Richard Huish College Summer Work

To help you make a well informed decision about your 2 year study programme staff have prepared this booklet of summer homework. The tasks are designed to show you what the typical content of your chosen course is. If you find the work interesting and enjoyable it’s probably the right choice for you. If you don’t find it interesting then you might want to consider a different course. If that applies to you we recommend the following:-

Look at our website for information about new optionsLook at the summer homework link on our website for new subjects. Is that work more interesting?Ask advice from your Induction tutor or Richard Jones (Careers Officer). Your induction tutor is available after 31st August and Richard Jones after 19th August.Your study programme is unique to you and should comprise of:

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Staff at Richard Huish are here to help you make decisions about you study programme, and your enrolment appointment on Wednesday 31st August or Thursday 1st September is another opportunity to talk about it. Staff will be pleased to receive your completed homework in their classes starting week beginning 5th September.

Core subject

3 A levels or BTEC Subsidiary Diplomas

OR

1 BTEC Extended Diploma

Additional Study

EnrichmentDirected StudyA level or BTEC Subsidiary DiplomaWork Experience

Contents

AccountingArchaeologyApplied Science BTECArtBiologyBusiness BTECBusinessChemistryClassical CivilisationComputer Science A levelDanceDrama & Theatre StudiesEconomicsEnglish Language & LiteratureEnglish LanguageEnglish LiteratureEnvironmental ScienceFrenchGeographyGeologyGermanGovernment & PoliticsGraphic Communication BTECHealth & Social Care BTECHistory Early ModernHistory Late ModernInformation Technology BTECLawMathsMedia Production BTECMusic Production BTECPopular Music BTECMusicPhotographyPhysical EducationPhysicsPsychologyReligious StudiesSociologySpanishSport BTECStatistics

Accounting - A Level

Accounting is for numerate students, but you also need to be logical, organised, have a good memory, be able to explain key terms and evaluate business options. This assessment has been designed to test some of the skills

required for A level accounting and is marked out of 25.

1. Calculation of salary (manipulation of percentages, key in evaluating business performance)

If you choose to work in the accountancy profession, you could earn serious money (subject to additional qualifications and experience). A salary survey was produced for 2014/15 based on UK averages and then giving weightings for various parts of the country. There is a shortage of qualified accountants, so salaries can only increase. Complete the table below to see just what you could earn (round to nearest whole pound). 1 mark for every correct answer (total 9)

Workings for example: if UK total is 100%, then South west will be £20,000/100% x 92.3%

If Wales is 89.5% then London will be £17,900/89.5% x 129%

Average Salary (upper limit)

Job title Total UK(100%)

South West (92.3%)

London(129%)

Wales(89.5%)

Example £20,000 £18,460 £25,800 £17,900

Credit controller £28,250

Financial Accountant £87,075

Finance Director £113,991

2. Cost classification Using books/the internet, research and complete the following: 1 mark for every correct answer except (f) which is worth 2 marks (total 16 marks).

(a) A variable cost is ……………………………………………………………………………………………………………….……Two examples of variable costs are: (i) ………………….….…………… (ii) ……………………………………..…

(b) A fixed cost is …………………………………………………………………………………………………………………….……Two examples of fixed costs are: (i) ………………….….…………… (ii) ………………………………………………

(c) A semi-variable cost is ………………………………………………………………………………………………………….…An example is: ………………………………………………………………………………………………………..…………...…

(d) A stepped cost is ……………………………………………………………………………………………………………….…….An example is: …………………………………………………………………………………………………………..………...…

(e) Classify the following costs (write variable, fixed, semi-variable or stepped next to each):(i) Salesman’s salary, a basic wage of £15,000 per annum then 5% commission on sales (ii) Accountant’s salary (iii) Supervisors’ salaries (max 10 workers being supervised) (iv) Production workers’ wages (paid per item produced)

(f) Give one reason why it is important to classify costs in the manner above (parts A to E)…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..…

Applied Science - BTEC Subsidiary Diploma

Applied Science looks at the real world application of scientific knowledge. It will require knowledge from all of the major disciplines of science including Biology, Chemistry and Physics. The course has a practical approach to study and is assessed through a series of assignments rather than external examinations. Each assignment is assessed against grading criteria. The summer activity that follows is an example of an assignment demonstrating the use of maths as a tool for science.

Grading Criteria (GC)

1. Select appropriate formats for displaying scientific data that has been collected.2. Describe trends in scientific data.3. Calculate scientific quantities from non-linear graphs.4. Interpret the trend in scientific data collected in an experiment.

Assignment BriefYou are working as a microbiologist investigating population growth of bacteria cells (Escherichia coli) in a closed container. You collected the following data from cells grown in the lab.

Time (hours) Number of cells

0 2

1 5

2 15

3 40

4 110

5 300

6 800

7 900

8 900

1. Using graph paper, plot a suitable graph to display your data (GC1)2. Describe the trend in the graph you have plotted (GC2)3. The rate of population growth at a particular time can be estimated by calculating the gradient of the graph at

that time. If the graph is curved, a tangent can be drawn (a straight line that represents the gradient at that point). You can use BBC Bitesize Science to revise how to calculate a rate using a tangent.

http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/chemical_economics/reaction1rev4.shtml

Estimate the rate of population growth at three different points by taking tangents at three different points on the curve. Show the tangents used on your graph (GC3)

4. Using data to support your answer describe and explain how the growth rate of the population changes with time (GC4). The following sources may help you answer this question.

https://www.youtube.com/watch?v=SuvGpMevLPU

http://www.wales.nhs.uk/sitesplus/documents/888/Microbiology%20Presentation11.pdf

Archaeology - A Level

Welcome to the Archaeology course, the following research has been designed to introduce you to an important case study from AS ARCH1 [1st studied unit]. During the Bronze Age there was a major shift in religion & ritual towards individual burials of high status people who were accompanied by Grave Goods to take with them into the after-life. This evidence allows us, as archaeologists, to study both the human remains in direct relationship to their belongings and to study further the technology & skills of past societies.

Further to this, it will be important to develop your essay writing skills and your answer to the following research question may be either hand-written or word processed and should be at least one and a half sides of A4 [you may include images as well]. This work is to be handed in for marking in your first Induction lesson in September.

RESEARCH TASK:

‘What can be learnt from a study of THE AMESBURY ARCHER and his Grave Goods?’

You should have a clear introductionYou should discuss both the human remains and the grave goodsYou should finish with a brief conclusion

[There is plenty of information about this important archaeological discovery on the Internet but – please remember - this is not a cut and paste exercise]

Art & Design - A levelYou will begin your course by recording all you discover through the act of looking. Work on good quality

cartridge paper. You can collect paper from college over the summer if necessary.

Objects, Light and Placement1. Choose an object which has both a visible inside and an outside to study in detail. For example: a

vessel (jug, vase, basket), or something from the natural world (seed-head, bird’s nest, skull), or a man-made object (cogs and gears, rusty spanner, muddy trowel). Place your object in/partially in a strong, direct light source and place it somewhere new (i.e. where you might not expect to find it)! You could suspend, stand, prop or balance it. Think carefully about this section, the choice of object and location are just as important as the drawings/photographs themselves.

Draw2. Pay attention to light and shadows. Create 4 drawings on your sheet of paper. Each time you make a

new drawing, change your viewpoint, so that each study you make tells us something new about your object.

A line drawing – see how many different lines you can use to capture the form of your object. Use a fine liner/fountain pen/biro for this drawing – spend a minimum of 15 minutes on this drawing.

A tonal drawing with a soft (2B, 4B) pencil/graphite/charcoal – spend a minimum of 1 hour on this drawing.

A coloured drawing – see how many different coloured tones you find in and on your object. Use pencil crayons/paint/pastels for this study – spend a minimum of 1.5 hours on this drawing.

A textured mixed media drawing. Try working with different paper, e.g. tissue paper/newspaper/’discarded paper’. Rip/cut your papers and glue these down to create a collage inspired by your object. Then draw on top and around your papers with a combination of different medium. E.g. Pencil and pen/pastels and paint – spend a minimum of 2 hours on this drawing.

Photograph3. Take photographs of your object in interesting light, in your chosen location. Experiment with

perspective. E.g. close-up shots. Print your 4 best images, no smaller than A6. Present these on A3 paper. You may find that these look most effective in black and white.

Please note:If you don’t have the suggested art materials, then just use whatever you have E.g. Different pens and pencils. You can be creative and interpretative with this project. You can do more drawings that we have suggested but you must stick to the timings above for the 4 core drawings. This is your chance to show us what you can do. When you start in lessons with us, we will show you how to make improvements to your artistic practise – we certainly don’t expect you to be perfect already!

We really look forward to seeing your work, which will form the basis of our first project.

Checklist: Choose an interesting object Place the object in an interesting setting 4 Drawings of the object in its setting (see above) 4 photographs of the object in its setting Bring the object and the drawings/photographs to your first lesson of Art.

Biology - A level

In A level Biology your maths skills are really important as we use maths throughout the course when analysing data. You also need to learn lots of specific terminology, so your English skills need to be good – and you need a good memory! Please complete this question which covers some of those skills and your need to understand experimental technique. We will mark and discuss this during the Biology induction which focusses upon your experimental technique and developing practical skills

Q1. The effect of temperature on diffusion rate in cells was investigated, using agar jelly as a model of cell cytoplasm. Pink agar jelly, prepared with a dye called phenolphthalein and dilute sodium hydroxide, was cut into four equal-sized cubes. Each cube was placed into a test tube of hydrochloric acid at a different temperature and the time taken for the cube to become colourless was recorded. The experiment was repeated three times at each temperature. Table 1.1 show the results.

Table 1.1

Temperature (0C) Time taken for cube to become colourless (s)Repeat 1 Repeat 2 Repeat 3 Mean

10 728 414 42520 343 330 35130 240 231 22840 187 166 172

a) Calculate the mean figure for each temperature, giving your answer to the nearest whole number. (2 marks)

b)i. Give two benefits of repeating the experiment at each temperature (2 marks)

ii. Draw a graph on graph paper of these results, including a line of best fit (3 marks)

c) Describe any correlation shown by the graph (1 mark)

d) Write a simple conclusion for this investigation based on the results shown in the graph (2 marks)

e) Hydrochloric acid is an irritant and can cause damage if it comes into contact with skin or eyes. Suggest two precautions that could be taken to reduce the risk from hydrochloric acid in this experiment. (2 marks)

f) A student wants to repeat this experiment. Suggest two pieces of additional information that could be added to the method above, so that these are more likely to be reproducible. (2 marks)

Business - BTEC Subsidiary DiplomaBusiness - BTEC Extended Diploma

BTEC Business Summer work to prepare for the Subsidiary Diploma or the Extended Diploma.

Prepare an A4 news article that highlights the main issues and news worthy information about a business in the news this summer.

1. Introduce the business and give a brief historySuggestions:

a. Sports Direct / Topshop / Primark / M&S etc.b. Urban Outfitters / Hollister etc.c. Boots / Superdrug etc.d. ASDA / TESCO etc.e. Starbucksf. Odeong. Thomas Cookh. Lloyds etc.i. Charitiesj. Schools – educational providersk. Manufacturing

2. Give the key highlights of the trials and tribulations over the summer period. Consider any of these listed or anything else that you see in the papers or the press that is of interest and affects the business.

Suggestions:a. New productsb. Economic crisisc. New directiond. New marketing campaignse. New managementf. Legal allegations

3. Referencing!!!!! Make sure you say where and when you got the information from as you go along

Business - A LevelBudgeting plays a very important role in business and is effective as an aid for decision making and reviewing a business’s performance.At A level you must be able to construct, calculate and analyse budgets, including identifying adverse and favourable variances, as well as understanding the value to businesses of budgeting.

To complete the task below, ‘SUPERMARKET SWEEP’ you need to take account of the following information:Calculating the Variance: Actual Figure – Budgeted FigureA Favourable variance is: The actual figure is BETTER than planned (so costs are lower or revenue is higher)An Adverse variance is: The actual figure is WORSE than planned (so costs are higher or revenue is lower)Calculating Profit: Revenue - Costs

ScenarioYou’re home alone! You’ve been left £50 to do your food shopping for the next few days. Below is the list of what you’re planning to buy (the first row of costs has been completed to demonstrate what you need to do).

1. You need to predict, i.e. ‘guess’, what you think each of the items on the shopping list costs and put this amount into the table in the column for budgeted costs.

2. You’ve just found £20 behind the sofa. How does this affect your actual revenue/income? Add it in the appropriate place in the table below so you can include it in your calculation.

3. Using the Tesco website for grocery shopping, research all of the actual costs for the items on the shopping list and put the price in the table below.

4. Now, work out variances (see how to calculate this above) and complete the last line of the table ending with the profit variance and if its favourable or adverse.

Budgeted (£)

Actual (£) Variance (£)

Is variance favourable (F)or adverse (A)

REVENUE (Income)Money left for shopping 50AdditionalTOTAL REVENUE

COSTS6 Tesco free range eggs (medium) 1.79 1.00 -0.79 F1 packet McVities Jaffa cakes2 litre bottle of cola1 x 2.5kg bag maris piper potatoes1 bag rocket salad1 x 1kg bag of red onions4 x single pots of strawberry Muller rice1 pack of 10 Birdseye potato waffles1 x 500ml tub Ben & Jerry’s ice cream4-pint bottle of Tesco semi-skimmed milkTOTAL COSTS

PROFIT

Finally, do some research and answer the following questions – DON’T just cut and paste from websites or copy from books – put your answers in your own words to demonstrate you understand what you’re writing.

1. Explain why businesses use budgets.2. Explain two advantages to a business of using budgets as an aid to decision making.3. Explain two disadvantages/limitations to a business of using budgets.4. What makes a good budget?

Chemistry - A levelSummer Preparation Work [22 marks]

1. Structure and Bondinga) State which of the following substances are considered to be have ionic bonding:

CO2, NaCl, MgCl2, SiCl4 and O2. [1]b) Explain how you made your choice in part (a) [1]c) Draw a ‘dot and cross’ diagram to show the ionic bonding in sodium oxide making sure you show the

electron arrangement and charges on the ions. [3]d) Draw a ‘dot and cross’ diagram to show the covalent bonding in ammonia, NH3 [2]e) State which of the substances in part (a) are composed of molecules.

Explain how you arrived at your answer. [2]

2. Chemical Equations Convert the following word equations into balanced symbol equations.a) Calcium Oxide + Hydrochloric Acid Calcium Chloride + Water [1]b) Magnesium + Hydrochloric Acid Magnesium Chloride + Hydrogen [1]c) Sodium + Chlorine Sodium chloride [1]d) Octane (C8H18) + Oxygen Carbon dioxide + Water [1]

3. Mathematical Calculationsa) Rearrange the equation, mass (g) = amount (mol) x relative formula mass (gmol -1) to calculate the amount

(mol) of 20.7 g of calcium chloride giving your answer to 3 sig figs. [2]

b) Rearrange the equation to make S the subject of the equation:

G = H – TxS [1]

c) In carrying out Ideal Gas calculations, the units for volume are m3. Convert 400.62 cm3 into m3 giving your answer to three significant figures. [2]

d) Consider the following equation and the formula mass (g) = amount (mol) x relative formula mass (gmol-1).

Fe2O3 + 2Al Al2O3 + 2Fe

e) Calculate the mass of aluminium that will react with 7.20g of iron(III) oxide. Give your answer to 3 significant figures. [4]

Chemistry - A levelIons Table

Cations: Positive ions Anion: Negative ionMonatomic: Contains one element Polyatomic: Contains more than one element

The charge on a monatomic ion can be worked out by looking at its position in the periodic tablee.g. Oxygen is in group six of the periodic table so has six outer electrons. Oxygen gains two electrons to complete its outer shell so the ion of oxygen is O2- and is known as the oxide ion.

Sodium is in group one of the periodic table so has one outer electron. Sodium loses one electron to obtain a full outer shell so the ion of sodium is Na+ and is known as the sodium ion.

Polyatomic ions need to be learnt. At the very least learn the shaded polyatomic ions in the table below:

Monatomic Cations Polyatomic Anions

Silver Ag+ Hydroxide OH-

Copper (II) Cu2+ Nitrate NO3- [Nitrate (V)]

Iron (II) Fe2+ Carbonate CO32-

Iron (III) Fe3+ Hydrogen Carbonate HCO3-

Zinc Zn2+ Sulfate SO42- [Sulphate (VI)]

Lead Pb2+ Manganate (VII) MnO4-

Polyatomic Cations Chlorate (I) ClO-

Ammonium NH4+ Dichromate (VI) Cr2O7

2-

Sulfite SO32- [Sulphate (IV)]

Chlorate (V) ClO3-

Classical Civilisation - A levelWelcome to your Classical Civilisation A-Level. The research task set out on this page is to help you get to grips with Ancient History and in particular Unit 1B Athenian Democracy. We start looking at Athens from the year 632 BCE (BCE meaning Before Common Era). That’s a massive 2647 years ago and yet as this mini research task will show you even back then we are dealing with ambitious people, political scandal and murder!

The research task given (and the criteria attached to it) will not only introduce you to the topic of Athenian Democracy but will help to show your essay writing skills and start you on your journey to become an independent learner, utilising lots of different research methods.

THE TASK

Present a 500 word report on the political figure CYLON.

Cylon is the first political figure we look at in the AS course.

NOTE: - IN THIS INSTANCE CYLON DOES NOT MEAN A SCI-FI ROBOT FROM BATTLESTAR GALATICA!

You need to be looking for Ancient Greek History c.632 BCE.

This report should show that you are able to sift through lots of different Cylon’s to find the right one and be able to write a coherent report on what you have learnt.

THINGS TO REMEMBER

Cylon can also be spelled with a K, so be on the lookout for the alternate spelling (KYLON)

This is NOT a copy and paste exercise. The report should be in your words

Research from Wikipedia will not be accepted

Your report can contain pictures if you wish but does not have

Pieces can be either hand written or typed but must be at least 500 words (with the maximum being 600)

Computer Science - A level

We are pleased that you have chosen to study Computer Science A level. This AQA exam board course is assessed by 2 exams worth 80% of the A level and coursework worth 20%. Further information about the course can be found at: http://tinyurl.com/compsciaqa

There are 3 tasks to complete for this preparation.

Task 1 – Your future in ComputingStep 1 - Watch these videos:

Choose Computer Science - tinyurl.com/choosecompsci A career in Computer Science - tinyurl.com/compscicareer Computer Science education - tinyurl.com/compscitedtalk

Step 2 – Write a short report (no longer than a page of A4) describing why you want to study Computer Science.

Assessment - Please bring a digital copy of this on either a USB stick or via cloud storage to submit in your first lessons. Alternatively you can produce it as an online document.

Task 2 – Computer Science Step 1 – Sign up for a Khan Academy account at www.khanacademy.org/Step 2 – Visit www.khanacademy.org/coaches (the Coaches tab on your profile)Step 3 – In the ‘Add a coach’ field enter the class code BJEBDGStep 4 – Click Home or navigate via Subjects dropdown to Computing then select Computer ScienceStep 5 – Complete the course ‘Intro to algorithms’

Assessment - Your new teacher will be able to see that you completed this online.

Task 3 – Programming preparationAt Richard Huish College we use VB.NET (Visual Basic), which you can download from www.visualstudio.com (choose the Community 2015 version).There are many online tutorials to get you started with Visual Basic.Go to this website: tinyurl.com/beginnersVB.Work through the video tutorials up to and including ‘For . . . Next Iterations’, where you will learn some basic programming concepts as well as some useful, more advanced tools using the Visual Studio IDE. (You don’t have to complete the assessments.)

Your task is to write a Visual Basic program that displays the first few prime numbers.The following pseudocode can be used to help.

OUTPUT "The first few prime numbers are:"FOR Count1 ← 2 TO 50 DO Count2 ← 2 Prime ← "Yes" WHILE Count2 * Count2 <= Count1 DO IF (Count1 MOD Count2 = 0) THEN Prime ← "No" ENDIF Count2 ← Count2 + 1 ENDWHILE IF Prime = "Yes" THEN OUTPUT Count1 ENDIFENDFOR

(Count1 and Count2 are integer data types and Prime is a string data type.)Assessment – Copy and paste your finished code into a Word document (or appropriate alternative) with a screenshot of the resulting program. If you are not able to complete this task, just copy and paste what you have manged to achieve.

Dance - A level1. Please read the article ‘Contemporary Dance – always changing’ at the following web address:

http://www.danceconsortium.com/features/article/contemporary-dance-always-changing/

2. Please have a go at answering the following questions:

i. What is your definition of dance?ii. Where does Dance fit in society? Consider where we can watch it, what it can do for/give us and what jobs are

involved.iii. Why does Dance evolve and change?iv. Why do choreographers create pieces? What do they wish to do?v. How do you visually identify a style? What tells you it’s a particular style?

3. Please write up your own dance history as I would like to know about your dance background. Please be honest and consider the following:

Why do you dance and/or want to take A Level Dance? If you take classes, where do you go, what classes/styles do you do, how long have you done them and what

grade are you currently at? Have you taken GCSE Dance? If so, what grade did you achieve? Please include anything else that you feel would be useful for me to know about you and your choice to study

Dance at A Level.

Task 1 and 2 will be used as part of discussion work during the first week of lessons and you will need to hand in Task 3 in your first dance lesson.

Drama and Theatre Studies - A level

Summer Task

Research task- Equus by Peter Shaffer

Penguin Classics- ISBN-9780141188904 (This edition will be referenced in the exam)

Equus is a well-known play written by Peter Shaffer, we will be studying this text along with a variety of other texts and practitioners. We will be exploring this text practically and theoretically and you will be assessed via a written exam in year 2. This text will be used in sessions in September, you can purchase this text and read it for the start of term. Copies are available on Amazon or can be ordered from local book stores. There will be limited copies available in the College Library.

List the characters in Equus and their character traits.

What are the main themes in this play?

Imagine you are a director staging this play, outline your ideas for costume and set for Equus, taking into consideration the characters and/or themes of the play.

Create a collage, essay or both on your directorial intentions for both costume and set.

Think outside the box, be creative!

Have a great summer!

Gemma

Economics - A level

A LEVEL ECONOMICS SUMMER WORK

THE SUPPLY of SWEETS

Price

Supply

5p 30

10p 35

15p 40

20p 45

25p 50

30p 55

35p 60

40p 65

45p 70

50p 75Explain the following:

Using the data on the left plot:

Price on the y axis

Quantity on the x axis

Plot the co-ordinates; join to form a curve - this is the supply curve.

Label the curve S.

What is the relationship between price and the amount of sweets producers are willing and able to supply ?

1. What happens to the quantity supplied if price increases from 10p to 30p?

2. What happens to the quantity supplied if price falls from 40p to 20p?

Explain what would happen to the Supply curve if?

3. What would happen to the supply of sweets if the price of sugar increased? How would this affect the supply curve (S)?

4. What happens to the supply of sweets if sweet manufacturers are offered grants? How would this affect the supply curve (S)?

5. What happens to the supply of sweets if the government introduced a tax on goods that are high in sugar? How would this affect the supply curve (S)?

English Language and Literature - A level1. Below is an extract from Jane Eyre by Charlotte Brontë, in which the narrator describes her

first night away from home at boarding school. Read the extract through and write about half a page on each of the questions below:

The night passed rapidly. I was too tired even to dream; I only once awoke to hear the wind rave in furious gusts, and the rain fall in torrents, and to be sensible that Miss Miller had taken her place by my side. When I again unclosed my eyes, a loud bell was ringing; the girls were up and dressing; day had not yet begun to dawn, and a rushlight or two burned in the room. I too rose reluctantly; it was bitter cold, and I dressed as well as I could for shivering, and washed when there was a basin at liberty, which did not occur soon, as there was but one basin to six girls, on the stands down the middle of the room. Again the bell rang: all formed in file, two and two, and in that order descended the stairs and entered the cold and dimly lit schoolroom: here prayers were read by Miss Miller; afterwards she called out —

"Form classes!"

A great tumult succeeded for some minutes, during which Miss Miller repeatedly exclaimed, "Silence!" and "Order!" When it subsided, I saw them all drawn up in four semicircles, before four chairs, placed at the four tables; all held books in their hands, and a great book, like a Bible, lay on each table, before the vacant seat. A pause of some seconds succeeded, filled up by the low, vague hum of numbers; Miss Miller walked from class to class, hushing this indefinite sound.

A distant bell tinkled: immediately three ladies entered the room, each walked to a table and took her seat. Miss Miller assumed the fourth vacant chair, which was that nearest the door, and around which the smallest of the children were assembled: to this inferior class I was called, and placed at the bottom of it.

Business now began, the day's Collect was repeated, then certain texts of Scripture were said, and to these succeeded a protracted reading of chapters in the Bible, which lasted an hour. By the time that exercise was terminated, day had fully dawned. The indefatigable bell now sounded for the fourth time: the classes were marshalled and marched into another room to breakfast: how glad I was to behold a prospect of getting something to eat! I was now nearly sick from inanition, having taken so little the day before.

The refectory was a great, low-ceiled, gloomy room; on two long tables smoked basins of something hot, which, however, to my dismay, sent forth an odour far from inviting. I saw a universal manifestation of discontent when the fumes of the repast met the nostrils of those destined to swallow it; from the van of the procession, the tall girls of the first class, rose the whispered words —

"Disgusting! The porridge is burnt again!"

"Silence!" ejaculated a voice; not that of Miss Miller, but one of the upper teachers, a little and dark personage, smartly dressed, but of somewhat morose aspect, who installed herself at the top of one

table, while a more buxom lady presided at the other. I looked in vain for her I had first

seen the night before; she was not visible: Miss Miller occupied the foot of the table where I sat, and a strange, foreign-looking, elderly lady, the French teacher, as I afterwards found, took the corresponding seat at the other board. A long grace was said and a hymn sung; then a servant brought in some tea for the teachers, and the meal began.

Ravenous, and now very faint, I devoured a spoonful or two of my portion without thinking of its taste; but the first edge of hunger blunted, I perceived I had got in hand a nauseous mess; burnt porridge is almost as bad as rotten potatoes; famine itself soon sickens over it. The spoons were moved slowly: I saw each girl taste her food and try to swallow it; but in most cases the effort was soon relinquished. Breakfast was over, and none had breakfasted. Thanks being returned for what we had not got, and a second hymn chanted, the refectory was evacuated for the schoolroom. I was one of the last to go out, and in passing the tables, I saw one teacher take a basin of the porridge and taste it; she looked at the others; all their countenances expressed displeasure, and one of them, the stout one, whispered —

"Abominable stuff! How shameful!"

What are your first impressions of the setting and the way it is described? How does the writer use literary techniques (e.g. alliteration or metaphors) to create the

character of Jane and to develop the relationship between Jane and the teachers and other pupils at the school?

2. As well as Brontë’s Jane Eyre, you will be studying William Shakespeare’s Othello. In preparation for this, research and write half a page on each of the following:

What is a tragedy and why is Othello considered an example of one? What was Shakespeare’s inspiration for the plot of this play? Shakespeare wasn’t just a poet and playwright, he was an actor too. What can you discover

about his life as an actor?

Over the two year course you will also be studying a range of poetry from the late 16th century to 1914, a post-1900 drama text and the autobiographical text Once in a House on Fire by Andrea Ashworth. You will also produce a coursework folder comprising of original writing and a 1500 word study.

English Language - A levelENGLISH LANGUAGEPlease read this in conjunction with our Welcome to Huish booklet & Facebook page (see below)

YOUR SUMMER ASSIGNMENT – the tasks we need you to do BEFORE College starts in SeptPlease tick-off these TASKS as you go through your Summer work

1. Read through the Welcome to Huish booklet (Available from English Language team)2. Annotate the short story ‘Treasure’ (Also on our Facebook page, see below)3. Choose one Paterson Competition title and complete a mindmap plan (optional)4. Look at the 10 questions that precede the linguistic articles. Be prepared to discuss

these in the first week of term5. Collect a range of different texts from the list suggested below, annotate them and

stick them to the back pages of this booklet ready for use in classAttach at least 4 of the following:

An interesting leaflet A newspaper or magazine article An advertisement (try to get something unusual that has more text than pictures) A review (book, film, song or computer game) Socially acceptable tweets/text messages/ Facebook post etc

In September you will be asked to write alongside each text a paragraph on the following:

Who is the audience and what is the purpose? What does the writer do to ‘hook’ the audience? Note any other interesting language features.

During the course you will also study the spoken word. Make sure you listen to the following and think about the differences between planned and spontaneous speech:

News reports and weather reports Chat show interview Dialogue in a film A variety of radio stations Sports commentary Podcast

Please note: your teachers will expect you to have done this summer work and it will be used in tasks set in the first few weeks of your English Language course.

For further info please see our Facebook page – search for Huish English Language

English Literature - A level

We should like you to read one prose text of literary merit (and not one you have read at GCSE!) over the summer which you can discuss when you arrive at Huish

ALSO - Choose one of the extracts below and answer the questions that follow. Bring your answers to your first week of lessons in September.

EITHER Prose: (From ‘THE GREAT GATSBY’ F. Scott Fitzgerald (1926) - Opening of Chapter 2]About half way between West Egg and New York the motor road hastily joins the railroad and runs beside it for a quarter of a mile, so as to shrink away from a certain desolate area of land. This is a valley of ashes—a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air. Occasionally a line of gray cars crawls along an invisible track, gives out a ghastly creak, and comes to rest, and immediately the ash-gray men swarm up with leaden spades and stir up an impenetrable cloud, which screens their obscure operations from your sight. But above the gray land and the spasms of bleak dust which drift endlessly over it, you perceive, after a moment, the eyes of Doctor T. J. Eckleburg. The eyes of Doctor T. J. Eckleburg are blue and gigantic—their irises are one yard high. They look out of no face, but, instead, from a pair of enormous yellow spectacles which pass over a non-existent nose. Evidently some wild wag of an oculist set them there to fatten his practice in the borough of Queens, and then sank down himself into eternal blindness, or forgot them and moved away. But his eyes, dimmed a little by many paintless days, under sun and rain, brood on over the solemn dumping ground.The valley of ashes is bounded on one side by a small foul river, and, when the drawbridge is up to let barges through, the passengers on waiting trains can stare at the dismal scene for as long as half an hour. There is always a halt there of at least a minute, and it was because of this that I first met Tom Buchanan’s mistress….

a) ‘Novelists make use of imagery for particular effects’. Identify and comment on the effect of two images used in the extract.

b) ‘Novelists make a conscious choice of narrative perspective in their work’. Discuss the ways in which Fitzgerald uses viewpoint in this passage.

OR Poetry: THE AIM WAS SONG: Robert Frost (1923)Before man came to blow it rightThe wind once blew itself untaught,And did its loudest day and night,In any rough place where it caught.Man came to tell it what was wrong:It hadn’t found the place to blow;It blew too hard – the aim was song.And listen – how it ought to go.He took a little in his mouth,And held it long enough from northTo be converted into south,And then by measure blew it forth.By measure. It was word and note,The wind the wind had meant to be –A little through the lips and throat.The aim was song – the wind could see.

a) Poets often make use of personification. Using two examples from the poem explore Frost’s use of this technique.

b) Poetry often presents a ‘message’. Discuss what you think this might be in this poem.

Environmental Studies - A level

Now that your GCSEs are finally finished it’s time to start thinking about what you need to do before you start at Richard Huish College. Don’t worry, we aren’t going to set you a huge amount of work as you deserve a nice long summer break after all those exams. Nevertheless, we would like you to do two short tasks over the summer to prepare you for the first few Environmental Studies lessons:

TASK ONEFirstly, calculate your ecological footprint. This is a measure of what impact you, as an individual, have on planet earth. The ecological footprint calculates how much productive land and sea is needed to provide the resources, such as energy, water and food, we use in our everyday lives. It also calculates the emissions generated from the fossil fuels that we burn and it determines how much land is required to absorb our waste. To calculate your footprint, go to this website:

http://footprint.wwf.org.uk/

Complete the survey and find out how many planets we would need if everyone on the planet behaved as you do.

Number of planets =

TASK TWOSince we only have one planet to live on it is clear that most people need to drastically change the way they live in order to be more sustainable. Write down what you think the term ‘sustainable’ actually means. Try to avoid cheating by looking it up:

Think about what changes you could make as an individual in order to reduce your ecological footprint. Make a list of these and try to think laterally avoiding a list of obvious ones such as cycling to college rather than coming by car/bus. The websites below should give you some good ideas:

http://www.carbonfootprint.com/individuals.html

http://www.reduceyourcarbonfootprint.com/

Environmental Studies - A level

CHANGES YOU COULDMAKE

HOW WOULD THESE REDUCE YOUR FOOTPRINT?

French - A levelFRANÇAIS

A. Read the article carefully and then give your reaction to the events in about 150 words in French.

Some helpful words: exagéré, surprenant, la société actuelle, les dangers, une victime, je suis convaincu que …, toutefois, personnellement

B. Translate the text into good English.

Geography - A level

We find that many students who embark on geography A level are not that good at the basics and so your task is to make sure that you are, before you start the course.

It is not going to get you a good mark if you talk about the left hand side of maps or the country of Africa………if you are not sure what is wrong with these two statements then you have a lot of work to do!

There will be a test on this knowledge towards the beginning of the course.

What you should know / be able to do:

Compass directions – North, South, South West etc. Know how many continents there are and their names Be able to name some countries in each continent (where applicable!) Be able to label the equator, tropic of Cancer, tropic of Capricorn and Greenwich meridian Know how many countries there are in the world Know the names and locations of major mountain ranges like the Himalayas, Alps etc. Know the names and locations of major rivers like the Nile, Amazon etc. Know the names of locations of seas/oceans

It would also be a good idea to have a look at capital cities and flags – we do not expect you to know them all, but a good, basic knowledge is quite useful.

~~~~~~~~~~~~~~~~~

Also keep a look out for any geographical news stories – volcanoes, storms, migration issues etc. and keep a record of them. This will mean that you have started reading around the subject and got into good habits for the course. Cut out / print out two of them and bring to lessons for a discussion about what has been going on in the world in recent weeks.

~~~~~~~~~~~~~~~~~~

Bring in something from your summer activities, maybe from holiday, maybe from your local area and be prepared to talk about how it links to geography. We have had food from foreign countries, we have had photos of landforms, we have had items of clothing…………. It’s a sort of geographical show and tell! The idea is to get everyone to realise that in some way, everything links back geography.

~~~~~~~~~~~~~~~~~~

Following on from the Welcome to Huish activities we would like you to spend some time seeking the synoptic links for the following points;

Climate change and volcanic activity. China and Africa. The volcano at Santorini and Moses Global atmospheric circulation and levels of development. Volcanic activity and the French Revolution. Energy demand and seismic activity.

If you want to develop some of your own to test us, that would be brilliant.

Geology - A level

Geology is everywhere!!!

Your task is to look around you, your home, the beach and local town.

For example:

At home look at your kitchen worktops, garden and house.

At the beach look at the pebbles, the cliff and the wave cut platform.

In town, look at the banks, jewellery shops and the other older buildings.

Identify if you can:

the rock types any fossils any minerals that you find

What environment could they be formed in, and what type of rock is your home built on.

Please bring any interesting rocks, minerals or fossils in September.

German - A level

Deutsch 1 Deutsche Welle/ Thema Literaturhttp://www.dw.com/de/folge-4-literatur/l-18722888

Watch the clip and answer the following questions:

Wie viele Bücher lesen die Deutschen im Jahr? Wo/Wann lesen die Deutschen am liebsten? Was lesen sie besonders gern? Welche Autoren werden in der Schule gelesen?

Und in deinem Land?

2 Und du?

Prepare notes to talk about:

Dein Leseverhalten, zum Beispiel, wann und wo du am liebsten liest

Dein Lieblingsbuch Einen bekannten Schriftsteller aus deinem Land Ein Buch, das jeder in deinem Heimatland kennt Ein Buch, das du nicht magst

3 Fernsehen

Take a note of what’s on offer after 17:00 on: ARD and ARTE (Menüpunkt: Programm).

Choose two programmes you would like to watch.

Was ist das Thema/Genre? - Warum hast du diese Sendungen gewählt?

Government & Politics - A level

INDUCTION QUIZ

Answer the following questions using the internet or any politics books you may come across:

1. Who are the leaders of the Labour, Conservative and Liberal Democrat parties?

2. When is the date of the US Presidential election?

3. What is a by election?

4. Define the term sovereignty.

5. Give an example of one area of sovereignty the British parliament has lost to the European Union since 1973.

6. What is the definition of separation of powers as contained in the US constitution?

7. Define the Legislature and Executive.

8. When does the next General election have to take place by in the UK?

9. What is the purpose of US primary elections?

10. When was Margaret Thatcher Prime Minister?

11. Give an example of an environmental pressure group.

12. Why can’t Barack Obama be a candidate in the next Presidential election?

13. What is Tony Blair’s current job?

14. At what age can you stand as a Parliamentary candidate in the UK?

15. Give a difference between New and Old Labour?

16. How are leaders elected in the Conservative party?

17. When did The Liberal Democrats first have their current name?

18. When will the next European elections take place?

19. Give 2 differences between the beliefs of the Democrat and Republican parties.

20. What is the Majority of Rebecca Pow in her parliamentary constituency of Taunton?

Graphic Design – A level

Searching for letters

Typefaces are everywhere we look, on signs, packaging, labelling, books, newspapers, magazines, TV… each has a distinctive look and style that Graphic Designers select to communicate feeling; for example handwritten typefaces are often used extensively in big supermarkets like Tesco, Sainsbury’s and Morrisons because they add a feeling of authenticity to their stores, changing how they are perceived, making people feel that the offers

in-store are genuine value.

There are thousands of typefaces to choose from and selecting the right one that is fit purpose and adds meaning to the message, is a daunting task and requires careful consideration and critical judgement.

Your summer homework is intended to get you to look at typefaces in a different way and consider how a letter can appear and feel different depending on the typeface it is designed in.

The challenge

Choose a single letter (or number) and using any camera or phone, seek out and photograph 20 different versions of it.

Get your photographs printed at 10x15 cms (width x height) in portrait aspect and bring them to your first lesson in September when we’ll be producing A1 posters to put up around the Huish Studio.

Supermarkets and chemists like Tesco and Boots do instant printing and online companies like Photobox.com offer a cheap printing service but allow time for them to be posted back.

Suggestions to get you started

Get out and about! On your holidays take a trip to your local town or city and look for signage; shop signs; road signs; pub signs and also consider everyday things such as car number plates and manhole covers. Also, consider other less obvious places such as churches, memorials and harbours.

We look forward to seeing you and your work, which will help with your first project, in September.

Happy holidays!

Matt Williams

Graphic Communication - BTEC

Health & Social Care - BTEC Subsidiary DiplomaHealth & Social Care - BTEC Extended Diploma

Read the article entitled ‘US bid to grow human organs for transplant inside pigs’ and prepare notes and be ready to discuss the article during your induction week.

http://www.bbc.co.uk/news/health-36437428

Consider the following:

What the impact of this development might be on people needing organ transplants

How animal rights are impacted by this development If this issue raises any ethical concerns What the likely impact on society will be if organs for transplant are readily

available

History Early Modern - A level

During the late 1520s, quite unexpectedly, relations between Henry VIII and the Pope gradually worsened. The first moves in this 'reformation' process started for the simple reason that Henry VIII wanted to divorce his wife, Catherine of Aragon, and the Pope, who had the power to grant divorces, was unable to give his consent. Henry VIII had decided that not only was his marriage with Catherine illegal, but the reason why he had no male heir was that he was living in sin with her. He also felt that a male heir was needed in order to ensure a peaceful succession and the continuation of orderly rule in England. In 1529, Wolsey fell from power as a result of this problem and, during 1533-4, Henry VIII passed a series of laws that cut England off from Rome and declared that the king, not the Pope, was, and always had been, Supreme Head of the English Church.

This was followed by the dissolution of the English monasteries between 1536 and 1540. Religious institutions that had stood for

many centuries were swept away and their lands and wealth were taken by the king. New Articles of Religion and Injunctions on religious practice were introduced at the same time and, in 1538, the king decreed that every parish should have an English Bible. Henry VIII found reformers like Thomas Cranmer and Thomas Cromwell to help him bring about these changes. In some ways, this seemed like a revolution in the relationship between Church and State. In another way, the changes were not so wide-ranging as they first appeared; they merely confirmed the king's existing power over the Church.

Once Henry VIII had got what he wanted by 1534 (he had divorced Catherine and married Anne Boleyn) he had no further interest in religious change in England. He wished to die as he had lived, as a ‘Roman’ Catholic. In the process of gaining his divorce, Henry had abolished the jurisdiction of the Pope in England. He replaced it with rule by the monarch in Parliament. Matters such as divorce, traditionally seen as part of the Church's work, could now be decided in England by English courts with no reference to Rome. Clergymen now owed their obedience to the English monarch and not to the Pope. The changes to religion in the period of Henry VIII’s reign (1509- 1547) are known as the ‘Henrician Reformation’, and this period saw swings towards, and away from, the reformed religion. In most matters of belief and in many of religious practice England remained recognisably Catholic, if not Roman Catholic by 1547.

Religious Conflict and the Church in England, c1529– c1570

1. Try to complete simple definitions for the following terms:a. Massb. Eucharistc. Transubstantiationd. Sacramentse. Purgatory,f. Regular clergyg. Secular clergy h. Laity

2. Read through the extract below and identify three reasons why Henry VIII broke from the Roman Catholic Church

History Late Modern - A level

Late Modern History: Russia 1855-1964

Using the information about Russia below:

1. Skim-read the text below and highlight any unfamiliar words. Find definitions for at least five words (more if you want to).

2. Identify 5 problems a ruler may encounter when trying to govern Russia. For example, its large size makes communication difficult.

3. Suggest 3 reforms (changes) which might improve a ruler’s ability to govern Russia.4. Research task: Make a list of the rulers of Russia from 1855-1964. Include one fact

about each ruler.

Information Technology - BTEC

We are pleased that you have chosen to study BTEC IT. We offer two BTEC IT courses:

Extended Diploma in IT (Software Development) equivalent to 3 A levels Subsidiary Diploma in IT equivalent to 1 A level

There are 3 tasks to complete for this preparation. Task 3 is for Extended Diploma students only.

Task 1 – Your future in the IT industry

Step 1 - Watch these videos:

A Day Made of Glass - http://tinyurl.com/glassdayvideo The future of interfaces - http://tinyurl.com/uifuture Gamers could solve the world’s problems - http://tinyurl.com/gamesavesworld

Step 2 – Write a report (no longer than a page of A4) describing why you want to study IT. Share developments in technology that you have learnt about through reading news and watching videos.

Assessment - Please bring a digital copy of this on either a USB stick or via cloud storage to submit in your first lessons. Alternatively you can produce it as an online document.

Task 2 – Web page programming

Step 1 – Sign up for a Khan Academy account at http://www.khanacademy.org/

Step 2 – Visit http://www.khanacademy.org/coaches (the Coaches tab on your profile)

Step 3 – In the ‘Add a coach’ field enter the class code 92CGZW

Step 4 – Click Home or navigate via Subjects dropdown to Computing then Computer Programming

Step 5 – Complete the course ‘Intro to HTML/CSS: Making webpages’

Assessment - Your new teacher will be able to see that you completed this online.

Task 3 – Essential programming preparation (Extended Diploma)

Step 1 – Return to your Khan Academy account and navigate to Computing, Computer Programming

Step 2 – Work through ‘Intro to JS: Drawing & Animation’ (JS means JavaScript – this is the language that makes webpages interactive)

Assessment - Your new teacher will be able to see that you completed this online.

Law - A level

SUMMER RESEARCH FOR LAW STUDENTS:

THE ‘PEANUT ALLERGY’ CASE 2016

PLEASE READ THE HANDOUT BELOW ON THE ABOVE CASE AND ANSWER THE QUESTIONS AT THE END.

BE PREPARED TO DISCUSS YOUR RESEARCH AND ANSWER QUESTIONS ON IT IN SEPTEMBER!

(A) Peanut curry death: Restaurant owner Mohammed Zaman jailed for ‘gross negligence manslaughter’ (GNM) (2016)

A "reckless" restaurant owner has been jailed for six years for the manslaughter of a customer who had an allergic reaction to a curry. Paul Wilson, 38, suffered a severe anaphylactic shock in January 2014 after eating a takeaway containing peanuts from the Indian Garden in Easingwold, North Yorkshire. Mohammed Zaman, 52, was found guilty at Teesside Crown Court.The court heard he cut corners by using cheaper ingredients containing peanuts.

In what is thought to be a landmark trial, Zaman, of Aylesham Court, Huntington, denied he was responsible but a jury was told he switched almond powder for a cheaper ground nut mix, which contained peanuts. Mr Wilson, a bar manager from Helperby, North Yorkshire, specified "no nuts" when he ordered a chicken tikka masala - an instruction which was written on his order and on the lid of his takeaway, the court heard. He died three weeks after a different customer with a peanut allergy bought a meal from one of Mr Zaman's six restaurants and had a reaction requiring hospital treatment.

The restaurateur had a "reckless and cavalier attitude to risk" and "put profit before safety" at all his outlets, the jury was told. Zaman was almost £300,000 in debt and cut costs by using the cheaper nut powder and by employing untrained, illegal workers, the court heard.

Sentencing him, Judge Simon Bourne-Arton, the Recorder of Middlesbrough, said Zaman had remained "in complete and utter denial" and ignored warnings from officials after 17-year-old Ruby Scott suffered a reaction to a curry, three weeks before Mr Wilson's death. He said he had thrown away his successful business and property portfolio worth £2m "in pursuit of profit".

(Image copyright North Yorkshire Police).

Paul Wilson's parents Margaret and Keith said he loved curry but was always clear with staff about his allergy, asking for his meals not to contain any peanuts .

"You have done so in such a manner as to bring about the death of another individual", said the judge. "Paul Wilson was in the prime of his life. "He, like you, worked in the catering trade. He, unlike you, was a careful man."

But the judge acknowledged Zaman was of "good character" and the sentence would have an impact on his wife and four children. In a statement read out in court, Mr Wilson's parents, Margaret and Keith, from Sheffield, said they felt "numb, shock and disbelief" over their son's death. "I feel robbed that I won't share the rest of my life with Paul"," Keith Wilson said. Mrs Wilson said her son was "meticulous" about dealing with peanuts after a reaction to a chocolate bar at the age of seven. She said the smell of peanuts, or accidentally drinking from the same glass as someone who was eating them, could trigger a reaction.

Det Insp Shaun Page, North Yorkshire Police said : "Mr Zaman lied throughout his interviews with police". Det Insp Shaun Page said Mr Wilson's death was "totally avoidable" and Zaman's "lack of remorse" had been striking. "And trying to distance himself from any involvement in his death. That had struck me through this investigation. His lack of compassion and understanding about that he's actually done," he said. He said the case was thought to be a legal first, setting a precedent for the food industry.

(Image copyright North Yorkshire Police)

Mohammed Zaman built up a property portfolio worth more than £2m, but had gathered a debt of almost £300,000 when he started to cut corners to reduce costs.

Zaman claimed he left managers to run his restaurants and that included ordering stock and hiring staff, telling jurors he was not on the premises when the curry was ordered.

Until his conviction, the restaurateur had "the immigrant story to which everyone should aspire", his barrister Alistair Webster QC had said in court. Zaman was born in Bangladesh and came to the UK aged 15. He started working for his uncle in the restaurant business, finally owning six himself in York and North Yorkshire. His restaurants won local business honours and acclaim from the British Catering Association and the British Curry Awards, the jury heard.

The father-of-four was found guilty of manslaughter by gross negligence and six food safety offences. He was cleared of a charge of perverting the course of justice.

(B) Please now look up the case of R V ADOMAKO (1994) on gross negligence manslaughter (GNM) decided by the House of Lords. Make a note of the facts and decision in the case and bring those notes to your first law lesson too.

The classic test to assess whether someone has been ‘grossly negligent’ was set out in Adomako as (we’ll keep it simple for now!) ‘conduct that is so bad in all the circumstances….’.

Bearing that test in mind, please answer the following questions and bring your answers to the first law lesson in September. Be prepared to discuss your answers with the rest of the group:

1. What are the ‘elements’ of gross negligence manslaughter? (GNM) -ie what needs to be proved to find a defendant guilty of GNM?

Top tip – you’ll find the answers in R v Adomako (1994) -try the Internet or a textbook on A2 criminal law (eg by Jacqueline Martin).

2. Do you think all those elements were satisfied/proven in the ‘peanut allergy’ case above? Please explain your answers in a logical and structured format.

3. What did the jury decide in the peanut allergy case?

4. Do you agree with the sentence imposed by the judge in that case?

5. What factors would the judge have considered in reaching that sentence?

Finally, 2 simple questions for you to research :

6. What is a jury? (this is an important question, as you will be studying the work of the jury in the first term).

7. Find the maximum sentence for manslaughter.

Maths - A levelAnswer all questions [Correct answers will only gain full marks if full working out is shown]

1. Expand (2 x+1 ) (3x−1) [2]

2. Factorise x2−11x+24 [2]

3.

i. Factorise 2 x2+5 x−3 [2]

ii. Hence solve 2 x2+5 x=3 [3]

4. Use the quadratic formula to solve x2+2 x−2=0 , leaving your answer in surd form [4]

5. Simplify √18 [2]

6. Express √108−√27 in the forma√3 [3]

7. Simplify (4+√2 ) (3−√2 ) [3]

8. Simplify

63√2 [2]

9. Simplify, without using a calculator

i. 36−12 [3]

ii.(3 38 )

13

[3]

10. Simplify

24 x2

8√x [3]

11. Solve the following equations

i.

x4+3=9

[2]

ii.

16x

+1=7 [2]

iii.7 x+1=2x−6

5 [3]

iv.3 x+5=4 x

3+10

[3]

12. Find the gradient of the line passing through the points A ( - 1, 7 ) and B ( 4, 17 ) [2]

13.i. Determine the equation of the line passing through the points A ( 1, 10 ) and B ( 4, 19 ) [4]

ii. Determine whether or not the line found in (i) is parallel to the line 2 y−6 x+5=0 [2]

Media Production - BTECWe begin the first year by exploring Music Video Production. This is an exciting practical unit that requires you to produce a music video for an existing song. In preparation for this unit we want you to carry out a research task to present to us in September telling us a little more about you as a person, your media interests and your taste in music videos!

Task 1

The Internet is an important resource for us in Creative Media Production. As a prospective media student it is highly likely that you use the Internet regularly. The first thing that we want you to do is to create a Pinterest account (if you already have one setup then please use this). Pinterest allows you to create different ‘interest’ boards where you can post and pin interesting things from the Internet

that appeal to you. These can be links to web pages, images, videos etc. Log on to https://uk.pinterest.com/ to sign up.

Task 2

After setting up an account, the first Pinterest board we would like you to create, titled ‘About Me’, should tell us a little bit about you as a person. What are your interests? Maybe you like sport, maybe you like to read, maybe you have a favourite band or genre of music, maybe you enjoy playing video games. Whatever your interests are, pin them to your board.

Task 3

The second Pinterest board we would like you to create should tell us a little bit about you as a ‘Media Consumer’. Pin some posts to a board that tells us the types of media you consume and use: this might be a television series you regularly watch, a film you have recently seen, websites and social media sites that you like to use etc.

Task 4

For the final task we would like you to begin researching different types of music videos, from different genres, that are creative and imaginative. Create a Pinterest board titled ‘Music Videos’ and pin music videos that use different styles and techniques. Try to find a music video that has a narrative (a storyline), another that uses digital animation, one that uses stop-motion animation, an example of a music video that features a live performance, one that is based in a studio with the artist performing, another that is surreal. For each music video that you pin to your board write a comment explaining what makes it interesting and creative and stand out from the rest.

Popular Music - BTECOver the summer, please choose 3 different styles of music that you are familiar with and write about the following things:

1. When and where the style was popular and a few artists that are well known for playing in these styles.

2. Who, or what other styles of music have influenced these styles3. What are the main musical characteristics of these styles (instrumentation, structure, chords used etc)4. What is it that you particularly like about these styles5. Who or what other styles have these artists gone onto influence.

Please reference any books or web pages that you use when researching.

Looking forward to seeing you in September!

Music Production - BTECOver the summer, please complete this research project to help you on your way…

Music has often changed considerably in terms of style when new technology becomes available – this could be from bands like The Beatles experimenting with 4 track recording, the 1980’s synth pop movement, or DAW’s becoming so available (digital audio workstation)producing styles like Dub Step (wob wob!).

Chose one piece of technology that has had a profound effect on music, and write about how this has changed, influenced and produced different styles of music.

Include some information about artists involved and how they do what they do.

Please reference any books or web pages that you use when researching.

Looking forward to seeing you in September!

If you are doing both subjects or the extended diploma then you are very lucky! Please complete both tasks…

Music - A level

We are glad that you have chosen to study A level Music at Huish & look forward to seeing you again in September.

You will probably have taken GCSE Music or instrument/theory grades but don’t worry if you haven’t – everyone will be at different stages in their musical learning and the course adapts for this. There will be an induction week at the beginning of term, and to prepare for this you could:

1. Practice your instrument/voice – learn at least one new piece ready to perform in September

2. Go to www.mymusictheory.com - look through the Grade 5 lessons and do the exercises for key signatures, time signatures, scale degrees and adding rests.

3. Draw a condensed timeline for the history of music – main periods, dates and composers

Photography - A level

Use any camera or your phone to take a series of photographs on the following themes. Work on 3 themes to give yourself lots of options. Choose the best series and get them printed at regular photo size (A6ish) – online or at a supermarket or at home. Bring the chosen photographic series to the first lesson (do not mount them).

A series:A set of photographs that are understood better when seen as a group. There should be a coherency to the group of images. For example: all photographs could be of the same type of object (6 different buckets); or have a unifying colour scheme (a bright blue in each image, even though they are different scenes); or a similar composition or line; or be about the same thing (6 different ways of expressing loneliness).

Themes:Think about these themes; find out definitions for the words, then synonyms and antonyms. Play word association games with each theme. Try to interpret the word creatively and visually. Try not to be literal, unless the concept is also very strong. When you take the photographs, think about the framing, the composition, viewpoint and light. Make definite choices about colour or black and white

FallingSignsInbetweenConnections

DiscordRevealCombinationsBalance

EmergeElementalPowerTruth

For inspiration over the summer find and like Huish Photography on facebook. Also look at Colossal and Digital Photographer and National Geographic and British Journal of Photography – all on facebook. Get inspiration straight to your newsfeed!

Please note: whilst you can take these photographs on any camera or your phone, the A level course is designed to teach you about Digital and Film SLR cameras. You will get more out of the course if you own or have continuous access to a DSLR (not a Bridge or Compact camera). We have cameras for loan (free) but you will be expected to save up to get a camera of your own eventually. It does not need to be the latest model, buying an entry-level, 4 year old, second-hand model will be fine. Please see the website for details of camera specifications or ask on our facebook page.

Physical Education - A level

We use this as the basis for the selection of your sports for your coursework and it is a chance to show the quality of your written work and presentation skills.

My Sporting and Physical Education Background

Task: Describe your sporting background, to include:

Pre-school experiences Primary school Secondary school Clubs Influences e.g. family, friends, teachers/coaches, ability Why you play the sports you do. What sports would you like to play? Why don’t you? Best moments in sport and PE Worst Moments in sport and PE The reasons why you have chosen to study AS level PE Your future aspirations in Sport and PE

Please present your work to the best of your ability, and hand in to your PE teacher by Wednesday 9th

September.

Physics - A level

Physics Summer Holiday Task

Welcome to A-level Physics! As part of your preparation for September we would like you to complete some questions that will brush up you skills before starting your Physics A-Level course. We are using a website called Isaac physics, which contains resources including physics problems which you can attempt online. Please follow the instructions below:

1. Go to

http://isaacphysics.org/s/CvASZK

2. Click ‘Add to my boards’. You will then be asked to create a login for yourself that will allow you to do the questions. Click ‘sign up’ and follow the instructions. You will need a valid email address and will be asked to set up a password. Please make sure that you remember these as you will need them throughout your time at Huish.Please enter the following code into the ‘Teacher Connections’ tab at the bottom of the ‘My Account’ page.

N2I4ND

(The third character is a captial ‘i’ and not a 1)

This will enrol you in the group RH Physics Induction 2016

3. We would like you to complete General Questions Sections A1, A5, A6 and A7 (though if you like you can do the others as well!). These 4 sections are listed in your assignments (click on ‘Menu’)Before you answer the problems read:

https://isaacphysics.org/solving_problems

This page gives a guide to solving the problems on the site. It also gives information about the notation and conventions used by the makers of the site, and those that you should use when giving answers.

4. Explore the rest of the website which has lots of useful information about studying Physics.

Any problems please email timh@richuish.ac.uk

Psychology - A level

Welcome to A level Psychology. Below are some types of questions which you may be asked to do whilst studying on the A level Psychology course.

1. A researcher investigated obedience. The table shows the percentages of people who obeyed a simple request from a confederate (an actor) who was either smartly dressed or casually dressed. What do these results suggest about obedience?

2. Two groups of patients took part in a trial to compare the effectiveness of two different drug therapies. One

of the groups was given Drug A and the other group was given Drug B. All patients completed a rating scale at the start of a ten-week course of treatment and again at the end of the course. This scale measured the severity of symptoms. The Drug A group had an average score of 9 before the therapy and an average score of 4 at the end of the course. The Drug B group had an average score of 7 before the therapy and an average score of 5 at the end of the course.

Sketch and label a bar chart to illustrate the data.

3. Research has shown that there is a relationship between stress and illness.The figure below shows the number of days off work through illness in a year and scores on a stress questionnaire, where a high score indicates more stress.

Relationship between days off work in a year through illness and stress scores

Number of days off work in a year through illness

What does the figure above tell you about the relationship between stress and illness?

4. During year 1 we will be researching a case study on Clive Wearing. Write a 300 word summary of this case study; write notes about his condition, how it was caused and how it affects his life.

Have a lovely summer break

Religious Studies - A level

Request Smartly dressed confederate (actor)

Casually dressed confederate (actor)

Pick up litter 80% 61%

Post a letter lying near a post box 61% 40%

Carry a heavy box up some stairs 30% 30%

The Life of the Buddha

For your summer task, you must write a 600 word biography of the Buddha

Please explain the significance of the following events:

His mother's pregnancy

His birth

His childhood and youth

The four sights

His escape from the palace and His life as an extreme ascetic

His enlightenment

The Deer Park Sermon

His ministry

His death

You will find the film and "The Life of the Buddha" BBC Documentary very useful (YouTube) as well as material on the BBC's religion website. For further investigation you should use www.buddhanet.net & aboutbuddhism.org

Sociology - A level

You will be exploring Culture and Identity in September as an exciting new introductory topic to the Sociology linear A level. To be able to do this, we need to understand what is meant by socialisation and its role in shaping identity.

Socialisation is the lifelong process by which people learn the culture of the society in which they life. This is carried out by agencies of socialisation such as the family, the education system, religious institutions or the media

Socialisation plays a crucial part in forming our identities; ‘how we see and define ourselves and how other people see and define us’. For example we may define ourselves as black, a Muslim, Welsh, English, a woman, a student, working class, gay

Activity:

1. Suggest three ways, with examples, in which individuals learn the culture of society in contemporary Britain

2. Describe three factors, apart from the examples given, that others might use to define your identity, such as your dress or taste in music. Explain your answers with examples

3. Suggest three ways that individuals choices in consumer goods may influence how other people define them

4. Suggest reasons why people may have difficulty in getting other people to accept whatever identity they wish to project

Spanish - A level

Spanish Affair has struck a chord with Spanish audiences and is already a must-see, on its way to becoming the second biggest Spanish-made box-office hit of all time behind Juan Antonio Bayona’s The Impossible. As a comedy, this tale of a young southerner seeking to win the heart of a Basque girl is indeed a very Spanish affair.

1. Watch the trailer of the Spanish film: Ocho apellidos vascos using the link provided below.https://www.youtube.com/watch?v=hPnoq1vuLu0

2. Research information about this Spanish film.PlotAwardsPopularity

3. Write in Spanish 150 words about a possible ending of this film.

The year’s biggest Spanish domestic hit, seen by over two million people in the fortnight following its release.

Sport – BTEC

Qualification BTEC Level 3 Extended Diploma in Sport (Development, Coaching and Fitness)Submission date Your first lesson (bring on memory stick)Assessor Matt MorganYour Name

Assignment Title My Sport BackgroundThe purpose of this assignment is to:Provide an insight into your sporting experiences so far. This is your first opportunity to us about yourself!

Oster 1

Start Task 1 here:

Task 1 – ‘My Sport Background’

Underneath the task boxes below describe your sporting background.

Give reasons for your involvement wherever possible

Task 2 – Play, watch and read about as much sport as possible Bring with you to your first lesson something interesting that you have read about sport over the summer.

Key Content:

Include as many sporting experiences as you can possibly remember. These may include: Sport you have watched Sport you have played in Sport you have organised Sport you have officiated Sport you have coached Sporting successes Sporting challenges Sport at School Sport at clubs

Key Content :

This could be a newspaper or magazine article, an extract from a book, an online article or report.

Sport – BTEC Continued

Start your work here:

Statistics - A level

1. The mean and the standard deviation are two important statistics calculated from a set of data

The link below explains what standard deviation measureshttp://www.mathsisfun.com/data/standard-deviation.htmlRead through this and see if you can understand what it is [do not worry about the formulas]There are ten multiple choice questions at the bottom of the page – try the odd numbered questions

2. You will need a calculator with a Statistics mode

Your current calculator should have one, if not a good calculator to use is ….Make sure that you know how to

i. Enter data into the calculator when in Statistics mode[Enter the data: 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10]

ii. Be able to find the values of x ,n ,∑ x ,∑ x2

[For the data you entered you should get 5.5, 10, 55 and 385]

iii. The link in (i) talks about two different types of standard deviationSee if you can find these values on your calculator