AS/A-LEVEL FINE ART COURSE BOOKLET FOR STUDENTS & PARENTS
WCSF FINE ART Teaching Departments
M s Crabb, Head of Department, West Coventry Academy Miss Foster Head of Department, Westwood Academy
WHAT WILL I LEARN?
The course is extremely successful and demanding and requires you to work practically, creatively and passionately within the many aspects of Art and Design. You will develop a strong foundation of subject knowledge and develop your practical skills within a range of traditional and digital media and techniques. You will challenge and form opinions through conducting critiques independently and within group discussion, exploring the theoretical, historical and critical foundations of the subject. You will develop skills in observation, presentation and visual communication, all of which will be of use when you attend interviews for universities.
Each project should read like a visual journey from your starting point to conclusion. Along the way there should be a number of detours where an idea may have been partially developed then rejected. Each piece you produced should be numbered by you for ease of marking and so that it flows in chronological order. Where artists or designers have influenced you, or your work, this should be annotated in your sketchbook. Any advice, which is given whether you accept this or reject it, must be recorded in your annotations. Art is something that cannot be produced in isolation and the skill of accepting criticism or rejecting advice is a quality that the examiner will look for when allocating marks. WHAT ARE THE ENTRY QUALIFICATIONS?
Normal entry requirements are a grade C or above at GCSE in Art and Design.
Areas of study and Assessment
TERM ONE SEPTEMBER TO JANUARY YEAR 12 UNI T ONE: OBSERVATI ON Students will embark on their unit 1 project producing an individual project choosing a direction based on the theme given that year. The project will be marked using objectives from the exam board. AO1 Research and Investigation, AO2 Experimentation, AO3 Recording, Analysing and Developing, AO4 Personal response.
Weighting: 60 % of final AS mark
UNI T TWO: Examination (10 hours) AS FI NE ART An externally set assignment. The candidate can choose one question and develop a personal, visual response to the question that they choose.
Weighting: 40 % of final AS mark
(THESE FIRST TWO PROJECTS WILL BE ASSESSED AND THE MARKS SENT OFF TO THE MODERATOR AROUND EASTER TO GIVE STUDENTS AN AS GRADE)
UNI T 3: PERSONAL PROJECT This is similar to unit 1 except that student will develop their projects based on their own strengths and interests. Students, along with guidance from their teachers, will choose a personal theme and starting point. The project will be assessed against the same objectives as unit 1.
Weighting: 60 % of final A-Level mark
EXAM UNI T 4: Examination (15 hours) An externally set assignment. The candidate can choose one question and develop a personal, visual response to the question that they choose.
Weighting: 40 % of final A-Level mark
IS THERE ANY THING ELSE I SHOULD KNOW? It is vital that you are extremely committed to the subject. Extra time must be spent working on your projects in some of your study time, after school and at home in order to develop your own work, experiment and create a style which is individual to you.
You must be prepared to take advice and criticism from staff and students alike in order to make progress.
It I so important that over the summer holidays you are still pursuing your love of Art by drawing. Do lots of little observational studies to keep your skills and techniques fresh and crisp.
The art department will provide you with a range of materials for all work you produce but we do ask that you purchase a quality sketchbook with quality paper. We have a selection of books available which you can purchase in your first lesson. Enquire about an Art pack from the Art department to build up your resources at home as you will be expected to be completing work out of lessons if you are to achieve your full potential.
Please complete the transition assignment, as it will boost your start to the course.
FUTURE OPPORTUNITIES
The AS and Advanced GCE can lead to broad variety of Art and Design based courses. If you take time to think, everything we have contact with has been designed by someone with and Art and Design background. This course will give you the opportunity to have a broad range of transferable skills including problem solving, presentational and communicative skills.
USEFUL WEBSITES Exam Board - www.aqa.org.uk Art 2 day – www.rt2day.co.uk Art Student Guide – www.artstudent.com Key Research Directory - www.axisweb.org The Tate Galleries – www.tate.org.uk Saatchi Online – www.saatchionline.com Warwick Arts Centre, Warwick – www.warwickartscentre.co.uk The Herbert Art Gallery, Coventry – www.theherbert.org The Ikon Gallery, Birmingham – www.ikon-gallery.co.uk
Transition Assignment Complete this assignment and have it ready to share with the group during your first lesson. You could produce an ideas/mood board Power-point presentation, Word document or sketchbook.
Ria Hills Jamie Salmon
Choose only 1 of the following starting points.
1. Observation
2. Containment
Choose a topic for your investigation and then begin to research relevant artists and contextual influences. Explore and record your ideas and thinking visually and through written notes. Develop your ideas through a collection of 5 small studies. Be creative with your composition and use of materials and techniques.
Research and find an artist to link to your own work and explain why you have chosen them.
Present your work, showing all of your research, influences, artists, experiments and studies you have created. Jelanie Faunce Ideas for topics apart/together architecture artefacts barriers childhood city-life close-up collections colour disguise distortion empty everyday objects fast-food figure Pichi & Avo Mike Dargas flaws/perfection fragments order/disorder text water memory outline texture windows miniature past/present/future transformation women mirror-image pattern trapped worn out narrative possessions urban-decay natural forms similarities & differences
WEST COVENTRY SIXTH FORM
West Coventry Academy
Biology Transition Book Summer 2017
Student Name: School:
This booklet has been prepared by Science staff for you to read. The idea being that this will help you be sure that you get off to the best possible start in this subject. It is very important that you read this booklet carefully over the summer. You must seriously attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first real indicator of how seriously you are prepared to be in your A’ Level studies.
A-Level Biology
This subject is taught at: Tile Hill Wood Westwood The key staff on each site are:
Mrs Jo Woods – Head of Science, Tile Hill Wood School [email protected]
Mrs V Wiliams – Westwood School [email protected]
Course Details
Course Title: A-level Biology Exam board: OCR Exam Code: AS – HO20 A2 – H420 Exam Board web site: http://www.ocr.org.uk/
Assessment method: Biology A level is assessed by 4 units of examinations. A practical endorsement qualification can be achieved if students demonstrate competence using and applying a range of biological techniques during the two year course.
Minimum requirement: Standard entry requirements of five A*-C grades including English language and mathematics (Grade B) and to have studied Higher Level science at GCSE level. You may have studied Triple Science (biology, chemistry, physics) and achieved at least Grade B or alternatively, you may have studied Core Science + Additional Science (at least 2 science GCSE’s and a hieved at least Grade B.
Please note: Biology is a practical subject which is taught using a variety of methods including laboratory- based work, analytical skills, and sometimes requires students to get their hands dirty! We do dissections and field-based studies, as well as trips to Coventry and Warwick University. Students will be expected to take a full and active part in all aspects of the course.
About the A Level Biology course sBiology i a popular academic course that is often linked with studying other sciences but equally is popular with students who want to continue with one science, and these often choose biology. As a subject it combines well with Humanities subjects, Arts and Sports-based A level studies, as well as with students who choose to study Health and Social Care. Biology is a wide-ranging discipline and to do well in biology. You need to be literate, numerate and articulate. In addition you need to be committed to spending as much time outside of the classroom working on your biology as you spend in the actual class. You have to put in a lot of work in Biology but if you do it is so much more enjoyable as you will achieve more in the end.
AS Biology: Module 1: Development of practical skills in biology
The development of practical skills is a fundamental and integral aspect of the study of any scientific subject. These skills not only enhance learners’ understanding of the subject but also serve as a suitable preparation for the demands of studying biology at a higher level. Practical skills are embedded throughout all the content of this specification. Learners will be required to develop a range of practical skills throughout their course in preparation for the written examinations
Module 2: Foundations in biology
All living organisms have similarities in cellular structure, biochemistry and function. An understanding of these similarities is fundamental to the study of the subject. This module gives learners the opportunity to use microscopy to study the cell structure of a variety of organisms. Biologically important molecules such as carbohydrates, proteins, water and nucleic acids are studied with respect to their structure and function. The structure and mode of action of enzymes in catalysing biochemical reactions is studied. Membranes form barriers within, and at the surface of, cells. This module also considers the way in which the structure of membranes relates to the different methods by which molecules enter and leave cells and organelles.
Module 3: Exchange and transport
In this module, learners study the structure and function of gas exchange and transport systems in a range of animals and in terrestrial plants. The significance of surface area to volume ratio in determining the need for ventilation, gas exchange and transport systems in multicellular organisms is emphasised. The examples of terrestrial green plants and a range of animal phyla are used to illustrate the principle.
Module 4: Biodiversity, evolution and disease
In this module the learners study the biodiversity of organisms; how they are classified and the ways in which biodiversity can be measured. It serves as an introduction to ecology, emphasising practical techniques and an appreciation of the need to maintain biodiversity. The learners also gain an understanding of the variety of organisms that are pathogenic and the way in which plants and animals have evolved defences to deal with disease. The impact of the evolution of pathogens on the treatment of disease is also considered. The relationships between organisms are studied, considering variation, evolution and phylogeny.
A2 Biology: Module 5: Communication, homeostasis and energy
It is important that organisms, both plants and animals are able to respond to stimuli. This is achieved by communication within the body, which may be chemical and/or electrical. Both systems are covered in detail in this module. Communication is also fundamental to homeostasis with control of temperature, blood sugar and blood water potential being studied as examples. In this module, the biochemical pathways of photosynthesis and respiration are considered, with an emphasis on the formation and use of ATP as the source of energy for biochemical processes and synthesis of biological molecules.
Module 6: Genetics, evolution and ecosystems
This module covers the role of genes in regulating and controlling cell function and development. Heredity and the mechanisms of evolution and speciation. Some of the practical techniques used to manipulate DNA such as sequencing and amplification are considered and their therapeutic medical use. The use of microorganisms in biotechnology is also covered. Both of these have associated ethical considerations and it is important that learners develop a balanced understanding of such issues.
Career Pathways Biology provides you with o p p o r t u n i t i e s t o d e v e l o p the skills required to study sciences at a higher level. The subject is wide-ranging, goes from cellular to global biology and incorporates analytical and evaluative skills that are much sought after in industry and employment. Students who have studied Biology in the past have followed a wide range of pathways including university, training schemes, and employment. Students having studies Biology can pursue pure academic Biology and other Science-related studies. However, many go on to study more applied subjects or apply the skills from Biology, in a diversity of situations.
Past students have gone on to study biological sciences, applied biology, medical sciences, environmental sciences, volcanology, forensics, holistic healing, sports-related courses, play rugby for England, psychology, education, analytical biochemistry, pharmacy, pharmacology, biomedical sciences, medicine, dance and performance arts to name but a few. We have contact with previous students who have not only followed biology to degree or Masters Level, but continued to study for PhD.
What equipment will be needed for the subject? An A4 ring binder. Dividers Lined paper Highlighter pens Pens, pencils, ruler A calculator
Please complete the following assignments over summer ready to hand in on the very first lesson in this subject: Activity 1 – Classification of Organisms.
You need to research the 5 Kingdoms and produce a Poster or Presentation to outline the characteristic features of each of the Kingdoms.
These are: Prokaryotae, Protoctista, Fungi, Plantae, Animalia
You should include examples from each kingdom and be able to identify which kingdom an organism belong to, based on these characteristics.
Activity 2: Identification of Kingdoms Below are pictures of organisms. Based on your research in Activity 1, you should be able to identify and name which Kingdom the organism belongs to.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
TASK: Put the name of the kingdom the organism belongs to in the corresponding numbered box below.
Bonus Marks: if you name the organism as well!
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Reading List You will be issued with the core course textbook. In addition, the following may be useful in supporting your independent learning.
Books, newspapers and magazines Any good biology textbook, New Scientist magazine, Biological Sciences Review, Nature, National Geographic magazine, Wildlife Watch and any other biology-related magazines. A good quality newspaper (Particularly the science section) such as; The Guardian, The Times, The Telegraph, The Independent or the I for a more concise read.
Recommended Television shows/videos to watch Discovery channel National Geographic channel Countryfile Horizon Autumnwatch/Springwatch
Se ret life of…. ats, dogs or anything else iologi al David Attenborough Secrets of Science series
Useful websites www.ocr.org.uk www.bbc.co.uk/science www.guardian.co.uk/science www.getrevising.co.uk
‘Seen in the light of evolution, biology is, perhaps, intellectually the most satisfying and inspiring science. Without that light it becomes a pile of sundry facts -- some of them interesting or curious but making no meaningful picture as a whole.’
Theodosius Dobzhansky (1972) "Nothing in Biology Makes Sense Except in the Light of Evolution"
WEST COVENTRY SIXTH FORM
SUBJECT TRANSITION BOOK Summer 2017
West Coventry Academy
BTEC Level 3 Applied Science
STUDENT NAME: SCHOOL: This booklet has been prepared by Science staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. BTEC Level 3 National Extended Certificate in Applied Science
This subject is taught at: Tile Hill Wood School and Language College The key staff are:
Mrs J Coupe, West Coventry academy [email protected]
Mrs K Ferron, West Coventry academy [email protected]
Course Details
Course Title: BTEC Level National Extended Certificate in Applied Science Exam board: Edexcel Exam Board web site: http://www.edexcel.com
About the course
BTEC Level 3 National Extended Certificate in Applied Science:
The Pearson BTEC Level 3 National Extended Certificate in Applied Science is intended as an Applied General qualification for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment, possibly in the applied science sector. The qualification is equivalent in size to one A Level and aims to give a coherent introduction to study of the applied science sector.
The content of this qualification has been developed in consultation with academics to ensure that it supports progression to higher education. Employers and professional bodies have also been involved and consulted to confirm that the content is appropriate and consistent with current practice for learners planning to enter employment directly in the applied science sector. To achieve a full A-level learners will study three mandatory units. The course summary is shown in the table on the next page.
Summary of the course:
AS level A - level Certificate Extended Certificate (180 GLH) (360 GLH) Equivalent in size to 0.5 A - levels Equivalent in size to 1 A - level Total: 2 UNITS Total: 4 UNITS 2 MANDATORY UNITS 3 MANDATORY UNITS Unit 1: Principles and Applications of Science I (90 GLH) Unit 1: Principles and Applications of Science I (90 GLH) [*][S] [*][S] Unit 2: Practical Scientific procedures and Techniques (90 Unit 2: Practical Scientific procedures and Techniques (90 GLH) [*] GLH) [*] Unit 3: Science investigation Skills (120 GLH) [*] [S]
One optional unit selected from the following list: 8. Physiology of Human Body Systems 9. Human Regulation and Reproduction 10. Biological Molecules and Metabolic Pathways 11. Genetics and Genetic Engineering 12. Diseases and Infections 13. Applications of Inorganic Chemistry 14. Applications of Organic Chemistry 15. Electrical Circuits and their Application 16. Astronomy and Space Science
Key: [*] Mandatory unit that must be passed
[S] Mandatory Synoptic Unit
Assessment method:
Unit 1: Principles and Applications of Science I, students are required to sit a 90 minute written exam which is worth 90 marks. The exam is split into three equal sections (Biology, Chemistry and Physics).
• The exam will include a range of question types including multiple choice, calculation, short answer and open response.
Unit 2: Practical Scientific procedures and Techniques. Students complete a series of tasks set in a work- related scenario which a tailored to local industry needs.
Unit 3: Science Investigation Skills, students are set a two-part task, where they have to complete an experiment under timed conditions, and then complete a written task based on their findings.
• The task aims to test the student's ability to plan, record, process, analyse and evaluate scientific findings.
Optional Units: Set and marked by Centre
Students complete a series of tasks set in a work- related scenario which a tailored to local industry needs.
Minimum requirement: Standard entry requirements of five A*-C grades including English language, athe atics a d 2 B’s i scie ce. What equipment will be needed for the subject? An A4 ring binder. Dividers Lined paper Pens, pencils rulers A scientific calculator.
Please complete the following assignments over summer ready to hand in on the very first lesson in this subject:
Activity 1 – Fundamentals of science. Periodic Table of Elements
Independent research is a key part of your course.
Research the following topics using your GCSE work, books and websites to produce a detailed poster or a PowerPoint presentation.
This presentation will form the first part of your course: a) The work of Mendeleev on the development of the structure of the modern Periodic table, b) The separate work of Thomson, Rutherford and Bohr on the developing structure of an atom,
Please include in your presentation the lay out of the periodic table, using terms like group, period, metals and state.
Explain why elements are grouped in a certain way and give some examples of reactions.
Also include the current theory for the structure of an atom, including sub atomic particles and electrons shell configuration.
Activity 2 – Working in the Science Industry Understanding how to complete practical work safely and professionally is a key part of the course.
Research the following roles in the science industry. a) Scene of Crime Officer/forensic laboratory technician b) laboratory technician in haematology department of a hospital
From your notes write a job description for one of the roles which could be included in a job advert.
Include the following: • what qualifications the role would need • what day to day tasks are involved • any equipment the technician would use • what safety precautions they would need to use
Reading List
Books, newspapers and magazines Any A-leveL, Biology, chemistry and physics book BTEC Level 3 applied science textbook Heinemann, ISBN 978-1-846906-80-0 Other good sources to read: New scientist WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017 BTEC National in Sport Level 3
STUDENT NAME: SCHOOL:
This booklet has been prepared by PE staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. BTEC Sport Level 3
This subject is taught at:
West Coventry Academy/Westwood School The key staff are:
Mr M Gerrard – Leader of BTEC Sport Level 3/Mr Burch/Miss Tapping/Miss Kimberlin/Mr Teasdale [email protected]
Course Details
Course Title: BTEC National in Sport Level 3 Exam board: Edexcel/Pearson
Exam Board web site: www.edexcel.com
www.btec.co.uk
Assessment method: The BTEC Sport Level 3 qualification is assessed both externally and internally via coursework based assignments. Pathways include; Extended Certificate (single A Level equivalent), Diploma (double A Level equivalent), and Extended Diploma (triple A Level equivalent).
Unit 1: Anatomy and Physiology is a written exam for 1.5 hours, worth 90 marks. This will be set and marked by Pearson, with 1 re-take allowed.
Unit 2: Fitness Training and Programming for Health, Sport and well-being is the second externally assessed unit where pre-released information is released 1 week prior to a controlled assessment in exam conditions. 1 week prior to the assessment learners will receive information within controlled conditions where 4 hours can be spent preparing information. After this, on a date specified by Pearson, learners will then spend a further 2.5 hours applying this within controlled conditions. About the course There has been significant increases in the popularity of BTEC Sport Level 3 since 2010. This has been driven by increased investment, publicity (Olympics), and subsequent vocational opportunities. With a third of workers in this sector having no formal qualifications beyond Level 1, many employers complain they cannot fill vacancies because of the skills shortage. This course exists to enable learners to be at the forefront of sport where these opportunities exist. Units are tailored to the needs of learners and the Sports sector (e.g. Sports Coaching).
Delivery Outline A BTEC is a flexible qualification, made up of a number of units determined by the level and size being studied. These are detailed below;
Extended Certificate (1 A Level equivalent) Units covered to include; Anatomy and Physiology (exam), Practical Sports Performance, Fitness Training and Programming (controlled assessment), Professional Development in the Sports Industry.
Units studied: 1/2/3/7
Diploma (2 A Level equivalent) Units covered in addition to the Subsidiary Diploma above include; Sports Leadership, Coaching for Performance, Sports Event Organisation, Investigating Business in Sport and the Active Leisure Industry, Skill Acquisition in Sport.
Units studied: 4/8/10/22/23 (plus the above)
Extended Diploma (3 A Level equivalent) Units covered in addition to the Diploma and Subsidiary Diploma include; Research Methods in Sport, Development and Provision of Sport and Physical Activity, Rules, Regulations, and Officiating in Sport, Technical and Tactical Demands of Sport, Sports Injury Management.
Units studied: 9/17/19/25/26 (plus all the above)
Academic and Career Pathways BTEC Sport Level 3 provides you with the skills required to study at a higher level whilst also developing the background knowledge that will be useful in the Sports Industry. Students who have studied this course in the past have followed a wide range of pathways including university, training schemes, and employment.
Previous degree courses followed include; Sport and Exercise Science, Sport Management, Sports Coaching, Sport Development and Coaching, and Sports Nutrition.
What equipment will be needed for the subject? An A4 ring binder/Dividers/Lined paper/Pens, pencils rulers. A memory stick/external hard drive.
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BTEC Nationals Sport Student Book 2 + Activebook: For the 2016 Specifications (BTEC Nationals Sport 2016) Paperback – 13 Jul 2017 by Adam Gledhill (Author), Alex Sergison (Author), Ms Chris Lydon (Author), Dale Forsdyke (Author), & 3 more
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Please complete the following assignments over summer ready to hand in on the very first lesson in this subject: Activity 1
Recommended websites; www.brianmac.com I e Bod http://i e od . o Introduction The human body is made up of many different systems that work together and allow us to take part in a huge variety of sport and exercise activities. An athlete can go from rest to all-out sprinting in a matter of seconds, whereas an endurance athlete can continue exercising for many hours at a time.
The skeletal and muscular systems work together to allow our bodies to perform a vast range of different movements. Our cardiovascular and respiratory systems act as a delivery service, working together to supply oxygen and nutrients to the body which in turn is used to produce energy for muscular contraction.
In order to appreciate how each of these systems function, you will study the structure of the skeletal, muscular, cardiovascular and respiratory systems. The human anatomy of these systems is very different but in terms of operation, each system is implicitly linked. Having an understanding of these body systems is imperative in the sport and active leisure industries in order to begin to appreciate how the body functions and how it copes with the many different stresses of exercise.
Scenario University places are extremely hard to get onto now days. You have applied for a place on a sports coaching degree. You have been called for an interview for a place on the course you want so much. As part of the application you must demonstrate a knowledge & interest in sport and the influences on performance. You have been given the topic of the Skeletal system to research & must be prepared to present and discuss fully in a discussion with an interview panel at the university.
Task 1
Using Powerpoint prepare slides for your discussion with your tutor:
a) Find a blank picture of the AXIAL skeleton & label it b) Find a blank picture of the APPENDICULAR skeleton & label it
For each you will be required to describe: (a) where it is located, (b) the bones that form that part of the skeleto , hat that skeleto s fu tio & ole is & d What o e e t it allo s DO NOT FORGET TO REFERENCE YOUR WORK & PICTURES
Task 2
Using Powerpoint prepare slides for your discussion with your tutor on the following:
a) The FIVE TYPES of bones: (1) Long Bones, (2) Short Bones, (3) Irregular Bones, (4) Flat Bones & (5) Sesamoid Bones.
b) Have a picture/diagram (of the bone & its structure/make up), (B) Purpose/Job, (C) Examples of bones in this category & where these examples are found & why they are placed in this category.
Task 3
Using Powerpoint prepare slides for your discussion with your tutor on the following: Find a blank picture of the skeleton & then identify the following 21 bones on it to include; cranium, clavicle, ribs, sternum, humerus, radius, ulna, scapula, ilium, pubis, ischium, carpals, metacarpals, phalanges x2, femur, patella, tibia, fibula, tarsals, metatarsals
Task 4
Using Powerpoint prepare slides for your discussion with your tutor on the following: a) Find a blank picture of the Vertebral Column & then identify each of the following regions: cervical, thoracic, and lumbar vertebrae, sacrum, coccyx
For each region you will need to identify & know: (A) how many bones make up that region, (B) the function of the region, (C) identify where the Atlas & Axis Bones are in the vertebral column & their function
Task 5
Using Powerpoint prepare slides for your discussion with your tutor on the following: Prepare a slide on each of the FUNCTIONS OF THE SKELETAL SYSTEM which covers the following:
(A) What it is, (B) How the skeleton provides it & (C) why the function is important/useful
THE FUNCTIONS: support; protection; attachment for skeletal muscle; source of blood cell production; store of minerals
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017 BTEC Travel and Tourism: Level 3 National Extended Certificate
STUDENT NAME: SCHOOL:
Tourism is big business! Tourism is the provision of the services to tourists. It is a growing sector, despite many recent challenges, that contributes US$7.2 trillion to the global economy and employs around 284 million (2015). In the UK alone it brought £127 billion to the British economy. This course is designed to enhance your understanding of this vital economic activity. This booklet has been prepared by Geography staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies.
BTEC Travel and Tourism
This subject is taught at: West Coventry Academy The key staff are:
Mrs S Hallet – Programme Coordinator, West Coventry Academy [email protected]
Mrs K Withers – Post 16 Year Manager, West Coventry Academy
Course Details
Course Title: BTEC Level 3 National Extended Certificate in Travel and Tourism
Exam board: Pearson
Exam Board web site: https://qualifications.pearson.com/en/qualifications/btec-nationals/travel- and-tourism-2017.coursematerials.html#filterQuery=category:Pearson- UK:Category%2FSpecification-and-sample-assessments
Assessment method:
Toda s BTEC Natio als are de a di g, as ou ould e pe t of the ost respected applied learning qualification in the UK. You will have to sit an external exam as well as completing a range of units assessed both internally and externally in the form of a portfolio of assignments. Your assignments may take a variety of forms including business reports, presentations and case studies. The nature of the course is vocational and you will be expected to plan, deliver and then attend certain events. It is imperative that you are organised and stick to the very strict deadlines dictated by the BTEC course. Minimum requirement: Standard entry requirements of five A*-C grades including English language and mathematics. It is not necessary to have studied Travel and Tourism at Level 2. About the course
The course is designed to provide a highly specialist, work-related qualification for the Travel and Tourism sector. It gives learners the knowledge, understanding and skills that they need to prepare for employment in the Travel and Tourism industry or further education in this area. You will also develop key skills that are transferable to other areas of leaning employment.
It is equivalent in size to one A Level taken over two years.
BTEC Level 3 National Certificate (Year 12) Equivalent to 0.5 of an A Level:
Unit 1: The World of Travel and Tourism (Externally Assesed) The travel and tourism industry in the UK is growing and is of major importance to the economy. In this unit, you will develop the skills needed to examine, interpret and analyse a variety of statistics that measure the importance of tourism to the UK. There are many influences on the industry and they are changing all the time. Some of them are within the control of travel organisations, while others are beyond their control. You will need to know how organisations react to changes and trends to determine their present and future operating policies.
Different types of organisation have different roles and offer a range of products and services to many different types of customer. You will need to understand how the organisations work together to benefit both themselves and their customers and you should be able to name examples of the key organisations in all sectors.
Unit 3: Managing the Customer Experience (Internally Assessed) This unit gives you an opportunity to explore the benefits of managing the customer experience. You will learn about the challenges facing the travel and tourism industry in an increasingly multichannel environment where there are many options for customers and their loyalty is important. In this unit, you will learn that as global competition increases, customer requirements and expectations increase. In order to retain customers, organisations must ensure the are a le to gi e the a full ra ge of alue-addi g ser i es a d experiences specifically targeted to their needs, and with the intention of exceeding their expectations. Organisations need to give instant solutions to concerns and problems that may come up, using various methods of communication.
BTEC Level 3 National Extended Certificate (Year 13) Equivalent to one A Level:
Unit 2: Global Destinations (Externally Assessed) Global destinations are a key aspect of travel and tourism and their appeal is strongly influenced by factors such as their location, access and changing trends. In this unit, you will use a range of resources to investigate the location and features of global destinations and explain the features that give appeal to global destinations and support different types of tourism. You will evaluate how travel plans/routes/itineraries meet customer needs. You will investigate consumer trends and the reasons the popularity of global destinations may change.
Unit 19: Work Experience in Travel and Tourism (Internally Assessed) Work-related learning opens your eyes to a range of opportunities in the travel and tourism industry. It gives you first-hand practical experience and the chance to see what a variety of jobs are really like, including some you may never have considered. It will give you a means of documenting practical experience, planning for personal and professional development and reflecting on your own skills. In this practical unit, you will learn about different types of work-related learning and their benefits. You will learn what information you need before starting the placement, and how the placement can help you develop key competencies needed for progression to further study or employability such as self-management, teamwork, problem-solving and communication skills. You will learn more about the expectations of different roles in the industry. You will research and take on relevant work experience and evaluate your performance using a reflective journal.
Academic and Career Pathways
On successful completion of a BTEC Level 3 qualification, a learner can progress to employment and/or continue their study in the same, or related vocational area.
Learners develop skills that are transferrable and that are highly regarded by higher education providers and employers. The transferrable skills that universities value include: the ability to learn independently, the ability to research actively and methodically and the ability to deliver presentations and participate as active group members.
The employability skills gained form a BTEC include: problem solving skills, communication, collaborative working, self-management and monitoring and adaptability.
Please complete the following assignments over the summer ready to hand in on the very first lesson in this subject:
Activity 1 – We all have experience of the Travel and Tourism sector, at the very least as customers. Our opinion of businesses within this sector will be shaped by the experiences we have as customers and ultimately will affect whether we use the company again.
For one event or holiday experience write a review of the quality of the experience you had. If you review a hotel visit, you might want to comment on the quality of the welcome you received, the room (cleanliness, facilities), the quality of the food and an overall comment on the quality of service you received (Were the staff polite, helpful, tidy?)
Activity 2 – Keep an eye out in the news of any events that may have an impact on tourism, both positive and negative. Collect any newspaper cuttings or article printouts and produce a scrap book. In previous years there have been epidemic outbreaks, terrorism events, natural disasters and business collapses to give you a few areas to get you thinking.
Reading List
Books, newspapers and magazines: Gillian Dale (2010) Edexcel BTEC Level 3 Travel and Tourism Book One: A copy will be provided by the school.
Useful websites: http://www.wttc.org : The world Travel and Tourism Council works to raise awareness of Travel & Tourism as one of the world's largest industries, supporting 260 million jobs and generating 9 per cent of world GDP. http://www.english-heritage.org.uk/: English Heritage is the Government's statutory adviser on the historic environment. Officially known as the Historic Buildings and Monuments Commission for England, we are an executive Non- Departmental Public Body sponsored by the Department for Culture, Media and Sport. Our principal powers and responsibilities are set out in the National Heritage Act (1983). http://www.merlinentertainments.biz/: Merlin Entertainments is the largest European entertainments company operating in Europe. Merlin runs 100 attractions in 22 countries across four continents. http://www.marriott.com/: Global hotel business. http://www.virgin-atlantic.com/gb/en.html: Virgin Atlantic is a major British success story. From our first leased jumbo to the UK's second largest long haul airli e, e' e o e a lo g a , a d there's still u h ore to do! www.visitbritain.com Television programmes: BBC Airport series A Very British Airline. BBC TWO: looks behind the scenes of British Airways
Come Fly with Me – on YouTube The Hotel Inspector 4 in a Bed Coach Trip Countryfile
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Sumer 2017
BUSINESS
STUDENT NAME: SCHOOL: This booklet has been prepared by business staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. AS and A-Level Business
This subject is taught at: West Coventry Academy Westwood The key staff are:
Mrs L McCarron – Head of Business, West Coventry Academy [email protected]
Mr Pateman – Head of Business, The Westwood Academy [email protected]
Course Details
Course Title: AS and A-level Business Exam board: AQA Exam Code: AS –7131 A Level – 7132 Exam Board web site: www.aqa.org.uk
Assessment method: The Business Studies AS level is assessed by two 90 minute examinations and the A Level by three 2 hour examinations.
Minimum requirement: Standard entry requirements of five A*-C grades including English language and mathematics. It is not necessary to have studied Business Studies at GCSE level.
About the course Business Studies is a popular academic course that is firmly grounded in the reality of the dynamic business environment. Students will study business in a variety of contexts from small, UK businesses to large global manufacturers and service industries. They will learn about the interrelated nature of business using business models, theories and techniques to support analysis of contemporary business issues and situations e.g. what made Google decide to withdraw Google Glass from sale? What effect has the merger of Heinz and Kraft had on the supermarkets and the food business in general? Students achieve good results in this subject and are taught in dedicated rooms with computers to use regularly. The subject explores the nature of businesses at all levels and how decision making helps improve competitiveness. This is studied through the arena of marketing, finance, operations and human resources where students are encouraged to think like managers and directors where millions of pounds may be at stake.
AS Business:
Paper 1 is 50% of the AS qualification and consists of 10 multiple choice questions, short answer questions and two data response stimuli with questions. It covers the whole of the specification content.
Paper 2 5is 0% of the AS qualification and comprises a compulsory case study consisting of approximately seven questions. It covers the whole of the specification content.
A-Level Business:
Paper 1 whichs i 33.3% of the A-level qualification and consists of 15 multiple choice questions, short answer questions and two essay questions. It covers the whole of specification.
Paper 2 swhich i 33.3% of the A-level qualification and comprises 3 data response questions made up of three or four part questions. It covers the whole of specification.
Paper 3 swhich i 33.3% of the A-level qualification and contains one compulsory case study followed by approximately six questions. It covers the whole of specification.
Academic and Career Pathways Business Studies provides you with the skills required to study at a higher level whilst also developing the background knowledge that will be useful in the work place. Students who have studied Business Studies in the past have followed a wide range of pathways including university, training schemes, employment and successfully starting their own entrepreneurial ventures. For university the course is particularly suitable preparation for Business Studies, Management, Accounting and Economics.
What equipment will be needed for the subject? An A4 ring binder Dividers Lined paper Pens, pencils rulers A calculator
Please complete the following assignments over summer ready to hand in on the very first lesson in this subject: Activity 1 – An entrepreneur’s story.
Read the case study below about an entrepreneur and their business start-up story. Then answer the questions below.
Entrepreneur : Jamie Murray Wells – Glasses Direct
Jamie Murray Wells is the founder and Executive Chairman of Glasses Direct, which he started at university. Studying for his final exams at university, Jamie discovered he needed to wear glasses. After visiting his local optician he was so staggered by the £150 price tag. I got fleeced £150 for a pair of glasses. I looked at them and thought, it’s just a bit of wire and glass, why does it need to cost so much?
So I looked into the costs and found that they could be made for around £15 a pair. I sent my prescription to the lab and then had two pairs that looked the same; the difference was that one cost £150 and the other £15. I realised there was an opportunity here to pass on these savings to customers, so I got together with some university friends, hired a web developer and used the last £1,000 of my student loan to get it started.
After finding a laboratory to support his idea for providing better value prescription glasses, he set up shop in his parents' front room with friends and family helping out. Word began to spread and within two months of trading, the phone was ringing constantly, and the orders began pouring in. With thousands of enquiries by the end of his summer holidays, what had begun as a sideline had become a real business meeting a real need. Glasses Direct, the first online prescription glasses retailer was born. The business grew in popularity and he raised £700,000 through various business angels (venture capitalists) as well as friends and family. They moved to new premises and hired a team of staff to help with the operations. In the first year they had turned over in excess of £1m and probably saved the UK public many times that amount on their prescription glasses.
Despite early threats of legal action, and pressure on his suppliers from high street brands, Jamie fought to fully establish Glasses Direct in the optical market place, and eight years later, the 29 year-old has seen the company grow to become the largest online retailer of prescription glasses in Europe. The company now ships a pair of glasses every few minutes round the clock, and has saved the UK public in excess of £40 million pounds on their glasses.
According to Jamie it was possible to start up with so little capital thanks to their suppliers – they would hold the stock for us, send the completed glasses out to customers and invoice us 30 days later. As we were taking payments upfront from customers, this enabled us to get the business going.
I watched cash flow like a hawk, and was also helped by the diminishing costs of technology and software at the time, after the dot com bubble. Other than this, I had all my friends working for me, and even kicked my sister out if her bedroom so I could use it as an office. I was the customer services, marketing, PR and accounts departments rolled into one.
TASK: Answer the questions below based on the examples above and your own knowledge:
1. What is an entrepreneur? (2 marks) 2. What characteristics did each of these entrepreneurs have that made them successful? (4 marks) 3. How important is market research in ensuring new business ideas are successful? (6 marks) 4. What methods can entrepreneurs use to raise the finance necessary to start up? (4 marks) 5. Both entrepreneurs spotted a gap in market: a. What gap did they spot? (2 marks) b. How important do you think it is to spot a gap in the market for a new small business? (6 marks) 6. What are the biggest obstacles to starting up a successful new business venture? (4 marks) 7. Without the entrepreneurial skills demonstrated by those in the case studies, these businesses would not have succeeded. To what extent do you agree with this statement? (10 marks)
Activity 2: Global Brands Quiz Below are the top 15 most valuable global brands in 2011 according to Inter brand. However they are not in the correct order.
TASK: Put the brands in the correct order from most valuable to least in the table below. 1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14. 15.
Activity 3: Who is enterprising? Look at the people below write down who they are and the company they are famous for starting.
Reading List
Books, newspapers and magazines Any good AQA textbook will help you with the independent work outside of school.
A-Level textbooks AQA A-level Business Year 2 Third Edition (Wolinski & Coates) AQA Business for A-level Year 2 (Surridge & Gillespie)
AS textbooks: AQA A-level Business Year 1/AS Third Edition (Wolinski & Coates) AQA Business for A-level Year 1/AS (Surridge & Gillespie)
Other good sources to read: Revision guides such as the CGP Business Studies for AQA – AS & A-Level Revision Guide Business Review magazine – Students will be able to access this when they start at WCSF because copies are available in the Study centres or library.
A good quality newspaper (Particularly the business section) such as; The Guardian, The Times, The Telegraph, The Independent or the I for a more concise read. Books and autobiographies written by famous entrepreneurs such as Howard Schultz, Terry Leahy, Richard Branson, Alan Sugar, Karan Bilimoria, Duncan Bannatyne, Deborah Meaden, Peter Jones, Theo Paphitis, Fraser Doherty etc
Recommended Television shows/videos to watch The Foods That Make Billions (BBC, 2011) A BBC series about how big business feeds us by transforming simple commodities into everyday necessities and highly profitable brands. There are three episodes which can be found on YouTube:
Business Nightmares with Evan Davis (BBC, 2011) - A BBC series about how even the world's top companies make mistakes. Insiders reveal how plans that seemed like a good idea turned into commercial calamities. All three episodes can be found on YouTube in four parts: Doomed Designs - www.youtube.com/watch?v=UxStG3b76sE Marketing Mess-ups - www.youtube.com/watch?v=9CtM0vCOCDg Disastrous Decisions - www.youtube.com/watch?v=YsXMuVq1MZI
Steve Jobs: Billion Dollar Hippy (BBC, 2011) – A BBC documentary on the history of Apple and Steve Jobs. It can be found on YouTube - www.youtube.com/watch?v=0Q-11cSNshc BBC Mark Zuckerberg Inside Facebook (BBC, 2011) – A BBC documentary on the history of Facebook and Mark Zuckerberg. It can be found on YouTube - www.youtube.com/watch?v=bMMei5NWDrQ
Dragons Den
RBS - Inside The Bank That Ran Out Of Money (BBC, 2011) – A BBC documentary on the rise and fall of the Royal Bank Of Scotland under Fred Goodwin. It can be found on YouTube - www.youtube.com/watch?v=st40Gps08KI
BP - In Deep Water (BBC, 2010) – A BBC documentary on BP and the Deepwater Horizon oil spill. It can be found on YouTube - www.youtube.com/watch?v=53KJecfzgjQ BBC Panorama – www.bbc.co.uk/programmes/b006t14n - The long running BBC current affairs programme, featuring interviews and investigative reports on a wide variety of subjects but often business related. In the past there have been relevant episodes such as The Big Squeeze, How to Survive the Meltdown and The Truth about Supermarket Price Wars. These documentaries are often available for up to a year after broadcast.
Useful websites www.tutor2u.net – Tutor2u is an essential Business Studies resource for all students. It contains an excellent Blog with relevant news stories, exam advice and analysis of topical events. It also has various quizzes, revision notes and Power Points for free. www.bbc.co.uk/news/business - Keep up to date with current events in the business world through the BBC website Business news section. Very easy to read and many helpful articles to gain real examples of the theory learnt in class. Vital for success in A2. www.guardian.co.uk/business/uk-edition - The Guardian newspaper Business section. Slightly more in-depth look at business current events and still free to access on-line. www.independent.co.uk/news/business - The Independent newspaper Business section. Another great source for business stories and again still free on-line. www.thetimes100.co.uk - The Times 100 contains case studies, revision notes and quizzes on a range of firms
www.aqa.org.uk - AQA exam board for A-level Business Studies containing full resources, specification, past papers and answers and exemplar student material.
How will the work produced here fit into subsequent work and the specification as a whole?
The first unit of the AS course explores the planning and financing of new businesses, whilst the second unit looks at growing businesses and how these are managed. Whatever business is investigated and whichever of the topics chosen, this work will increase your understanding of either or both these units.
Completing these assignments will introduce you to the language of the course and allow you to really get involved in the first few weeks of teaching. WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017 CHEMISTRY
STUDENT NAME: SCHOOL: This booklet has been prepared by Chemistry staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. A-Level Chemistry
This subject is taught at:
Westwood academy Tile Hill Wood School & Language College The key staff are:
Mrs. Andrea French – Chemistry teacher, West Coventry Academy [email protected] Ms Elaine Davis – Chemistry teacher, Tile Westwood Academy [email protected]
Course Details Course Title: A-level Chemistry Exam board: AQA Exam Code: AS –7404 A –level – 7405 Exam Board web site: www.aqa.org.uk
Assessment method: The Chemistry AS qualification is a stand-alone qualification and is assessed by two written examinations based on content and practical work. The Chemistry A level is assessed by three written examinations. These examinations will assess content from both years of the course. Two of the examinations are based mainly on the content and one paper is based on practical work and some of the content.
Minimum requirement: Standard entry requirements of five A*-C grades including English language and mathematics. Students should have gained at least a grade B in GCSE Additional Science or GCSE Chemistry AND at least a grade B in GCSE Mathematics.
About the course
Chemistry allows you to develop a range of skills requested by both employers and universities. For instance, a successful GCE level chemist will be an effective problem-solver and be able to communicate efficiently both orally and with the written word. Handling data will be a key part of your work, allowing you to demonstrate information retrieval skills as well as use of numeracy and ICT. You will build up a range of practical skills that require creativity and accuracy as well as developing a firm understanding of health and safety issues. As chemistry is a subject in which much learning stems from experimental work it is likely that you will need to work effectively as part of a group, developing team participation and leadership skills. As you become more skilled you will take responsibility for selecting appropriate qualitative and quantitative methods, recording your observations and findings accurately and precisely as well as critically analysing and evaluating the methodology, results and impact of your own and others' experimental and investigative activities.
AS Chemistry: The AS is a separate qualification.
Paper 1 is 50% of AS and assesses Relevant Physical chemistry topics (Atomic structure, Amount of substance, Bonding, Energetics, Che i al e uili ia, Le Chatelie ’s p i iple a d Kc, Oxidation, reduction and redox equations), Inorganic chemistry (Periodicity, Group 2, the alkaline earth metals, Group 7(17), the halogens) and Relevant practical skills
Paper 2 is 50% of AS and assesses Relevant Physical chemistry topics (Amount of substance, Bonding, Energetics, Kinetics, Che i al e uili ia, Le Chatelie ’s p i iple a d Kc), Organic chemistry (Introduction to organic chemistry, Alkanes, Halogenoalkanes, Alkenes, Alcohols, Organic analysis), Relevant practical skills
A-level Chemistry:
Paper 1 is 35% of the A level and assesses Relevant Physical chemistry topics (Atomic structure, A ou t of su sta e, Bo di g, E e geti s, Che i al e uili ia, Le Chatelie ’s p i iple a d Kc, Oxidation, reduction and redox equations, Equilibrium constant Kp for homogeneous systems, Electrode potentials and electrochemical cells, Acids and bases ), Inorganic chemistry (Periodicity, Group 2, the alkaline earth metals, Group 7(17), the halogens, Properties of Period 3 elements and their oxides, Transition metals, Reactions of ions in aqueous solution), Relevant practical skills.
Paper 2 is 35% of the A level and assesses Relevant Physical chemistry topics (Amount of substance, Bonding, Energetics, Kinetics, Che i al e uili ia, Le Chatelie ’s p i iple a d Kc, Rate equations), Organic chemistry (Introduction to organic chemistry, Alkanes, Halogenoalkanes, Alkenes, Alcohols, Organic analysis, Optical isomerism, Aldehydes and ketones, Carboxylic acids and derivatives, Aromatic chemistry, Amines, Polymers, Amino acids, proteins and DNA, Organic synthesis, Nuclear magnetic resonance spectroscopy, Chromatography), Relevant practical skills
Paper 3 is 30% of the A level and assesses any content and any practical skills
Academic and Career Pathways Chemistry is essential for students wishing to follow a career in medicine, dentistry, veterinary science, pharmacy and chemical engineering
What equipment will be needed for the subject?
An A4 ring binder.
Dividers
Lined paper
Pens, pencils, rulers
A scientific calculator.
Please complete the following assignments on separate sheets of paper over summer ready to hand in on the very first lesson in this subject. Make sure you show all working out for the calculations
Activity 1 – Research skills
Choose one of the tasks below then use your online searching abilities to see if you can find out as much about the topic as you can. Remember it you are a prospective A level chemist, you should aim to push your knowledge. Do not be tempted to copy out Wikipedia or similar entries.
You can make a 1-page summary for each one you research using Cornell notes: http://coe.jmu.edu/learningtoolbox/cornellnotes.html
Task 1: The bomb calorimeter What is a bomb calorimeter? How does it work (simply)? How is it used in food science?
Task 2: Why is copper sulfate blue? Copper compounds like many of the transition metal compounds have got vivid and distinctive colours – but why?
Task 3: Aspirin What was the history of the discovery of aspirin, how do we manufacture aspirin in a modern chemical process?
Task 4: Drinking water How is drinking water purified? Why is chlorine added to drinking water? Evaluate the pros and cons of adding chlorine to drinking water.
Task 5: Thalidomide Thalido ide aused a t agedy i the 96 ’s. What was it? How did the he i al st u tu e of thalidomide contribute to the disaster?
Activity 2: Mathematical techniques essential for A-level Chemistry Complete all the questions on this page as they are some of the essential mathematical techniques needed when studying A-level Chemistry. These are the most commonly used techniques but, they are NOT the only mathematical skills that you will need when studying Chemistry. Answer questions on a separate sheet of paper. Show all your working when answering these questions.
1. Convert the following quantities:
(a) 0.5kg to g (b) 100cm3 to dm3 (c) 101000Pa to kPa (d) 37minutes to seconds
2. Write down the following masses in standard form:
(a) 0.0053g (b) 740g (c) 0.238g (d) 0.0904g
3. If a = 9 x 10-6 and b = 1.34 x 10-3 Calculate a + b, a – b, ab, and a /b giving your answers in standard form.
4. Write down the number of significant figures in each of the following masses:
(a) 1.0023g (b) 740g (c) 0.0000238g (d) 0.0904g
5. Write down each of the following quantities to 3 significant figures:
(a) 9.5685cm3 (b) 0.0057739moldm-3 (c) 37659dm3 (d) 56.036g
6. Round off the following quantities to 2 decimal places:
(a) 0.5634g (b) 23.166cm3 (c) 0.0072dm3 (d) 0.0782moldm-3
7. If a = 3, b = 7, c = 5, and d = 2 calculate 2a(c + b) , (d + c)/3a, 0.5c + 2b/a, and 0.6a x 3.5b/d. Give all your answer to 2 significant figures.
8. Find the simplest whole number ratio for each of the following. The numbers come from experiments so there will be some small random errors which mean that you can round the numbers a little bit.
a) 1.5 : 1 b) 1 : 1.98 c) 4.97 : 1 d) 1 : 2.52
9. Find the percentage of carbon in each of the following compounds:
(a) CH4 (b) CaCO3 (c) C6H12O6 (d) CH3COOH
10. Temperature can be converted from degrees Celsius (0C ) to Kelvins (K) using the formula
TK = TC + 273 where TK represents temperature in Kelvins and TC represents temperature in degrees Celsius. Use this formula to convert the following temperatures:
(a) 250C to K (b) -200C to K (c) 373K to 0C (d) 150K to 0C
11. Draw a graph for the data given in the table below:
Concentration of 0 0.1 0.2 0.3 0.4 0.5 0.6 nitric acid (moldm-3) Volume of carbon dioxide collected 0 10 25 39 61 62 84 (cm3)
(a) From the information in the table and on the graph what is your conclusion about what happened during this experiment?
(b) Are there any anomalous results in this set of data? What would you do with the anomalous results when drawing your graph?
3 12. Ali dissolved 1.35g of CuSO4 in 25cm of water. Ali poured the solution into a volumetric flask and he poured more water to make up the volume of the solution to 250cm3.
(a) How many moles of CuSO4 did Ali dissolve to make this solution?
(b) What is the concentration of the solution in the volumetric flask?
Reading List
Textbooks
AS and A2 Chemistry from Oxford University Press
Maths Skills for Chemistry (Nelson Thornes, ISBN 978-1-4085-2119-9)
AS and A2 Chemistry from Nelson-Thornes
AS and A2 Chemistry from Collins
Any A-level chemistry book
New Scientist
Chemistry Review
Web-sites www.chemguide.co.uk www.rsc.org www.royalsociety.org
www.a-levelchemistry.co.uk www.mp-docker.demon.co.uk www.docbrown.info/ www.chemsheets.co.uk
Current affairs
On interview for any Science related subject at University level you will be expected to be familiar with Science issues that are in the news. It is a good idea to read a quality newspaper (a weekend one is usually best) and watch the news and current affairs programmes.
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
Computer Science
STUDENT NAME: SCHOOL: This booklet has been prepared by computing staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. AS and A-Level Computer Science
This subject is taught at: West Coventry Academy The key staff are:
Ms Dhanjal – Head of ICT and Computing, West Coventry Academy [email protected]
Course Details
Course Title: AS and A-level Computer Science Exam board: OCR Exam Code: H006, H446
Exam Board web site: www.ocr.org.uk
Assessment method:
AS – 2 External Examinations worth 50% each
A2 – 2 External Examinations worth 40% each, and practical coursework worth 20% Minimum requirement:
About the course This is a challenging and engaging course that combines theoretical knowledge of computing and programming structures with a practical application of programming skills. This course is ideal for students who are passionate about computing and programming, who are keen to enter into further education or a career in this area. Lessons will involve practical activities as well as reviewing theoretical concepts. This course does have an element of coursework and practical programming at A2, though is predominantly assessed through final examinations. Practical, real world projects are undertaken to give students an insight into how programming is used in the modern business world. AS Computer Science:
Unit 1: Computing Principles This is an externally assessed unit, involving a final written examination. This unit covers key theory required for programming including computer systems, processors and software types. It also covers the use of data, and how data can be stored and processed effectively using relational databases. Students then cover the legal, moral and ethical implications of computing to equip them for moving on to programming.
Unit 2: Algorithms and problem solving This is an externally assessed unit, involving a final written examination. This unit involves students developing their programming skills using python. They will be required to solve problems using algorithms, and develop an understanding of key elements of coding and programming. This covers the practical understanding of how to solve problems and produce relevant code in order to do this.
A- Level Computer Science:
Unit 1: Computer Systems
This is an externally assessed unit, involving a final written examination. This unit covers similar topics as covered in AS, but these are done in much more depth and detail. Unit 2: Algorithms and programming
This is an externally assessed unit, involving a final written examination. This unit covers similar topics as covered in AS, but these are done in much more depth and detail. Unit 3: Programming project
This is a practical programming unit, where students will be given a project to complete using the planning techniques they have developed, and the practical coding that they will learn as part of this unit. Students will code using Python, SQL, PHP, JavaScript, HTML, CSS and Java. This will give students an understanding of a broad range of programming languages.
Academic and Career Pathways
Computer Science is an ideal subject for those who want to study Computing at a higher level, or want to enter into a computing based career such as data management, games design or computer programming. What equipment will be needed for the subject? An A4 ring binder Dividers Lined paper Pens, pencils rulers A calculator
Please complete the following assignments over summer ready to hand in on the very first lesson in this subject:
Computer Science: Practical Project
Tasks:
Task One:
You are going to be practicing coding and computer programming for your project, and before you do this you need to research and answer some key questions.
1) What is meant by the term computer programming?
2) In relation to computer programming, what is python (HINT: it is not a snake!)?
3) Identify and explain 3 benefits of learning to code.
Task Two:
You need to log on to the website www.codeacademy.com. There you will need to register as a user. You should use your school email to register, which is [email protected]
For example it may be:
You can then use your username again as your username on the site. Alternatively you can use a personal email login.
Once you have registered, you need to choose course catalog on the left hand side of the page, and then choose the course on PYTHON. The full course lasts for 13 hours, and if you complete all of this you will be in a great position, but you must ensure that you complete at least 5 hours of this over the holidays.
How does it work?
Down the left hand side of the panel, an example will appear, and then below that will be instructions. Follow the instructions by completing the task in the workspace at the centre of the screen. Once complete, submit and save the code to move on to the next task. WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
ECONOMICS
STUDENT NAME: SCHOOL: This booklet has been prepared by Economics staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. A ‐Level Economics
This subject is taught at: Westwood West Coventry Academy The key staff are:
Mr Pateman – Subject Leader: Business & Economics, Westwood Academy [email protected]
Mr Griffin – Yr13 Learning Manager, West Coventry Academy [email protected]
Course Details
Course Title: A ‐level Economics Exam board: OCR Exam Code: AS/ Year 1 = H060 2 Year A level – H460
Exam Board web site: www.ocr.org.uk
Assessment method: The Economics A level is assessed by through examinations in both micro and macro economics, (at the end of Year 1 – AS, or Year 2 ‐ Full A level) with a further Themes in Economics exam attached to the full A level course.
Minimum requirement: Standard entry requirements of five A*‐C grades including English Language at Grade B and Mathematics at Grade B. It is not necessary to have studied Economics or Business Studies at GCSE level.
About the course Economics is a robust academic course seeing a significant revival in popularity over the last 10 years, which combines the theoretical process behind the ways in which resources are allocated and decisions are made, with practical application to the modern economic world. Students will learn subject content alongside real economic events, as the global recession and recovery, the role of governments in achieving economic aims, and the inequalities of resources allocation around the world, the importance of BRIC, MIST and MINT economies, as well as the developing word.
Year 1 / AS – Microeconomics is 50% of AS (but doesn’t count towards the full A level) and covers the introductory aspects of microeconomics, including development and design of economic systems in allocating resources, the functions of demand and supply, the ways in which markets work, and fail, and the solutions available to decision makers in solving failing markets. The exam contains 15 x Multiple choice questions, 25 marks for data response and 1 x 20 mark essay. Year 1 / AS – Macroeconomics is 50% of AS (but doesn’t count towards the full A level) and provides an introduction to macroeconomic activity, analysing the management of the UK economy, policies, perils and pitfalls, including Inflation, unemployment, interest rates, exchange rates, price and aggregate demand, the balance of payments, economic growth, income redistribution, economic stability, and policy implementation including; fiscal, monetary and supply side policies. The exam contains 15 x Multiple choice questions, 25 marks for data response and 1 x 20 mark essay.
A level Year 2 – Microeconomics which is 33% of the A level focuses on attempts to understand the key issues behind the labour market, including models of market structure (Monopoly, MC, PC and Oligopoly), demand and supply with labour markets and the need the importance of leisure in determining labour supply. The Examination also will also include all microeconomic concepts from year 1.
A Level Year 2 – Macroeconomics which is 33% of the A level. This unit provides the conceptual framework for the understanding, analysis and evaluation of macroeconomic performance in national, regional and global contexts. It considers the causes and consequences of economic growth in: developed economies, such as the UK; regional blocs such as the EU; developing economies; and the wider global economy. It emphasises the ways in which individual economies and regional blocs are interdependent through trade, the process of economic integration and the increasing globalisation that characterises current economic activity. The Examination also will also include all macroeconomic concepts from year 1.
A Level Year 2 – Themes in Economics which is 33% of the full A level and combines all elements from across the specification.
Academic and Career Pathways Economics provides you with the skills required to study at a higher level whilst also developing the background knowledge that will be useful in the work place. Students who have studied Economics in the past have followed a wide range of pathways including university, training schemes, employment and successfully starting their own entrepreneurial ventures. For university the course is particularly suitable preparation for all economics courses, as well as being a facilitating subject for many other prestigious degree areas.
What equipment will be needed for the subject? An A4 ring binder. Dividers Lined paper / Graph Paper Pens, pencils, rulers (rubbers). . You will draw plenty of Graphs! (some incorrectly!) A calculator – This subject contains Mathematics!
Please complete the following assignments over summer ready to discuss on the very first lesson in this subject: Activity 1 – Economic Thinking . . . . You need to have an economic Point of View . . . . read all of the statements and questions below, and decide where your opinion on the matter lies.
What happens when oil eventually runs out? Why can't we just pay doctors and nurses more money? Why can't I just get a grant to go to university? The unemployed should get off their backsides and get a job! Why do people always get so excited about interest rate changes? Inflation ‐ no idea what it is; it doesn't affect me! It's obvious that fining polluters would stop them from doing it! We should just wipe out the debt that third world countries owe us. I never seem to have enough to get what I want, I wish I could win the lottery ‐ not millions just enough to get by! That CD I bought was a real bargain at £10 ‐ I would have paid anything up to £30 to get it, it is sooo cool! It's crazy, fishermen are catching decent fish and have to throw half of them overboard ‐ even though they are dead! It's not fair, they are the only firm I can buy from and they are so expensive; I don't have any choice! It's so annoying, the price of my train journey is twice as expensive before 9 o'clock! Not another threatened strike, why don't they just go back to work?
Activity 2: Famous Economists? Who are they? What are they famous for thinking?.
Activity 3: Watching TV FISCAL, MONETARY AND SUPPLY SIDE IN ACTION!
You need to watch the Masters of Money series . links are provided below . . Keynes provides a demand management PoV for beating recession, Hayek is at worst a monetarist, can’t abide the concept of socialism and believes in a true free market with no interference, and Marx is the most famous of all socialist thinkers. All have theories which could beat recession in different ways. . . . I think you will all end up as supporters of Hayekianism, but is any country brave enough to completely let go! Each documentary is an hour.
John Maynard Keynes ‐ http://www.youtube.com/watch?v=‐vQer7Q95xk
Freidrich A Von Hayek ‐ http://www.youtube.com/watch?v=tdDGUl7SncQ
Karl Marx ‐ http://www.youtube.com/watch?v=L3B_bgLd__8
Reading List
Books, newspapers and magazines Any good Economics textbook will help you with the independent work outside of school.
A2 textbooks OCR Economics for A Level Year 2: Textbook by Peter Smith, Hodder (2015) (ISBN: 9781471829956)
AS textbooks: OCR Economics for AS / A level Year 1: Textbook by Peter Smith, Hodder (2015) ISBN: 9781471829895
MUST READ: (ESSENTIAL BEDTIME BOOKS) 1. ‘The Undercover Economist’ or ‘The Undercover Economist Strikes Back’ – Tim Harford, turns everyday life into a battle of pure economics 2. ‘50 Economic Theories you really need to know’ – Edmund Conway, essential chronology of economics 3. 23 Things they don’t tell you Capitalism’ ‐ Ha Joon Chang. try ‘Thing 4 ‐ The washing machine has changed the world more than the Internet!!! 4. ‘Who runs Britain’ & ‘How do we fix this mess’ – Robert Peston, explain how Britain is in such a State! 5. ‘Freakonomics’ or ‘Think Like a Freak’: A rogue economist explores the hidden side of everything – Steve Levitt, watch the TV documentary for an even better insight!!! 6. ‘Nudge: Improving decisions about Health, Wealth and Happiness’ – Cass Sunstein, behavioural Economics in action! 7. The Economist . . .Follow it daily on the www. Their blogs are amazing especially the stuff on Game theory . . The 2012 Nobel prize for Economics was awarded for development in this area.
MUST WATCH
Money – BBC. . . shows you how to achieve without ever working! The News . . Daily Question Time . . .to understand political economics
MUST FOLLOW:
@peston – Economics Editor for the BBC @TimHarford – Author and Economic commentator @FalseEcon – Concerned about the effect of the UK government and their mismanagement of our economy? @HMtreasury or @Number10Gov ‐ Official Bank of England and UK Govt. Twitter @freakonomics – The fun side of economics
JUST FOR FUN . . .Try searching the following terms and consider their importance in society: 1. BURGERNOMICS (measuring the purchasing power of different nations according to the cost of a Big Mac!) 2. THE HAPPY PLANET INDEX (try to work out how happy we are as a nation according to the decision made for us!)
Useful websites www.tutor2u.net – Tutor2u is an essential Economics resource for all students. It contains an excellent Blog with relevant news stories, exam advice and analysis of topical events. It also has various quizzes, revision notes and Power Points for free. www.bbc.co.uk/economy ‐ Keep up to date with current events in the business and economic world through the BBC website Business news section. Very easy to read and many helpful articles to gain real examples of the theory learnt in class. Vital for success in A2. www.guardian.co.uk/business/uk‐edition ‐ The Guardian newspaper Business section. Slightly more in‐depth look at business current events and still free to access on‐line. www.independent.co.uk/news/business ‐ The Independent newspaper Business section. Another great source for business stories and again still free on‐line. www.youtube.com/econplusdal ‐ This guy will have a revision video on EVERY topic!!!! He is an economics teacher, examiner, and delivers exam prep sessions for tutor2u . . .when Yr13 ‘bumped’ into him last year, they were starstruck!!!!
How will the work produced here fit into subsequent work and the specification as a whole?
The first unit of the AS course explores the ways in which resources are allocated . . . the greatest economists have devoted their whole lives to solving this problem! Completing these assignments will introduce you to the language of the course and allow you to really get involved in the first few weeks of teaching. WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017 ENGLISH LANGUAGE AND LITERATURE
STUDENT NAME: SCHOOL: This booklet has been prepared by English staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and complete the work thoroughly. You should submit it to your subject teacher in the very first lesson. This will be the first impression you create and a real indicator of how seriously you are prepared to be in your studies.
A-Level Language and Literature The key staff are: Mrs Dean, Mrs Ford, Ms Autorino, Miss Egan, Miss Devlin, Mrs O'Reilly Course Details
Course Title: A-level Language and Literature Exam board: OCR ExamAS Level Code : – H074; A Level – H474 Exam Board web site: http://www.ocr.org.uk Assessment method: The English Language and Literature AS level is assessed by 2 examinations; A level is assessed by 3 examinations and an independent study (Non-examined assessment). Minimum requirement: Standard entry requirements of five A*-C grades including English language and mathematics. A grade B in English Language and English Literature is necessary to do well in this subject.
About the course The specification provides a full and coherent integration of literary and linguistic study in each of the units. It offers students an accessible and stimulating course in which they will engage with a variety of spoken and written texts.
The course is suitably demanding, leading students beyond the levels expected at GCSE towards an independence in analysing and commenting on texts, thus providing a firm foundation for study in Higher Education.
An attractive feature of the specification is the opportunity it provides students to explore the richness of language and literature and cultivate their own critical understanding. The course also enables students to develop their own creativity and expertise by producing their own creative writing.
All unit descriptions and criteria can be found by downloading the specification from the OCR website: http://www.ocr.org.uk/qualifications/as-a-level-gce-english-language-and- literature-emc-h074-h474-from-2015/
Academic and Career Pathways This A level is applicable generically to any career.
What equipment will be needed for the subject? You will need basic supplies for English lessons. No exercise book is provided and you will be expected to keep (and organise) your own folder of notes. We strongly recommend that students purchase their own copies of the set texts for the course but you may borrow them from school (for a deposit) if you prefer. You may also wish to buy additional texts to supplement your study. TRANSITION ASSIGNMENTS
Please complete the following assignments over the summer ready to hand in on the very first lesson in this subject:
ASSIGNMENT 1 – Grammar Word Classes All words can be classified into categories related to their function within a sentence. The main ones are nouns, verbs, adjectives, adverbs, determiners, pronouns, prepositions and conjunctions. Read this extract from The Man with the Dancing Eyes by Sophie Dahl. Write down examples of each of the main word classes above.
In the golden half-light of a idsu er s e e i g, the sort here a ki d of magic can occur, and often does, in the midst of a party held in a wild and rambling garden, stood Pierre, teetering on highly unsuitable heels, surrounded by a symphony of overripe roses. Nobody was quite sure where she came from or exactly what it was she did.
Using the results of this exercise, match these statements with the word classes above: … odif ou s a d pro ou s … ha ge te se … a e odal or au iliar …de ide the ea i g a d use of a noun … o sist of the defi ite arti le a d the i defi ite arti le …i di ate relatio ship … a e a su stitute for a ou ut a t e pre odified … a ha ge the i te sit of a se te e … o e t lauses … a e perso al or possessi e … a ha e a determiner and premodification or postmodification
ASSIGNMENT 2 – RESEARCHING CONTEXTS
Duri g the first ter e ill stud The Great Gats a d Rapture a collection of poems by Carol Ann Duffy.
Prepare a presentation in which you introduce ONE of the authors:
You should find out about: • Biographical information • Ho the riters e perie es a d eliefs are refle ted i their ork • Key themes explored by each writer • Social/historical/political issues which may have influenced the texts
Instructions: • Ensure that you gather information from at least 3 different sources, one of which must be a book (rather than a website) • Do not use Wikipedia to gather information • Include a bibliography (a list of books/websites you have used)
ASSIGNMENT 3 – CLOSE ANALYSIS Read the e tra t fro The Great Gats , hi h is take fro the ope i g of chapter 1 and answer the question below. Select and closely analyse the language in short quotations to support your ideas.
How does Fitzgerald introduce the narrator of the story?
In my younger and more vulnerable years my father gave me some advice that I've been turning over in my mind ever since.
"Whenever you feel like criticizing any one," he told me, "just remember that all the people in this world haven't had the advantages that you've had."
He didn't say any more, but we've always been unusually communicative in a reserved way, and I understood that he meant a great deal more than that. In consequence, I'm inclined to reserve all judgments, a habit that has opened up many curious natures to me and also made me the victim of not a few veteran bores. The abnormal mind is quick to detect and attach itself to this quality when it appears in a normal person, and so it came about that in college I was unjustly accused of being a politician, because I was privy to the secret griefs of wild, unknown men. Most of the confidences were unsought-frequently I have feigned sleep, preoccupation, or a hostile levity when I realized by some unmistakable sign that an intimate revelation was quivering on the horizon; for the intimate revelations of young men, or at least the terms in which they express them, are usually plagiaristic and marred by obvious suppressions. Reserving judgments is a matter of infinite hope. I am still a little afraid of missing something if I forget that, as my father snobbishly suggested, and I snobbishly repeat, a sense of the fundamental decencies is parcelled out unequally at birth.
And, after boasting this way of my tolerance, I come to the admission that it has a limit. Conduct may be founded on the hard rock or the wet marshes, but after a certain point I don't care what it's founded on. When I came back from the East last autumn I felt that I wanted the world to be in uniform and at a sort of moral attention forever; I wanted no more riotous excursions with privileged glimpses into the human heart. Only Gatsby, the man who gives his name to this book, was exempt from my reaction-Gatsby, who represented everything for which I have an unaffected scorn. If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away. This responsiveness had nothing to do with that flabby impressionability which is dignified under the name of the "creative temperament"-it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again. No- Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.
ASSIGNMENT 4 – CREATIVE WRITING Both the AS and A level courses involve created writing and you will be expected to write confidently in a range of genres. To practise this, complete the following tasks: 1) Write a journal entry, describing two significant days or events in your summer holiday.
2) Now use the events/activities/feelings you have described to create another text in a different genre. Choose from the following: - A formal letter - A newspaper report - An interview
- A guide to… For example, you might describe in your journal, an experience at a music festival. For your second piece of creative writing, you might choose to write a guide to surviving festivals or a newspaper report on the performance by the headline group.
West Coventry Sixth Form
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
Level 3 Food Science and Nutrition
STUDENT NAME: SCHOOL:
This booklet has been prepared by staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies.
Level 3 Diploma Food Science and Nutrition
This subject is taught at: Tile Hill Wood The key staff are:
Mrs Polidori– Subject Leader Technology , Tile Hill Wood School [email protected]
Course Details
Course Title: Level 3 Food Science and Nutrition Exam board: WJEC Exam Code:
Exam Board web site: www.wjec.co.uk
Assessment method: Controlled assessment – all units have a set piece of assessed coursework and an exam
Minimum requirement: Standard entry requirements of five A*-C grades including English language and mathematics. Study of Food at GCSE is an advantage.
About the course This is an exciting new course which will allow you to gain extensive knowledge about Food Science and Nutrition. You will learn about the relationship between the human body and food as well as practical skills about cooking and preparing food.
There is a strong emphasis on practical work, making this an ideal choice for you if you prefer to learn by doing. The course is structured through units of work.
WJEC Level 3 Diploma in Food Science and Nutrition
Unit Title Assessment Unit Number 1 Meeting Nutritional Needs of Specific Groups Exam and Controlled Assessment 2 Ensuring food is safe to eat Controlled Assessment 4 Current issues in consumer food choice Controlled Assessment
Unit 1 Meeting Nutritional Needs of Specific Groups
The purpose of this unit is to develop an understanding of the nutritional needs of specific target groups and plan and cook complex dishes to meet their nutritional needs. Through this unit, you will gain an understanding of how to identify hazards and minimise risks when producing food to meet the nutritional needs of specific groups. You will learn about different types of nutrients and how those are used by the body to ensure you can plan a balanced nutritious diet. You will develop advanced skills for preparing, cooking and presenting nutritious dishes that meet specific needs
Unit 2 Ensuring food is safe to eat In this unit you will learn about food safety, how micro-organisms can affect food safety, how some foods can cause ill health in people that have intolerances or allergies and what controls need to be in place to minimise the risks of food causing ill health. This learning will allow you to recommend the safety controls that should be in place in different environments where food is stored, prepared and cooked.
Unit 4 Current issues in consumer food choice Through this unit you will have the opportunity to develop knowledge and understanding of issues that are currently affecting consumer food choice. Through individual and group projects, you will learn about a range of consumer food choice issues and how key stakeholders are responding to these issues. The projects will also help you to develop the skills needed to effectively plan and carry out an individual research project. Current issues may include: Is it too expensive to eat healthy meals? Are mass produced economy ready meals meeting the needs of individuals? Should cooking skills be compulsory in schools? How much extra will consumers pay for organic food?
Academic and Career Pathways This qualifications could support progression into employment within the food and drink sectors of:
• hospitalit a d cateri g
• food productio
• food retail. In addition, a study of nutrition could assist care workers to support their service users or a fitness trainer to develop a diet for their customers. The qualification could support entry into higher/further education courses eg. BSc Food and Nutrition, BSc Human Nutrition, BSc Food Science and Nutrition and courses linked to Sport
What equipment will be needed for the subject?
An A4 ring binder, dividers Recipe file and a Current health issues file Knife set Ingredients for practical sessions.
Please complete the following assignment over summer ready to hand in on the very first lesson in this subject: Select one of the scenarios below and complete the activities
Nursery scenario The cook at your local children’s nursery (ages 2 to 5) has received comments from parents that the current menu is both unhealthy and repetitive. The cook is, therefore, planning to make changes to the menu to ensure it is healthy and appealing to the children.
Elderly Residential Home The cook at a local Elderly residential home has received comments that the current menu is unimaginative. The cook is therefore planning to make changes to the menu to ensure that dishes meet the nutritional needs of the elderly and have traditional appeal.
(i) Review the nutritional considerations that the cook will need to include when planning a monthly menu for this target group. (ii) Plan a weekly menu; this must include breakfast, mid-morning snack, lunch, mid-afternoon snack and tea. iii Pla , prepare a d cook a hole da ’s e u a d re ie the utritio al co te t of our proposed one day menu. You will need to take photos of the dishes (iv) Evaluate your finished outcomes referring to their sensory characteristics and appeal for the target group (v) Discuss whether your choices reflect current nutritional guidelines for target group and suggest improvements or alternatives to your menu choices. www.nutritionist-resource.org.uk www.annabelkarmel.com www.nhs.uk/Livewell/over60s Reading List Start collecting articles from newspapers and magazines linked to current food issues
Food magazines and those related to diet and fitness
Textbooks
Bender, D. (2002). An Introduction to Nutrition and Metabolism (3rd Ed). Oxford, UK: Taylor and Francis Ltd
Fo a d Ca ero ’s Food Scie ce, Nutritio a d Health 7TH edition) Hodder Arnold Publication
Foskett D, Campbell J (2008) Practical Cookery (11th Ed) Hodder Education
Recipe books
Blumenthal H. Heston Blumenthal at home. Bloomsbury publishing: October 2011 Masterchef Kitchen Bible Masterchef at home Mary berry Cook books Recommended Television shows/videos to watch – good to watch on iplayer Come dine with me – Channel 4 Food Inspectors – BBC 1 Great British Bake off – BBC2 Masterchef- BBC1 Heston Blumenthal – Channel 4 Jamie Oliver Ji ’s Food Factor – BBC1
Useful websites BBC Health: www.bbc.co.uk/health/healthyliving British Nutrition Foundation: www.nutrition.org.uk Department for Health: www.dh.gov.uk Food and Drink Federation: www.fdf.org.uk Food Standards Agency: www.food.gov.uk/aboutus/publications/industrypublications/ NHS: http://www.nhs.uk/livewell/healthy-eating/Pages/Healthyeating.aspx Physical Activity and Nutrition Wales: www.physicalactivityandnutritionwales.org.uk Vegetarian Society: www.veg.soc.org.uk www.bbc.co.uk/food/recipes www.bbcgoodfood.com www.annabelkarmel.com
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017 Further Mathematics
STUDENT NAME: SCHOOL: This booklet has been prepared by maths staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully and have a thorough attempt to complete the work and submit it to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. For Further Mathematics it is vital that the Mathematics transition booklet is completed fully and all the topics in it are fully understood. This will be a basis for many topics in Further Maths. A-Level Further Mathematics
This subject is currently taught at: West Coventry Academy The key staff are:
Mrs Woodward – Head of Maths, West Coventry Academy [email protected]
Course Details
Course Title: A Level Further Mathematics Exam board: Edexcel Exam Code: For AS Further Mathematics 8FM0 For A Level Further Mathematics 9FM0
Exam Board web site: www.qualifications.pearson.com
Assessment method: AS level Further Mathematics is assessed by two exams in year 12, this will not count towards the full A Level. The A Level Further Mathematics is assessed by four final exams in year 13.
Minimum requirement: Standard entry requirements of five A*-C grades (or equivalent 9-1 grades) including English language, along with Mathematics at Grade 8 or above.
About the course Further Mathematics is a challenging academic course that is designed to stretch students understanding of some familiar concepts whilst introducing some abstract mathematical concepts. Students will learn subject content alongside their Mathematics course and will at times need to apply the A Level Mathematics knowledge in different, more complex problems. The Decision element of Further Mathematics introduces students to the basis of logistics and the theory behind computer programming. For a mathematically able student, the course allows them to think beyond the textbook and explore mathematical ideas that are used widely in physics, engineering and computer gaming. Algebra skills are required to be at a high level and students must be especially confident in factorising.
AS Further Mathematics
Core Pure Mathematics – One 1 hour 40-minute Exam paper. Topics included are: Proof, Complex Numbers, Matrices, Further Algebra and Functions, Further Vectors and Further Differentiation and Integration.
Further Mathematics Options - One 1 hour 40-minute Exam paper. This can include Further Pure Mathematics, Further Statistics, Further Mechanics or Decision Mathematics, the content of which will be confirmed in September.
A Level Further Mathematics
Core Pure Mathematics 1 and 2 – Two, 1 hour 30-minute Exam papers. Topics included are: Proof, Complex Numbers, Matrices, Further Algebra and Functions, Further Vectors and Further Differentiation and Integration, Differential Equations, Polar Coordinates and Hyperbolic Functions
Further Mathematics Options - Two, 1 hour 30-minute Exam papers. This can include Further Pure Mathematics, Further Statistics, Further Mechanics or Decision Mathematics, the content of which will be confirmed in September.
Academic and Career Pathways Further Mathematics provides you with the skills required to study at a higher level whilst also developing logical problem solving skills that will be useful in the work place. Students who have studied Further Mathematics have boosted their Mathematics A Level grade and found the subject useful when they are studying Mathematics at university. It also has applications in applied subjects such as Engineering, Physics and Economics. Students in the past have followed a wide range of pathways including university, training schemes, employment and have found that the combination of Mathematics and Further Mathematics A Level is well regarded by employers.
What equipment will be needed for the subject? An A4 ring binder, with dividers Lined paper Pens, pencils, ruler A scientific calculator. We recommend the new Casio Classwiz fx-991EX. PLEASE CONSULT WITH THE MATHS DEPARTMENT BEFORE BUYING ANY OTHER MODEL.
In addition to the Mathematics Transition Booklet, please complete the following assignment ready to hand in on the very first lesson in this subject:
Algebra
1) Factorise 3x² +4x – 15 2) Factorise 9x² – 16 3) Solve x² – 81 = 0 4) Solve by completing the square 2x² +6x – 21 = 0 5) Use the formula to solve 4x² +6x – 5 = 0 6) Solve the simultaneous equations 2x – 3y = 6 and xy = 12 7) Solve the simultaneous equations 2x² + y² = 9 and x + y = 3 8) Given that x=2 is a solution to x³ -2x² -3x +6 = 0, find the other solutions
Similarity
Pythagoras Find the distance between the two points
Indices and surds 3 1) d 4
2) 82 / 3
3) 0.04 1/ 2
3 / 2 1 4) 16
5) 23aa1/ 2 5/ 2
1/ 2 6) xy24
1 )7 13 4 )8 26 7 )9 27 3 10) 15
13 11) 5 15 12) 35
Transformations
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
GEOGRAPHY
STUDENT NAME: SCHOOL:
1
This booklet has been prepared by geography staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. A‐Level Geography
This subject is taught at: Tile Hill Wood Westwood The key staff are:
Mrs Tuckey – Head of Geography, Tile Hill Wood School [email protected]
Mrs Dhesi ‐ Head of Geography, The Westwood Academy [email protected]
Mr Josh Hensher – The Westwood Academy [email protected]
Course Title: A‐level Geography Exam board: AQA Exam Code: 7037
Exam Board web site: www.aqa.org.uk/subjects/geography/as‐and‐a‐level/geography‐7037
Assessment method: The Geography A level is assessed by 2 units in an examination worth 80% and an Individual Investigation worth 20%.
Minimum requirement: Standard entry requirements of five A*‐C grades including English language and mathematics. It is not necessary to have studied Geography at GCSE level.
About the course Geography is a popular academic course where students will develop and apply their understanding of geographical concepts and processes to understand and interpret our rapidly changing world. Students will develop an awareness of the complexity of interactions within and between societies, economies, cultures and environments at scales from local to global. While studying the course students will develop as global citizens who recognize the challenges of sustainability and the implications for their own and others’ lives. Most of all, students will be inspired by the world around them, and gain enjoyment and satisfaction from their geographical studies and understand their relevance.
2
AS Geography:
Water and Carbon cycles This section of our specification focuses on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. This section specifies a systems approach to the study of water and carbon cycles. The content invites students to contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider geography and their central importance for human populations. The section offers the opportunity to exercise and develop geographical skills including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills including those associated with and arising from fieldwork.
Hazards This optional section of our specification focuses on the lithosphere and the atmosphere, which intermittently but regularly present natural hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environments they occupy. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork.
Changing Places This section of our specification focuses on people's engagement with places, their experience of them and the qualities they ascribe to them, all of which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated, the factors and processes which impact upon places and how they change and develop over time. Through developing this knowledge, students will gain understanding of the way in which their own lives and those of others are affected by continuity and change in the nature of places which are of fundamental importance in their lives.
A2 Geography:
Global systems and global governance This section of our specification focuses on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Increased interdependence and transformed relationships between peoples, states and environments have prompted more or less successful attempts at a global level to manage and govern some aspects of human affairs. Students engage with important dimensions of these phenomena with particular emphasis on international trade and access to markets and the governance of the global commons. Students contemplate many complex dimensions of contemporary world affairs and their own place in and perspective on them. Study of this section offers the opportunity
3 to exercise and develop both qualitative and quantitative approaches to gathering, processing and interpreting relevant information and data including, those associated with and arising from fieldwork.
Coasts This section of our specification focuses on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. In common with water and carbon cycles, a systems approach to study is specified. Student engagement with subject content fosters an informed appreciation of the beauty and diversity of coasts and their importance as human habitats. The section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork.
Contemporary Urban Environments This optional section of our specification focuses on urban growth and change which are seemingly ubiquitous processes and present significant environmental and social challenges for human populations. The section examines these processes and challenges and the issues associated with them, in particular the potential for environmental sustainability and social cohesion. Engaging with these themes in a range of urban settings from contrasting areas of the world affords the opportunity for students to appreciate human diversity and develop awareness and insight into profound questions of opportunity, equity and sustainability. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork.
Academic and Career Pathways Geography provides you with the skills required to study at a higher level whilst also developing skills that will be useful in the workplace. Students who have studied Geography in the past have followed a wide range of pathways including university, training schemes and employment. For university the course is particularly suitable preparation for Geography, Hazard Management, Environmental Science, Town Planning, Conservation and Tourism to name just a few.
What equipment will be needed for the subject? An A4 ring binder. Dividers. Lined paper Pens (including black fine liners) pencils, rulers, protractor, compass, highlighters. A calculator.
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Please complete the following assignments over summer ready to hand in on the very first lessons in thi subject: Activity 1 Changing Places Produce a collage of images for Coventry to show differences between areas. Collect and analyse data to highlight these differences for example if a particular area has a higher percentage of people with qualifications or higher number of people renting homes.
Activity 2 Natural Hazards
Over the summer holiday produce a scrap book on Natural Hazards. Read newspapers and listen out for reports on any earthquakes, tsunamis or volcanic activity anywhere in the world.
You are to keep newspaper cuttings, printouts and written notes in your scrap book which you can refer back to later on in the course.
Activity 3 Water and Carbon Cycles
Draw the hydrological cycle and label its inputs, outputs, stores and flows Independent Research 1. What affect can humans have on the hydrological cycle? 2. What is a storm hydrograph and what factors can impact it? (Physical and human) 3. How have humans contributed to drought in Australia? 4. How might climate change impact the hydrological cycle? 5. What are the human and physical causes of water insecurity? http://www.fao.org/nr/water/issues/scarcity.html http://www.fao.org/nr/water/docs/wwd07brochure.pdf
How the work produced will fit into subsequent work and the specification as a whole –
These two pieces of work should allow you to get a good introduction to the first two topics of the AS course. Both the rivers and population topics are compulsory at AS level.
A basic knowledge of global population growth, its causes and consequences is essential in order to understand the early concepts of the AS course. Likewise, students need to understand the causes of flooding and need to show their ability to understand a case study as this is essential at post 16 level.
5
Reading List Books, newspapers and magazines.
A ‐ Level textbooks: AQA A Level & AS – Human Geography Simon Ross OXFORD ISBN 978‐0‐19‐836654‐6
AQA A Level Geography 4th Edition Malcolm Skinner HODDER EDUCATION ISBN 978‐1‐4718‐5869‐7
Other good sources to read: Geographical Magazine (A monthly magazine available from a newsagent)
National Geographic. (A monthly magazine featuring excellent photographs). Available from newsagents
A good quality newspaper such as; The Guardian, The Times, The Telegraph, The Independent or the I for a more concise read. The Coventry Telegraph (Often features items on urban developments in Coventry)
Recommended Television shows/videos to watch BBC evening news broadcasts: Every week there are items related to the syllabus you are following. Examples would be for G1, extreme weather events, volcanic eruptions and earthquakes. For G2 it could be about migration, asylum seekers etc. Documentaries: there will be many of these that relate to the syllabus, so make sure you have looked through the syllabus and have an idea of what to watch out for.
Useful websites www.tutor2u.net – Tutor2u is a very good Geography resource for all students. It contains an excellent Blog with relevant news stories, exam advice and analysis of topical events. It also has various quizzes, revision notes and Power Points for free. www.thestudentroom.co.uk – The Student Room is an excellent and easy to use website. The Geography A Level section is easy to find and in particular there are some good revision sections. www.theguardian.com/environment ‐ The Guardian newspapers Environment section. Good up to date articles on a wide range of topics, it is always good on disasters such as floods. www.ifitweremyhome.com – If it were my home is a really good site to compare the quality of life between countries of your choice. Easy to use, and it is quite addictive. www.nationmaster.com ‐ Nationmaster is a vast compilation of data from hundreds of sources. You can get maps and graphs on all kinds of statistics with ease. www.worldmapper.org ‐ Worldmapper is a collection of world maps, where territories are re‐sized on each map according to the subject of interest. There are now nearly 700 maps. It is excellent for you to practise describing the maps and attempting to analyse them, this is what you will have to be good at in both G1 and G2. http://www.gapminder.org/ ‐ Gapminder is the website that all up to date geographers need to know about and use. Gapminder World shows the World's most important trends. It is especially good on population and includes interactive graphs and videos. www.bbc.co.uk/newsC ‐ The BB is the first port of call for unbiased reporting on a huge number of issues in the news. It is also a good worldwide archive of news events in the past. www.metoffice.gov.ukt ‐ Me Office weather and climate change forecasts for the UK and worldwide. World leading weather services for the public, business, and government.
6
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017 HISTORY
STUDENT NAME: SCHOOL:
THE COURSE
AQA GCE History AS and A-Level
A Level History at The West Coventry Sixth Form encourages you to explore the events and issues that have shaped the world we live in. The focus is on modern European history and 16th century British history, both with an emphasis on change and development over time. It is concerned with every aspect of the human experience and helps us to understand and make sense of today’s world. It also helps to “train the mind,” encouraging the skills of critical judgement and the clear presentation of arguments. Students will gain a real insight into the ways historians work and enjoy the challenge and satisfaction of researching into interesting aspects of history. There is also an opportunity to complete an in-depth study on a specially selected area of British or world history.
The course is comprised of 3 components: a breath study (component 1), a depth study (component 2) these both run throughout the duration of the AS and A-Level course, and the historical enquiry (component 3).
AS Component 1 = Breadth Study. Written exam taking 1 ½ hours, total marks out of 50, students must answer 2 essay questions, 1 of which is compulsory and using sources.
A-Level Component 1 = Breadth Study. Written exam taking 2 ½ hours, total marks out of 80, students must answer 3 essay questions, 1 of which is compulsory and using sources.
The topic is: The quest for political stability; Germany, 1871 – 1991.
AS Component 2 = Depth Study. Written exam taking 1 ½ hours, total marks out of 50, students must answer 2 essay questions, 1 of which is compulsory and using sources.
A-Level Component 2 = Depth Study. Written exam taking 2 ½ hours, total marks out of 80, students must answer 3 essay questions, 1 of which is compulsory and using sources.
The topic is: Religious Conflict and the Church in England, c1529 – c1570.
Component 3 = Non-exam assessment (A-level only). It can be a topic of your choosing and research by yourself under the guidance of your teacher.
ENTRY QUALIFICATIONS
Normally a grade B in History at GCSE is required, though a grade C would be considered in certain circumstances. Students who have not taken GCSE History would be considered based on their overall performance at GCSE and a proven commitment to background reading and learning historical skills.
TEACHING STAFF
Westwood: Mr M. Laity – [email protected] Mrs H. Dalglish – [email protected]
TWCA: Mr D. Jones – [email protected] Mrs T. Griffiths – [email protected] Mrs R Finlayson - [email protected]
READING
The 2 course textbooks are:
AQA A-Level History: Germany 1871-1991: The Quest for Political Stability. Authors: Steve Ellis & Alan Farmer. Publisher: Hodder Education.
Oxford A level History for AQA: Religious conflict and the Church in England c1529-1570. Authors: Rebecca Carpenter. Publisher: Oxford University Press (including Nelson Thornes).
Useful books for students, The Quest for political stability: Germany 1871-1991.
• L Abrams, Bismarck and the German Empire, Routledge, 1995 • A Farmer, The Unification of Germany 1815-1919, Hodder Murray, 2007 • M Fulbrook, Interpretations of the Two Germanies 1945-1990, Palgrave Macmillan, 2000 • D Geary, Hitler and Nazism, Routledge, 2000 • S Lee, Imperial Germany 1871-1918, Routledge, 1999 • S Lee, The Weimar Republic, Routledge, 1998 • S Lee, Hitler and Nazi Germany, Routledge, 1998 • J Thomaneck and B Niven, Dividing and Uniting Germany, Routledge, 2000 • D Williamson, Bismarck and Germany 1862-1890, Longman, 1997 • D Williamson, The Third Reich, Longman, 1995
Useful books for students, Religious conflict and the Church of England, c1529 – c1570.
• Murphy D (ed), England 1485-1603, Collins, 1999 • Fellows N, Disorder and rebellion in Tudor England, Hodder, 2009 • Heard N, Edward VI and Mary: A Mid Tudor Crisis, Hodder, 2000 • R Lockyer & D O’Sullivan, Tudor Britain 1485-1603, Longman, 1993 • Randall K, Henry VIII and the Government of England, Hodder, 2001 • Randall K, Henry VIII and the Reformation in England, Hodder, 2001 • Warren J, Elizabeth I: Meeting the Challenge, Hodder, 2008
Visual sources and websites:
Germany: • M Sturmer, The German Century, Weidenfeld and Nicholson, 1999 • P Adam, Art of the Third Reich, Harry N Abrams, 1992 • DDR Design, 1949-1989, Taschen, 2004 • www.spartacus.schoolnet.co.uk • www.germannotes.com • www.schoolshistory.org.uk • www.thehistorychannel.co.uk • www.calvin.edu/academic/cas/gpa
Britain: • S Schama, A History of Britain, 14: The Empire of Good Intentions, DVD, BBC, 2000 • M Misra, An Indian Affair, DVD, Takeaway Media, 2001 • J Paxman, Empire, DVD, BBC, 2012 • http://www.news.bbc.co.uk/onthisday
IS THERE ANYTHING ELSE I NEED TO KNOW?
Students play an active part in lessons with discussion work and presentations and are expected to contribute their views and opinions in class. They are encouraged to research topics independently by reading widely and making use of specific internet sites to locate relevant information.
FUTURE OPPORTUNITIES
Employers value History students because of the wide range of skills they learn and develop as well as their ability to work independently or as part of a team. An A Level in History is good preparation for many careers such as Law, Journalism, Politics, Media, Police, Social Work, Teaching and many other areas of work.
TO GET YOU STARTED
Please complete the following activity over summer and hand in on the first lesson back.
Choose one of the following individuals to investigate and research:
• Kaiser Wilhelm I • Otto von Bismarck • Martin Luther • John Colet
Produce a fact file or information sheet describing their lives and careers along with explaining why they were significant people. Must be between 800 to 1000 words.
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
Health and Social Care Level 3 National STUDENT NAME: SCHOOL:
This booklet has been prepared by Health and Social Care staff for you to read, and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and are a real indicator of how serious you are prepared to be in your studies.
Level 3 National in Health and Social Care – Extended Certificate/Diploma
This subject is taught at: Tile Hill Wood The key staff are:
Mrs Rodgers – Subject Leader for Social Sciences, Tile Hill Wood School [email protected] Direct line: 024 76426234
Mrs McCarron – Teacher of Social Sciences, Tile Hill Wood School [email protected] Direct Line: 024 76426234
Course Details
Course Title: Level 3 Nation – Extended Certificate or Diploma Exam board: Edexcel Award: Extended Certificate: 2 units in Year 12 and 2 Units in Year 13
Diploma : 2 units in Year 12 and 2 Units in Year 13
Exam Board web site: www.edexcel.com
Assessment method: Both qualifications are assessed through course work and exams.
Minimum requirement: Standard entry requirements of five A*-C grades including English language and mathematics. It is not necessary to have studied Health and Social Care at GCSE level.
About the course Health and Social Care can be studied as an Extended Certificate (equivalent to 1 A Level) or as a Diplo a e ui ale t to 2 A Le els . This ou se has ee desig ed to p o ide a oad educational basis for further education or for moving into employment within the Health and Social Care sector. This is achieved by ensuring that learners develop the general skills, knowledge and understanding needed within these sectors.
Additional Information:
Transferable skills are taught within the delivery of the course, these are in report writing, researching and referencing. With emphasis placed on the quality of written communication and the skills necessary to achieve this.
Throughout the course you will gain experience in health and social care settings and have the opportunity to work with a range of service users, young children, elderly and people with specific needs.
Academic and Career Pathways Health and social Care provides you with the skills required to study at a higher level whilst also developing the background knowledge that will be useful in the work place. Students who have studied Health and Social Care in the past have followed a wide range of pathways including university, training schemes and employment. The course is particularly suitable preparation for anyone considering a career in the health, social care or early years.
What equipment will be needed for the subject?
• An A4 ring binder • Dividers • Lined paper • Pens, pencils, ruler, highlighter
Please complete the following induction tasks, ready to hand in on the very first lesson in this subject: Activity 1 – Key Terms
Using the internet look up the following key terms, and then match them to the correct definitions from the list provided.
Allowing someone the strength, confidence and knowledge Care Value Base to act on their own initiative and make decisions.
The way in which an individual can become isolated in Dependant society. This can be due to a variety of factors including lack of education and unemployment.
Code of Practice A basic set of values that encompass good practice when dealing with clients.
Social Care The health and wellbeing of a given population and all the factors that may affect it.
An incident or experience that has a major effect on an Client i di idual s life a d pe so al de elop e t.
Care that is provided through the National Health Service. Marginalisation This can be accessed through a variety of statutory, voluntary, private and informal providers.
Public Health Non-medical help and support given to people who are vulnerable or at risk.
Social Exclusion Documents for carers and clients that outline agreed and acceptable methods of working in the care profession.
Life Event A person who relies on another for physical, intellectual, emotional, social or economic support.
Health Care The isolation or exclusion of a group of people or an individual from society.
Empowerment The person on whom the health or social care package is based. Activity 2: Acronyms
Acronyms are often used in Health and Social Care; these are formed from the initial letters or groups of letters of words in a set phrase or series of words and pronounced as a separate word. Using the internet identify the definitions in the list below.
1. ECM 7. PIES
2. NHS 8. D of H
3. PCT 9. OT
4. CVB 10. STD
5. HSC 11. WHO
6. SEN 12. OAP
Activity 3: Health and social care issues are regularly reported in the news. Throughout completion of the coursework you will be using a lot of secondary research but this must be referenced appropriately to avoid plagiarism and withdrawal from the course. Referencing will be taught during the first few weeks of your health and social care course, do your best with the transition exercise as it will help to show you the correct way if we know what you are doing wrong. 1. Go to www.bbc.co.uk/news/health and choose one article make sure it is a UK story. Print the article; you will need to hand this in with your final summary. 2. Using the information in the article produce a summary of the story in your own words. You must reference the article.
Fo exa t o ds used f o the a ti le, put the o ds i spee h a ks …. The afte the quote include (Author, Year). For words that very closely mirror those used in the article start the sentence with Author (Year) explains/states/describes etc. How will the work produced here fit into subsequent work and the specification as a whole?
The key terms included in activity 1 and acronyms in activity 2 are used throughout the course. Being able to understand them and recognise them will help you to make the transition to A Level study, particularly if you have not previously studied the subject.
Completing these assignments will introduce you to the language of the course and allow you to start developing the skills that will be needed to be successful in the course work that accounts for the majority of your overall grade in single and double health and social care.
Reading List
Books, newspapers and magazines
Textbook • Pearson BTEC National (2016) Health and Social Care Student Book 1 • Pearson BTEC National (2016) Health and Social Care Student Book 2 Other good sources to read: Issues Online – Students will be able to access this when they start at WCSF because copies are available in the library and a login/password can be used to access online.
A good quality newspaper such as; The Guardian, The Times, The Telegraph or The Independent
Useful websites www.bbc.co.uk/news/health - Lots of UK and worldwide articles that look at health issues, focus specifically on UK articles, worldwide articles will help broaden your understanding but the course is focused solely on Health and Social Care in the UK. www.nhs.uk/Pages/HomePage.aspx - NHS Choices includes information on health issues, care and support, health services and health news. It is based solely on the UK and a reliable source of information. www.gov.uk/government/organisations/department-of-health - This user friendly website includes information on public health, the National Health Service, social care and public safety and emergencies. It is focused on the UK and as a government site considered very reliable. www.edexcel.com/Pages/Home.aspx - Follow the links to Applied GCE and Health and Social Care and you will find unit specifications, exam papers and mark schemes. www.ons.gov.uk/ons/index.html - Office for National Statistics is a useful source for reliable percentages and graphs for use within health and social care course work.
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017 Mathematics
STUDENT NAME: SCHOOL: This booklet has been prepared by maths staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully and have a thorough attempt to complete the work and submit it to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies. A-Level Mathematics
This subject is currently taught at: West Coventry Academy and Westwood Academy The key staff are:
Mrs Woodward – Head of Maths, West Coventry Academy [email protected]
Ms Hargreaves – Head of Maths, Westwood Academy [email protected]
Course Details
Course Title: A level Mathematics Exam board: Edexcel Exam Code: For AS Mathematics 8MA0 For A Level Mathematics 9MA0
Exam Board web site: www.qualifications.pearson.com
Assessment method: The Mathematics AS level is assessed by two final exams in year 12. The Mathematics A level is assessed by three final exams in year 13.
Minimum requirement: Standard entry requirements of five A*-C grades (or equivalent 9-1 grades) including English language, along with Mathematics at Grade 7 or above.
About the course This course will hopefully extend your mathematical thinking and enjoyment of the subject. The course builds strongly upon GCSE Maths, particularly the aspects of algebra, so you must be confident in these skills. You must also be prepared to think! You will have to solve problems by drawing on a number of mathematical topics and be prepared to persevere with some lengthy solutions. AS Level Mathematics
Pure Mathematics – One 2-hour Exam paper. Topics included are: Algebra and functions, Coordinate geometry, Trigonometry, Vectors, Exponentials and logarithms, Differentiation and Integration.
Mechanics and Statistics- One 1¼ hour Exam paper. Topics included in the statistics module are: Statistical sampling, Data presentation and interpretation, Probability, Statistical distributions, Statistical hypothesis testing. Topics included in the mechanics module are: Quantities and units in mechanics, Kinematics and Forces and Newton’s laws.
A Level Mathematics
Pure Maths – Two 2-hour Exam papers. Topics included are: Algebra and functions, Coordinate geometry, Trigonometry, 2D Vectors, Exponentials and logarithms, Differentiation and Integration. Proof, Algebraic & partial fractions, Functions and modelling, Series & sequences, Binomial theorem, Trigonometry, Parametric equations, Differentiation, Numerical methods, Integration and 3DVectors.
Mechanics and Statistics - One 2-hour Exam paper. Topics included in the statistics module are: Statistical sampling, Data presentation and interpretation, Probability, Statistical distributions, Statistical hypothesis testing, Regression and correlation, Normal distribution Topics included in the mechanics module are: Quantities and units in mechanics, Kinematics, Forces & Newton’s laws, Moments and Forces at any angle.
Academic and Career Pathways Apart from further study of Mathematics itself, many university courses depend on the subject. For example, Science, Computing and Engineering based courses use a great deal of mathematics. Subjects such as Geography, Psychology, Economics and Business make use of Statistics. Mathematics is also a requirement for Finance and Accountancy training. It is reported that people with A Level Mathematics are earning an average of 10% more. What equipment will be needed for the subject? An A4 ring binder, with dividers Lined paper Pens, pencils, ruler A scientific calculator, capable of dealing with data analysis of a large data set. We recommend the new Casio Classwiz fx-991EX. PLEASE CONSULT WITH THE MATHS DEPARTMENT BEFORE BUYING ANY OTHER MODEL.
Please complete the following assignment ready to hand in on the very first lesson in this subject:
1. Find the value of:
1/ 2 a) 41/ 2 b) 271/ 3 c) 1 d) 52 9
2 0 1 2 / 3 2 e) 18 f) 7 g) 27 h) 3
2 / 3 3 / 2 2 / 3 1/ 2 8 1 i) 8 j) 0.04 k) ) l 27 16 2. Simplify as far as possible:
(a) m– 3 × m 8
(b) r 9 ÷ r 2
(c) (s 3) 4
(d) 2g 4 × 3g 3
(e) 2xy 3 × x 6 × 7y
3. Multiply out the brackets:
(a)–2p(5p – 3q)
(b) 5x(x2 + 3x – 2)
4. Fully factorise:
(a) 6x4 – 18x3
(b) 10u2v2 – 5uv2 + 30u2v2
5. Plot the quadratic curve y = ½x² – 4x + 6 for x = 0 to 6 (graph paper enclosed at end) and use it to identify the solutions of ½x² – 4x + 6 = 0
6. Expand the brackets and simplify:
(a) ( x + 5 )( x – 7 )
(b) ( 3x – 5 )( 4x – 1 )
7. Factorise completely:
(a) x² + 10x + 9
(b) x² – 7x – 30
(c) 2x² + 7x + 5
(d) 20x² – 117x – 50
(e) 9x² – 1
(f) 20x – 12x²
8. Solve by factorising:
(a) x² – x – 20 = 0
(b) 16x² – 9 = 0
(c) 4x² – 24x + 36 = 0
9. Solve these quadratic equations using the formula:
(a) x² + 8x + 7 = 0
(b) 3x² – 4x + 2 = 0
(c) 20x² – 9x + 1 = 0
10. Solve by completing the square, leaving your answer in surd form a) x2 +6x +9 = 0 b) x2 – 3x + 18 = 0 c) 6 + 3x = 8x2 d) 3x2 – x – 7 = 0
11. Solve these simultaneous equations using the elimination method:
(a) 4x = 10 – y (b)5 3x – y = 4 8x – 3y = 0 3y – 4x = 2
12. Solve these simultaneous equations using the substitution method:
(a) 4x = 10 – y (b) x = 5 + y 8x – 3y = 0 y = 6 – x
(c) y = 2x+5 (d) x² + y²= 25 x +y = 2 x² + 4x +4 = y
13. Represent these inequalities on a number line:
(a) x < 4 b x < 7
14. State the inequalities represented by these number lines:
(a) (b)
15. Solve these inequalities and represent the solution on a number line:
(a) 4( x – x + 2 ) (c) 2 < 3x – (b) x² (d) x² + x < 12
16. State the values for which both the inequalities in the question are true:
(a) x < 7 (b) x x > 3 x < 3 or x > 6
17. (a) Show that the equation
5 34 x x 2 x 1
2 rearranges to give 3x +7x – 13 = 0
2 (b) Solve 3x + 7x – 13 = 0 Give your solutions correct to 2 decimal places. 18. (a) Find the missing side in the diagram below:
(b) Find the missing angle in the diagram below:
(c) Find the missing side in the diagram below:
(d) Find the missing angle in the diagram below:
19. Solve the following surd questions: a Write √ i the for k√ where k is an integer. b Write √ i the for k√ where k is an integer. c) Rationalise the denominator: 6 √ d) Rationalise the denominator: 3 √ e) Simplify: 3 √ +
20.
21.
22. 23) (a) Find 3 consecutive even numbers so that their sum is 108.
(b) The perimeter of a rectangle is 79 cm. One side is three times the length of the other. Form an equation and hence find the length of each side.
(c) Two girls have 72 photographs of celebrities between them. One gives 11 to the other and finds that she now has half the number her friend has.
Form an equation, letting n be the number of photographs one girl had at the beginning.
Hence find how many each has now.
24) On the same graph sketch the inequalities y > x, x > 1 and x + y < 7 and shade the region satisfied by all three inequalities.
25) Draw the following lines on the same axes, y= 2x – 1 3x + 2y = 6 and y = -1 Write down the points of intersection 26) Sketch the curve y = 2x² - x – 3 27) Sketch the curve y = 2x² - x – 3 28) Sketch the curve y = x³ + 2x – 1 29) Sketch the curve x² + y² = 9 30) On the same axes sketch y = x – 1 and y= 2x
31) a) Find the gradient of line ST where, S (1,3) and T(4, -2) b) Find the equation of a line through points S and T
32) What is the product of the gradient of 2 lines which are perpendicular to each other?
West Coventry Academy West Coventry Sixth Form Transition Booklet Media Studies Task 1
Look at the front cover below. Based on your understanding of audience, how does this front cover appeal to a family audience.
Start by annotating any examples you find, and then use a minimum of three annotated sections as prompts on the next page.
Task 1 – continued ______Task 2
Read the following article, underlining any interesting or, what you feel may be, important pieces of information.
Task 2 A) Why would this article have been published in July? Justify your choices.
B) This article was published in 2012. Research ways gaming has changed since this article. Consider the following:
How easily available gaming now is. Consider the progression in technology. Look at the potential effects these changes may have had on the audience.
______Task 3 – essay writing Do you think gaming is still an issue to children or not?
In this answer, you need to consider some of the following:
• What effects might games have on children? • Are there any well known cases where games have been considered harmful or damaging to children? Do you agree with these? • How does gaming affect each audience type that might access games. • Your own awareness of the media.
______Transition Handbook
A’Level French/Spanish Languages summer task
French - As part of the course in Year 1 you will watch a French language film and analyse the work as part of a cultural topic. Over the summer we want you to watch the film “La Haine” and write a critique of the film in English.
In your critique you need to write about:
• The plot • The main characters • The themes • Your favourite scene • Your personal reaction Languages summer task
Spanish - As part of the course in Year 1 you will watch a Spanish language film and analyse the work as part of a cultural topic. Over the summer we want you to watch the film “El laberinto del fauno” or “Pan’s Labyrinth” and write a critique of the film in English.
In your critique you need to write about:
• The plot • The main characters • The themes • Your favourite scene • Your personal reaction Ho is it assessed? Te i al assess e t at the e d of Yea
eadi g a d iti g Paper 1 –Listening, Reading and Writing
What's assessed • Aspe ts of F e h/Spa ish speaki g so iet : u e t t e ds • Aspe ts of F e h/Spa ish speaki g so iet : u e t issues • A tisti ultu e i the F e h/Spa ish-speaki g o ld • Aspe ts of politi al life i the F e h/Spa ish-speaki g o ld • G a a Ho it's assessed • W itte e a : hou s i utes • a ks • % of A-le el Questio s • Liste i g a d espo di g to spoke passages f o a a ge of o te ts a d sou es o e i g diffe e t egiste s a d adapted as e essa . Mate ial ill i lude o ple fa tual a d a st a t o te t a d uestio s ill ta get ai poi ts, gist a d detail. Stu- dio e o di gs ill e used a d stude ts ill ha e i di idual o t ol of the e o di g. All uestio s a e i F e h/Spa ish to e a s e ed ith o - e al espo ses o i F e h/Spa ish a ks • Readi g a d espo di g to a a iet of te ts itte fo diffe e t pu poses, d a f o a a ge of authe ti sou es a d adapted as e essa . Mate ial ill i lude o - ple fa tual a d a st a t o te t a d uestio s ill ta get ai poi ts, gist a d detail. All uestio s a e i F e h/Spa ish, to e a s e ed ith o - e al espo ses o i F e h /Spa ish a ks • T a slatio i to E glish; a passage of i i u o ds a ks • T a slatio i to F e h/Spa ish ; a passage of i i u o ds a ks . No a ess to a di tio a du i g the assess e t.
Paper 2 Writing
What's assessed • O e te t a d o e fil o t o te ts f o the list set i the spe ifi atio • G a a Ho it's assessed • W itte e a : hou s • a ks i total • % of A-le el Questio s • Eithe o e uestio i F e h/Spa ish o a set te t f o a hoi e of t o uestio s a d o e uestio i F e h/Spa ish o a set fil f o a hoi e of t o uestio s o t o uestio s i F e h/Spa ish o set te ts f o a hoi e of t o uestio s o ea h te t. • All uestio s ill e ui e a iti al app e iatio of the o epts a d issues o e ed i the o k a d a iti al a d a al ti al espo se to featu es su h as the fo a d the te h i ue of p ese tatio , as app op iate to the o k studied e.g. the effe t of a ati e oi e i a p ose te t o a e a o k i a fil . No a ess to te ts o fil s du i g the assess e t. No a ess to a di tio a du i g the assess e t. Stude ts a e ad ised to ite app o i atel o ds pe essa .
Paper 3 Speaking
What's assessed • I di idual esea h p oje t • O e of fou su -the es i.e. Aspe ts of F e h/Spa ish speaki g so iet : u e t t e ds, Aspe ts of F e h/Spa ish speaki g so iet : u e t issues, A tisti ultu e i the F e h/Spa ish -speaki g o ld, Aspe ts of politi al life i the F e h/Spa ish speaki g o ld Ho it's assessed • O al e a : – i utes i ludi g i utes p epa atio ti e • a ks i total • % of A-le el Questio s • Dis ussio of a su -the e ith the dis ussio ased o a sti ulus a d – i utes . The stude t studies the a d fo i utes at the sta t of the test a ks . • P ese tatio i utes a d dis ussio – i utes of i di idual esea h p o- je t a ks . No a ess to a di tio a du i g the assess e t i ludi g i utes p epa atio . Stude ts a take the assess e t o l o e efo e e tifi atio . Assess e ts ill e o du ted eithe the e t e o a isiti g e a i e a d a ked a AQA e a i e .
What ill I study?
Yea Yea Aspe ts of so iety Politi al a d a tisti ultu e
So ial issues a d t e ds A tisti ultu e
• • Fa ily alues Cultu al he itage
• • Cy e -so iety Co te po a y usi
• Ci e a F e h • Volu ta y Wo k F e h • Regio al ide tity Spa ish • E uality Spa ish
Cu e t issues Politi al life
• The ulti ultu al so iety • Voti g
• C i e a d Pu ish e t • De o st atio s a d st ikes F e h • Popula o e e ts Spa ish The o k of a di e to • Politi s a d i ig atio F e h • Mo a hies a d di tato ship Spa ish • La Hai e F e h
• El La e i to del Fau o Spa ish The o k of a autho
• A alysi g a lite a y o k
A i depe de t esea h p oje t
Useful e sites
todo- la o. o G a a a d o a ula e e ises at a ious le els http:// . . o.uk/ u do/ulti as_ oti ias/ Lots of sho t te ts o dail e s asll e as ideos a d photos http:// .p a ti aespa ol. o / B illia t e site ith a ti ities fo liste i g a d eadi g o a a ge of topi s + g a - a http:// . e a tes.es/e se a za/a ti idades_a e/a ete a.ht A ete a A ti idades del Aula Vi tual de Español has a se ies of e e ises ased o g a a a d topi s. Self he ki g El Ga ho Digital e spape , a agea le le el http:// t e.es Sea h fo ' i utos' ithi the site a d the liste a d t to pi k out the ai sto ies http:// .audi ia. o / Liste i g p a ti e ith t a s ipts http:// .laits.ute as.edu/spe/ Video liste i g p a ti e ith t a s ipts http:// e . a . o /sa fe i uk/Ad a ed_Le el_Liste i g/Spa ish/Spa ish.ht l Liste i g e e ises ith e e ises i pdf fo at http://za ha -jo es. o /spa ish/ Supe log ith a ti les a d e e ises to a o pa the , as ell as so gs a d ideos http:// .elpais. o /audios/ E elle t sho t audio ites o up-to-the- i ute topi s, lite all o the da the happe http:// . t e.es/ ediate a/ ideos/ Videos a d audio o up-to-the i ute topi s http:// .a .es/ Spa ish e s site http:// .el u doe osa. o / Gossip pages i Spa ish http:// .spa ish e s ites. o /spa ish_ e s ites/ad a ed_le el/ E elle t liste i g a ti ities ith la kfill e e - ise, t a s ipt a d t a slato tool http://feeds.feed u e . o /Slo Spai Pod ast E elle t liste i g a ti iites ith t a s ipt a aila le http:// .asiseha e. et/? at= Liste i g a ti ities a d od asts http:// .espa ol-e t a. o.uk/ http:// .spa ish e isio . o.uk/a_le el/ eadi g/ eadi g_i de .ht G eat eadi g e e ises http:// .spa ish e isio . o.uk/a_le el/liste i g/liste i g_i de .ht Lots of diffe e t t pes of liste i g e e ises o good A le el topi s http:// .spa ish e isio . o.uk/a_le el/g aphi s/i de .ht Illust ati e g aphi s o a a iet of A le el topi s http:// .spa ish e isio . o.uk/a_le el/i de .ht http:// .el u do.es Spa ish e spape o li e http:// .f eeet . o / odules.php? a e=Video_St ea &page= at h&id= &d= Eu o e s i Spa ish http:// .spa ish-o l . o / Wo d of the da a e hepful, pa ti ula l as it gi es e a ples http://o e.la guageskills. o.uk/i de .ht l Diffe e t a ti ities fo diffe e t le els http:// . ol .edu/pe so al/ / k elso /SLC/ G a a e e ises T i it g a a pages G a a e e ises http:// .ji p. e.uk/page .ht l E elle t g a a otes http:// .la guages esou es. o.uk/ G eat esou es fo diffe e t le els, i ludi g eadi g o p ehe sio p a ti e, a d lite atu e otes a d o ksheets http://se i ios.ideal.es/ ideos/# B illia t ideos o a huge a ge of topi s. T su a isi g hat the sa , fo p a ti e http:// . i utos.es/ A essi le eadi g a d ideo lips http://sa ode l.i f.u .es/sa ode l-sea h / Sele t Spa ish Co pus fo se ies of ideos of Spa ia ds talki g a out diffe - e t topi s http:// .aulai te ultu al.o g/ I te ultu al edu atio , useful fo A topi s Pu to o a Liste i g a d eadi g o li e http://za ha -jo es. o /spa ish/ Lots of eall i te esti g a ti ities a d posts - he k out the sele tio s i the side a http://za ha -jo es. o /spa ish/u idades-dida ti as/ o pa ati os Co pa ati e e e ises http:// . e uga.eu/Es i/Es i.ht l Choose ou e s a d ou te se s the p a tise, p a tise, p a tise http://fo espa. edi is.es/ a io es/ So gs a d e e ises http:// .spa ish. l/G a a /Ga es.ht http:// .edu a io e alo es.o g/ http:// .flue p of. o /f ee-spa ish-audio.ht l Good asi liste i g p a ti e ith la kfills et http:// .do uijote.o g/spa ishla guage/test/ http://o se ado glo al. o / ideos.ht l Sho t ideos o a a ge of topi s Useful e sites
.f a asoft. et/a ti le .ht l F e h pu tuatio .f e h.a out. o /li a / iti g/ l-a o s.ht F e h a o s . o d efe e e. o o li e di tio a .li guee. o o li e di tio a http:// o u le.ed es .a -g e o le.f /p esse/p esse.f .ht p o ides a li k to all ajo F e h e spape s
.eu opi fos. o . ediaju io . o . o jou def a e. o .t .o g . fi.f .zut.o g.uk .li guas ope. o .f e htea he . et .jde.f .google.f .f . ahoo. o .ipsos.f .ados.f .les lesju io . o . adiof a e.f . . o.uk .tousles edias. o . ealf e h. et .le o de.f .eu o e s. o . gsh . o Good fo g a a .laits.ute as.edu/te Good fo g a a
He e is he e p e ious stude ts ha e go e!
Modern Languages, Oxford Studyi g A le el la guages ...
. ea s that ou a e a good o u i ato a d i - depe de t o ke . ea s that ou a e a ope - i ded pe so a d ultu all a a e . helps ou e o e a o ld itize i a glo al e o o y . ea s ou ill o k ith highl spe ialised staffgi i g ou all the suppo t ou eed to su eed . p o es ou ha e highl de eloped easo i g a d p o le -sol i g skills . akes ou o e e ploya le . ea s ou ill ea 8- 4% o e if ou use a la guage i ou jo . ea s ou follo the e o e datio of the leadi g UK u i e sities Russell G oup hi h i ludes O fo d a d Ca idge a o g othe s . ill ope a o ld of oppo tu ities fo a fu- tu e a ee path . Will ake ou a o e i te esti g a d ell- ou ded pe so .
AS MUSIC TECHNOLOGY Listening & Analysing
Name:
Class:
Teacher:
Target Grade:
AS Unit 1: Music Technology Portfolio 1 *Unit code 6MT01
! Externally assessed 7 0 % 3 5 % of of the the total ! Availability: June total AS GCE ! First assessment: June 2009 m arks m arks
Content summary Students will learn and use a variety of music and music technology skills in order to complete this unit. MIDI sequencing and multi-track recording as well as arranging skills are all key components assessed through the practical work carried out. Students must complete three tasks which together make the Music Technology Portfolio 1:
! Task 1A: Sequenced Realised Performance
! Task 1B: Multi-track Recording ! Task 1C: Creative Sequenced Arrangement. Students will also submit a logbook that will provide information on the resources used in each task as well as assessed questions on their creative sequenced arrangement.
Assessm ent Students will produce an audio CD entitled ‘Music Technology Portfolio 1’, containing three tracks of work as specified in the three tasks above. They will also present a logbook. The work is to be done under coursework conditions between the issue of the stimulus material in September and the submission date. The logbook will detail equipment used and be used to answer two assessed questions on their creative sequenced arrangement.
AS Unit 2: Listening and Analysing *Unit code 6MT02 ! Externally assessed 3 0 % 1 5 % of of the the total ! Availability: June total AS GCE ! First assessment: June 2009 m arks m arks
Content summary This unit provides students with an opportunity to study the styles most common in popular music. Students will have the opportunity to demonstrate this knowledge using aural discrimination skills. Students are required to study the development of popular music styles from 1910 through to the present day. This is not intended to be a comprehensive and in-depth study of every popular, jazz or rock music style, but an overview of the main styles and trends during the development of popular music.
Two special focus styles will be selected each year for more in depth study. For the special focus styles, in addition to the main fingerprints of the style, students will be expected to have an extended knowledge and understanding of context.
Assessm ent 1 hour 45 minute listening examination, externally assessed, in the summer of the year of entry. Each student will have a copy of an audio CD supplied by Edexcel, containing recorded excerpts.
* See Appendix 7 for description of this code and all other codes relevant to this qualification.
2 AS Music Technology Unit 2: Listening and Analysing
As well as testing your practical skills, you will also be marked on how well you can listen to music and analyse both musical and technological features.
There are two parts to the exam. In section A you will be asked to answer short questions and multiple choice questions about a selection of pieces of music. These could be any style of popular music composed between 1910 and now. In section B you will have to answer longer questions on two specific styles of music, and will be expected to talk about the features and development of these genres in depth.
In order for you to revise you need to keep your notes and practice questions together in your folder. This booklet will give you an overview and is a good starting point for you to do more research on your own, but on it’s own will not be enough for you to get a good grade.
You will be given resources in your lessons that you can use as a starting point for your own research. Make sure you keep all of these resources together, in conjunction with your own study notes.
What do I Need to Learn?
Section A: Popular Music Styles (40 marks)
You will study the development of popular music styles from 1910 through to the present day. This is not intended to be a comprehensive and in-depth study of every popular, jazz or rock music style but an overview of the main styles and trends during the development of popular music.
Students are expected to have an understanding of these styles and an overview of: • The principal fingerprints of the style in terms of melodic, harmonic, rhythmic and structural elements, • The key features of its instrumentation and arrangement and the technological processes of its recording and production • The main artists, performers, composers, producers and arrangers.
Section B: Special Focus Styles (40 marks)
Two special focus styles will be selected each year for more in depth study. For 2014 the chosen styles are Heavy Rock, and Ska, Reggae and Dub. In addition to the main fingerprints of the style, you need to have an extended knowledge and understanding of context, which might include: • The origins and development of the style, including the social and cultural conditions that might have influenced this development • Specific musical and technological characteristics associated with the style — melody, harmony, structure, instrumentation, arrangement, production etc • The influence of the style on other artists.
3 Audit of Knowledge
Quite a lot of the work that you will complete with me this term will need you to understand some music theory. Use the list below to map things you can already do, and things you need to work on. Please answer these honestly.
Know a Need to Skill Confident bit about work on
INSTRUMENTATION
I can read guitar tab, and know about performance techniques specific to the guitar or bass guitar (e.g. palm muting, slides) I can read drum notation and know about performance techniques specific to the drums (e.g. rolls, damping) I know about performance techniques specific to orchestral instruments (e.g. pizzicato - strings, flutter-tonguing – woodwind)
I understand chord notation.
NOTATION
I can read treble clef notation confidently.
I can read bass clef notation confidently.
I can read alto or tenor clef notation confidently.
HARMONY
I can harmonise a tune using simple primary triads. I can harmonise a tune using a mixture of primary and secondary triads. I can harmonise a tune using primary chords, secondary chords and other chords (e.g. diminished, chords with added notes).
I understand what an inversion is.
I understand what a cadence is and can describe four different types of cadence. SCORES I know what the elements of music are, and can use them to describe music.
I know how to transpose.
I can follow a score or lead sheet as I listen to a piece of music
I am good at listening to melodies and writing them down or playing them I can write phrasing and articulation (e.g. legato, staccato) in a score
4 Recognising Musical Styles: Overview
You will be expected to recognise a number of different musical styles in your exam, and you should be able to give examples of musicians who perform in each of them. Fill in popular music timeline below, and for each style give an example of a performer and a brief description of its main characteristics – you can use the internet to research any style that you don’t know.
GENRE ARTISTS MAIN CHARACTERISTICS TIME PERIOD Dixieland Original Dixieland • earliest recorded style of jazz Pre WW2 was Jazz Jazz Band • instruments, front line melody (clarinet, very popular, still (New trumpet, trombone) and rhythm (guitar, popular in New Orleans Louis Armstong banjo, bass, piano drums) Orleans today Jazz) All-Stars (be • take a standard and improve around it careful here, Louis giving a polyphonic feel (everyone Armstrong is doing different things) famous for lots of types of jazz) Big Band and Benny Goodman • Much ‘tighter’ , more organised feel Swing than New Orleans jazz. The years Count Basie • Popular as dance music during the around the Orchestra war and up to the 1950’s. Second World • Swing revival in 90’s / 2000’s (Robbie War, up to early Frank Sinatra Williams, Swing When You’re 60’s. Winning, Music to Watch Girls By Revival recently album) (e.g. Music to • Post swing era singer (e.g. Sinatra) Watch Girls By, kept the swing style bands as Swing When accompaniment, and incorporated You’re Winning) many ideas for swing into their music Blues
Rhythm & Blues
5 Rock and Roll
Soul
Country
60’s British Music – The ‘British Invasion’ bands
6 60’s American Rock and Pop
Psychedelic Rock
Progressive Rock
Heavy Rock
7 Glam Rock
Disco
Funk
Ska, Reggae and Dub
8 Punk
New Wave
Synth Pop
Hip-Hop
9 Indie Rock
Electronic Dance
10 JAZZ
In your listening and analysing exam, the primary focus will be on popular music after 1950. There will only be one question on early 20th century music so please bear this in mind when revising. Regardless of this, it is very important to have a broad understanding of the development of the earlier musical styles because of the influence they had on the later styles. You will need to have a more detailed knowledge of the styles that start with the rock and roll era, when the sound of popular music, and the technology started to change rapidly.
The origins of popular music can be said to have begun with Jazz music. Jazz music spans over 50 years (from late 1800’s to the 1950’s) and covers a wide range of musical styles. It originated in the American Deep South in cities like New Orleans and St Louis.
Key features of Jazz are: • Originally performed by black Americans (African American slaves) • Improvisation (Music created at the time of the performance. ‘On the spot’.) • Technically demanding soloing – often brass players like Sax and Trumpet, however other instruments used for solos could have included piano, guitar, clarinet, trombone, flute and vibraphone. • Some styles of jazz used vocals, whilst others are purely instrumental • The use of blue notes (and the blues scale). These are notes that are flattened or raised to give music a ‘blue’ sound. The blues scale in C uses the notes C, E flat, F, F sharp, G, B flat and C. • Modal scales (ancient scales) and chromatic movement (notes that don’t belong to the key). • Use of extended chords – 6ths, 7ths (dominant and major), 9ths, 11ths and 13ths. These are chords that build on top of a normal triad. • Use of augmented (raised 5th) and diminished (flattened 5th) chords. • Swing rhythms (long short long short) also known as a shuffle rhythms. • Polyrhythm (many layered rhythms) • Syncopation (Off-beat rhythms)
Instrumentation: • Big Band, Swing and New Orleans styles used large ensembles with big brass sections, drums acoustic bass, piano and sometimes guitar and/or banjo • Bebop and cool jazz used smaller combos of drums, acoustic bass (usually), piano and one or more lead instrument such as sax or trumpet. • Stride (ragtime) and sometimes Boogie Woogie was for solo piano 11 Stylistic Fingerprints for New Orleans/Dixieland Jazz
Instrumentation: • Brass Band or Marching Band instruments • Trumpet • Trombone • Clarinet • Double Bass (or tuba in place of this) • Drums • Guitar • Banjo • Piano • Sometimes Vocals
Performance and Arrangement Features: • Lively and fast tempo • Use of a backbeat (emphasis on beats 2 and 4) • Guitar, banjo or piano often play chords in a simple 4/4 style • The harmonies used are much simpler than later jazz styles • Bass line often avoids a walking bass style, playing 2 beats to a bar. (Walking bass line is when the bass line moves up and down the notes of a chord.) • Not much syncopation is used. • Use of a ‘head’ structure. The head refers to the main tune/melody followed by sections where melodies are improvised over the chord progression of the head. • Improvisation usually occurs between 2 or more soloists, with long scalic quaver runs and very few rests. • There is some use of blue and chromatic notes, but not as much as later jazz.
Technology and production features: • ‘Victor’ recording company made the earliest recordings of jazz in 1917. • This was done using a process called mechanical recording, known as acoustic recording. This is a process of recording that involved a live recording of a performance directly on to the recording medium. • A large horn was used to capture the band performing. Performers would need to crowd around this and balance was achieved by varying the distance of performers from the cone. • Victor was the earliest recording company and successfully marketed gramophone records, signing promising classical and non-classical musicians to exclusive contracts.
Influences: • Work Songs (sing by slaves) • Marching and Brass Bands • Ragtime • Blues
Key facts and terminology: • Popular in the early 1900’s to 1920’s with a revival in the 50’s. This style is also still popular today. • Played in bars and clubs in New Orleans (red light districts). • Jazz also spread to other cities with black populations (Chicago, New York and the West Coast) • With recordings becoming more accessible, the popularity of jazz spread further. • Sheet music also became popular. • This music showed a cultural cross over with white musicians performing this music as well as black musicians. • Some people think that the European Americans were quick to exploit the commercial potential of the African American artform. • Despite slavery being abolished, segregation between black and white people in certain public places still occurred. 12
Elements of Music Analysing a Song Musically
When you are asked to analyse a piece of music you will probably have to talk about the musical elements listed below. After each element I have provided a sample analysis of ‘Wa Wa Wa’ by James ‘King’ Oliver, which is an example of New Orleans Jazz.
Timbre/Instrumentation This is an obvious one – what instruments can you hear? Don’t be caught out though, remember that this could include electronic instruments or technological ways of changing sound such as attack, decay, wah pedals, whammy bar or recording effects.
Big band, large brass (horn) section (trumpets, tombone, cornet, saxophone (alto) etc…) clarinet. Rhythm Section – Piano, Banjo Drums, Bass. NB: Due to early recording styles bass and high treble are often not as clearly distinguishable. This is known as tape compression
Melody (Pitch) Listen carefully to how a tune is constructed. Does it have any repetition? Does the tune develop or change from one verse to the next? Who sings or plays the tune? Is it shared or imitated in any way? What shape does the melody have? What is the range (is it made from a few notes close together, or does it use higher and lower notes?)? Does it use scales and/or arpeggios? In your exam you will also possibly need to fill in missing notes from a melody and identify intervals.
This piece uses improvised melodies as a key feature. The opening melody (Head) is based on a three-note motif (pattern) that develops (this then returns during a later section in the piece.) The other sections use improvised solos as the melody line, swapped around to different instruments. The improvised melodies are often fast moving using lot of quavers. The movement also tends to be a combination of smooth and stepwise and some bigger leaps (at the beginning of phrases)
Harmony and Tonality (Pitch) This refers to the parts other than the tune. Are they playing chords? If they are playing chords are they major or minor chords? How are these chords used? Are they played straight, on a guitar or piano, or are the notes used in another way? Does the key or tonality change at all?
Uses a repeated chord progression, overall major key. Chords are played on the beat and accompany the solo lines.
Rhythmic Features The rhythm refers to the length of notes played in each instrument. It also refers to the time signature. Listen out for rhythms that are common in that particular style of music (e.g. off-beats in a reggae piece, ‘swung’ notes in a jazz piece). Does it use triplets, swung rhythms, syncopation etc…
4/4 time signature. Some syncopation used in the melody line with accompaniment being on the beat. Backbeat is used (emphasis on 2nd and 4th beats of the bar.)
13
Texture Texture refers to how the instruments/vocals in a piece are combined. Can you hear a particular ensemble (e.g. a funk band, a swing band, a rock band, a string quartet)? What function does each instrument have? Is there a melody and a chordal accompaniment? Does more than one instrument play a tune? Are there soloists? Are there backing singers and how does their part relate to the melody? Are they singing in harmony, or repeating the tune like an echo in a call and response style? Is the texture dense, sparse or layered?
Opening section (Head) is homophonic. Texture for sections then varies. The second section and sections near the end are polyphonc (many lines) as we can hear multiple solo instruments with independent melodies as well as the rhythm section with a chordal accompaniment. Other sections are using melody dominated homophony (melody and accompaniment)
Tempo The speed of the music (usually identified in popular music by a metronome marking, or number of beats per minute). Does the tempo change in the piece of music?
Moderately fast tempo, maintained throughout the piece, however it slows up towards the end of the piece.
Dynamics Louds and softs. Identifying the general dynamic levels within a song. Identifying fades and dynamic shaping within parts and in the overall mix.
All dynamics are created by the performers (no mixdown or mastering due to age of the recording). Consistent dynamic level throughout.
Structure Recognising the structural elements of the song. In almost all of the pieces you listen to this will need to be given in terms of verses and choruses. There may be other sections, such as a middle 8, intros or outros, instrumental sections etc.
Structure of this piece is a ‘Head’ Structure. This is where there is one main melody and then the chord progression is repeated for each new section (usually) with an improvised melody over the top. YOUR TASK
In small groups you are going to create a revision sheet on one style of jazz (like I have done for New Orleans Jazz). You need to create a typed sheet for your classmates containing the stylistic fingerprints of your assigned genre. You must also choose a musical example from that style and create your own analysis of the song (set out using the same layout as I have used for ‘Wa Wa Wa’). Next week you will then present your work to the class, along with the revision sheet. If you email the study notes to me at least one day before the lesson, I will print them off before the lesson. Your revision sheet should be typed using ARIAL SIZE 12 FONT. The styles of jazz are:
Big Band and Swing Stride Piano and Boogie Woogie Gypsy jazz Bebop Cool Jazz 14
How IS Technology Used in Music? As well as analysing the musical features of a piece of music, you will also need to be able to identify how technology is used. This is probably the more challenging part of the listening exam – describing what technology has been used to produced a song, and explaining how this was done. You will cover a lot of these things through the completion of your coursework. It is important to take note of what you are doing, so you can then apply this knowledge to your listening examination. You can split these questions into a few different types:
Recording You are likely to be asked about how you would go about setting up a recording of a particular voice or instrument, what problems you might come across and how you would overcome these problems. This means that you should be familiar with the best way to record a variety of instruments, and the best microphones to use in these instances. This will be covered when you complete your multi track recording.
The use of Music Technology This can cover a range of different characteristic (usually added after recording) such as: • Reverb • Delay/echo • Modulation Effects (chorus, flanger, phaser) • Dynamic Processor (compressor, limiter, gating) • Pan • Filtering and EQ • Sampling and sample manipulation
The use of Digital and Electronic Instruments Many pieces, and particularly those produced more recently, use synthesisers. These could be standalone synthesisers, or VST’s attached to sequencing software.
LISTENING LOG Throughout the year, you will need to keep a listening log of music that you have listened to and analysed. You are to use the subheadings listed earlier in this booklet when analysing your pieces. I have also relisted these below so there is no confusion as to how your analyses should be set out.
Musical Analysis Subheadings Use of Technology Subheadings • Timbre/Instrumentation • Recording • Melody (Pitch) • Use of Music Technology (e.g. Reverb, • Harmony and Tonality (Pitch) Delay/echo, Modulation Effects (chorus, • Rhythmic Features flanger, phaser), Dynamic Processor • Texture (compressor, limiter, gating), Pan, • Tempo Filtering and EQ, Sampling and sample • Dynamics manipulation) • • Structure Use of Digital and Electronic Instruments
You should listen to at least one piece a week, and wherever possible this should be related to the work you have done in class. Try and write in sentences, as you will need to do this for the longer questions in your exam. If there is something that you struggle to describe or that you don’t understand then look it up! There are a range of music theory books in the library and a wealth of resources on the Internet.
If initially you struggle with the use of technology, begin by listening out for just one interesting technological feature and describe it. It could be the use of effects or synthesisers, or it could be how the piece has been recorded (particularly in older recordings). You may have to look up the history of some of the recording equipment used in older recordings, and again there are plenty of resources in the library or online. 15 STYLISTIC FINGERPRINTS FOR THE BLUES Instrumentation: • Early blues: vocals (usually male), acoustic guitar, piano, harmonica, sometimes backing vocals • Electric blues: vocals (usually male), electric guitar, electric or acoustic bass, drums, piano, harmonica, backing vocals • Many ensembles were small, with either electric guitar or piano featured as the main harmony and solo instrument. • Larger ensembles were sometimes used, particularly from 1960’s onwards, including guitars, electric organ, brass sections or solo sax/trumpet. Performance and Arrangement: • 12 bar blues structure • Loud and expressive vocals (moans, wails and shouting) • Elaborated melodies using slides, pitch bends and interjections (e.g. oooo yeah) • Soloing and improvisation • Call and response • Use of stops (instruments on beat 1 only, then vocals on the rests) • Use of blue scale and blues notes (flattened notes) • Major chord harmonies (I, IV and V) with added notes (6ths and 7ths) • Use of shuffle/swing rhythms and an emphasis on the backbeat • Walking bass line • Harmonica uses bent notes and cupped hands creating a “wah” effect Technology and Production • Early 20th century recordings in studios set up for classical or jazz music (in places like Chicago and New Orleans). Live performances were recorded using primitive microphones on to various types of cylinders, using the “Victor” recording machine, and later metal discs • Alan Lomax known for many of the oldest blues recordings from prisons in the deep south • Post war recording moved to tape, better quality mics and mixing desks. Groups still recorded live. • Major innovation with the use of electric guitar and amplification, developed the sound of overdriven guitar, creating a thicker tone and edge making it more exciting and aggressive. • Blues musicians took pride in their tone, so as recording quality improved their ‘true sound’ could be captured. Despite the improvement in quality, recordings were also still done live. • Guitarists developed the slide or bottleneck technique Influences: • African-American work songs • Ragtime • Spirituals • European and African folk music Key Facts • Originated in southern USA, late 1800’s early 1900’s • A music of the black slaves (plantation workers) • Acoustic blues had different names for regional styles (e.g. delta blues, country blues) • Electric blues also had various styles (Chicago blues, swamp blues) • Little success in the early years with early recordings (1920’s) classed as ‘race music’. • Performed in bars and clubs in the cities • Independent record companies (Sun Records and Chess) emerged promoting blues in the 1940’s • 1950’s saw the blues gaining exposure on local radio and independent radio stations • Blues influenced the emerging rock sound in the 60’s (Beatles, Stones, Jimmy Page, Eric Clapton) • UK 60’s blues bands were Fleetwood Mac, Breakers, Cream, The Animals • Blues popularity with the African Americans declined, however artists like B.B. King and John lee Hooker made a name on the world stage. • Lyrics dealt with relationship issues, money worries, black oppression, lack of opportunity etc… Artists: • Bessie Smith ‘Downhearted Blues’ (Early Blues) • Robert Johnson ‘Cross Road Blues’ (Early Blues) • John Lee Hooker ‘Boogie Chillen’ (Early Blues) • Muddy Waters ‘Hoochie Coochie Man’ (Electric Blues) • T Bone Walker ‘Bobby Sax Blues’ (Electric Blues) • B.B King ‘The Thrill is Gone’ (Electric Blues)
16 STYLISTIC FINGERPRINTS FOR Rhythm & BLUES
Instrumentation: • Male and Female Vocals • Backing Vocals • Drum Kit • Bass • Guitars • Piano • Horn section also common
Performance and Arrangement: • Shares blues features (although more focused on vocals & melody than improv. & solos • Faster than the blues • Forms a link between blues and soul • Larger ensembles and more dance oriented than the blues
Influences: • Blues • Boogie-Woogie • Doo Wop • Gospel
Key Facts and Terminology • Rhythm and Blues was used to replace the term ‘race music’ in the 40’s and 50’s and was applied to music by black artists • The R&B charts were separate to the mainstream charts • The term is still used to describe urban black music styles, including soul, hip hop and pop • Many blues and soul artists were also classed as R&B artists
Artists: • Ray Charles ‘Mess Around’, ‘Georgia on My Mind’ • The Drifters ‘Honey Lovers’ • Sam Cooke ‘Wonderful World’ • Ben E. King ‘Stand by Me’
Ray Charles (pictured) was a blind singer and piano player. He was a pioneer in fusing different influences (blues, gospel, country, R&B) during the 1950’s, and was responsible for laying down the early roots of soul. He released many of his early hits with Atlantic Records and remained popular in the 60’s and beyond.
17 STYLISTIC FINGERPRINTS FOR ROCK & ROLL Instrumentation: • Predominantly Male Vocals • Piano • Backing Vocals • Acoustic Guitar (used less frequently) • Electric Guitar • Harmonica • Double Bass or Electric Bass • Sax (and other brass) • Drum Kit • Typically small ensemble (vocals, guitar(s), bass and drums)
Performance and Arrangement: • Fast tempo (140 bpm +) • Walking bassline (often doubled by elec. • Energetic (loud vocals, screams and shouts) guitar) • Often based on 12 bar blues pattern • Second guitar plays rhythmic chords • Predominantly in a major key (with use of • Use of stops (as in blues) blues scale) • Flamboyant guitar solos • Strong backbeat • Call and response • Shuffle rhythm • Simple backing vocals (unison is common) • Piano plays chord vamps or triplet quavers, lively soloing and left hand plays similar to bass
Technology and Production: • Live recording directly to tape with mixing done whilst being performed (on the fly) • Poor quality of instrument capture (poor frequency reproduction), due to poor mic positioning and spill. No multi mic drum set up. Often with just one overhead mic. • Loud Guitars and Drums creating challenges for sound engineers with louder recording levels, leading to altered sound through driving pre-amps hard and tape saturation • Vocals often overdubbed later to improve clarity and minimise spill • Early three track recorders were used in the 50’s. Overdub was achieved using 2 tape recorders • Despite recording limitations, some high quality recordings were achieved, with mics, desks, processing and tape recorders comparable with modern equipment • Music was released on vinyl with wider frequency production and better dynamic range • Use of slap back delay on vocals and guitars • use of echo chambers added to the backing mix • Sound of elec. guitar is crucial in the music – the use of overdriven valve amps hinting at a distorted sound of rock guitar that would soon become popular Influences: • Country • R&B • Blues • Gospel Key Facts: • Mainly produced in 1950’s with widespread popularity and commercial success in UK and USA • Developed in the urban areas of southern USA, in cities such as Memphis • The idea of a pop star being associated with fashion, lifestyle & youth reflected a change in society • People had more money, so music was more accessible (TV, Radio and vinyl) • Although black in origin, musical style was accepted by white performers, promoting its popularity • Built on blues style, with the amplified electric guitar sound being central to the music • Controversial performers (Elvis Presley) gave the music a rebel image • Record labels such as Chess ad Sun promoted Rock and Roll • Rockabilly was rock and roll performed by white performers with a more country influence (Roy Orbison, Everly Brothers, Buddy Holly) Performers: • Bill Haley and the Comets ‘Rock Around the Clock’ ‘See You Later Alligator’ • Little Richard ‘Lucille’ ‘Tutti Frutti’ • Chuck Berry ‘Rock and Roll Music’ ‘Johnny B. Goode’ • Elvis Presley ‘Blue Sude Shoes’ ‘Hound Dog’ ‘All Shook Up’ • Jerry Lee Lewis ‘Great Balls of Fire’ • Cliff Richard ‘Move It’ (considered the first UK Rock and Roll recording)
18 STYLISTIC FINGERPRINTS FOR SOUL Instrumentation: • Vocals and backing vocals (male and female) • Elec. Organ • Drumkit • Horn Section (Trumpet, Sax, Trombone) • Bass • String Section • Percussion • Larger ensembles sometimes doubles up • Elec. Guitar drums and guitars • Piano Performance and Arrangement: • Emotional vocal delivery (from forceful to reflective to passionate) • Shared lead vocals are used sometimes • Ensemble Backing Vocals (part of the group e.g. Diana Ross & the Supremes, Jackson 5) • Drumkit and percussion providing a steady backbeat (driving rhythms) • Rythmic, riff based bass lines • Rhythmic chordal parts on piano and/or guitar • Brisk tempo (120bpm) meant for dancing • Some slower tempo ballads • Use of vocal and instrumental hooks • Call and response • Short songs with simple structures (verse/chorus) • Melodies often use pentatonic scales with added blues notes • ‘Lighter’ style of soul sometimes referred to as Motown (also a recording label) Technology and Production • Early us of multi track tapes (4 and eventually 8 tracks) • Live recording of a complete band in one room with Direct Input (DI) guitars and basses and acoustic screens used to provide separation. • Close mic drum recording • Vocals overdubbed • High quality mics with top end ones still being used today. • Use of echo chambers • Plate reverb (e.g. EMT 140) • Classic compressors (Teletronix LA2A) used with gentle settings • Often high quality recordings with clear vocals and deep bass (full range frequency) • Extreme panning (unconventional for today) e.g. all drums and bass on left, vocals and other inst. on right • Electronic instruments like: Hammond organ, Fender Rhodes elec. piano. • Very little use of sound design, focus on was on the natural sound of instruments. Influences: • R&B • Gospel • Jazz Singers (Billie Holiday, Ella Fitzgerald) • Psychedelic Rock (late 60’s) Key Facts • Started in late 50’s and remained popular until mid 70’s (soundtrack for the 60’s) • Came from large cities in southern USA (Detroit, Memphis, Philiadelphia, also New York on the East Coast) • Mainly produced by African Americans • Record Labels/Studios – Motown, Atlantic and Stax • Different subgenres (Memphis soul, northern soul, Philly soul, blue-eyed soul) • Worldwide commercial success (still to this present day) Artists: • Otis Redding ‘Sitting on the Dock of the Bay’ • Stevie Wonder ‘Superstition • Marvin Gaye ‘heard it Through the Grapevine’ What’s Going On’ • Supremes (Diana Ross) ‘Baby Love’ ‘Stop in the Name of Love’ • Jackson 5 ‘ABC’ ‘Never Can ay Goodbye’ • Aretha Franklin ‘Respect’ ‘Natural Woman’ • James Brown ‘I Got You (I Feel Good)’
19 STYLISTIC FINGERPRINTS FOR COUNTRY Instrumentation:
• Vocals and Backing Vocals • Banjo • Acoustic Guitar • Pedal Steel Guitar • Electric Guitar • Harmonica • Bass • Keyboards • Drumkit • Percussion • Violin • Sometimes Strings and Horns Performance and Arrangement:
• Prominent use of acoustic inst. acoustic guitar playing rhythmic strumming, chops or finger-picking • Finger picking style of guitar and banjo are often used • Simple rhythms with a strong backbeat emphasised by snare and guitar • Two to the bar bass line common playing root and fifth figures • Occasional use of 3/4 time • Songs are often vocal led pop • Vocal techniques can include yodelling and switching from normal to falsetto • Some styles are purely acoustic, others use typical rock band inst. Technology and Production
• Varies through different eras as production methods evolve • Country industry in Nashville is renowned for country music production since the 60’s. The focus is on creating clean, clear, accurate recordings of the actual instruments, rather than lots of production tricks. Nashville is noted for its recording of acoustic instruments • Electric guitar sound is often clean and slightly twangy Influences:
• European folk music • Blues • Many influences and fusions with other contemporary styles throughout the 20th century
Key Facts:
• Started in early 20th century in Southern USA, originally played by European-origin settlers • Associated with cowboys in early years, and truck drivers in more recent • Lyrics often refer to rural country life in the southern states of America • Many subgenres: bluegrass (fast, acoustic, instruments.) Western Swing (swing and jazz influence) • Nashville is one of the biggest recording centres in the world, with rock bands like The Stones recording there • Has a huge worldwide following despite not having much chart success Artists:
• Hank Williams ‘Hey Good Lookin’ • Johnny Cash ‘I Walk the Line’ ‘Ring of Fire’ • Patsy Cline ‘Crazy’ • Tammy Wynette ‘D-I-V-O-R-C-E’ ‘Stand By Your Man’ • Willie Nelson ‘Georgia On My Mind’ • Dolly Parton ‘Jolene’ ‘I Will Always Love You’ • Shania Twain ‘Come On Over’
20 STYLISTIC FINGERPRINTS FOR 60’s UK ROCK & POP The BEATLES Instrumentation: • Lead Vocals (John Lennon and Paul • Acoustic Guitar McCartney and sometimes George Harrison • 12 String Acoustic and Ringo Starr) • Piano • All singers shared backing vocals • Percussion • Drumkits • Diverse ensemble use (Orchestra, elec. • Bass keyboards, experimental studio sounds and • Electric Guitar world music) Performance and Arrangement: • Early songs based on rock & roll, R&B and Motown/Soul sounds • Energetic, bright and lively, often quite melodic and sweet but sometimes more gritty and rocky • Later works had diverse instrumentation, complex structures, changing time signatures and keys • Use of sonic experimentation – recording ambient sound to mix with the music, reverse tape recordings, use of extreme reverb and delay, effects such as phasing and flange Key Facts: • Formed in Liverpool (hometown) in 1960’s. Played and lived in Germany until being signed to EMI • First band to achieve worldwide recognition • Huge sales of their work continues today • Early sound was known as Merseybeat • Their later sound was more diverse wth strong psychedelic rock elements (drug experimentation) • Stopped performing live by Sgt. Peppers • Rebel image (like rock & roll): sexual expression, drugs, anti-establishment, personal freedom Selected Albums by The Beatles: • Please Please Me (1963): First album. released after success of ‘Love Me Do’ and ‘Please Please Me’. Captured as a live performance of a live set recorded to two track tape (instruments on one tape and instruments on another) then mixed to mono. Stayed at number 1 for 30 weeks. Lively guitar led, catchy melodic pop. Also included ‘I Saw Her Standing There’ and ‘Twist and Shout’. • With The Beatles (1963): ‘Saw Her Standing There’ ‘I Want To Hold Your Hand’. Showed sophistication in writing and performing. Still rock/pop sound with more diverse instrumentation (percussion, Hammond organ and harmonica. Used sound on sound overdub (adding tracks to pre-mixed recordings using two tapes). Released in mono and stereo (stereo panned wide leaving a hole in the middle). Album marked the start of Beatlemania. • Hard Day’s Night (1964) recorded using four track multi track recording and mixed in mono and stereo. ‘Hard Day’s Night’ ‘Can’t Buy Me Love’ • Beatle’s for Sale (1964) No singles from this album. Early studio experimentation recording songs in several different takes and using a fade in at the start. • HELP! (1965) ‘Help’ ‘Yesterday’ ‘Ticket to Ride’. Made use of improving recording techniques by using more overdub, • Rubber Soul (1965) Used sped up recording of piano and heavy compression • Revolver (1966) Showed experimentation with classical elements ‘Eleanor Rigby’. Also showed a psychedelic influence. ‘Tomorrow Never Knows’ used tape loops, vocal effects and reverse guitar. Also the first album to use automatic double tracking • Sgt. Pepper’s Lonely Heart’s Club Band (1967) Acclaimed as one of the finest albums in terms of songwriting, performances and recording quality. More experimentation with effects like flanging, wah-wah and fuzz. Also a new keyboard instrument called a Mellotron. • Magical Mystery Tour (1967) Experimentation with sound collages. Album not well received • White Album (The Beatles) (1968) ‘Let it Be’ ‘Blackbird’ Double album continuing with psychedelic themes. Their first album recorded on 8-track. Tensions amongst the band arose on this album • Yellow Submarine (1969) Film soundtrack, with B side being an orchestral score by George Martin • Abbey Road (1969) ‘Come Together’ ‘Here Comes The Sun’ Last album before they split. Made use of the Moog synthesiser. Another example of fine songwriting, performing and production • Let It Be (1970) Recording sessions completed before Abbey Road, but released after they split. ‘Let it Be’ ‘Long and Winding Road’ ‘Get Back’
21 OTHER 60’s UK ROCK & POP Groups – Rolling Stones
Instrumentation: • Vocals (Mick Jagger) • Drumkit • Backing Vocals • Percussion • Elec. Guitar • Piano/Keyboards • Bass • String and horn sections on occasion Performance and Arrangement: • Heavily influenced by Chicago Blues and Chuck Berry’s Rock and Roll guitar • Jagger’s raunchy vocals and Keith Richard’s blues rock guitar give them a edgy, gritty, hard sound • Simple verse chorus structures (although have also produced some experimental work) Key Facts • Rivlas to the Beatles in the 60’s • Part of the ‘British Invasion’ that was popular in the US in the 60’s • Continued to right and perform up to the present day Recordings: • The Stones have released a huge number of albums that have been successful in reaching number one (or very close to). Most songs are of a hard bluesy rock style, however they did release some ballads, using country and other influences. Some notable singles are: ‘(I Can’t Get No) Satisfaction’ ‘Time is on my Side’ ‘Jumpin Jack Flash’ ‘Ruby Tuesday’ ‘Wild Horses’
OTHER 60’s UK ROCK & POP Groups – The Who
Instrumentation: • Vocals • Drumkit • Backing Vocals • Percussion • Elec. Guitar • Synthesiser and Keyboards • Bass • Horns Performance and Arrangement: • High energy and aggressive performers, smashed guitars and kit on stage as part of their act • Hard driving rock with melodic bass lines • Some songs used complex instrumentation and structures • Pete Townshend (guitarist) used the term popwer pop for their more mainstream music Key Facts • Associated with Mod culture (sub culture wearing sharp suits and rode scooters, union jack fashion) • Pete Townshend known for windmill guitar style • Developed rock opera with the albums/movies Tommy and Quadrophenia Recordings: • Success with the singles ‘My Generation’ ‘Substitue’ and ‘I can See for Miles’ in early 60’s. Rock opera Tommy in 1969 about a deaf, dumb blind boy ‘Pinball Wizard was a hit from this. Next album (Who’s Next) was experimental using synths for drones and sound effects and the use of an envelope follower on the guitar. Album had a more prog rock style and more complex structures. 1973 as the second rock opera, Quadrophenia. Drummer Keith Moon died of a drug overdose, and then with the birth of punk they struggled to stay together.
Other British bands of note are: • The Kinks • The Small Faces • The Animals • The Hollies • The Spencer Davies Group • The Yardbirds • The Moody Blues 22
STYLISTIC FINGERPRINTS FOR 60’s US ROCK & POP Bob Dylan – Folk Rock
With the British Invasion dominating the US charts, as well as soul, Rock and Roll had lost its popularity, leaving America looking for its own sound. A folk/country rock style emerged. Towards the end of the 60’s a psychedelic rock influence also made an appearance. The most influential performer in this folk rock style was Bob Dylan
Instrumentation: • Vocals • Solo Acoustic Guitar • Harmonica • Later version used rock band lineup
Performance and Arrangement: • Folk influenced compositions with simple chordal accompaniments • Clever use of melody and chord structures • Vocal tone that was quite nasal and whiny • Poetic lyrics exploring politics and philosophy (message music)
Key Facts • ‘Blowin’ in the Wind’ was an early success • Dylan also wrote songs for other artists (The Hollies and The Byrds) • Closely involved with the civil rights movement • Third album ‘Times They Are A Changing’ contained songs about poverty, racism and need for social change • Influence of other bands (Beatles etc..) led to the addition of elec. guitars and a rock band for tracks on the album ‘Bringin’ it All Back’. Album had the tracks ‘Mr Tambourine Man’ ‘It’s All Over Now Baby Blue’ • Subsequent albums used the electric rock style • Further hit songs include ‘Like A Rolling Stone’ ‘Knockin’ on Heaven’s Door’
Other Artists: • Neil Young • Crosby Stills and Nash • Joni Mitchell • The Eagles (Hotel California)
23 STYLISTIC FINGERPRINTS FOR Psychedelic ROCK
Instrumentation: • Classic Rock Band Lineup • Addition of unusual instruments: Sitar Melletron keyboard (and early sampler) Dulcimer Mandolin
Performance and Arrangement: • Guitars prominent as both rhythm and lead • Unusual ‘spacey’ timbres • Songs had loose forms with extended ‘jamming’ and soloing over grooves and chord patterns • Vocal also given a spacey feeling (dreamy sparse and slow moving) • Tempo, Key and Time signature changes created changes in mood • Songs could be long and complex
Technology and Production • Guitar sound uses lots of processing (distortion, feedback, fuzz, phaser, echo/delay, Leslie speaker) • Melletron Sampler keyboard used for unusual timbres (choir, flute, strings) often used for pads or drones • large amounts of reverb and delay used on any part of the mix (vocals, guitar, solo flute etc…) to produce unreal sounding textures • Phasers and Flangers popular for similar reasons as above • Synthesisers used for their capabilities to produce unusual sounds • Tape loops and ambient recordings add strange non-musical sounds and textures
Influences: • UK Rock • Folk Rock • Experimental music like musique concrete
Key Facts • Late 60’s and early 70’s – Linked to the beat generation • Use of mind altering drugs let to many musical experiments • Lyrical, often surreal, themes. fairy tale or mystical • Concept albums – albums linkes with a storyline. Long songs, not great for commercial radio • Grateful Dead known for long drawn out solos, popular into the 90’s until singer & guitarist Jerry Garcia died • Frank Zappa and Captain Beefheart where two of the era’s most creative artists • The Doors combined many different influences to create their version of this style. Their sound featured organ and elec. piano with long improvised solos. Lead singer Jim Morrison very controversial.
Artists: • The Doors ‘The Doors’ • Frank Zappa ‘Freak Out’ • Grateful Dead ‘Grateful Dead’
Some bands were influenced for periods or just on some songs. • The Beatles ‘Day Tripper’ Lucy in the Sky With Diamonds’ • The Who ‘Paint It Black’ • Pink Floyd - Early Albums
24 STYLISTIC FINGERPRINTS FOR Progressive ROCK
Instrumentation: • Vocals and Backing Vocals • Drumkit • Guitar • Keyboards/Synthesisers • Elec. Organ and Elec. Piano • Sometimes strings, horns and world instruments
Performance and Arrangement: • Sometimes musically complex. Instrumental virtuosity is important for long complex passages • Melody and Harmony can be complex and unusual • Use of modes and a classical approach to harmony • Structures can be complex; long songs with many changes • Changes in texture and dynamics (more so than other rock styles) • Time signature and tempo changes used. Also complex time signatures at times • Drum parts can be rhythmically complex
Technology and Production • Production tried to achieve highest technical excellence • Use of lush reverbs, delays and ‘expensive sounding’ layered recordings • Guitar sounds covered a wide range. From clean sounds, chorus effects, flanger and phaser, to full on heavy rock distortion and fuzz sounds. • Synthesisers very important. often used for solo work. Moog and Arp synths were new instruments, but were used alongside elec. organs and pianos.
Influences: • UK Rock (Beatles, The Who, The Kinks) • Velvet Underground and Psychedelic Rock • Jazz • World Music • Classical
Key Facts • Began in late 60’s alongside psychedelic rock. • Also known as prog rock • Continues to be popular during the 70’s, however by the end of the 70’ it was considered outdated • Concept based albums rather than single tracks that could be released on the charts • Many bands evolved to a more commercial sound (Pink Floyd, Yes and Genesis) Artists: • Pink Floyd ‘Dark Side of the Moon’ • Yes ‘Close to the Edge’ • Genesis ‘The Lamb Lies Down’ • The Moody Blues ‘The Day Future Passed’ • Emerson, Lake and Palmer ‘Tarkus’ 25 STYLISTIC FINGERPRINTS FOR Heavy ROCK Instrumentation: • Vocals (usually male) • Two guitarists – Lead and Rhythm • Keyboards • Bass • Drums Performance and Arrangement: • Powerful vocals usually delivered in a high register at a screaming level • Guitars play riffs using Power chords (Root and Dominant chords) • Soloing-fast and with a high degree of technical ability • Pentatonic and blues scales used regularly for riffs and solos, also the prominent use of modal scales and chromaticism • Driving rhythms called ‘Chugging’ used by the guitar, drums and bass. • Keyboards are not used in a prominent / lead role • Drum parts feature lots of cymbals and toms and can be very technical. Technology and Production: • Electric Guitar developments • Distortion and Valve amp sound create a huge guitar sound. • Fuzz, Wah-Wah and Phaser are the main effects used • Feedback and Finger Tapping techniques used • Drums and bass create a thick and heavy sound • Use of Large Reverbs (gates, sprung, digital) Influences: • Blues Music • British Blues • Rock and Roll • R&B • Prog Rock • Psychedelic Rock Key Facts: • Owes its development to blues and R&B of the 40’s – 60’s. • Electric guitar centrepiece to the music, as both lead and rhythm instrument • Blues and Rock and Roll artists helped to make the electric guitar prominent in pop • Distorted tone of guitar is a key characteristic and was very influential for future musicians Artists: • Jimi Hendrix ‘Purple Haze’ • Led Zeppelin ‘Whole Lotta Love, Stairway to Heaven’ • Deep Purple ‘Smoke on the Water’ • Black Sabbath ‘Iron Man’ • Motorhead ‘Ace of Spades’ • Iron Maiden ‘The Trooper’ • Saxon ‘Motorcycle Man’ • Def Leppard ‘Rock of Ages’ • Metallica ‘Enter Sandman’ • Megadeth ‘In The Darkest Hour’ • Bon Jovi ‘Livin on a Prayer’ • Van Halen ‘Jump’
26 STYLISTIC FINGERPRINTS FOR GLAM ROCK
Instrumentation: • Vocals (predominantly male) and backing vocals • Guitar • Bass • Drumkit • Keyboards • Percussion • Sometimes horns
Performance and Arrangement: • Melodic songs with hooks • Simple song structures • Distorted Guitars playing riffs and/or chord patterns based on rock and roll and R&B • Driving rock beats, sometimes using a shuffle rhythm • Camp, Glitzy delivery (make up, sparkly costumes, high heeled boots, alter egos)
Technology and Production • Similar to other early 70’s rock productions • Use of distortion and fuzz on guitars, with powerful amplification • Multi track recording producing clear, big sound • Some use of synths and effects (experimentation) • Natural or plate reverbs • Tape echo
Influences: • Rock and Roll • Heavy Rock • Psychedelic Rock • 1960’s Pop
Key Facts • Popular from 70 – 76 • Some glam rock was commercial, whereas others was deeper and more arty (David Bowie, Bryan Ferry) • 2 Christmas songs are glam rock: ‘Merry Christmas Everybody’ ‘I Wish it Could Be Christmas Everyday’ • Many glam artists are androgynous with uncertain sexuality • Lyrics were light, although often sexually suggestive • Elton John, Queen and Rod Stewart were influenced by Glam rock
Artists: • T Rex/Marc Bolan ‘Get it On’ • David Bowie ‘Space Oddity’ ‘Starman’ ‘Life on mars’ • Bryan Ferry/Roxy Music ‘I Wish it Could Be Christmas Everyday’ • Slade ‘Merry Christmas Everybody’ • Gary Glitter ‘Rock and Roll’ ‘I’m The leader of the Gang’ • Suzi Quatro ‘Can the Can’ ‘Devil Gate Drive’
27 STYLISTIC FINGERPRINTS FOR DISCO Instrumentation: • Vocal lead genre, often with backing vocals • Bass - Bass guitar or synth • Drums - Live drums or drum machine (such as Roland 808 or 909) • Percussion - often latin influenced - congas, bongos, tambourine - busy syncopated parts • Electric Keyboard - clavinet (Stevie Wonder, Superstition) or fender rhodes or synth (Bob Moog) acoustic pianos • Horn sections - Trumpet, Trombone, Saxes, often augmented with other orchestral instruments • Strings - both use of live string sections and synth strings • Hand Claps • Funky Guitar - wah common Performance and Arrangement: • Up beat tempo tempos often 110-130 • Drums - Four on the floor, Off beat Hi-Hats, drum fills • Percussion, often latin influenced: congas, bongos, tambourine, busy syncopated parts. • Horn section is soul influenced, some call and response, stabs etc…, sometimes harmonic role, supporting harmony. • Bass - Octaves, Syncopation • Guitar - use of 7ths, syncopation, choppy, wah wah, picked lines • Keyboard - choppy chords also syncopated. • Harmony - often quite simple chord sequences but common use of chord extensions - 7ths/9ths etc. • Often thick layered textures, some use of sparse funky textures - bass/drums groove based • Use of horns - call and response, also with vocals • Use of backing vocals harmony • Use of riffs in horns guitar and keyboard Technology and Production: • Use of sequencers and drum machines • Large scale multi track recording • Mainly live but with high use of overdubbing • Reverb and delay, modulation effects - chorus, flanger and phaser • Common use of wah-wah • Big rich sounds - reverb, on vocals/horns/strings • Early use of analogue synths • Extensive use of electric keyboards - Fender Rhodes, Wurlitzer electric piano • Electronic Hand claps • Songs released as 12” singles, a bit longer (usually original version and a remix) Influence: • R&B • Gospel • Soul • Funk • Latin Key Facts: • Started in gay clubs in New York then spread to other American urban centres • Named after French word for nightclub ‘Discotheque’ • Lyrics are mainly love and party songs • Complex things happening in the production of this music, engineers were more involved in this music, with technology playing a very important role • Adopted by the pop scene and dominated the charts in the late 70’s (Village People, Bee Gees) • Disco came to represent everything that was bad about pop to die hard rock fans • Some disco bands had had continued success (Earth Wind and Fire) Artists: • Donna Summer ‘I Feel Love’ ‘Love to Love You • Gloria Gaynor ‘ I Will Survive’ Baby’ • Diana Ross ‘Upside Down’ • Chic ‘Le Freak’ • Bee Gees ‘Stayin’ Alive’ • Earth Wind and Fire ‘Boogie Wonderland’ • Boney M ‘Daddy Cool’ • Sister Sledge ‘We are Family’
28 STYLISTIC FINGERPRINTS FOR FUNK
Instrumentation: • Similar to Disco • Vocals were not always used and tended to be more raucous then disco (more R&B influenced) • Some ensembles were small but horn sections were common
Performance and Arrangement: • Exuberant, energetic and lively • Variation and syncopation in the drumbeats with a heavy backbeat • Syncopated bass line using slap bass technique • Extended groove based sections, little harmonic variation, very melody based • Improvisations and soloing was a feature • Rebellious, anti establishment image
Technology and Production • Similar to disco, however more focus was on live recording if real musicians
Influences: • R&B • Soul • Jazz (Bebop) • Psychedelic Rock • Latin
Key Facts • Began at the end of the 60’s as a development of soul. it’s influenced continued into the 80’s (Prince) • Acid Jazz borrowed heavily from funk through artists like Galliano and Jamiroquai
Artists: • James Brown ‘Get up Offs That Thing’ • Isaac Hayes ‘Shaft’ • Sly and The Family Stone ‘Everyday People’ • Stevie Wonder ‘Living for the City’ I Aint Gonna Stand for It’
Jazz Funk and Funk Rock: • Developed in the 70’s • Jazz Keyboard player Herbie Hancock’s album Head Hunters was a landmark album • Miles Davis experimented with this fusion • Janes Addiction and Red Hot Chilli Peppers used many funk influences
STYLISTIC FINGERPRINTS FOR SKA REGGAE AND DUB Instrumentation: • Main Vocals • Horn section – Saxophone, Trumpet or Trombone • Backing Vocals – 3 or 4 part harmonies • Bass Guitar • Guitarists x 2 • Drums and Percussion • Piano, Keyboards, Organ, synthesizers Performance and Arrangement: • The vocals of reggae are expressive • A standard drum kit is generally used in reggae, • The back beat of reggae music is relaxed but rhythmically tight • Reggae drumbeats fall into one of three main categories: One drop, Rockers, and Steppers • Reggae is played in 4/4 time • Recognisable offbeat rhythms • Staccato / choppy chords played by a guitar, piano or both on the offbeats of the measure, often referred to as the skanking • The tempo of reggae is usually slower than ska and rocksteady, approximately 60 to 90 bpm • Heavy use of syncopation • A Melodic riff based Bass lines which plays a dominant role in reggae music • Simple chord progressions • Vocal call and response phrases • Horn sections are frequently used in reggae, often playing introductions and counter-melodies • The toasting vocal style is unique to reggae, originating when DJs improvised spoken introductions to songs • Reggae is noted for its tradition of social criticism in its lyrics, although many reggae songs discuss lighter, more personal subjects, such as love and socialising • Side stick on snare beat 3 • Organ shuffle played in the left hand plays off-beat quavers • A wide variety of percussion is used which includes shaker, tambourine and hand drums Technology and Production: • The bass sound is thick and heavy, and equalised so the upper frequencies are removed and the lower frequencies emphasised, heavily compressed and plays a key part in the performance so is mixed relatively high. • Drums are isolated with the use of gating and compression to achieve a more punchy sound • The snare drum is often tuned very high to give it a timbales-type sound • Piano and guitar chops are EQed to sound unnaturally thin • The horn section is sometimes produced with punchier, louder phrases for a more up-tempo and aggressive sound. • Extensive use of the Delay and reverb effects to give a sense of space Key Facts: • From Jamaica, created to be played on sound systems • Studio Owners had their own sound with Studio One and Treasure Isle being two early studios • Ska emerged in late 50’s. off beat chords similar to reggae but at about double the tempo. • By the late 60’s the beat slowed down and eventually turned into reggae • in UK it was enjoyed by the growing Caribbean community, also by mods and skinheads • Dub became popular at the same time, mainly just drums and bass • Late 80’s dancehall or raga emerged, using electronic sounds and more aggressive lyrics Artists: • The Skatalites ‘Guns of Navarone’ • Bob Marley and the Wailers ‘I Shot the Sherrif’ ‘Get Up Stand Up’ • Dennis Brown ‘Money in My Pocket’ • Madness ‘Baggy Trousers’ • The Specials ‘Too Much Too Young’ • UB40 ‘Red Red Wine’ Influences: • Blues • Calypso • Rhythm and Blues (R&B) • Gospel • Jazz • Sole • Mento • African and Latin American musical influence
30 STYLISTIC FINGERPRINTS FOR PUNK Instrumentation:
• Vocals (mainly male) • Electric Guitar • Bass guitar • Drums • Keyboards used by some bands Performance and Arrangement:
• Hard-edged, raw and chaotic – stripped down, small ensembles, basic music with no frills • Vocals often delivered at shouting level • Simple melodies only covering a few pitches or delivered almost at shouted chants • Backing vocals (when used) are similar; no complex harmonies • Songs are based around simple chord structures. Three chord tricks like that used in rock n roll. Simple major chords or power chords • Fast tempo • Drums are loud and trashy with lots of cymbals used • Straight forward rhythms, some simple syncopation • Songs are often very short • If a solo is included it is normally very simple and quick Technology and Production:
• DIY ethics to the production • Bands used small independent studios • Raw unprocessed sound • Guitar sound is often distorted, though quite thin and harsh comared to the full tones of heavy-rock distortion and fuzz • Effects were still used but producers avoided the polished sound of pop and the psychedelic era Key Facts: • Started around 75, 76 in the US and UK but it exploded in 77 • Most bands had moved on by the 80’s • A reaction against the excesses of technical, highly produced prog rock, and highly polished disco • Designed to be aggressive, anti establishment with social and political commentary • Some songs and bands were banned from tv • Chaotic dancing (pogoing) and spitting was common amongst fans • Equipment and venues was often smashed up at gigs Artists: • Sex Pistols ‘Anarchy in the UK’ ‘God Save The Queen’ • The Clash ‘White Riot’ “I Fought The Law’ • The Jam ‘Eton Rifles’ • The Buzzcocks ‘Ever Fallen in Love (with Someone You Shouldn’t Have) • The Damnes ‘Neat Neat Neat’ • Siouxsie and the Banshees ‘Happy House’ Influences: • Rock and Roll • Hard Rock (Like the Who and Velvet Underground) • Early 1960’s pop
STYLISTIC FINGERPRINTS FOR NEW WAVE Instrumentation:
• Vocals (male and female) • Backing vocals • Guitar • Drums • Percussion • Bass • Keyboards Performance and Arrangement:
• Adopted much of the punk DIY ethics; fairly raw and unpolished • Wide range of approaches due to varied stylistic influences, from edgy power pop to reggae and disco, so delivery depended on style • Song writing became more important, with some clever pop songs, but again avoiding the complexity of progressive rock. Technology and Production:
• Similar to Punk – the aim was to achieve an energetic and unprocessed sound of real musicians • The productions were still often a bit more polished than Punk • Use of keyboards and more variety in the arrangements often gave more depth to the sound than was usual for punk
Key Facts: • Started in late 70’s, gaining popularity after punks explosion came to an end • Continued into early 80’s and then artists continued to have successful careers as pop artists • Many acts were signed to independent record companies • New York club CBGB’s was an important venue for new wave acts • Like punk, anti establishment with lyrics about social and political issues • Many British new wave bands did not have massive success in the US Artists: • Elvis Costello and the Attractions ‘Watching the Detectives’ • Ian Dury and The Blockheads ‘Hit Me With Your Rhythm Stick’ • The Police ‘Roxeanne’ ‘Message in A Bottle’ • The Pretenders ‘Stop Your Sobbing’ ‘Brass in Pocket’ • Blondie ‘Heart of Glass’ ‘One Way or Another’ • Talking Heads ‘Psycho Killer’ ‘Once in a Lifetime’ Influences: • Punk • Hard Rock • Reggae • Funk
32 STYLISTIC FINGERPRINTS FOR SYNTH POP Instrumentation: • Vocals and Backing Vocals • Drum Machines • Synthesisers • Guitars • Bass sometimes used Performance and Arrangement: • Often moody and reserved with introspective performance (later more pop oriented) • Thin textured in early works, then more polished and fuller in later year • Synthesisers took the role of guitars, bass and other harmony parts • Use of synth pads (Sustained synth chords playing chord patterns or harmony lines) • Angular drum rhythms Technology and Production: • Use of early drum machines, monophonic and polyphonic analogue synthesisers • Real time manipulation of synthesis settings such as filter cut-off and resonance, LFO modulation • Drum machines had built in sequencers for writing patterns, as well as some synthesisers. Early songs predated MIDI so sequencers used an analogue system called CV gate • Return to the use of lush reverbs • Use of delay and other effects Key Facts: • Kraftwerk were early pioneers of the style with international hits in the 70’s. Music was based entirely on drum machines and synth ensembles • First English bands were known as New Romantics offering an alternative to punk • Early bands thrived in the underground scene, Duran Duran and Eurythmics are exceptions • Later acts like Pet Shop boys adopted the electronic sound but more pop friendly • Many synth pop acts were popular in the gay club scene Artists: • Ultravox ‘Vienna’ ‘All Stood Still’ • The Human League ‘Don’t You Want Me’ • Kraftwerk ‘Autobahn’ ‘Trans-Europe Express’ • Tears for Fears ‘Mad World’ ‘Everybody Wants to Rule The World’ • A-ha ‘Take on Me’ • Eurythmics ‘Sweet Dreams’ ‘Sisters are Doing it For Themselves’ • Duran Duran ‘Girls on Film’ Influences: • Kraut Rock • Disco • Art Rock • Glam Rock • New Wave • Punk
33 STYLISTIC FINGERPRINTS FOR RAP & HIP HOP Instrumentation: • Vocals (Predominantly male) Rapping • Record decks (Turn tables) • Samplers • Synthesizers • Drum Machine • Sometimes live instruments like guitar, keyboards, drums, percussion, bass, saxophone and other horns Technology and Production: • Later styles also use samplers to create loops • DJ scratching creates unique sounds including reversing, pitch-shifting and filtering • Special effects from synthesizers / non-pitched sound effects • Drum machines used instead of or alongside loops • Original hip-hop artists used two or more record decks to play instrumental grooves – often drum and bass breaks – while mixing in other patterns or short hits from other records • Music often has a lo-fi quality • Deep bass frequencies – often from kick-drum sounds
Performance and Arrangement: • Melodic elements are normally short motifs • Use of riffs, often repetitive • Based mainly on repeating rhythmic patterns – loops • Sometimes no bass line • Unique timbres created by DJ scratching techniques • Harmonic elements often have little importance, no large scale chord patterns or complex harmony • Rappers perform over the beats of a DJ • Frequent use of call and response chants • Use of beat boxing • Songs typically have a verse -chorus structure with the chorus based on a refrain with catchy hook, often delivered by several rappers
Main Artists: • DJ Kool Herc: influential DJ on the early hip-hop scene • Sugarhill gang: Rappers Delight (1979) • Afrika Bambaataa: Planet Rock (1982), Renegades of Funk (1983)
Influences: • Funk • Disco • Soul • R&B • Reggae – toasters on sound systems, dub • Scat singing
34 STYLISTIC FINGERPRINTS FOR INDIE
Instrumentation: • Classic rock band lineup Performance and Arrangement: • Guitar is the main harmony instrument • Indie guitar sounds are referred to as jangly, light, often using finger picked, sustained arpeggios with effects • Understated vocals with a melancholy introspected feel • Backing vocals are not a big feature • Some songs are loosely structured, almost like extended jams Technology and Production: • Guitar amplifiers and effects play a big part, light sustained tone and use of delays • DIY production ethic, low budget recordings based on capture of live performances Key Facts: • The music reflected earlier British styles • Bands had big following in the college and university circuit • Many acts came from the Manchester area • Factory records signed a lot of Indie acts. Owner also had a club (Hacienda Club) where many Indie acts played • The Cure were a post punk band who adopted an indie approach, whereas New Order and Joy Division used more electronic sounds • Britpop related to this style but still different. This included Oasis, Blur, The Verve, Coldplay • Grunge style of Nirvana and Alice in Chains had an influence on Indie music in UK • Moder band influenced by Indie are Franz Ferdinand, Arctic Monkeys, Killers, Kaiser Chiefs Artists: • The Smiths ‘This Charming Man’ • Happy Mondays ‘Wrote for Luck’ • Stone Roses ‘One Love’ • Blur ‘Country House’ • The Cure ‘Wish’ • Joy Division ‘Love Will Tear Us Apart’ • New Order ‘Blue Monday’ Influences: • UK rock (Beatles, The Who, The Kinks) • Velvet Underground and Psychedelic Rock • Punk Rock • Funk • House
35 STYLISTIC FINGERPRINTS FOR ELECTRONIC DANCE Instrumentation • Drum machines • Drums and percussion • Synthesizers • Samplers • Turntables • Vocals Performance and Arrangement: • House, trance and techno have up-beat tempos in excess of 120bpm and up to 140bpm • Four-to-the-floor bass drum and hi-hat emphasis on the off-beat quavers (similar to disco) • Synth stabs or syncopated staccato stabs on piano • Use of synth for bass lines • Synth riffs and pad chords • Samples taken from a range of instrument and vocal recordings • Anthemic or epic feel • Rapping used on some songs • Soul influenced vocals are common • Structures are built on building up and breaking down textures and rhythmic elements • Drum n bass uses fast syncopated drum patterns combined with elements of dub reggae, soul, funk and jazz Technology and Production: • Computer-based sequencers to create the music • Cheaper technology makes music production more accessible • Electronic instruments used include: Drum machines, samplers and synthesizers • Use of a wide variety of effects including: reverb, delay, distortion, chorus, side-chain compression, vocoders Key Facts: • Began in mid 80’s with warehouse parties • Gained popularity in Europe n the 80’s with raves • Electronic music strongly influenced pop like Kylie Minogue, Madonna, Pet Shop Boys • Most artists are club DJ’s and music producers, and often remix other artists work • Remixes starting in late 80’s became popular • House music scene was tied closely to the Indie scene • The club scene in Ibiza became important, playing house, trance and new styles at venues there Artists: • Marrs ‘Pump up the Volume’ • S-Express ‘S-Express’ • Aphex Twin • Basement Jaxx ‘Where’s Your Head At’ • Fatboy Slim ‘Praise You’ ‘Rockafeller Skank’ • Prodigy ‘Out of Space’ ‘Smack My Bitch Up’ • The Chemical Brothers ‘It Began in Afrika’ ‘Galvanize’ Influences: • Disco • Reggae and Club • Hip Hop • Synth Pop • Soul • Funk • Jazz
36 STYLISTIC FINGERPRINTS FOR DUB STEP Instrumentation:
• Drum machines • Drums and percussion • Synthesizers • Samplers • Grimy distorted vocal samples or Clean ethereal female vocals. (However most dubstep is instrumental only).
Performance and Arrangement:
• Usual tempo of 140bpm • Takes drum pattern influences from Drum’n'bass. • Dubstep rhythms are usually syncopated, and often shuffled or incorporating tuplets with a clap or snare usually inserted every third beat in a bar. • In its early stages, dubstep was often more percussive, with more influences from 2-step drum patterns. • Tracks frequently use a minor key and can feature dissonant harmonies such as the tritone interval within a riff. • Omnipresent sub-bass • The main feature of dubstep is the use of a wobble bass: The wobble bass is an extended bass note that has been manipulated rhythmically using an LFO (Low Frequency Oscillator), Filter cutoff and much distortion. • The structure of Dubstep tracks incorporate one or more “bass drops”, a characteristic inherited from drum and bass. Typically, the percussion will pause, often reducing the track to silence, and then resume with more intensity, accompanied by a dominant subbass.
Technology and Production:
• Computer-based sequencers to create the music • Cheaper technology makes music production more accessible • Electronic instruments used include: Drum machines, samplers and synthesizers • Use of a wide variety of effects including: reverb, delay, distortion, chorus, side-chain compression, vocoders. • Dirty/grimy production quality, not clean at all (especially in the drops).
37
West Coventry Academy
AS MUSIC TECHNOLOGY Listening & Analysing
Name:
Class:
Teacher:
Target Grade:
2 AS Music Technology Unit 2: Listening and Analysing
As well as testing your practical skills, you will also be marked on how well you can listen to music and analyse both musical and technological features.
There are two parts to the exam. In section A you will be asked to answer short questions and multiple choice questions about a selection of pieces of music. These could be any style of popular music composed between 1910 and now. In section B you will have to answer longer questions on two specific styles of music, and will be expected to talk about the features and development of these genres in depth.
In order for you to revise you need to keep your notes and practice questions together in your folder. This booklet will give you an overview and is a good starting point for you to do more research on your own, but on it’s own will not be enough for you to get a good grade.
You will be given resources in your lessons that you can use as a starting point for your own research. Make sure you keep all of these resources together, in conjunction with your own study notes.
What do I Need to Learn?
Section A: Popular Music Styles (40 marks)
You will study the development of popular music styles from 1910 through to the present day. This is not intended to be a comprehensive and in-depth study of every popular, jazz or rock music style but an overview of the main styles and trends during the development of popular music.
Students are expected to have an understanding of these styles and an overview of: • The principal fingerprints of the style in terms of melodic, harmonic, rhythmic and structural elements, • The key features of its instrumentation and arrangement and the technological processes of its recording and production • The main artists, performers, composers, producers and arrangers.
Section B: Special Focus Styles (40 marks)
Two special focus styles will be selected each year for more in depth study. For 2014 the chosen styles are Heavy Rock, and Ska, Reggae and Dub. In addition to the main fingerprints of the style, you need to have an extended knowledge and understanding of context, which might include: • The origins and development of the style, including the social and cultural conditions that might have influenced this development • Specific musical and technological characteristics associated with the style — melody, harmony, structure, instrumentation, arrangement, production etc • The influence of the style on other artists.
3 Audit of Knowledge
Quite a lot of the work that you will complete with me this term will need you to understand some music theory. Use the list below to map things you can already do, and things you need to work on. Please answer these honestly.
Know a Need to Skill Confident bit about work on
INSTRUMENTATION
I can read guitar tab, and know about performance techniques specific to the guitar or bass guitar (e.g. palm muting, slides) I can read drum notation and know about performance techniques specific to the drums (e.g. rolls, damping) I know about performance techniques specific to orchestral instruments (e.g. pizzicato - strings, flutter-tonguing – woodwind)
I understand chord notation.
NOTATION
I can read treble clef notation confidently.
I can read bass clef notation confidently.
I can read alto or tenor clef notation confidently.
HARMONY
I can harmonise a tune using simple primary triads. I can harmonise a tune using a mixture of primary and secondary triads. I can harmonise a tune using primary chords, secondary chords and other chords (e.g. diminished, chords with added notes).
I understand what an inversion is.
I understand what a cadence is and can describe four different types of cadence. SCORES I know what the elements of music are, and can use them to describe music.
I know how to transpose.
I can follow a score or lead sheet as I listen to a piece of music I am good at listening to melodies and writing them down or playing them I can write phrasing and articulation (e.g. legato, staccato) in a score
4 Recognising Musical Styles: Overview
You will be expected to recognise a number of different musical styles in your exam, and you should be able to give examples of musicians who perform in each of them. Fill in popular music timeline below, and for each style give an example of a performer and a brief description of its main characteristics – you can use the internet to research any style that you don’t know.
GENRE ARTISTS MAIN CHARACTERISTICS TIME PERIOD Dixieland Original Dixieland • earliest recorded style of jazz Pre WW2 was Jazz Jazz Band • instruments, front line melody (clarinet, very popular, still (New trumpet, trombone) and rhythm (guitar, popular in New Orleans Louis Armstong banjo, bass, piano drums) Orleans today Jazz) All-Stars (be • take a standard and improve around it careful here, Louis giving a polyphonic feel (everyone Armstrong is doing different things) famous for lots of types of jazz) Big Band and Benny Goodman • Much ‘tighter’ , more organised feel Swing than New Orleans jazz. The years Count Basie • Popular as dance music during the around the Orchestra war and up to the 1950’s. Second World • Swing revival in 90’s / 2000’s (Robbie War, up to early Frank Sinatra Williams, Swing When You’re 60’s. Winning, Music to Watch Girls By Revival recently album) (e.g. Music to • Post swing era singer (e.g. Sinatra) Watch Girls By, kept the swing style bands as Swing When accompaniment, and incorporated You’re Winning) many ideas for swing into their music Blues
Rhythm & Blues
5 Rock and Roll
Soul
Country
60’s British Music – The ‘British Invasion’ bands
6 60’s American Rock and Pop
Psychedelic Rock
Progressive Rock
Heavy Rock
7 Glam Rock
Disco
Funk
Ska, Reggae and Dub
8 Punk
New Wave
Synth Pop
Hip -Hop
9 Indie Rock
Electronic Dance
10 JAZZ
In your listening and analysing exam, the primary focus will be on popular music after 1950. There will only be one question on early 20th century music so please bear this in mind when revising. Regardless of this, it is very important to have a broad understanding of the development of the earlier musical styles because of the influence they had on the later styles. You will need to have a more detailed knowledge of the styles that start with the rock and roll era, when the sound of popular music, and the technology started to change rapidly.
The origins of popular music can be said to have begun with Jazz music. Jazz music spans over 50 years (from late 1800’s to the 1950’s) and covers a wide range of musical styles. It originated in the American Deep South in cities like New Orleans and St Louis.
Key features of Jazz are: • Originally performed by black Americans (African American slaves) • Improvisation (Music created at the time of the performance. ‘On the spot’.) • Technically demanding soloing – often brass players like Sax and Trumpet, however other instruments used for solos could have included piano, guitar, clarinet, trombone, flute and vibraphone. • Some styles of jazz used vocals, whilst others are purely instrumental • The use of blue notes (and the blues scale). These are notes that are flattened or raised to give music a ‘blue’ sound. The blues scale in C uses the notes C, E flat, F, F sharp, G, B flat and C. • Modal scales (ancient scales) and chromatic movement (notes that don’t belong to the key). • Use of extended chords – 6ths, 7ths (dominant and major), 9ths, 11ths and 13ths. These are chords that build on top of a normal triad. • Use of augmented (raised 5th) and diminished (flattened 5th) chords. • Swing rhythms (long short long short) also known as a shuffle rhythms. • Polyrhythm (many layered rhythms) • Syncopation (Off-beat rhythms)
Instrumentation: • Big Band, Swing and New Orleans styles used large ensembles with big brass sections, drums acoustic bass, piano and sometimes guitar and/or banjo • Bebop and cool jazz used smaller combos of drums, acoustic bass (usually), piano and one or more lead instrument such as sax or trumpet. • Stride (ragtime) and sometimes Boogie Woogie was for solo piano 11 Stylistic Fingerprints for New Orleans/Dixieland Jazz
Instrumentation: • Brass Band or Marching Band instruments • Trumpet • Trombone • Clarinet • Double Bass (or tuba in place of this) • Drums • Guitar • Banjo • Piano • Sometimes Vocals
Performance and Arrangement Features: • Lively and fast tempo • Use of a backbeat (emphasis on beats 2 and 4) • Guitar, banjo or piano often play chords in a simple 4/4 style • The harmonies used are much simpler than later jazz styles • Bass line often avoids a walking bass style, playing 2 beats to a bar. (Walking bass line is when the bass line moves up and down the notes of a chord.) • Not much syncopation is used. • Use of a ‘head’ structure. The head refers to the main tune/melody followed by sections where melodies are improvised over the chord progression of the head. • Improvisation usually occurs between 2 or more soloists, with long scalic quaver runs and very few rests. • There is some use of blue and chromatic notes, but not as much as later jazz.
Technology and production features: • ‘Victor’ recording company made the earliest recordings of jazz in 1917. • This was done using a process called mechanical recording, known as acoustic recording. This is a process of recording that involved a live recording of a performance directly on to the recording medium. • A large horn was used to capture the band performing. Performers would need to crowd around this and balance was achieved by varying the distance of performers from the cone. • Victor was the earliest recording company and successfully marketed gramophone records, signing promising classical and non-classical musicians to exclusive contracts.
Influences: • Work Songs (sing by slaves) • Marching and Brass Bands • Ragtime • Blues
Key facts and terminology: • Popular in the early 1900’s to 1920’s with a revival in the 50’s. This style is also still popular today. • Played in bars and clubs in New Orleans (red light districts). • Jazz also spread to other cities with black populations (Chicago, New York and the West Coast) • With recordings becoming more accessible, the popularity of jazz spread further. • Sheet music also became popular. • This music showed a cultural cross over with white musicians performing this music as well as black musicians. • Some people think that the European Americans were quick to exploit the commercial potential of the African American artform. • Despite slavery being abolished, segregation between black and white people in certain public places still occurred. 12
Elements of Music Analysing a Song Musically
When you are asked to analyse a piece of music you will probably have to talk about the musical elements listed below. After each element I have provided a sample analysis of ‘Wa Wa Wa’ by James ‘King’ Oliver, which is an example of New Orleans Jazz.
Timbre/Instrumentation This is an obvious one – what instruments can you hear? Don’t be caught out though, remember that this could include electronic instruments or technological ways of changing sound such as attack, decay, wah pedals, whammy bar or recording effects.
Big band, large brass (horn) section (trumpets, tombone, cornet, saxophone (alto) etc…) clarinet. Rhythm Section – Piano, Banjo Drums, Bass. NB: Due to early recording styles bass and high treble are often not as clearly distinguishable. This is known as tape compression
Melody (Pitch) Listen carefully to how a tune is constructed. Does it have any repetition? Does the tune develop or change from one verse to the next? Who sings or plays the tune? Is it shared or imitated in any way? What shape does the melody have? What is the range (is it made from a few notes close together, or does it use higher and lower notes?)? Does it use scales and/or arpeggios? In your exam you will also possibly need to fill in missing notes from a melody and identify intervals.
This piece uses improvised melodies as a key feature. The opening melody (Head) is based on a three-note motif (pattern) that develops (this then returns during a later section in the piece.) The other sections use improvised solos as the melody line, swapped around to different instruments. The improvised melodies are often fast moving using lot of quavers. The movement also tends to be a combination of smooth and stepwise and some bigger leaps (at the beginning of phrases)
Harmony and Tonality (Pitch) This refers to the parts other than the tune. Are they playing chords? If they are playing chords are they major or minor chords? How are these chords used? Are they played straight, on a guitar or piano, or are the notes used in another way? Does the key or tonality change at all?
Uses a repeated chord progression, overall major key. Chords are played on the beat and accompany the solo lines.
Rhythmic Features The rhythm refers to the length of notes played in each instrument. It also refers to the time signature. Listen out for rhythms that are common in that particular style of music (e.g. off-beats in a reggae piece, ‘swung’ notes in a jazz piece). Does it use triplets, swung rhythms, syncopation etc…
4/4 time signature. Some syncopation used in the melody line with accompaniment being on the beat. Backbeat is used (emphasis on 2nd and 4th beats of the bar.)
13
Texture Texture refers to how the instruments/vocals in a piece are combined. Can you hear a particular ensemble (e.g. a funk band, a swing band, a rock band, a string quartet)? What function does each instrument have? Is there a melody and a chordal accompaniment? Does more than one instrument play a tune? Are there soloists? Are there backing singers and how does their part relate to the melody? Are they singing in harmony, or repeating the tune like an echo in a call and response style? Is the texture dense, sparse or layered?
Opening section (Head) is homophonic. Texture for sections then varies. The second section and sections near the end are polyphonc (many lines) as we can hear multiple solo instruments with independent melodies as well as the rhythm section with a chordal accompaniment. Other sections are using melody dominated homophony (melody and accompaniment)
Tempo The speed of the music (usually identified in popular music by a metronome marking, or number of beats per minute). Does the tempo change in the piece of music?
Moderately fast tempo, maintained throughout the piece, however it slows up towards the end of the piece.
Dynamics Louds and softs. Identifying the general dynamic levels within a song. Identifying fades and dynamic shaping within parts and in the overall mix.
All dynamics are created by the performers (no mixdown or mastering due to age of the recording). Consistent dynamic level throughout.
Structure Recognising the structural elements of the song. In almost all of the pieces you listen to this will need to be given in terms of verses and choruses. There may be other sections, such as a middle 8, intros or outros, instrumental sections etc.
Structure of this piece is a ‘Head’ Structure. This is where there is one main melody and then the chord progression is repeated for each new section (usually) with an improvised melody over the top. YOUR TASK
In small groups you are going to create a revision sheet on one style of jazz (like I have done for New Orleans Jazz). You need to create a typed sheet for your classmates containing the stylistic fingerprints of your assigned genre. You must also choose a musical example from that style and create your own analysis of the song (set out using the same layout as I have used for ‘Wa Wa Wa’). Next week you will then present your work to the class, along with the revision sheet. If you email the study notes to me at least one day before the lesson, I will print them off before the lesson. Your revision sheet should be typed using ARIAL SIZE 12 FONT. The styles of jazz are:
Big Band and Swing Stride Piano and Boogie Woogie Gypsy jazz Bebop Cool Jazz 14
How IS Technology Used in Music? As well as analysing the musical features of a piece of music, you will also need to be able to identify how technology is used. This is probably the more challenging part of the listening exam – describing what technology has been used to produced a song, and explaining how this was done. You will cover a lot of these things through the completion of your coursework. It is important to take note of what you are doing, so you can then apply this knowledge to your listening examination. You can split these questions into a few different types:
Recording You are likely to be asked about how you would go about setting up a recording of a particular voice or instrument, what problems you might come across and how you would overcome these problems. This means that you should be familiar with the best way to record a variety of instruments, and the best microphones to use in these instances. This will be covered when you complete your multi track recording.
The use of Music Technology This can cover a range of different characteristic (usually added after recording) such as: • Reverb • Delay/echo • Modulation Effects (chorus, flanger, phaser) • Dynamic Processor (compressor, limiter, gating) • Pan • Filtering and EQ • Sampling and sample manipulation
The use of Digital and Electronic Instruments Many pieces, and particularly those produced more recently, use synthesisers. These could be standalone synthesisers, or VST’s attached to sequencing software.
LISTENING LOG Throughout the year, you will need to keep a listening log of music that you have listened to and analysed. You are to use the subheadings listed earlier in this booklet when analysing your pieces. I have also relisted these below so there is no confusion as to how your analyses should be set out.
Musical Analysis Subheadings Use of Technology Subheadings • Timbre/Instrumentation • Recording • Melody (Pitch) • Use of Music Technology (e.g. Reverb, • Harmony and Tonality (Pitch) Delay/echo, Modulation Effects (chorus, • Rhythmic Features flanger, phaser), Dynamic Processor • Texture (compressor, limiter, gating), Pan, • Tempo Filtering and EQ, Sampling and sample • Dynamics manipulation) • Structure • Use of Digital and Electronic Instruments
You should listen to at least one piece a week, and wherever possible this should be related to the work you have done in class. Try and write in sentences, as you will need to do this for the longer questions in your exam. If there is something that you struggle to describe or that you don’t understand then look it up! There are a range of music theory books in the library and a wealth of resources on the Internet.
If initially you struggle with the use of technology, begin by listening out for just one interesting technological feature and describe it. It could be the use of effects or synthesisers, or it could be how the piece has been recorded (particularly in older recordings). You may have to look up the history of some of the recording equipment used in older recordings, and again there are plenty of resources in the library or online. 15
STYLISTIC FINGERPRINTS FOR THE BLUES Instrumentation: • Early blues: vocals (usually male), acoustic guitar, piano, harmonica, sometimes backing vocals • Electric blues: vocals (usually male), electric guitar, electric or acoustic bass, drums, piano, harmonica, backing vocals • Many ensembles were small, with either electric guitar or piano featured as the main harmony and solo instrument. • Larger ensembles were sometimes used, particularly from 1960’s onwards, including guitars, electric organ, brass sections or solo sax/trumpet. Performance and Arrangement: • 12 bar blues structure • Loud and expressive vocals (moans, wails and shouting) • Elaborated melodies using slides, pitch bends and interjections (e.g. oooo yeah) • Soloing and improvisation • Call and response • Use of stops (instruments on beat 1 only, then vocals on the rests) • Use of blue scale and blues notes (flattened notes) • Major chord harmonies (I, IV and V) with added notes (6ths and 7ths) • Use of shuffle/swing rhythms and an emphasis on the backbeat • Walking bass line • Harmonica uses bent notes and cupped hands creating a “wah” effect Technology and Production • Early 20th century recordings in studios set up for classical or jazz music (in places like Chicago and New Orleans). Live performances were recorded using primitive microphones on to various types of cylinders, using the “Victor” recording machine, and later metal discs • Alan Lomax known for many of the oldest blues recordings from prisons in the deep south • Post war recording moved to tape, better quality mics and mixing desks. Groups still recorded live. • Major innovation with the use of electric guitar and amplification, developed the sound of overdriven guitar, creating a thicker tone and edge making it more exciting and aggressive. • Blues musicians took pride in their tone, so as recording quality improved their ‘true sound’ could be captured. Despite the improvement in quality, recordings were also still done live. • Guitarists developed the slide or bottleneck technique Influences: • African-American work songs • Ragtime • Spirituals • European and African folk music Key Facts • Originated in southern USA, late 1800’s early 1900’s • A music of the black slaves (plantation workers) • Acoustic blues had different names for regional styles (e.g. delta blues, country blues) • Electric blues also had various styles (Chicago blues, swamp blues) • Little success in the early years with early recordings (1920’s) classed as ‘race music’. • Performed in bars and clubs in the cities • Independent record companies (Sun Records and Chess) emerged promoting blues in the 1940’s • 1950’s saw the blues gaining exposure on local radio and independent radio stations • Blues influenced the emerging rock sound in the 60’s (Beatles, Stones, Jimmy Page, Eric Clapton) • UK 60’s blues bands were Fleetwood Mac, Breakers, Cream, The Animals • Blues popularity with the African Americans declined, however artists like B.B. King and John lee Hooker made a name on the world stage. • Lyrics dealt with relationship issues, money worries, black oppression, lack of opportunity etc… Artists: • Bessie Smith ‘Downhearted Blues’ (Early Blues) • Robert Johnson ‘Cross Road Blues’ (Early Blues) • John Lee Hooker ‘Boogie Chillen’ (Early Blues) • Muddy Waters ‘Hoochie Coochie Man’ (Electric Blues) • T Bone Walker ‘Bobby Sax Blues’ (Electric Blues) • B.B King ‘The Thrill is Gone’ (Electric Blues) STYLISTIC FINGERPRINTS FOR Rhythm & BLUES
Instrumentation: • Male and Female Vocals 16 • Backing Vocals • Drum Kit • Bass • Guitars • Piano • Horn section also common
Performance and Arrangement: • Shares blues features (although more focused on vocals & melody than improv. & solos • Faster than the blues • Forms a link between blues and soul • Larger ensembles and more dance oriented than the blues
Influences: • Blues • Boogie-Woogie • Doo Wop • Gospel
Key Facts and Terminology • Rhythm and Blues was used to replace the term ‘race music’ in the 40’s and 50’s and was applied to music by black artists • The R&B charts were separate to the mainstream charts • The term is still used to describe urban black music styles, including soul, hip hop and pop • Many blues and soul artists were also classed as R&B artists
Artists: • Ray Charles ‘Mess Around’, ‘Georgia on My Mind’ • The Drifters ‘Honey Lovers’ • Sam Cooke ‘Wonderful World’ • Ben E. King ‘Stand by Me’
Ray Charles (pictured) was a blind singer and piano player. He was a pioneer in fusing different influences (blues, gospel, country, R&B) during the 1950’s, and was responsible for laying down the early roots of soul. He released many of his early hits with Atlantic Records and remained popular in the 60’s and beyond. STYLISTIC FINGERPRINTS FOR ROCK & ROLL Instrumentation: • Predominantly Male Vocals • Drum Kit • Backing Vocals • Piano • Electric Guitar • Acoustic Guitar (used less frequently) • Double Bass or Electric Bass • Harmonica 17 • Sax (and other brass) • Typically small ensemble (vocals, guitar(s), bass and drums)
Performance and Arrangement: • Fast tempo (140 bpm +) • Walking bassline (often doubled by elec. • Energetic (loud vocals, screams and shouts) guitar) • Often based on 12 bar blues pattern • Second guitar plays rhythmic chords • Predominantly in a major key (with use of • Use of stops (as in blues) blues scale) • Flamboyant guitar solos • Strong backbeat • Call and response • Shuffle rhythm • Simple backing vocals (unison is common) • Piano plays chord vamps or triplet quavers, lively soloing and left hand plays similar to bass
Technology and Production: • Live recording directly to tape with mixing done whilst being performed (on the fly) • Poor quality of instrument capture (poor frequency reproduction), due to poor mic positioning and spill. No multi mic drum set up. Often with just one overhead mic. • Loud Guitars and Drums creating challenges for sound engineers with louder recording levels, leading to altered sound through driving pre-amps hard and tape saturation • Vocals often overdubbed later to improve clarity and minimise spill • Early three track recorders were used in the 50’s. Overdub was achieved using 2 tape recorders • Despite recording limitations, some high quality recordings were achieved, with mics, desks, processing and tape recorders comparable with modern equipment • Music was released on vinyl with wider frequency production and better dynamic range • Use of slap back delay on vocals and guitars • use of echo chambers added to the backing mix • Sound of elec. guitar is crucial in the music – the use of overdriven valve amps hinting at a distorted sound of rock guitar that would soon become popular Influences: • Country • R&B • Blues • Gospel Key Facts: • Mainly produced in 1950’s with widespread popularity and commercial success in UK and USA • Developed in the urban areas of southern USA, in cities such as Memphis • The idea of a pop star being associated with fashion, lifestyle & youth reflected a change in society • People had more money, so music was more accessible (TV, Radio and vinyl) • Although black in origin, musical style was accepted by white performers, promoting its popularity • Built on blues style, with the amplified electric guitar sound being central to the music • Controversial performers (Elvis Presley) gave the music a rebel image • Record labels such as Chess ad Sun promoted Rock and Roll • Rockabilly was rock and roll performed by white performers with a more country influence (Roy Orbison, Everly Brothers, Buddy Holly) Performers: • Bill Haley and the Comets ‘Rock Around the Clock’ ‘See You Later Alligator’ • Little Richard ‘Lucille’ ‘Tutti Frutti’ • Chuck Berry ‘Rock and Roll Music’ ‘Johnny B. Goode’ • Elvis Presley ‘Blue Sude Shoes’ ‘Hound Dog’ ‘All Shook Up’ • Jerry Lee Lewis ‘Great Balls of Fire’ • Cliff Richard ‘Move It’ (considered the first UK Rock and Roll recording) STYLISTIC FINGERPRINTS FOR SOUL Instrumentation: • Vocals and backing vocals (male and female) • Elec. Organ • Drumkit • Horn Section (Trumpet, Sax, Trombone) • Bass • String Section • Percussion • Larger ensembles sometimes doubles up • Elec. Guitar drums and guitars • Piano Performance and Arrangement: • Emotional vocal delivery (from forceful to reflective to passionate) • Shared lead vocals are used sometimes • Ensemble Backing Vocals (part of the group e.g. Diana Ross & the Supremes, Jackson 5) 18 • Drumkit and percussion providing a steady backbeat (driving rhythms) • Rythmic, riff based bass lines • Rhythmic chordal parts on piano and/or guitar • Brisk tempo (120bpm) meant for dancing • Some slower tempo ballads • Use of vocal and instrumental hooks • Call and response • Short songs with simple structures (verse/chorus) • Melodies often use pentatonic scales with added blues notes • ‘Lighter’ style of soul sometimes referred to as Motown (also a recording label) Technology and Production • Early us of multi track tapes (4 and eventually 8 tracks) • Live recording of a complete band in one room with Direct Input (DI) guitars and basses and acoustic screens used to provide separation. • Close mic drum recording • Vocals overdubbed • High quality mics with top end ones still being used today. • Use of echo chambers • Plate reverb (e.g. EMT 140) • Classic compressors (Teletronix LA2A) used with gentle settings • Often high quality recordings with clear vocals and deep bass (full range frequency) • Extreme panning (unconventional for today) e.g. all drums and bass on left, vocals and other inst. on right • Electronic instruments like: Hammond organ, Fender Rhodes elec. piano. • Very little use of sound design, focus on was on the natural sound of instruments. Influences: • R&B • Gospel • Jazz Singers (Billie Holiday, Ella Fitzgerald) • Psychedelic Rock (late 60’s) Key Facts • Started in late 50’s and remained popular until mid 70’s (soundtrack for the 60’s) • Came from large cities in southern USA (Detroit, Memphis, Philiadelphia, also New York on the East Coast) • Mainly produced by African Americans • Record Labels/Studios – Motown, Atlantic and Stax • Different subgenres (Memphis soul, northern soul, Philly soul, blue-eyed soul) • Worldwide commercial success (still to this present day) Artists: • Otis Redding ‘Sitting on the Dock of the Bay’ • Stevie Wonder ‘Superstition • Marvin Gaye ‘heard it Through the Grapevine’ What’s Going On’ • Supremes (Diana Ross) ‘Baby Love’ ‘Stop in the Name of Love’ • Jackson 5 ‘ABC’ ‘Never Can ay Goodbye’ • Aretha Franklin ‘Respect’ ‘Natural Woman’ • James Brown ‘I Got You (I Feel Good)’ STYLISTIC FINGERPRINTS FOR COUNTRY Instrumentation:
• Vocals and Backing Vocals • Banjo • Acoustic Guitar • Pedal Steel Guitar • Electric Guitar • Harmonica • Bass • Keyboards • Drumkit • Percussion • Violin • Sometimes Strings and Horns Performance and Arrangement:
19 • Prominent use of acoustic inst. acoustic guitar playing rhythmic strumming, chops or finger-picking • Finger picking style of guitar and banjo are often used • Simple rhythms with a strong backbeat emphasised by snare and guitar • Two to the bar bass line common playing root and fifth figures • Occasional use of 3/4 time • Songs are often vocal led pop • Vocal techniques can include yodelling and switching from normal to falsetto • Some styles are purely acoustic, others use typical rock band inst. Technology and Production
• Varies through different eras as production methods evolve • Country industry in Nashville is renowned for country music production since the 60’s. The focus is on creating clean, clear, accurate recordings of the actual instruments, rather than lots of production tricks. Nashville is noted for its recording of acoustic instruments • Electric guitar sound is often clean and slightly twangy Influences:
• European folk music • Blues • Many influences and fusions with other contemporary styles throughout the 20th century
Key Facts:
• Started in early 20th century in Southern USA, originally played by European-origin settlers • Associated with cowboys in early years, and truck drivers in more recent • Lyrics often refer to rural country life in the southern states of America • Many subgenres: bluegrass (fast, acoustic, instruments.) Western Swing (swing and jazz influence) • Nashville is one of the biggest recording centres in the world, with rock bands like The Stones recording there • Has a huge worldwide following despite not having much chart success Artists:
• Hank Williams ‘Hey Good Lookin’ • Johnny Cash ‘I Walk the Line’ ‘Ring of Fire’ • Patsy Cline ‘Crazy’ • Tammy Wynette ‘D-I-V-O-R-C-E’ ‘Stand By Your Man’ • Willie Nelson ‘Georgia On My Mind’ • Dolly Parton ‘Jolene’ ‘I Will Always Love You’ • Shania Twain ‘Come On Over’ STYLISTIC FINGERPRINTS FOR 60’s UK ROCK & POP The BEATLES Instrumentation: • Lead Vocals (John Lennon and Paul • Acoustic Guitar McCartney and sometimes George Harrison • 12 String Acoustic and Ringo Starr) • Piano • All singers shared backing vocals • Percussion • Drumkits • Diverse ensemble use (Orchestra, elec. • Bass keyboards, experimental studio sounds and • Electric Guitar world music) Performance and Arrangement: • Early songs based on rock & roll, R&B and Motown/Soul sounds • Energetic, bright and lively, often quite melodic and sweet but sometimes more gritty and rocky • Later works had diverse instrumentation, complex structures, changing time signatures and keys 20 • Use of sonic experimentation – recording ambient sound to mix with the music, reverse tape recordings, use of extreme reverb and delay, effects such as phasing and flange Key Facts: • Formed in Liverpool (hometown) in 1960’s. Played and lived in Germany until being signed to EMI • First band to achieve worldwide recognition • Huge sales of their work continues today • Early sound was known as Merseybeat • Their later sound was more diverse wth strong psychedelic rock elements (drug experimentation) • Stopped performing live by Sgt. Peppers • Rebel image (like rock & roll): sexual expression, drugs, anti-establishment, personal freedom Selected Albums by The Beatles: • Please Please Me (1963): First album. released after success of ‘Love Me Do’ and ‘Please Please Me’. Captured as a live performance of a live set recorded to two track tape (instruments on one tape and instruments on another) then mixed to mono. Stayed at number 1 for 30 weeks. Lively guitar led, catchy melodic pop. Also included ‘I Saw Her Standing There’ and ‘Twist and Shout’. • With The Beatles (1963): ‘Saw Her Standing There’ ‘I Want To Hold Your Hand’. Showed sophistication in writing and performing. Still rock/pop sound with more diverse instrumentation (percussion, Hammond organ and harmonica. Used sound on sound overdub (adding tracks to pre-mixed recordings using two tapes). Released in mono and stereo (stereo panned wide leaving a hole in the middle). Album marked the start of Beatlemania. • Hard Day’s Night (1964) recorded using four track multi track recording and mixed in mono and stereo. ‘Hard Day’s Night’ ‘Can’t Buy Me Love’ • Beatle’s for Sale (1964) No singles from this album. Early studio experimentation recording songs in several different takes and using a fade in at the start. • HELP! (1965) ‘Help’ ‘Yesterday’ ‘Ticket to Ride’. Made use of improving recording techniques by using more overdub, • Rubber Soul (1965) Used sped up recording of piano and heavy compression • Revolver (1966) Showed experimentation with classical elements ‘Eleanor Rigby’. Also showed a psychedelic influence. ‘Tomorrow Never Knows’ used tape loops, vocal effects and reverse guitar. Also the first album to use automatic double tracking • Sgt. Pepper’s Lonely Heart’s Club Band (1967) Acclaimed as one of the finest albums in terms of songwriting, performances and recording quality. More experimentation with effects like flanging, wah-wah and fuzz. Also a new keyboard instrument called a Mellotron. • Magical Mystery Tour (1967) Experimentation with sound collages. Album not well received • White Album (The Beatles) (1968) ‘Let it Be’ ‘Blackbird’ Double album continuing with psychedelic themes. Their first album recorded on 8-track. Tensions amongst the band arose on this album • Yellow Submarine (1969) Film soundtrack, with B side being an orchestral score by George Martin • Abbey Road (1969) ‘Come Together’ ‘Here Comes The Sun’ Last album before they split. Made use of the Moog synthesiser. Another example of fine songwriting, performing and production • Let It Be (1970) Recording sessions completed before Abbey Road, but released after they split. ‘Let it Be’ ‘Long and Winding Road’ ‘Get Back’
OTHER 60’s UK ROCK & POP Groups – Rolling Stones
Instrumentation: • Vocals (Mick Jagger) • Drumkit • Backing Vocals • Percussion • Elec. Guitar • Piano/Keyboards • Bass • String and horn sections on occasion Performance and Arrangement: • Heavily influenced by Chicago Blues and Chuck Berry’s Rock and Roll guitar • Jagger’s raunchy vocals and Keith Richard’s blues rock guitar give them a edgy, gritty, hard sound • Simple verse chorus structures (although have also produced some experimental work) Key Facts • Rivlas to the Beatles in the 60’s • Part of the ‘British Invasion’ that was popular in the US in the 60’s • Continued to right and perform up to the present day Recordings: • The Stones have released a huge number of albums that have been successful in reaching number one (or very close to). Most songs are of a hard bluesy rock style, however they did release some ballads, using country and other influences. Some notable singles are: ‘(I Can’t Get No) Satisfaction’ ‘Time is on my Side’ ‘Jumpin Jack Flash’ ‘Ruby Tuesday’ ‘Wild Horses’
21 OTHER 60’s UK ROCK & POP Groups – The Who
Instrumentation: • Vocals • Drumkit • Backing Vocals • Percussion • Elec. Guitar • Synthesiser and Keyboards • Bass • Horns Performance and Arrangement: • High energy and aggressive performers, smashed guitars and kit on stage as part of their act • Hard driving rock with melodic bass lines • Some songs used complex instrumentation and structures • Pete Townshend (guitarist) used the term popwer pop for their more mainstream music Key Facts • Associated with Mod culture (sub culture wearing sharp suits and rode scooters, union jack fashion) • Pete Townshend known for windmill guitar style • Developed rock opera with the albums/movies Tommy and Quadrophenia Recordings: • Success with the singles ‘My Generation’ ‘Substitue’ and ‘I can See for Miles’ in early 60’s. Rock opera Tommy in 1969 about a deaf, dumb blind boy ‘Pinball Wizard was a hit from this. Next album (Who’s Next) was experimental using synths for drones and sound effects and the use of an envelope follower on the guitar. Album had a more prog rock style and more complex structures. 1973 as the second rock opera, Quadrophenia. Drummer Keith Moon died of a drug overdose, and then with the birth of punk they struggled to stay together.
Other British bands of note are: • The Kinks • The Small Faces • The Animals • The Hollies • The Spencer Davies Group • The Yardbirds • The Moody Blues
STYLISTIC FINGERPRINTS FOR 60’s US ROCK & POP Bob Dylan – Folk Rock
With the British Invasion dominating the US charts, as well as soul, Rock and Roll had lost its popularity, leaving America looking for its own sound. A folk/country rock style emerged. Towards the end of the 60’s a psychedelic rock influence also made an appearance. The most influential performer in this folk rock style was Bob Dylan
Instrumentation: • Vocals • Solo Acoustic Guitar • Harmonica • Later version used rock band lineup
Performance and Arrangement: • Folk influenced compositions with simple chordal accompaniments • Clever use of melody and chord structures 22 • Vocal tone that was quite nasal and whiny • Poetic lyrics exploring politics and philosophy (message music)
Key Facts • ‘Blowin’ in the Wind’ was an early success • Dylan also wrote songs for other artists (The Hollies and The Byrds) • Closely involved with the civil rights movement • Third album ‘Times They Are A Changing’ contained songs about poverty, racism and need for social change • Influence of other bands (Beatles etc..) led to the addition of elec. guitars and a rock band for tracks on the album ‘Bringin’ it All Back’. Album had the tracks ‘Mr Tambourine Man’ ‘It’s All Over Now Baby Blue’ • Subsequent albums used the electric rock style • Further hit songs include ‘Like A Rolling Stone’ ‘Knockin’ on Heaven’s Door’
Other Artists: • Neil Young • Crosby Stills and Nash • Joni Mitchell • The Eagles (Hotel California) STYLISTIC FINGERPRINTS FOR Psychedelic ROCK
Instrumentation: • Classic Rock Band Lineup • Addition of unusual instruments: Sitar Melletron keyboard (and early sampler) Dulcimer Mandolin
Performance and Arrangement: • Guitars prominent as both rhythm and lead • Unusual ‘spacey’ timbres • Songs had loose forms with extended ‘jamming’ and soloing over grooves and chord patterns • Vocal also given a spacey feeling (dreamy sparse and slow moving) • Tempo, Key and Time signature changes created changes in mood • Songs could be long and complex
Technology and Production • Guitar sound uses lots of processing (distortion, feedback, fuzz, phaser, echo/delay, Leslie speaker) • Melletron Sampler keyboard used for unusual timbres (choir, flute, strings) often used for pads or drones • large amounts of reverb and delay used on any part of the mix (vocals, guitar, solo flute etc…) to produce unreal sounding textures • Phasers and Flangers popular for similar reasons as above • Synthesisers used for their capabilities to produce unusual sounds • Tape loops and ambient recordings add strange non-musical sounds and textures
Influences: • UK Rock • Folk Rock • Experimental music like musique concrete 23
Key Facts • Late 60’s and early 70’s – Linked to the beat generation • Use of mind altering drugs let to many musical experiments • Lyrical, often surreal, themes. fairy tale or mystical • Concept albums – albums linkes with a storyline. Long songs, not great for commercial radio • Grateful Dead known for long drawn out solos, popular into the 90’s until singer & guitarist Jerry Garcia died • Frank Zappa and Captain Beefheart where two of the era’s most creative artists • The Doors combined many different influences to create their version of this style. Their sound featured organ and elec. piano with long improvised solos. Lead singer Jim Morrison very controversial.
Artists: • The Doors ‘The Doors’ • Frank Zappa ‘Freak Out’ • Grateful Dead ‘Grateful Dead’
Some bands were influenced for periods or just on some songs. • The Beatles ‘Day Tripper’ Lucy in the Sky With Diamonds’ • The Who ‘Paint It Black’ • Pink Floyd - Early Albums STYLISTIC FINGERPRINTS FOR Progressive ROCK
Instrumentation: • Vocals and Backing Vocals • Drumkit • Guitar • Keyboards/Synthesisers • Elec. Organ and Elec. Piano • Sometimes strings, horns and world instruments
Performance and Arrangement: • Sometimes musically complex. Instrumental virtuosity is important for long complex passages • Melody and Harmony can be complex and unusual • Use of modes and a classical approach to harmony • Structures can be complex; long songs with many changes • Changes in texture and dynamics (more so than other rock styles) • Time signature and tempo changes used. Also complex time signatures at times • Drum parts can be rhythmically complex
Technology and Production • Production tried to achieve highest technical excellence • Use of lush reverbs, delays and ‘expensive sounding’ layered recordings • Guitar sounds covered a wide range. From clean sounds, chorus effects, flanger and phaser, to full on heavy rock distortion and fuzz sounds. • Synthesisers very important. often used for solo work. Moog and Arp synths were new instruments, but were used alongside elec. organs and pianos.
Influences: • UK Rock (Beatles, The Who, The Kinks) • Velvet Underground and Psychedelic Rock 24 • Jazz • World Music • Classical
Key Facts • Began in late 60’s alongside psychedelic rock. • Also known as prog rock • Continues to be popular during the 70’s, however by the end of the 70’ it was considered outdated • Concept based albums rather than single tracks that could be released on the charts • Many bands evolved to a more commercial sound (Pink Floyd, Yes and Genesis) Artists: • Pink Floyd ‘Dark Side of the Moon’ • Yes ‘Close to the Edge’ • Genesis ‘The Lamb Lies Down’ • The Moody Blues ‘The Day Future Passed’ • Emerson, Lake and Palmer ‘Tarkus’ STYLISTIC FINGERPRINTS FOR Heavy ROCK Instrumentation: • Vocals (usually male) • Two guitarists – Lead and Rhythm • Keyboards • Bass • Drums Performance and Arrangement: • Powerful vocals usually delivered in a high register at a screaming level • Guitars play riffs using Power chords (Root and Dominant chords) • Soloing-fast and with a high degree of technical ability • Pentatonic and blues scales used regularly for riffs and solos, also the prominent use of modal scales and chromaticism • Driving rhythms called ‘Chugging’ used by the guitar, drums and bass. • Keyboards are not used in a prominent / lead role • Drum parts feature lots of cymbals and toms and can be very technical. Technology and Production: • Electric Guitar developments • Distortion and Valve amp sound create a huge guitar sound. • Fuzz, Wah-Wah and Phaser are the main effects used • Feedback and Finger Tapping techniques used • Drums and bass create a thick and heavy sound • Use of Large Reverbs (gates, sprung, digital) Influences: • Blues Music • British Blues • Rock and Roll • R&B • Prog Rock • Psychedelic Rock Key Facts: • Owes its development to blues and R&B of the 40’s – 60’s. • Electric guitar centrepiece to the music, as both lead and rhythm instrument • Blues and Rock and Roll artists helped to make the electric guitar prominent in pop 25 • Distorted tone of guitar is a key characteristic and was very influential for future musicians Artists: • Jimi Hendrix ‘Purple Haze’ • Led Zeppelin ‘Whole Lotta Love, Stairway to Heaven’ • Deep Purple ‘Smoke on the Water’ • Black Sabbath ‘Iron Man’ • Motorhead ‘Ace of Spades’ • Iron Maiden ‘The Trooper’ • Saxon ‘Motorcycle Man’ • Def Leppard ‘Rock of Ages’ • Metallica ‘Enter Sandman’ • Megadeth ‘In The Darkest Hour’ • Bon Jovi ‘Livin on a Prayer’ • Van Halen ‘Jump’ STYLISTIC FINGERPRINTS FOR GLAM ROCK
Instrumentation: • Vocals (predominantly male) and backing vocals • Guitar • Bass • Drumkit • Keyboards • Percussion • Sometimes horns
Performance and Arrangement: • Melodic songs with hooks • Simple song structures • Distorted Guitars playing riffs and/or chord patterns based on rock and roll and R&B • Driving rock beats, sometimes using a shuffle rhythm • Camp, Glitzy delivery (make up, sparkly costumes, high heeled boots, alter egos)
Technology and Production • Similar to other early 70’s rock productions • Use of distortion and fuzz on guitars, with powerful amplification • Multi track recording producing clear, big sound • Some use of synths and effects (experimentation) • Natural or plate reverbs • Tape echo
Influences: • Rock and Roll • Heavy Rock • Psychedelic Rock • 1960’s Pop
Key Facts • Popular from 70 – 76 • Some glam rock was commercial, whereas others was deeper and more arty (David Bowie, Bryan Ferry) • 2 Christmas songs are glam rock: ‘Merry Christmas Everybody’ ‘I Wish it Could Be Christmas Everyday’
26 • Many glam artists are androgynous with uncertain sexuality • Lyrics were light, although often sexually suggestive • Elton John, Queen and Rod Stewart were influenced by Glam rock
Artists: • T Rex/Marc Bolan ‘Get it On’ • David Bowie ‘Space Oddity’ ‘Starman’ ‘Life on mars’ • Bryan Ferry/Roxy Music ‘I Wish it Could Be Christmas Everyday’ • Slade ‘Merry Christmas Everybody’ • Gary Glitter ‘Rock and Roll’ ‘I’m The leader of the Gang’ • Suzi Quatro ‘Can the Can’ ‘Devil Gate Drive’ STYLISTIC FINGERPRINTS FOR DISCO Instrumentation: • Vocal lead genre, often with backing vocals • Bass - Bass guitar or synth • Drums - Live drums or drum machine (such as Roland 808 or 909) • Percussion - often latin influenced - congas, bongos, tambourine - busy syncopated parts • Electric Keyboard - clavinet (Stevie Wonder, Superstition) or fender rhodes or synth (Bob Moog) acoustic pianos • Horn sections - Trumpet, Trombone, Saxes, often augmented with other orchestral instruments • Strings - both use of live string sections and synth strings • Hand Claps • Funky Guitar - wah common Performance and Arrangement: • Up beat tempo tempos often 110-130 • Drums - Four on the floor, Off beat Hi-Hats, drum fills • Percussion, often latin influenced: congas, bongos, tambourine, busy syncopated parts. • Horn section is soul influenced, some call and response, stabs etc…, sometimes harmonic role, supporting harmony. • Bass - Octaves, Syncopation • Guitar - use of 7ths, syncopation, choppy, wah wah, picked lines • Keyboard - choppy chords also syncopated. • Harmony - often quite simple chord sequences but common use of chord extensions - 7ths/9ths etc. • Often thick layered textures, some use of sparse funky textures - bass/drums groove based • Use of horns - call and response, also with vocals • Use of backing vocals harmony • Use of riffs in horns guitar and keyboard Technology and Production: • Use of sequencers and drum machines • Large scale multi track recording • Mainly live but with high use of overdubbing • Reverb and delay, modulation effects - chorus, flanger and phaser • Common use of wah-wah • Big rich sounds - reverb, on vocals/horns/strings • Early use of analogue synths • Extensive use of electric keyboards - Fender Rhodes, Wurlitzer electric piano • Electronic Hand claps • Songs released as 12” singles, a bit longer (usually original version and a remix) Influence: • R&B • Gospel • Soul • Funk • Latin Key Facts: • Started in gay clubs in New York then spread to other American urban centres • Named after French word for nightclub ‘Discotheque’ • Lyrics are mainly love and party songs • Complex things happening in the production of this music, engineers were more involved in this music, with technology playing a very important role • Adopted by the pop scene and dominated the charts in the late 70’s (Village People, Bee Gees) • Disco came to represent everything that was bad about pop to die hard rock fans 27 • Some disco bands had had continued success (Earth Wind and Fire) Artists: • Donna Summer ‘I Feel Love’ ‘Love to Love You • Gloria Gaynor ‘ I Will Survive’ Baby’ • Diana Ross ‘Upside Down’ • Chic ‘Le Freak’ • Bee Gees ‘Stayin’ Alive’ • Earth Wind and Fire ‘Boogie Wonderland’ • Boney M ‘Daddy Cool’ • Sister Sledge ‘We are Family’ STYLISTIC FINGERPRINTS FOR FUNK
Instrumentation: • Similar to Disco • Vocals were not always used and tended to be more raucous then disco (more R&B influenced) • Some ensembles were small but horn sections were common
Performance and Arrangement: • Exuberant, energetic and lively • Variation and syncopation in the drumbeats with a heavy backbeat • Syncopated bass line using slap bass technique • Extended groove based sections, little harmonic variation, very melody based • Improvisations and soloing was a feature • Rebellious, anti establishment image
Technology and Production • Similar to disco, however more focus was on live recording if real musicians
Influences: • R&B • Soul • Jazz (Bebop) • Psychedelic Rock • Latin
Key Facts • Began at the end of the 60’s as a development of soul. it’s influenced continued into the 80’s (Prince) • Acid Jazz borrowed heavily from funk through artists like Galliano and Jamiroquai
Artists: • James Brown ‘Get up Offs That Thing’ • Isaac Hayes ‘Shaft’ • Sly and The Family Stone ‘Everyday People’ • Stevie Wonder ‘Living for the City’ I Aint Gonna Stand for It’
Jazz Funk and Funk Rock: • Developed in the 70’s • Jazz Keyboard player Herbie Hancock’s album Head Hunters was a landmark album • Miles Davis experimented with this fusion
28 • Janes Addiction and Red Hot Chilli Peppers used many funk influences
STYLISTIC FINGERPRINTS FOR SKA REGGAE AND DUB Instrumentation: • Main Vocals • Horn section – Saxophone, Trumpet or Trombone • Backing Vocals – 3 or 4 part harmonies • Bass Guitar • Guitarists x 2 • Drums and Percussion • Piano, Keyboards, Organ, synthesizers Performance and Arrangement: • The vocals of reggae are expressive • A standard drum kit is generally used in reggae, • The back beat of reggae music is relaxed but rhythmically tight • Reggae drumbeats fall into one of three main categories: One drop, Rockers, and Steppers • Reggae is played in 4/4 time • Recognisable offbeat rhythms • Staccato / choppy chords played by a guitar, piano or both on the offbeats of the measure, often referred to as the skanking • The tempo of reggae is usually slower than ska and rocksteady, approximately 60 to 90 bpm • Heavy use of syncopation • A Melodic riff based Bass lines which plays a dominant role in reggae music • Simple chord progressions • Vocal call and response phrases • Horn sections are frequently used in reggae, often playing introductions and counter-melodies • The toasting vocal style is unique to reggae, originating when DJs improvised spoken introductions to songs • Reggae is noted for its tradition of social criticism in its lyrics, although many reggae songs discuss lighter, more personal subjects, such as love and socialising • Side stick on snare beat 3 • Organ shuffle played in the left hand plays off-beat quavers • A wide variety of percussion is used which includes shaker, tambourine and hand drums Technology and Production: • The bass sound is thick and heavy, and equalised so the upper frequencies are removed and the lower frequencies emphasised, heavily compressed and plays a key part in the performance so is mixed relatively high. • Drums are isolated with the use of gating and compression to achieve a more punchy sound • The snare drum is often tuned very high to give it a timbales-type sound • Piano and guitar chops are EQed to sound unnaturally thin • The horn section is sometimes produced with punchier, louder phrases for a more up-tempo and aggressive sound. • Extensive use of the Delay and reverb effects to give a sense of space Key Facts: • From Jamaica, created to be played on sound systems • Studio Owners had their own sound with Studio One and Treasure Isle being two early studios • Ska emerged in late 50’s. off beat chords similar to reggae but at about double the tempo. • By the late 60’s the beat slowed down and eventually turned into reggae • in UK it was enjoyed by the growing Caribbean community, also by mods and skinheads • Dub became popular at the same time, mainly just drums and bass • Late 80’s dancehall or raga emerged, using electronic sounds and more aggressive lyrics Artists: • The Skatalites ‘Guns of Navarone’ • Bob Marley and the Wailers ‘I Shot the Sherrif’ ‘Get Up Stand Up’ • Dennis Brown ‘Money in My Pocket’ • Madness ‘Baggy Trousers’ • The Specials ‘Too Much Too Young’ • UB40 ‘Red Red Wine’ Influences: • Blues • Calypso • Rhythm and Blues (R&B) • Gospel • Jazz • Sole • Mento • African and Latin American musical influence
29 STYLISTIC FINGERPRINTS FOR PUNK Instrumentation:
• Vocals (mainly male) • Electric Guitar • Bass guitar • Drums • Keyboards used by some bands Performance and Arrangement:
• Hard-edged, raw and chaotic – stripped down, small ensembles, basic music with no frills • Vocals often delivered at shouting level • Simple melodies only covering a few pitches or delivered almost at shouted chants • Backing vocals (when used) are similar; no complex harmonies • Songs are based around simple chord structures. Three chord tricks like that used in rock n roll. Simple major chords or power chords • Fast tempo • Drums are loud and trashy with lots of cymbals used • Straight forward rhythms, some simple syncopation • Songs are often very short • If a solo is included it is normally very simple and quick Technology and Production:
• DIY ethics to the production • Bands used small independent studios • Raw unprocessed sound • Guitar sound is often distorted, though quite thin and harsh comared to the full tones of heavy-rock distortion and fuzz • Effects were still used but producers avoided the polished sound of pop and the psychedelic era Key Facts: • Started around 75, 76 in the US and UK but it exploded in 77 • Most bands had moved on by the 80’s • A reaction against the excesses of technical, highly produced prog rock, and highly polished disco • Designed to be aggressive, anti establishment with social and political commentary • Some songs and bands were banned from tv • Chaotic dancing (pogoing) and spitting was common amongst fans • Equipment and venues was often smashed up at gigs Artists: • Sex Pistols ‘Anarchy in the UK’ ‘God Save The Queen’ • The Clash ‘White Riot’ “I Fought The Law’ • The Jam ‘Eton Rifles’ • The Buzzcocks ‘Ever Fallen in Love (with Someone You Shouldn’t Have) • The Damnes ‘Neat Neat Neat’ • Siouxsie and the Banshees ‘Happy House’ Influences: • Rock and Roll • Hard Rock (Like the Who and Velvet Underground) • Early 1960’s pop
STYLISTIC FINGERPRINTS FOR NEW WAVE Instrumentation:
• Vocals (male and female) • Backing vocals • Guitar • Drums • Percussion • Bass • Keyboards Performance and Arrangement:
• Adopted much of the punk DIY ethics; fairly raw and unpolished • Wide range of approaches due to varied stylistic influences, from edgy power pop to reggae and disco, so delivery depended on style • Song writing became more important, with some clever pop songs, but again avoiding the complexity of progressive rock. Technology and Production:
• Similar to Punk – the aim was to achieve an energetic and unprocessed sound of real musicians • The productions were still often a bit more polished than Punk • Use of keyboards and more variety in the arrangements often gave more depth to the sound than was usual for punk
Key Facts: • Started in late 70’s, gaining popularity after punks explosion came to an end • Continued into early 80’s and then artists continued to have successful careers as pop artists • Many acts were signed to independent record companies • New York club CBGB’s was an important venue for new wave acts • Like punk, anti establishment with lyrics about social and political issues • Many British new wave bands did not have massive success in the US Artists: • Elvis Costello and the Attractions ‘Watching the Detectives’ • Ian Dury and The Blockheads ‘Hit Me With Your Rhythm Stick’ • The Police ‘Roxeanne’ ‘Message in A Bottle’ • The Pretenders ‘Stop Your Sobbing’ ‘Brass in Pocket’ • Blondie ‘Heart of Glass’ ‘One Way or Another’ • Talking Heads ‘Psycho Killer’ ‘Once in a Lifetime’ Influences: • Punk • Hard Rock • Reggae • Funk
31 STYLISTIC FINGERPRINTS FOR SYNTH POP Instrumentation: • Vocals and Backing Vocals • Drum Machines • Synthesisers • Guitars • Bass sometimes used Performance and Arrangement: • Often moody and reserved with introspective performance (later more pop oriented) • Thin textured in early works, then more polished and fuller in later year • Synthesisers took the role of guitars, bass and other harmony parts • Use of synth pads (Sustained synth chords playing chord patterns or harmony lines) • Angular drum rhythms Technology and Production: • Use of early drum machines, monophonic and polyphonic analogue synthesisers • Real time manipulation of synthesis settings such as filter cut-off and resonance, LFO modulation • Drum machines had built in sequencers for writing patterns, as well as some synthesisers. Early songs predated MIDI so sequencers used an analogue system called CV gate • Return to the use of lush reverbs • Use of delay and other effects Key Facts: • Kraftwerk were early pioneers of the style with international hits in the 70’s. Music was based entirely on drum machines and synth ensembles • First English bands were known as New Romantics offering an alternative to punk • Early bands thrived in the underground scene, Duran Duran and Eurythmics are exceptions • Later acts like Pet Shop boys adopted the electronic sound but more pop friendly • Many synth pop acts were popular in the gay club scene Artists: • Ultravox ‘Vienna’ ‘All Stood Still’ • The Human League ‘Don’t You Want Me’ • Kraftwerk ‘Autobahn’ ‘Trans-Europe Express’ • Tears for Fears ‘Mad World’ ‘Everybody Wants to Rule The World’ • A-ha ‘Take on Me’ • Eurythmics ‘Sweet Dreams’ ‘Sisters are Doing it For Themselves’ • Duran Duran ‘Girls on Film’ Influences: • Kraut Rock • Disco • Art Rock • Glam Rock • New Wave • Punk
32 STYLISTIC FINGERPRINTS FOR RAP & HIP HOP Instrumentation: • Vocals (Predominantly male) Rapping • Record decks (Turn tables) • Samplers • Synthesizers • Drum Machine • Sometimes live instruments like guitar, keyboards, drums, percussion, bass, saxophone and other horns Technology and Production: • Later styles also use samplers to create loops • DJ scratching creates unique sounds including reversing, pitch-shifting and filtering • Special effects from synthesizers / non-pitched sound effects • Drum machines used instead of or alongside loops • Original hip-hop artists used two or more record decks to play instrumental grooves – often drum and bass breaks – while mixing in other patterns or short hits from other records • Music often has a lo-fi quality • Deep bass frequencies – often from kick-drum sounds
Performance and Arrangement: • Melodic elements are normally short motifs • Use of riffs, often repetitive • Based mainly on repeating rhythmic patterns – loops • Sometimes no bass line • Unique timbres created by DJ scratching techniques • Harmonic elements often have little importance, no large scale chord patterns or complex harmony • Rappers perform over the beats of a DJ • Frequent use of call and response chants • Use of beat boxing • Songs typically have a verse -chorus structure with the chorus based on a refrain with catchy hook, often delivered by several rappers
Main Artists: • DJ Kool Herc: influential DJ on the early hip-hop scene • Sugarhill gang: Rappers Delight (1979) • Afrika Bambaataa: Planet Rock (1982), Renegades of Funk (1983)
Influences: • Funk • Disco • Soul • R&B • Reggae – toasters on sound systems, dub • Scat singing
33 STYLISTIC FINGERPRINTS FOR INDIE
Instrumentation: • Classic rock band lineup Performance and Arrangement: • Guitar is the main harmony instrument • Indie guitar sounds are referred to as jangly, light, often using finger picked, sustained arpeggios with effects • Understated vocals with a melancholy introspected feel • Backing vocals are not a big feature • Some songs are loosely structured, almost like extended jams Technology and Production: • Guitar amplifiers and effects play a big part, light sustained tone and use of delays • DIY production ethic, low budget recordings based on capture of live performances Key Facts: • The music reflected earlier British styles • Bands had big following in the college and university circuit • Many acts came from the Manchester area • Factory records signed a lot of Indie acts. Owner also had a club (Hacienda Club) where many Indie acts played • The Cure were a post punk band who adopted an indie approach, whereas New Order and Joy Division used more electronic sounds • Britpop related to this style but still different. This included Oasis, Blur, The Verve, Coldplay • Grunge style of Nirvana and Alice in Chains had an influence on Indie music in UK • Moder band influenced by Indie are Franz Ferdinand, Arctic Monkeys, Killers, Kaiser Chiefs Artists: • The Smiths ‘This Charming Man’ • Happy Mondays ‘Wrote for Luck’ • Stone Roses ‘One Love’ • Blur ‘Country House’ • The Cure ‘Wish’ • Joy Division ‘Love Will Tear Us Apart’ • New Order ‘Blue Monday’ Influences: • UK rock (Beatles, The Who, The Kinks) • Velvet Underground and Psychedelic Rock • Punk Rock • Funk • House STYLISTIC FINGERPRINTS FOR ELECTRONIC DANCE Instrumentation 34 • Drum machines • Drums and percussion • Synthesizers • Samplers • Turntables • Vocals Performance and Arrangement: • House, trance and techno have up-beat tempos in excess of 120bpm and up to 140bpm • Four-to-the-floor bass drum and hi-hat emphasis on the off-beat quavers (similar to disco) • Synth stabs or syncopated staccato stabs on piano • Use of synth for bass lines • Synth riffs and pad chords • Samples taken from a range of instrument and vocal recordings • Anthemic or epic feel • Rapping used on some songs • Soul influenced vocals are common • Structures are built on building up and breaking down textures and rhythmic elements • Drum n bass uses fast syncopated drum patterns combined with elements of dub reggae, soul, funk and jazz Technology and Production: • Computer-based sequencers to create the music • Cheaper technology makes music production more accessible • Electronic instruments used include: Drum machines, samplers and synthesizers • Use of a wide variety of effects including: reverb, delay, distortion, chorus, side-chain compression, vocoders Key Facts: • Began in mid 80’s with warehouse parties • Gained popularity in Europe n the 80’s with raves • Electronic music strongly influenced pop like Kylie Minogue, Madonna, Pet Shop Boys • Most artists are club DJ’s and music producers, and often remix other artists work • Remixes starting in late 80’s became popular • House music scene was tied closely to the Indie scene • The club scene in Ibiza became important, playing house, trance and new styles at venues there Artists: • Marrs ‘Pump up the Volume’ • S-Express ‘S-Express’ • Aphex Twin • Basement Jaxx ‘Where’s Your Head At’ • Fatboy Slim ‘Praise You’ ‘Rockafeller Skank’ • Prodigy ‘Out of Space’ ‘Smack My Bitch Up’ • The Chemical Brothers ‘It Began in Afrika’ ‘Galvanize’ Influences: • Disco • Reggae and Club • Hip Hop • Synth Pop • Soul • Funk • Jazz STYLISTIC FINGERPRINTS FOR DUB STEP Instrumentation:
35 • Drum machines • Drums and percussion • Synthesizers • Samplers • Grimy distorted vocal samples or Clean ethereal female vocals. (However most dubstep is instrumental only).
Performance and Arrangement:
• Usual tempo of 140bpm • Takes drum pattern influences from Drum’n'bass. • Dubstep rhythms are usually syncopated, and often shuffled or incorporating tuplets with a clap or snare usually inserted every third beat in a bar. • In its early stages, dubstep was often more percussive, with more influences from 2-step drum patterns. • Tracks frequently use a minor key and can feature dissonant harmonies such as the tritone interval within a riff. • Omnipresent sub-bass • The main feature of dubstep is the use of a wobble bass: The wobble bass is an extended bass note that has been manipulated rhythmically using an LFO (Low Frequency Oscillator), Filter cutoff and much distortion. • The structure of Dubstep tracks incorporate one or more “bass drops”, a characteristic inherited from drum and bass. Typically, the percussion will pause, often reducing the track to silence, and then resume with more intensity, accompanied by a dominant subbass.
Technology and Production:
• Computer-based sequencers to create the music • Cheaper technology makes music production more accessible • Electronic instruments used include: Drum machines, samplers and synthesizers • Use of a wide variety of effects including: reverb, delay, distortion, chorus, side-chain compression, vocoders. • Dirty/grimy production quality, not clean at all (especially in the drops).
36 WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
ICT STUDENT NAME: SCHOOL:
This booklet has been prepared by ICT staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies.
A-Level ICT
This subject is taught at: West Coventry Academy The Westwood Academy The key staff are:
Ms Dhanjal – Head of ICT and Computing, West Coventry Academy [email protected]
Miss Finlayson – Head of Computing & ICT, The Westwood Academy [email protected]
Course Details
Course Title: Cambridge Technicals Introductory Diploma in ICT Exam board: OCR Exam Code:
Exam Board web site:
Assessment method: The ICT A Level is assessed by 5 units: 2 examination and 3 pieces of coursework.
Minimum requirement: Standard entry requirements of five A*-C grades including English language and mathematics. It is not necessary to have studied ICT at GCSE level.
About the course If you have a desire to progress into an academic career, have a passion for ICT and want a combination of examination and coursework! This course is designed to encourage you to develop the capacity for thinking creatively, innovatively, analytically, logically and critically. You will gain the ability to apply skills, knowledge and understanding of ICT in a range of contexts to solve problems. You will acquire an understanding of the consequences of using ICT on individuals, organisations and society and of social, legal, ethical and other considerations on the use of ICT. Finally you will enhance your awareness of emerging technologies and an appreciation of the potential impact these may have on individuals, organisations and society. You will produce 3 pieces of coursework where you will learn about app development and creating animations.
AS ICT: Unit 1: Fundamentals of ICT This unit covers key concepts in ICT. It will be assessed through a written examination that is externally assessed. It covers areas such as computer hardware, developing a key understanding of the hardware required in computer systems, how to troubleshoot errors in hardware and number systems such as binary and hexadecimal. It also covers software, giving an in depth understanding of different software types and their uses. This unit also covers key legal and ethical factors involved when using ICT, to give a detailed overview of key considerations when working in an ICT role, or any business role where the use of ICT is required.
Unit 2: Global Information This unit is assessed through a written examination that is externally assessed. It considers different types of information, who requires the information and how it can be stored and transmitted. It also considers a global perspective and the increasing need for quality information systems. The legal requirements for holding and communicating information are also included.
A2 ICT:
Unit 6: Application Design This unit is assessed through coursework and is internally assessed. It involves the design and production of an application, through from initial conception to producing and testing a prototype of the application. The different methods of development and software design will be considered. This combines written elements and practical skills using app development software.
Unit 9: Product Development This unit is assessed through coursework and is internally assessed. It involves the development of an interactive animation for use on the internet. The different software development life cycle models are considered, and then students will use this theory to manage their animation development project. Students will use Flash software and its advanced features to produce an animation for a particular audience and purpose. This combines written elements and practical skills using Adobe Flash software.
Unit 13: Social media and digital marketing This unit is assessed through coursework and is internally assessed. This is a written unit where students will consider the uses and benefits of social media and digital marketing. It involves reviewing existing strategies around digital media and recommending improvements. This is a unit that will consider a range of different business organisations, and how they use this media, and therefore is an interesting and engaging unit that covers key issues in modern ICT environments.
Academic and Career Pathways This specification provides a suitable foundation for the study of ICT or a related area through a range of higher education course (e.g. Information Technology, Information Systems, Business Computing) or direct entry into employment. In addition, the specification provides a coherent, satisfying and worthwhile course of study for candidates who do not progress to further study in this subject but who go into employment or apprenticeships instead.
What equipment will be needed for the subject?
Pens, Pencils, Rulers
Microsoft Office (or similar) which includes word processing, spreadsheet, presentation and database applications
Multimedia software (e.g. Moviemaker)
Headphones (with incorporated microphone if possible)
Camera or Camera Phone (one which can take video and images) Task:
Research project: ICT Laws
There are a number of laws that cover working with ICT effectively. These include:
- Data Protection Act - Computer Misuse Act - Copyright Designs and Patents Act.
Your task:
Research each of these laws, and find out in as much detail as you can:
- What the law is about; - Key things covered by the law; - Any things that are exempt from the law; - What the punishment is if the law is broken.
Once you have completed your research, you need to produce a booklet aimed at workers that are just starting their job at a small IT company. They will be aged between 18 – 45 and they will have some understanding of basic ICT terms. The booklet should include:
- Information and guidance about each of the laws; - Relevant examples to explain how the law works in practice and situations where it might have been broken, including the consequences of this; - Relevant images to reinforce your points and make your booklet attractive and interesting for the user; - Internet links where people can find out more information for themselves if they want more detail on particular laws.
Your booklet needs to be completed, printed if done electronically and handed in to your teacher in September.
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Su e
PHYSICAL EDUCATION
STUDENT NAME: SCHOOL: This ha d ook o tai s useful i fo atio a out the depa t e t a d stud i g fo ou e a s.
The ai of this ha d ook is to p o ide ou ith the asi i fo atio that ou eed to k o a out the ou se a d so e aids to help ou stud . You should efe to this efo e app oa hi g ou tea he s.
Co sultatio
M s Clai e Pa a i: staff p@tilehill oods hool. o e t . o.uk
You a e el o e to ask staff uestio s ega di g the a ious u its at a ti e. Please take this oppo tu it as it ill help ou u de sta di g of the theo . Su a of Spe ifi atio H155/AS 2 exam papers, 1 practical component. Content Overview Assessment Over- Total view Applied anatomy and Physiological factors af- 35% physiology fecting performance Exercise physiology (01)* of total Biomechanics, including 70 marks AS level technology in sport 1 hour 15 minute written paper Skill acquisition Psychological and socio 35% Sports psychology -cultural themes in phys- of total Sport and society ical education (02)* AS level 70 marks 1 hour 15 minute written paper Performance or Coaching Performance in 30% Evaluation of Performance physical education for Improvement (EPI) (03)* of total 60 marks AS level Performance in 1 sport = 30 (15%) Verbal response (EPI) = 30 (15%)
PAPER 1: PHYSIOLOGICAL FACTORS: Applied anatomy & Physiology: Skeletal and muscular systems Cardiovascular and Respiratory systems Exercise Physiology: Diet and nutrition and its impact on performance/participation Preparation and training methods Biomechanics: Principles, levers and the use of technology Skill Acquisition: PAPER 2: PSYCHOLOGICAL & SOCIO-CULTURAL THEMES:
Skill Acquisition: Classification of skills Types & methods of practice Transfer of skills Theories of learning Movement skills Stages of learning Guidance Feedback
Sports Psychology: Individual differences Group & Team dynamics Goal Setting
Sport & Society: Emergence & evolution of modern sport Global sporting events
THE PRACTICAL COMPONENT:
This is one sport from a designated list worth 30 marks and 1 EPI or verbal response.
Students can also coach a sport, but this is very complex and involves a lot of written work.
The list of sports can be found on the OCR website under AS PE new specification.
More detail on the EPI can also be found there. Keep up to Date! Top Tip: Fi all , do ead e spape s a d at h ele a t tele isio p og a es. We ould e o e d that ou ead a i tu e of Wat h Spo t o the TV, oth B oad sheets a d ta loid pape s, as this ill gi e ou a e keep up to date ith good o e ie of hat is goi g o i the spo ti g o ld. It is also u e t affai s. o th he ki g the li a fo so e pe iodi als. Look at hat spo ts a e o TV, hat thei ea - i g, spo so ship et .
TESTS AND EXAMS
Du i g the AS ou se ou ill e taught the diffe e t topi s i lesso s ith egula e d of topi tests a d o ks. The e ill e o ti uous assess e t of the ualit of ou o k du i g all aspe ts of the ou se. This a i ol e ou ho e o k, p ese tatio s that ou ill e asked to gi e o s all topi tests. You tea he , allo i g ou ple t of ti e to e ise, ill a ou e the ti i g of these tests efo e ha d. You should e pe t to sit e d of u it tests i ea h odule of the ou se.
The esults of all the assess e ts ill ha e a ajo i flue e o ou p edi ted g ade fo AS Le el. The e a e e i po ta t e a s th oughout the fi st ea . The o k e a s a e desig ed to p epa e ou fo the AS Le el e te al e a .
Stude ts ho do ell du i g AS a ish to a o the d ea a d a hie e the full A Le el. Those ho ish a just do the AS. THE PRACTICAL ACTIVITIES YOU COULD DO:
A ateu o i g Asso iatio foot all - Ca ot e fi e-a-side o futsal Athleti s Bad i to Basket all Ca ogie Ca oei g C i ket C li g - T a k o oad li g o l Da e Di i g - Platfo di i g Gaeli foot all Golf G asti s - Floo outi es a d appa atus o l Ha d all Ho ke - Must e field ho ke , ot i e ho ke o olle ho ke E uest ia Hu li g Ka aki g La osse Net all Ro k li i g - Ca e i doo o outdoo Ro i g Rug league - Ca ot e tag ug Rug u io - Ca e assessed as se e s o fiftee a side. Ca ot e tag ug . S ulli g Skii g - Outdoo /i doo o s o . Must ot e d slopes S o oa di g - Outdoo /I doo o s o . Must ot e d slopes S uash S i i g - Not s h o ised s i i g Ta le te is Te is T a poli i g Volle all Spe ialist a ti it Bli d i ket Bo ia Goal all Po e hai foot all Pol at Ta le i ket Wheel hai asket all Wheel hai ug ABSENCE
The e ill atu all e o asio s he ou ill ha e to iss a lesso eithe th ough ill ess o due to spo ts fi tu es et . If ou k o that ou a e goi g to iss a lesso the ou MUST tell ou tea he i ad a e. . It is al a s ou espo si ilit to at h up ith all o k issed i ludi g ho e o k at the soo est oppo tu it . . The e ill e NO e te sio s to ANY deadli es due to a se e o ill ess so p epa e ell i ad a e.
Whe e a d ho do I keep o k?
It is up to ou ho ou keep ou otes; ho e e , e ould e o e d that ou ha e fi e folde s, all dedi ated to AS Ph si al Edu atio . Fou that ou keep at ho e, that o tai s all the otes, o e fo ea h odule a d o e a ti e folde that ou i g to ou lesso s. This a ti e folde should o tai di ide s sepa ati g ea h of the diffe e t a eas of the ou se, i o de to e su e that ou o k does ot get i ed up. A p ize ill e a aila le to the Ke Dates stude t ho akes the fi st ta gi le li k et ee this ph ase a d a AS u it. AS:
You fi st hose a ti it ust e assessed a d se t to the ode ato 31st Ma h.
You se o d spo ts ust e assessed a d se t to the ode ato 15th Ma .
You E aluati g a d Pla i g fo the I p o e e t of Pe fo a e EPIP talk ill e assessed th oughout the ea a d a fi al su issio date ill e gi e du i g the ea . You ill e ideoed th oughout this p o ess to gai detailed e t i si feed a k. Most a ti ities ill e i te all assessed i Ma h. You a e alled to e e te all assessed the e a i e i Ma .
Te t Books a d Resou es
As a AS & A PE stude t ou a e e ui ed to seek so e i depe de e i ou stud a d esou e skills. You a e e ui ed to pu hase ou o te t ook fo the ou se a d ha e it ith ou ead fo ou fi st lesso i Septe e . You a use a ious e sites to sou e ou ook ut elo a e so e li ks. You a also o o a te t ook f o s hool fo a deposit of £ a d upo etu i g iit i good o ditio at the e d of the ea ou ill get ou deposit a k. This optio ill e a aila le p io to ou fi st lesso i Septe e a d ou ill eed to seek out a e e of the PE depa t e t to o ga ise this. You a also fi d se e al e isio guides o e sites useful ut e e e it ust e elated to the OCR spe ifi atio . The est ooks fo this ou se a e: OCR AS PE Stude t Book:
Autho Joh Ho e ou e, Sa ah Po ell
ISBN
Pu lishe Hodde Edu atio
We site .hodde edu atio . o.uk/P odu t/
Lea i g Resou es
Du i g the ou se, a ious ite s of soft a e, DVDs a d te t ooks a e e o e ded o used i lesso s, fo e a ple Bod o ks@ is a useful o pute pa kage that ill help ou lea the esse tial a ato a d ph siolog that is used e te si el du i g ou A & P lesso s. PE stude ts a use a u e of CD ROMs a d ideos fo p i ate stud .
Useful We site
You a e stud i g the OCR spe ifi atio , it ould e e t e el useful fo ou to get a ele a t i fo - atio a out ou p a ti al a ti ities, EPIP a d e - a s f o the follo i g e site add ess: .o .o g.uk
Li a a d I fo atio Se i es
Li a The e a e a a iet of esou es a aila le i the li a , oth o loa a d fo efe e e. It is i po ta t that ou use the li a to help ou ith ou assig e ts a d fo e isio . Make the ti e to fi d out hat is a aila le to ou. I te et The e a e a huge a iet of e sites that ou a use to help ou ith ou o k. It is i po ta t to e e e that i o de to get the est a ks possi le ou ill eed to sho e ide e that ou ha e ead a ou d the su je t a d a sho a i depth u de sta di g of the topi . Due to the atu e of the I te et the e add esses a e o sta tl ha gi g. Be a eful, ot e e thi g o the i te et is o e t, use ou o o se se a d o l use the i te et as a sou e i additio to ou te t ooks!
Go e i g Bodies The Go e i g odies of ou a ti ities a e a i alua le sou e of i fo atio a out hat is u e tl goi g o ithi ou spo t. As pa t of the ou se ou a e e pe ted to k o a out all the g ass oute s he es offe ed to ou g pa ti ipa ts, all the t ai i g oppo tu ities a d the lo al p o isio i ou a ti it . So get i tou h soo e athe tha late a d get the i fo atio ou eed to get the est a ks possi le. The follo i g e site add esses a e of use to ou studies th oughout the ou se so ha e a good look at the ea l . SPORTS ORGANISATIONS WEB SITE ADDRESSES B itish Cou il http:// . itish ou il.o g B itish Ol pi Asso iatio http:// .ol pi s.o g.uk/ Depa t e t of Cultu e, Media a d Spo t http:// . ultu e.go .uk Disa ilit Spo t E gla d http:// .disa ilit spo t.o g.uk I stitute of Spo t Spo so ship http:// .spo ts-spo so ship. o.uk/ I te atio al Ol pi Co ittee http://ol pi .o g/ I te atio al Pa al pi Co ittee http:// .pa al pi .o g/ Spo ts Coa h UK http:// .spo ts oa huk.o g.uk Spo t E gla d http:// .spo te gla d.o g Wo e s Spo t Fou datio :// . sf.o g.uk/ INFORMATION ORGANISATIONS st Spo t http:// . st spo t. o / BBC Spo t A ade http:// e s. . o.uk/spo ta ade /default.st E lopaedia B ita i a http:// . ita i a. o / Go e i g Bodies Use Spo t E gla d e site fo full list a d li ks to Go e i g odies Gato ade Spo t S ie e La .gisi e . o I e Bod http://i e od . o Peak Pe fo a e http// .ppo li e. o.uk Ps holog La http:// geo ities. o /laza idous/ S hoolzo e http:// .s hoolzo e. o.uk/ Spo t I ju Jou als http:// .ph sspo ts ed. o / Natio al Li a of Medi i e . i. l . ih.go /e t ez/ ue .f gi Spo ts S ie e I fo atio .e plo ato iu .edu/spo ts Statisti s I fo atio http:// . o e t iles. o /stats/ T ai i g P og a es/P i iples http:// . ia a .de o . o.uk/ Hu a Biolog page . ioa i . o UK Spo t http:// .ukspo t.go .uk Lu ozade Spo ts A ade .theIssa. o /Issa/ ai .asp Wo ld Spo t :// . o ldspo t. o / s/
So e Natio al Go e i g Bodies e add esses to get ou sta ted
Foot all :// .thefa. o / Athleti s :// .ukathleti s. et/ Ho ke :// .e gla dho ke . o.uk/ S i i g :// . itishs i i g.o g/ Net all :// .e gla d- et all. o.uk/ Da e :// . ad.o g.uk/ Rug :// . fu. o / G asti s:// . itish-g asti s.o g/ Basket all :// .e gla d asket all. o.uk/
REMEMBER—WORK HARD, PLAY HARD AND GET THE GRADES YOU DESERVE hopefull a A SUMMER ACTIVITY
TASK
Resea h the follo i g a eas as pa t of a o e e t a al sis fo the take off phase of a lo g ju p e e utio phase i ea h of the joi ts i the lo e leg k ee a d a kle .
You a ish to use the OCR e site fo ad i e o eadi g ate ials. This a ti it is alled o e e t a al sis a d is al a s the fi st t pe of uestio i the itte e a . You ill eed this k o ledge th oughout ou studies i Ph si al Edu atio .
EXTENSION WORK No pe fo the sa e e e ise fo the follo i g spo ti g a tio s:
Shot putt e e utio phase at theshoulde joi t
Ki ki g a ug o e sio e e utio phase at the k ee joi t
A sit up e o e phase at the spi e This i fo atio ill e p ese ted to the lass a d tea he i ou fi st lesso s a k i Septe e . It ill fo pa t of ou fi st assess e t to see if ou a e suita le fo the ou se.
E jo the su e a d o k ha d!
PE Depa t e t SUMMER ACTIVITY CONTINUED BRING THIS WITH YOU ON DAY 1
EXECUTION PHASE OF A TAKE OFF IN A LONG JUMO LEFT LEG
A ti ulati g Joi t t pe Mus les T pe of Mo e e t o es ago ist/ Mus ula t pe p odu ed a tago ist o t a tio K ee left
A kle left
EXECUTION PHASE OF THE SHOT PUTT
A ti ulati g Joi t t pe Mus les T pe of Mo e e t o es ago ist/ Mus ula t pe p odu ed a tago ist o t a tio Shoulde
EXECUTION PHASE OF KICKING A RUGBY CONVERSION
A ti ulati g Joi t t pe Mus les T pe of Mo e e t o es ago ist/ Mus ula t pe p odu ed a tago ist o t a tio K ee
EXECUTION PHASE OF PERFORMING A SIT UP
A ti ulati g Joi t t pe Mus les T pe of us u- Mo e e t o es ago ist/ la o t a tio t pe p odu ed a tago ist Spi e
(c) Glycogen loading is a method used to improve performance. (i) Describe the process of glycogen loading. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. [3] (ii) How effective is glycogen loading as a means of performance enhancement for endurance activities? ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. [3] (c) Explain how attitudes to performing in physical activity might be formed...... [5]
Photography: lens-based • app e iatio of ie poi t, o positio , depth of field and movement; time-based, through such and light-based media te h i ues as se ue e o f oze o e t • the app op iate use of the a e a, fil , le ses, Introduction filters and lighting for work in their chosen area of Students will be introduced to a variety of Photography experiences exploring a range of photographic media, • u de sta di g of te h i ues elated to the techniques and processes. They will be made developing and printing of photographic images, aware of both traditional and new technologies. where appropriate, presentation and layout. Students will be aware of the four assessment Knowledge and Understanding objectives to be demonstrated in the context of the Students will show knowledge and content and skills presented and of the importance of understanding of: process as well as product. • ho ideas, feeli gs a d ea i gs a e Students will use sketchbooks/workbooks/ conveyed and interpreted in images and artefacts journals to underpin their work where appropriate. created in the chosen area(s) of Photography Students will use traditional methods and digital • histo i al a d o te po a de elop e ts a d techniques to produce images. different styles and genres • ho i ages a d a tefa ts relate to social, Areas of Study environmental, cultural and/or ethical contexts, Introduction to Photography 6 week and to the time and place in which they were created course • o ti uit a d ha ge i diffe e t st les, ge es Students will produce an experiments sketchbook and traditions relevant to Photography during the first 6 weeks of the course. They will be • the o ki g o a ula a d spe ialist terminology given 6 mini projects to complete in their own time. which is relevant to their chosen area(s) of Also during these weeks students will be having Photography. guided lessons covering a variety of Photographic techniques both in the dark room and using digital software. Students will be encouraged to creatively explore the media and produce a full and exciting sketchbook which will be marked and count towards their final grade.
Coursework Students will then embark on their unit 1 project producing an individual project choosing one of the themes given. The project will be marked using the 4 assessment objectives in the boxes opposite. AO1 Research and Investigation, AO2 Experimentation, AO3 Recording Analysing and Development, AO4 Final pieces.
Skills and Techniques Students will be required to demonstrate skills in all of the following: • the a ilit to e plo e ele e ts of isual la guage, line, form, colour, pattern and texture in the context of Photography • the a ilit to espo d to a issue, the e, o ept or idea or work to a brief or answer a need in Photography
AS/A Level Assessment Objectives AQAAssessment Exam
SAssessmentpecification Assessment Assessment Assessment Objective 1 Objective 2 Objective 3 Objective 4
Develop their ideas Experiment with and Record in visual Present a personal, through sustained select appropriate and/or other forms, informed and and focused resources, media, ideas, observations meaningful response investigations materials, techniques and insights relevant demonstrating critical informed by and processes to their intentions, understanding, contextual and reviewing and refining demonstrating an realising intentions other sources, their ideas as their ability to reflect and, where demonstrating work develops. on their work and appropriate, make analytical and critical progress. connections between understanding. visual, written, oral or other elements. Transition Assignment
When you start in year 12 you will be choosing from one of the following 4 themes. We would like you to produce a shoot for each theme:
URBAN, COLOUR, SURREAL AND IDENTITY
For each shoot we want you to show and then annotate the following key areas of photography:
• Various styles of lighting • Various types of focus (DoF, blur) Nicholas Gooden • Framing the subject • Atmosphere and emotion • Leading lines • Composition (rule of thirds)
Look at the Photographers work opposite; these images are a result of a thorough and on going investigation, observing the world around them.
Create a mood board in order to inspire your ideas. Research can benefit you a variety of ways; generating insight, knowledge, focus and interest.
Present your work, showing all of your images as contact sheets, select your best 12 as finals and include examples of your chosen photographers work.
You can present your work in a sketchbook, PowerPoint, digital sketchbook or in a folder. Nino Yap
Ideas for topics – natural form, buildings, doors, locks, lost items, worn out, graffiti, road signs, views through frames etc.
Andreas Poupoutsis Jerry Uelsmann
WEST COVENTRY SIXTH FORM
West Coventry Academy
AS Physics Transition Booklet (AQA)
Summer 2017
Name: ______
1
Results
Qualification Grade
Year 12 Courses
Qualification School studied at
Future Plans
Course University, Apprenticeship
2
Objectives: • To give you the skills needed for the successful study of Physics. • To help you to identify areas in which you might need help.
There are several areas in which students struggle: • Use of symbols; • Use of SI units; • Use of a calculator; • Use of formulae; • Presentation of data; • Plotting of the data in a graph; • Interpretation of graphical data.
These notes and activities are to help you to become confident with these basic skills, which will help your studies to be more productive and enjoyable.
Using Symbols An equation is a mathematical model that sums up how a system behaves. For example, we know that, if we have a current flowing through a wire and double the voltage, the current will double as well. We know that the quantities of current and voltage are related by the simple rule:
V = IR
In physics problems we are given certain quantities and use them to find an unknown quantity with an equation. Always in every problem you will have only one unknown. At AS level you will never be expected to tackle a problem with two or more unknowns. That said you may need to look up some quantities from the data sheet.
There are some basic equations that you will have to learn for the exams. These are written down for you at the back of the Physics Guide.
1. Write down three equations that you can remember from GCSE (3)
3
Symbols In GCSE you were often given equations in words:
Distance (m) = speed (m/s) time (s)
You will notice from the data sheet at the end of these notes that the equations are given in symbols, which in my notes I refer to as Physics Code. The symbols all mean something; they are abbreviations. The symbols used in exams and most textbooks are those agreed by the Association of Science Education.
Some symbols are easy; V stands for voltage. Some are not so easy. I for current comes from the French intensité du courant, since it was a French physicist who first worked on it. In print you will always find the codes written in italics.
2. What are the meanings for these symbols? (7) a
A
F
M
I
P
Q
You will come across codes written in Greek letters. The normal (Latin) alphabet has 26 characters. The Greek Alphabet is this:
Greek Name Letter Greek Name Letter alpha a nu n beta b xi x gamma g omicron Short o (ŏ) delta d (D) pi p epsilon Short e (ĕ) rho r zeta z sigma s (S) eta Long e (ē) tau t theta th upsilon u iota i phi ph [or f (F)] kappa k chi ch lambda l (L) psi ps mu m omega Long o [ ( )]
4
The ones in grey are the ones you won’t generally come across in A-level. You will come across the others in the context of: • Particles – many particles are given Greek letters, e.g. meson. • Physics codes, e.g. c = f
3 The wave equation is c = f. What do the codes refer to? (3) c f
The most common uses of Greek letters are: • – as in alpha particle; • – as in beta particle; • – as in gamma ray; • – change in (t is time interval); • – angle; • – 3.1415…; • – sum of.
4 Find two other formulae in the data sheet that use Greek letters (2)
5
Units Physics formulae use SI (Système International) units based on seven base units: • Distance – metre (m); • Mass – kilogram (kg); • Time – second (s); • Temperature – Kelvin (K); • Current – ampere (A); • Amount of substance – mole (mol); • Intensity of light – candela (cd) [which you will not come across at A-level.]
Many physics formulae will give you the right answer ONLY if you put the quantities in SI units. This means that you have to convert. You will often find units that are prefixed, for example kilometre. The table below shows you the commonest prefixes and what they mean:
Prefix Symbol Meaning Example pico p 10-12 1 pF nano n 10-9 1 nF micro 10-6 1 g milli m 10-3 1 mm centi c 10-2 1 cm kilo k 103 1 km Mega M 106 1 M Giga G 109 1 GWh
When converting, it is perfectly acceptable to write the number and the conversion factor. For example:
250 nm = 250 10-9 m = 2.5 10-7 m
5 Convert the following quantities to SI units: (5)
15 cm
500 g
3 km
35 mV
220 nF
When you write out your answer, you must always put the correct unit at the end. The number 2500 on its own is meaningless; 2500 J gives it a meaning.
Failure to put units in loses 1 mark in the exam, which is 2 %. Repeated across a paper, it can mean the difference of two grades.
6
This little character is about to walk into a common bear trap by failing to convert into SI units.
Converting areas and volumes causes a lot of problems.
1 m2 100 cm2. 1 m2 = 100 cm 100 cm = 10 000 cm2 = 104 cm2
6 Convert the following: (4)
1 m2 = mm2
0.45 mm2 = m2
1 cm3 = m3
22.4 dm3 = m3
7
Standard Form Standard form consists of a number between 1 and 10 multiplied by a power of 10. For big numbers and very small numbers standard form is very useful.
7. Comment on what happens if you try to put the following numbers into your calculator as they are. Can you do any calculations on them? (a) 3200 (b) 5 600 000 (c) 2 800 000 000 000 (d) 0.000000000000341 (2)
You should have found that very small numbers entered into a calculator are read as 0, unless they are entered as standard form. The following number is shown in standard form:
3.28 105 = 3.28 100 000 = 328 000
Look at this number:
4 505 000 000 000 000 000
Start counting from here to get the power of 10.
We find that there are 18 digits after the first digit, so we can write the number in standard form as:
4.505 1018
For fractions we count how far back the first digit is from the decimal point:
0.00000342
In this case it is six places from the decimal point, so it is:
3.42 10-6
8
A negative power of ten (negative index) means that the number is a fraction, i.e. between 0 and 1.
8. Convert these numbers to standard form: (7)
86
381
45300
1 500 000 000
0.03
0.00045
0.0000000782
There is no hard and fast rule as to when to use standard form in an answer. Basically if your calculator presents an answer in standard form, then use it. I generally use standard form for: • numbers greater than 100 000 • numbers less than 0.001
When doing a conversion from one unit to another, for example from millimetres to metres, I consider it perfectly acceptable to write:
15 mm = 15 10-3 m
9
Using a Calculator A scientific calculator is an essential tool in Physics, just like a chisel is to a cabinet-maker. A calculator geared just to money is fine for an accounts clerk, but quite useless to a physicist. All physics exams assume you have a calculator, and you should always bring a calculator to every lesson. They are not expensive, so there is no excuse for not having one.
The calculator should be able to handle: • standard form; • trigonometrical functions; • angles in degrees and radians; • natural logarithms and logarithms to the base 10.
Most scientific calculators have this and much more.
There are no hard and fast rules as to what calculator you should buy: • Get one that you are happy with. I use an ancient thing that is nearly thirty years old, but it works. • Make sure it is accurate; I have known some calculators to get an answer plain wrong! • Avoid machines that need a hefty instruction manual. • For the exam, there are certain types of calculator that are NOT allowed, for example those with QWERTY keypads. Make sure that your calculator is an allowable type.
I am assuming that you know the basic functions of your calculator, but I need to draw your attention to a couple of points:
Misuse of the EXP key: Suppose we have a number like 2.31 × 107. You key it in like this:
EXP 2 . 3 1 7
Do NOT key it in like this:
EXP
2 . 3 1 × 1 0 7
This will give you 2.31 × 108. Misuse of the calculator will always cost marks.
10
Too Many Significant Figures Consider this calculation: Vrms = 13.6 2
Your calculator will give the answer as Vrms = 9.6166526 V
There is no reason at all in A-level Physics to write any answer to any more than 3 significant figures. Three significant figures is claiming accuracy to about one part in 1000. Blindly writing your calculator answer is claiming that you can be accurate to one part in 100 million, which is absurd.
The examination mark schemes give answers that are no more than 2 significant figures. So our answer becomes:
Vrms = 9.62 V (3 s.f.) Vrms = 9.6 V (2 s.f.)
Do any rounding up or down at the end of a calculation. If you do any rounding up or down in the middle, you could end up with rounding errors.
9. Use your calculator to do the following calculations. Write your answers to no more than three significant figures. (10) ANSWER (a) 3.4 × 10-3 × 6.0 × 1023 235 (b) 27.32 – 24.82 38 (c) 1.45093
(d) sin 56.4
(e) cos-1 0.4231
(f) tan-1 2.143
(g) sin-1 1.00052
(h) Reciprocal of 2.34 × 105
(i) log10 200
(j) 45 sin 10
11
Some other tips on use of calculators: • On most calculators the number is keyed in before the function (sin, cos, log) • Take one step at a time and write intermediate results. • It is easy to make a mistake such as pressing the × key rather than the ÷ key. It is a good idea to do the calculation again as a check. • As you get more experienced, you will get a feel for what is a reasonable answer. 1000 N is a reasonable force that a car would use to accelerate; 2 × 10-10 N is most certainly not.
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Transposition of Formulae The transposition (or rearrangement) of formulae is a skill that is essential for successful study of Physics. A wrong transposition of a formula will lead to a physics error in the exam and you will lose all the marks available in that part of the question. (However, if you use your incorrect answer correctly in subsequent parts, your error will be carried forward and you will gain the credit.)
Some students find rearrangement very difficult and it hampers their progress and enjoyment of the subject. They try to get round it by learning all the variants of a formula, which is a waste of brain power.
It is far better to get into the habit of rearranging formulae from the start. The best thing to do is to practise.
Key Points: • What you do on one side you have to do on the other side. It applies whether you are working with numbers, symbols, or both. • Don’t try to do too many stages at once.
Transposing Simple Formulae Simple formulae are those that consist of three quantities, taking the form A = BC. A typical example is V = IR
10. Write down two other formulae of this kind. (2)
A simple trick is to use the formula triangle. Some physics teachers sneer at this method. I don’t, as long as you are aware that it only works for three term equations.
You put your finger over the term you A want to be subject of the formula (what you want to find) and then the rest follows: B C B = A/C
However it is better that you follow a more orthodox method. Suppose we are using the equation V = IR and wanted to know I.
We want to get rid of the R on the RHS so that I is left on its own.
13
So we divide both sides by R which gives us:
V = IR R R
The Rs on the RHS cancel out because R/R = 1. So we are left with:
V = I R
It does not matter which way the equation ends up, as long as it is rearranged properly.
11. Rearrange these equations: (4) Equation Subject Answer
V = IR R p = mv v = m V m
Q = CV C
Formulae with Four Terms Triangle methods will not work with these. Do the same method as above. Consider this formula: R = l A Make the subject.
Get rid of the l by dividing the whole equation by l.
R = l l Al The l terms cancel to give: R = l A
To get rid of the A downstairs we need to multiply both sides by A:
AR = A l A
The A terms cancel to give us our final result:
= AR L
14
12. Rearrange these equations: (4) Equation Subject Answer pV = nRT V h Ep = mgh (h is a single term) V = -GM r G = ws D D
Equations with + or - If there are terms which are added or subtracted, we need to progress like this:
Ek = hf –
We want to find h.
To get rid of the term we need to add it to both sides of the equation:
Ek + = hf – + Ek + = hf
Now we can get rid of the f on the RHS by dividing the whole equation by f:
(Ek + ) = hf f f
Which gives us our final result of: h = (Ek + f
13. Rearrange these equations: (2) Equation Subject Answer
v = u + at t
E = V + Ir r
15
Dealing with Squares and Square Roots If we have a square root, we get rid of it by squaring. If there is a square, we get rid of it by taking the square root.
Consider this formula: l T 2 g
Suppose we want to find g.
Get rid of the square root by squaring the whole equation:
l T 2 4 2 g
Now bring g upstairs by multiplying the equation on both sides and cancelling:
gT2 = 42 l
Now get rid of the T2 by dividing the whole equation by T2 and cancelling.
4 2l g T 2
14. Rearrange these equations: (6) Equation Subject Answer
Ek = ½ mv2 v m T 2 k k 1 f 2 LC C
Harder (for a bonus of 5):
t RC 0eVV Make t the subject.
16
Presentation of Data The chances are that you were told how to present data in tables when you were in Year 7 (1st Year). It is clear that many students weren’t listening, because the presentation of tables of data causes many problems and lost marks in the practical exam. It shouldn’t; it is dead easy. Even if you know no physics, you can still pick up several marks for making sure that your data are presented well.
• Make sure you make a table. • It should be boxed in with ruled lines, please. • There should be headings for each column. • With units. • Data should be to no more than three significant figures.
In an experiment you should get into the habit of taking two or three repeat readings. This helps to reduce anomalous results (those that don’t fit into the pattern). Show these in your table and do an average.
In an experiment every student is expected to have their own copy of the results.
It is depressing how often the excuse is made that “Dean’s got my results.”
Dealing with Uncertainty In experimental there is always a certain amount of uncertainty. Some books call it error, but error implies operator carelessness, which is not always the case. Uncertainty can be: • Random, where there is no pattern. For example a digital meter takes readings every 0.2 s. Was the result caught exactly as the stopwatch read 10 s? • Systematic, where there is uncertainty in the calibration of an instrument. A school voltmeter may read 3.45 V, but the real voltage could be 3.41 V.
In general, a school physics experiment will produce at best accuracy of one part in 100. Therefore it makes no sense mindlessly to reproduce all ten digits from a calculator.
17
Graphical Skills On their own, numbers do not mean a lot. A table of numbers can be confusing. A graph allows us to see a picture of how the numbers relate to each other.
1. Always use a sharp pencil and a ruler. 2. Draw the axes 3. Label the axes with the quantity and the units 4. When you plot Quantity 1 against Quantity 2, you put Quantity 2 on the horizontal axis. 5. Look for the highest value in each range. You calibrate (put numbers on) your axes to the nearest convenient step above your highest value. 6. Use a sensible scale. 7. Plot your points with crosses (+ or ×). Points get lost. 8. Join your points with a line, but not dot-to-dot!
It can be difficult to decide whether a set of results is a straight line or a curve. If it’s clearly a straight line, draw your line of best fit with a ruler. If the graph is a curve, then try to make a smooth curve. A flexi-curve can help you with this.
If a point is way out from the rest, then it’s probably an anomalous result. If you can, recheck the data or do that part of the experiment again. If not, ignore it.
The table below shows some data to plot:
Voltage (V) Current (mA) 0 0 1 20 2 30 3 65 4 98 5 174 6 280
Please do not do this!
Amps
× No! Wrong! 280 Argh! 174 ×
98 ×
65 ×
30 × 20 ×
Volts 18 1 2 3 4 5 6 This graph is nonsense. Can you see why? Although graphs drawn like this are quite useless, they are depressingly common.
The correct graph is shown below:
Current
(mA)
300 ×
250
200 × 150 100 × 50 × × ×
Voltage (V) 1 2 3 4 5 6
Notice: • Axes labelled with quantities and units; • Scales are sensible; • Line of best fit drawn through the points. No dot-to-dot. Please.
Reading values off the graph is called interpolating.
15. Work out the gradient of your graph. Show on your graph how you got the gradient. (4)
Bonus: Write down the units you think the value of gradient should have. +2
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When we extend the graph, we are extrapolating.
Not all graphs are a straight line, as in the following example. The data show the power dissipated by a resistor as voltage increases.
Voltage (V) Power (W) 0 0 2.5 2.0 5.0 4.1 7.5 18.4 10.0 31.8 12.5 52.1 15.0 72.6 17.5 100 20.0 128
16. Plot the data and join the points with a line of best fit. Note that there is an anomalous result. (8)
17. Which is the anomalous result? What would you do to avoid anomalous results? (2)
20
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S.I. Units A standard unit is unchanging and may be set up in national standards laboratories anywhere in the world. S.I. units consist of Base Units and Derived Units that come from the base units.
Base units QUANTITY UNIT SYMBOL
Length metre m
Mass kilogram kg
Time second s
Electric current ampere A
Temperature kelvin K
Amount of substance mole mol
Derived units For example Speed metre per second m s -1
Resistance ohm V A-1 or
Force newton kg m s-2 or N
Prefixes The following S.I. prefixes may be needed:
FACTOR PREFIX SYMBOL 10 9 giga- G 10 6 mega- M 10 3 kilo- k 10 -2 centi- c 10 -3 milli- m 10 –6 micro- 10 -9 nano- n 10 -12 pico- p 10 -15 femto- f 10 -18 atto- a
For example 63 gigajoule = 63GJ = 63 x 109J
1.6 x 10-19C = 0.16aC = 0.16 attocoulomb
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Standard form and scientific notation is used to write very large or small numbers. A number may be written as: (value between 1 and 10) x (10 raised to the required power) For example 3500m = 3.5 x 103 m 63360 V = 6.3360 x 105 V 0.027A = 2.7 x 10-2 A 0.00000753 = 7.53 x 10-6
Area and volume measures (sometimes give problems).
Replace prefixes with scientific notation before calculation.
For example: r = 0.3 mm Calculate r2 r = 0.3 x 10-3 m r2 = (0.3 x 10-3 m)2 = 2.8 x 10-7 m2
V = 3 cm3 Express V in m3 V = 3 x 1 cm3 But 1 cm = 1 x 10-2 m V = 3 x (1 x 10-2 m)3 = 3 x 10-6 m3
Tips for Calculations
1 2 1.Write down a formula or equation using s ut2 at standard symbols if possible. s = 4.5m 2.You may wish to write a "shopping list" u = 0 for the quantities in the formula/equation v = but this gets no marks. a = t = 0.90s 3.Substitute values into the formula/equation 1 2 without rearranging first 4.5 0 2 a 0.90 (unless you know you won't make daft mistakes).
4.Rearrange and calculate your final answer. 4.5 0.405a
4.5 a 0.405 5.Write the answer using sensible significant figures and, if necessary, standard form. Add the proper units. a =11.1 m s-2 Check that you have answered what the question actually asked for. If you have done all this underline your answer.
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Exam Words You need to understand the special meaning of the following words in exams:
Calculate Work out a numerical answer, showing the steps in your working.
Define Write down a “textbook-type” statement explaining the word or symbol. You can sometimes get the marks if you write a defining equation provided you explain each symbol used.
Describe Simple list of the steps you would carry out in, say, an experiment. (Use numbered steps and short sentences.) A labelled diagram would also be expected.
Evaluate Work out the mathematical value of an equation for example. Assess the evidence/results from an experiment.
Explain Write down a brief statement of the meaning of the concept or words. You can sometimes get the marks for an answer using standard symbols perhaps in an equation.
Prove/derive Use algebra to obtain a given equation. (All proofs required are stated clearly in the notes or course specification.)
Ratio When asked to find the ratio of a to b you have to calculate the answer to the a fraction as a number. b
Show that Use maths to calculate a value that has been given to you. (Remember that you can use the given value in the next bit of the question anyway.) Use algebra to prove/derive an equation/formula.
Sketch Draw, without graph paper the general shape of a graph. Label the axes and mark any special values or show the ranges. Include the origin unless you have a good reason not to do so.
State Write down a name, phrase, numerical value or equation without any explanation.
Suggest Give your ideas about a new problem or situation based on physics you already know. (Often asked at the end of a practical question.)
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Plotting graphs y (dependant variable) Independent variable - You choose the values to measure.
Dependant variable - Values measured depend upon the other variable. x (independent Scales variable) • Use easy scales but also keep the graph reasonably big. • Avoid scales such as seven or three squares to represent ten units, etc.
Label axes QUANTITY • /UNIT
Plot points • Use pencil and mark small crosses () or dots in circles ( )
Draw the best fit straight line (or curve) • Show the trend (not dot-to-dot!).
To find an intercept • For an intercept on the y-axis make sure the x-axis starts from zero.(Similarly for an intercept on the y-axis.) • Write on the graph the value of any intercept found.
To find gradient of a straight line • Don’t use points you have plotted but choose two widely spaced points exactly on the line that also lie exactly on grid lines of the graph paper (or as nearly so as possible). • Construct a gradient triangle on these two points that is at least 8cm on a side. • Write on the graph the values of y and x with their units. (You may find it helpful to mark the ends of a side on a strip of paper and then compare it with the corresponding axis).
To find a gradient for a curve • Draw a tangent to the curve at the point where the gradient is required and then find the gradient of this tangent as above.
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Mathematical requirements (from AQA specification) Candidates need to have been taught and to have acquired competence in the areas of mathematics set out below. Material given in bold type is for A2 level only.
Arithmetic and computation Students should be able to: • Recognise and use expressions in decimal and standard form; • Use ratios, fractions and percentages; n x • Use calculators to find and use x , 1/x, x , log10 x , e , ln x • Use calculators to handle sin x , cos x , tan x when x is expressed in degrees or radians.
Handling Data Students should be able to: • Make order of magnitude calculations; • Use an appropriate number of significant figures; • Find arithmetic means.
Algebra Students should be able to: • Change the subject of an equation by manipulation of the terms, including positive, negative, integer and fractional indices; • Solve simple algebraic equations; • Substitute numerical values into algebraic equations using appropriate units for physical quantities; • Understand and use the symbols: = , < , > , « , » , ,
Geometry and Trigonometry Students should be able to: • Calculate areas of triangles, circumferences and areas of circles, surface areas and volumes of rectangular blocks, cylinders and spheres; • Use Pythagoras’ theorem, and the angle sum of a triangle; • Use sines, cosines and tangents in physical problems; • Understand the relationship between degrees and radians and convert from one to the other.
Graphs Students should be able to: • Translate information between graphical, numerical and algebraic forms; • Plot two variables from experimental or other data; • Understand that y = mx + c represents a linear relationship; • Determine the slope and intercept of a linear graph; • Draw and use the slope of a tangent to a curve as a measure of rate of change; • Understand the possible physical significance of the area between a curve and the x axis and be able to calculate it or measure it by counting squares as appropriate; • Use logarithmic plots to test exponential and power law variations;
• Sketch simple functions including: y = k/x , y = kx2 , y = sin x , y = cos x , y = e-kx
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You will also find these websites essential www.antonine-education.co.uk www.s-cool.co.uk www.physicsclassroom.com http://hyperphysics.phy-astr.gsu.edu/hbase/HFrame.html http://www.walter-fendt.de/ph14e/ http://particleadventure.org/particleadventure/index.html
Books
Make sure you get a revision guide to complement your textbook. All information should be learnt by wrote from each page on the book and revision guide for an A* grade.
CGP: A level & AS Physics ISBN: 978 1 78294 292 4
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West Coventry Sixth Form
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017 Level 3 Product Design
STUDENT NAME: SCHOOL:
This booklet has been prepared by Design and Technology staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies.
Level 3: Design and Technology - Product Design
This subject is taught at: West Coventry Academy The key staff are:
Mr S R Hesketh – Design and Technology Teacher, West Coventry Academy [email protected]
Course Details
Course Title: Level 3: Design and Technology - Product Design Exam board: Edexcel Exam Code: 9DT0
Exam Board web site: https://qualifications.pearson.com/en/support/support-for- you/students/contact-us.html
Assessment method: Controlled assessment – all units have a set piece of assessed coursework and an exam
Minimum requirement: Standard entry requirements of five A*-C grades including English language, mathematics and a Design and Technology subject at GCSE level.
About the course: This is a two-year A-Level Course. The course is presented to equip students with the skills required for entry into a career in Design. The course allows progression from GCSE to HE. Students will be able to recognise design needs and develop an understanding of how current global issues, including i tegrati g tech ology, i pacts o today’s orld. The course e courages creati ity a d i o atio - At A level students will have the confidence to innovate and produce creative design solutions as
they develop their own design brief with a client/end user. Students will have a coherent experience of moving from the breadth of the GCSE to the specialisation depth of A level and beyond.
Component 1: Principles of Design and Technology Component 2: Independent Design and Make Project
• Written exam, externally assessed • Non-examined assessment, internally • 2 hours 30 minutes assessed and externally moderated • 50% of qualification • 50% of qualification • 120 marks • 120 marks
The paper includes calculations, short-open and open- The investigation report is internally assessed and response questions as well as extended-writing externally moderated. questions focused on: • Students will produce a substantial design, • Analysis and evaluation of design decisions and make and evaluate project which consists of outcomes, against a technical principle, for a portfolio and a prototype. prototypes made by others. • The portfolio will contain approximately 40 • Analysis and evaluation of wider issues in sides of A3 paper (or electronic equivalent). design technology, including social, moral, There are four parts to the assessment: ethical and environmental impacts. Part 1: Identifying Opportunities for Design. Students must answer all questions. Part 2: Designing a Prototype. Students must have calculators and rulers in the examination Part 3: Making a Prototype.
Part 4: Evaluating own design and Prototype.
Academic and Career Pathways Students can progress from this qualification to:
● tertiary educatio a d/or ork-based study including product design, engineering and architecture
● further trai i g i the desig , creati e, e gi eeri g a d/or a ufacturi g i dustries ● e ploy e t i a rele a t sector. What equipment will be needed for the subject?
An A4 ring binder, dividers. A selection of decent quality drawing pencils including 2B, HB and 2H. A selection of decent quality colouring pencils. A small selection (3 or 4) decent quality marker pens (eg. Promarker, available from Hobbycraft) 150mm metric steel rule. Appropriate shoes for practical workshop sessions.
Please complete the following assignment over summer ready to hand in on the very first lesson in this subject:
Sele t o e of the s e ario’s elow a d o plete the activities
Elderly Residential Home The elderly residents at a local residential home enjoy being outside in the garden, chatting with friends and drinking tea. At present, there is insufficient seating for more than two people to sit together outside; the home has asked for a design student to put forward ideas for a small number of garden seats that would allow two residents to sit together whilst enjoying the fresh air and a drink.
(i). Collect images of existing garden furniture that would be suitable for use at a residential home for elderly people. (ii). Sketch at least five ideas for a garden seat combining some of the best features from the existing designs that you have seen. (each idea should be sketched at approximately A5 size). (iii). Make a simple model of a garden seat that combines the best features from your designs. The model must be at a scale of 1:6 (iv). Photograph your model (consider the background). (v). Copy the photograph onto an A4 sheet and write six comments about your design. You must include three good points and three areas that could be improved.
Raspberry Pi 3 The students at a local Sixth Form College are to be given a new Raspberry Pi personal computer to help them with their studies. The college has decided to ask product design students to submit ideas for a case for the Raspberry Pi that would identify it as belonging to a student who attends the college. (i). Collect images of existing Raspberry Pi cases. (ii). Sketch at least five ideas for a Raspberry Pi case that combines some of the best features from the existing designs that you have seen. (each idea should be sketched at approximately A5 size). (iii). Make a simple model of a Raspberry Pi case that combines the best features from your designs. The model must be at a scale of 1:1. (iv). Photograph your model (consider the background). (v). Copy the photograph onto an A4 sheet and write six comments about your design. You must include three good points and three areas that could be improved.
Reading List Start collecting articles from newspapers and magazines linked to Design
Textbooks (Please note that you are not expected to buy these books). Sketching: Drawing techniques for Product Designers. Koos Eissen and Roselien Steur ISBN 978 906 369 1714 Process: 50 Product Designs From Concept To Manufacture. Jennifer Hudson ISBN 978 185 669 7255 Great Designs. Philip Wilkinson ISBN 978 140 931 9412
Recommended videos to watch on You-Tube (search the following and watch as many as you can). Product Design Sketching
Rendering with marker pens
Car Sketching
Useful websites Innovative Product Design www.renfrewgroup.com Product Design & Innovation. (UK, Midlands-Based) Medical Design · Motorcycle Design · Automotive Design
Creative Product Design www.cubethree.co.uk Product design for UK Business' from concepts to manufacturing.
WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
PSYCHOLOGY
STUDENT NAME: SCHOOL: This booklet has been prepared by Psychology for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create, therefore a real indicator of how serious you are prepared to be in your studies.
A-Level Psychology This subject is taught at: West Coventry Academy Key members of staff:
Mrs Kelly Withers – Tile Hill Wood School [email protected]
Miss Sandeep Kaur – Tile Hill Wood [email protected]
Course Details
Course Title: A-level Psychology Exam board: AQA Exam Board web site: www.aqa.org.uk Assessment method: Psychology is assessed by 6 main topics (Paper 1 and Paper 2) during year 12 with 3 examination papers in year 13. Approaches within Psychology will be taught as part of the topics. Minimum requirement: If you have taken GCSE psychology you should have achieved at least a grade C. If not, at least a B grade in English, Mathematics or Science is necessary.
About the course Psychology is a very popular academic course that is firmly grounded in the scientific study of behaviour and mental processes . Psychology is the study of both our mind and behaviour. Psychologists set out to describe, explain, predict, change and even control to some extent behaviour. Studying Psychology to AS and/or A Level will help you to gain the essential knowledge and understanding of our mind and behaviour in the real world.
The modules we cover for AS Psychology are:
Introductory topics in Psychology – Paper 1. Social Influence Attachment Memory
Psychology in context - Paper 2. Biopsychology Approaches (integrated throughout the course) Psychopathology Research Methods
AS Psychology will consist of two 1 hour 30 minutes examinations
Paper 1 – Introductory topics in Psychology - 50% of AS Psychology
Paper 2 – Psychology in Context - 50% of AS Psychology
The modules we cover for A Level Psychology are:
Introductory topics in Psychology (as above) Psychology in context (as above) 3 topics from the following choices – Relationships, Gender, Cognition and Development, Schizophrenia, Eating Behaviour, Stress, Aggression, Forensic Psychology and Addition. The three choices will be confirmed during the AS academic year.
A Level Psychology will consist of three 2 hours examinations
Paper 1, 2 and 3 – 33.3% of A Level
Academic and Career Pathways Psychology provides you with the skills required to study at a higher level whilst also developing the background knowledge that will be useful in the work place. This course lays an appropriate foundation for further study of psychology and related subjects in higher education. The valuable knowledge and transferable skills will be useful for pursuing careers in the following fields:
❖ Psychiatry and Mental Health ❖ Police ❖ Criminology ❖ Criminal Justice System i.e. Law ❖ Teaching/ Lecturing ❖ Counselling ❖ Health ❖ Education ❖ Occupational Psychology ❖ Advertising What equipment will be needed for the subject?
❖ An A4 ring binder
❖ Dividers
❖ Lined paper
❖ Pens, pencils ruler
❖ Organisation will be key for success in your A-Levels!
Please complete the following activities over the summer ready to hand in on the very first lesson in this subject:
Activity 1: Obe dience – Research task
Carry out research to investigate any relationship between how obedient someone is and how strict their parents/carers are. Bring the completed research task to your first lesson.
You will need to ask each person to rate how obedient they feel they are (on a scale of 1- 10, 1 being not very and 10 being very) and how strict their parents/carers are (on the same scale of 1-10).
These are quite personal questions, so each participant will have a number instead of recording their name (see the results table). You will need to gain informed consent. Write what you will say to the participant to get their consent on the lines below
You will need to ask each participant exactly the same questions. Write your questions on the lines below (remember to tell them what the numbers on the scale mean)
Results table: Record the results in the table below. For each participant record which number they give you as a rating of their obedience and their parents/carers strictness.
Participant Number Ob edience rating Strictn ess rating 1 2 3 4 5 6 7 8 9 10 11
iPlott ng your results: Using the graph paper below, plot the results on a scattergraph. For example, if Participant 1 gave a obedience rating of 7 and a strictness rating of 9, you would need to go along the x axis (obedience rating) to 7 and then up the y axis (strictness rating) to 9 and plot a point there.
What kind of correlation have you got?
What conclusions can you draw from your graph? What do the points show?
Can you evaluate your research in any way?
Activity 2: Conformity ❖ What is conformity? ❖ Why do people conform? Task: Conformity in 2017. ❖ Investigate reasons why people are likely to conform: ❖ How does Social Media influence conformity? o Select a form of Social Media and explain how it contributes to conformity.
o E.g. Instagram
Activity 3: Approaches in Psychology Using the internet research and outline in no more than 4 sentences the following approaches used in psychology: ❖ The behavioral approach ❖ The biological approach ❖ The cognitive approach ❖ Social Learning Theory ❖ Learning Approach Find 2 strengths and 2 weaknesses for each of the approaches used in psychology.
Now: ❖ Define Nature and Nurture ❖ Place the 5 Approaches onto the Nature vs Nurture football pitch. ❖ Explain reasons for where you have placed the approaches.
Recommended textbooks.
AS textbooks: AQA Psychology for A-Level Year 1 & AS – Illuminate Publishing – Flanagan, Berry, Jarvis and Liddle. Revision guide also available.
A2 textbooks: AQA Psychology for A-Level Year 2 & A2 – Illuminate Publishing – Flanagan, Berry, Jarvis and Liddle.
Other good sources to read: Revision guides such as the CGP Psychology for AQA – AS & A Level Revision Guides available
Useful websites www.tutor2u.net – Tutor2u is an essential Psychology resource for all students. It contains an excellent Blog with relevant news stories, exam advice and analysis of topical events. It also has various quizzes, revision notes and Power Points for free. www.s -cool.co.uk/a-level/psychology www.loopa.co.uk www.thestudentroom.co.uk www.examstutor.com/psychology www.aqa.org.uk - AQA exam board for A-level Psychology containing full resources, specification, past papers and answers and exemplar student material. WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
SOCIOLOGY
STUDENT NAME: SCHOOL: This booklet has been prepared by Sociology for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how serious you are prepared to be in your studies.
A-Level Sociology
This subject is taught at: Tile Hill Wood
The key member of staff is:
Mrs Hussain – Tile Hill Wood School [email protected] Course Details
Course Title: A-level Sociology Exam board: AQA Exam Board web site: www.aqa.org.uk
Assessment method: Sociologys i assessed by 4 units which are all examination based.
Minimum requirement: Standard entry requirements of five A*-C grades including English language.
About the course: sSociology i a popular academic course that is firmly grounded in looking at how society functions. Sociology is the study of society. It is about looking at various parts of society and how they help mould us individually and collectively. Studying Sociology to AS and/or A Level will help you to gain the essential knowledge and understanding of the world we live in today alongside central aspects of sociological thought and methods. The units we will cover are:
1. Families and Households (AS) 2. Education and Research Methods (AS) 3. Beliefs (A2) 4. Crime and Deviance with Research Methods (A2)
(The units in the specification will change for September. Please visit www.aqa.org.uk for further details.)
AS Sociology specification:
Unit 1 Education with Methods in Context is 50% of AS and covers: ▪ The role of the education system. ▪ Explanations of different educational achievements by gender, social class and ethnicity. ▪ Relationships and processes within schools. ▪ The significance of educational policies. ▪ The application of research methods to the study of education.
Unit 2 Research Methods and Topics in Sociology (Families and Households) is 50% of AS and covers: ▪ Changes in the family and household structure. ▪ Changing patterns of marriage, cohabitation and divorce. ▪ Diversity of contemporary families. ▪ Changes within family roles, power relationships, and status. ▪ The changing nature of Childhood.
A2 Sociology specification:
Education with Theory and Methods is 33.3% of A Level
Topics in Sociology (Beliefs and Families and Households) is 33.3% of A Level
Unit 4 Crime and Deviance with Theory and Methods is 33.3% of A Level
(Please visit www.aqa.org.uk for further details.)
Academic and Career Pathways Sociology provides you with the skills required to study at a higher level whilst also developing the background knowledge that will be useful in the work place. This course lays an appropriate foundation for further study of sociology and related subjects in higher education. The valuable knowledge and transferrable skills will be useful for pursuing careers in the following fields:
❖ Nursing/Health Care ❖ Social Work ❖ Criminal Justice System i.e. Law ❖ Police ❖ Teaching ❖ Counselling
What equipment will be needed for the subject? An A4 ring binder. Dividers Lined paper Pens, pencils rulers
Please complete the following activities over the summer ready to hand in on the very first lesson in this subject:
Activity 1: What is Sociology?
Using the words below, fill in the blanks for basic knowledge about the subject of Sociology. You can use the Internet for additional help.
Sociology is the study of______and of people and their behaviour.
Sociologists study a wide range of topics. For example, the AQA AS/A2 specification includes topics such as gender, stereotyping, race & ethnicity, class, sexism, social behaviour, social inequalities, marriage & divorce, schools, childhood and domestic violence.
In studying topics like these, sociologists create ______to explain human behaviour and the working of society. Theories are ______of the patterns we find in society. For example, we may have a theory as to why there are differe es i girls a d oys a hie e e t le els i s hool.
A theory tries to make______. That is, it tries to explain all similar cases, not just a single case. For example, it tries to say why boys in general do less at school that girls, rather than why simply this or that individual boy does less well.
Sociology is an ______subject. This means it is not just about the so iologist s perso al ______or pet theory – our opinion and theories must be backed up by ______about society. Sociologists therefore collect evidence methodically by carrying out ______to establish whether their theories are correct. A ______theory is one that explains the available evidence.
As well as producing theories about society, sociology has practical applications. For example, if we know the causes of social problems such as educational under- achievement, we may be able to use this knowledge to design social policies to improve hildre s edu atio al opportu ities. A ______is a progra e or plan introduced by government that aims to achieve a particular goal, such as raising educational standards or reducing crime rates. Governments may use the findings of sociological research to develop more effective policies.
evidence-based theories generalisations society
explanations opinion facts research good
social policy
Activity 2: Starter to the Family unit (SCLY1) Look at the following pictures and decide whether you think they are a family or not:
The Simpsons Madonna and adopted child
John-Paul and Craig (Hollyoaks) Jolie-Pitt clan
Katie Price and Peter Andre Ellen DeGeneres and Portia de Rossi
The Osbournes Wayne and Coleen Rooney
Now using the Internet answer these two questions:
1) What is the differe e et ee a fa ily a d a household ?
………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………..
2) Has answering this question now changed your answers on the pictures? Explain why?
…………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… ………………………………………………………………
Activity 2: Family word search. Use the internet to answer the questions and then find the words in the search below.
1. What L is only one parent living with children?
………………………………………………………………………………………………………….. 2. What H is one or more people living in the same dwelling?
………………………………………………………………………………………………………….. 3. What E is the family with three or more generations in close contact?
………………………………………………………………………………………………………… 4. F is the theory that says traditional sociology is looking at society through men's eyes.
…………………………………………………………………………………………………………. 5. What K is the term used to describe all family members related by blood or marriage?
………………………………………………………………………………………………………… 6. Which sociologist suggested that the nuclear family is "universal"?
………………………………………………………………………………………………………. 7. An Israeli commune?
………………………………………………………………………………………………………… 8. Which colleague of Karl Marx suggested that the family came into existence with the invention of private property?
………………………………………………………………………………………………………. 9. What P is the key feminist concept which refers to male dominance?
………………………………………………………………………………………………………. 10. Which two sociologists claimed industrialisation created the nuclear family?
………………………………………………………………………………………………………..
Recommended textbooks: AS textbooks AS Level Sociology Stephen Moore et al. (2008) Collins Sociology AS for AQA. Third edition. Harper Collins. Rob Webb et al. (2008) AS Level Sociology AQA . Napier Press. Anne Brown (2012) Student Guide: AQA AS Families and Households. New Edition. Philip Allan.
Useful websites www.tutor2u.net – Tutor2u is an essential Sociology resource for all students. It contains an excellent Blog with relevant news stories, exam advice and analysis of topical events. It also has various quizzes, revision notes and Power Points for free. www.bbc.co.uk/news/business - Keep up to date with current events in the world through the BBC website. Very easy to read and many helpful articles to gain real examples of the theory learnt in class. The news covered can be linked to any of the topics studied.
www.aqa.org.uk - AQA exam board for A-level Sociology containing full resources, specification, past papers and answers and exemplar student material.
How will the work produced here fit into subsequent work and the specification as a whole?
The first unit of the AS course is Families and Households. The activities and the reading done here will increase your understanding of this unit, making your transition easier. It will also provide the essential background information needed to understand the subject of Sociology. WEST COVENTRY SIXTH FORM
West Coventry Academy
SUBJECT TRANSITION BOOK Summer 2017
Theatre Studies
STUDENT NAME: SCHOOL:
This booklet has been prepared by Theatre Studies staff for you to read and the work contained in it will ensure that you get off to the best possible start in this subject area. It is very important that you read this booklet carefully over the summer and have a thorough attempt to complete the work and submit it at the start of the year to your subject teacher in the very first lesson. This will be the first impression you create and is a real indicator of how seriously you are prepared to be in your studies.
A Level Theatre Studies
This subject is taught at: West Coventry Academy The key staff are:
Mrs Richards-Jones – Head of Performance
Mrs Cole – Teacher of Theatre Studies and Performance. Course Details
Course Title: A Level Theatre Studies Exam board: AQA Exam Code:
Exam Board web site: WWW.AQA.COM
Assessment method: The A level is assessed through performance and coursework throughout the course that is both internally and externally assessed, followed by an exam at the end of year 13.
Minimum requirement: Standard entry requirements of five A*-C grades including English and a qualification in/or experience of Performing Arts and Acting/Drama.
About the course
This course will develop you for a wide range of roles in industry and in higher education, by building not only your performing ability; but also your interpersonal skills, self-confidence and understanding of a wide range of issues through devising and exploring drama. You will have the opportunity to explore a range of play texts through group and individual work. This will help to develop your analytical skills whilst also building your own opinions on a range of stimuli. You will then apply this knowledge and understanding to performances, which will fully prepare you for both vocational and academic options in the future. The set texts studied will range from 18th and 19th Century and also modern day and require you to show strength, knowledge and understanding in all genres.
You will work individually and in groups for a range of tasks. Physical Theatre, Improvisation, discussion, debate, direction, devising and rehearsal techniques that will be covered in lesson time, as you develop ways of producing drama pieces that you will share in performance. Drama pieces will be worked on throughout the year alongside analytical written journals that comprehensively document the learning journey and all aspects of your development from the rehearsal stages right through to performance. Units covered during the course:
Component 1: Drama and Theatre – Study of two set plays and analysis of live theatre
Component 2: Creating original drama – Devised drama piece influenced by a set practitioner
Component 3: Making theatre – Practical exploration and interpretation of 3 x extracts taken from different plays. Methodology of a specific practitioner to be prescribed to extract 3. Reflective report analysing the theatrical interpretation of all 3 extracts.
Academic and Career Pathways
This qualification provides a strong base of skills for further study of the Performing Arts at University or for any role within this area or public services. The literature side of the course will help to develop skills that can be applied to professions in journalism and media as well as marketing and teaching. Including production and performance in Drama, this course will also develop your interpersonal, thinking and teamwork skills. Your self-confidence will also be improved, enabling you to confidently go on to any course at university or vocational placements that require these types of personal strengths. What equipment will be needed for the subject? An A4 ring binder / log book or journal General stationary Camera / phone to take pictures of evidence and rehearsal process Costume & props as required for each performance piece Comfortable / practical clothes for practical and physical workshops Activity 1 – Knowing your Theatre companies and what they are famous for in their productions.
There are many different theatre companies in this country that are known for their individual and unique styles of performances, skills and techniques. Some theatre companies focus on mime, physical theatre, dance or even puppets to tell their stories and perform their plays and it is these skills and styles that they become famous for. Recent performances locally have seen Frantic assembly – a highly physical company, perfor The Believers a truly grou d reaki g pie e of theatre and Headlong and Nottingham Playhouse Theatre Company present the very famous novel 1984. These performances were not only ground breaking in their technique and skill, but awe inspiring in their ability to create an atmosphere beyond belief in a theatre, with shocking and hard hitting storylines and exceptional acting.
Knowing your theatre companies and seeing what and how they create performances is imperative in building and developing your understanding of theatre and the performing arts. It inspires your own creativity in drama and develops your ability to be able to devise, direct and perform.
• Research four individual theatre companies • Find out what they are famous or most well-known for. • Find examples of their work, reviews from performances and even videos on you tube. • Develop an understanding of the skills they use and how they apply these in their performances. • Research what performances are coming up over the summer and see a live production.
Activity 2: Who are these people and what are they famous for? Find out who the people are below and write a short paragraph about what they are famous for and what effect they have had on the industry.
Activity 4 - Reading List
Activity 3: Devising
You will need to be able to explore themes and issues in a range of areas that will be discussed during the course in order to help you devise theatre. Look at the following stimuli and start to develop ideas of pieces that you could produce from these stimuli as a starting point.
• Media and the control it has over our lives • Seven deadly sins • Language and communication • Obsession • Who are we? • History – was it all true?
The Stage website / newspaper
This is a great resource for finding about the industry in general. It also contains adverts for extras and auditions nationally that you may want to look in to.
Other good sources to read:
Konstantin Stanislavski – An actor prepares Heddon, Deirdre & Jane Milling - Devising performance: a critical history.
It is recommended that you read a wide range of plays for young people – look at the list below for where to get started.
• National theatre connections plays. • George Orwell - 1984. • George Orwell - Animal Farm. • William Golding - Lord of the Flies. • Gillian Slovo - The Riots. • Black Watch - Gregory Burke. • Jim Cartwright - Road. • Jon Godber - Teechers. • Bryony Lavery - The Believers. • Terry Fletcher - LOL & other modern devised plays.
Recommended Television shows
Black Mirror series one and two – exceptional use of storytelling using abstract theories and concepts. Helps to develop devising skills and creativity.
How will the work produced here fit into subsequent work and the specification as a whole?
All of the above information has been selected for you to build and develop your understanding of the subject as a whole. Some of the plays that have been chosen will be used during the course and they may also be referred to in other contexts. Overall the reading will give you a good grounding of knowledge for the course and for the material that will be explored throughout.