To help you make a well informed decision about your 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 options Look through this summer homework booklet 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 27th August and Richard Jones after 19th August. Your study programme is unique to you and should comprise of: Level 3 – 2 Year Study Programme

+

Level 2 – 1 Year Study Programme

+

Staff at Richard Huish are here to help you make decisions about you study programme, and your

enrolment appointment on Wednesday 28th August or Thursday 29th August is another opportunity to talk

about it. Staff will be pleased to receive your completed homework in their classes starting week beginning

2nd September.

Core subject

3 A levels or Vocational Extended Certificates

OR

1 Vocational Extended Diploma

Additional Study

Enrichment Directed Study A level or Vocational Extended Certificate Work Experience

Core subject

1 Vocational Level 2 programme from:

Business

Health and Social Care

Media

Public Services

Sport

Additional Study

GCSE Resits Maths GCSE Resits English Language Enrichment Directed Study Work Experience

Applied Science VOCATIONAL Art Biology Business VOCATIONAL (L2 homework at end of booklet) Business Chemistry Childcare and Education (Early Years Educator)

Classical Civilisation

Computer Science Digital Media VOCATIONAL (Includes L2) Digital Technologies VOCATIONAL Drama & Theatre Studies Economics English Language English Literature Environmental Science French Geography Geology German Graphic Design Health & Social Care VOCATIONAL History Law Maths Digital Media VOCATIONAL (includes L2) Music Production VOCATIONAL Popular Music VOCATIONAL Music Photography Physical Education Physics Politics Psychology Public Services VOCATIONAL Religious Studies Sociology Spanish Sport VOCATIONAL (includes L2)

Summer Assignment [Total Marks = 18]

Applied science looks at the real world application of scientific knowledge. It will require knowledge from all of the

major disciplines of science including Maths, Biology, Chemistry and Physics. The course has a practical approach to

study and is assessed through a mixture of examination and coursework assignments. Each assignment is assessed

against grading criteria. The summer activity that follows is an example of an assignment might require the use of

your GCSE maths skills.

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 Brief

You 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 (h) Number of cells

0 2

1 2

2 10

3 25

4 110

5 300

6 800

7 900

8 900

1. Using graph paper, plot a suitable graph to display your data (GC1) [8]

2. Describe the trend in the graph you have plotted (GC2) [2]

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.

https://www.bbc.com/bitesize/guides/zs6kj6f/revision/1

https://www.bbc.com/bitesize/guides/z3nbqhv/revision/2

Although these examples are for rates of reaction the same principle applies for estimating the rate of growth

from a population curve.

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]

4. Using data to support your answer describe and explain how the growth rate of the population changes with

time. The following sources may help you answer this question. (GC4) [4]

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

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

A LEVEL ART AND DESIGN – SUMMER HOMEWORK 2019 – ‘WAYS OF SEEING’

You will begin your course by recording all you discover through the act of recording. Work on good

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

Objects, Light and Placement

1. Choose a natural form or a mechanical object to study in detail. This object should have both a visible inside and outside. Look/feel it closely. Alter it if you need to, e.g. break it open. Your natural form could be a vegetable/fruit/seed head/rock/shell/wood…Your mechanical object could be a tool/gadget/mode of transport/toy/machine…DO NOT CHOOSE YOUR MOBILE PHONE. The more unusual the better! 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. Your choice of object & location are just as important as the drawings & photographs you will make. Then work through the following tasks in this order:

Draw

2. Pay attention to light and shadows. Create 4 drawings on your sheet of paper. Each drawing should be no smaller than A5. Each time you make a new drawing, change your viewpoint, so that each study you make tells us something new about your object. Include part of your location in your drawing.

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.

Photograph

3. Take photographs of your object in interesting light, in your chosen location. Experiment with perspective. E.g. close-up shots. Print your 4 best photographs, no smaller than A5. Present these on A3 paper. You may find that these look most effective in black and white/sepia.

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 than 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 an expert already! You will always be given merit for

putting your best into your work.

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

Checklist:

Choose an interesting object

Place the object in an interesting setting, where you would not expect to find it

4 Drawings of the object in your chosen setting (see above)

4 photographs of the object in your chosen setting

Bring your object, your drawings & photographs to your first lesson of Art.

Year 1 Art Summer Homework Extension Tasks

If you are applying for 2 of the following subjects you must do the main summer homework

AND the extension summer homework for BOTH subjects: Art, Graphic Communication,

Photography. The quality of your work will help staff decide if you have the capacity to

succeed on this demanding study programme.

1. Work in an A3 sketchbook.

2. Carefully consider your theme: ‘Ways of Seeing’ as well as your chosen object.

3. Spider diagram – write words you associate with this theme & all you associate with your object.

4. Moodboard – pictures (with words). Use books & newspapers for inspiration, not just the internet.

5. Study your object. Look at it, hold it & feel it. Answer the following questions: How do you see your

object? What are the physical properties of your object? E.g. Is it heavy/light? Hard/soft?

Rough/smooth? Geometric/organic? Solid/delicate? Shiny/textured?

6. Look at your four drawings carefully. Which drawing best captures the physical properties of your

object? This will be your most successful drawing. (Look carefully, it may be the one you least expect it

to be). Write one evaluative sentence under each drawing to explain your selection.

7. Look at one of the following Artists’ drawings to study in detail.

Giorgio Morandi Henri Matisse

Line drawing

Jim Dine Van Gogh

Tonal drawing

Paul Cezanne David Hockney’s still life drawings

Coloured pencil/pastel

Pablo Picasso Eduardo Paolozzi

Mixed media

Choose the one Artist who best reflects your approach to your most successful drawing.

Print/photocopy two good size examples of your Artist’s drawings. Make two Artist Studies of each

drawing. Draw different aspects/sections of the Artist’s drawing and aim to see and record something

different about the Artist’s drawing in the two studies you make. Present alongside your

print/photocopy. Label with the name of the artist, title (if it has one), medium (this is the drawing

material) and surface (the type of paper the drawing is on).

8. Cut a square out of a piece of paper and hold this up to your object. This is your ‘view finder’. Look

through your ‘view finder’ from different perspectives to create four new compositions. Do a further

four drawings of your object looking through your view finder, using the same material and approach

in your most successful drawing, but this time try to apply the drawing technique you have learnt in

your Artist study to your own work. Each time you make a new drawing zoom further into your object,

so that by the fourth drawing, you have removed the ‘edge’ of the object and you now have a study of

just one section of it.

9. Make one drawing from your best photograph. Continue to work in the material(s) and technique you

have just practised. Evaluate: How is this drawing different from your previous four drawings?

10. Use all you have learnt from your Artist studies, your 4 new drawings and your drawing from your

photograph to create a final developed drawing which best reflects your object’s physical qualities and

your ‘way of seeing’. Select your favourite composition or combine different compositions on

top/alongside each other. Enlarge, so that your drawing is A3 in size.

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

10 728 414 425

20 343 330 351

30 240 231 228

40 187 166 172

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)

Qualification: Level 3 BTEC Business (Extended Certificate and Diploma)

Unit 1: Exploring Business

Topic: Evaluate the features of two contrasting Businesses

Business report

In report format, you must investigate two contrasting businesses.

You must choose one business from each column to research two contrasting businesses (Not for

profit and For profit)

Task:

Start your

report by

briefly

introducing both businesses. Then explain the features:

What do they do

Size of the business

Who are the owners

What are their aims and objectives

Who are their customers?

Finalise your report by discussing whether you think the businesses are successful at what they do and give

reasons for your answers.

Submission requirements:

Your report can be presented hand written or typed and should be enhanced with images where possible. You

are required to list all sources you have gathered information from i.e. list of websites at the end of your

report. The report must be handed to your Business teacher at the start of term.

Not for Profit

Oxfam

Amnesty International

WWF

Red cross

Rainbow Trust

Unicef

Greenpeace

RSPCA

British Heart Foundation

For Profit

Coca Cola

BP

Rolls Royce

ASOS

SKY

Vodafone

A Premier League Football team

Easy Jet

Name

Welcome to Business A level

Summer Preparation Assignment

Deadline – to be handed in on your first lesson.

Name

Previous School

GCSE Maths Grade

GCSE English Language Grade

Did you study GCSE Business? If yes what grade did you achieve? Which areas were your

strength(s)? Why was this?

In your own words please complete one paragraph as to why you want to study Business at A level.

On the following pages you will find two pieces of work to introduce into some of the areas that you

will be studying and the skills you will be using. Please complete and hand in on your first

Business Lesson.

Task 1:

Budgeting 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;

Explain the purpose of budgets

Construct budgets

Calculate budgets

Analyse budgets,

To include identifying adverse and favourable variances,

Understand the value/importance 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 Figure

A Favourable variance is: The actual figure is BETTER than planned

(Costs are lower or revenue is higher)

An Adverse variance is: The actual figure is WORSE than planned

(Costs are higher or revenue is lower)

Calculating Profit: Total Revenue – Total Costs

Scenario

You’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

50

Additional

TOTAL REVENUE

COSTS

6 Tesco free range eggs (medium)

1.79

1.00

-0.79

F

1 packet McVities Jaffa cakes

2 litre bottle of cola

1 x 2.5kg bag Maris piper potatoes

1 bag rocket salad

1 x 1kg bag of red onions

4 x single pots of strawberry Muller rice

1 pack of 10 Birdseye potato waffles

1 x 500ml tub Ben & Jerry’s ice cream

4-pint bottle of Tesco semi-skimmed milk

TOTAL COSTS

PROFIT

Task 2

Write a report outlining the benefits and disadvantages to a business using e-commerce and

internet marketing.

Consider both the impact on the customers and the businesses.

E-commerce is defined as the buying and selling of goods and services using an electronic

network, such as the internet.

In order to explain your points you must include examples of businesses that use e-commerce

e.g. ASOS, Amazon, e-bay, Boohoo, Topman, Topshop, H & M, New Look. At the end of your report

please include a bibliography.

You can choose whether to hand write or type your report.

Suggested report structure: Use headings and subheadings to structure your report.

1. Outline and discuss the rapid growth of e-commerce – support with research - use facts and figures. For example which sectors/types of retailers have experienced greater levels of growth than others and why do you think this is.

2. Explain the advantages of e-commerce and internet marketing to the consumer

o opportunities to compare and select providers (price comparison sites) o no sales pressure o easier to cancel as no person-to-person issues o availability of more comprehensive and up-to-date product information o Opportunities for lower costs via dynamic pricing, e.g. internet auctions (e-bay, compare

the market.com etc.) o immediate online sales and customer service without travel or unsatisfying sales

experiences o availability of digital complaints services o opportunities to pool customer experiences collectively o Convenience for the customer – delivery and returns o Extension: mass-customisation

3. Explain the advantages of e-commerce and internet marketing to business’

o Reduction in rental costs and investment in physical stores for the business o Greater access to international markets o Access to markets 24/7 o Manufacturer can sell direct to consumers and maintain higher profit margins o Collection of data (Big data) on consumers – can keep track of purchases and use for

marketing purposes o Cheaper to undertake online sales and direct email marketing than traditional forms of

promotion o Customer complaints can be dealt with online o Reputation can be built up through online reviews

4. Explain any disadvantages of e-commerce

o Data breaches can be damaging to reputation – examples o Increased competition o Closure of retailers on the high street o Can be expensive to set up effective websites and e-commerce systems – technological

costs

o Customers like to physically see quality etc. in physical stores

5. Conclusion

Overall, do you think the growth of e-commerce is of benefit to all customers and business’? Give reasons for your answer

Summer Preparation Work [22 marks]

1. Structure and Bonding

a) 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 Calculations a) 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]

Ions Table

Cations: Positive ions Anion: Negative ion Monatomic: 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 table e.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-

Part One

In Early Years Education you need to have an awareness of your own skills and qualities so that you

can identify areas of development in order to work effectively. This is called Reflective Practice and it

is a skill you will be developing throughout your diploma as you think objectively about your work

placement practice.

You will make a start on reflecting on your skills and abilities now by thinking about the session you

participated in on the Welcome to Huish day. Write an essay that explains your role on the day and

the contributions you feel you made to the session. What do you feel you were particularly good at?

Comment on your communication skills, your relationship with the children and the parents, your

team working skills and your confidence overall. What skills and abilities do you feel you could

improve upon? If you were to carry out the session again, what improvements would you make?

Part Two

You now need to match your skills and abilities to the real world environment by applying for the job

advertised below. Create a formal letter of application which includes full details of your current

knowledge, skills, experience, values and beliefs.

Early Years Educators Are you what we are looking for? You must have a warm smiling face that makes every child feel special and loved. You will preferably have a little bit of quirkiness. If a child requests that you be a captain of a pirate ship, you will be the best pirate you can be. The ability to sing in tune is not necessary, however the ability to sing out of tune in front of a crowd is essential. Some knowledge of frozen, minions, spider- man, Ariel, Peppa Pig and Thomas the Tank would be advantageous. A high level of multi-tasking is essential. You must be able to distribute warm hugs as required. Possessing the skill to rapidly count the heads of numerous moving small people is of utmost importance. You must be able to remain focused in an environment with high noise levels. Pretending to eat play-dough creations realistically is required; this is a skill that may develop over time and experience. The ability to remember the names of 60+ children, their parents, grandparents, pets and special soft toys is a key component of this job. Your feelings must not be easily hurt. You must have the ability to read a ten page fairy tale with at least one interruption per page. Authentically showing an interest in curiosity for bugs and creepy crawlies is essential, even if they are your biggest fear on earth. You must be prepared to have a lot of fun in the workplace; laughter is something you can expect to engage in for a large part of your working day. Finally you want must to feel loved, special and important to many young children and their families. There simply is no other job quite like this one.

Part Three

The Government says:- “The EYFS is mandatory for all maintained, non-maintained and independent schools and all early years providers on the Early Years Register”. What does this mean?

Things to include in your answer

What does EYFS stand for? What does it do? What is the EYFS framework? What areas of learning are covered in the EYFS?

What does the word ‘mandatory’ mean? Try to put this in your own words to demonstrate you understand it.

What is a maintained school? Just a sentence will do here

What is a non-maintained school? Just a sentence will do here

What is an independent school? Just a sentence will do here

What is the Early Years Register? Who needs to register? What do they need to show in order to be on the register?

Things to include in your letter of application:

Knowledge: Relevant formal learning: this should include your GCSEs, any training courses you have attended, skills you have learnt from a part time job Relevant informal learning: this should include anything you have learnt in addition to school – hobbies, home life etc.

Skills: Communication: are you a good communicator? What language skills do you have - perhaps you speak more than 1 language? How about your non-verbal skills? Think about body language, eye contact, gestures. Do you know any sign language? How do you use your communication skills? Perhaps you know someone with a hearing loss or a learning disability – how do you communicate effectively with them? Work experience: do you have a part time job? Have you done any work experience? Detail here the skills these experiences have given you Practical skills: Do you play an instrument or bake a mean lemon drizzle cake? Do you participate in any sports? Tell us about it here Working with others: Do you work well as part of a team? Please give some examples of when you have worked cohesively with others – this could be your peers or service users Technical skills: eg use of IT – what are you skills in this area? Personal skills: detail here your organisational and time management skills e.g include how you prepared for your exams or how you managed coursework to make sure it was handed in on time.

Values and beliefs: What is important to you? This may include relationships, religion, dietary preferences. Use this information to tell us the sort of person you are. Try to describe yourself as others see you and use a wide vocabulary to outline your personality

You may find the following websites useful:

https://www.foundationyears.org.uk/eyfs-statutory-framework/

https://www.gov.uk/early-years-foundation-stage

https://www.gov.uk/government/publications/become-a-registered-early-years-or-childcare-provider-in-

england

Year 1 Summer Homework

Welcome to Classical Civilisation. The task set out below will help you look at the type of

work we will be doing in the first unit we will be teaching: Greek Art. Doing this work will

see you use your research skills and get used to the type of analysing we will be doing of

Greek Art, as well as get used to the terminology and history of 7-5th Century Greece.

TASK 1

Find and print out a picture of the statue called the NEW YORK KOUROS.

Write down the date of this statue

Write down 3 things about the statue (one for each) in terms of pose, pattern &

the function of the statue. This means clearly stating your fact about its pose, the

patterns on the statue and what the function/purpose of the statue is.

TASK 2

Define the following key terms:

KOUROS,

VOTIVE OFFERING,

POLIS,

CHITON,

ORIENTALISING PERIOD

TASK 3

Find another statue or vase made in Greece in the 7th/6th/5th Century and write 150

words on why you like it. This can literally be any piece of art from 800-400BC.

However, it must be Greek. You can chose freestanding sculpture, sculpture found on a

temple (Architectural sculpture) or a vase with decoration on it. This shouldn’t be a

description of the piece but a paragraph on what it is you like about the piece

GENERAL ADVICE

You can type or handwrite the tasks but they must be easy to read and ready to hand in

on the first lesson in September.

You must include a picture of the statues used in Task 1 & 3.

You cannot use WIKIPEDIA. You must write down the websites or books that your

picture for Tasks 1 & 3.

Good Luck!

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: tinyurl.com/compsciaqa There are three tasks to complete. Type your answers onto a MS Word document or similar word processing application (e.g. Google Doc) and bring an electronic copy of it with you for the first lesson in September. Task 1 – Computer Science research task The Turing machine is a theoretical model developed by Alan Turing as a way of trying to solve what was called ‘the decision problem’. The Turing machine was devised as a concept rather than as an actual machine and its invention predates microprocessors and computing as we know it today. Physical machines have since been created according to Turing’s model and software simulations have also been made.

1. Define the components of a Turing machine. 2. Why did Alan Turing develop the Turing machine? 3. Why did he develop the universal machine? 4. Identify two states that a Turing machine should have. 5. Why are the Turing machine and universal machines still relevant to modern computing?

Task 2 – Binary numbers Computers need their instructions to be provided in terms of 1s and 0s (which represent high and low currents moving through transistors). For example, some decimal numbers can be converted into 8-bit binary where 110 = 000000012, 210 = 000000102, ..., 5010 = 001100102, etc. Fixed point numbers can be used to represent parts or fractions of a number, where each bit after the binary point represents 1∕2, 1∕4, 1∕8, etc. For example if there are 4 bits before and 4 bits after the binary point, then 1.510 can be represented as 0001.10002 and 6.7510 = 0110.11002. See tinyurl.com/CSFixedPoint or tinyurl.com/YouTubeFixedPoint for help if required.

1. How can the following decimal numbers be represented

in 8-bit binary (if the number has fractional parts, represent it in fixed point notation with 4 bits before and 4 bits after the binary point)? a) 3 b) 10 c) 100 d) 255 e) 8.5 f) 2.125 g) 0.0625 h) 11.6875

2. How can the following 8-bit binary numbers be represented in decimal? a) 10000000 b) 10000001 c) 10011001 d) 00101010 e) 0111.0100 f) 1100.1100 g) 1001.1001 h) 0110.0110

3. What is the highest possible number (in binary and decimal) that can be represented using 8 bits?

4. What is the highest possible number (in binary and decimal) that can be represented in 8-bit fixed

point notation, with 4 bits before and 4 bits after the binary point?

Task 3 – Programming preparation At Richard Huish College we use VB.NET in Visual Studio, which you can download from www.visualstudio.com (choose the Community 2019 version). There are many online tutorials to get you started with Visual Basic. Watch the YouTube video here: tinyurl.com/VB2017Tutorial. You will be shown how to use some of the features of Visual Basic 2017 in Visual Studio, including forms, text boxes, buttons and exception handling. You might try the examples shown in the video to test your understanding. Your task is to build an application that simulates the Dice Cricket game. Players take turns to roll a dice multiple times, adding up their scores as they go along. Once a player rolls a 5, they are out. Using Visual Studio, create a VB Windows Form project (you may choose to complete this in C# instead). The form should look something like this:

Form properties: Name: frmDiceCricket Text: Dice Cricket Label 1 properties: Name: lblPlayerName Text: Player Name: Label 2 properties Name: lblMessages Text: Let’s play dice cricket! AutoSize: False

Label 3 properties Name: lblTotal Text: Total: TextBox 1 properties Name: txtPlayerName TextBox 2 properties Name: txtScores Multiline: True

TextBox 3 properites Name: txtTotal Button 1 properties Name: btnPlayerName Text: Add Name Button 2 properties Name: btnNextShot Text: Next Shot

Global variables: Dim totalScore As Integer Dim runs As Single Dim playerName As String

Form loader event: Randomize() lblMessages.Text = ("Let's play dice cricket!")

btnPlayerName click event:

playerName = txtPlayerName.Text lblMessages.Text &= vbCrLf & "Player: " & playerName

btnNextShot click event: If runs <> 5 Then runs = Int(Rnd() * 6) + 1 If runs <> 5 Then totalScore = totalScore + runs txtScores.Text &= runs & vbCrLf txtTotal.Text = totalScore End If Else txtScores.Text &= "You're out!" & vbCrLf lblMessages.Text = playerName & ", your total score is " & totalScore & "." End If

Ideas to improve the program:

Create a leader board.

Add random ways that that the batter is dismissed (e.g. bowled, caught, lbw). Any additional enhancements are encouraged.

If you need help getting started with this, make sure that you have watched the video at the link above. If you get completely stuck, I have added a tutorial video here: tinyurl.com/DiceCricketDemoVB Copy and paste a screenshot of your program when it is running into your Word document (or appropriate alternative) and include a copy of the actual code. If you are not able to complete this task, just copy and paste what you have managed to achieve.

On your Vocational Media Production course, the work will include looking at films, how they are produced and how they

are made to appeal to specific audiences. In preparation for this work, 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 films!

Task 1

The Internet is an important resource for us in 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

actor 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, radio

stations you listen to, a film you have recently seen, magazines, websites and social

media sites that you like to use etc.

Task 4 For the final task we would like you to begin considering the types of films that you like, which may come from

different genres. Create a Pinterest board titled ‘My Movies’ and pin images, trailers, lips and content that you find on the

internet. (Some sites – like YouTube – allow you to post straight onto your boards

https://www.youtube.com/user/movieclipsTRAILERS?gl=GB&hl=en-GB See below).

You could also include your favourite actors or directors, or genres. For each ‘thing’ that you pin to your board write a comment explaining why you like or are interested in it. (Consider camera work, music, storylines, characters, editing, storyline, what you learned etc..)

Task 1 – Extended Certificate (1 A Level) AND Extended Diploma (3 A Levels)

In preparation for this task read the following article: https://tinyurl.com/ybcrvqkk (BBC news - “I downloaded

all my Facebook data and it was a nightmare”).

Write a report that evaluates the extent to which you believe the 2018 Facebook Cambridge Analytica scandal

has changed user behaviour on and interaction with social media.

In your report:

Summarise the events of the Facebook Cambridge Analytica scandal

Discuss the argument that user’s privacy was affected and user behaviour on social media has changed

as a result. If you can find evidence that behaviour/interaction has actually changed also include it e.g.

number of closed Facebook accounts, percentage of people who have lost trust etc.

Discuss the argument that user behaviour/interaction with social media hasn’t been affected by the

scandal. Again add any evidence e.g. of increase in user engagement.

Evaluate – to what extent do you think user behaviour/interaction on social media has been affected

by the scandal? Also what do you think the future for social media is?

Conclusion

Any sources used should be listed in a bibliography. Word-process and save your report. You will submit it

during the course induction in September.

Task 2 – Extended Diploma (3 A Levels) Only

As part of your course you will use a 3D modelling software called Blender. It is free to download.

Starter videos to set yourself up in using the controls in Blender:

https://www.youtube.com/watch?v=Bp2LdaHfE2c

https://www.youtube.com/watch?v=Bp2LdaHfE2c

There are lots of other introduction to Blender videos out there, so feel free to explore more of these. You

could even try out the animation option in Blender!

Task

Download Blender.

The following clip shows you how to manipulate objects in Blender to create a chair. Please bring with

you to your registration/enrolment appointment:

o The original Blender file (which can be edited)

o The rendered version of the file

Chair tutorial:

https://www.youtube.com/watch?v=Bp2LdaHfE2c

There are other tutorials to create chairs, so if you find one that you like more, then feel free to use those.

A Level Drama and Theatre

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 in year 1 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.

What are the main themes in this play?

List the characters in Equus and discuss their role and impact on the play/other characters

Imagine you are a designer working on this play, outline your ideas for costume and set for Equus,

by creating an annotated collage communicating your design intentions. You should take into

consideration the characters and/or themes of the play.

Think outside the box, be creative!

Have a great summer!

Gemma

Name: ________________________________

WELCOME TO HUISH SUMMER HOMEWORK DUE IN THE FIRST LESSON IN SEPTEMBER

SECTION A Research Task and Report

You will be given the choice of handouts which will require you to research a topic and consider an

economic question. There is a QR code which you can use to give you additional sources. You will

then need to write a report (approximately 2 sides of A4) – the title of which is the question on your

handout.

Example questions:

Should the government introduce tougher rules on gambling?

What is the value of a university degree? How should we fund further and higher education?

How will businesses and consumers be affected by BREXIT?

SECTION B Elasticity of Demand

Using the lesson handout complete the following. Show your workings.

1. Calculate the price elasticity of demand for Samsung if an increase in the price of their Galaxy

smartphone of 12% leads to a fall in sales of 3%. /3 marks

____________________________________________________________________________

____________________________________________________________________________

______________________________________________________________________

2. Samsung sold 83.2million phones in the first quarter of 2015. If the price elasticity of demand

for Samsung phones is -0.6, calculate the change in sales if Samsung were to reduce the price

of their phones by 10%. /5 marks

____________________________________________________________________________

____________________________________________________________________________

______________________________________________________________________

3. Calculate the price elasticity of demand for Samsung smartphones if an increase in the price

of Samsung smartphones from £449 to £479 leads to a fall in quantity demanded from 83.2

million to 79.4 million. /6 marks

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________

English LANGUAGE Summer Work

1. Read the Welcome to Huish English Language booklet

2. Write answers to the 10 questions that relate to the linguistic articles.

3. 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 class

Attach 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

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.

Holiday task – preparing for A level English Literature: Reading widely is a big part of the A level, so 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

Read the extract below and answer the questions that follow. Bring your answers to your first week of lessons in September.

Prose: (From ‘THE GREAT GATSBY’ F. Scott Fitzgerald (1926) 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) Write some analytical comments on the passage above and the effect it has on the reader. Make sure you quote

from the passage and pinpoint some of the narrative and language techniques that Fitzgerald uses to present his

picture of this setting and the attitude he has towards it.

[Using context is a large part of the Literature A level, and for the ‘unseen’ exam you are asked to read some contextual ideas provided and use them to develop your analysis of a passage.] b) Use the comments below by F. Scott Fitzgerald himself about what he called ‘the Jazz age’ and make a few notes on what additional light they throw on the passage. [Consider if any of these ideas, attitudes and descriptions could also be applied to the passage.]

F. Scott Fitzgerald himself wrote: 1. America’s greatest promise is that something is going to happen, and after a while you get tired of waiting because

nothing happens to people except that they grow old, and nothing happens to American art because America is the

story of the moon that never rose. (1925 in a letter)

2. The Jazz age now raced along under its own power, served by great filling stations full of money. It was borrowed

time anyhow…’ ‘It was an age of miracles, it was an age of art, it was an age of excess, and it was an age of satire

(‘Echoes of the Jazz Age’ 1931)

3. In ‘Gatsby’ I selected the stuff to fit a given mood or ‘hauntedness’ or whatever you might call it, rejecting .. all the

ordinary stuff for Long Island, big crooks, adultery theme and always starting from the small focal points that

impressed me.

THE LITERATURE COURSE CONTENT – year one

Drama (closed-book) reading of a pair of plays: one pre-1900 and one post-1900 Post-1900 Poetry (open-book, clean copy) reading of two post-1900 poetry texts [Ted Hughes and Sylvia

Plath.] Prose and poetry- extracts and unseen study for Component 3 ‘unprepared texts’ exam.

[At the end of the year: introduction to a 2500-3500 word assignment based on the reading of two prose

texts for completion at the start of the second year.]

Now that your exams are finally finished it is time to start thinking about what you need to do before you start

at Richard Huish College. We would like you to do two short tasks to prepare you for the first few

Environmental Science lessons:

TASK ONE

Firstly, 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://ecologicalfootprint.com/

Complete the survey and find out the land area needed to support your lifestyle and how many planets we

would need if everyone on the planet behaved as you do.

Hectares=

Number of planets =

For each of the questions asked, write down how you think it relates to your ecological footprint and the

amount of land needed to support you.

TASK TWO

Since 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.

Think about what changes you could do 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 but please also do some of your

own research:

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

CHANGES YOU COULD MAKE

HOW WOULD THESE REDUCE YOUR FOOTPRINT?

FRANÇAIS

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.

Welcome to Huish – Geography Summer study

1. Contrast the two maps making reference to named countries and/or continents.

2. Using research explain the differences you have identified.

(Approximately 500 words)

Fig1. World political map 1914

https://www.facinghistory.org/sites/default/files/Map_3.1_Empires_pre_WWI_1914.jpg

Fig 2. World political map 2007

https://geology.com/world/world-map.shtml

Make a 1 slide powerpoint with no more (or less) than 3 bullet points and no more than 21 words to say what you

think we will be studying in geology.

You will need to have a copy of the slide printed onto paper and a copy on a memory stick or other memory device

that I can connect to the class computer using a USB port.

If you add pictures make sure they are high enough resolution to project

Make sure you have 3 very distinct ideas, not just a list of volcanoes, or fossils…

DEUTSCH

Die Deutschen sind pünktlich, gut organisiert und lieben Regeln. Stimmt das?

A. Watch the short video here: https://www.dw.com/de/folge-16-mentalit%C3%A4t/l-

18945073

B. Complete the online activities to check your understanding.

C. Based on what you have learned from the video and the exercises, write an article

giving your reaction to this in about 150 words in German, considering positive and

negative stereotypes of German speaking nations and other nationalities.

If you have any questions about this, you can email:

simonf@richuish.ac.uk

Year 1 Graphic Design Summer Homework

Year 1 A Level Graphic Design Summer Homework 2019 Extension

Task

If you are applying for 2 of the following subjects you must do the main summer

homework AND the extension summer homework for BOTH subjects: Art,

Graphic Communication, Photography. The quality of your work will help staff

decide if you have the capacity to succeed on such a demanding study

programme.

Work on A1 sheets (available in Reception).

Sheet 1. Using your photographs produced for the main summer task, carefully trace and

draw your letters and neatly write comments next to them on what emotion you think the

style of the letter is evoking. Also comment on what job you think the look and feel of

the typeface is doing? And why?

Sheet 2. Make further extensive drawings/tracings of your photographed letters using a

multitude of different drawing materials, exploring colour and effects e.g. biro, felt-tip,

crayon, marker, charcoal…

Sheet 3. Using a range of paper e.g. coloured paper, newspaper, cardboard, magazines,

wallpaper, wrapping paper, tissue, tracing paper… fill you sheet with carefully arranged cut

out versions of your letter.

Sheet 4. Fill a sheet with new letters created by combining your letter drawings.

Sheet 5. Choose an emotion from the list you identified on Sheet 1 and draw the word

with one of the new combined typefaces created on Sheet 4 – you will have to source the

original typefaces to refer to in order to draw the missing characters (from your own

photographs or other sources which you also need to show).

Sheet 6. Final Outcome. Create an exciting montage of your emotive word that expresses

its meaning using the materials and techniques you have explored on sheet 2 and 3.

Bring all your sheets, including the main task at the beginning of term.

I am already looking forward seeing your work, all the best & have a great summer!

Tjark Schoenfeld

tjarks@richuish.ac.uk (please contact me if you have questions or need clarification)

Pearson BTEC Level 3 National Extended Certificate and Extended Diploma

Task One

The first unit you will study is entitled Human Lifespan Development Health and social care practitioners need to develop a knowledge base for working with people in every stage of their lives… This unit will develop your knowledge and understanding of patterns of human growth and development. You will explore the key aspects of growth and development, and the experience of health and wellbeing. You will learn about factors that can influence human growth, development and human health. Some of these are inherited and

some are acquired through environmental, social or financial factors during our lifespan. You will learn about a number of theories and models to explain and interpret behaviour through the human lifespan. In this unit, you will explore the impact of both predictable and unpredictable life events, and recognise how they impact on individuals.

You will study the interaction between the physical and psychological factors of the ageing process, and how this affects confidence and self-esteem, which in turn may determine how individuals will view their remaining years.

The first topic will be on Physical Development across the life stages.

Produce an A3 display as a revision tool which describes the physical milestones expected

in infancy (0–2 years) and early childhood (3-8 years).

This must include a definition of gross motor skills and fine motor skills and the physical milestones expected at different stages of infancy and early childhood. What are the milestones for Infancy at:

1 month

3 months

6 months

9-10 months

12-13 months

18 months

2 years? What is expected in early childhood by the age of:

3 years

4 years

5 years

8 years?

Resources to help you:

www.nhs.uk/tools/pages/birthtofive

www.babycentre.co.uk

www.cdc.gov/ncbddd/actearly/milestones

Should include skills such as:

grasping, using finger and thumb, building a tower, sitting up, standing, cruising,

walking, using a folk and spoon, riding a tricycle, running forwards and backwards,

walking on a line, hopping on one foot, skipping and jumping, turning pages of a book,

buttoning and unbuttoning clothing, writing own name, using joined up writing.

Some ideas for layout:

Charts or tables

Add lots of colour!

Task Two Health and Social Care is constantly changing! Advances in medical care, updates to policies and procedures, changing needs of services uers….. As a Health and Social Care student you will be expected to keep yourself up to date with current affairs in the HSC sector. Make a start now!

Go on the the BBC news website and open the Health tab. https://www.bbc.co.uk/news/health

Find a news article which interests you and take some notes.

In your own words, summarise the article and explain what you found most interesting about the piece. Your word count should be 500-750

Task Three There are many job roles and careers in the Health and Care field; over 350 roles in the NHS alone. All roles demand different skills and knowledge and the route into them can vary greatly. The range of service users across health and

care is diverse, all with unique support needs. Research a health and care job, finding out as much as you can about the day to day responsibilities of the

practitioner. You may like to choose a job role which you are interested in pursuing as a career when you leave Richard Huish College.

Things to include in your job description

Job role: Title of role Basic description of the job including the type of service user the practitioner works with and the type of setting they may work in Skills and qualities needed to do the job

Responsibilities Are they in charge of other members of staff? Maybe they train junior staff? What are their daily responsibilities in terms of meeting service users’ needs and service delivery? Think about:

Health and Safety

Safeguarding (promoting welfare and protection from harm)

Meeting the physical, intellectual, emotional and social needs of service users

Training: What training have they undertaken to get their job? What are their qualifications? Are they any other routes into this job role?

Professionalism: Which other practitioners do they work alongside? Do they have to be part of a professional register and pay an annual fee to practice their profession?

General: What is the salary for this role?

You may find the following websites useful:

https://www.healthcareers.nhs.uk/

http://www.careerpilot.org.uk/jobs/health-and-social-care/jobs

https://www.allaboutcareers.com/careers/industry/health-social-care

http://www.hcpc-uk.co.uk/

https://www.nmc.org.uk/

Russia 1855-1964 Britain 1951-2007 British Empire 1751-1902

If you are considering taking Late Modern History you need to be ready to analyse and evaluate ideas about the past, including your

own. History is a vibrant, evolving subject and so learning a set of ‘facts’ does not mean you have ‘done’ a subject area. You need to be

interested in finding out: about causes and consequences, about change and continuity, about why events and individuals are

historically significant, and about why historians differ in their interpretations.

Gaining some knowledge encourages a desire for more, so be ready for a course that raises as many questions as it attempts to

answer. This is the joy (and sometimes frustration) of history, and this is what makes it such an interactive and exciting subject.

Task 1: Read the extract below and answer the questions at the bottom:

1. What factors united the Russian people? (made them feel connected to each other as a nation) (2-3 lines) 2. What advantages did Russia have as a country? (consider natural resources, size etc.) 2-3 lines 3. What problems did Russia have? 2-3 lines.

Task 2: Read https://www.bbc.co.uk/history/british/modern/overview_1945_present_01.shtml (Google BBC Britain 1945

overview)

1. In what way has the population of Britain changed since 1945? 2-3 lines 2. How has British society changes since 1945? 2-3 lines 3. What evidence is there that Britain remained a powerful country in the decades after 1945 despite losing its empire? 2-3

lines 4. Summaries the differences between the Conservative party and the Labour party. 2-3 lines 5. How has the British economy changed since 1945? 2-3 lines.

By the middle of the nineteenth century Russia embraced a vast Empire that covered almost one-sixth of the earth’s land area

with around 200 different nationalities. Geographically this Empire was uninterrupted but it was in the words of the Russian

writer, Gogol, a ‘hard land, whose over-powering landscape reduced men and their works to insignificance. Towns and villages

were like little dots.’ Its frontiers extended 6000 miles from Vladivostok on the Pacific coast to the Russo-German frontier in the

west, and nearly 3000 miles from the Arctic Sea to the Persian frontier in the south (the widest part of England is roughly 400

miles). Apart from the high mountain ranges along the southern frontiers and the Ural Mountains that separate European Russia

from Siberia, one large open plain occupied two-thirds of the country. In the mainly forest-land of the north, the climate ranged

from extreme cold in the winter to brief, mosquito-laden summers. Parts of south and central Russia were very fertile but in other

areas the soil was barren. It had rich natural resources such as iron ore, coal and oil, but lagged far behind the rest of Europe in

making use of such resources. Its people, who mainly lived in the European provinces of Russia, the Ukraine, Byelorussia, Poland

and the Caucasus, were backward and suffered at the hands of their rulers.

For four centuries the central state power in Russia was personified in one man, the Tsar, who claimed unrestricted power. The

strength of his character and his personality were fundamental to the successful running of the state. Tsardom was based on the

principles of ‘Autocracy, Orthodoxy and Nationality’, which were promoted by nobles, priests and journalists.

Orthodoxy meant faith in God, the divine will of the Tsar, and with it the Russian Orthodox Church. This led to ruthless suppression of rival churches, such as the Catholic Church, in countries controlled by Russia, such as Poland.

Autocracy meant that the Tsar was not controlled by any institutional or legal checks, a Parliament or elections. The Tsar enjoyed total power, and was supported by the nobility who recognised that their privileged position depended on him. Everyone in the state was expected to provide service in various forms based on land except the nobility. Each province and village was expected to provide conscripts for the army, which was used to police the empire. A personality cult developed around the Tsar who was seen as a ‘father’ protecting his subjects.

Nationality meant the idea that the Russian culture and language was superior to other cultures within the diverse empire and beyond. This idea led to debates between Slavophiles, who believed Russia should follow her own path towards modernisation, and Westerners, who believed Russia should follow the examples of the West. This idea also led to the policy of Russification whereby elements of other national identities were repressed or persecuted.

Tsarist governments faced many problems as they attempted to modernise Russia’s backward economic and social structure. In

order to maintain her great power status modernisation was necessary despite its potential effect on the position of the Tsar.

Peanut curry death: Restaurant owner Mohammed Zaman jailed for ‘gross

negligence manslaughter’ (GNM)

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 Image caption 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.

Please 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 -try the Internet or a textbook on A2 criminal law.

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?

2 simple questions for you:

6. What is a jury?

7. Find the maximum sentence for manslaughter.

Please note that this is only the final assignment of the full summer homework booklet which is issued to all students

who have previously applied for either Mathematics or Further Mathematics A-level.

Answer all questions in spaces provided, showing FULL workings

1 Express 27108 in the form 3a [2]

2 Simplify 2324 [2]

3 Simplify 6

3+√2 [3]

4 Simplify x

x

8

24 2

[2]

5 Use factorisation to solve 352 2 xx [4]

6 Use the quadratic formula to solve 0222 xx , leaving your answer in surd form [4]

7 Solve the simultaneous equations 2𝑥2 + 𝑦 = 3 and 𝑦 − 3𝑥 = 1 [5]

8 Write 𝑥2 + 3𝑥 − 5 in “completed square form”. [3]

Core Maths Summer Assignment – 3 Tasks – A, B and C.

A. Natural Disasters

Listen to the radio clip https://www.bbc.co.uk/sounds/play/p061341k , and try to answer these questions.

1. Does the graph below show that the number of natural disasters is on the rise?

2. Mark two points A and B, on the graph below, such that B is 4 times A.

3. What criteria must be met for an event to be recorded as a natural disaster?

4. Why might the claim “the number of natural disasters has nearly quadrupled since the 1970” be false?

5. What reasons could there be for an increase in deaths due to natural disasters?

Global reported natural disasters by type.

This graph suggests that natural disasters are decreasing in recent years.

6. Based on both sets of data, what are your conclusions? Is the number of natural disasters increasing or

decreasing? Justify your conclusion with possible reasons.

B. Measurements and Units

For inspiration, listen to the radio clip https://www.bbc.co.uk/sounds/play/p01p8bs2.

Research units and conversions, and design an A4 page to display your findings so that the most useful everyday units

are more noticeable and the older less common measurements are less noticeable. Try to group conversions by type,

eg. Lengths, Area, Volume, Capacity, Mass, Speed, Density, etc. Your A4 page can be used as the front cover for the

Measures and Scaling module.

C. Retirement

Watch this clip https://www.bbc.co.uk/programmes/p05c47rs .

Imagine you have reached an age where you are unable to work or you are in a financial position to be able to retire.

During your working life you have saved up a fund which is paying 5% per annum interest. This interest is your only

income. You will not spend the capital. How much would you have needed to save in order to live off the interest?

List your assumptions eg (living alone, living in shared accommodation, mortgage paid off and you own your house).

Research the essential costs and talk to relatives about typical expenses. Organise your estimated costs and

assumptions using the format below.

My Retirement plan Assume no state pension income. Based on being able to spend only the 5% pa interest of my savings…

Assumptions Assume that future costs are the same as current costs. Your health/accommodation/location/lifestyle Consider changing/increasing costs as you get older/health deteriorates. Anticipated retirement age

Minimum essential costs (per year) £ Food Clothing Housing Bills Essentials Insurance Maintenance

Extra costs (per year) £ Car Travel Pets Memberships Gifts to family Medical insurance Hobbies/interests Holidays

Minimum Total £ Grand Total £

Savings required £ Total Savings required £

Reflections and comments Is this achievable? Other possible income streams? Choices to make now and in the future? How might the rate of inflation affect things?

Over 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 styles

3. What are the main musical characteristics of these styles (instrumentation, structure, chords used etc)

4. What is it that you particularly like about these styles

5. 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!

Over 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…

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

You may 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 – get at least one new piece ready to perform

2. Go to https://www.mymusictheory.com/grade-5-music-theory-resources, and scroll down to the

Lessons and Exercises on the bottom right. Complete these sections: 1 – Good Notation, 3 - Time signatures, 5 – Key signatures. This will help you to prepare for a theory quiz in week one.

3. Research the music of Cuba and create a one-page summary sheet on its origins, main features and

famous artists.

Year 1 Photography Summer Homework Extension Tasks

Physical Education Summer Induction Task:

We use this as the basis for the selection of your sports for your coursework and is a chance for you 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 by the end of your first week to Wendy

Constable

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

https://isaacphysics.org/login

2. 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 top of the ‘My Account

Settings’ page.

V7NHYN

This will enrol you in the group RH Physics Induction 2019

3. We would like you to complete the following assignments:

Nuclear: 51 Atomic number and nomenclature

Mechanics: 8A Additional speed, distance and time questions

Electricity: 23 Current and voltage – circuit rules

Waves: 38A Additional Wave properties and basic equations questions

(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

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:

5. Go to

https://isaacphysics.org/login

6. 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 top of the ‘My Account

Settings’ page.

V7NHYN

This will enrol you in the group RH Physics Induction 2019

7. We would like you to complete the following assignments:

Nuclear: 51 Atomic number and nomenclature

Mechanics: 8A Additional speed, distance and time questions

Electricity: 23 Current and voltage – circuit rules

Waves: 38A Additional Wave properties and basic equations questions

(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.

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

Any problems please email timh@richuish.ac.uk or barrieh@richuish.ac.uk

This is probably one of the most exciting, important and significant times to be studying politics in the

last 50 years. From the snap 2017 election, Brexit and the Scottish independence movement to Donald

Trump and the rise of nationalism, you will have a much better understanding of the origins, meaning

and impact of these and more after studying politics.

Whatever you go on to do after your A levels, the analytical and evaluative skills the knowledge you

will develop through this and the knowledge you will develop through this course will be very useful.

Task 1: in your own words explain the meaning of the following key terms

Term Explanation

Authority

Participation

Representation

Parliament

Government

Democracy

Mandate

Constitution

Sovereignty

Legitimacy

Task 2: Keep up with the news over the summer

holiday.

Create a 10 question quiz to test someone on when you

come back;

1._________________________________

2._________________________________

3._________________________________

4._________________________________

5._________________________________

6._________________________________

7._________________________________

8._________________________________

9._________________________________

10.________________________________

Task 3: Pick one political party or pressure group that currently exists in the UK.

Create a poster/mind map detailing its beliefs/ policies/ successes.

Psychology, the study of the human mind and behaviour, has a long history. Rooted in philosophy

and science, the history of psychology encompasses many discoveries and theories that have helped

shape our understanding of human behaviour. The effects of some of these psychological discoveries

have an impact on our everyday lives, sometimes in surprising ways. Psychology has evolved in many

ways over the last 150 years and continues to evolve today.

1. Go to: http://origins.bps.org.uk/ and use the interactive timeline to explore the origins of

Psychology.

2. Create a timeline of key events either using the example below or in another format.

3. Psychology has been founded by central figures who have contributed and influenced the

discipline of Psychology. Research the following people and record their contributions:

Wilhelm Wundt BF Skinner Albert Bandura Sigmund Freud

Philip Zimbardo Stanley Milgram Abraham Maslow John Bowlby

4. From your research select the figure you are most interested in and create an A4 poster outlining

their contribution and influence on Psychology and any other interesting facts and quotes. We

will discuss these figures in our first lessons and display your posters in the classroom.

Watch BBC Panorama ‘The Gatwick Drone Attack’ on BBC iplayer and answer the following questions

1. Explain the dangers of drones.

2. Describe the issue outlined in the program.

3. Identify the Public Services involved and outline their role.

4. Explain the impact the issue had on the Public

5. Does the media coverage help or hinder the public?

6. Evaluate the airports response to the alleged sightings

Include: what were the advantages and disadvantages of closing the runway?

Add a conclusion do you think there was a drone?

7. Research newspapers online and find 2 different newspaper articles about the incident.

You need to identify the newspapers in your answer and print off the articles.

Compare how the media coverage, how are they the same how are they different?

Glossary

Compare What are the similarities and differences, or advantages and disadvantages.

Describe Give a clear, objective account in your own words showing recall

Evaluate Consider aspects such as:

• strengths or weaknesses • alternative actions • relevance or significance.

Explain Gives reasons and/or evidence to support an opinion, view or argument provide:

• examples; • justifications; and/or • reasons to a context.

Identify Indicate the main features or purpose of something by recognising it and/or understand facts

or qualities.

Outline Give a brief description of something

Welcome to Huish

Religion Philosophy and Ethics Summer work

In preparation for the course please write a definition of the following words in time for our first class

in September. These definitions should be between 2 and 5 sentences long.

The Forms

The Prime Mover

Substance Dualism

Materialism

Teleology

Contingency

Necessity (Philosophical meaning)

Ontology

Mysticism

Testimony

The Fall

Epistemic Distance

Natural Law

Basic Good

Agape

Conscience

Maxim

Categorical Imperative

Utility

Hedonism

Sanctity of Life

Quality of Life

Whistle-blowing

Globalisation

Asceticism

Shramana

Dharma

Sangha

Samsara

Karma

Anicca

Dukkha

Tanha

Nirvana

Samatha

Vipassana

You will be exploring Culture and Identity in September as an 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 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 – answer the following questions. We are expecting to see a range of your ideas with the

application of examples presented in paragraphs.

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

contemporary Britain

2. Describe factors that others might use to define your identity, such as your dress or taste

in music. Explain your answers with examples.

3. Suggest ways that an individual’s 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

Activity 2

Sociologists are interested in how facts are produced, by whom and for what purpose.

In this respect, sociologists ask theoretical questions. A theory, for our purpose, is something that explains the relationship between two or more things. A perspective can be defined as a way of looking at and seeing something. To have a perspective, therefore, means to look at something (whatever that thing might be) in a particular way. When we talk about the sociological perspective, therefore, we are talking about the particular way those sociologists, as opposed to non-sociologists to try to understand human social behaviour.

In your first few weeks, you will study the six main theoretical perspectives. These are Functionalism, New Right, Marxism, Feminism, Social Action Theory and Post Modernism. At Welcome to Huish, you were each given the name of a theorist. Your job is to research into that particular person and complete a Facebook profile on the handout provided.

If you did not attend the Welcome to Huish event please choose from the following list:

Emile Durkhiem Talcott Parsons Charles Murray Germaine Greer Stanley Cohen

Erving Goffman

Ann Oakley Ulrich Beck Fredrick Engles Louis Althusser Max Weber

Jenny Somerville

Karl Marx Howard Becker Robert Merton Jean Baudrillard Stewart Hall

Dick Hebdige

Activity 3 You will need to have a developed understanding of the world around you. One way of gathering knowledge

and understanding of society is to engage with the news on a daily basis either through the internet, on TV or

by reading a daily newspaper

Across the Sociology A level we will cover a number of key themes which include:

The significance in agencies of socialisation – family, media, peers, education, religion

Social differences and/or inequalities

The role of the individual in shaping the world around him/her

Changes in society from the modern to post-modern world

You will need to keep a news diary over the summer holidays which will be collected in during the first week of

term. You must be able to attempt demonstrate through your understanding of Sociology how these articles

are relevant to your studies.

For example: What is the gender pay gap? – This article explains the inequalities between men and women in

society. https://www.bbc.co.uk/news/business-42918951

Acid attacks 'hidden' by fearful victims, say police https://www.bbc.co.uk/news/uk-39678059

Source/title Date Sociological significance Statistics/evidence

BBC What is the gender pay gap?

5/02/18 Inequality – gender Across the UK, men earned 18.4% more than women in April 2017, according to the Office for National Statistics (ONS).

BBC Acid attacks 'hidden' by fearful victims, say police

22/04/17 Types of crime – new crime

Last year it was used in 454 crimes, compared to 261 in 2015, according to Met Police figures obtained by the BBC

You can present this in any way you prefer - (be creative!).

Some suggestions:

You can buy a diary which you could continue to complete throughout the year

Use the template as shown about to create a working document

Create a folder which can be added to throughout your studies

Upon completion of activities 1, 2 and 3 you will be graded on your effort and commitment.

The summer homework will also give us a good understanding of your ability to understand the social word

around you.

We look forward to welcoming you in September

Hannah, Rich and Mel

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.

Plot

Awards

Popularity

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.

Qualification: Level 2 BTEC Business

Unit 2: Finance for Business

Topic: Costs and Sources of Finance

Scenario

You are keen to start your own Recruitment Business and have an appointment with a local bank

manager to discuss your business idea and possible finance options. Before the appointment, he has

asked you to provide your expected business costs and understanding of your finance options.

Your task is to:

Explain and provide 5 examples of business start-up costs – the costs incurred when setting

up a business

Explain and provide 5 examples of business operating costs – the costs incurred in the day-to-

day running of the business

Explain and identify the difference between fixed and variables costs (1 example for each)

Identify 3 possible sources of finance to help fund the opening of your business. With each

source explain the advantages and disadvantages of using each source.

You are only allowed to use one source of finance that you have identified; which one would

you choose to use? Explain your reasoning.

Submission requirements:

Present your findings in report format (typed or handwritten) and hand to your Business teacher at

the start of term.

Bibliography

At the end of your report list where and when you obtained the information from.