Summer Term Programme 2020...Summer Term Programme 2020 UPPER SIXTH YEAR GROUP With the signiicant changes to the examination and assessment process this year due to the COVID-19 national

Summer Term Programme 2020U P P E R S I X T H Y E A R G R O U P

With the significant changes to the examination and assessment process this year due to the COVID-19 national crisis, our A level/ Pre-U year group will require

specific and bespoke provision.

IntroductionOur primary aim is to ensure that they have structure, motivation and inspiration through the delivery of academic curriculum-based subjects in a manner which is relevant to both their ongoing courses and their future pathways. More expansively, we see this term as an opportunity to provide these pupils with an unprecedented chance to move ahead in their studies, ready to embrace life after Marlborough at university or in the world of work.

It is an opportunity for our department heads to be creative and innovative in the options they develop and in the methods they choose to deliver them. It will focus on embedding and consolidating existing knowledge, to make this learning count, and on extending, enriching and broadening skills to equip these pupils to thrive in the next part of their academic and life journey beyond Marlborough College.

We see the term ahead as an opportunity for the Upper Sixth to round off their time at Marlborough in a way which is meaningful and significant, and perhaps in a way which is in fact more important and enduring than a single-minded focus upon exam preparation.

Before Exeat: Wrap-up courses

For the first three weeks of term, until the first Exeat on Thursday 7 May, the Upper Sixth will follow their existing timetable, but rather than work on exam preparation they will follow self-contained and structured Wrap-up courses. The objective of these courses is to provide an educationally satisfactory closure to their A level / Pre-U courses and to do justice to the effort and engagement of our pupils since the beginning of those courses, consolidating their acquired knowledge and practising their acquired skills so they become embedded.

Pupils will be expected to complete and submit prep in connection with their studies but it should be emphasised that since our site closure on 18 March no work will contribute towards the body of evidence used by teaching departments to inform the Centre Assessment Grades and the cohort rankings and that feedback from teachers will be formative, not summative.

Detail by subject:You will find the detail for the Wrap-up course for each subject here – please SELECT the relevant link:

SELECT Biology

SELECT Business

SELECT Chemistry

SELECT Classical Civilization

SELECT Computer Science

SELECT Design Technology

SELECT Drama and Theatre Studies

SELECT Economics

SELECT English

SELECT Fine Art

SELECT French

SELECT Further Mathematics

SELECT Geography

SELECT German

Continued...

SELECT Greek

SELECT History of Art

SELECT History

SELECT Italian

SELECT Latin

SELECT Mandarin Chinese

SELECT Mathematics in Context

SELECT Mathematics

SELECT Music

SELECT Music Technology

SELECT Philosophy & Theology

SELECT Photography

SELECT Physics

SELECT Politics

SELECT Psychology

SELECT Russian

SELECT Spanish

SELECT Sports Science

After Exeat: MC XV Programme

When lessons resume after the first Exeat on Monday 11 May until the end of the Summer term on Friday 3 July, the Upper Sixth will join the MC XV programme, named in celebration of their fifteenth term at Marlborough College.

Each pupil will travel a unique path through a matrix of five-hour study modules, each taught over two weeks.

The modules will be grouped into three broad categories:

Category A:

To enhance pupils’ knowledge and understanding of the subject they intend to study at university (eg An Introduction to Special Relativity for pupils intending to read Physics)

Category B:

To enhance pupils’ cross-subject university skills (eg Critical Thinking; Research Skills)

Category C:

To enhance pupils’ life skills and wider academic/cultural interests (eg Financial Literacy; Art Appreciation)

For each of the three fortnight teaching sessions, pupils will choose at least two modules from a list of approximately thirty (at least one of which must be aimed towards further subject specialisation).

Without the restraints of exam rubric and assessment objectives, module-leaders will have the freedom to create imaginative and engaging courses – taking advantage of the full range of online opportunities (pupil presentations, Zoom debates, group research, and more). Where possible, teaching will be collaborative, and OMs and other friends of the College will be invited to contribute their real-life specialisms to the programme.

The programme is currently under construction and full details will be communicated shortly, however it is set to include:

• Computer Science: An Introduction to Python Programming

• Law: Intellectual Property Law

• Physics: The Particle Adventure

• Music: Discovering Chamber Music

• Politics: Non-Core Political Ideas

• Mind & Body: Wellbeing – A Practical Exploration

• Biology: The coevolution of genes and culture

• Study Skills: Academic Reading

• Thinking Skills: Critical Evaluation

Beyond the ProgrammeSuper-curricular enrichment is at the heart of the College’s academic offering, and this term will be no exception. A rich and varied programme of talks, societies and competitions is planned for the Summer Term, and, wherever possible, these events will go ahead as planned.

Already confirmed in the “Zoom diary” are talks by Professor Pericoli of Warwick University on Caravaggio, Claire Perry on the climate crisis and Max Stafford on Politics. Academic societies – for example HATA, Les Amis de Maupassant and the Chinese Society – have already begun to formulate plans.

Physicists can look forward to a Q & A session with scientists of the UK Atomic Energy Authority, movie buffs can look forward to Foreign Language film nights, and trivia enthusiasts can look forward to the annual general knowledge competition: The House Challenge (two evenings of contests leading up to the final on the day of Half Term).

The Upper School “TED Talk” Lecture Competition (in collaboration with Marlborough College, Malaysia) will go ahead – it will be different (lectures will be recorded on YouTube and live-screened with an accompanying Q&A), but it will still go ahead; and, as in previous years, it promises to be a fitting showcase for the wealth of creative talent in the Sixth Form.

www.marlboroughcollege.org

Introduction and aimsThis course aims to help pupils reflect on the Biology and skills they have acquired over the A level course. Beaks will provide a variety of biological activities and assignments, suited to the capabilities of those in their sets, so that they might use the tools that they have learnt to reflect on the course as a whole.

Structure 16 lessons over three weeks

Prep – a 1,000 word essay on one of the following:

• The evolution of the eye.

• The extinction rate of species.

• The role of hormones in the human body.

• The deadliest epidemics in history.

• Alternative medicine; can it be effective?

• Discuss the many different types of relationships and interactions between organisms.

• Discuss the importance of responses to changes in the internal and external environment of an organism.

• Does veganism actually influence meat production?

• Discuss the role of ions in Biology.

Week 1

Class discussion on the course as a whole-what was enjoyed, what was not, which skills do they think have improved? Pupils to then choose one aspect of the course that you have enjoyed/found most interesting and prepare a PowerPoint on it. They will present this in a later lesson that week via zoom.

Week 2

Read one Biological science article (link on Firefly) and summarise it for the rest of the set to present verbally via zoom in a later lesson in the week.

Complete two level-response questions in class.

Week 3

Get creative at home – make a model of a process of your choice to demonstrate to the rest of the set on zoom later in the week – e.g. a model of how a synapse is able to pass on an electrical impulse, how muscle contraction happens... choose anything you want to model from the course.

NB – No work produced by pupils during this course will be used as evidence to inform the Centre Assessment Grades and cohort rankings provided to Ofqual.

SUBJECT LIST

Biology


Introduction and aimsBusiness pupils will conduct an investigation into the impact of the current lockdown on two businesses of their own choice. They will prepare a full functional analysis (FMOP), which considers the responses of each business function in some detail. They will also consider the external environment and produce a PEST analysis considering political, economic, social and technological factors. Each assignment will be a synthesis of all key concepts learned so far whilst providing opportunities to apply them to a very specific business situation.

Structure• Each set will have approximately eight lessons with each

beak over this period, unless one beak teaches both sides of the course.

• The course will be delivered through a mixture of whole class explanation and one-to-one tutorial sessions using the Zoom video conferencing application. The teaching beak will be available at all times during each lesson to either teach or feedback to pupil questions.

• The research-based element of the course will be conducted during normal lesson time together with the normal expectation of two hours prep time per beak, per week. This provides a total of approximately six hours focused work for each beak’s side of the course.

• Pupils will be expected to feedback the results of their work in written format, culminating in final assignment which will be submitted electronically at the end of the final lesson before the exeat.

ProgrammeWeek 1 Lesson 1 will be a teacher-led explanation of what pupils are expected to do, where resources can be found, and what the assignment should look like in its final form. Pupils will be expected to provide a summary of their key questions and topics for the beginning of Lesson 2.

Lessons 2, 3, and 4 will be the time when pupils are engaged in their activities. They will be discussing the evolution of their work as they move forward. Opportunities to discuss this with the appropriate beak will take place via Zoom and email.

Lessons 5 and 6 will be dedicated to each student delivering a short presentation to the rest of the class via Zoom. He or she will take questions on it and then submit a final written version of it to their beak.


SUBJECT LIST

Business


Introduction and aimsClimate change and surface air quality are two of the most pressing global concerns as we move through the 21st Century. The impact of air quality on human health is well documented as is the disproportionate impact on the health of the very young and very old.

The Chemistry A level wrap-up project will allow pupils to investigate current and (recent) historical atmospheric pollution using Defra’s UK Air Quality Archive. Pupils will learn about the key air pollutants and how to use a scientific archive. From here, they will learn what impact COVID 19 is having on air quality around the UK.

https://pstt.org.uk/resources/curriculum-materials/post-16-citizen-science-air-pollution


Prep – short follow-on extension activity each lesson

Week 1

The first four-five lessons explore the background information to measuring air pollution, looking at some key questions: Why should we measure air pollution? How can we measure air pollution? What are the primary pollutants? How does ground level pollution fit in with climate control? Who are the scientists working in this field? What inspires them?

Week 2

Having established the main atmospheric pollutants, lessons this week look at prepared data sets (excel spreadsheets), extracted from the Air Quality Archive – obtained 30-31 March 2020 – for the 4 capital cities of the home nations (Belfast, Cardiff, Edinburgh and London), for the years 2010, 2012, 2014, 2016, and 2018. The data from a clean air (countryside) site is also available (Auchencorth Moss, Scotland).

Key questions: What is the most polluted day and cleanest day of the year? How does the mean (average) value of a specific pollutant vary on different days of the week? Is there a pattern? Why? How do levels vary from month to month? How do levels vary from year to year?

Week 3

After using some of the pre-prepared data sets, you will now be in a position to extend and personalise your understanding by investigating the changing levels of atmospheric pollutants nearer to where you live. This will be done by accessing live data from the UK Air Data Archive.


SUBJECT LIST

Chemistry


Introduction and aimsThe aim of the course is to develop skills for writing extended essays in Greek Art, Politics of the Late Republic and World of Hero. Lessons will be delivered by Zoom together with independent tasks set on Firefly.


Prep – one essay per week (see below)

Week 1

Greek Art – Discussion of 3 modules (Vases, Free-Standing Sculpture and Architectural Sculpture). Essay: Regular, repetitive and boring’. How far do you agree with this assessment of Archaic Art? Discuss appropriate examples from Sculpture, Architectural Sculpture and Vases.

Politics of the Late Republic – Essay: “It’s all pecking order”. To what extent can this statement account for the motivations and actions of leading Roman politicians of the 1st century BC you have studied? You should refer to those politicians specifically mentioned in the A level specification and any others you think relevant. You may also include comparison with other historical periods to help elucidate your arguments.

Week 2

Greek Art – Discussion and notes on works of art related to ‘story-telling’ or ‘mythology’/ Trojan War cycle. Essay: ‘Artists were only interested in depicting scenes from mythology.’ How far do you agree with this assessment of Greek Art? Discuss appropriate examples from Sculpture, Architectural Sculpture and Vases.

World of Hero – Essay: “A hero for the times?” Which epic heroes from the Classical world could be held up as role models for our times (and which should be avoided like the.............)? Draw on detailed knowledge of character and setting in the Aeneid, the Odyssey and, as far as you can, the Iliad.

Week 3

Greek Art – Discussion of the female form in Art (drapery, nude, progression, development) Essay: To what extent do you think drapery is used more effectively for females in sculpture (both types) than in vases?

General – Essay: “The past is a different country. They do things differently there.” This is often quoted as a truism about past societies. To what extent do you agree with this statement in relation to the cultural aspects of the Ancient World you have encountered in your sixth-form studies in Classical Civilisation?


SUBJECT LIST

Classical Civilization


Introduction and aimsThis course will review the breadth of the specification from the beginning of the Lower Sixth covering both the theoretical content and the practical skills taught. The aim of this is to remind the pupils of the scope of what they have learned (and will need if they continue to a degree in this or an allied subject) and to ‘round out’ the course.


12–14 hours of work outside of guided contact time.

Week 1

Two final topics of Unit 9:

• Bacchus-Naur form

• Reverse Polish notation

Week 2

An additional programming paradigm: Functional Programming – an introduction

Week 3

Consolidation of Object Oriented Programming using tasks that would have been required by Paper 1 (which is sat online, the pupils having been allowed to analyse materials in advance)


SUBJECT LIST

Computer Science


Introduction and aimsThis course aims to allow for feedback on the coursework completed to date and to explore the wider issues in design with a greater level of depth. Each pupil will be given a unique area to research and present to the year group before creating a detailed case study pack that critically examines the issues across a range of products.

Structure 2 lessons per week with individual tutorial time

Pupils encouraged to use email to ask for guidance and clarification.

Prep – each submission approx. 6 hours

Week 1

• Coursework Submission & Introduction to extended Task

• Present Initial Posters

Week 2

Independent Research & Zoom Group Presentations

Week 3

Case Study Drafting, Tutorials & Final Submission


SUBJECT LIST

Design Technology


Introduction and aims• To develop and refine critical evaluation skills for live

theatre performance.

• To explore a range of different theatre styles and their contextual influences.

• To analyse theatrical elements working in collaboration to achieve impact in performance.

• To develop critical evaluations that will foster a sustained appreciation of live performance.

Structure• Lessons will take place as timetabled and arranged by the

teacher. Some of this time will be used by pupils to access online resources on Digital Theatre and Drama online.

• There will be two written tasks responding to specific tasks as well as presentations shared over Zoom.

Week 1

Performance: Things I Know to be True (Frantic Assembly)

• Digital Theatre performance and seminar presentations on key production elements.

• Dramaturgical research into specific context.

• Dramaturgical research into specific style and genre.

Week 2

Original Performance Conditions: Shakespeare

• Drama online Globe theatre performance of a Shakespeare play.

• Exploration of original performance conditions.

• Presentation of key moments to demonstrate these concepts.

• Introduction of the compare and contrast written task.

Week 3

Contemporary Performance: Shakespeare

• National Theatre performance of the same Shakespeare play.

• Exploration of contemporary context and its impact on production concepts and performance styles.

• Submission of the compare and contrast written task.


SUBJECT LIST

Drama and Theatre Studies


Introduction and aimsEconomics pupils will produce an economic analysis of the lockdown. In microeconomics this will comprise a study of how a specific market is responding to the situation. This can be, for example, retail, housing, labour etc. In macroeconomics students will study a particular economy of their choice. They will produce an in-depth analysis on the key macroeconomic indicators (growth, inflation, trade balance, unemployment). They should consider the impact and effectiveness of policy responses so far. Each assignment will be a synthesis of all key concepts learned so far whilst providing opportunities to apply them to a very specific economic situation.

Structure• Each set will have approximately eight lessons with each

beak over this period, unless one beak teaches both sides of the course.

• The course will be delivered through a mixture of whole class explanation and one-to-one tutorial sessions using the Zoom video conferencing application. The teaching beak will be available at all times during each lesson to either teach or feedback to student questions.

• The research-based element of the course will be conducted during normal lesson time together with the normal expectation of two hours prep time per beak, per week. This provides a total of approximately six hours focused work for each beak’s side of the course.

• Pupils will be expected to feedback the results of their work in written format, culminating in final assignment which will be submitted electronically at the end of the final lesson before the exeat.

ProgrammeWeek 1 Lesson 1 will be a teacher-led explanation of what pupils are expected to do, where resources can be found, and what the assignment should look like in its final form. Pupils will be expected to provide a summary of their key questions and topics for the beginning of Lesson 2.

Lessons 2, 3, and 4 will be the time when pupils are engaged in their activities. They will be discussing the evolution of their work as they move forward. Opportunities to discuss this with the appropriate beak will take place via Zoom and email.

Lessons 5 and 6 will be dedicated to each pupil delivering a short presentation to the rest of the class via Zoom. He or she will take questions on it and then submit a final written version of it to their beak.


SUBJECT LIST

Economics


Introduction and aims• Provide positive, proactive and fulfilling conclusions to the

courses for the pupils, teachers and parents.

• Consolidate learning and provide opportunities for pupils to challenge themselves.

• Create further independent work to keep pupils motivated and occupied constructively during the first three weeks of the summer term.

StructureApprox. 14 lessons depending on timetable between the beak pair.

Over the three weeks pupils will be set around 9 hours of prep, thus:

• Two culminative essays on two of the set texts studied during the course 1,000 – 1,250 word length; one per beak

– Set text selection for these tasks should reflect the texts that need further teaching and conclusion

– Essay questions should challenge pupils to consider whole texts and extend and challenge them as much as possible.

• Two practical criticism/unseen essays following lessons on unseen literature.

ProgrammeTo be confirmed.

LessonsLessons will:

• be varied in content and style and include lessons on unseen literature

• guide pupils through these assignments during the relevant teaching time

• make use of the online resources available to them as well as the notes and file resources that have been built-up over the course

• provide regular contact (via Zoom) during lessons

• provide clear guidance and instructions on independent work.


SUBJECT LIST

English


Introduction and aimsTo bring to a satisfactory conclusion the project pupils have been working on since the beginning of February.

This ongoing task will be threefold.

1) To work on existing sheets/slides, (making additions as suggested by their teacher).

2) To create a 10 to 15 hour sustained piece (in any medium including pencil and any size but no smaller than A3) to bring the project to a conclusion.

3) To type an overall review of the project, using illustrations. Minimum 2 A4 pages.

We plan to have an on-line exhibition of each pupil’s sustained piece.

Structure • Time for each task should be set aside as if pupils

were working in the Art School, in and out of lessons (prep-time, studies, studs etc.)

• Pupils can upload new work to their existing files/digital portfolio.

• Help and support from their teacher is available via email: pupils can send a photograph of ‘work-in-progress’ and ask for suggestions and/or via zoom.

Week 1

• Pupils evaluate existing sheet/slide work: what works and what could be improved. Acting on this, documenting the development in improving an idea or medium. Having a dialogue with their teacher while also taking initiative.

• Pupils complete ‘Planning’ page/side including artist references.

• Pupils think carefully and constructively about the ‘sustained piece’ (mentioned above).

Week 2

• Pupils work on the sustained piece, photographing its progress (to include a slide of ‘in progress’ photographs on PowerPoint).

Week 3

• Pupils complete the sustained piece.

• Pupils complete the overall review (mentioned above).

• Pupils complete Digital Portfolio/PowerPoint Slides

• Pupils send a photograph of the sustained piece to be included in an on-line exhibition.


SUBJECT LIST

Fine Art


Introduction and aimsThis course aims to provide a conclusion to the French that pupils have studied throughout the Pre-U course. Beaks will provide a variety of linguistic and cultural activities and assignments suited to the capabilities of those in their sets, so that pupils may bring together at Pre-U level the skills that they have learned in French in listening comprehension, speaking, reading comprehension, writing in French and in English, translation, grammar and the study of cultural topics and texts.

StructureBeak 1 – 8 hours total

Beak 2 – 8 hours total

Assistante – 90 minutes total (1:1)

Prep – each beak will set one prep of about 1 hour’s duration, in addition to the classwork, each week.

TopicsTopics covered will be selected from the range of Pre-U topics:

• Human relationships; family; generation gap; young people.

• Patterns of daily life; urban and rural life; the media; food and drink; law and order; religion and belief; health and fitness.

• Work and leisure; equality of opportunity; employment and unemployment; sport; travel and leisure; education; cultural life/heritage.

• War and peace; the developing world.

• The environment; conservation; pollution,

• Contemporary aspects of the country or countries where the language is spoken.

Study PatternBeak 1 – One lesson each on: Cyrano de Bergerac, Translation, Grammar/Writing in French/English

Beak 2 – One lesson each on: No et Moi and Intouchables, Reading comprehension, Listening comprehension


SUBJECT LIST

French


Introduction and aimsThis course aims to give a balanced summary of the mathematics studied throughout the both A level courses. Beaks will provide a variety of mathematical activities and assignments, suited to the capabilities of those in their sets, so that they might use the tools that they have learnt to solve problems.

Structure Beak 1 – 7 hours

Beak 2 – 8 hours

Beak 3 – 6 hours

Beak 4 – 6 hours

Prep – Each beak sets one prep of about 1 hour’s duration, in addition to the class work, each week.

Week 1

Beak 1 – One lesson each on: complex numbers; roots of polynomials

Beak 2 – One lesson each on: algebra and functions; exponentials and logarithms; numerical methods

Beak 3 – Two lessons on: sequences and series

Beak 4 – One lesson each on: trigonometry; vectors

Week 2

Beak 1 – One lesson each on: matrices and linear transformations, polar geometry

Beak 2 – One lesson each on: parametric geometry, hyperbolic functions, proof

Beak 3 – Two/three lessons on: probability

Beak 4 – Two lessons on: Newton’s Laws of Motion

Week 3

Beak 1 – Two lessons on: Calculus

Beak 2 – Two lessons on: differential equations

Beak 3 – One lesson on: hypothesis tests

Beak 4 – Two lessons on: Hooke’s Law and elastic collisions


SUBJECT LIST

Further Mathematics


Introduction and aimsDuring this course, pupils shall have the opportunity to develop research skills, academic writing skills and consolidate their understanding of the geographical themes covered in the course: Water and carbon cycles; Landscape systems (Coastal Landscapes); Global systems and global governance; Changing places; Hazards and Resource Security.

The objective of the wrap up course will be for pupils to produce an independent piece of research (short essay/PowerPoint/video) to address a key geographical synoptic question of their creation. Their question should ideally include one of the key themes from the A level (list below).

Adaptation Causality Equilibrium Feedback Globalisation

Sustainability Identify Independence Inequality Mitigation

Representation Resilience Risk Systems Thresholds

Pupils are encouraged to incorporate another subject from their A levels. For example, for an Economist, a question might centre on the resilience of the stock market to the COVID pandemic, for a Politics pupil a question may centre on inequality in health provisions within London. A sports pupil may look at the sustainability of a given sport during the pandemic.



Prep – written assignment and presentation via Zoom (with live Q&A by peers)

Week 1

Introduction to the assignment and academic writing skills

• Revision of ‘how to reference’ literature.

• Pupils to develop a research focus.

Week 2

Assignment Writing – Pupils to write up the assignment, with ongoing formative feedback from teachers through OneNote.

Week 3

Presentations – Pupils to deliver a Zoom presentation to summarise their work, with questions posed by peers and beaks.


SUBJECT LIST

Geography


Introduction and aimsThis course aims to provide a conclusion to the German that pupils have studied throughout the Pre-U course. Beaks will provide a variety of linguistic and cultural activities and assignments suited to the capabilities of those in their sets, so that pupils may bring together all Pre-U level the skills that they have learned in German in Listening comprehension, Speaking, Reading comprehension, Writing in German and in English, Translation, Grammar and the study of cultural Topics and Texts. This will be delivered in the context of literature studies, from the 18th to 20th century. The chosen texts have a connection to Pre-U topics, e.g. Germany as a country of “Dichter and Denker” in the 18th century, German family in the 19th century , the German economy and its roots in the 19th century, and “Vergangenheitsbewältigung” in culture and literature in the 20th century. There will be opportunities to connect these topics to music and art.


• Human relationships; family; generation gap; young people

• Patterns of daily life; urban and rural life; the media; food and drink; law and order; religion and belief; health and fitness

• Work and leisure; equality of opportunity; employment and unemployment; sport; travel and leisure; education; cultural life/heritage

• War and peace; the developing world

• The environment; conservation; pollution

• Contemporary aspects of the country or countries where the language is spoken



Assistant – 90 minutes (1:1)


Week 1

TCR – 18th century in German literature, Topics: family, philosophy, patterns of daily life, urban and rural life

KJK – New book: Der Vorleser, by Bernhard Schlink, or Das Wochenende, by Bernhard Schlink

Week 2

TCR – 19th century in German literature; Topics: environment, conservation, pollution, first unification and its economic impact

KJK – Reading comprehension, listening comprehension, translation

Week 3

TCR – 20th century in German literature; Topics: War and peace, Family, Young People,

Media, coming to terms with the past as contemporary aspect

KJK – Connection to literature, contemporary aspects in the 1960s, 70s and today regarding “Vergangenheitsbewältigung”


SUBJECT LIST

German


Introduction and aimsThe aim of the course is to complete analysis of the set texts and to do further translation of unprepared Greek. Lessons will be delivered by Zoom together with tasks set on Firefly, and will typically alternate between Language and Set Text.

Structure16 hours total

Two essays per week (see below)

Week 1

EURIPIDES – Oaths in the Medea

HERODOTUS – The role of gods and the supernatural in Herodotus Bk 7.

Week 2

EURIPIDES – The importance of children in the Medea

HERODOTUS – The role of speeches in Herodotus Bk 7.

Week 3

EURIPIDES: What does the Medea suggest about Euripides’ view of the gods?

HERODOTUS: Narrative technique in Herodotus Bk 7.

Materials• AS defined Vocabulary

• Grammar & Syntax (Yellow booklet)

• Articles and talks on MASSOLIT and JSTOR (which you can access via Firefly) such as:

– Herodotus: Histories Book 7 by Dr. Emma Aston

– Herodotus: Histories by Prof. Robin Osborne

– The Persian Wars by Prof. Paul Cartledge

– Euripides: Medea by Judith Mossman; same title by Dr. Lucy Jackson

– Invention of the Barbarian by Prof. Edith Hall

– Greek Theatre by Rosie Wyles

– Greek Theatre: The Chorus by Dr. Laura Swift

– Tragedy: A Complete History by Prof. John Lennard


SUBJECT LIST

Greek


Introduction and aimsThe History of Art Department will provide purposeful, productive, and focused virtual lessons over the first three weeks of the Summer term in order to bring our Upper Sixth pupils’ course to a fitting and satisfactory end. We have planned a programme of study that will allow pupils to round off their formal studies and celebrate their learning and achievement.

Structure16 lessons over three weeks

Prep – two of three set essays of 1,000–1,250 words length each week

Week 1

All Lower Sixth Historical Topics to be reviewed: Florentine Renaissance, Roman Baroque, Beyond Impressionism.

Week 2

All Upper-Sixth Historical Topics to be reviewed: Venetian Renaissance, Dutch Golden Age, Brave New World.

Week 3

Still Life to be reviewed.


SUBJECT LIST

History of Art


Introduction and aimsAll classes have completed their History courses. Since there are nine units in question taught in three ‘routes’, there can be no prescriptive programme. This summary period will entail an exploration of larger views of History, taking care to link them to each respective course. The aims will be similar across all classes:

(a) to give pupils a wider understanding of the work they’ve done in larger context,

(b) to consolidate the knowledge they already possess by linking it to other events,

(c) to build on their skills, particularly of source analysis.


Four hours (per beak) outside lesson time

Tasks will include skills-based exercises, including summaries and the presentation of effective notes.

ProgrammesThe exact programmes will depend on the class in question. All Upper Sixth pupils have been asked to pick general research topics related to the course, and to produce work by the end of the holidays. Beaks will structure their summary courses by responding to the work pupils have chosen. In this way, pupils will be encouraged to lead parts of the lessons, feeding back the fruits of their research to their peers. Beaks will be flexible, and respond to particular themes.

Week 1

Present and debate the significance of particular themes which bind their courses.

Week 2

Feedback from pupils’ own holiday work, using them, as much as possible, to present.

Week 3

Links to present situation (for instance, medievalists will make connections with the Black Death, modernists with the crash of 1929); summary questions and conclusions.


SUBJECT LIST

History


Introduction and aimsThis course aims to provide a conclusion to the Italian that pupils have studied over the two years of the Pre-U course. We will consolidate the many skills learnt, including those of literary exploration and analysis, summarising, listening, speaking and reading. The topics and texts studied will also be revisited.


Shared by ATW and PNMF

Week 1

PNMF: Boccaccio’s Decameron – overview and context including a comparison with Dante

ATW: Reading comprehension skills

Oral: practise and develop presentations on the silver linings of the Coronavirus in Italy

Week 2

PNMF: Grammar – consolidation of trickiest issues

ATW: Crime fiction – our two authors in context

Oral: presentation, including reference to an article you have found on the subject

Week 3

PNMF: Translation skills, identifying the carefully laid traps

ATW: Listening skills, distinguishing individual words and easily confused sounds

Oral: oral presentations to be delivered in class, with MTJ present. Others to ask challenging questions. Jury = ATW and PNMF


SUBJECT LIST

Italian


Introduction and aimsThe aim of the course is to complete analysis of the set texts and to do further translation of unprepared Latin. Lessons will be delivered by Zoom together with tasks set on Firefly, and will typically alternate between Language and Set Text.


Two essays per week (see below)

Week 1

CICERO – Character of Antony: How convincing is Cicero’s portrait of Antony?

VIRGIL – War/Family: How important is theme of father/son relationships in Book XI of the Aeneid?

Week 2

CICERO – Roman Values: What do we learn about Roman values and Cicero’s love for the Roman republic?

VIRGIL – The Gods/Fate: How important is the theme of fate in Book XI of the Aeneid?

Week 3

CICERO – Rhetorical technique: How does Cicero try to excite as much disapproval of Antony as possible?

VIRGIL – Story telling: Do you think that Virgil is a good story teller? Explain your answer referring to Book XI of The Aeneid.

Materials• Vocabulary (yellow booklet)

• Grammar & Syntax (green booklet)

• Set text materials

• Access to articles and talks on MASSOLIT and JSTOR (which you can access via Firefly) such as:

– Cicero by Dr Andrew Sillett – An introduction to Cicero’s life and times

– Cicero Second Philippic by Dr Andrew Sillett

– Politics of the Late Republic: Cicero by Dr Henriette van der Blom

– Politics of the Late Republic by Dr Ed Bispham

– Virgil: Aeneid by Prof Llewelyn Morgan

– Virgil: Aeneid by Dr Sharon Marshall

– Virgil: Aeneid: Book 11 by Prof Llewelyn Morgan


SUBJECT LIST

Latin


Introduction and aimsThis course aims to provide a conclusion to the Chinese that pupils have studied throughout the Pre-U course. Beaks will provide a variety of linguistic and cultural activities and assignments suited to the capabilities of those in their sets, so that pupils may bring together at Pre-U level the skills that they have learned in Chinese in listening comprehension, speaking, reading comprehension, writing in Chinese and in English, translation, grammar and the study of cultural topics and texts.


• China’s One Child Policy; generation gap; status of the elderly and the responsibility for their care

• Young people’s hobbies and interests; young people and their peer group; young people’s aspirations

• Education systems and types of school in China; patters of curriculum; further and higher education provision

• The mass media; entertainment and celebrity; social media

• Balance between work and leisure; attitude to work and leisure in China; technology in work and leisure

• Equal opportunities in China; woman’s status and rights; migrant workers’ rights; protection of the vulnerable groups.

StructureMiss Li – 12 hours

Mr Richards – 3 hours

Assistant – 90 minutes (1:1)


ProgrammeTo be confirmed.


SUBJECT LIST

Mandarin Chinese


Introduction and aimsThis course aims to give a balanced summary of the mathematics studied throughout the Maths in Context course. Beaks will provide a variety of mathematical activities and assignments, suited to the capabilities of those in their sets, so that they might use the tools that they have learnt to solve problems.

Structure Six lessons – two in week 1, three in week 2, 1 one in week 3

Prep – Each beak sets one prep of about 1 hour’s duration, in addition to the class work, each week

Week 1

One lesson each on: single variable statistics; bivariate statistics

Week 2

One lesson on: probability. Two lessons on: sequences and series

Week 3

One lesson on: linear programming


SUBJECT LIST

Mathematics in Context


Introduction and aimsThis course aims to give a balanced summary of the mathematics studied throughout the A level course. Beaks will provide a variety of mathematical activities and assignments, suited to the capabilities of those in their sets, so that they might use the tools that they have learnt to solve problems.

Structure Beak 1 – 7 hours

Beak 2 – 6 hours

Prep – Each beak sets one prep of about 1 hour’s duration, in addition to the class work, each week.

Week 1

Beak 1 – One lesson each on: algebra and functions; exponentials and logarithms;

Beak 2 – One lesson each on: coordinate geometry; sequences and series

Week 2

Beak 1 – One lesson each on: Calculus; numerical methods; proof

Beak 2 – One lesson each on: trigonometry; vectors

Week 3

Beak 1 – Two lessons on: probability and statistics

Beak 2 – Two lessons on: mechanics


SUBJECT LIST

Mathematics


Introduction and aimsThis three-week course is designed to consolidate the skills developed during the A level course, and to complete the theoretical knowledge of acoustics and sound.

Structure16 hours

Week 1

Mastering & Psychacoustics

By the end of the week, pupils will have produced a stereo master of a track, delivered to commercial standards.

• Overview;

• Perceived volume

• Mastering parameters

• Understanding how EQ is used in the mastering process

Week 2

Pet Sounds v Sgt. Pepper

By the end of the week, pupils will understand the creative studio techniques involved in both albums, and their place in the history of commercial music. Pupils will apply some of the creative effects to their own composition, for submission for the Music Tech concert.

Week 3

EDM Toolkit

This week will focus on the impact of digital technology on commercial music, and apply prototypical EDM techniques to the ongoing composition project. Pupils will deliver a final electronic composition for inclusion in the Music Tech concert.


SUBJECT LIST

Music Technology


Introduction and aimsThe course will aim to hone the skills so far encountered within the two-year, A level Music course.

The main topics covered will be:

• To develop the essay writing skills required for both the shorter style ‘unfamiliar’ listening essays as well as the longer essay question which will refer to the pupil’s chosen Area of study.

• To bring the Chorale writing course to a close, with the use of short exercises, to develop specific techniques and longer, full chorales to be completed and discussed in class.

StructureU6a – 4 lessons with CT and 10 with AJMS

U6b – 4 lessons with AJMS and 10 with CT

The tasks delivered in these lesson times may contain work from the other teacher, in order to balance the tasks.

ProgrammeAJMS will adopt a flexible approach to Chorale writing, which will contain both tasks to do in class and regular exercises to complete as preparation for the next lesson.

CT will discuss further the ideas which may help formulate a ‘perfect essay’ and then will aim to help pupils complete 2 unfamiliar and 4 familiar essays during the weeks. Prep will be research for these in-class activities.

The unfamiliar essays will concern the film genre and 20th century expressionism.

The familiar essays will be given depending on the pupil’s choice of Set Works. All essays will be reviewed with the pupil with guidance on how to improve.


SUBJECT LIST

Music


Introduction and aimsThis short course aims to consolidate and extend pupil understanding of the key components of their two-year study of Philosophy and Theology. The department will provide focused, inspiring and challenging lessons in the first three weeks of the Summer term which will bring the programme to an organised and fitting end and put pupils in a strong position for the next stage in their academic journey or to sit the exam, should they wish, in Michaelmas.

Structure14 or 15 lessons in total, over 15 days.

Pupils will write two essays each week; one for philosophy and one for ethics, from the table of questions available on Firefly.

Week 1

Selected material from the Lower Sixth will be reviewed, in both Philosophy and Ethics with specific attention given to understanding the links between the various topics.

Week 2

Selected material from the Upper Sixth will be reviewed, in both Philosophy and Ethics with specific attention given to understanding the links between the various topics.

Week 3

We will turn to a review and analysis of the four set texts: Sartre, Mill, Polkinghorne and Hick.


SUBJECT LIST

Philosophy & Theology


Introduction and aimsTo bring to a satisfactory conclusion the project pupils have been working on since the beginning of February. This ongoing task will be threefold:

1) to work on existing sheets/slides, (making additions as suggested by pupils’ teachers).

2) to create a 10 to 15 hour collection of sustained pieces. This may be undertaken through digital editing, or even a mixture of hand manipulation/collage and digital work, and is to follow on from the sheet/slide ‘Final Piece Planning’.

3) to type an overall review of the project, using illustrations. Minimum 2 A4 pages.

We plan to have an on-line exhibition of each pupil’s collection of sustained pieces.

Structure • Time for each task should be set aside as if pupils

were working in the Art School, in and out of lessons (prep-time, studies, studs etc.)

• Pupils can upload new work to their existing files/digital portfolio.

• Help and support from their teachers are available via email: pupils can send a photograph of ‘work-in-progress’ and ask teachers for suggestions and/or via zoom.

Week 1

• Pupils evaluate existing sheet/slide work: what works and what could be improved. Acting upon this, documenting the development in improving an idea or medium. Having a dialogue with their teacher while also taking initiative.

• Pupils complete ‘Planning’ page/side including artist references.

• Pupils think carefully and constructively about the ‘sustained piece’ (mentioned above).

Week 2

• Pupils work upon the sustained piece, photographing its progress (to include a slide of ‘in progress’ photographs in the PowerPoint).

Week 3

• Pupils complete the sustained piece.

• Pupils complete the overall review (mentioned above).

• Pupils complete Digital Portfolio/PowerPoint Slides.

• Pupils send on a photograph of the sustained piece to be included in an on-line exhibition.


SUBJECT LIST

Photography


Introduction and aimsTo consolidate understanding across the two-year course.

Structure16 lessons – between two beaks

Programme

Teacher 1 – Case Study Exercises

Over the years, a great number of case study exercises have been prepared by exam boards, thoroughly analysed by teachers, and enjoyed by pupils. We aim to keep you busy with a few of the best of these case study exercises from the past two decades.

Water bottle rockets, the physics of flight, the vibrational dynamics of a squash racket…

Pupils should expect to be solving synoptic physics problems, learning new applications of the physics they already know well and looking into (at home) experiments designed around these case studies.

Teacher 2 – Experimental Physics Presentations

Pupils will produce a number of explanatory videos about different elements of Physics. The starting point will be the Dyson Foundation Challenge Cards, but students will, ultimately, be free to allow their interest to take them in whatever direction they choose.

Each pupil will have to carry out a home experiment, and create a video presentation which explains the physics behind what they have demonstrated. High quality explanations are expected. Pupils will also keep a log on their class OneNote, detailing their progress through the three-week period.


SUBJECT LIST

Physics


Introduction and aimsTo consolidate understanding across the two-year course.


Programme

Teacher 1 – Regionalism and the EU

• the definition of regionalism and its various different forms including economic, political and security.

• the impact that regionalism has on sovereignty alongside the theoretical debates on this issue.

• the different regional organisations such as the EU, NAFTA, the African Union, the Arab league and ASEAN.

• the various factors that have fostered European integration.

• the objectives of the EU including its institutions, treaties, economic and monetary union and supranational approaches.

• the significance of the EU as a global actor and examine the ways in which regionalism addresses and resolves global issues such as conflict, poverty, human rights and the environment.

Teacher 2 – US Politics

Pupils will be engaged in a course on the essentials of the US political system, with a view to informing them more widely about the 2020 US Presidential election (due to be held in November) and to grant them a greater understanding of a country which remains the world’s most powerful nation state.

The following topics will be explored:

• The US Constitution – as a complement to the study of the UK constitution in Component 2 of the A-level course

• Elections in the United States – including the system for electing the President

• An analysis of role of The President of the United States – as a complement to the study of the UK’s executive in Component 2 of the A-level course

• US Foreign Policy – as a complement to the pupils’ work on global politics.


SUBJECT LIST

Politics


Introduction and aimsWe will aim to revisit various modules and look at new developments within those fields, as well as provide a synoptic overview of how those distinct topics ‘fit-in’ to modern psychological paradigms. We will be providing pupils with opportunities to develop their ability to interpret scientific papers and to then analyse these effectively. We will be ‘myth-busting’ elements of the A level, such as ‘did Freud really say that?!’ and looking slightly beyond the specification in terms of analysing neo-freudian thinking.


Preps: TED Talks with Cornell noting – Choice of essay titles (1 per week)

Week 1

Interactionist Approach to Schizophrenia – In depth analysis of course material with a look into cutting edge treatments and analysis of brand new scientific papers (released over the last month). Focus on scientific reporting and the role of media reporting.

Gender – Transgender: Focus on new policy changes in Britain, expose on treatments; how they actually work, long term effects etc and continuing their understanding of the psychological assessments prior to treatment commencing, alongside looking again at the media’s role and the impacts of the economy (spec specific).

Week 2

Psychodynamic Approach: What Freud REALLY said, how the treatments ‘work’ in a modern day setting and a quick review of dream analysis. Pupils will then get the chance to look at either Marxist/ Black or Feminist Psychology and compare this with an existing approach that they have studied during the course of the A level.

Gambling – Application to behavioural addictions; focus on gaming and implications of COVID. Directly linking to the spec, but giving the pupils more up to date knowledge on the material that they have covered so far.

Week 3

Memory: How to improve our memory – We have studied why we forget, but not why we remember. This will help to consolidate the memory module, as it can be applied to every mini specification point, so we will be taking each cognitive model in turn and applying elements of ‘remembering’ research to provide lots of opportunity to critique the work that they have covered.

Memory: Cutting edge Neuroscience – Beyond the Working Memory model. Pupils will be looking at new research in order to evaluate the material that they have already covered to provide rich and detailed analysis.


SUBJECT LIST

Psychology


Introduction and aimsThis 3-week wrap up course aims to provide a solid and enjoyable conclusion to the Pre-U Russian course that pupils embarked upon. NNP is the sole teacher but the assistant TDE will meet on Zoom to conduct oral sessions throughout this period.

StructureThere are 13 lessons and 6 hours of prep, (including 1.5 hrs. with TDE). Reading, listening and writing skills will be exercised and extended. Grammar will be covered through oral work and written pieces submitted.

Week 1

Humour: study of a pack of NNP resources including jokes and humorous articles from the book, “Russian through Laughter”. Plenty of reading material and written work as pupils will translate their favourite joke into Russian, write a limerick etc. Tell jokes on zoom.

Week 2

DDT songs. Russian bands are “singing poets”. Pupils will choose a song: translate it, comment on it, analyse its content, write another verse etc. Continue reading of COVID-19 situation in Russia and Russian à la holiday-work. Dependent upon news, write up findings.

Week 3

Study of a short text by Chekhov/Pushkin/Gogol. This will be akin to Paper 4 Texts and written up in English.


SUBJECT LIST

Russian


Introduction and aimsThis course aims to provide a conclusion to the Spanish Pre-U course. Beaks will provide a variety of linguistic and cultural activities and assignments suited to the capabilities of those in their sets, so that pupils bring together the skills they have learned in listening comprehension, speaking, reading comprehension, writing in Spanish and in English, translation, grammar and the study of cultural Topics and Texts.


1) Human relationships; family; generation gap; young people

2) Patterns of daily life; urban and rural life; the media; food and drink; law and order; religion and belief; health and fitness

3) Work and leisure; equality of opportunity; employment and unemployment; sport; travel and leisure; education; cultural life/heritage

4) War and peace; the developing world

5) The environment; conservation; pollution

6) Contemporary aspects of the country or countries where the language is spoken.

Within the restrictions of a three-week course, beaks will endeavour to provide primary sources (for listening, reading, translation, etc.) obtained from the widest possible range of Spanish speaking countries, thereby emphasising the breadth of cultures – in the widest interpretation of the word – accessible through the Spanish language.

StructureNumber of lessons – Lessons will follow the normal College timetable.


Pattern of workBeak 1 – As a rough guide for the three weeks, one lesson on a sub-topic area studied with that beak over the course of the Sixth Form, with exercises to include translation, grammar, writing in Spanish, etc.

Beak 2 – Lessons to be roughly divided between:

i) Volver / Todo sobre mi madre;

ii) Bodas de sangre; and

iii) two sub-topics studied with that beak over the course of the Sixth Form.

Language Assistants: normal pattern of oral lessons each week – one on current affairs (e.g. discussion of impact of COVID-19 in Spain).


SUBJECT LIST

Spanish


Introduction and aimsHaving completed the full A level specification, we are able to reflect and demonstrate understanding across the two-years of study. The purpose of the course is to identify areas of interest across the three key modules:

• Physiological factors affecting performance

• Psychological factors affecting performance

• Socio-cultural factors affecting performance

StructurePhysiological factors – 5 lessons – 3 preps

Psychological factors – 6 lessons – 4 preps

Socio-cultural factors – 6 lessons – 4 preps

Week 1

Pupils will reflect on areas of interest with each beak. Each of the three modules are very different in their content, and with the small set it is important to identify areas of academic interest to design extension tasks across the course.

Pupils will collaborate to design their own programme of interests based on the original lesson with the beak, guided by a series of potential discussion and investigation points suggested by the beak. The beak will then design the next lesson around discussion points suggested by pupils.

Week 2

This week will be used to research and discuss identified key topic areas in more detail. For example, for socio-cultural studies, reflect on the role of the Golden Triangle and how it may negatively impact sport, teams and individuals during the COVID-19 global pandemic. Beaks will draw pupils to relevant articles.

Pupils will be set a final collaborative presentation and written report task.

Week 3

Pupils will continue to research and design their final presentations, which will be uploaded for all to view and reflect upon before a final lesson to summarise.


SUBJECT LIST

Sports Science

Documents

Summer Term Programme 2020...Summer Term Programme 2020 UPPER SIXTH YEAR GROUP With the signiicant changes to the examination and assessment process this year due to the COVID-19 national