All subjects, including enhancement subjects, have set some bridging work, which can be found below. The work will vary a lot from subject to subject as teachers have a blank canvas as to what they can set. The aim of the work is to be engaging and enjoyable. In an ideal world, we would set bridging work every summer for students, and we are pleased that we have been able to offer it this year.

For students who are wanting to change subjects, please use the bridging material for the subjects that have been offered, alongside subjects that you would like to change to. Confirmation of subject changes will be emailed by Monday 15 June 2020 at the latest.

The bridging work for Arts Award can be found by following the link below:

All tasks are on Moodle, and all instructions and resources are with each lesson: https://www.qehs.net/moodle2/course/view.php?id=493

Business Task 1

Innovation – watch the video, watch the PowerPoint and complete a worksheet.

Business Task 2

Entrepreneurs – watch PowerPoint and complete who’s who quiz.

Business Task 3

Enterprise Challenge – come up with an idea for a small business.

Business Task 4

Creativity and deliberate creativity – design a new product.

Business Task 5

Dynamic Nature of Business – plan a subscription business/complete Innocent timeline.

Business Task 6

Segmentation – watch PowerPoint and complete segmentation task.

Business Task 7

Branding – watch PowerPoint and complete shop front design task.

The bridging work for Chemistry can be found in the document below:

Classics Task 1

Research the Greek Olympian gods. There are many sources of information out there, but theoi.com gives a good account most of their identities. The list of gods and personifications is almost endless, so look out for the main 14 or 15 gods.

(This religion was practised for thousands of years, so not all accounts agree on all gods!)

Classics Task 2

Research the myths surrounding the Trojan War. What caused it? Which two sides contended? How did it end?

Some of the names to look out for are: Menelaus, Helen, Agamemnon, Achilles, Odysseus. The last on this list is the focus of our reading in The Odyssey.

A possible starting point is: https://www.history.com/topics/ancient-history/trojan-war

Creative Digital Media Task 1

Watch the following YouTube clip on different cuts and transitions for moving images: https://www.youtube.com/watch?v=OAH0MoAv2CI

When you next watch a film/TV programme, see if you can identify the cuts and transitions used. Think about why the director may have chosen that technique; how does it enhance the overall scene?

Creative Digital Media Task 2

Watch the following YouTube clip on different camera movements: https://www.youtube.com/watch?v=GbnYBmqBbKA

When you next watch a film/TV programme, see if you can identify the camera movement. Think about why the director may have chosen that movement, how does it enhance the overall scene?

Creative Digital Media Task 3

When watching different film genres, start to think about how the lighting, costumes, characters and sound is different for each genre.

Product Design Task 1

Conduct some initial research into famous design movements and famous designers, e.g. Arts and crafts, Art Nouveau, Post Modernism, Bauhaus, Art Deco, Memphis, Streamlining.

Identify a design movement or famous designer that you like and produce a mood board.

The mood board should include lots of images and clearly show the style of your chosen design movement/famous designer. The mood board can be any size you like. It can be produced on a computer or be produced by hand – it’s up to you.

Find out the key principles of the design movement or designer that you have chosen to research. For example; A key principle of the Arts and Crafts design movement was that products should be handmade and show off the skill of the craftsmen and women that made them.

Try to identify as many key principles of the design movement that you can.

Product Design Task 2

Using the information that you have gathered, design and make a desk tidy based on your selected design movement.

You might want to sketch out some ideas first, based on the items you can find around the house to make with.

You can use whatever materials you have at home e.g. empty plastic bottles, cardboard, yogurt pots, cardboard tubes (think about the insides of toilet rolls/kitchen roll, kitchen foil). Think “Blue Peter” – you might have to ask your parents about what this is!

Quality control: Does your desk tidy look like a product that has been designed and made by your chosen design movement/designer?

Drama Task 1

Watch as many broadcasts of live theatre productions as possible. These are free to watch, and can be found at the following sites:

Gecko Theatre YouTube channel: https://www.youtube.com/user/GeckoTheatreCo
(Full productions (Institute is particularly good – online from 29th April), behind the scenes clips, videos about the devising process)

RSC YouTube channel: https://www.youtube.com/user/theRSC
(Full productions being updated weekly, along with behind the scenes videos)

The Globe YouTube channel: https://www.youtube.com/user/ShakespearesGlobe
(Full productions, clips of scenes, behind the scenes)

Push Physical Theatre Company YouTube channel: https://www.youtube.com/user/PUSHstaff
No full productions but lots of short clips of rehearsals, trailers and snippets of shows – really amazing physicality and imagination!

Drama Task 2

Learn about theatre practitioners on BBC Bitesize: https://www.bbc.co.uk/bitesize/topics/zm72pv4

We will be using the methods of Bertolt Brecht and Constantin Stanislavski throughout the A Level course.

Drama Task 3

A Level Drama student guide book to buy:

Edexcel A Level Drama and Theatre Student Book and ActiveBook by John Davey, Alan Perks, Phil Cleaves, John Johnson · Pearson Education, Limited · Book · 166 pages · ISBN 1292150629

This book is not compulsory but it is very good, especially for revising/learning about technical theatre terms, live theatre evaluation, practitioner study, and key set texts. It can be bought online through book shops or Amazon, or second hand from a previous A Level Drama student if you are in touch with any.

Drama Task 4

Research the play The Visit by Friedrich Durrenmatt. Use the internet to find out what you can about the plot, the setting, the characters and the themes. (There was a recent version performed at The National Theatre, but they changed the setting to America).

Create a poster which summarizes what you have learnt about the play and advertises your version of it. You could use images that you find online, snippets from reviews, quotes about the play or from the play, etc. Bring this along at the start of the course.

These tasks can be attempted in any order and often simultaneously.

Economics Task 1

Research

Research and write a short report (a few paragraphs each) about the theories and concepts proposed by these four writers for whom economics was central to what they did.

  • Adam Smith (1723-1790)
  • Karl Marx (1818-1883)
  • John Maynard Keynes (1883-1946)
  • Friedrich Hayek (1899-1992)

Economics Task 2

Read

Choose and read one of the following books. You do not necessarily have to read it cover to cover in chapter order. You can dip in and out and select the chapters or sections that most interest you.

  • The Undercover Economist by Tim Harford
  • The Great Economists – How Their Ideas Can Help Us Today by Linda Yeuh
  • A Little History of Economics – Niall Kishtainy
  • Good Economics for Hard Times by Abhijit V. Banerjee and Esther Duflo
  • Freakonomics by Steven Levitt & Stephen Dubner
  • Talking To My Daughter About The Economy by Yanis Varoufakis

Economics Task 3

Watch

There are lots of A Level Economics resources on YouTube. Have a browse around, familiarise yourself and get lost in a topic video that interests you. Here are some of the best ones to try:

  • CrashCourse Economics – zany Americans Adriene and Jacob – topic-based with some good graphics to help understanding.
  • ACDC Leadership – zany Mr Clifford from CrashCourse goes into more detail for each topic.
  • EconplusDAL – A Level Economics teacher – great for whiteboard explanations and exam technique.
  • Tutor2U – narrated PowerPoints and videos – thoroughly covers every aspect of micro and macro. Excellent.
  • Marginal Revolution University – two American professors with a comprehensive set of short videos.
  • mjmfoodie – an American Economics teacher narrates short, visual summaries of all key topics.

Economics Task 4

Listen

Try an economics podcast such as “Simon Evans Goes to Market” on the BBC Sounds app or similar.

Economics Task 5

Learn

Search online for “Tutor 2U Head Start in A-Level Economics: the Transition Resource for Year 11 Students”

Here you will find a series of introductory lessons to Economics plus more lessons explaining the economic consequences of the Coronavirus crisis.

Economics Task 6

Summarise

Choose a couple of key economic concepts and mind-map them. You can choose any topic but here are some suggestions and an example of a mind-map. Remember to use colours and diagrams!

Choose from: price determination; taxes and subsidies; inflation; unemployment; economic growth.

Economics Task 7

Keep up to date

Keep up to date with all the current economic news (BBC & The Guardian are both free). The economic events right now are massive and unprecedented due to the impact of the Coronavirus.

Get onto Twitter and follow our economics feed @EconomicsQEHS and follow a selection of who we follow. The account will not follow you back but will provide useful Tweets and Retweets from relevant economics-related sources.

Please try to complete both tasks before September.

English Literature Task 1

  • Read Wuthering Heights by Emily Bronte, any version will do (Penguin Modern Classics is always a good bet) but do try to obtain a hard copy so you can make notes/underline key areas as you go.
  • The focus of your reading should be to try and analyse different types of love presented in the novel.
  • Look carefully at the different relationships and attitudes towards love – for example, the love between Heathcliff and Catherine is different to that of Catherine and Edgar. Also, look carefully at Lockwood’s attitude to love and also look at the relationship between young Cathy and Linton and also Hareton.
  • As you read, make brief notes of what happens in the chapters – main events to remember and try to make a note of any chapters where there is a strong focus on love and relationships – e.g. chapter 9 is a very significant chapter.

Above all, enjoy reading the novel!  If you get stuck (the structure can be confusing) the 1992 film version of the novel is OK – it deals with both generations and is fairly faithful to the plot.

English Literature Task 2

  • As above – read Othello with the same focus. It really doesn’t matter at all what version you use – if you are feeling flush the Arden Shakespeare is the best version, but the Wordsworth Classics is as good as any – it is the copy I use to teach.
  • You will find the language challenging at first – that is to be expected. If you use the notes in your version – either at the back of the book or on each page (depending on your version) that will help translate the text for you.  If you are still struggling, and have access to online texts, there is a ‘No Fear’ Shakespeare online – click on ‘Othello’ and then click on each Act/scene and it translates it for you.  Your teacher will go through any misunderstandings when we return in September, so don’t worry if you stumble over a few areas of the text.
  • When you are reading – it should be like your approach to Wuthering Heights. The focus is love and relationships so look carefully at how the relationship between the following characters unravel: Othello and Desdemona, Othello and Iago, Desdemona and Brabantio, Desdemona and Cassio, Cassio and Bianca, Roderigo and Desdemona and Roderigo and Iago, Iago and Emilia.  What is similar between the relationships and what is different?
  • Try to think about which the ‘big scenes’ are relating to love and relationships – for example, Act 3 scene 3 is a significant one.
  • Make brief notes on what happens in each scene – and as you go through, try to chart changes in character and also relationships.
  • Try to think about how other themes are presented in the play, such as racial prejudice, how ‘male’ the world is in the play, how women are presented. Also think about ideas such as how evil is presented?

Keep your notes safe – you will use them in September!

English Language Bridging Work

Link to a complete Paper 1 and Paper 2 with markschemes: https://qualifications.pearson.com/content/dam/pdf/GCSE/English%20Language/2015/specification-and-sample-assesment/GCSE-English-Language-2015-SAMs.pdf

Links to additional past papers and examiner’s commentaries. They are useful to read in terms of what students did well in the exams as a whole. https://qualifications.pearson.com/en/support/support-topics/exams/past-papers.html?Qualification-Family=GCSE&Qualification-Subject=English%20Language%20(9-1)%20from%202015&Status=Pearson-UK:Status%2FLive&Specification-Code=Pearson-UK:Specification-Code%2Fgcse15-englang&Exam-Series=June-2018

Additional support from GCSE Bitesize on how to tackle different sections of the Paper 1 and Paper 2: https://www.bbc.co.uk/bitesize/examspecs/zgvg6fr

EPQ Task 1

Log on to the EPQ Moodle Course and read the information about the course.

EPQ Task 2

Think about the topic(s) that you would like to investigate (linked to your studies, future career plans, interests, etc).

EPQ Task 3

Complete the MOOC course (see Moodle for the web link).

EPQ Task 4

Carry out research into your chosen topic(s) (please be aware that you should not be setting a title at this stage, as topics may be refused). Log all research and reflect on the quality of sources (see Moodle for details on how to do this).

EPQ Task 5

Use the Newcastle University resources (see Moodle for the web link) to learn how to avoid plagiarism and complete academic written projects.

The bridging work for Fine Art can be found in the document below:

The QEHS Pinterest page has two boards for you that link to your natural forms bridging project.

For ideas and techniques in ways to create artwork, check out this page from the Tate Gallery. Some great FREE workshops which show you how to paint, draw, collage, sculpt inspired by the work of other artists… https://www.tate.org.uk/art/create-artist

The bridging work for Geography can be found in the document below:

The bridging work for Graphics can be found in the document below:

Suggested Resources

Recommended book – https://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HealthAndSocialCare/BTEC/BTECNationalsHealthandSocialCare2016/ISBN/student-books/BTECNationalsHealthandSocialCareStudentBook1ActiveBook.aspx

Only buy this student textbook if you would like to – it is not a compulsory element of the course. Please look around to see if you can get it any cheaper on eBay, Amazon etc.

Note – Do not purchase Student Textbook 2 – this is a different set of units that we do not study as part of our course

YouTube is also a really good resource to look at theories/topics – make sure you type in the topic area and ‘Human Lifespan Development’ or ‘BTEC Health & Social Care’ after so that it doesn’t overcomplicate things!

All details of the tasks below are outlined on the sheets that are located on Moodle.

Task 1

Task One sheet that focuses on growth and development – located on Moodle.

Task 2

Task Two sheet and PowerPoint that looks at life stages and their key features – located on Moodle.

Task 3

Task Three sheet that looks at developmental norms and expected milestones for each life stage – located on Moodle.

Task 4

Task Four sheet that looks at physical development across four life stages – located on Moodle.

Task 5

Task Five sheet and PowerPoint that looks at intellectual/language development – located on Moodle.

Task 6

Task Six sheet that looks at Piaget’s model of cognitive development – located on Moodle.

Task 7

Read through the BTEC Level 3 National Extended Certificate in Health and Social Care specification and make yourself familiar with topic areas we will be covering throughout the next two years (reminder, the units we study are 1, 2, 5 and 14). You can find the specification here:

https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Health-and-Social-Care/2016/specification-and-sample-assessments/9781446938003_BTEC_Nat_ExCert_HSC_AG_Spec_Iss3C.pdf

HSLA Task 1

Identify the characteristics of a strong leader

I would like you to try and access the following films and identify the strengths and weaknesses of the leaders.

The following films/series I would like you to watch are:

  • Remember the Titans
  • Coach Carter
  • The Last Dance – Michael Jordan Documentary

HSLA Task 2

Community Coaching Hours

During the course you must complete a minimum of 10 hours of leadership within the community.

You must try to identify where you would be able to complete these hours within the community over the next academic year when you return to school, I am aware that this may be impacted by corona virus, but I need you identify opportunities in which you could complete these leadership hours. This could include community clubs such as football, netball, rugby, hockey, horse riding, etc. The coaching can either be a group or on a 1 to 1 basis.

It is vital that you have identified somewhere to complete these community coaching hours when you return to school.

Please note: you are just identifying somewhere to complete these hours, I don’t expect you to have carried out any of your coaching hours prior to the course.

All the instructions, tasks and resources for History can be found in the document below:

IT Task 1

Social Media – take some time to really think about how you use social media.  

  • What content do you stop and read? 
  • What content do you skip straight past?
  • What do businesses do to try and attract you?

IT Task 2

Watch Captain America: Winter Soldier (or watch “Sitwell’s Confession” extract on YouTube). 

What is the link between this film (mainly the “confession” and the real world, in terms of “data”?

IT Task 3

Research three IT/computing jobs you would consider doing.

What would you need to do to apply for them (uni courses, other training etc.)?

IT Task 4

Spec a PC to build yourself (don’t buy it and build it, unless you really want to!)

  • Limit yourself to £500
  • Justify each part you buy
  • Avoid PC World type sites. You should be looking at individual parts (like the motherboard, CPU…)

Try a site such as https://uk.pcpartpicker.com/

IT Task 5

Watch Now You See Me – especially the part of the airplane.

What is the link between this, and phishing emails?

IT Task 6

Watch some TED talks: 

https://www.ted.com/talks?topics%5B%5D=Technology&sort=newest&language=en

https://www.ted.com/talks?sort=newest&language=en&topics%5B%5D=Entertainment

https://www.ted.com/talks?sort=newest&language=en&topics%5B%5D=Business&topics%5B%5D=Technology&topics%5B%5D=Entertainment

IT Task 7

Register on FutureLearn – https://www.futurelearn.com/ and find a course that interests you. 

Sign up and complete it.

(There is a paid account that gets you a certificate at the end, or the free version lets you do the learning.)

IT Task 8

Search MOOCs – https://www.mooc-list.com/tags/information-technology

Find a course that interests you and complete it.

IT Task 9

Improve your typing.  Various websites can help, and several paid-for software options.

We have used https://www.freetypinggame.net/ in school

IT Task 10

Sign up and complete the IDEA.org bronze (and maybe silver) award.

IT Task 11

Write/update your CV (think about the jobs you have already looked at)

  • What is missing?
  • Do something about it

https://www.studentjob.co.uk/application-tips/cv-example 

https://www.savethestudent.org/student-jobs/write-great-cv-template.html

IT Task 12

Teach yourself a programming language:

  • Lots of tutorial online
  • Websites like Codecademy

IT Task 13

Watch DEVS series (on iPlayer – 8 episodes, all less than 60 mins)

Should society be happy to share our data?

IT Task 14

Visit http://moralmachine.mit.edu/ and click on START JUDGING (once you have read the instructions!)

Maths Task 1

The Maths resources are in a Moodle course entitled Yr 11 20, in the section ‘GCSE progressing to A level maths’. This contains:

  1. Guide to progressing to A Level including examples, questions and answers to topics that are important to be fluent in before starting A Level Maths.
  2. Links to books that can be purchased to ease the transition.
  3. 9 sets of tough questions with written solutions produced by teachers.

There are extra tough papers and questions to challenge high performers at GCSE.

Maths Task 2

Optional tasks have been set on drfrostmaths.com on particular topics from GCSE that are crucial to be fluent in before starting Year 12, including surds, probability and algebraic skills. Students have an account set up with username firstnamelastname@qehs.net and password as the password initially. Any problems with logins should be emailed directly to ralpin@qehs.net.

Instructions

Please log on to the relevant ‘Step Up’ course in Moodle.

Here you will find all of the suggested activities and links to the various resources we recommend before starting your A Level language course.

Below is a list of tasks you should prioritise and complete in order. These lay the foundations for a successful start to A Level.

Your teacher will collect your log when we start lessons, instructions for which are on Moodle. Please ensure that your log is detailed and kept up to date.

MFL Task 1

Revision and acquisition of ALL GCSE vocabulary: this is the springboard to success in Year 12 languages.

The comprehensive AQA lists are in Moodle, as well as the GCSE vocabulary booklets.

Use the hard copies you were given, or print the list out, and work through the entire document, ensuring that your vocabulary is absolutely ‘secure’.

MFL Task 2

Revision of all GCSE grammar and tenses including irregular verbs. A list of this can also be found in Moodle.

MFL Task 3

Your log:

Please log into Moodle for a wide range of suggested activities.

Choose which activities you would like to do: you should complete some each week.

Keep a log of all of those you have completed with brief comments for each one.

Ensure that this is kept up to date with the evidence of activities and tasks you have chosen to do.

Keep all of your documents in a folder, with your log at the front.

The bridging work for Photography can be found by following the link below:

Suggested Resources

Recommended books – https://www.hoddereducation.co.uk/subjects/sport-pe/products/16-18/ocr-pe-for-a-level-book-1 and https://www.hoddereducation.co.uk/subjects/sport-pe/products/16-18/ocr-pe-for-a-level-book-2

Only buy these if you would like to – they are not a necessity. You can also get the eBook version and please look around to see if you can get them cheaper on eBay etc.

Recommended resources to help you complete the tasks below – https://www.ocr.org.uk/qualifications/as-and-a-level/physical-education-h155-h555-from-2016/planning-and-teaching/ and click on ‘topic exploration packs’

All of the PowerPoints on this page are good for revision – feel free to have a look through them all or save them if you would like to.

YouTube is a really good resource – you can always type in the topic area and ‘a level pe’ after so that it doesn’t overcomplicate things!

Tasks 1–3 below can be found on Moodle.

Task 1

Work through the ‘joints, movements and muscles’ PowerPoint on Moodle. There are tasks on the PowerPoint for you to complete.

Task 2

Work through the ‘cardiovascular system’ PowerPoint on Moodle. There are tasks on the PowerPoint for you to complete.

Task 3

Work through the ‘respiratory system’ PowerPoint on Moodle. There are tasks on the PowerPoint for you to complete.

Task 4

Read through the ‘non-exam assessment’ specification on the OCR website. Find the sport you would like to be assessed in and read through the core and advanced skills. You can find the NEA specification here: https://www.ocr.org.uk/Images/234840-guide-to-non-exam-assessment-as-and-a-level.pdf

Task 5

Read through the A Level PE specification and make yourself familiar with topic areas we will be covering throughout the next two years. You can find the specification here: https://www.ocr.org.uk/Images/234833-specification-accredited-a-level-gce-physical-education-h555.pdf

Physics Task 1

Join the Seneca Class: kefzqtzslh and complete the activities assigned – keep an eye out as activities will be set on a rolling basis.

Physics Task 2

Complete the QEHS transition booklet:

Physics Task 3

Complete the AQA transition activity booklet:

Physics Task 4

Complete the Kerboodle transition booklet:

Physics Task 5

Complete the transition test and bring this in September:

Recommended Reading

CGP Headstart to A Level Physics (ISBN:1782942815) – work through the activities.

https://www.amazon.co.uk/Head-Start-level-Physics-Level-ebook/dp/B00VE2NII4

CGP Maths skills for A Level Physics (ISBN:1782944710) – work through the activities

https://www.amazon.co.uk/Level-Physics-Essential-Maths-Skills/dp/1782944710/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1589367412&sr=1-1

The bridging work for Psychology can be found in the document below:

The bridging work for Sociology can be found in the document below:

Sport Task 1

Muscles of the body

Use your GCSE knowledge and Google to identify muscles in specific areas of the body

Sport Task 2

Bones

Sport Task 3

Respiratory system

Sport Task 4

Cardiac system