How to Achieve the Highest Grades at A2 Level

CHISLEHURST AND SIDCUP GRAMMAR SCHOOL

How to achieve the highest grades at A2 level

A LEVEL FINE ART

EXAMINATION BOARD:AQA

SPECIFICATION: 7202

SPECIFIC STRATEGIES TO REACH A/A*

Component 1A/B (coursework) and Component 2 Controlled Examination:

 Demonstrate an individual and highly developed ability to present personal concerns through complex and focused investigations, informed by contextual and other sources such as regular gallery visits and working with professional artists and designers. Analysis of pieces from a range of appropriate artists that is articulate and demonstrates a clear understanding of context using a specialist vocabulary. Cross referencing of other supporting works and own opinions and interpretations are insightful. Use correct spelling, punctuation and grammar in all written work.

 Document all original artwork with an extensive written commentary which should contain a high level of analytical and critical understanding and fluency in using a specialist vocabulary. There should be clear evidence of cross referencing making links to artists work and own objectives on the success of on-going developmental investigations. Rigorous evaluation should be consistent.

 Present extensive evidence of experimentation, selecting relevant resources which have been subjected to rigorous review and selection through discussion and individual assessment. Distillation of immerging physical experimentation informs work as it develops i.e. there should be distinct links between experimentation and the influence on subsequent development and final pieces. There should be evidence of the opinions of others being considered in relation to the value of on-going work. This should be present in work journal evidence in the form of a written summary

 Present a creative and conceptual process that is clearly reflective through detailed and substantiated written commentary and clearly documented evidence.

 Record visual ideas, observations and insights relevant to the progress of the body of work that is of outstanding quality with regard to technical and crafting skills. This should contain personally informed and unique 2 dimensional or 3 dimensional items and artefacts.  Exhibit work that is highly personal, through a response that is meaningful, containing perceptive revelations.  There should be research that places the study in a topical context where relevant such as factual information, data, subject research, specialist journals and literature.

 Present a fluent body of work. Elements of the visual and written aspect of the study should be effortlessly integrated. All sources should be informing each other such as artists research informing the subject of investigation, topical or factual information. Cross referencing should be consistent throughout and links should be consistent through the body of work.

 Demonstrate through artwork a level of integrity that can demonstrate unique and valid connections to artists and practice giving specific references material(s). Final outcomes should of the highest technical skill, original and ambitious exploiting the potential of the materials, processes and/or techniques.

A LEVEL FINE ART

EXAMINATION BOARD:AQA

SPECIFICATION: 7202

 Component 1 (Part A) – Establishing study routes. Phase one is designed to establish the student’s personal concerns and area of expertise. Presentation/workshops/skills acquisition/development opportunities are delivered on a mainly weekly basis from which students can work individually and in peer groups to further creative investigations. Investigations are self-determined and open to personal direction.

 Component 1 (Part B) – Creative Problem Solving. Phase two enables students to further personal investigations based on the final outcomes and study areas of phase one. Investigations are self-determined centred on the refinement of concepts and intentions. Additional practical and intellectual concerns should be established and investigated in depth.

Component 2 – External Controlled Examination.

USEFUL WEBSITES / REVISION RESOURCES – A comprehensive list is located in the Art KS5 area.

 Saatchi Gallery  Tate Modern  The National Portrait Gallery  Artists/designers/craftspeople individual web sites.  AQA

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Ensure deadlines are met  Independent Visits to Galleries  Independent work is generated on a weekly basis at home (5hrs approx./week)  Give positive feedback and build confidence  Support with resources especially during production of final outcomes for each project  A practical work space

A LEVEL BIOLOGY

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9BN0

SPECIFIC STRATEGIES TO REACH A/A*

Learning and Revision

 Revise lesson content regularly to consolidate learning. A lot of time must be put into Biology work and revision due to the very large course content.  Revise thoroughly for tests/exams including use of past paper questions.  Ensure you are confident on and practise mathematical based skills. There are mathematical based sets of questions available to complete.  Ensure you know how to approach different types of questions with different command words (this also includes practice of longer 6 mark and 9 mark questions).  Use all the available resources (specification, textbooks, tests, activities and interactive tutorials on Pearson Active Learn website, teacher PowerPoints, revision guides, past exam papers, examiners reports and websites) in your revision.  Read up on particular areas in greater depth to gain a deeper understanding of topics.  Core practicals: The specifications for the Core practicals will also be tested. Make sure you are familiar with the precise methods and any associated issues.

In the exams:

 Read the stem of each question carefully and follow the theme through all parts of the question.  Decide which specification statements are being tested and remember all the key words that you have learned for this.  Remember what is required for each command word (e.g. describe, explain, compare, assess, etc.).  Make sure you write precise and concise answers with use key words and make distinct points for each mark, e.g. data questions, you may need to manipulate data, check any calculations.  Be prepared for a question with a context that you are not familiar with.  Be prepared to link concepts from different parts of the specification.  Always use proper scientific terms e.g. secrete, inhibit, correlation, etc.

The Scientific article (Paper 3):

 In March of year 13 the scientific article will be released and handed out to students. There are 30 marks of paper 3 based on this article. 30 marks in paper 3 will be based around the content of the article.  It is therefore essential to be very familiar with the article and any related content in the exam board specification.

A LEVEL BIOLOGY

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9BN0

USEFUL WEBSITES / REVISION RESOURCES

 https://qualifications.pearson.com/en/home.html  https://www.pearsonactivelearn.com/app/Home  http://www.sumanasinc.com/webcontent/animation.html  https://www.saps.org.uk/  https://highered.mheducation.com/olc/dl/120060/ravenanimation.html  https://www.ted.com/topics/biology

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Ensure that tasks such as home works are being completed and that study is going on out of lessons, including reading into particular topics in greater depth.  Discuss what students are learning in class.  Watch Biology based TED Talks and discuss with students.  Take Biology based days out to places like the Science Museum.

A LEVEL BUSINESS

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9BS0

SPECIFIC STRATEGIES TO REACH A/A*

1. Offer opinions in class backed up with good reasoning. At A Level students have to write answers that are not theoretical, but grounded in the reality of the situation in the case study. They must make a judgement, and give reasons for this judgement. Practising this is essential for doing it well in an exam.

2. Ask questions about areas of confusion.

The onus is on the sixth former to say when they don’t understand and to find help, rather than on the teacher to discover what it is the student doesn’t know and offer help uninvited. In this way students are expected to be collaborators with their teachers.

3. Think about what you will be studying in lessons before you actually study it.

All students are given checklists detailing the topics they will be studying at the start of the year, and should be using these to read ahead. It will mean looking at topics that are coming up and familiarising yourself with them before encountering them in the classroom.

4. Revise each teacher's work each week as if having a weekly test, whilst fully knowing that the teacher will not set such a test. Students have 2 years’ worth of work to learn, going over it regularly ensures it goes in, stays in and can be easily retrieved in the exams. In the sixth form all students should be using private study to go over their notes as if they had a weekly test.

5. Read around the subject outside of lessons. This might include reading the newspapers, websites, and magazines, because a significant amount of the overall mark is gained from putting real world facts into your answers.

6. Talk to fellow students about areas of the subject outside of lesson time. I remember walking past two students walking from Business to History arguing about the role of capitalism in the emerging Chinese state in the 1990s, which they had been studying in the lesson that they were coming from. This kind of discussion sharpens understanding and the ability to craft arguments and to do all this under time pressure in an exam.

7. Show enthusiasm in lessons. Enthusiasm comes from hard work because it is hard work which leads us to enjoy academic study. The more students discuss and debate topics in lessons the more ideas are developed and the more in depth everyone’s learning is.

A LEVEL BUSINESS

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9BS0

USEFUL WEBSITES / REVISION RESOURCES

USEFUL WEBSITES REVISION RESOURCES

Tutor2U.net, Anforme textbooks (details on school website)

Economist.com Hodder textbooks (details on school website)

Economicshelp.org Hodder revision notes (details on school website) theguardian.com Student revision checklists (Provided by dept) ig.ft.com/sites www.csgseconbus.co.uk

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Discuss what has been in the news each week  Check that they are up to date with their homework  Discuss how they are progressing in the subject

A LEVEL CHEMISTRY

EXAMINATION BOARD:BOARD:AQAAQA

SPECIFICATION:SPECIFICATION:74057405

SPECIFIC STRATEGIES TO REACH A/A*

 Attend all compulsory weekly revision sessions and complete all past paper questions given.

 Ensure all homework is completed and handed in punctually for marking.

 Complete past papers using mark schemes to assess progress.

 Ensure familiarity with all practical techniques and how to draw apparatus.

 Practise multiple choice questions, practical and theory questions.

 Use feedback given on marked work to improve progress.

 Refer to specification document when revising.

 Broaden subject knowledge by reading around a topic E.g Chemistry Review, InfoChem

 Use more than one textbook to widen subject knowledge.

 Use membership to Royal Society of Chemistry to access revision material.

USEFUL WEBSITES / REVISION RESOURCES – https://www.physicsandmathstutor.com/ http://www.s-cool.co.uk/a-level/chemistry http://www.chemguide.co.uk/ https://revisionworld.com/a2-level-level-revision/chemistry-level-revision http://www.docbrown.info/page13/page13.htm

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Check the A level specification to ascertain the progress in revision.  Check how many past papers have been completed as part of revision  Devise a revision plan with your son/ daughter

A LEVEL CLASSICAL CIVILISATION

EXAMINATION BOARD:OCR

SPECIFICATION:H408

SPECIFIC STRATEGIES TO REACH A/A*

You must be able to:

 Display an excellent and extensive range of relevant knowledge and understanding where appropriate of the three plays: Oedipus the King, Bacchae and and the epics ‘The Aeneid’ and ‘The Iliad. An excellent range should include both AO1 and AO2 points for the 20 and 30 mark question.Suggestions: o Read all three plays/epics several times to consolidate the sequence of events. o Watch a dramatisation of the epics. o Watch productions of these plays, live if possible.

 Construct a coherent response that is focused on the A2 question. Suggestions: o Practise past papers and be confident of the nature of questions that will arise. o Read over your answer and ensure it makes sense and reads well. o Read over your answer and check that you have answered the question. o Practise writing clearly and accurately under timed conditions. o Write a short plan before you attempt to answer a question.

 Offer informed comments on and sound evaluation of prescribed authors (Aristophanes, Sophocles, Euripides, Virgil and Homer). Suggestions: o Read around the subject and form an opinion on how these playwrights differ in style and delivery. o Read around the subject and form an opinion on the success of Virgil’s and Homer’s style and technique.

 Demonstrate an excellent command of specialist vocabulary required for A2. Suggestions: o Research dramatic techniques commonly used in ancient comic drama and support each with an example from each play. o Research narrative techniques commonly used in Greek and Roman epic and support each with an example from the text. o Read articles on the style of each of these authors.

USEFUL WEBSITES / REVISION RESOURCES

 www.ocr.org.uk; www.vroma.org; www.cambridgescp.com  Aristophanes and Athens by D.M Macdowell  An introduction to Virgil’s Aeneid  Aeneas and the Roman Hero by R.D Williams

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Encourage child to do as much independent study as possible.  Encourage child to read around the subject  Encourage theatre visits to see Greek plays or dramatized version of plays i.e. films

A LEVEL COMPUTER SCIENCE

EXAMINATION BOARD:OCR

SPECIFICATION:H446

SPECIFIC STRATEGIES TO REACH A/A*

There are 2 assessed theory modules that make up 80% of the final mark. To achieve a grade A on these papers, you will need to average 70% and for an A* you will need to average 80% (2019 grade boundaries). To help you achieve these, you will need to focus on:

COMPONENT 01 & COMPONENT 02:

Exam Techniques – You will need to use all of these if an A/A* is desired:

Underline all of the keywords in the questions and then use them in your answers. Ensure that there are enough points written for all of the marks available. Do this by checking the amount of full stops in your answers. Use the definitions (from your booklet) in your answers. Ensure you always link your answers back to the question. Make sure that the longer marks (over 6 marks) follow the KAE model (Knowledge, Application and Evaluation).

Theory Topics you will need to have a detailed knowledge of:

Use the subject clarification document found here: www.ocr.org.uk/Images/383613-subject-content-clarification-guide.pdf

This is what the exam board will expect you to know and will only write examination questions that refer to this document. The more that you know and can recall, the higher your grade will be.

There is 1 piece of coursework. It makes up the final 20% of the final mark. To achieve a grade A on this coursework, you will need to score 79% and for an A* you will need to score 90% (2019 grade boundaries). To help you achieve these, you will need to focus on:

COMPONENT 03:

Analysis:

Justify the features of your problem that means it can be solved by computational methods. Identified and explained all stakeholders in the project. Complete full research about existing solutions and justify suitable approaches to your problem based on this research. Explain the features you will use in your solution. Justified any limitations you may have. Justified the requirements for your solution. Justified the success criteria.

Design:

Justified how you have broken down the design of the solution. Given details of the structure you will be using. Explained all of your algorithms and shown how they combine to form a complete solution.

Justified usability features included. Explained the validation used. Justified the test data you will use in testing.

A LEVEL COMPUTER SCIENCE

EXAMINATION BOARD: OCR

SPECIFICATION:H446

Development of a coded solution:

Justify why each prototype was developed as it was. Provide evidence of each stage of development. Evidence the structure of your solution. Evidence full code annotation. Provide a full data dictionary. Evidence full validation throughout the solution. Involve and evidence the reviews completed at each stage. Fully test all parts of the solution whilst it is being developed.

Evaluation:

Fully test (post development) the finished system. Evidence whether the success criteria have been met or not. Discussed how failed tests could be met in future versions. Reviewed usability features. Discussed maintenance and limitations of the final solution.

USEFUL WEBSITES / REVISION RESOURCES

 CraignDave - student.craigndave.org/  Isaac Computer Science - isaaccomputerscience.org/students  All A Level Content - en.wikibooks.org/wiki/A-level_Computing/OCR  OCR Exam Board - www.ocr.org.uk/qualifications/as-and-a-level/computer-science-h046-h446-from- 2015/

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Ensure that all weekly sub heading deadlines for the coursework are met  Ensure that all weekly homework tasks are completed and submitted  Ensure that weekly topic tests are reviewed and results checked upon.  Check out the timelines for larger end of chapter tests and check on the results achieved in these.

A LEVEL DESIGN AND TECHNOLOGY

EXAMINATION BOARD: AQA

SPECIFICATION:7552

SPECIFIC STRATEGIES TO REACH A/A*

 Your NEA coursework needs to show the journey you go on from an idea through to a commercially viable product. On each page have an introduction and conclusion to the page to show how the project flows.

 Provide both primary and secondary research relevant to your product and client. Product disassembly is essential to achieve the top grade boundary.

 An essential part of the coursework is the consistent reference to the client and getting their feedback throughout your NEA. I would ensure almost every page has a reference to the client, feedback, questioning or linking to their original problem.

 Initial ideas need to be risky, pushing the boundary, they can then be simplified when you move onto design development. Avoid design fixation

 Design Development needs to show that you have considered options for every section of your practical resulting in a Technical working drawing of your final design.

 Card and CAD modelling is essential to justify design decisions and show your thinking.

 Show that you have considered the environment and sustainability in your choice of materials and the impact your product will have on the environment throughout the products life cycle.

 Time management is essential. Students produce a time plan as part of the coursework and it is vital that this is used during manufacture. This will ensure students meet eh practical deadline leaving them enough time to make any necessary adjustments to ensure it is of the highest standard possible.

 Time management is also essential to ensure enough time is left for the final section of the NEA testing, evaluating, modification and real worlds manufacture.

 Constant research throughout the project is essential, especially referenced during your manufacturer and modification. The moderator needs to see that you are constantly questioning what you are doing and looking for further ways to improve your work.

 Complete the revision booklets 1 and 2 in line with the A Level text books. PowerPoints are provided on the shared area to support each chapter located in Z:\DT\KS5\PD\Theory Booklet.

USEFUL WEBSITES / REVISION RESOURCES

 https://www.aqa.org.uk/  www.youtube.com videos of manufacturing processes  www.technologystudent.com

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Helping maintain deadlines  Proofing reading the NEA checking for spelling punctuation and grammar.

A LEVEL DRAMA & THEATRE

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9DR0

SPECIFIC STRATEGIES TO REACH A/A*

 Read the question thoroughly and highlight key words to make sure you understand all the elements and answer fully.  Create a quick plan – mind map/brain storm key points  Make sure you go in with a plan and stick to it – i.e. know your timings. How long should you spend on each question/ section.  Remember to set time limits  Consider answering the questions worth the most marks first  Read over your answer if you have time/  For the set text Accidental death – remember to discuss the social context and the wider understanding of Dario Fo’s intentions through the action and his political device – the Maniac.  Remember to reference/ draw upon varied performance style i.e. Commedia is a must, LABAN, Lecoq etc. to discuss things like body, Voice and non-verbal communication.  Make sure to discuss things like impact on audience.  Use the detailed structure from the Woyzeck power point and remember in both texts reference the play as a whole not just the referenced section.  Make sure your 500 words are bullet pointed, concise and useful.  Revise your practitioner techniques and reference them correctly with justification  Understand how the shape and format of a stage defines the performance style and moulds the relationship between audience and performer. Commenting on staging is also a comment on relationship you want to create with your audience to access the top band.  Engage with specific moments and if possible as units of actions or actioning to ensure that your answers are not overly generalised or reductive.

USEFUL WEBSITES / REVISION RESOURCES

 A ‘level resource pack for live theatre review  A ‘level resource pack for Accidental death of an Anarchist x2  A ‘level component 3 Hand book  GCE/A ‘level pack on Dario Fo  Key drama Vocabulary sheets  Accidental death – Learning through theatre pack  Accidental death Glossary  https://getrevising.co.uk/grids/woyzeck  https://www.tes.com/lessons/JANqdCfIP9Gtqw/woyzeck-historical-context  Woyzeck Support pack/ Power point.  Sheet on OPC  Model essays  https://revisionwoyzeck.wordpress.com/original-production/  Have a look at the ‘Brecht tool kit’ book for ideas  https://youtu.be/jIyA7wPN_3A  Have a watch of some interpretations on YouTube for ideas

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Take them to see live theatre / followed by getting them practising a live review question  Revise and test Theatre terminology with them  Support them writing their 500 words permitted in the exam  Support them in learning their lines/ record them and offer feedback.

A LEVEL ECONOMICS

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9EC0

SPECIFIC STRATEGIES TO REACH A/A*

3. Think about what you will be studying in lessons before you actually study it.

6. Talk to fellow students about areas of the subject outside of lesson time. I remember walking past two students walking from Geography to Economics arguing about some aspects of the current climate change crisis which they had been studying in the lesson that they were coming from. This kind of discussion sharpens understanding and the ability to craft arguments and to do all this under time pressure in an exam.

A LEVEL ECONOMICS

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9EC0

USEFUL WEBSITES / REVISION RESOURCES

USEFUL WEBSITES REVISION RESOURCES

Tutor2U.net, Anforme textbooks (details on school website)

Economist.com Hodder textbooks (details on school website)

Economicshelp.org Hodder revision notes (details on school websites) theguardian.com Student revision checklists (Provided by department) ig.ft.com/sites www.csgseconbus.co.uk

USEFUL WEBSITES / REVISION RESOURCES

 Discuss what has been in the news each week  Check that they are up to date with their homework  Discuss how they are progressing in the subject

A LEVEL ENGLISH LITERATURE

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9ET0

SPECIFIC STRATEGIES TO REACH A/A*

 Re-read your texts several times to develop an in-depth understanding of the text or the writer’s ideas.

 Listen to audio versions of set texts to deepen your knowledge of them.

 If possible, for drama texts, watch a variety of stage or screen performances.

 Use Edexcel website to practise planning essays based on past papers; this will help you develop effective and nuanced arguments with clarity, fluency and speed.

 Use the resources and critical essays on the student drive to enhance depth and sophistication of knowledge of texts, contexts and critical interpretations.

 Research into the context of each text and create detailed notes critically exploring links between text and context. This can include biographies of writers.

 Create revision resources for each text on key themes and characters, complete with detailed interpretations and arguments, annotated quotations and detailed links to context.

 Use reading lists such as the UCL Reading list (e.g. Atwood, Austen, Orwell, McEwan) and the Emag articles, both available on the KS5 Student area of Fusion and Cambridge Companion to Literature series.

 Read other texts by set authors to get a sense of their oeuvre and thematic concerns.

 Participate fully in lesson discussions to get used to verbalising and crystallising all ideas.

 Attend all booster sessions run by the department

 Read broadsheet newspapers as well as critical literary essays to improve your grasp of academic English and formal expression.

 Listen to Radio 4 and use its website to become acquainted with academic conversations about literature. Top programmes include In Our Time, Front Row, Open Book, and Book of the Week.

 Attend Quest lectures  Attend study days organised by universities and equivalent organisations. A LEVEL ENGLISH LITERATURE

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9ET0

USEFUL WEBSITES / REVISION RESOURCES

Z drive: Student/English KS5

Miss Ballard’s website: missballardenglishresource.weebly.com

Edexcel website for past papers and exemplars: https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/english-literature-2015.html

British Library website: https://www.bl.uk/discovering-literature

Review sections of the broadsheet press such the Guardian, Times, Daily Telegraph

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

Encourage students to listen to Radio 4, especially programmes listed above.

Provide access to a broadsheet newspaper.

Encourage reading for pleasure.

Ask students about texts they are reading.

A LEVEL FRENCH

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9FR0

SPECIFIC STRATEGIES TO REACH A/A*

 Always give 100% at school and at home and strive for excellence.  Be resilient.  Meet all deadlines.  Make the best of the extensive range of resources saved on the Student area on Fusion.  Read the French specification available on the Pearson Edexcel website to gain a better understanding of what is needed in the exam.  Go through all the French resources published on the Pearson Edexcel website.  Work independently: you must show an interest in the language, culture and current affairs of French speaking countries. Do independent research on France and French- speaking world.  Complete the various independent work set by your teachers, i.e “The 12 days of Christmas homework“ or the independent work on various themes using the Zut website.  Watch the news on French TV at least once a week.  Read extensively to get accustomed to how language is manipulated.  Read all prescribed literary texts and watch all prescribed films studied at A Level prior to starting the course, concentrating on exemplar exam questions published in the specification. Read around the authors and themes, and understand the issues/themes/cultural or social context.  Develop a detailed understanding and appreciation of the works studied, by writing critical and analytical responses in the language of study to the works, taken from the prescribed list provided. Create a bank of literary techniques used by each author.  Produce detailed and logical responses that relate to features such as the form and the technique of presentation, key concepts and issues and the social context, as appropriate to the work studied.  Demonstrate an excellent knowledge and understanding of the vocabulary, grammar and register as prescribed in the specification available on the Pearson Edexcel website.  Express ideas coherently, and write clearly and accurately.  Practice past papers on a regular basis, making a list of your most common errors.  Practice your translation skills, French to English and English to French.  Practice reading literary texts for gist.  Practice your French pronunciation. Use language spontaneously to initiate communication, ask and answer questions, expressing thoughts, ideas, feelings etc. in order to prepare well for the spoken exam. Research extensively on chosen topic.  Use a range of language accurately, communicate and interact effectively, summarise and analyse findings from written sources relating to your research subject, and show knowledge and understanding about the culture and society where the language is spoken.  Work on your speaking exam research topic as early as possible. Research the topic extensively.

A LEVEL FRENCH

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9FR0

USEFUL WEBSITES / REVISION RESOURCES

 Bescherelle: https://bescherelle.com/ to practice all 4 skills.  BFMTV: http://www.bfmtv.com/  TV5Monde: http://www.tv5monde.com/ for information on France and francophone countries.  News in Slow French: https://www.newsinslowfrench.com/  Journal en français facile: http://savoirs.rfi.fr/fr/apprendre-enseigner/langue-francaise/journal-en- francais-facile  http://all-literature.wikidot.com/ to help tackle teaching languages through literary texts.  http://worldstories.org.uk/ for traditional and news stories.

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Ensure that students are organised.  Strongly encourage students to complete independent work at home.  Test vocabulary.  Encourage students to watch French TV and read books in French.  Invest in a good “paper” dictionary.  Invest in a Bescherelle grammar booklet.

A LEVEL GEOGRAPHY

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9GEO

SPECIFIC STRATEGIES TO REACH A/A*

EXAM CONTENT STRATEGIES

 Apply specific key terminology consistently throughout responses  Apply categorisation to show different types of issues, impacts and consequences.  Ensure you develop explanation – identify how issues impact and create consequences and what the outcome of those impacts are to a full conclusion  Understand and apply the synoptic themes - Players - Attitudes and actions - Futures and uncertainties  Understand and be able to apply the 14 key geographical principles across all areas of study 1. Causality 2. Systems 3. Equilibrium 4. Feedback 5. Inequality 6. Representation 7. Identity 8. Globalisation 9. Interdependence 10. Mitigation and adaptation 11. Sustainability 12. Risk 13. Resilience 14. Thresholds  Be confident in the demands of the different exam command terms  Ensure process description is sequentially explained  Be able to assess relative significance to make judgements about the importance of different factors throughout responses not just in the conclusion of 12/20 mark essays style questions  Use exemplification to support explanation or justification  Make evidence supported judgements in a balanced and coherent argument  Reach rational, substantiated conclusions supported by a balanced and coherent argument.  Use planning to develop structure and focus in the extended higher tariff responses  Be prepared to apply knowledge to unfamiliar contexts – particularly skills and enquiry related questions

NEA STRATEGIES

 Use all resources to develop NEA  Read widely to support learning of NEA – focus on theory and context of investigation title  Ensure all methodologies are justified and clearly linked to sampling size and approach  Ensure you have a large sample size for all data  3 clear testable hypothesis  Clear linking to the theory and concepts throughout the project A LEVEL GEOGRAPHY

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9GEO

USEFUL WEBSITES / REVISION RESOURCES –

The exam board website http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.html

For interesting topic related short presentations: TED Geography talks http://www.ted.com/conversations/topics/geography

'Ask the Expert' articles on the Geography in the News website. These are a series of Q&As with geographical experts on a range of topics, and all are free access:

http://www.geographyinthenews.rgs.org/interviews/article/default.aspx?current=true

Students can also become Young Geographers as members of the Royal Geographical Society – www.rgs.org/joinus

Supportive resources for content http://thebritishgeographer.weebly.com/

Reading material below will support and extend knowledge.

Earth Hazards

 Harris Robert: Pompeii – an action packed thrilling account of the devastation caused by the violent eruption of Mount Vesuvius in AD79  Winchester Simon: Krakatoa. The Day the World Exploded – The eruption of Kratatoa was the most devastating volcanic event in the modern recorded history, killing more than 36, 000 people. A gripping tale of a terrible moment in world history and its wider significance for the whole of mankind.  Hamilton James: Volcano – a factual book that assess the impact of volcanoes on different places.

Coasts

 Chritopher Somerville: Coast the journey continues – Book from the TV series considering the different characteristics of the coastline of the British Isles  Carl Hobbs; The Beach Book – this book assesses some of the processes that take place around the coastline and how these processes shape beaches. It also looks at how different players are involved in managing beaches.  Girling Richard: Sea Change – Britain’s Coastal Catastrophe. Britain has a special relationship with the sea it affects all aspects of our lives yet we are mistreating this resource what the consequences of this and what should be done. If we fail to solve the problems we create what will happen to us?

Globalisation and shaping places

 Naomi Klein: No Logo – a book assessing the negative aspects of globalisation  Snyder Rachel Louise: Fugitive Denim – a book assessing the stages of the clothes manufacturing industry.  Newell Peter: Globalisation and the environment: Captialism, Ecology and Power – analysing the link between globalisation and impact on the environment A LEVEL GEOGRAPHY

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9GEO

 Rutherford Edward: London – a book about Londons journey through time and the countless regeneration developments  Dinnie Keith; City Rebranding; Theory and case studies – a book about the reasons why urabn areas rebrand and regenerate – also strategies used to do so.  Boyle TC: The Tortilla Curtain – the tale of migration, Mexican poverty and the American Dream.  Swarup Vikas: Slumdog Millionaire – An interesting reflection on an interesting past in Indian – examining many social issues facing those living in poverty.

Stretching:

Focus on evaluation (being able to discuss the role and significance of different factors leading to judgements) and understanding a range of viewpoints linked to the key topic areas.

Articles from the following publications are useful to extend and develop learning from all aspects of the course

The Economist: https://www.economist.com/

The Conversation: https://theconversation.com/uk

The Guardian: https://www.theguardian.com/uk

BBC news: Science and environment https://www.bbc.co.uk/news/science_and_environment A LEVEL GEOGRAPHY

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9GEO

National Geographic: https://www.nationalgeographic.co.uk/

Watching documentaries such as: Simon Reeves: Simon Reeve around the World (BBCiPlayer)

The Americas with Simon Reeve

Russia with Simon Reeve

The coffee and tea trails with Simon Reeve

David Attenborough: Sir David Attenborough Box sets (BBCiPlayer)

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS –

Encourage students to regularly engage with the news as many topics are very current and there is a rich source of examples and case studies in the media to support in class learning

Subscribe to Geography Review, a magazine written specifically for A Level students: http://www.hoddereducation.co.uk/Magazines

Encourage them to access the Geofiles and Geofactsheets held on the school network –these are articles written for A level students to support and extend learning.

Encourage pupils to develop knowledge through watching documentaries and films such as

 Pompeii  San Andreas  The impossible  Flood (2007)  Global flooding over the 100 years (National Geographic)  Bombay calling (2006)  The way home  Capitalism: A love story A LEVEL GEOGRAPHY

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9GEO

 My Brooklyn  The war to live in London: Regeneration game  East is East  My Brother the devil  Simon Reeves  David Attenburgh  Professor Iain Stewart

Pupils should be able to answer the following enquiry questions from each topic after they have completed their study of the topic:

Tectonic processes and hazards

Why are some locations mote at risk from tectonic hazards?

Why do some tectonic hazards develop into disasters?

How successful is the management of tectonic hazards and disasters?

Coastal landscapes and change

Why are coastal landscapes different and what processes cause these differences?

How do characteristic coastal landforms contribute to the coastal landscape?

How do coastal erosion and sea level change alter the physical characteristics and increase risk?

How can coastlines be managed to meet the needs of all players?

Globalisation

What are the causes of globalisation and why has it accelerated in recent decades?

What are the impacts of globalisation for countries, different groups of people and cultures and the physical environment?

What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenge?

Diverse places

How do population structures vary?

How do different people view diverse living spaces?

Why are there demographic and cultural tensions in diverse places?

How successfully are cultural and demographic issues managed? A LEVEL GERMAN

EXAMINATION BOARD: EDEXCEL

SPECIFICATION:9GN0

SPECIFIC STRATEGIES TO REACH A/A*:

Paper 1 – Listening, Reading and Translation

Listen to and read as much “real” German as possible using a range of media, noting new and relevant vocabulary.

Ensure that you have a very thorough knowledge of all the grammar structures listed in the A level grammar list in order to recognise them and translate into English.

Paper 2 – Written response to works and translation

Watch the film and read the play as many times as possible and view the numerous interpretations of the play on YouTube.

Review all of the resources provided about themes, characters, techniques etc.

Practise essay planning and writing techniques.

Ensure that you have a very thorough knowledge of all the grammar structures listed in the A level grammar list in order to use them to translate into German.

Paper 3 – Speaking

Practise debating skills during lessons with the German assistant and subject teacher and speak as much German as possible outside of lessons.

Listen to and mimic as much “real” German as possible using a range of media.

Undertake thorough research into the issue chosen for your Independent Research Project and practise presenting your resources and answering questions on your research.

USEFUL WEBSITES / REVISION RESOURCES: www.memrise.com = Online digital vocab exercises based on the Echo range of textbooks. www.goethe.de/ins/gb/en/sta/lon.html = Key Stage 5 materials from the Goethe Institut. www.leo.org = The Best online dictionary for learners of German. www.dynamic-learning.co.uk = Online exercises and texts linked to the A Level Textbook. www.tagesschau.de = Online news channel. www.ardmediathek.de = Online German language television.

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS :

Ensure that the student is doing as much independent study as possible.

Encourage the student to spend as much time as possible following current events on German language media.

A LEVEL HISTORY

EXAMINATION BOARD: AQA

SPECIFICATION:7042

SPECIFIC STRATEGIES TO REACH A/A*

 A-level students are expected to read widely to complement their class studies. To achieve top grades a substantial amount of this reading must be done on the student’s own initiative by accessing the department’s library of resources.

 Focus on essay writing and source/extract interpretation skills, these are paramount to achieving top grades at A-level as they are the only form of assessment in June exam.

 Students must be able to thoroughly plan all essays, identifying key arguments/factors they wish to discuss in their essays.

 Therefore all writing must have a clear overall structure (introduction, conclusion, about 7 paragraphs).

 They must give a balanced argument (show knowledge of both sides of the question) and engage in the debate posed within the question, as early as their introduction.

 Each paragraph must have a clear focus (i.e. factor or theme) that is developed through detailed evidence and explanation.

 All students must give precise supporting evidence or examples (e.g. dates, events, people and places), these must be explained fully and in an analytical way.

 Students should also be able to show links between paragraphs where relevant, and be able to draw comparisons and understanding beyond the main focus of posed questions; this shows overarching knowledge of the unit facilitating more complex evaluation skills.

 Clear judgements in conclusions are essential; this will involve referring back to introductions and points made earlier on in essays. Passive or irrelevant statements that fail to show true understanding of the question posed will be unlikely to gain many marks.

 Source/extract evaluation questions are the other mode of assessment in the two examined units and require an ability to marry relevant and specific contextual knowledge either to historian views on an aspect of the course of study (Unit 1: Russia/USSR, 1855-1964) or the contemporary views of historical characters living at the time of study (Unit 2: England, 1625-60).

 In the case of Unit 2 an additional ability to ascertain the relative provenance of the authorship of the sources is required as well as judgement of their tone (in context), to assess the sources overall value

 In both units, when dealing with sources/extracts an A/A* student is expected to show very advanced critical thinking that can only be carried out with an intricate and complete knowledge and understanding of the places and time periods studied.

A LEVEL HISTORY

EXAMINATION BOARD: AQA

SPECIFICATION:7042

USEFUL WEBSITES / REVISION RESOURCES:

 Margaret Haynes, Oxford AQA History for A Level: Tsarist and Communist Russia 1855-1964 Revision Guide (Oxford, 2017).

 Michael Scott-Baumann, My Revision Notes: AQA AS/A-level History: Tsarist and Communist Russia, 1855- 1964 (Hodder, 2017)

 Oliver Bullock, My Revision Notes: AQA AS/A-level History: The English Revolution, 1625-1660 (Hodder, 2017).

 ‘A-level History section’ of AQA website.

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Ensure students have access to both A-level texts at home.

 Support students in creating a suitable working environment for revision.

 Encourage students to make suitable and comprehensive notes, mind maps or revision cards on all relevant topics.

 Encourage students to plan and attempt example questions sent to students and additional revision books.

A LEVEL LATIN

EXAMINATION BOARD: OCR

SPECIFICATION: H443

SPECIFIC STRATEGIES TO REACH A/A*

You must be able to:

 make effective use of a wide range of vocabulary and a variety of accurate complex structures from the A Level grammar list. Suggestions: o Practise grammar exercises in ‘The Latin Language: A handbook for students’. o Create your own verse and prose vocabulary list for the verse and prose unseen section of the paper.

 demonstrate an excellent knowledge and understanding of the vocabulary, grammar and syntax of Latin as prescribed in the specification

 translate A2 level passages accurately and coherently. Suggestions: o Practise unseen passages from ‘Latin Unseens for A Level’. o Read natural translations of Ovid’s Elegaics and hexameter o Practise verse unseens from Ovid’s Elegaics and hexameter

 analyse the prescribed texts effectively within their historical, literary and social contexts. Suggestions: o Read around the authors and understand the context in which it was written. o Have at least 8 style and content comments to make on each section of the text.

 demonstrate an excellent knowledge and understanding of the texts prescribed (Virgil’s Aeneid XI, Ovid’s Amores, Tacitus’ Histories and Apuleius). Suggestions: o Read and learn the prescription thoroughly. o Divide the prescription up into key events to help remember the narrative.

 offer informed comment on literary techniques and make a personal response to the text. Support your views by producing relevant evidence from the text in Latin. Suggestions: o Have prepared a bank of literary techniques used by each author and for each section of the text. o Prepare a personal response to each of the texts and be able to support it with reference to the literature.

 express ideas coherently and write clearly and accurately. Suggestions: o Read over your answer and ensure you have answered the question. o Read over your answer and check it makes sense and reads well. o Prepare an analysis of the set texts and learn the key stylistic features of each section o to the literature.

 demonstrate an excellent command of specialist vocabulary required for A2 level. o Prepare specialist vocabulary with examples from the set texts.

A LEVEL LATIN

EXAMINATION BOARD: OCR

SPECIFICATION: H443

USEFUL WEBSITES / REVISION RESOURCES www.memrise.com

Ovid Unseens by Mathew Owen

Livy Unseens by Mathew Owen

Latin Unseens by Ashley Carter

Latin Unseen Translation by Roy Hyde

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Encourage child to do as much independent study as possible.  Encourage child to read around the subject  Invest in a good Latin dictionary  Test vocabulary

A LEVEL MATHS / FURTHER MATHS

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9MA0 / 9FM0B0

SPECIFIC STRATEGIES TO REACH A/A*

 Complete ALL exercises from the OUP 2 year textbook.

 Make full use of integral maths topic assessments to check where gaps in skills are.

 Access the Z drive at the following location Z:\Maths\Year 12 & 13\Exam Papers Work through all of the exam papers prior to reaching the exam.

 Plan time effectively to ensure you timetable in at least 2 or 3 exam papers per week from around February half term.

 Each time you mark and review a paper highlight which topics caused you the problems. Ask yourself if you know what caused the mistake and would you make it again?

 Ask your teacher to review the mistakes with you at maths clinic or a time that suits them.

 Challenge yourself with extension MAT or STEP questions throughout the course. To get access to many of these sign up to www.drfrostmaths.com where you can look through a collection of challenging problems by topic.

USEFUL WEBSITES / REVISION RESOURCES

 Student Z drive  www.physicsandmathstutor.com (past papers and questions by topic)  www.drfrostmaths.com (collection of topic powerpoints and question banks)  OUP textbook

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Help to plan their revision timetable  Set them routines such as “1 maths paper on Wednesday evening” then check that they have marked it afterwards.  Keep a record of their past paper scores and get them to highlight which topics caused the problems.

A LEVEL MUSIC

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9MU0

SPECIFIC STRATEGIES TO REACH A/A*

 Essay writing – essays needs to follow an order. Point of musical analysis, explanation and description of why the composer used that feature, followed by a piece of wider listening explaining how the same piece of analysis was used.

 The essay question will always asking you to discuss three musical elements in a set work. You essay must have an argument. Is this piece typical of the style? To what extent is this a fusion piece? How did this piece or composer break the rules of the time? If you merely list analysis, you will not receive marks in the higher band.

 Social, historical and cultural context of each piece, era, and composer. This must be applied carefully to your essay, not just stated in the introduction.

 Manage your time well throughout the exam - leave enough time to answer the two essays questions at the end of the paper.

 When tackling question 5, make sure you cover as many elements of music as possible in your response. Make sure that you link the analysis effectively to the question and explain why that feature has been used.

 Carefully choose pieces for your performance exam. Ideally, they will be Grade 8 or above but in some instances, it could be better to do Grade 7 pieces more accurately, fluently, and expressively than Grade 8 pieces with errors.

 You should practise frequently and ensure you can play your chosen pieces in one continuous performance without large gaps between playing.

 Composition needs to show development of ideas, creative use of musical elements, a clear structure, and an accurate response to the brief.

 Bach chorales need to be practised regularly, adhering to the rules of harmony, and ensuring your writing is in the style of J.S. Bach. Ensuring you can complete the two chorales within the time limit is of high importance.

 Singing, playing, analysing music consistently. You should be listening to a wide variety of genres; this will help to find pieces of wider listening, assist with the unfamiliar listening essay question in the exam, and with the dictation element, providing you can begin to improve your aural skills to work out the rhythm and pitch.

 Performing in ensembles both in and outside of school.

 Understanding what the command words in the question require to do. Compare, analyse, evaluate, discuss. All of these will require a slightly different answer, perhaps needing a judgement or conclusion. Some may need you to draw links between musical features while others may just need a description. A LEVEL MUSIC

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9MU0

USEFUL WEBSITES / REVISION RESOURCES

 Edexcel A level Music - notes on analysis under the teaching and learning materials tab  Rhinegold Publishing Notes online  James Manwaring Music Blog with posts about analysis of the set works and how to write a high scoring essay  Tom Pankhurst Bach Chorale website guide and worksheets  Rhinegold Publishing Study Guide  BBC proms concerts of the set works online (e.g. Berlioz Symphonie Fantastique)

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Listen to various musical styles. BBC Radio 3’s composer of the week, broadcasts of the BBC Proms, and cinema showings of operas or concerts from the ENO or Royal Opera House.  Attend concerts / performances of the set works.  Support performance practise at home by listening to their child play.  Ensure their child has peripatetic lessons.  Question their child on features of the pieces, getting them to describe the music in clear terms and why that particular composer has used the feature.

A LEVEL MUSIC TECHNOLOGY

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9MT0

SPECIFIC STRATEGIES TO REACH A/A*

 Component 1: Recording o Manipulating sounds with technical control and style to produce excellent recordings o Addressing all of the requirements of the brief o Getting the instrumental requirements right – additional instruments and playing time o Adapting the arrangement – make appropriate choices to aid your recording o Make successful choices when using effects and processing plugins o Know the areas you are assessed on: capture (use of appropriate techniques e.g. DI, MIDI etc), editing (EQ, dynamics and FX), and Production (balance and blend, use of stereo, management of noise and distortion) o Focus on drum and vocal recording as they are marked separately o Use a MIDI / sequenced piano as a guide track o Create sheet music / scores / lyrics / copy of originals to performers o Consider each microphone type carefully before session o Listen to past exemplar work from the current specification and mark it using the overall descriptors in the mark scheme o For the purposes of this recording, the drum kit must consist of a minimum of kick, snare, hi- hats and crash cymbal o Record other parts over several one or two hour sessions. Tidy tracks as soon as they are recorded by removing unwanted noise / comping / removing takes. Keep old backup copy of project file, but have a ‘working copy’ that is a smaller file size and edited so its musically sound. o Overdubs and tidying up: . Beware of effects and processing causing issues during recording - don’t be afraid to switch stuff off and use low latency mode in your DAW o Mixing: . Setting reverb, delay and other effects. Gating, compression and EQ. . Cross reference on different systems and remember to keep having a break. Bypass plugins to check they’re having an effect and keep listening to the original sound of the track. Choose the final mix. . Apply light limiting on the stereo output if desired to control the odd wayward peak o Fill out the logbook correctly and clearly on the computer then print out  Component 2: Composition o Have a clearly defined style o Maintain interest through developing and building; variation techniques . Use simple but strong ideas, and try to incorporate melody, even in small motifs . Don’t over-rely on loops; develop or manipulate and consider structure e.g. build ups / breakdowns o Synthesis: . Practise creating interesting new sounds . Explore presets – bass, lead, mono/polyphonic, pan . Change settings relating to oscillators/filters/envelopes/LFOs . Assign parameters to MIDI keyboard controllers . Filter sweeps / LFO for movement / LFO for rhythm /filter attacks / inverse filter envelopes / detuning oscillators o Sampling: . Using synth parameters e.g. envelopes and LFOs . Keyboard tracking / flex pitch & variaudio for melody . Natural vs unnatural – experiment; big time stretch . Drum sounds are important - filtering/editing . Try recording your own sample set e.g. classroom sounds

o Creative FX . Start with FX used to form an effective mix e.g. reverb, use of delay and explain routing . Try ‘mis-using’ effects, e.g. a short sound through a large reverb with a high pre-delay and high send amount . Automation, Timed delay for rhythm, Lo-fi effects, Ring modulators, vocoders, pitch shift, pitch correction .  Component 3: Listening and Analysing

o Learn to describe the era o Revise the advantages and disadvantages of each format (e.g. cassette tape, vinyl etc.) o Wrote succinctly and concisely using appropriate terminology o Practise locating recordings on the CD and describing their location o Plan out your answer o Write a commentary whilst listening to the music o Develop your knowledge of individual effect settings and application to unfamiliar audio o Don’t forget the balance of AO3 to AO4 o Practise exam questions o Listen to all the eras and take notes using ICTDEER regularly

 Component 4: Producing and Analysing o Remember this is where you put your knowledge from other components into practise o Take care with the ends of the tracks cutting tails of cymbals or guitar reverb off without fading or waiting until silence o For the extended response question, students are expected to apply their knowledge to an unfamiliar diagram/picture and extrapolate how it would sound. AO3 credit comes from naming features of the synthesiser such as the envelope and high pass filter. AO4 marks are awarded for describing the impact of the parameters on the sound, and the suitability of this sound for a synth pad. o Answer practise questions and look at past papers

USEFUL WEBSITES / REVISION RESOURCES

 Edexcel website with specification, practise papers and other resources  CSGS Spotify Link with playlists of all the genre/topics/eras o https://open.spotify.com/user/ejz7hr35hz66527mz0vvgsx94  Software: SPEAR (Klingbeil), Cecelia5  Music Tech Student website  Rhinegold books on Music Technology A-level (study guide and practise questions)  Sound on Sound Website  Wikipedia description of chronology/recording eras  musictech.net articles  allmusic.com  YouTube – discussions and interviews  Music Technology (book) by Julio d’Escrivan  Music Technology from Scratch (book) by Mortimer Rhind-Tutt  TES Resources

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Share your musical interests with your child to introduce them to new styles  Allow them access to musical libraries e.g. Apple Music, Spotify or YouTube  Ask your child about their coursework and encourage them to show you (as hard as this might be for them to share!)  Allow them to download plugins, samples and free software such as Audacity from the internet. If you have any concerns regarding cyber safety or validity of software, please feel free to contact Miss Kalnins

A LEVEL PHYSICAL EDUCATION

EXAMINATION BOARD: OCR

SPECIFICATION: H555

SPECIFIC STRATEGIES TO REACH A/A*

Theory

 Have a strong understanding of the basic facts for all sections by the start of the Easter holiday.  Create a set of practical examples to support all of the subject areas  Make sure all preparation notes from the text book are done before the lessons  Use the podcasts to help support learning and the writing of the revision notes.  Read additional texts on the subject topics covered.  Become familiar with the style of the mark schemes.  Make sure you understand the command words for each question and the required answer style.  For long answer questions make sure you use the key word then explain and expand the concept, supporting with examples where possible (AO1,AO2, AO3).  Make sure your handwriting is legible.  Attend revision sessions.

Interview

 Make sure you have five action sheets prepared in detail before the interview  Make sure all practices are progressive and relevant.  Time schedule need to be realistic.  Make sure pre and post measures are included and reviews take place during the programme.  Make sure theoretical aspects from each strand are covered.  Make sure that there is a balance of theory in both parts of the question.  To support you understanding of coaching and analysis help with school or club sessions.  Gain a coaching qualification if your sport allows. If not shadow a coach at your club.  Make sure you revise before moderation in April.

Practical

 Make sure your video covers all core and advanced skills that you can do.  Collate footage over the two years.  Use your goal setting skills to focus your training, ask your coaches to help.  Work on the advanced skills that you cannot do.  Play at the highest level possible.  Maintain your fitness levels throughout the year.

A LEVEL PHYSICAL EDUCATION

EXAMINATION BOARD: OCR

SPECIFICATION: H555

USEFUL WEBSITES / REVISION RESOURCES –

 Podcasts on the Z drive  BBC Sport website  Sport and the British Podcasts  National Governing Body Websites  PE review magazine  https://www.bbc.co.uk/bitesize/subjects/znyb4wx  https://www.teachpe.com/

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Time management is key, please help your child find the time that they need.  Make sure that revision notes are completed after each topic including flash cards.

A LEVEL PHYSICS

EXAMINATION BOARD: AQA

SPECIFICATION: 7408

SPECIFIC STRATEGIES TO REACH A/A*

 Ensure that you assess your understanding of each lesson as soon as possible by completing the linked homework. Work through the homework once, then mark in purple; annotating anything you have missed or didn’t understand.

 Use exam question banks to help you prepare for the fortnightly tests to ensure clarity of answers.

 Use the range of tasks available on Kerboodle, particularly the Stretch and Challenge tasks.

 Use a variety of revision methods including mind maps and flash cards but your primary method of revision should always be answering exam style questions.

 Use revision notes on the Shared Area to avoid you wasting time re-writing your notes out.

 Work through the extension tasks on the Shared Area. These are taken from an international board and are more challenging than regular A-Level questions.

 Attempt past A/S and A2 Challenge papers from the BPhO. These are intended to test your problem solving skills and are pitched slightly above A* level.

 Attempt past Physics Aptitude Test papers from the University of Oxford. These will extend both Maths and Physics problem solving skills.

 Attend the CERN trip. Ask lots of questions to the experts who take you around there.

 Complete the Isaac Physics Mastery Modules. Create your own game boards and work through the hints to solve the problems.

 Don’t neglect practical skills. Work on these using past ISA papers which can be found on Physics and Maths Tutor. Focus on section B and make sure you do a mix of P and Q ISAs.

 Download and print out the Course Content part of the Specification and the Route through.

 Annotate a copy of the equation sheet and make sure you know what every symbol means.

 Download the Required practical handbook, print out p37-59 on skills needed and work through this to ensure your required practical tasks are completed to the required standard

 Read around the subject and watch podcasts such as TED talks find areas that interest you and explore the depth and complexity of Physics beyond the syllabus.

 Sign up for a student membership of the Institute of Physics.

 Attend lectures at the Institute of Physics, British Astronomical Society or the Institute of Engineering and Technology A LEVEL PHYSICS

EXAMINATION BOARD: AQA

SPECIFICATION: 7408

USEFUL WEBSITES / REVISION RESOURCES

 https://isaacphysics.org/  https://www.kerboodle.com/users/login  https://www.physicsandmathstutor.com/  https://i-want-to-study-engineering.org/

 Various YouTube channels including Physics Online, Science Shorts and Gorilla Physics

 Books: o Practical Physics, George & Lawrence, Hodder Education, 2017 o Calculations for A-Level Physics, Lowe & Rounce (out of print but usually available cheaply on ebay)

 Specification https://filestore.aqa.org.uk/resources/physics/specifications/AQA-7407-7408-SP-2015.PDF  Required Practical Handbook https://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PHBK.PDF

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Ensure that tasks such as lesson homeworks are being completed and that study is going on out of lessons.  Discuss what students are learning in class and get them to explain concepts to you  Watch Physics based TED Talks and podcasts on Physics and discuss with students  Take Physics based days out to places like the Science Museum, Greenwich Observatory and The National Space Centre  Attend talks at the Institute of Physics

A LEVEL POLITICS

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9PL0

SPECIFIC STRATEGIES TO REACH A/A*

 Students should be able to put their understanding of Unit 3 Global Politics topics within a broader perspective of different aspects Politics studied in Unit 1 and 2, both UK based topics and those of political theory, synoptic links are an important aspect of A-level as a whole.

 Students should be able to deploy relevant material learned from their learning in class and synthesize this with their own knowledge to construct arguments and explanations leading to reasoned conclusions.

 Students must be able to understand and explain relevant political concepts and processes across all three politics units, such as ‘devolution’ ‘pluralism, ‘sovereignty’, ‘globalisation’; ‘hegemony’; ‘polarity’; and ‘realism’.

 Students must read widely. Not only must they have a strong knowledge and understanding of the prescribed text, they must also research recommended texts for themselves, to broaden their understanding. In Year 13, concentration should be placed on theories and traditions in International Relations (‘IR’) and how they influence interpretations of trends in international relations.

 Reading a good quality broadsheet at least once a week is necessary, with special emphasis on the ‘World News’ sections. This will expand student knowledge of current political debates in ‘IR’ although students should also be reflecting upon their knowledge and understanding of content studied on UK politics in Year 12 e.g. advances in the events in and around the UK’s exit from the EU..

 Pupils should have highly developed abilities of analysis and evaluation, this is essential to write good essays which contribute the majority of their overall marks. Students should not only feel confident analysing and evaluating a range of subject matter in ‘IR’, from political institutions like the United Nations (UN) to political concepts such as ‘Neo–realism’, but they should also be able to identify relationships between them e.g. ‘a Neo-realist viewpoint of UN peacekeeping’.

 Synoptic marks are very important to accomplished essay writing and marks are awarded to candidates who demonstrate an ability to communicate their understanding of how their knowledge and understanding of all units overlap. This might relate to how concepts taught in Year 12 topics can link to trends in international and global politics. An example in UK politics would be how constitutional realities in the UK impact on our understanding of the workings of the European Union and other regional bodies. In terms of Political Ideas it might be how Conservatism, Socialism and Liberalism enrich our knowledge and understanding of liberal and realist interpretations of international relations with regard to general issues like conflict and war, global governance, human rights, poverty and global inequality or climate change.

A LEVEL POLITICS

EXAMINATION BOARD: EDEXCEL

SPECIFICATION: 9PL0

USEFUL WEBSITES / REVISION RESOURCES

 Neil McNaughton, My Revision Notes: Edexcel AS/A-level Politics: UK Government and Politics (Hodder, 2018).  Edexcel AS/A Level Politics Revision Guide & Workbook (Pearson, 2018).  CSGS Politics Revision Booklet.  ‘A-level Politics’ section of Edexcel/Pearson website.

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Ensure students have access to all three A-level texts at home.  Support students in creating a suitable working environment for revision.  Encourage students to make suitable and comprehensive notes, mind maps or revision cards on all relevant topics.  Encourage students to plan and attempt example questions referenced in the CSGS revision booklet and additional revision books.

A LEVEL PYSCHOLOGY

EXAMINATION BOARD: AQA

SPECIFICATION: 7182

SPECIFIC STRATEGIES TO REACH A/A*

1. All students should have their own copy of the AS or A2 textbook by now (choice of two books). Lessons are based around this textbook so the theories and research matches up nicely. Reading over the content either before the lesson or after the lesson will help to consolidate learning and the retention of information. AS Textbook details: Option 1: Psychology A Level Year 1 and AS (Fifth) Mike Cardwell and Clara Flanagan. ISBN number: 978-0-19-833864-2 Option 2: AQA Psychology for A Level Year 1 & AS - Student Book. Cara Flanagan, Dave Berry, Matt Jarvis and Rob Liddle. ISBN: 978-1908682406 A2 Textbook details: Option 1: AQA Psychology for A Level Year 2 – Student book. Authors: Cara Flanagan, Dave Berry, Matt Jarvis, Rob Liddle. ISBN: 978-0198436331 Option 2: AQA Psychology for A Level Year 2 - Student Book. Cara Flanagan, Dave Berry, Matt Jarvis and Rob Liddle. ISBN: 978-1908682413

2. After each lesson students could further consolidate learning by making a mind map on each topic. They could also carry out the activities and answer the questions in the textbook. This will not only help to consolidate learning further but also help with revision at a later stage. Simply telling someone at home what was studied each day or week and having a discussion on the matter. Use checklists – A grade and above students know everything on the checklist well – seek help on those you don’t.

3. Rewriting essays focusing on the targets given in class. Practising these under timed conditions (20 minutes for a 16 mark essay). Also practice past exam papers in timed conditions.

4. Using the AQA website to look specimen papers for the specification and practising exam technique. Practise as many as these as possible and self-assess using the mark schemes and examiners reports. There are many other exam questions for revision in the textbook and on the Z drive. You can also ask your teacher for more questions on a particular area, which we can create using exam pro. Exam questions should be your main focus for revision.

5. Review previous assessments – look back at all of your tests and reflect upon areas for improvement – have you done these? For an A or A* you should be getting full marks on the short answer questions – what are your areas of weakness? High achieving students know exactly what they need to work on.

6. Research methods – this is the most important area for A and A* as it is worth around 30% of the overall A Level grade. Regular exam practice is essential. Do you know the stats test chart and similar content by heart?

7. Attend lunch sessions we are providing for A/A*.

8. Carrying out wider reading and research on each topic. There is a monthly psych extra email where students can explore psychology beyond the curriculum, virtual library in L1, BPS research digest emails – read them and discuss in relation to the topics we have learnt. Watch films and read books – we have many to lend you.

A LEVEL PYSCHOLOGY

EXAMINATION BOARD: AQA

SPECIFICATION: 7182

USEFUL WEBSITES / REVISION RESOURCES

 https://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182 http://www.tutor2u.net/psychology  https://www.youtube.com/channel/UCe83jLdZ3PuqVwAHe6B3U2A/playlists?view=50&sort=dd&shelf _id=3  http://www.simplypsychology.org/a-level-psychology.html  https://www.bps.org.uk/  https://www.senecalearning.com/  https://www.psychboost.com/

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Ask them to explain to you what they learnt at the end of each day – ask as many probing questions as you can.  Time them doing essays so they get used to what they will have to do in the exam (timings above)

A LEVEL RELIGIOUS STUDIES

EXAMINATION BOARD: OCR

SPECIFICATION: H573A

SPECIFIC STRATEGIES TO REACH A/A*

As the course has moved to a linear format, spreading across two years, there is now no difference between the expectations in terms of the essays that you will write from year 1 to year 2. You will taught the skills necessary to write these papers from the outset.

The marks for the A level papers are divided between AO1 knowledge WIK (What I Know) and AO2 knowledge WIT (What I Think). There are 16 marks for AO1 and 24 marks for AO2. Therefore the focus of the course is on WIT. In particular, it is about the arguments you make. Arguments are the result of critical thinking, comparing and contrasting the ideas of different thinkers, theologians and scholars to arrive at a conclusion, your own take or belief. This will be the argument you create and defend. Every question you will be asked in an exam will be focused on one part of the curriculum but it will be controversial in nature. It will be open to many different responses. Your job is state a case, make an argument, for your response. Do you agree? Disagree? What evidence do you have to back what you think? What evidence do you have to show you see why others might disagree with you? All of this adds up to a clear argument. The highest marks go to those who make and defend their argument best. I did NOT say the best argument. There is no right or wrong answer, only what you can critically argue.

1. READ READ READ The key to understanding the content is knowing it. READ the textbook we use. Read what you are handed out in class. READ other textbooks. READ scholarly journals. (The teachers can give you help and guidance with these). READ a book. For fun. The highest grades will go to those who know the difference between opinion and belief….

2. LISTEN LISTEN LISTEN Not just hear but LISTEN in class to what the teacher is talking about. Use it to check you understanding. LISTEN to each other. Sometimes a question asked by someone else in class can really clarify things. LISTEN TO WHAT opinions and thoughts and beliefs your classmates have. The highest grades will go to those who not only have a lot of knowledge but also a lot to compare and contrast it with.

3. TALK TALK TALK Ask questions when you are not sure of something. The only dumb question is an unasked one. Test out your thinking in class. Articulating your thoughts verbally is a key skill in organising your own thinking ad consolidating your understanding. Do not be afraid of being wrong or being disagreed with. These are learning experiences. The highest grades go to those who can explain themselves clearly.

4. THINK THINK THINK In and out of class. The key to this course is knowing what you think and being able to explain it. Knowing what you think takes a lot of organising in your own mind. While you wake to school, while you sit in class, always be thinking, organising. The highest grades will go to those who thinking is not ‘right’ or ‘correct’ but is clear and clear thinking leads to the best arguments.

5. APPLY APPLY APPLY Look at the world you live and think how the ideas you are studying can be applied to this world. What kind if difference would it make to the world if you acted like a Utilitarian? If you decided that the things most important to you were beyond language? How would you communicate that? The thinkers, scholars and theologians we study all lived in the world we live in. They all had issues with the way we deal with it. So do you. The highest grades will go to those who can look beyond the textbook and classes to how the ideas studied impact the world in which we live. A LEVEL RELIGIOUS STUDIES

EXAMINATION BOARD: OCR

SPECIFICATION: H573A

USEFUL WEBSITES / REVISION RESOURCES

 FACEBOOK Chis and Sid Moral Sciences Club page – informal space to stretch the learning by reading and responding to moral issues in the world.

WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS

 Parents can best support students through active engagement. Ask you daughter/son what they are studying. Ask them to explain it. If they can then they do understand it. If not, they need to go back over it. You don’t need any specialist knowledge, your child just needs to make sense!!!!!!