a sentence
or two explaining your thinking.
• Are there any other new words – or new meanings for older words – that you have heard about?
Perhaps you could make a note of new and interesting uses of words over the next few months. The
present situation is particularly fertile ground!
• What are your predictions for the most popular and widely-used words for the next 12 months?
• If you are interested in looking at the history of new words and slang terms that have appeared in
the language, this article by one of the world’s most respected slang lexicographers (i.e. people who
compile dictionaries of slang), Jonathon Green, is a very good read:
https://www.bbc.co.uk/news/magazine-27405988
Recent New Words
Word Definition Have heard/seen Have used this
this word being word myself
used
Floss A dance in which people twist
their hips in one direction while
swinging their arms in the
opposite direction with the fists
closed. Popularised by the game
Fortnite.
VAR Video Assistant Referee. A system
used in football to assist
refereeing decisions.
Gaslight To manipulate or trick someone
by pretending that they cannot
trust what they see or hear until
they doubt their own sanity.
Twerking A way of dancing that involves
bending forward and shaking or
thrusting your buttocks in a
rhythmic motion.
Dadbod A term used to describe the
typically flabby and unsculpted
male physique that most dads
have.
24Cancel culture A way of describing the movement
to ‘cancel’ - to publicly disapprove
of and then attempt to ignore -
celebrities or organisations
because of their perceived
immoral or unpopular actions.
Climate strike A protest in which people leave
work, school or college when they
should be attending to take part in
a protest about climate change.
Influencer A person who uses social media to
promote a particular way of life or
commercial products to their
online followers.
Nonbinary A word describing a sexual
identity that does not conform to
binary categories of male and
female.
Hamsterkaufing Stockpiling food like a hamster
storing food in its cheeks (from
German)
WFH Working From Home
Mansplaining A patronising way of explaining
something (by a man to a
woman).
25English Literature
Course Title Department Subject Leader
Eduqas English Literature English Ms H Matharu
Assessment Outline
At the end of the two year course, you will undertake three examination papers (80%).
During the course one piece of Non- exam Assessment (coursework) (20%) will also be
completed.
Component 1 is Poetry pre-1900 and Poetry post-1900
Component 2 is Shakespeare and a further pair of plays: one pre-1900 and one post-1900.
Component 3 is Unseen prose and Unseen poetry
Component 4 is one 2500-3500 word assignment based on the reading of two prose texts.
Assessment Objectives
AO1: Articulate informed, personal and creative responses to literary texts, using associated
concepts and terminology, and coherent, accurate written expression.
AO2: Analyse ways in which meanings are shaped in literary texts.
AO3: Demonstrate understanding of the significance and influence of the contexts in which
literary texts are written and received.
AO4: Explore connections across literary texts.
AO5: Explore literary texts informed by different interpretations
Bridging Unit
The Bridging unit spans the ‘space’ between GCSE and A Level.
It is focused on F Scott Fitzgerald and will feed directly into the study of The Great Gatsby which is
the focus for the autumn term.
The bridging unit demands a written response which you will need to hand in when you start in
the Sixth Form in September.
1. Read the story ‘Bernice Bobs Her Hair’ by F. Scott Fitzgerald. The text can be accessed
here:
https://jerz.setonhill.edu/resources/texts/fitzgerald_fs_bbhh/full/index.html
2. Write a summary of the story. Use no more than 50 words. (AO1)
26Main tasks: write responses to the questions below.
1. Analyse how Fitzgerald uses imagery of nature, colour, dark and light in the text. (AO2)
2. The critic Julian Cowley has written in York Notes Advanced: The Great Gatsby (York
Press, 1998) that ‘Fitzgerald’s short stories provide an entertaining picture of youthful
hedonism and especially the antics of those liberated young women known as ‘flappers’,
affronting conventional values with their short skirts, short hair and makeup.’
How is this shown in ‘Bernice Bobs Her Hair’? (AO3)
Finally, complete either of the tasks below.
1. The critic Julian Cowley has written in York Notes Advanced: The Great Gatsby (York Press,
1998) that ‘The central issue is whether it is better to live a cautious and disciplined existence
or to indulge in a passionate unruly life.’
How far is this true of Bernice Bobs Her Hair? (AO5)
2. Write a paragraph to explain the significance of the title of the story. (AO2)
Marking Criteria / Assessment Method
We will be looking for you to show the quality of your analysis of the author’s use of imagery
(AO2), your appreciation of the importance of context (AO3), your ability to engage with
critical opinion (AO5) and your ability to apply literary concepts using appropriate
terminology (AO1).
27French
Course Title Department Subject Leader
Edexcel French Modern Foreign Languages Mr W Alexander
Course Information
Assessment Outline
In A level French, you will study a variety of topics, rooted in France / French-speaking
culture, as well as one film (Year 12) and one piece of literature (Year 13). Topics include:
Theme 1 (Year 12) Theme 2 (Year 12) Theme 3 (Year 13) Theme 4 (Year 13)
The modern family Music; media; Immigration; The Occupation; The
unit; education; festivals and integration; the Vichy Regime; The
world of work traditions French far-right Resistance
Throughout the course you will acquire a variety of skills, such as research, summary, textual
analysis and presentation.
At the end of Year 13, you will sit three examinations:
Paper 1: Listening, reading and translation into English (Themes 1 – 4)
Paper 2: Written response to film and literary work and translation into French
Paper 3: Speaking (Themes 1 – 4; Independent Research Project)
Assessment Objectives
AO1 Understand and respond in speech and writing to spoken language
AO2 Understand and respond in speech and writing to written language
AO3 Manipulate the language accurately, in spoken and written forms, using a range of
lexis and structure
AO4 Show knowledge and understanding of, and respond critically and analytically, to
different aspects of the culture and society of countries/communities where the
language is spoken
Key Skills in this task
There are several tasks which will develop grammar, comprehension, summary and research
skills as well as translation into English.
28Bridging Task
Task Outline
The tasks can be found at the following link:
http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=681
Marking Criteria / Assessment Method
This is detailed in the document.
29Further Mathematics
Course Title Department Subject Leader
MEI Further Mathematics (H645) Mathematics Mr B Boxall
Course Information
Assessment Outline
At the end of the 2 year course, you will sit 4 papers:
Pure Mathematics (2 hour 40 min)
Mechanics (1 hour 15 min)
Statistics (1 hour 15 min)
Extra Pure Mathematics (1 hour 15 min)
Throughout the course, there will be tests to check your progress and ensure that you are on
track. There will be a test during the first week or so (following up the Bridging Unit), a test
near to half term, a test in January and then a test at the end of the first year.
Assessment Objectives
Use and apply standard techniques (50%)
Reason, interpret and communicate mathematically (23⅓%)
Solve problems within mathematics and in other contexts (26⅔%)
Specific information about content can be found in the syllabus linked here.
Key Skills in this task
Proof
Comprehension
Algebraic Manipulation
Bridging Tasks
Task Outline
This tasks are designed to be solved using GCSE subject knowledge applied to a new
concept, as a taster of the exciting new ideas contained in Further Maths. You should find it a
bit challenging as we aim to stretch your skills beyond those expected at GCSE level.
Please try to complete all of the first two tasks, and as much of the third one as you can.
The tasks are available here:
http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=687
Marking Criteria / Assessment Method
This will be discussed, shared, and marked in class during the first week back, so it is
expected that it is complete before you return to school.
30Geography
Course Title Department Subject Leader
Edexcel Geography Geography Ms J Winterburn
Course Information
Assessment Outline
Physical Geography
Topic 1: Tectonic Processes and Hazards
Topic 2: Coasts: Landscape Systems, Processes and Change
Topic 5: The Water Cycle and Water Insecurity
Topic 6: The Carbon Cycle and Energy Security
Human Geography
Topics 3: Globalisation
Topic 4: Shaping Places: Regenerating Places
Topic 7: Superpowers
Topic 8: Global Development and Connections: Health, Human Rights and Intervention
Examination (80%):
In your final exam, Paper 1 & 2 will test you on the topics above (short answer and longer
essay-based responses). Paper 3 will be a Synoptic Investigation; you will be presented
with a place/issue in the form of a resource booklet, and questions which are designed to
draw upon your knowledge and understanding of the whole course.
Coursework/ NEA (20%): Independent Investigation
You will be asked to produce a written report of 3000–4000 words, prior to your exam,
based on a fieldwork investigation of your choice. In previous years, our investigations have
tended to focus on ‘Topic 2: Coasts’ or ‘Topic 4: Regeneration’ and have been developed
during our Year 12 residential fieldtrip in Dorset.
Assessment Objectives
AO1 - Demonstrate knowledge and understanding of places, environments, concepts,
processes, interactions and change, at a variety of scales
AO2 - Apply knowledge and understanding in different contexts to interpret, analyse and
evaluate geographical information and issues
AO3 - Use a variety of relevant quantitative, qualitative and fieldwork skills to: investigate
geographical questions and issues; interpret, analyse and evaluate data and evidence;
construct arguments and draw conclusions.
Key Skills in this task
As you can see from the assessment objectives above, as a geographer, you are expected to
interpret, analyse and evaluate information (collect data and evidence) from a wide variety
31of real-world sources. You need to show curiosity and initiative in seeking this out i.e.
conduct real-world research! Navigating this wealth of information can often feel
overwhelming and key skills and qualities you need as a student, are to be able to follow
guidance carefully, be patient and to persevere.
In this Bridging Unit, we have set out optional activities that will help you develop your skills
and knowledge and compulsory tasks for you to complete prior to the start of school in
September.
Bridging Task
Task Outline
Optional Activities: We have shared a document which provides hundreds, if not thousands
of opportunities for you to engage with the wonderful subject of geography! The links and
connections to geography resources included here will be of use to you throughout your two
years of A-level study. They include tips on books to read, courses to study and films to
watch. Whether you decide you are going to spend an hour a day or an hour a week
exploring geography – it’s up to you. The subject is huge; some topics will inspire you to
investigate them further right now and some you will recognise as important, but you won’t
want to dedicate your time to at this point.
The ‘TBSHS Guide to Preparing for A-level Geography’ and specific guidance on how to
record your engagement with this, can be found via the link below. We suggest you keep a
record of your explorations so you can quickly reference back to books/ articles/ films later
in your course. We would also like to hear about what you have been reading/ studying/
watching.
Compulsory tasks: These need to be prepared later in the summer, for the start of school in
September. We are asking you to thoroughly explore (independently study) and then submit
a summary of four specific resources (newspaper articles/ podcasts/documentaries) that
relate to issues and topics covered by the Edexcel Geography A-level specification. Task
instructions and submission expectations are provided at the links below. We suggest you
start work on this task after you receive your formal results and in the run up to the start of
term, so that the learning is fresh in your mind; don’t leave it too late however, as it needs to
be completed, to the best of your ability, ready for your first geography lesson. We look
forward to you sharing your knowledge with us and to meeting you in September!
Attachments at this link; http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=682 :
TBSHS Guide to Preparing for A-level Geography & engagement record (Optional)
Compulsory Task – Instructions & exemplar (you will need to look through the TBSHS Guide)
Edexcel A-level Geography Specification (edited - Topics Only)
32Marking Criteria / Assessment Method
You will not be assessed on the Optional activity, though we look forward to discussing
these with you and hearing your opinions.
Compulsory tasks
In your first lesson, be ready to present on, discuss and ask/answer written questions on
the issues you have explored (independently studied) within the four summaries produced.
You will be assessed on:
Your choice of resource (it needs to be sufficiently challenging - see exemplars).
Task completion, according to the specific instructions given.
Recognition of the ‘geography’ being discussed in the articles/ podcasts/ documentaries –
and your understanding of this. Specifically, you need to have identified and be confident
about key locations and communities/ organisations mentioned, and to have identified
and be able to actively use key geographical language (look-up and learn definitions if
needed).
How well you have connected these issues to the Edexcel A level specification.
NB. You are not expected to fully understand all the issues (that’s what your A level is for),
but you are expected to be able to reflect on, discuss and ask pertinent questions.
33German
Course Title Department Subject Leader
Edexcel German Modern Foreign Languages Mr W Alexander
Course Information
Assessment Outline
In A level German, you will study a variety of topics, rooted in Germany / German-speaking
culture, as well as one film (Year 12) and one piece of literature (Year 13). Topics include:
Theme 1 (Year 12) Theme 2 (Year 12) Theme 3 (Year 13) Theme 4 (Year 13)
Environment; Music; media; Immigration; Life in the GDR;
education; world of festivals and integration; racism Reunification;
work traditions Eastern Germany
today
Throughout the course you will acquire a variety of skills, such as research, summary, textual
analysis and presentation.
At the end of Year 13, you will sit three examinations:
Paper 1: Listening, reading and translation into English (Themes 1 – 4)
Paper 2: Written response to film and literary work and translation into German
Paper 3: Speaking (Themes 1 – 4; Independent Research Project)
Assessment Objectives
AO1 Understand and respond in speech and writing to spoken language
AO2 Understand and respond in speech and writing to written language
AO3 Manipulate the language accurately, in spoken and written forms, using a range of
lexis and structure
AO4 Show knowledge and understanding of, and respond critically and analytically, to
different aspects of the culture and society of countries/communities where the
language is spoken
Key Skills in this task
There are several tasks which will develop grammar, comprehension, summary and research
skills as well as translation into English.
34Bridging Task
Task Outline
The tasks can be found at the following link:
http://www.tbshs.org/sixthform.aspx?SubCatID=303&PageID=684
Marking Criteria / Assessment Method
This is detailed in the document.
35History
Course Title Department Subject Leader
OCR History History Miss E Quinlan
Course Information
Assessment Outline
Unit 1 – British Period Study and Enquiry
Y101 Alfred and the Making of England 871-1016
1 exam (1 hr 30 mins) – 25%
Unit 2 – Non British Period Study
Y219 Russia 1894-1941
1 exam (1 hour) – 15%
Unit 3 – Thematic Study and Historical Interpretations
Y320 – From Colonialism to Independence: The British Empire 1857-1965
1 exam (2 hr 30 mins) – 40%
Unit 4 – Topic Based Essay
Y100 (Personal Study)
1 piece of coursework (3-4000 words) – 20%
Assessment Objectives
AO1 - Demonstrate, organise and communicate knowledge and understanding to analyse
and evaluate the key features related to the periods studied, making substantiated
judgements and exploring concepts, as relevant, of cause, consequence, change, continuity,
similarity, difference and significance.
AO2 - Analyse and evaluate appropriate source materials, primary and/or contemporary to
the period, within its historical context.
AO3 - Analyse and evaluate, in relation to the historical context, different ways in which
aspects of the past have been interpreted.
Key Skills in this task
- Developing reading stamina
- Researching independently. Selecting relevant information. Organising/categorising
your evidence logically.
- Evaluating key features
- Making substantiated judgements
36Bridging Task
Task Outline
A Level History is fascinating – it’s packed with stories, characters, mysteries and debates that
any keen historian will love getting their teeth into. But the thing is… it’s also a challenge. It’s
not easy. The jump from GCSE to A Level is a big one.
From an intellectual standpoint, A Level History is about the acquisition of vital learning skills:
you need to be able to read and digest large amounts of information, and to pick out what is
and is not relevant to the question you are dealing with. History will teach you how to
analyse, reflect and to argue clearly in class and in writing.
Our Bridging Unit tasks are designed to hone these skills, whilst also learning crucial content
to help you hit the ground running with the course in September.
PART A
These tasks are designed to give you an initial introduction to Anglo-Saxon and
Russian History.
Section 1 – King Alfred and the Making of England 871 – 1016
Task 1: Read through the book extract, ‘Introduction to the Viking Wars’, from Martyn and
Hannah Whittock’s The Viking Blitzkrieg: AD 789-1098, included in the work pack.
Summarise the “Key features of early Anglo-Saxon England and Viking Raids” from this
chapter, in no more than four pages of A4. You must decide which information is most
important. It is recommended that you use the Cornell Note-Taking Method (see information
in the work pack).
Task 2: Watch the first episode of Michael Wood’s ‘In Search of the Anglo-Saxons’ BBC
documentary at the link here - https://dai.ly/x7tznuw. As you are watching, listen out for and
write down answers to the questions on the video question sheet (again, in the work pack).
Try and include as much detail as you are able to. The reign of King Alfred is a major part of
the A Level course.
Additionally, whilst not compulsory, you may wish to ‘binge-watch’ the television series ‘The
Last Kingdom’ if you have access to Netflix. This is a great show along the lines of ‘Game of
Thrones’, ‘Vikings’ and so on, and can provide some excellent period detail as it is set during
the reign of King Alfred.
The series is based on the historical fiction novels written by Bernard Cornwell, which are also
highly recommended as a summer read.
37Section 2 – Russia 1894-1941
Russia in the C19th
Task 1: Watch the Epic History documentary “History of Russia – Rurik to Revolution”. This can
be accessed at the following link: https://www.youtube.com/watch?v=w0Wmc8C0Eq0 . This
provides a brief sweeping overview of 1200 years of Russian History.
Task 2: Read “Chapter 1 - And Russia?” from Robert Service’s The Penguin History of Modern
Russia: From Tsarism to the Twenty-First Century. A scanned copy of this chapter is provided
in the work pack.
Tip: Make sure that you have read the whole chapter before moving on to the next part.
Summarise the “Key features of Russian History 1900-1914” from this chapter in no more than
four pages of A4. You must decide which information is most important. It is recommended
that you use the Cornell Note-Taking Method (see information in the work pack).
PART B
These tasks are designed to help ‘shake off the rust’ from your History skills, and get
you ready to make the absolute most of your lessons come September.
Section 1 – King Alfred and the Making of England 871 – 1016
Viking Invasions
In your course on King Alfred and the Making of England 871-1016, you will be studying the
clash, conflict and developing relationships between Scandinavian and Anglo-Saxon societies
in the British Isles. At this time, England was divided into many different kingdoms of which
the four largest were Wessex (south of the Thames), Mercia (the Midlands), East Anglia and
Northumbria (north of the River Humber). Scandinavian attacks in the ninth century played a
major role in the creation of a single kingdom of England.
To help you to understand a little more about the relationships between these different
peoples and societies, you will need to research and read to find answers to the following
questions:
- Who were the Vikings and where did they come from?
- Why did they begin to raid, attack and invade the British Isles in the eighth to ninth
centuries?
Task 1: Create a glossary of key terms relating to the period to help with your reading. This
should include all of the below:
Viking, Ealdorman, Monastery, Reeve, Heathen, Sack (as in, to sack a city), Francia, Carolingian
Empire, Maritime, Barbarian, Scandinavia
38Task 2: Use the following links, and the article, to create a detailed mind-map under a range
of different headings, representing the different factors which influenced Viking Raids – e.g.
Reputation, Wealth, Power, Vengeance etc. You must use at least 2 sources plus the article.
You should record which sources you use to get your information.
http://newhistories.group.shef.ac.uk/wordpress/wordpress/the-viking-conundrum/
https://www.historyhit.com/why-did-the-vikings-invade-britain/
https://www.livescience.com/56786-vikings-raided-to-find-love.html
http://www.medievalists.net/2015/06/viking-raids-were-for-more-than-just-money-
historian-says/
https://www.historyonthenet.com/why-did-the-viking-age-happen
http://sciencenordic.com/why-danish-vikings-moved-england
Task 3: Write a detailed, substantiated answer to the below question (approximately 200-
300 words).
‘What was the most important factor driving Viking raiding from the 8th century onwards?’
To gain a greater sense of the period, you may also wish to read one or more of the
following, all of which are available on Amazon for under £10:
- Alfred the Great: The Man Who Made England, by Justin Pollard
- Viking Britain: A History, by Thomas Williams
- Aelfred's Britain: War and Peace in the Viking Age, by Max Adams
- The Viking Blitzkrieg: AD 789-1098, by Martyn and Hannah Whittock
- The Anglo-Saxon Chronicle, edited by Michael Swanton
- The Life of King Alfred by Asser – in ‘Alfred the Great’, edited by Simon Keynes and Michael
Lapidge
Section 2 – Russia 1894-1941
Russia in the C19th
Research Russian Society in the late C19th (only focus on the period before 1900). You might
wish to include:
- Social Structure
- Political System
- Political Opposition
- The Economy (including agriculture and industrial development)
- Education
39You can also read
