Year 11 Preparation for A Level Programme

Preparation for A Level Programme

Contents

2

Art, Craft & Design

4

Latin

21

Biology

6

Mathematics

22

Business

7

Music

23

Chemistry

8

Religious Studies

25

Classical Civilisation

10

Physics

26

Dance

11

Politics

27

Economics

12

Psychology

28

English Literature

14

Spanish

31

French

16

Sport Science

32

Geography

17

Theatre Studies

33

History

18

Aims of the Programme In late-May and June, Year 11 will start on a Sixth Form-style timetable, engaging in preparation for their chosen A Level courses that will commence in September 2021.

Students will study 4 subjects in addition to a Study Skills module and a Life Skills module.

They will also have an opportunity to commence an EPQ (Extended Project Qualification) or additional MOOCs (Massive Open Online Course).

Programme of Study Students will drop down to the three or four subjects they wish to study at A Level. Each subject will have three lessons per week in which they will be guided in their preparation of the skills essential to successful A Level study. In addition, there will be one session in which students will consider how to develop a successful A Level Mindset, one weekly session of Life Skills which will cover topics related to health and wellbeing, as well as the flexibility of a Sixth Form student so that students can choose to pursue individual research interests such as through an EPQ (Extended Project Qualification) or MOOC (Massive Open Online Course).

Course Content The following information provides an overview of the course aims, content and outcomes, as well as an indication of what will be covered each week.

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Art, Craft and Design Looking and seeing are at the very core of all our practice in Art. No matter if we are making highly detailed paintings; concrete abstract sculptures or frothy tule fashion designs, all our work is based on our observations of the world around us. A Level Art demands that we begin to examine drawing and recording with a more critical eye, and that we use our looking skills to extrapolate and evaluate visual information.

A Level and One-Year Fast Track Through this 4 week course we will look at drawing differently. Each week we will explore a different aspect of drawing to broaden our understanding of working from first-hand sources and question the process of drawing.

Lesson Outline: Week 1: The human condition – Introduction to Life Drawing Weekly Life Drawing classes really help A Level students to build their core drawing skills.

During this week’s lessons, you will be introduced to the basic skills of working from the model.

Week 2: Walking the Line – Immersive landscape drawing Situated in the South Downs and bordered by exciting coastal structures, we are surrounded by a landscape that is rich in visual drama. This week we will take inspiration from the work of Richard Long and head into the landscape to document the experience as well as the visual landscape.

Week 3: Drawing with light- Cyanotypes and Contact Prints Photography allows us to record our observations with accuracy and immediacy. In this week’s classes, we will explore photography without cameras, removing another layer in the experience of looking.

Week 4: Making your mark – 100 marks – a book about drawing.

Building a vocabulary of marks, students will begin to explore the relationship between ground and object, and develop a book exploring the basic structure of drawing.

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A Level Textiles and Photography – Micro and Macro On this course, students will have an introduction to their chosen specialism. New processes techniques and skills will be the backbone of these new A Levels.

Lesson Outline: Week 1: Textiles – Micro Observation Using a microscope to gain an alternative perspective on the world around us, students will draw from slides of cells using a variety of processes exploring pattern, shape and scale.

Week 1: Photography – Micro Photography Learning about camera angles, creating a sense of space and taking up close photographs.

Week 2: Textiles – Experimenting with materials Exploring Japanese textiles techniques, including shibori and sashiko and using the heat press to fuse and bond fabrics.

Week 2: Photography – Macro This week we will join the art group outside to photograph the natural and built environment Week 3: Textiles – Developing ideas for a wearable textile sample Week 3: Photography – Introduction to the darkroom – Cyanotypes and Photograms Week 4: Textiles – Making and documenting a wearable textile sample Week 4: Photography – Introduction to digital processes

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Biology The Biology course will foster the development of some of the key skills that students will need for their forthcoming A Level Biology course. Students will also be introduced to the depth and complexity of A Level content and have a chance to practise their study skills by reviewing examples of key resources and producing Cornell notes.

Lessons have also been designed to develop some of the practical understanding and data presentation techniques that will be needed by students to be successful in passing the Common Practical Assessment Criteria (CPAC) that accompany their A Level course.

Students will also study some genetic engineering and cloning techniques, which will prepare them for encountering these topics at A Level.

Lesson Outline: 3 lessons per week, plus access to teacher support outside of these times.

Week 1: The key skills of understanding microscopy calculations and how to do accurate biological drawings will be developed. Other key Mathematics skills for Year 12 A Level Biology will be covered this week, including how to calculate standard deviation, and represent and interpret variability in data graphically.

Week 2: Key practical terminology and concepts e.g. validity, accuracy, resolution and uncertainty will be explored. The correct presentation of experimental data in tables and graphs will be practised. We will also look at the ethics of using living organisms in biology experiments and evaluate the ethics of the use of untested drugs.

Week 3: Key resources for studying A Level Biology will be explored, including via Biofactsheets, Khan Academy and Bozeman Science videos. The importance of wider reading, including of scientific papers in journals, via jstor, will also be explored. Extracting key information from text and videos is a key study skill for A Level and students will have opportunities to practise this, by producing Cornell notes, 5-5-1 summaries and generating questions for discussion in lessons.

Week 4: Exciting modern applications of Biology will be studied this week, including the techniques of genetic engineering and plant and animal cloning. Practical work and theory work will be carried out.

Project Outcome: A portfolio of completed and marked worksheets and notes which can be referred to again during an A Level Biology course.

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Business Over the next 4 weeks, students will choose a business and produce and present a Marketing Plan for this business. This will include an analysis of the internal situation and external environment of the business. Students will recommend how the business should respond, by creating objectives, deciding on a marketing strategy and an implementation plan, based on the current challenging business environment.

Lesson Outline: Week 1: What is a Marketing Plan?

Number Skills in A Level Business.

Conducting a SWOT analysis – Inside Tesco – Britain’s Biggest Supermarket.

Case studies: Local Businesses adapting to new challenges.

Student Task: Choose a Business, Write Introduction to Marketing Plan, Complete SWOT analysis.

Week 2: Analysis of external environment – PEST analysis.

Objectives & Strategy – The importance of having clearly defined targets and strategic options Student Task: Conduct PEST analysis, create objectives, decide strategy – write up sections of Marketing Plan.

Week 3: Implementing the strategy through the 7Ps – decision making.

Student Task: Decide & Justify the 7Ps for your Business – write up Week 4: Finalising written Marketing Plan and creating presentations.

Project Outcome: Students will submit a written proposal using a template and this will be supported by a recorded presentation.

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Chemistry There are three facets to the Chemistry preparation for A Level course: Core Skills – This aspect of the course will focus on helping you to practice and refine the skills that will be important for success post-GCSE. These will include, formula and equation writing and practical and numerical skills.

Green Chemistry – A topic from the pre-2015 specification. Green Chemistry was unfortunately removed from A-level courses, despite being a really interesting and topical area of Chemistry. We are taking this opportunity to revive it, and to give you experience of some A Level qualification material.

Project: Mechanisms in Organic Chemistry – The first two facets of the course will be covered during lessons. This part of the course is chosen as a unit for independent study. Mechanisms in Organic Chemistry is an important part of the A Level specification but this online module goes beyond what you would learn at A Level.

Hopefully it will set you up with a deeper understanding of this fundamental concept.

Lesson Outline: Week 1: Core Skills – We will focus on writing equations and formulae, which is an absolutely fundamental skill in Chemistry. You’re probably already pretty good at it but we’ll aim to test you with some challenging extension tasks.

Green Chemistry – Your introduction to Green Chemistry will concentrate on anthropogenic climate change and carbon footprint.

Mechanisms in Organic Chemistry – This part of the course is intended to be self-directed; however, we would recommend that you at least work through the first section on example mechanisms.

Week 2: Walking the Line – Immersive landscape drawing Core Skills – In the second week of skills practice, we will be looking at practical chemistry and learning about how to work safely and accurately in the laboratory.

Green Chemistry – The chemistry of ozone layer depletion will be our area of interest in week 2. We will bring this topic up-to-date by looking at recent research in the field.

Mechanisms in Organic Chemistry – To keep on track with this part of the course, you should finish working through the ‘Core Background’ section this week.

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Week 3: Core Skills – This week we will begin working on the key numerical skills needed for A Level Chemistry. There won’t be anything scary or particularly new. We’ll just establish the conventions that you should aim to use from now on.

Green Chemistry – This will be our case study week. We will be looking critically at various different processes and considering how we could improve them.

Mechanisms in Organic Chemistry – If you’re following our timings for this part of the course then you’ll look at the ‘Substrate Inspection’ and ‘Reagent Inspection’ sections this week.

Week 4: Core Skills – We’ll tie up any loose ends in terms of numeracy and finish things off with a fun team quiz.

Green Chemistry – Once again we’ll bring things right up-to-date by looking at some of the latest research into Green Chemistry, including how it is making a huge difference in the developing world.

Mechanisms in Organic Chemistry – If you haven’t started the final part of this course then that’s what you should be doing this week – ‘Reaction Mechanisms’ features some challenging online quizzes. We may even award prizes for this!

Project Outcome: To complete the RSC online tutorial on Mechanisms in Organic Chemistry. This will lay the foundations for understanding of one of the first principles of this field of Chemistry.

Some basic mechanisms are studied at A Level but this project will allow students to cover some undergraduate level material in a guided and accessible way.

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Class Civ An introduction to studying the Classical World, the learning will break down into two strands: World of the Hero and Greek Theatre. The World of the Hero element of the course will provide the mythological background to this epic poem of ancient themes of justice, revenge and wrath. The Greek Theatre element will provide background understanding to the social, historical and political context of theatre in Athens, it will also introduce the conventions of theatre and how to structure learning and notes.

Lesson Outline: Element 1: World of the Hero – Each week the lesson will be used to introduce the social, historical and political context of the World of the Hero module. We may possibly study a shortened version of the Odyssey.

Week 1 – Story telling through the ages Week 2 – Mythologising and oral poetry Week 3 – Story background to the epics of Homer Week 4 – Ancient Greek heroism Element 2: Greek Theatre – Each week the lesson will be used to introduce the social, historical and political context of the Greek Theatre module and to read Euripides’ Medea.

Week 1 – Social context and introduction to the three tragedians Week 2 – Historical context Week 3 – Political context Week 4 – Euripides’ Medea Element 3: Love and Relationships – Each week the lesson will be used to introduce the social, historical and political context of the Greek and Roman World in the times of Plato, Seneca, Sappho and Ovid.

Week 1 – Social context and introduction to the four authors Week 2 – Historical context Week 3 – Political context Week 4 – Reading Plato and Seneca Project Outcome: Preparation for the A Level with considerable notes and resources. Students will create fake dating pages for the four authors they will study in Love and Relationships, and biographies to ensure they are confident in the historical position of each author and their personal views. Students will also have the option of creating podcasts or displays relating to their studies. The introduction to the world of Epic poetry will ensure that they have knowledge of Homer, the mythology used by him and they will have researched and created notes on certain art works associated with the Trojan cycle, chosen by them.

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Dance An introduction to the set dance work Rooster by Christopher Bruce. Students will focus on the production features of the work, choreographic intention, stimuli and choreographic approach. Students will also develop their knowledge of the form of the dance (e.g. phrases, sections) and its effectiveness in communicating the subject matter and the influences affecting the development of the choreographer.

Lesson Outline: Week 1: An introduction to ‘Rooster’, developing understanding of the stimuli, choreographic intention and choreographic approach. Students will also begin to learn repertoire from Rooster, focusing on key actions, and motifs.

Week 2: Students will continue to develop and learn repertoire from ‘Rooster’ focusing on motif development.

Week 3: An introduction to the production features (aural setting and costume).

Week 4: An introduction to the production features (lighting and staging/set).

Project Outcome: Preparation for the set work Rooster with resources and notes.

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Economics This ‘Intro to Economics’ course will introduce you to some of the fundamental ideas and evidence needed to understand many of the important and fascinating events and issues you see and hear about each day, both in your lives and in the news.

Events such as the Financial Crash, BREXIT and the Covid recession and recovery will be investigated. Issues such as inequality and poverty, the Climate Crisis and freemarket capitalism compared to government control will be discussed. There will also be an introduction to new higher-level skills of analysis and evaluation that combines mathematics, science and humanities. All of this will give you a clear insight into the knowledge, abilities and confidence you will gain from the exciting A Level Economics course provided here at Roedean.

Lesson Outline: Week 1: What is Economics? Why study it? Making sense of the past, present and future!

Identifying our aims – insight, confidence and excitement!

Defining Economics - micro, macro and the 4 economic fundamentals Getting to know our UK Economy – the past, present and future Why study Economics? Exploring the insights, skills and benefits you gain Planning your short report Week 2: Getting inspired Micro markets or govt control? Are you a free-market or government-interventionist economist?

Getting to know the top Female Economists Exploring the exciting world of internet resources Researching the issues that interest you!

Week 3: Becoming a skillful Economist with exciting university and career options!

Understanding how Economics develops your literacy, data and numeracy skills Predicting the future! Where will we be in 6 months’ time?

Investigating the exciting variety of uni courses and careers Economics gives you Developing your short report Q&A

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Week 4: Feedback and reflection Sharing our short reports Praise and rewards The Kahoot challenge! Reflecting on what we have learnt together Preparing for and looking forward to the A Level Project Outcome: A short analysis on an economic issue of interest to you (300-500 words).

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English Students will prepare for their A Level studies by engaging with the concept of tragedy, including the history of the genre from its origins in ancient Greece, through to the renaissance and finally the modern age and materialist tragedy.

Lesson Outline: Three lessons per week Week 1: Students will look at early definitions and codifications of tragedy and explore what these mean and how they might be applied in relation to well-known plays. We will learn some of the key Greek terms and how to use them, and discuss how tragedy is fundamentally conservative, as it holds that society is perfect and it is the individual who is to blame if things go wrong. We will also look at the differences and similarities between comedy and tragedy, and what it means to have personality flaws.

Key texts: Oedipus the King, Sophocles Fawlty Towers Great Expectations, Dickens Macbeth, Shakespeare Week 1: Students will look at renaissance tragedy and the idea that both an individual and wider circumstance are responsible for their fate. We will also look at the way justice operates in society and Marxist categories of texts as either subversive or consolidatory.

Key texts: Othello, Shakespeare Hamlet, Shakespeare Week 3: We will look at the modern notion that society conditions and determines people’s behaviour to such an extent that they cannot really be said to be agents of their own destiny.

We will look at how history can also be viewed in the Marxist sense, comparing descriptions of Nazi Germany and the Gulf War. We will look at texts which describe the downfall of an individual as a means to criticize the society that is responsible.

Key texts: Prayer Before Birth, MacNeice I, Daniel Blake, Loach

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Week 4: We will look at the compromise position between individual responsibility and environmental determinism in some modern tragedies and discuss whether tragedy remains a vital form, or if it is essentially a lecture on how we should conform.

Key texts: The Visit, Durrenmatt Death of a Salesman, Miller Project Outcome: An essay that summarises developments in tragedy over the last 2000 years.

OR An essay that examines one particular tragic text.

OR A podcast entitled AN INTRODUCTION TO TRAGEDY involving readings and expert sources.

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French The French course will introduce students to the more independent nature of studying a language at A Level. The course will also provide students with opportunities to consolidate some key challenging grammar concepts needed, as well as widening their cultural knowledge of the francophone world. Students will also explore cinematic techniques used in French film, which will be an excellent introduction to the analytical skills needed in A Level essay writing.

Lesson Outline: 3 sessions per week.

Week 1 Grammar – Pronouns: direct, indirect object, simple relative.

Cinema – Introduction to French film vocabulary.

Culture – Students will explore the theme of ‘La Francophonie’ to widen their understanding of French culture using 4 different skills (listening, reading, speaking and writing).

Week 2 Grammar – Introduction to complex relative pronouns Cinema – Cinematic techniques in Le Fabuleux Destin d’Amélie Poulain Culture – Students will explore the theme of ‘La Francophonie’ to widen their understanding of French culture using 4 different skills (listening, reading, speaking and writing).

Week 3 Grammar – Complex tenses / « concordance des temps » Cinema – Key themes in Le Fabuleux Destin d’Amélie Poulain Culture – Students will explore the theme of ‘La Francophonie’ to widen their understanding of French culture using 4 different skills (listening, reading, speaking and writing).

Week 4 Grammar – Introduction to the subjunctive.

Cinema – Film review completed by the students.

Culture – Students will explore the theme of ‘La Francophonie’ to widen their understanding of French culture using 4 different skills (listening, reading, speaking and writing).

Project Outcome: The completion of a film review of your choice where you will be able to analyse the cinematic techniques used by the director and their meaning. This will give you a taste of what writing an essay in Year 12 will look like.

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Geography In the absence of fieldwork over the last year due to Covid-19 restrictions, this 4-week course will introduce the investigative ‘sequence of enquiry’ that is applied to all geographical field studies and reports. All A Level Geography courses include a NonExamined Assessment (NEA) unit (worth 20% of the result), so our intention is to fully prepare our students for the challenge of the A Level independent investigation project (NEA). Students will complete their own ‘mini-NEA’ investigation, using secondary sources and/or (depending on restrictions later in the Summer Term) primary data collection.

Lesson Outline: Week 1: An introduction to the geographical sequence of enquiry; hypotheses, background theory, methodology, data presentation, data analysis, conclusions and evaluation.

Week 2: Students will select a topic for investigation of their choice, formulate their own hypotheses and then plan their methodology for data collection. Depending on access restrictions, they will then begin their data collection (whether from primary or secondary sources).

Week 3: Students will be introduced to a variety of data presentation and data analysis techniques before choosing the most appropriate for their own investigation and applying them accordingly.

Week 4: Students will complete their ‘mini-NEA’ reports and present their findings.

Project Outcome: A concise but detailed ‘mini-NEA’ project that incorporates the full sequence of enquiry appropriately to test a personalised hypothesis and draw well-reasoned conclusions.

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History The History course will introduce students to some background of our two Year 12 courses: the Tudors 1485-1603, and USA 1945-80. The course will provide important context and introduce students to the more independent nature of studying History at A Level through critical engagement with the work of primary sources and historians.

Tudor History: there will be six lessons spread across four weeks Enquiry 1: Changing Narratives: How should we represent some of the key figures of this period?

These first sessions will introduce students to different interpretations and representations of the Tudor period and the period of the Wars of the Roses. This will be used as a starting point to consider why representations have changed.

Wars of the Roses: savage battles and shameless treasons? – Students will examine changing representations of the Wars of the Roses through examples including Shakespeare, the recent novel and TV drama, the White Queen, and by Victorian historians and contemporary historians. How and why have these representations changed?

Mary I: Hysterical, fanatical and stubborn? – Students will consider how interpretations of Mary have changed as historians have moved away from gendered stereotypes. Different interpretations will be tested against primary evidence.

Elizabeth I: the body of a weak and feeble woman? – Students will examine how Elizabeth sought to represent herself through portraits and quotations from speeches. Did Elizabeth successfully overcome gendered stereotypes of the Tudor period?

Enquiry 2: Hidden histories: How can we uncover some of the hidden histories of the Tudor period?

These two sessions will introduce students to some lesser-known aspects of Tudor history.

Black Tudors? – This session will explore Black lives in Tudor England and is based on recent work by the historian Miranda Kauffman.

Beginnings of Empire? – This session will explore one of the darker themes of Tudor history through an examination of emerging justifications of colonialism in Ireland and the Americas.

Project Outcome: You will have the choice of which aspect of the Tudor enquiries to focus upon in order to write a short reflective piece on why the portrayal of Tudor history has been so controversial.

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USA 1945-80: there will be six lessons spread across four weeks Land of the Free? What did it mean to be an American by 1945?

This enquiry will provide an overview of defining moments in the origins and making of the USA, examining politically and culturally significant events reaching back to the late 17th Century. Students will explore some of the emerging and dominant ideologies, exploring how these helped to shape American identity by 1945. They will use a combination of primary sources and historical interpretations which will provide an excellent grounding in the skills required for the A Level course.

Lesson 1: The Colonial era - What can the Salem witch-trials tell us about 17th Century American society?

Skill: handling sources of evidence to identify cause and consequences Students will examine a range of source material to build a more textured understanding of the historical context of this famous crisis in order to reach a better understanding of life in Massachusetts at the end of the 17th Century and how Puritan beliefs influenced American values.

Lesson 2: From Declaration of Independence to the American Constitution: why are these such defining moments in America’s past?

Skill: handling sources of evidence and historical interpretations to identify significance Students will critically examine the text of the Declaration of Independence as well as contrast interpretations by prominent historians in order to question the motives of the Founding Fathers. They will also consider the apparent contradictions of ‘All men are created equal’ within the Constitution, examining factors leading to the decision by Jefferson and the other Founding Fathers to include slavery in the Constitution.

Lesson 3: How did Westward Expansion transform America and Americans?

Skill: handling sources of evidence and historical interpretations to identify changes/ consequence Case-study: The Gold Rush and San Francisco Students will explore how the United States vastly expanded the size of its territory in the early 19th Century and how the ideology of Manifest Destiny was used to justify this expansion.

They will use sources to examine the types of changes that occurred and evaluate the consequences for different groups of people, including Native Americans.

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Lesson 4: Did Emancipation (1865) really set African Americans free?

Skill: understanding and explaining significance Case-study: Chicago Race riots, 1919 Students will consider the origins of the Chicago race riots by exploring documents that reflect different social, cultural, and economic causes. They will link these experiences to wider experiences of African Americans in the period 1865-1920.

Lesson 5: Did America become a new colonial power (1898)?

Skill: understanding and explaining significance Case-study: 1898 war with Spain Students will look at the war with Spain which saw the USA gain control of Cuba, Puerto Rico, Guam and the Philippines. We will also look at the slightly later annexation of Hawaii and the leasing of the Panama Canal and consider the strategic importance of these territorial gains for the 20th century.

Lesson 6: Was 1900-1945 a period of innovation or conservatism?

Skill: Skill: building contextual understanding to create a judgment Case-studies: WW1, Women’s Suffrage, Prohibition, Scopes Trial, Great Depression, WW2 Students will choose a number of case studies to explore. They will use primary source material to reach a judgment about the nature of change in the early 20th Century and its impact on social and cultural facets of American lives.

Project Outcome: To create a short, written report answering the lesson enquiry question ‘What did it mean to be an American by 1945’ drawing together their synoptic understanding of the previous lessons.

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Latin Latin A Level continues in a linear fashion from the GCSE. Students will begin to learn the AS Level vocabulary list ready for weekly tests during A Level. Students will also be introduced to their set texts and given the opportunity to prepare their resources ready for translating this in Year 12. Grammar and Syntax from GCSE will be covered thoroughly, and notes created that can be added to throughout A Level.

Lesson Outline: Element 1 (Language) Each week one lesson will cover language content learnt in the GCSE in readiness for A Level language content Week 1 – Indirect Statement and distribution of AS Vocabulary List; grammar testing tool link.

Week 2 – Purpose and Result Clauses Week 3 – Fearing, cum and concessive clauses Week 4 – Indirect commands and questions Element 2 (Prose Literature): Each week one lesson will introduce the prose literature that will be studied in Year 12 Week 1 – Introduction to Classical oratory Week 2 – Comparing Modern oratory with Classical Week 3 – Historical context Week 4 – Cicero’s Life Element 3 (Verse Literature): Each week one lesson will introduce the verse literature that will be studied in Year 12 Week 1 – Introduction to Neoteric poetry - types of poetry covered – scatological, love, mockery Week 2 – Introduction to Catullus Week 3 – Study of different poems by Catullus not on the syllabus Week 4 – Study of different poems by Catullus not on the syllabus Project Outcome: Preparation for the A Level with considerable notes and resources including a grammar and syntax book, plus improved knowledge of language. Students will design a website for Cicero’s legal work and create a brochure for his practice with their understanding of his oratory and legal skills. Students will have the choice of creating a dating page for Catullus or a podcast interviewing him for a dating profile to explore his position on love.

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Mathematics The Mathematics course will focus on preparing students for both the Mathematics and Further Mathematics A Level courses. The key to success in the Sixth Form courses is a strong basis of mathematical skills, especially with regards to the different algebraic techniques. In addition to this, we will be seeking to help further develop the mindset of the students to encourage them to utilise their current skills in unfamiliar scenarios, and to try a variety of different approaches to solving problems, even when uncertain if a given method is the most effective.

Lesson Outline: Week 1: Algebraic manipulation An introduction to the geographical sequence of enquiry; hypotheses, background theory, methodology, data presentation, data analysis, conclusions and evaluation.

Week 2: Algebraic manipulation This will continue the focus on algebra from week 1. The students may be working on different specific areas of the course or pushing themselves onwards to extension problems and related areas of recreational mathematics.

Week 3: Extending GCSE level techniques Many A Level questions can be reduced to GCSE techniques. Creativity of solutions will be the key for working out how to solve these problems and we will be focusing on developing the attitude of how to approach a problem, when you don’t know how to approach the problem!

Week 4: Extending GCSE level techniques Continuing to extend GCSE level techniques and possibly looking at some A Level exam questions to discuss approaches and methodologies, dependent on the groups’ progress by that time.

Project Outcome: Students taking this course, will improve their knowledge, confidence and ability to be creative with the topics taught at IGCSE level. This will enable the students to not only address any existing issues, but also to allow them the opportunity to push themselves further, in a risk-free setting, thus developing into mathematicians more able to cope with the demands of the Sixth Form courses.

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Music The Music course will aim to strengthen and broaden current musical skills in preparation for sixth form study, in two key areas: Musical analysis (a) and essential harmonic language (b), focusing on fundamental areas of Advanced Level musicianship. Musical analysis sessions will introduce students to three key areas of musical style: the Baroque, Classical and Romantic eras, through the discovery and study of major works. Essential harmonic language will engage students with the correct approaches to working with keys, chords and cadences in four parts.

Lesson Outline: Three lessons per week Week 1: (a) Musical analysis Discussion/selection of topics and A Level approach to units of work.

The Baroque era- the major characteristics using Vivaldi’s Four Seasons: Summer. The Baroque orchestra, use of continuo and the concerto. Following the score.

Discussion of preparation topics/pieces. (b) Essential harmonic language We will learn how to write triads in 4 voices, experimenting with the spacing to find the most suitable position. We will use chords V and I to write perfect cadences with correct voicing.

Week 2: (a) Musical analysis The Classical era –the major characteristics using Haydn’s Symphony 101 first movement. The classical orchestra, sonata form. Following the score.

Discussion of presentation topics and topic areas. (b) Essential harmonic language We will revise the major key signatures and the names of the degrees of the major scale. We will then investigate how triads can be formed on each degree, using Roman numerals to label the chords.

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Week 3: (a) Musical analysis The Romantic era – the major characteristics using Tchaikovsky’s Symphony No 5. The Romantic orchestra. Following and extended score.

Presentation topics guidance and discussion. (b) Essential harmonic language We will investigate how to form and label inversions of chords I to VII, and will also learn how to write inversions of triads in 4 parts.

Week 4: (a) Musical analysis Discussion and comparison of all three areas with a focus on the development of the orchestra and compositional structures.

Student topic presentations. (b) Essential harmonic language The students will revise the natural/modal, harmonic and melodic minor scales, investigating the range of triads which can be formed from each degree of the scale. They will practise labelling these and writing them in 4 parts. The students will learn about Bach’s use of chord V in minor chorales. They will use V and I, with a tierce de Picardie, to write perfect cadences, reinforcing the content of Lesson 2 Project Outcome: A portfolio of marked scores, harmonic exercises and notes which can be referred to during an A Level Music course. A 10-minute presentation with musical excerpts on a piece from one of the chosen eras.

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Religious Studies This course will examine the important question of whether humans have free will to make their own choices. Students will develop their evaluation and creative thinking, engage with scholarly writing, and hone their skills of logic and precision. The course will build confidence in presenting and defending an academic argument and allow students to enjoy the exploration of a fascinating and important issue. Although it does not appear on the A Level, this area of study will prepare students well for the style of reasoning, argument and investigation they will experience next year.

Lesson Outline: Week 1: An introduction to philosophical reasoning and building confidence in presenting and defending an argument.

A philosopher’s toolkit will be introduced.

The historical context of the free will debate, including how people have historically understood the mind, and famous examples of arguments about free will.

Week 2: Traditional and modern ideas about determinism The idea that we only think we are free. This will include philosophy (John Locke), theology (Jean Calvin) and psychology (B. F. Skinner) Week 3: Traditional and modern ideas about liberty The idea that we are free to make our own decisions. This will include a study of the limits of human freedom, and how human consciousness could allow free choice.

Week 4: Preparation for and presentation of final outcome.

Project Outcome: At each stage, students will complete a lesson review in which they: • Use the philosophical toolkit to examine the arguments of scholars • Refine, justify or change their thesis about human freedom In the final week, students will produce one of the following: • A podcast, defending their thesis against opposing views • An essay, with a justified argument for their thesis

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Physics The Physics course will develop some of the skills needed for the A Level Physics course and introduce some of the key concepts covered. Students will work on some essential mathematics required at this level, both conceptual and relating to experimental skills.

They will be expected to carry out an experimental investigation and write this up formally as a lab report. A final part of the course will be to carry out research into a significant A Level concept then deliver a presentation on their findings.

Lesson Outline: Week 1 Essential maths skills Introduction to experimental project work Outline of research task Week 2 Graphical skills and relationships Carry out practical experiment Start on research of A Level topic Week 3 Practical terminology and concepts Start on write-up of report Continue with research Week 4 Uncertainty calculations Submit lab report Deliver presentation Project Outcome: A portfolio of completed worksheets which can be referred to during the A Level Physics course. A detailed presentation on an A Level topic which could be used as part of a university application. A detailed lab report based on an A Level experimental concept.

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Politics The academic study of Politics will be a new opportunity for most students, since in the UK there is no GCSE qualification in the subject. This course is therefore designed to provide students with the foundations for effective A Level study. We will explore how political scientists work and clarify how students can undertake rewarding study in this discipline. Students will develop their political literacy and build some contextual knowledge to help frame their future studies.

Lesson Outline: Week 1: What does it mean to be a political scientist?

• Defining the study of politics • Discussion of what political scientists actually do • Considering the value of political science • Introduction to political research • Students begin their research of a mainstream political party, a prime minister or a general election Week 2: Building political literacy • Vocabulary to help make sense of politics • The structure and language of argument • Navigating the news and current affairs • Different perspectives in political journalism Week 3: The essentials of British politics • An introduction to parliamentary democracy • Britain’s key political institutions • The main actors in British politics • Building a political timeline since 1997 Week 4: Reflecting on political research • Discussion of the challenges encountered while undertaking independent research in politics • Considering strategies for improvement in future work • Sharing and discussing initial findings Project Outcome: Students will undertake an independent research project to build valuable contextual knowledge. In so doing they will produce their first set of detailed A Level notes. At the end of the course students will participate in a seminar discussion to share and debate their findings.

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Psychology The Psychology course will develop some of the key skills and concepts that students will need for their forthcoming A Level Psychology course. Students will be briefly introduced to the depth and complexity of A Level content and will then choose a project to study from three topics: addiction, stress, and eating disorders. The lessons have been designed to introduce students to the variety of approaches encountered in Psychology and the research skills that are required. There will also be references to data analysis and presentation, and a very brief outline of the statistical tests they will use in their A Level studies.

Lesson Outline: 2 structured lessons per week, plus one lesson for independent pre-learning work, and for teacher student meetings to discuss individual ideas/projects (envisaged at 5 minutes per student). It may be necessary to schedule some of these third lessons in mutually agreed slots outside the regular timetable.

Week 1: Introduction An introduction to the approaches with a focus on the biological approach and its interaction with the humanistic, behavioural, cognitive and psychodynamic approaches - lesson 1.

The topic choices will be explained in lesson 2 and students will be given a brief explanation of the areas of research that they should focus upon. Students will have chosen their topic prior to Week two’s lessons.

Week 2: Key skills Lesson 1 will deal with science, objectivity, non-experimental research methods and the methodological problems in research.

The second lesson will deal with the differences between the structure of psychological reports and A Level essays. It will conclude with guidance regarding the student projects.

Week 3: Feedback In the first lesson students will submit project plans and receive feedback. General points will be addressed in the three topic areas, Stress, addiction and eating disorders. The precise balance will depend on student choices.

The second lesson will deal with the presentation of primary and secondary data. Students will finalise their projects and email them to their teacher prior to week 4.

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Week 4: Presentation of projects Lesson one will focus on the presentation of the bulk of the projects by the students. There will be a range of presentation options ranging from summary documents to Power Point presentations. Students will choose their method of presentation.

Lesson two will complete the process outlined above. Finally, there will be a plenary discussion of the course, and an evaluation sheet to complete.

Project Outcome: Projects will be saved and may be used to inform students of choices in the second year of their studies.

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Spanish The Spanish course will introduce students to the more independent nature of studying a language at A Level. The course will also provide students with opportunities to consolidate some key challenging grammar concepts needed in AS, as well as plenty of opportunities to practise their spoken Spanish. Students will also be able to research a cultural topic of their own interest and present their findings in the lesson.

Lesson Outline: 2 sessions per week, 1 speaking, plus one optional 1:1 support tutorial per week.

Week 1 Culture – Introduction to Mexican history and fiestas.

Grammar – Present tense (irregular verbs).

Speaking Sessions – Speaking sessions will revolve around cultural topics and will focus on developing fluency.

Week 2 Culture – Introduction to Mexican literature and how to tackle literary texts.

Grammar – Preterite tense with a focus on irregular verbs.

Speaking Sessions – Speaking sessions will revolve around cultural topics and will focus on developing fluency.

Week 3 Culture – Research skills and how to investigate a topic of your interest.

Grammar – Conditional tense with a focus on irregular stems.

Speaking Sessions – Speaking sessions will revolve around cultural topics and will focus on developing fluency.

Week 4 Culture – Presentation of your chosen cultural topic.

Grammar – Conditional sentences using the imperfect subjunctive.

Speaking Sessions – Speaking sessions will revolve around cultural topics and will focus on developing fluency.

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Project Outcome: To deliver a short presentation about a cultural topic of your choice. The purpose is to develop strong research skills that you will need for Spanish A Level. You will have to access articles/ sources of information in the target language, analyse them and give your opinion on your findings. It is a very exciting opportunity to pursue a cultural topic that interests you, which will give you a taste of what the Independent Research Project in Year 13 looks like.

Sport Science The Sports Science course will explore a range of theory topics that are covered throughout the A Level PE course. The course will give the girls an opportunity to apply the theory topics to a sport of their choice. They will explore topics from sport and society, anatomy and physiology, and sports psychology. With this information, they will build a portfolio of theory application to either themselves or an athlete. This will also support the girls later on in the year with their coursework.

Lesson Outline: Week 1: Introduction An introduction to sports science, looking into a range of transferable skills and knowledge from GCSE. An introduction to the portfolio project and outline of lessons. Discussion on current understanding and how the sport of their choice will be assessed.

Week 2: Sport and Society This week the girls will be looking at hosting global events and the impact this has on their athlete and the sport. They will also look into commercialisation and sponsorship opportunities for their athlete and how this has impacted sport. The final topic will be routes to sporting excellence, talent identification, and what routes are possible for their athlete to make it to national level.

Week 3: Anatomy and Physiology The focus in week 3 will be on looking at the key skeletal and muscular systems that impact their athlete. They will discuss the appropriate diet and nutrition for athletes in their field, as well as how best to prepare for events, training and competition.

Week 4: Sports Psychology This week, the focus will be on classification of skills, applying this to their sports. They will look into the types and methods of practice to support athlete development. They will be looking at the stages of learning and the use guidance and feedback to support progress for athletes.

Project Outcome: Pupils will be creating a portfolio/case study, applying the theory covered to either themselves or an athlete in a sport of their choice. This content will support the girls in gaining a range of knowledge across the course that will support them as these are covered in more detail throughout the year.

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Theatre Studies The Theatre Studies course will prepare students for the A level study of Practitioners.

The course will introduce you to the influential theatre practitioner - Konstantin Stanislavsky. Stanislavsky gave actors The System which created the modern theatre acting style we expect today – you will follow a four-week practical exploration that will give students the experience of four of the 7 pillars. The aim is for you to have not only learnt the theory but to apply specific techniques through scene study, from a range of modern and classical texts.

Lesson Outline: Week 1: The first lesson will introduce how Stanislavsky made an impact on the world of modern acting with a brief introduction to The System.

Then we will explore Imagination: As Stanislavski said, ‘not a single scene, not one step onstage must be performed mechanically, without an inner reason, that is without the imagination’.

Week 2: Communication and Relaxation: You need all your senses to communicate effectively with other performers on stage so we will explore a range of exercises to home in on this skill.

Objective and Obstacles – What’s my motivation and who is stopping me from obtaining it?

Practical scene study from Ibsen’s Doll’s House.

Week 3: Students will explore how the actors uses Endowment and Emotional Recall. Students will engage in an endowment activity and then apply this to a modern play Things I know To Be True.

Week 4: Parallel Improvisation – create a monologue or short play derived from a character from the scene you have studied.

Project Outcome: Students will get the opportunity to perform scenes from the play study, or if they desire create a short film of their week 4 performance project.

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MOOC Suggestions (Massive Open Online Course) Art and Design https://itunes.apple.com/gb/itunes-u/aesthetics-philosophy-art/id426430244?mt=10 https://itunes.apple.com/gb/itunes-u/the-elements-of-drawing/id442428860?mt=10 Biology https://www.futurelearn.com/courses/what-drives-the-body https://www.futurelearn.com/courses/bacterial-genomes-access-and-analysis https://www.futurelearn.com/courses/exploring-our-ocean Business Studies https://www.futurelearn.com/courses/upcycling-for-change-from-green-ideas-to-startup-businesses https://www.futurelearn.com/courses/fashion-innovation Chemistry https://www.futurelearn.com/courses/discovering-science-medicinal-chemistry https://www.futurelearn.com/courses/atmospheric-chemistry-planets-and-life-beyond-earth Classics https://www.futurelearn.com/courses/rome https://www.futurelearn.com/courses/ancient-health Economics https://www.futurelearn.com/courses/global-prosperity https://www.futurelearn.com/courses/what-is-economics-in-the-world-of-global-logistics English Literature https://www.futurelearn.com/courses/shakespeare https://www.futurelearn.com/courses/jane-austen http://podcasts.ox.ac.uk/series/approaching-shakespeare Geography https://www.futurelearn.com/courses/valuing-nature-should-we-put-a-price-on-ecosystems https://www.futurelearn.com/courses/grand-challenges-food-for-thought https://www.futurelearn.com/courses/extreme-geological-events History https://www.futurelearn.com/courses/archaeology https://www.futurelearn.com/courses/empire https://www.futurelearn.com/courses/the-tudors

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Languages (MFL) https://www.futurelearn.com/courses/fall-in-love-with-mandarin https://www.futurelearn.com/courses/intro-to-japanese-subculture Mathematics https://www.futurelearn.com/courses/recreational-math https://www.futurelearn.com/courses/maths-subject-knowledge-number https://www.futurelearn.com/courses/flexagons Music https://www.futurelearn.com/courses/making-music Physics https://www.futurelearn.com/courses/energy-storage https://www.futurelearn.com/courses/sustainable-construction-development http://podcasts.ox.ac.uk/series/stargazing Politics https://www.futurelearn.com/courses/the-nhs-explained Psychology https://www.futurelearn.com/courses/history-science-psychology https://www.futurelearn.com/courses/food-and-mood Religion and Philosophy https://www.futurelearn.com/courses/global-ethics https://www.coursera.org/learn/philosophy-cognitive-sciences Theatre Studies https://www.futurelearn.com/courses/physical-theatre-exploring-the-slap

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Roedean School, Roedean Way, Brighton, East Sussex, BN2 5RQ Registered Charity 307063 T: +44(0)1273 667500 | E: gh@roedean.co.uk | W: roedean.co.uk facebook.com/RoedeanSchool | twitter.com/RoedeanSchool