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Get ready for September 2020!

If you are in Year 11 and starting college in September and want to get a head start on your studies, here are some activities and top tips from subjects across our two campuses – Channelside and Rating Lane – to help you when we are all back in the classroom and workshops. So if you are starting any of our programmes, from A Levels to BTECs and CTECs, click on the section below and try the tasks, then complete our form here. Bring your completed work to your first lesson when our campuses reopen for learning.

Click here to discover your Channelside campus.

Click here to discover your Sixth Form campus.

Year 11 Tasks

Get proof of ID

You’ll need some form of identification when you enrol at Furness College in September, so having an up-to-date passport, driving licence, provisional driving licence, bank card or CitizenCard really speeds up this process. You’ll also need ID for things such as opening a bank account or as proof of age, so keeping your ID up to date will make things easier for you.

Click here to apply for a CitizenCard.

Open your own bank account

Bank accounts help to build your credit score, which will help you in the future when it comes to seeking credit, whether this be for purchases, products or mortgages. Opening a bank account usually requires two forms of ID, which is another good reason to have up-to-date ID! This is usually photo ID, such as a passport, and proof of name and address, such as a bill or a letter. You can open a current account at most banks on the high street or some banks have the option to apply online.

Click here to find out more about opening a bank account.

Bursary

If your household income is under £23,000 then you may be entitled to support from the College bursary, this may include help towards travel costs; college meals and/or kit and equipment. Please ask your parent or carer to check out further information on our Financial Support page.

We will be able to send you an electronic application form if you send a request to info@furness.ac.uk

Have you received your National Insurance Number?

Your National Insurance (NI) Number is a personal account number that will be used throughout your life by HM Revenue and Customs and other important organisations. Having a National Insurance number shows you have the right to work and study in the UK and ensures your National Insurance contributions and tax are recorded against your name only.

You’ll normally be sent a National Insurance number automatically, in the 3 months before your 16th birthday, if both the following are true:

• you live in the UK
• a parent has filled in a Child Benefit claim form for you

If you’re aged 16 to 19 and have not yet received one, contact HM Revenue and Customs.

Keep copies of your certificates

Certificates are important to prove your qualifications and competencies, and all employers will ask for these, usually during the interview and selection process. Create a folder of plastic wallets, add your certificates in as you achieve them and make sure the folder is kept in a safe place that you can easily access. If you lose your certificates, copies can cost around £35 per certificate to replace and you have to know the examination body and the place of study when applying for a replacement.

Check out the opportunities on offer at Furness College

At Furness College, we encourage you to actively take part in the many extracurricular opportunities on offer such as:

• Freshers’ Fair
• Fundraising events for local and national charities
• Students’ Union/Course Reps/Learner Voice
• Work experience opportunities
• Opportunities to compete at County and National Level in athletics and cross country
• Gold Duke of Edinburgh
• National Citizen Service

All of them would make worthy additions to your CV or UCAS application to show universities or prospective employers that you have encompassed the full experience of college life and have been prepared to step out of your comfort zone and take part. We will do our very best to make your time with us a memorable one!

Furness College Students’ Union (FCSU)

Regardless of which campus you attend, every learner is a member of the Students’ Union. You can benefit hugely by being a Student Representative or Officer as the experience will develop your confidence and improve your communication, organisational and teamwork skills. All these personal attributes are much sought after by employers and universities. Check out more information here.

Keep up to date with the Students’ Union by following:

Facebook: Furness College Students’ Union
Instagram: Furness College Students’ Union
Twitter: @theFCSU

Get fit for less with our fantastic sports facilities

With its £47 million campus, Furness College provides a suite of state-of-the-art sporting venues to join or for hire.

We offer a student gym membership for students from all campuses for £36 a term (£9 a month). There’s a £6 joining fee which includes initial induction and fitness programme if desired.

Careers Advice and Guidance

The College has a team of Career Professionals who not only advise and guide you once you are studying at College but are available to provide support now should you have any questions. We also work closely with Inspira and Hello Future to ensure we enhance your package of career support. It is never too early to consider what kind of jobs you would like to do in the future! Please look at our page on Planning your Future for more information and useful resources.

A LEVEL ACCOUNTING – LET’S GET STARTED

https://www.aqa.org.uk/subjects/accounting/as-and-a-level/accounting-7127

When you start A Level Accounting you will study the AQA A Level Accounting specification which can be found here:

https://www.aqa.org.uk/subjects/accounting/as-and-a-level/accounting-7127

Click on the link above and download the Accounting specification – having a look at some of the topic areas you are going to study;

A Level Accounting helps you develop knowledge and understanding of the purposes of accounting. You can then apply this to a variety of accounting problems. This four-unit course helps students develop a range of important and transferable skills.

What will I study?

  1. Data skills
  2. Presenting arguments
  3. Making judgements and justified recommendations
  4. Recognising the nature of problems
  5. Solving problems
  6. Making decisions
  7. Planning work – taking into account the demands of the task and the time available to complete it

In preparation for the course you may want to do the following three 4 question challenges:

STAKEHOLDERS

  1. Do some research on the Stakeholders of a business – what are the key stakeholder groups?
  2. Why do each of these stakeholder groups have an interest in the business?
  3. What conflicts might these stakeholder groups have with each other?
  4. Why might each of the stakeholder groups have an interest in the accounting information of a business?

You should think about the way you present your answers – scatter diagrams or spider diagrams might be best?

CORPORATE SOCIAL RESPONSIBILITY (CSR)

  1. What is Corporate Social Responsibility or CSR?
  2. What is PESTEL Analysis?
  3. Why might CSR be at odds with accounting as a profession?
  4. What is ethical behaviour as an accountant?

You may want to have idea bubbles for these answers

Then look for the Top 6 CSR videos by top Corporates on the Internet

DIFFERENT TYPES OF BUSINESSES

  1. Do some research into different types of business organisations such as Sole Traders, Partnerships, Limited companies (both private and public)
  2. What are the advantages and disadvantages of each of this business organisation types?
  3. What is unlimited liability?
  4. What is the separation of Ownership and Control

You might want to design a table for this information which keeps it all nice and neat and together………..

https://www.aqa.org.uk/subjects/accounting/as-and-a-level/accounting-7127

RESEARCH TASK

Research two years financial accounting data for a big business such as a supermarket, retail chain, football club, make up brand or sportswear company – finding out what you can about the business – what it does, how much profit it has made over the last two years, its key stories of the last two years etc.

Try to compare its performance over the two years – has the financial performance got better or worse over the past two years, why?, what might have caused this?

You could stretch this further by then looking at a competitor business e.g. another supermarket or another football club and looking at their performance over the past two years – answering the same questions as above………

Now you could compare the two businesses over the same two years……….who has made the most profits, what has happened to the two businesses over the past two years, what have been the highs and the lows over the past two years?

This might be better as a research report with different sections – add a new page for the different sections…………

GLOSSARY OF TERMINOLOGY TASK

Go through the AQA A Level Accounting specification link listed at the top of the first page and make a note of all the terms out of it that you are unsure of – look up a definition of all these terms and make yourself a Glossary of Terms for the course.

Recommended Tasks for students applying to study A level Biology in September 2020.

Completing GCSE Science past papers:

When planning to study A level Biology your learning from GCSE Science, and especially Biology, is your foundation to build on for Level 3 study. It is important that you spend time consolidating your understanding of GCSE Science topics before you begin A level Biology in September 2020.

You should invest time in completing a few past papers from the AQA website to remind yourself of your learning from school (http://www.aqa.org.uk/).

For students joining college after completing GCSE Science (Combined Science) Trilogy 8464 and for students joining college after completing separate Science GCSE Biology (8461), Chemistry (8462) and Physics (8463). Remember to complete both Biology and Chemistry past papers during your preparation to return to study.

 

Keep your past papers in a folder to use at the start of the A level Biology course. I think 3 Biology papers and 1 Chemistry paper would be a good target.

 

Topics from GCSE Biology to revise for the start of the A level Biology course would include:

 

Enzyme action, the link below explains how an understanding of enzymes is being used as a solution to how we remove plastic from our environment.

https://www.bbc.co.uk/programmes/b09z1ddm

 

The Mechanisms of diffusion, osmosis and active transport are vital for understanding how substances move into and out of cells. Make sure you can define osmosis and predict how water will move down a concentration gradient if you are given data about concentration of solutions.

 

Biochemical tests, a good grasp of these is needed for designing investigations during A level study: a revision link is below.

https://www.youtube.com/watch?v=1PE6_DGwLVA

 

From GCSE Chemistry: an understanding of intermolecular forces/ weak forces between molecules is essential in Biology. For example water moves upwards from roots to leaves because of hydrogen bonds between water molecules. Look at the properties of water using the link below.

https://www.youtube.com/watch?v=HVT3Y3_gHGg&list=PL3EED4C1D684D3ADF&index=2

TASKS to prepare for the A level Biology course

Topic 1 Biological Molecules
In this first topic you will learn about monomers and polymers. This biochemistry is important because it allows you to understand the structure of vital molecules in cells including DNA, a range of proteins such as antibodies and haemoglobins.

 

To get ahead you could:

 

·         Learn to draw the displayed and structural formula of glucose

·         Learn to draw the structural formula of an amino acid

·         Learn to draw the structural formula of a triglyceride

 

Topic 2 Cells
Topic 2 uses an understanding of biological molecules to look at the structure and function of cells. To get ahead you could:

 

·         Read about the organelles inside a cell that cannot be viewed using an optical microscope

 

Required practical 3 uses new learning about osmosis to determine the water potential (water concentration of potatoes tissue)

https://www.physicsandmathstutor.com/biology-revision/a-level-aqa/practical-skills/investigating-water-potential/

 

Maths skills
20% of the score from A level exam papers comes from the direct use of Maths skills to complete calculations.

 

Biologists have to be able to process data they have collected or be able to understand data displayed by other scientists.

 

Make sure that you can:

·         Calculate percentage change

·         Use ratios

·         Use standard form

·         Convert between units of length and mass

·         Calculate volumes of shapes such as a sphere

·         Use the equation of a straight line to determine the intercept of the x or y axis

·         Draw a tangent to determine the gradient of a straight line

 

A good text book for this course is shown below. A digital version of this text book is available to students at the start of their A level Biology course. A paper copy can be a useful supplement to this.

Authors: Glenn Toole, Susan Toole
Publisher: Oxford University Press (including Nelson Thornes)
ISBN-13: 978-0-19-835177-1

 

A revision guide to accompany this text book is available and can be found for £7-£8 on online websites.

 

CGP provide a range of books for the AQA A Level Biology course, their books include a ‘head start workbook’. This workbook can be downloaded free of charge to a kindle.

https://www.cgpbooks.co.uk/secondary-books/as-and-a-level/science/biology/bbr71dk-new-head-start-to-a-level-biology

 

 

On Twitter you might like to follow:

Dr Helen Scales A marine biologist and writer tweets regularly about life in the ocean, her books and environmental issues. Her tweets often include beautiful underwater photos of fascinating sea life.

@helenscales

Others include suggestions are: @RichardDawkins @ProfRWinston @RoyalSocBio

 

A good book to read about changes to prevent damage to our planet is:

Mike Berners Lee ‘There is No Planet B’  @MikeBernersLee

 

A LEVEL BUSINESS – YEAR 11 – RESEARCH TASK

Since the onset of the Coronavirus and the UK lockdown, one topic that has frequented the business pages is cash flow, i.e. do businesses have enough money to pay their day to day expenses?

Cash flow pressures

With all but essential retailers closed, the majority of firms have seen the taps turn off overnight and revenue from cash sales plummet, putting extreme demands on cash reserves and creating cash flow pressures. Those that are reliant on cash sales and those who have money tied up in stock and receivables no doubt felt the pinch quickly. Firms with an online presence will have clearly benefitted but the sudden increase in demand that some have seen, has resulted in websites only offering sales for limited hours in a day or even implementing queuing systems, to manage demand due to a lack of capacity. This in itself still creates a cash flow issue. We have also seen firms cancel dividend payments. This article goes into further detail regarding the insurer Aviva cancelling its 2019 dividend payment.

The impact on high street names

High street retailers were already struggling prior to the crisis. A report by the British Retail Consortium suggested that 2019 was the worse year for retailers in 25 years. Therefore in a sector that was already struggling, the crisis couldn’t have come at a worse time. According to an article in The Times on 10th April, Callum Jones wrote that the projected cash flow of 34 leading retailers was set to fall into negative territory. Some of these retailers include high street names such as: JD Sport, Dixons Carphone and Pets at Home. This was based on modelling from a consultancy firm that forecasted a 70% fall in sales. Post-crisis, what will the high street look like? For those that survive, how will their operations be affected by the lack of cash?

Planes and Automobiles

Airports and airlines have also been some of the hardest hit. As countries closed their borders, fleets of planes were grounded and along with that, revenue streams. In an article in the Economist, it was put forward that three quarters of airlines couldn’t cover costs beyond three months. Some of the biggest airlines have managed to secure credit lines from banks to support their cash flow. This still begs the question, what will the competitive landscape look like in 6 months? Will we see state aid as in the case of the USA? To read more about how the airline industry has been affected click the following links to articles in The Economist and The Guardian.

The unprecedented fiscal interventions by the government aims to prevent industrial scarring and the furloughing of workers via the job retention scheme. This will no doubt prove to be extremely beneficial but some firms will still suffer. Car manufacturers face significant fixed costs which must still be paid regardless of production. One UK firm which has been reportedly ‘scrambling’ to save cash is Jaguar Land Rover. A report in the April 5th edition of the Sunday Times stated that the shutdown of UK operations was estimated to cost £1bn a month. JLR is known for its R&D and has expanded its operations in the UK to support electric car development; fitting with changing market conditions and external pressures.

Research Activity

The new Jaguar XJ is the company’s latest addition to its electric vehicle (EV) portfolio and it is touted as the rival to the Tesla Model S.

When Jaguar’s production facilities reopen, management are faced with two choices:

1) Do they continue development of the car, ready for a launch in 2021?

or

2) Prioritise production of the successful Range Rovers and Land Rover Defenders?

Use the internet to conduct some research. Consider the merits and drawbacks of each option and justify which you think JLR should choose.

Welcome to A level chemistry at Barrow 6th Form College

Chemistry is a dynamic and constantly evolving discipline at the forefront of scientific discovery and is of vital importance in today’s modern society.

To give you a feel for the importance of chemistry in the modern industrial world you can visit the following site:

Website: https://www.essentialchemicalindustry.org/

An important aspect of Chemistry is the Periodic table. At the University of Nottingham, they have developed an interactive table, which contains videos of the key chemistry of each element. Click on the link below and explore the richness of the chemistry of the elements.

Web site: http://www.periodicvideos.com/

Molecules are varied and complex in their chemical behaviour in nature. This web site introduces you to the wide diversity of compounds and their chemistry.

Molecules of the month: http://www.chm.bris.ac.uk/motm/motm.htm

Preparation for A level chemistry  

The link below contains a compilation of thirty-four MaChemGuy videos which cover many of the introductory topics covered at the beginning of any A level chemistry course. Working through these videos will give you best possible preparation for starting your A level chemistry course.

A useful addition to any budding A level chemistry student.

https://m.youtube.com/playlist?list=PLi6oabjl6coxUlfu8syK3K0iFXQIjwDUM

Enjoy you exploration of the wonders of chemistry.

Here are a couple of tasks that you may enjoy doing that will help with Dance ‘A’ level next year. If you manage to do them then we can chat about how you found the tasks when we meet in college in September. Until then stay safe and healthy.

Christine -Dance teacher 

Rooster by Christopher Bruce is one of the set works we will study at Dance A level. You can watch the dance on

There are 2 tasks to complete:

1) Identify which section each of the photos below is from

2) Watch the whole dance and choose any 30 second section and see if you can learn the movement from one dancer in that section.

Choose a product from around the house and produce a product analysis on it. You should use ACCESSFM to help you to analysis the product. You should aim to write a paragraph for each section. See link below to help.

 

https://www.excitededucator.com/home/access-fm-examples

Dismantle a product at home—ASK YOUR PARNETS FIRST!!! Take photos and record your findings

 

 

Research into ICT in manufacturing. Was JIT and automation? Research into CAD CAM. What do they mean—what are positive and negative points?

 

 

Revise into the following production methods.

One off—mass—batch –continuous

 

I would like you to give a definition and a product example for each method. Picture may also help you remember this for future revision task.

Write 250 words on what makes a good product.

 

 

Revise and make notes relating to QA, QC, tolerance and manufacturing specifications—what are they?

 

 

Describe the role of a designer and the impact the products they make can have on society

 

Research and record the following design movements:

Art Deco-Art Nouveau-De Stijl Modernism-Bauhaus-Memphis

 

Find examples of their work and give an honest opinion of whether you like it or not.

 

Design a new product that will help keep people safe from COVID-19. Your design should be rendered and annotated. To make it better you could attempt to draw this isometrically or 3rd Angle Orthographic.

Welcome to English Language at Furness College Sixth Form Campus

Here are some fun tasks to help you practise your skills and to prepare for September!

Bitesize English lessons – good for revision and consolidation of skills and knowledge

https://www.bbc.co.uk/bitesize/levels/zvhtng8

Get Revising website spelling, grammar and punctuation activities – fill in the gaps/multiple choice:

https://uk.ixl.com/ela/year-11

Get Revising links to individual sample activities:

https://uk.ixl.com/ela/year-11/use-the-correct-homophone

https://uk.ixl.com/ela/year-11/is-the-sentence-declarative-interrogative-imperative-or-exclamatory

https://uk.ixl.com/ela/year-11/identify-sentence-fragments

https://uk.ixl.com/ela/year-11/commas-with-compound-and-complex-sentences

https://uk.ixl.com/ela/year-11/word-pattern-analogies

https://uk.ixl.com/ela/year-11/use-the-correct-frequently-confused-word

https://uk.ixl.com/ela/year-11/word-pattern-sentences

https://uk.ixl.com/ela/year-11/use-relative-pronouns-who-whom-whose-which-and-that

https://uk.ixl.com/ela/year-11/form-and-use-comparative-and-superlative-adjectives

https://uk.ixl.com/ela/year-11/replace-words-using-a-thesaurus

https://uk.ixl.com/ela/year-11/use-personification

Mr Bruff Introduction to A Level Language on Youtube:

https://www.youtube.com/results?search_query=mr+bruff+introduction+to+a+level+language

TES website Language Devices Crossword:

https://www.tes.com/teaching-resource/english-crossword-puzzle-for-literary-poetic-devices-techniques-structures-11276785

Prose, Poetry and Drama are the three pillars that make up the study of English Literature at A Level. You will study all three aspects and will compare texts, whilst considering the context in which they were written, as well as when they were set.

English Literature does involve a great deal of reading and writing analytically about the texts whilst taking into account the critical views of others. Being an avid reader is an essential skill for being successful in English Literature.

Do you think you have what it takes to be successful in this subject? To prepare yourself for further study and the start of your course you may want to undertake some of the following:

Reading

The Great Gatsby – F Scott Fitzgerald (Prose)

Death of a Salesman – Arthur Miller (Drama)

Beloved – Toni Morrison (Prose)

King Lear – William Shakespeare (Drama)

The Picture of Dorian Gray – Oscar Wilde (Prose)

A Streetcar Named Desire – Tennessee Williams (Drama)

Additional Reading

Read an additional text from the writers above to experience more of their work. You will have already read something by Shakespeare as part of your GCSE, and it is possible you may have already come across Arthur Miller if you have studied The Crucible.

Watching/listening

Many theatre companies are offering free access to their productions of some of the plays listed above and many others

http://www.nationaltheatre.org.uk/

http://www.rsc.org.uk/

http://www.shakespearesglobe.com/

You may also have access to ‘audible’ on Amazon, so you can listen to a reading of the prose texts. The Picture of Dorian Gray is available as a free audible book on stories.audible.com

There are also movie versions of all three prose texts, including Gatsby which is currently available on Netflix. Dorian Gray, King Lear, and Death of a Salesman are all available if you have Amazon Prime. The more you can read (and watch or listen to) over the next few months the more prepared you will be for the rigours and demands of A Level English Literature. Good luck and enjoy your reading.

Film Studies A Level

In Films Studies A level you will be watching a wide range of films. Your job to prepare for the course is to watch as many films as you can. Really explore the films you watch, if you usually only watch Action films, check out some fantasy or Sci Fi. A good guide is to look for award winning films you can watch. Also look out for any of our study films (see list below)

As you are watching the film think about the following:-

  • Cinematography – What is the camera doing? How is it helping to tell the story?
  • Lighting – How is light and shadow being used deliberately to communicate the mood?
  • Editing – How has the film been edited between shots to create a dynamic flow?
  • Mise-en-scene – How have props and setting been used to create layers of meaning?
  • Performance – How are the actors building character through their gestures and voice?
  • Sound – How is the soundtrack (the music) complimenting the onscreen action. How is the sound within the film story being used?

 

Hold these ideas in your mind as you watch the film, you will be amazed at how much deeper your film experience will be. I sometimes sit with a favourite movie and a pad and make little notes as I go. It sounds weird, but believe me, you get to the other end of the Movie and it changes your entire view of a film you thought you knew so well.

Our study films

Pulp Fiction (1994) – Tarantino film, a real modern classic, great soundtrack too. Dow things with story telling that will blow your mind.

Casablanca (1942) – Always in the top 10 of the greatest films of all time. Amazing performances.

Blade Runner (1982) – Wow! To look at this film is stunning even by modern standards. Great story too.

Pans Labyrinth (2006) – OMG I love this movie. It’s Spanish but there is no language barrier. It’s written and directed by one of my favourite modern directors Guillermo del Toro, who is now a big Hollywood director

No Country for old Men (2007) – What a movie! The villain of this film is legendary. He is the ultimate bad guy. He’s even popped up in the Simpsons.

Trainspotting (1996) – A work of art. One of the greatest films to come out of Britain. Funny, heart breaking, thrilling. This film is a rollercoaster that kicks off with an iconic opening scene.

Winters Bone (2010) – American film making at its most beautiful and its darkest. This is Jennifer Lawrence before Hunger Games. What a performance.

This is England (2006) – Directed by Shane Meadows, this is British film making done as only we do. Gritty realism mingles with laughter. This film takes a seriously dark turn but wow, what a movie. At the end of this you will be a different person.

City of God (2002) – One of the greatest films to come out of Brazil. Language barrier, forget it! This story of the rise of gangs in a deprived district of Rio De Janeiro (the City of God) is packed full of characters you will fall in love with, that will terrify you. This film has a moment in it of such intensity it will scar you (in a good way) for life.

Amy (2015) – The Amy Winehouse story. This documentary is edited together by the director (Kapadia) that you end the film feeling you know the singer intimately. Her tragic end is felt almost as a personal loss. I went into this film sort of liking Amy Winehouse but came out of it a devoted fan. There are more twists and turns in this movie than you would get in an action movie. A classic.

Sunrise (1927) – A masterpiece. The greatest film you have never heard of. It won a bunch of Academy Awards. It was one of the first films to have a music soundtrack and sound effects.

Watch these films if you can, but really watch as many films as you can. It’ll be tough

See you in September. Happy watching.

When planning to study Geography at A level your learning from GCSE is your foundation to build on. When you start the A level Geography course we will begin with Topic 1: Earth Life Support Systems.

This topic forms the basis of study for much of the rest of the course as you progress through your 2 year A level.

In topic 1 you will learn about natural systems that keep Earth habitable for life and the important components of those systems, in particular those which help to regulated climate. These include oceans, key ecosystems like tropical rainforests and Arctic ice and glaciers.

Later topics in the course will include glaciations and oceans and in depth study of climate change which looks at how all these different Earth life support systems are being impacted by human activity.

To help you get a head start useful topics to revise from GCSE Geography would include;-

  • The water cycle
  • Tropical rainforests
  • Glaciation
  • Global warming and human impacts
  • Tectonics

As part of your A level you will be required to complete an independent investigation into a chosen topic based on practical fieldwork. This coursework counts for 20% of the total mark towards your final A level grade.

This means that practical geographical skills are an essential of the course including map work and interpretation of data. These skills will underpin much of geographical studies and be essential for your coursework.

It would be very useful for you to ‘brush up’ on some of these skills before your start in September.

Some taster tasks to help you prepare for some of these topics are suggested below;

Topic Tasks

 

Water Cycle Google the water cycle and identify the main ways that water moves between the atmosphere, biosphere (living things), hydrosphere (surface water such as rivers & oceans) and lithosphere (rocks)

Put the ways you have identified into 4 categories: Inputs of water, Outputs of water, Stores of water, Transfers or flows of water

Draw a simple flow diagram: INPUTS _ STORES_FLOWS_OUTPUTS

 

Global Warming Watch David Attenborough’s recent BBC programme on the iplayer-“Climate change: The Facts” www.bbc.co.uk/iplayer/episode/m00049b1/climate-change-the-facts

The programme is divided into 3 parts; causes, impacts, solution

Make a table as below to briefly summarise the main points under the following headings:

Causes Impacts  

Solutions 

 

Tropical Rainforest

 

 

Look at the picture of the rainforest in Sarawak, Malaysia and read the article. Complete Activities 1 and 2.

Look at the climate data for London and Sarawak. Using graph paper draw a climate graph for each of the 2 locations. Put months along the bottom x axis (Jan – Dec). You will need 2 y axis (left and right). Make one of these for rainfall and the other max temperature. For each month do rainfall as vertical bars and temperature as a point. Then join all the points to make a single line for the year.

Compare the results and describe the differences.

 

Glaciation Look at the photo and map of the Fox glacier in New Zealand.

Use the contour heights to find; a) the attitude of the top of the glacier and b) the height of Mount Garnier.

Give the 6 figure grid reference of Mount Garnier.

Print the map and draw a straight line with a ruler from the top of the Fox glacier to the bottom. Where the contours cross your line identify the approximate height at each point. You will then have a line showing the slope (long profile) of the glacier from top to bottom.

On a sheet of graph paper (or using an excel spreadsheet) plot the long profile as a graph in the same way you would plot a cross section. The bottom x axis is distance and the y axis is height. Use the information sheets to help you do this.

 

 

Getting a head start in HISTORY

History teachers at Furness College will provide a variety of materials for aspiring Historians to work on between now and what we hope will be the start of a new academic year in September 2020.

Students who have already expressed an interest in History A Level, and any others who are just interested in History, are welcome to take part in the activities, quizzes and competitions which will be posted throughout the coming months.

To take part, students need to visit our website – histpology.co.uk (the site has a secure SSL certificate) – and look for the ‘MOVING ON UP’ pages in the History section.

The ‘MOVING ON UP’ pages directs students to

  • Specific and challenging things to read
  • Specific (and often funny) things to watch
  • Links to a wide-range of excellent History podcasts
  • Ideas for thinking, arguing and writing about History

Our first competition (submissions by email) challenges students to think of the best items they would put in a ‘Covid-19’ time-capsule alongside the obvious face mask and hand sanitiser. In September, new History students will decide what articles to include and the capsule will be hidden somewhere in the grounds of Furness College.

Staff are happy to be contacted by email:

Caroline – caroline.buckley@furness.ac.uk

Steve – steve.buckley@furness.ac.uk

Students who use Twitter may also get updates from @Histpology.

All welcome!

Introduction to OCR Law

Activity 1 – Law in the news

Law is part of everyday life. Instructions: Look at the home page of a news website (e.g. BBC News). Try to spot the link that the law has with each story. The purpose of the activity is to show that there is a legal aspect to most, if not all stories in the news every day. Some examples could be e.g. sport – drugs testing, contractual law, international law, corruption

Activity 2 The differences between civil and criminal law. A civil case – Donoghue V Stevenson (1932)

Research this case: http://www.bbc.co.uk/programmes/p018gjjp

1.What are the important facts of this case? 2. Who won the case? 3. What did the claimant want from the defendant? 4. What law comes from this case? 5.How does this law affect you?

Activity 3 – A criminal case – R V Dudley & Stephens (1884) Activity 3 – A criminal or Civil Case

Research the above case. There is a short video clip about this case taken from the BBC Coast programme: http://www.bbc.co.uk/programmes/p018gjjp

1.What are the important facts of this case? 2. What defence did they raise? 3. What was the verdict?   4. What law comes from this case? 5.What would your decision have been?

Activity 4 – A criminal or civil case

Task: To decide whether each case study is a civil offence or a criminal offence and then to place it in hierarchical format dependant on the seriousness of the case.

Maths A level

Algebra skills are vital for Maths A level. Watch the following videos, attempt the questions and mark your answers using the solutions provided to ensure you are ready to start A level Maths.

To access the questions and answers you will need to follow these links.

Rearranging formula

Watch this:  https://www.mathsgenie.co.uk/changing-the-subject2.html

Try these:  https://www.mathsgenie.co.uk/changing-the-subject2.html

Self mark:  https://www.mathsgenie.co.uk/resources/7-rearranging-harder-formulaans.pdf

The quadratic formula

Watch this:  https://www.mathsgenie.co.uk/resources/7-rearranging-harder-formulaans.pdf

Try these questions:  https://www.mathsgenie.co.uk/resources/7-quadratic-formula.pdf

Self mark:  https://www.mathsgenie.co.uk/resources/7-quadratic-formula.pdf

Factorising harder quadratics

Watch this:  https://www.mathsgenie.co.uk/factorising-harder.html

Try these:  https://www.mathsgenie.co.uk/factorising-harder.html

Self mark:  https://www.mathsgenie.co.uk/resources/7-factorising-harder-quadraticsans.pdf

Algebraic Fractions

Watch this: https://www.mathsgenie.co.uk/resources/7-factorising-harder-quadraticsans.pdf

Try these: https://www.mathsgenie.co.uk/resources/7-algebraic-fractions.pdf

Self mark: https://www.mathsgenie.co.uk/resources/7-algebraic-fractions.pdf

Surds

Watch this: https://www.mathsgenie.co.uk/surds.html

Try these: https://www.mathsgenie.co.uk/resources/7-surds.pdf

Self mark: https://www.mathsgenie.co.uk/resources/7-surds.pdf

An Introduction to Media Studies

The media is about communication, whether that is communicating a great story through a Netflix series or communicating an issue you care passionately about through a piece of journalism.

Studying the media essentially consists of two sets of skills-

  • Practical skills around hardware, e.g. cameras, and software such as video, Audio Image, animation, FX, web design software – This is like knowing how to use the tools
  • Understanding the communication skills needed to create a powerful message. This lets us see the big picture, e.g. who are the audience, what do they care about, how does the business work, how to structure media for maximum impact.

In this tutorial we will focus on the second of these areas.

 

Let’s start with Media Language. Think of media language as, exactly that, a language. It has its own versions of words, sentences and grammar. Let’s dive in and learn a few key terms.

  • What would you pick out as three dominant signifiers on this poster?
  •   If dominant signifiers are the words then next we need to think of their meanings. We call these meanings connotations.
  • So dominant signifiers and connotations are like the words and meanings from which we create our media. But what about our vocabulary. We all know that if you have a good vocabulary you are a better speaker because you have more choice to express ourselves. This brings us to our final idea – Myth.
  • Dominant signifiers are like the words that media use. They are the standout elements of any piece of media. As you can imagine it is pretty important to know your dominant signifiers when creating your own media.

Explain some ways in which this image is playing around with elements from the myth of femininity?

So myth is like the vocabulary we associate with something. So you can see how there is a myth of football, a myth of fashion. When we make a piece of media we can think about all the things we associate with what subject to help us design and produce a powerful piece of media.

Representation: Who/What/Where

  • Representation can be thought of as the way the media holds up a mirror to society. To its people (Who), places (Where) and activities (What).
  • Just like a fairground mirror the media shows us versions (representations) of our world. They may look different, e.g. fantasy genre representations, but we still recognise them.

Representation: Who

Understanding representations is important as it lets us into the minds and hearts of our audiences by understanding what they believe in.Focusing on ‘who’ there are lots of categories we put ourselves and other people into. These are based on things like:-

  • Job
  • Ethnicity
  • Gender
  • Age
  • Income level
  • Nationality
  • Sexuality

Who?

Which groups are represented in the Avengers poster?

How would you describe the female stereotypes here using the terms dominant stereotype and countertype?

 

Representation – Ideology

    • Ideology is a group of ideas or set of values that people believe in. For example a feminist has the ideology of feminism. Some ideologies we may hold without really thinking about it because we have grown up with it. For example 100 years ago, many men (and women) would have believed it was right and proper that men had control over society. That was because the ideology of Patriarchy (male power) was accepted as normal. Over the course of the last 100 years the ideology of patriarchy has been challenged by the counter ideology of feminism. This battle of ideologies is seen in media representations.
  • Vogue’s traditional representation showing women as primarily interested in appearance rather than action. Some feminists would say this helps reinforce patriarchal ideology.
  • In the Avengers films male heroes dominate the cast. This representation can also be said to reinforce the patriarchal ideology. Black Widow offers a counter ideology a female power(feminism)

 

 

  • Choose any piece of media you know well, e.g. a favourite children’s film and briefly describe how the characters represent different ideologies.

Media Audiences

Knowing your audience is of course essential to any powerful communication, I mean people don’t speak to their mates in the way they speak to their Nan!

 

  • We break the audience down into groups. These groups are based on external factors such as age and gender and internal factors such as personality.
  • Demographics – Age/gender/financial status (spending power)[1]
  • Psychographics – Personality, hobbies and interests, fandoms

Audiences Why?

To understand audiences it is useful to have an understanding of why we use media. We make use of things because they serve a purpose; they meet our wants and needs.

 

  • Needs met by media
  • Escapism (diversion)
  • Role Models (identify)
  • To be social (relationship)
  • To find things out (surveillance)

This cover offers a lot of surveillance needs, such as how to lose 8kg, double your metabolism etc. Secondly it is offering identity needs, by presenting ways in which to ‘improve’ yourself. It offers Vin Deisel as the role model for identity as it suggests you will have ‘Vin Diesel’s blueprint’. The #SlayWinterBlues promises some relationship through its social media content. Escapism is not really offered as the focus as the magazine is about reflecting on yourself.

Audiences – Explain the wants/needs offered by this cover

  • Audience Media Consumption -How/When/Where
  • To understand food we need to understand how, where and when people eat. Similarly to understand media it is useful to understand how audience’s consume media.

How Where When
Bingeing

As a treat

Little and often (snacking)

While doing something else

With total attention

With family/friends (Lounge)

On your own (bedroom)

Out and about

In the car/public transport

Once a week

Once a day

In the morning

In the evening

Throughout the day

In the middle of the night

 

Write a description of some of your own patterns of media consumption using how/when/where as a guide.

 So think of audience like the target of the dart you are aiming at. You’ve got to focus on it, know it, then let that arrow fly.

Media Industry

The media industry is big, and I mean BIG! In the UK alone it is brings in over £100 Billion in revenue[3]. Although people often take media to explore their creative side it is good to know about the business behind the creative industries.

Knowing the industry lets you understand the world in which people who make a living out of media operate. As you can see from the film industry there are many opportunities in many companies. The UK is a world leader in media production. So that’s all folks. If you’ve made it to the end of this and you are still reading, well done. I look forward to seeing you in September.

Chris Barnes

To prepare you for A Level physics why not try some online lessons that are designed specifically to help you bridge the gap from your GCSEs to A level.

Each lesson should take you between 1 and 2 hours and involves three steps

  1. LEARN – Watch some videos and test yourself with Quick Questions
  2. PRACTISE – Complete the short worksheet
  3. REVIEW – Watch the daily livestream at 10 am that will take you through the answers

The livestream videos are also stored on YouTube in case you miss a livestream or want to revisit any.

Use the link below to access these upcoming lessons.

https://www.gcsephysicsonline.com/covid-19

There are also two more lessons each week to help you brush up on your GCSE physics knowledge if you need to.

Getting a head start in POLITICS

Politics teachers at Furness College will provide a variety of materials for aspiring students of Politics to work on between now and what we hope will be the start of a new academic year in September 2020.

Students who have already expressed an interest in Politics A Level, and any others who are just interested in Politics, are welcome to take part in the activities, quizzes, arguments, debates and competitions which will be posted throughout the coming months.

To take part, students need to visit our website – histpology.co.uk (the site has a secure SSL certificate) – and look for the ‘MOVING ON UP’ pages in the Politics section.

The ‘MOVING ON UP’ pages directs students to

  • Specific and challenging things to read about current political issues
  • Specific (and often funny) things to watch about politics and politicians
  • Links to a wide-range of excellent political podcasts
  • Ideas for thinking, arguing and writing about Politics

Our first competition (submissions by email) challenges students to think around the arguments FOR and AGAINST their own age group being given the vote RIGHT NOW. Teachers will post a summary of the views online – all anonymised, of course.

Staff are happy to be contacted by email:

Caroline – caroline.buckley@furness.ac.uk and

Steve – steve.buckley@furness.ac.uk.

Students who use Twitter may also get updates from @Histpology.

All welcome!

Keep up to date with Politics with these free online courses:

How the US Government Works – Georgetown University

American Government: Constitutional Foundations – Harvard University

U.S. Political Institutions: Congress, Presidency, Courts, and Bureaucracy – Harvard University

The Supreme Court & American Politics – University of Baltimore / University System of Maryland

Citizen Politics in America: Public Opinion, Elections, Interest Groups, and the Media – Harvard University

Global Politics – University of Naples / University of Grenoble

Contemporary Issues in World Politics – University of Bilgi Istanbul

Discover Political Science – University of Louvain

-LEVEL PSYCHOLOGY (AQA)

Paper 1: Introductory Topics in Psychology

We will cover the topics of:

Social Influence:

Where we will look at different types of conformity as well as explanations for conformity. We will also look at different explanations for obedience as well as variables affecting obedience. We will finish by looking at why some people can resist the pressure to obey.

Memory

Here we will cover two main models of human memory: The multi-store model of memory and the working memory model.

We will also look at explanations for forgetting and factors affecting the accuracy of eyewitness testimony. We will then apply this to police work to see how such research can be used to improve the accuracy of eyewitness testimony.

Attachment

This topic investigates caregiver-infant interactions in humans including stages of attachment and multiple attachments including the role of the father. We will also cover animal studies of attachment and explanations of attachment.

Psychopathology

This topic focuses on mental health & disorders, including definitions of abnormality.

We will then move onto the behavioural, emotional and cognitive characteristics of phobias, depression and OCD (obsessive compulsive disorder).

We will analyse the cognitive approach to explaining and treating depression as well as the behavioural approach to explaining and treating phobias.

We will finish the topic by looking at the biological approach to explaining and treating OCD.

                                

 

Paper 2: Psychology in Context

We will cover the topics of:

Approaches in Psychology

This general topic focuses on the origins of Psychology and the emergence of Psychology as a science.

It then moves on to look at the basic assumptions of three main approaches: Behaviourism, Social Learning Theory, Biological and Cognitive, (including the emergence of cognitive neuroscience)

Biopsychology

The purpose of this topic is for students to understand the biological processes that underpin behaviour. This includes the structure and function of the nervous system; the function of the endocrine system; and the flight or fight response.

Research Methods

This general topic focuses on the ways in which psychologists carry out research into behaviour. This involves you looking at the different methods used; the issues surrounding these methods; as well as how to analyses and present data from such research. As well as classroom content this topic will also involve you carrying out and analysing your own, small-scale, practical research activities

           

Paper 3: Issues & Debates & Options

Paper 3 you will learn about:

  • Issues and debates in Psychology
  • One option from: relationships; gender; cognition and development
  • One from schizophrenia; eating behaviour; stress
  • One from aggression; forensic psychology; addiction
All 3 papers are sat at the end of the second year. Each exam paper is 2hrs long.

 

Useful Resources for A-LEVEL YEAR 1

AQA Psychology for A Level Year 1 & AS – Student Book (2nd Edition) by Cara Flanagan, Dave Berry, Matt Jarvis, Illuminate publishing ISBN 978-1908682406 – Available from the 7th May 2020

 

The Complete Companions: AQA Psychology Year 1 and AS Student Book (Fourth Edition) by Mike Cardwell and Cara Flanagan, OUP Oxford Publishing, ISBN 978-0198338642

 

The Research Methods Companion for A Level Psychology Second    

Edition by Cara Flanagan, OUP Oxford publishing, ISBN 978-0-19-835613-4

Psychology Review

Websites

AQA Psychology homepage: http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182

http://www.psychlotron.org.uk/newResources/

http://scholar.google.co.uk/

https://simplypsychology.org/

British Psychological Society https://www.bps.org.uk/

Research Digest

 

What kind of psychologist might you be?

Tick the answer which apply to you: A, B, C, or D

When recruiting participants for your experiment would you:

  1. Give them all the information you can and explain it in detail
  2. Give them a consent form to sign and then probably forget about it in all the business
  3. Don’t give them a consent form because you need to deceive them (it’s for the greater good after all!)
  4. Take absolute delight in deceiving your participants, what’s the point of knowing how people’s minds work if you can’t use it to your advantage huh?!

When you design your experiment would you:

  1. Try to avoid any research where there might be ethical issues.
  2. Recruit students, sixth formers, and people who are easy to find
  3. Know that deception is part of your field of work but make sure everyone is looked after well and has counselling if they need it
  4. Deception is essential in psychology research, and besides, it’s entertaining!

Would you tell people at the outset that they have a right to withdraw from the experiment at any time?

  1. Yes, I absolutely make it clear every single time
  2. I try to, but sometimes I get lost in my work and forget these things
  3. Not if it would ruin my experiment
  4. I try to, but if I can do it by tricking them into doing my bidding, then all the better!

Would you keep people’s details confidential?

  1. Yes, always because human rights are important as is the data protection act
  2. They are nameless, but I included details of their experiences in my writing, and on documentaries, and it is all done in the name of science and not for me!
  3. Yes, but there are still photos around, you can’t keep a lid on everything!
  4. Well usually the people I do my experiments on are pretty extrovert anyway so it’s not an issue. They know what they’re signing up for!

Would you protect your participants from physical or psychological harm?

  1. I try very hard to do no harm
  2. Most of them, but sometimes to make an omelette you’ve got to break some eggs!
  3. Yes, everyone would be debriefed and have counsellors on standby just in case.
  4. Again…if they agree to be a part of my research then they know what they sign up for! But I will make sure I have counsellors available if need be, I’m not a complete monster!

Now add up your 1, 2, 3, and 4 totals to find out which psychologist you are…

1 2 3 4
       

 What kind of psychologist might you be?

MOSTLY 1

You are most likely going to be like Professor Elizabeth Loftus. Elizabeth works on making Eyewitness Testimony better so that only the right people go to Prison. Her experiments show that Eyewitnesses are not very good at remembering details when under stress. She is a very professional and rigorous in ensuring that her methods are scientific and credible which is good practice for any aspiring psychologist!

MOSTLY 2

You are most like Professor Philip Zimbardo. He did the famous Stanford Prison Experiment to show how social roles change behaviour. He got so carried away with the experiment he lost sight of the effects on participants until his girlfriend, also a psychologist stepped in and stopped him. He is one of the main reasons, along with Milgram (below) that the British and American Psychological Societies had to draw up ethical guidelines for research! However, Dr Zimbardo is everywhere on the net so he did rather well out of it all, check out his website “prisonexp.org” and his book “The Lucifer Effect”.

MOSTLY 3

You are most like Stanley Milgram. His parents were Jewish Refugees during the war. He watched the trial of Adolph Eichmann whose defence for atrocities toward Jews was “I was only obeying orders” He set up an experiment to test this. He had to deceive participants but was uncomfortable about it. He has given us valuable understanding of human behaviour that still resonates to this day, but, he is one of the main reasons, along with Zimbardo that the British and American Psychological Societies had to draw up ethical guidelines for research!

MOSTLY 4

You would be most like Derren Brown. You are not really a ‘proper’ psychologist, but you know a lot about the application (some would say misapplication) of Psychology. You are highly intelligent, but your methods are more geared towards entertainment than academic practice. Also, because your laboratory is the TV and your audience will pay, you are not subject to the ethical codes that the rest of the psychological world is constrained to and your participant samples might be a little biased!

ETHICAL GUIDELINES IN PSYCHOLOGICAL RESEARCH

 There are probably more major ethical issues in Psychology than in any other subject. There are a number of reasons for this:

  1. Psychology involves the study of living creatures (human and animal).
  2. Results of psychological research may reveal unpleasant facts about human behaviour.
  3. Psychologists in the UK follow the BPS (British Psychological Society) code of conduct, which is a list of guidelines that they must adhere to when carrying out research.

The key ethical guidelines

Informed consent

Means researchers should tell potential participants exactly what is going to happen to them in the experiment, and ask them, without pressure of any kind, whether they are willing to take part.

Sometimes, researchers feel that they cannot tell participants what the experiment is about because they may show demand characteristics (work out what the study is about and change their behaviour). Children are often considered to be too young to give their own consent, and the consent of their parents or teachers is enough and should be gained.

Deception

Means lying to people and deceiving them about something to do with the study.

The BPS guidelines say that you should try to avoid intentionally deceiving participants about the purpose and nature of the investigation However in certain circumstances, deceiving to your participants is acceptable and can be justified when:

  1. it does not lead to harmful consequences for participants;
  2. the study is potentially very useful to society or our understanding
  3. not deceiving participants may make the research invalid – in some studies, if participants are told exactly what the study is about, then they may behave differently (demand characteristics).Right of withdrawalThis means that they can withdraw from the study and that the researcher will not use any of their data. Participants should be told about their right to withdraw and if they are being paid for participating they should be informed that they will still be paid if they drop out.   Participants should not be harmed, either physically or psychologically when participating in research.
  4. In practice, however, participants may suffer distress or discomfort during the course of an experiment and this is considered acceptable as long as:
  5. Harm to participants
  6. This means giving people the opportunity to leave the study at any time if they no longer want to take part.
  • the harm is unavoidable, and the study could not be carried out in any other way;
  • the harm is short-term and relatively minor;
  • the participants are not allowed to leave the study with any residual harm or distress.DebriefingOne way to make sure that participants leave the experiment without suffering on-going distress or harm is to debrief, i.e. tell them exactly what the experiment was all about and reassure them that their behaviour in the experiment was ‘normal’.   ConfidentialityIt is clearly important that personal information given by participants during the course of a study, or the results of tests taken by participants, are kept confidential. Results can be published, but they must not identify the individual, either by name, or by any other way. Participants should always be told that personal data will be kept confidential. 
  • Means keeping personal information confidential.
  • Debriefing means telling the participants what the study was about before they leave .

Observational Research

Studies that observe people in their natural environment must respect the privacy and psychological well-being of the individuals studied. Participants should either: (i) give their consent to being observed or (ii) be observed in a situation where they would normally expect to be observed by strangers e.g. in a public park or on a bus.

Check out Derren Brown’s ‘Trick or Treat’ episodes on YouTube and ask yourself if all of these guidelines have been followed…properly!

Year 11 into Year 12 Induction:

Summer Work

In Psychology you should be prepared to do lots of reading and independent research.

Complete the following 3 tasks on key pieces of research in Psychology.

Please hand this work in for marking after the summer holidays in the second week of term.

 

Maguire (2000)

Maguire investigated the changes in the brains of experienced London taxi drivers. London taxi drivers must undertake special training that takes about two years to complete during which time they must learn the roads and routes to the extent that they can reliably navigate their way around the central area without the aid of a map. This learning is referred to as being ‘on the knowledge’. On the basis of all this information, Maguire et al. predicted that fully licensed taxi drivers will have structural differences in their hippocampus as a result of learning experience.

To investigate this idea, the researchers used structural MRI scans of fully licensed male taxi drivers with a range of years’ experience driving and compared them with control subjects. The control subjects were not actual participants, but existing scans of healthy males who did not drive taxis.

They found that both the left and right hippocampi were significantly higher in volume in taxi drivers’ brains. In addition, the researchers found a positive correlation between volume of hippocampi and time spent as a taxi driver. Maguire et al. concluded that there has probably been a redistribution of grey matter in the hippocampi as a result of intense development and use of spatial memory skills.

Answer the following questions:

  1. Maguire’s study was a quasi-experiment, what do we mean by this?
  2. Maguire used Magnetic Resonance Imaging (MRI), how does it work? Describe to other brain scanning techniques e.g. PET, CT, EEG.
  3. Read through the information on the BPS guidelines online (see pgs. 15 &16) Identify and explain at least 1 ethical issue that may have arisen in this research.

Loftus & Palmer

Loftus & Palmer is a very famous psychology study investigating the reliability of eyewitness testimony.

  1. Research Loftus and Palmer’s study and write out the aim, procedure, findings and conclusion.
  2. Why did Loftus decide to carry out his research?
  3. Loftus and Palmer’s research has been criticised for lacking in ecological validity. What do we mean by this?

TIENARI (1994) Stretch & Challenge

Tienari, P. et al (1994) The Finnish adoptive family study of schizophrenia: Implications for family research. The British Journal of Psychiatry, Vol 164(Suppl 23), Apr 1994, 20-26

Background: There is a huge debate about whether schizophrenia (a mental illness where symptoms include hallucinations & delusions) is caused biologically or whether it is caused by environmental factors (the nature-nurture debate). This study was carried out to see the extent to which schizophrenia was caused by genetics (nature). In other words, whether the cause of schizophrenia is inheriting a gene from your parents, leading to the development of the mental illness.

The Study: Tienari studied a nationwide Finnish sample of children born to schizophrenic mothers and who were put up for adoption. He then compared them with a matched group of children born to non-schizophrenic mothers who had also been put up for adoption. There were 155 children in the schizophrenic sample and 186 in the non-schizophrenic sample. The adoptive families and biological parents were investigated using interviews and psychological tests. He found that there was a much higher incidence of severe mental disorder in the children in the schizophrenic sample compared to those in the non-schizophrenic sample. However, this was only really noticeable in the families rated as ‘disturbed’.

Conclusion: Tienari concluded that this finding provided clear support for the genetic hypothesis of schizophrenia.

TASK:

Read through the study again and think of why we may not agree with Tienari’s conclusion that schizophrenia is down to genetics only. Try and think of at least 2 points and explain these clearly.

Psychology Independent Study Guide

During the next two years you will be expected to complete some independent study that requires you to go above and beyond the content taught within the Psychology course, so it would be perfect for you to get a head start now! This development of your wider understanding is good practice for your life beyond 6th Form, whether at university or in the workplace. It will also develop your understanding of the course content by providing a clearer picture of the context in which the topics feature. This in turn, puts you in a better position to perform well in exams.

Some ideas to start you off are listed in this booklet. This is your opportunity to shape your studies to suit your areas of interest. Record which content you have focused on in the table at the back of this booklet and aim to complete a variety of tasks throughout your studies – reading, watching, and listening – so you develop a variety of skills.

Good luck and enjoy your first steps into Psychology!

General

Read Watch Listen
Classic Case Studies in Psychology – Dr Geoff Rolls A range of talks from the many fields of psychology https://www.ted.com/topics/psychology

 

The Psychology Podcast – Dr Barry Kaufman
Introducing Psychology – Nigel Benson The Parkinson’s Drug Trial: A miracle cure? BBC Documentary All in the Mind Podcast – https://www.bbc.co.uk/ programmes/b006qxx9/episodes/guide
50 Ideas You Really Need to Know: Psychology – Adrian Furnham 100 Humans (Netflix – Good for helping to understand research methods, a big part of Psychology!) PsychCrunch Podcast
A Beginner’s Guide to Being Mental: An A-Z – Natasha Devon ‘Crash Course Psychology’ (YouTube) Fast paced bitesize overviews of psychology topics.

https://www.youtube.com/playlist?list=PLNo419yvwUDDuGEekLWgdlJPUA3WOVeig

Mind Changers – Radio 4
Website for revision

www.simplypsychology.org

Brain on Fire – Film (Netflix) A fun but educational look at the psychology of characters in film https://podcasts.apple.com/us/podcast/popcorn-psychology/id1367195038

 

Approaches

Read Watch Listen
Opening Skinner’s Box – Lauren Slater 3 ways to Make Better Decisions – by thinking like a computer – Tom Griffiths (TED Talk – Cognitive)

 

The Psychology Podcast – Solving the Mysteries of Consciousness, Free Will and God
Introducing Freud – Richard Appignanesi & Oscar Zarate (Psychodynamic) The Sibling Bond – Jeffrey Kluger (TED Talk – Biological) The Psychology Podcast – Humanism, Enlightenment and Progress
Thinking Fast and Slow – Daniel Kahneman (Cognitive) Supernanny, YouTube – https://www.youtube.com/user/officialsupernanny (Behaviourism – does it last?) The Psych Files Podcast – Evolutionary Psychology
Fantastic resources from the Freud Museum. https://www.freud.org.uk/learn/discover-psychoanalysis/ A Dangerous Method (movie – Psychodynamic)  
  3 Identical Strangers – Netflix (documentary – Biological, genetics)  

Biopsychology

Read Watch Listen
Behave – Robert Sapolsky (Thoroughly recommend this one!) How your brain decides what is beautiful – Anja Chatterjee (TED Talk) My Head – James Piercy (BBC Radio 4)
Welcome to Your Brain – Sandra Aamodt & Sam Wang What we’re learning from 5000 brains – Read Montague (TED Talk) The Psychology Podcast – How DNA Makes Us Who We Are
Born Liars – Ian Leslie Know thyself, with a brain scanner – Ariel Garten (TED Talk) TED Talk by V.S Ramachandran (Phantom Limb Syndrome)
The Brain That Changes Itself – Norman Doige Sleepwalkers – Secrets of the Night (Documentary)

https://youtu.be/Shof6NPNqg0

 
Phantoms in the Brain – V.S Ramachandran    

 

Memory

Read Watch Listen
Still Alice – Lisa Genova How your ‘working memory’ makes sense of the world – Peter Doolittle (TED Talk) All in the Mind Podcast – Memory and Identity
Patient HM: A Story of Memory, Madness and Family Secrets – Luke Dittrich How reliable is your memory? Elizabeth Loftus (TED Talk) All in the Mind Podcast – A Highly Superior Memory
Moonwalking with Einstein – Joshua Foer Why eyewitnesses get it wrong – Scott Fraser (TED Talk) TED talk – ‘The riddle of experience v’s memory. Daniel Kahneman
Introducing Learning & Memory Unlocking the secrets of our memory (Documentary)  
  50 First Dates (movie)  

 

Attachment

Read Watch Listen
King Solomon’s Ring – Konrad Lorenz The tragedy of orphanages – Georgette Mulheir (TED Talk) The Psychology Podcast – The Latest Science of Attachment
A review of attachment theory in the context of adolescent parenting – Flaherty & Sadler (2011)

 

Child Full of Rage (Documentary)  
Attachment in Common Sense and Doodles – Miriam Silver From Romania with love. The effects of institutionalisation https://youtu.be/EU7vC3wUtMo  
The Perils of Attachment Parenting – Emma Jenner (The Atlantic) Babies, their wonderful world – BBC IPlayer  
https://www.theatlantic.com/health/archive/2014/08/the-perils-of-attachment-parenting/375198/ Secret Life of 4, 5 and 6 year olds – Channel 4 Documentary  

 

Social Influence

Read Watch Listen
The Lucifer Effect – Philip Zimbardo Derren Brown – Miracle/Sacrifice/The Push (Netflix) The Dangerous History Podcast – The Psychology of Power and Obedience
1984 – George Orwell 12 Angry Men (movie) The Psychology of Evil – Philip Zimbardo (TED Talk)
Influence: The Psychology of Persuasion – Robert.B Cialdini BBC Prison Study (Documentary)  
  The Stanford Prison Experiment (Movie)  

 

Psychopathology

Read Watch Listen
The boy who couldn’t stop washing – Judith Rapoport Depressed dogs and cats with OCD – what animal madness means for us humans – Laurel Braitman (TED Talk) All in the Mind Podcast – Preventing suicides
One Flew Over the Cuckoos Nest – Ken Kesey After Life – Netflix show with Ricky Gervais that tackles depression very realistically. Therapy Lab Podcast – Learn about the various types of psychological therapy.
Counselling for Toads – Robert de Board The man who loved the number 12 (documentary)  
Sybil – Flora Reita Schreiber Stephen Fry: The Secret Life of a Manic depressive (documentary)  
House Rules – Jodi Picoult Social Anxiety: Afraid of People (documentary)  
The curious incident of the dog in the night – Mark Haddon Robert Sapolsky lecture on depression – (Technologynetworks.com)  

 

Cognition and Development

Read Watch Listen
The Learning Brain – Uta Frith & Sarah Jane Blakemore Child of our Time – Dr Robert Winston (documentary) TED Talk ‘The linguistic genius of babies’ – Patricia Kuhl
Many theories explained including Jean Piaget’s theory and stages of development.

https://childdevelopmentinfo.com

TED Talk ‘The world needs all kinds of minds’ – Temple Grandin TED Talk – Why our IQ levels are higher than our grandparents’. James Flynn
Overview of Vygotsky https://www.verywellmind.com/lev-vygotsky-biography-2795533 The Secret Life of 4, 5- & 6-year olds Channel 4 documentary programme  
  Autism: what we know (and what we don’t know yet) – Wendy Chung (TED Talk)  

Forensic Psychology

Read Watch Listen
The Serial Killers: A Study in the Psychology of Violence – Colin Wilson & Donald Seaman The neuroscience of restorative justice – Daniel Reisel (TED Talk) Forensic Psychology Podcast – The Mind of a Serial Killer
Criminal Shadows – David Canter Exploring the mind of a killer – Jim Fallon (TED Talk)  
The Jigsaw man – Paul Britton Rachel Nickell: The Untold Story (Documentary)  
The Science of Evil – Simon Baron-Cohen The Ted Bundy Tapes (Netflix Documentary)  

Independent Study Log

Activity Hours Related topic Summary/Notes in folder (tick box) Date
 

 

 

    YES No  
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         
 

 

 

         

 

Getting a head start in SOCIOLOGY

Does society make us the people we are, or are we born this way?

Sociology teachers at Furness College will provide a variety of materials for aspiring sociologists to work on between now and what we hope will be the start of a new academic year in September 2020.

Students who have already expressed an interest in Sociology A Level, and any others who are just interested in Sociology, are welcome to take part in the activities, quizzes and competitions which will be posted throughout the coming months.

To take part, students need to visit our website – histpology.co.uk (the site has a secure SSL certificate) – and look for the ‘MOVING ON UP’ pages in the Sociology section.

The ‘MOVING ON UP’ pages directs students to

  • Specific and challenging things to read about sociological issues
  • Specific (and often funny) things to watch
  • Links to a wide-range of excellent Sociology podcasts
  • Ideas for thinking, arguing and writing about Sociology . . .

. . . which is where the quote at the top of the page comes in. Our first competition (submissions by email) challenges students to think of an answer to the question – what makes us what we are? NATURE OR NURTURE?

Staff are happy to be contacted by email:

Caroline – caroline.buckley@furness.ac.uk

Steve – steve.buckley@furness.ac.uk

Students who use Twitter may also get updates from @Histpology.

All welcome!

https://www.purposegames.com/game/this-animal-cell-needs-labelling-quizhttp://www.aqa.org.uk/https://www.saps.org.uk/secondary/teaching-resources/1347-a-level-set-practials-tlc

https://www.ocr.org.uk/Images/168840-the-ocr-guide-to-referencing.pdf

About BTEC Applied Science

A vocational alternative to A-level, this course is no less challenging.

Depending what size of Applied Science qualification you have chosen to do, you can gain the equivalent UCAS points to one (Extended Certificate), two (Foundation Diploma) or three full A-levels (Extended Diploma).

Our students frequently go on to study in HE institutions or take up Higher Level Apprenticeships, studying a wide variety of subjects from Biochemistry and Biomedical Science, to Animal Behaviour, to Forensic Science, to Politics and International Relations.

Universities and employers tell us that out BTEC L3 students are well practiced in research methods, report writing, working with autonomy and practical skills, well as having a thorough knowledge of science.

Introducing BTEC

Giving yourself the best start

When planning to study BTEC Applied Science, your knowledge from GCSE Science is your foundation to build on for Level 3 study. It is important that you spend time consolidating your understanding of GCSE Science topics before you begin.

BTEC applied science requires the same level of understanding as a-level; it is just assessed slightly differently.

You should invest time in completing a few past papers from the AQA website to remind yourself of your learning from school (http://www.aqa.org.uk/).

For students joining college after completing GCSE Science (Combined Science) Trilogy 8464 and for students joining college after completing separate Science GCSE Biology (8461), Chemistry (8462) and Physics (8463). Remember to complete both Biology and Chemistry past papers during your preparation to return to study.

Keep your past papers in a folder to use at the start of your course. I think 2 of each science papers: biology, chemistry and physics would be a good target.

Topics from GCSE science to revise for the start of the BTEC Applied Science course would include:

The structure of cells

What is an organelle? What different types of organelle are found in plant and animal cells and what are their functions?

Mechanisms of diffusion, osmosis and active transport are vital for understanding how substances move into and out of cells. Make sure you can define osmosis and predict how water will move down a concentration gradient if you are given data about concentration of solutions.

From GCSE Chemistry: an understanding of intermolecular forces/ weak forces between molecules is essential. For example water moves upwards from roots to leaves because of hydrogen bonds between water molecules. Look at the properties of water using the link below.

https://www.youtube.com/watch?v=HVT3Y3_gHGg&list=PL3EED4C1D684D3ADF&index=2

Structure of atoms and the charge on each component.

What does an atom comprise of? How do these components affect how the atom reacts with other substances?

The periodic table

How are elements arranged in the periodic table? What do you know about the patterns seem there: i.e. similarities in the properties of elements grouped together.

Need Physics idea from Vincent

Tasks for preparation

To support you in being able to “hit the ground running” in September, here are some tasks to complete that will help you…

 

 

Unit 1 Principles and Applications of Science I
This is an examined unit which will teach you aspects of Biology, Chemistry and Physics. To get ahead you could:

·         Read about the organelles inside a cell that cannot be viewed using an optical microscope

Test yourself using an interactive quiz like this one: https://www.purposegames.com/game/this-animal-cell-needs-labelling-quiz

Or by drawing out plant and animal cells.

·         Practice balancing chemical equations

You will be taught how to perform molar calculations and calculate yield from a reaction (really essential in industry). Check your ability and practice higher levels such as by using this simulator: https://www.purposegames.com/game/this-animal-cell-needs-labelling-quiz

· Physics idea from Vincent

Unit 2 Practical Scientific Procedures and Techniques
Unit 2 teaches you practical skills and scientific report production. Assessment is by in class science investigations and coursework. To get ahead you could:

· Look at uses for chromatography

How is chromatography used by professionals? Research examples such as forensic labs and drug testing.

You will be conducting an assessed practical very similar to the one in this video and may find it very beneficial to watch this and read the download resources down the right-hand side. https://www.saps.org.uk/secondary/teaching-resources/1347-a-level-set-practials-tlc

 

Maths skills
20% of the score from A level exam papers comes from the direct use of Maths skills to complete calculations.

 

Biologists have to be able to process data they have collected or be able to understand data displayed by other scientists.

 

Make sure that you can:

·Calculate percentage change

·Use ratios

· Use standard form

· Convert between units of length and mass

·Calculate volumes of shapes such as a sphere

·Use the equation of a straight line to determine the intercept of the x or y axis

· Draw a tangent to determine the gradient of a straight line

Literacy skills
Your coursework will need referencing to show what sources you used. This is good practice for future higher education or in report production in your career. To get ahead you could:

· Learn how to Harvard reference. There is a useful guide here with links at the end to additional resources:

https://www.ocr.org.uk/Images/168840-the-ocr-guide-to-referencing.pdf

·Review scientific terminology from your GCSE work. Check that you are familiar with the major concepts and technical terms. You could consider producing a glossary to refer back to, or perhaps you already have flashcards or similar.

 

Have a go of the tasks below to help prepare you for this course in September.

  1. Find definitions for the following key terminology;
  • Domestic Tourism.
  • Intangibility.
  • Recession.
  • Interrelationships.
  • Vertical Integration.
  • Pandemic.

There are many different factors which can impact upon a destinations tourism industry. This can include many external factors, which we would struggle to control such as terrorism, a natural disaster or a major health issue.

Do some research in to the impact Coronavirus is having on the tourism industry in Wales. Note key statistics and tourism organisations most affected. Use the link below to help;

https://www.bbc.co.uk/news/uk-wales-51925657

 

  1. Tourism organisations operate within either the Public/Private or Voluntary sectors. Complete the table below by finding out which type the given organisations belong to.
Example Organisation Sector
 

TUI

 
 

VISIT BRITAIN

 
 

THE NATIONAL TRUST

 

 

Business is a fast-paced and wide-ranging course that will test your communication skills as well as business knowledge.

Read the scenario below and try the tasks to see how you get on as a business administrator.

Please bring your completed work to your first lesson.

Click here to download a Word document of these tasks.

OCR Administration (Business Professional)

Scenario

Monarch Coach Tours Ltd

You are employed at Monarch House, the main office of Monarch Coach Tours Ltd. The company provides coach tours and holidays throughout the United Kingdom and Europe. You work as a junior administration assistant to Ms Suzie Martin, the company’s Office Manager. You carry out a range of administrative duties including dealing with enquiries from prospective customers. You also take telephone messages for Suzie when she is away from her desk.

Enquiries are made by email, letter and telephone. The company details are:

MONARCH COACH TOURS LTD, MONARCH HOUSE, 52 TORQUAY ROAD, EXETER, EX1 5JB
TEL 01392 929292
FAX 01392 959493
EMAIL admin@monarchtours.co.uk

Introduction

You are required to assist Suzie Martin by undertaking a number of tasks including the production of four business documents; a letter, an email, a memo and a telephone message.

Task 1: Different types of business documents and when they might be used

Suzie Martin wants to make sure that you are aware of the range of documents used in business and when each is most likely to be used.

Your task is to:
♦ identify five different business documents
♦ state the purpose of each of these documents and when they are most likely to be used.

Your evidence for this task could be a table listing the 5 documents and a clear description of how Monarch Coach Tours would use them.

Task 2: Using templates for business documents

Suzie tells you that Monarch staff use templates for many business documents.

Your task is to:
♦ state why templates are used for some business documents.

Your evidence for this task will be a set of PowerPoint slides that Suzie can use when giving her training to new administration assistants.

Task 3: Using formal and informal communication styles

Suzie tells you that Monarch staff receive and send out many different documents, external and internal, during their working day. Some of these use a formal style of communication, while others use an informal communication style.

Your task is to:
Complete the attached table (Appendix 1) – you need to:
♦ state the style of communication (formal or informal) that should be used for each example given
♦ give reasons for your choice of communication style.

Your evidence for this task will be the completed table.

Task 4: Adopting a “house style” for certain documents

Suzie tells you that Monarch Coach Tours Ltd uses a house style for documents but she feels that some new members of staff do not understand why a house style is used.

Your task is to:
♦ state why Monarch Coach Tours Ltd has adopted a house style for certain documents.

Your evidence for this task will be PowerPoint slides added to task 2 for Suzie to use when training new administration assistants.

Task 5: Create Templates

Susie would like you to create templates for the following documents:

A letterhead

A memo

Email

Telephone message pad

Your evidence will be a printed copy of 4 documents you have created.

Task 6: Produce a letter

Suzie has received a high volume of telephone enquiries recently and has asked you to help her with these.

Suzie tells you that Mr Joseph Randall phoned today. He and his wife are very interested in joining next month’s tour to Scotland. She asks you to write to Mr Randall, whose address is 51 Homeview Crescent, Southampton, SO4 7XZ. You need to enclose the ‘Highlands and Islands’ brochure and to inform Mr Randall that there are spaces at present on the tour.

Your task is to:

• produce the letter to Mr Randall as requested – Suzie Martin will sign the letter

• use the appropriate communication style

• use accepted layout and conventions

• check that your letter is accurate.

Your evidence will be the letter you produce. You should use the template letter headed paper that you have created.

Task 7: Produce an email

Suzie tells you that Gideon Jenkins spoke to her yesterday about the possibility of using his staff discount voucher on the tour to Normandy. Gideon works at Monarch House. Suzie has told Gideon that she is very busy but will ask you to email him with the decision.

Suzie asks you to email Gideon to tell him that he may use the staff discount voucher on this tour, but that he will be expected to help the drivers or couriers from time to time, if required.

Your task is to:

♦ produce the email to Gideon Jenkins as requested – Gideon’s email address is gideon.jenkins@monarchtours.biz.uk

♦ use the appropriate communication style

♦ check that your email is accurate.

Your evidence will be a copy of the email you produce. You should use the email template you created in task 5.

Task 8: Produce a memo

Suzie tells you that it has been decided to offer a discount to customers on next week’s tour to Brighton. There are still 20 seats available.

Suzie needs to inform all sales staff that there will be a 15% discount on all customer bookings for this tour.

Your task is to:

♦ produce the memo to all staff from Suzie Martin as requested

♦ use the appropriate communication style

♦ use accepted layout and conventions

♦ check that your memo is accurate.

To evidence this task, you need to produce the memo requested. You should use the memo template you created in task 5.

Task 9: Produce a telephone message

A telephone call has been received from Mr John Summers, the Manager of the Grand Hotel in Bournemouth. He wished to speak to Suzie on an urgent matter, but she was away from her desk and Mr Summers had to leave a voicemail message.

Your task is to:

♦ produce the telephone message from the recording of the telephone call from Mr Summers (Appendix 2)

♦ complete a telephone message form

♦ check that your message is accurate.

Your evidence for this task will be the telephone message. You should use the memo template you created in task 5.

Appendix 1

Task 3: Using formal and informal communication styles

Please complete this table by stating which style of communication (formal or informal) would be appropriate for each document. Then give reasons for your choice.

Document Appropriate communication style and reasons for choice
A reply to a letter of complaint which has been received from a customer
A reply to an email from a colleague in the finance department querying the number of customers booked on next month’s tour to Switzerland
A letter to a customer attaching the company’s ‘Skiing Tours’ brochure
A reply to a memo from Suzie Martin requesting confirmation of attendance at the staff summer ball
A letter inviting job applicants to an interview for the post of Finance Manager
A reply to an email from a customer asking for the price of the ‘West Coast’ tour for two people sharing a twin-bedded room
A reply to an email from a colleague inviting you to a team lunch

Appendix 2

Task 9: Produce a telephone message

High my name is Mr John Summers, I am the Manager of the Grand Hotel in Bournemouth. I need to speak to Suzie regarding a booking she made for this weekend, can you please ask her to phone me back as soon as possible on 01229 844730. It is very urgent. Thank you.

Construction

The links below provide lots of information to allow school levers, parents and schools to gather information about the Construction sector, they are interactive and give information from apprenticeship right through to specific trades. These are a great place to start when looking into developing skills in the constructions sector

Some specific tasks carrying on from this to consider:

  • Discover on your exercise walks different types of brick patterns (bonds) and research their uses
  • Discover different types of roofs, look around you or use the internet to take note of the different looks and structures and investigate the differences.
  • Discover different types of wall finishes ( eg rendering and plaster) both internal and external – first start with your house and then look at other buildings around you. How is this different in larger buildings or public places and why?
  • Discover different types of paint finishes on different surfaces, investigate why different paints are used and the best types of paints for different applications.

As a larger project, look at different types of buildings both locally or pick a village or town to research, and identify their age from building processes and materials used. Research building practices from the eras you have found.

Considering a career in education or childcare? Complete the tasks below to get a head start in the exciting world of early years education.

Click here to download a Word document of these tasks.

Please bring your completed work to your first lesson.

In every area of education and childcare, we need to have an understanding of how children develop, and the sequence in which this happens.

This allows us to plan learning to enhance each area of development through play or structured lessons, and also allows us to see where children may struggle in certain areas, allowing us to put extra support in where needed.

Task 1: Name the areas of development

1. P…………..
2. S…………….and E…………………
3. C……………………
4. C……………….and L……………………

Task 2: Write a sentence to explain what each area of development means.

Task 3: Using the internet, research each area of development and show the sequence, or pattern, of how children develop from birth to 5 years old.

For example, at what age do children sit up without support?

Follow this link to help you gain an insight into what engineering will entail at Furness College:

https://enginuity.org/innovation-lab/skills-miner/?utm_source=mailchimp&utm_medium=email&utm_campaign=skills_miner_launch

Introduction to the hair and beauty sector

Career opportunities in Hairdressing, Beauty Therapy, Nail Services and Hair and Media Make-up

The opportunities for working in the hair and beauty industry do not just stop at salons in the high street or in a residential area; there are a lot more opportunities available.

Consider the following opportunities and make notes below on what would be like to work in different environments

  1. Hairdressing or beauty salons and nail bars – this can be in any country 
  2. Barbers – this can be in any country 
  3. Hairdressing or Beauty/Spa Salons within hotels – this can be in any country 
  4. Hairdressing salons or Spas inside health farms, or sports/leisure centres 
  5. Hairdressing or Make-up within the film, television, or theatre industry 
  6. Hairdressing or Make-up in the fashion / photographic industry  
  7. Any others you can think of?

 Types of Salons

There are various types of salons in operation from a small one-person salon often referred to as ‘sole trader’ to a large corporation that may employ hundreds or thousands.

Consider the following salons and make notes on advantages and disadvantages in the spaces below

Sole trader – one person salon

Advantages: 

Disadvantages:

 

Partnership salon

Advantages:

Disadvantages:

 

 

Large corporation

Advantages:

 

Disadvantages:

 

Franchise salon

Advantages:

 

Disadvantages:

 

Any other types of salons that may be operating:

 

Career development

Career development is an important part of progressing to your desired career goal

For this next task you are asked to research training and development opportunities and make notes in the table below

 

 

Opportunities they offer Contact details to find out more information

Qualifications

  Awarding body, or habia

 

 

 

 

Awarding Bodies

  VTCT website:

www.vtct.org.uk

City & Guilds website:

www.Cityandguilds.com

 

 

Education and training

  Inspira, colleges, training providers, manufacturers, habia

 

 

 

 

Industry lead bodies

  Hairdressing and beauty industry authority – habia

website:

www.habia.org.uk

www.vtct.org.uk

 

 

Apprenticeships

  Inspira

Training providers

Colleges

Employers

Learning and Skills Council (LSC)

 

 

Inspira

 

  Inspira (refer to your local office)

 

 

 

 

 Presenting a professional image in a salon – Personal image

 First impressions are important and our appearance forms part of that first impression. Depending on the salon’s image to what may be suitable dress, some salons have a uniform or dress code.

Create an ideal image for you, if you could choose what would you like to wear?

 

Presenting a professional image in a salon – Hand and nail care

In hairdressing and beauty professions we use our hands all the time, so they are always on show. Because of this, our hands and nails form part of our personal image therefore, it is important to ensure they are looked after and presented well (do you ever look at someone’s hands when handing money over and wonder when they last washed them!).

Hands

Hands must be kept clean at all times; otherwise you could risk spreading infection.

Make notes below on the following:

Attending to cuts and abrasions 

 

Looking after dry or rough hands: 

 

Helping to avoid dermatitis:  Nails should be clean, manicured and not too long as they will scratch the customer and dirt may collect under them. If you bite your nails they will not present an acceptable image for hairdressing or beauty, you need to try and stop! Draw one image for each of the correct workable length for nails to be maintained when working in:

 

  • What sort of impression would you have if a nurse attended to you with nails bitten so short their fingers bled?
  • Nails
  • Hairdressing salon
  • Beauty salon
  • Nail salon
  • Media Make-up studio

 

 

With a career in health and social care, you’ll be making a valuable contribution to your community. Have you got what it takes? Complete the tasks below!

Please bring your completed work to your first lesson.

Click here to download a Word document of these tasks.

Task 1

Why do you want to study health and social care?

Task 2

List the main personal qualities to work in care

Task 3

Use this link and complete the online course. Do not forget to print your certificate at the end or take a picture of it on your phone; you will need this proof when you start college in September.

Remember, if you do not have proof, you will have to do it again!

Hospitality Industry Research Task

You work in the marketing department of a Lake District hotel.

Using Word, produce an A3 size poster (click on page layout and then size and then select A3) advertising your business to be displayed at a Tourist Information Centre.

Your poster should include:

  • An image of the hotel
  • Its location
  • Facilities available
  • Prices
  • Details of the menus available
  • Star rating and nearby attractions

Below is an example …

Digital is taking over, with the demand for computing professionals stronger than it’s ever been. Do you know what it takes to be a computer networker or do you dream of a career as a games developer? Try out our tasks below.

Please bring your completed work to your first lesson.

Networking

This will give students some basic skills in networking.

Self-paced, free and all resources are available at this link.

Project Management

This will give students an introduction to project management.

Self-paced resources are available at this link.

Computing Programming & Games Development Work

Section 1

  1. In a few sentences, explain what you think is meant by the term “programming” and tell me about any languages you have used and IDEs you have used.
  2. Tell me what we mean by the term object-oriented language and give some examples.
  3. On which of the below do C# applications run on?
    a) Only on Linux
    b) Using Java
    c) On the .Net Framework
  4.  Explain below in a few sentences what is meant by the .NET Framework?
  5. Which of the following is not part of the .NET Framework?
    a) Common Language Runtime
    b) .Net FrameWork Class Library
    c) Operation System

End of Section 1 exercise:

Download the Microsoft Visual Studio community edition (free) and follow the following steps to write your own first C# program. Make sure to take some screenshots of your code and the output below as evidence of your work.

Follow the steps here to create your first Hello World program in C#.

Section 2

 

 

 

 

 

 

Introduction to C# variables:

  • Programs typically use data to perform tasks.
  • Creating a variable reserves a memory location, or a space in memory, for storing values.
  • It is called variable because the information stored in that location can be changed when the program is running.
  • To use a variable, it must first be declared by specifying the name and data type.
  • A variable name, also called an identifier, can contain letters, numbers and the underscore character (_) and must start with a letter or underscore.
  • Although the name of a variable can be any set of letters and numbers, the best identifier is descriptive of the data it will contain.
  • This is very important in order to create clear, understandable and readable code!
  1. Which is a valid C# variable name?
    a) Bad_Var
    b) #PersonName#
    c) 1Star

Introduction to C# variable data types:

  • A data type defines the information that can be stored in a variable, the size of needed memory and the operations that can be performed with the variable.
  • For example, to store an integer value (a whole number) in a variable, use the int keyword:

End of Section 2 exercise:

If you have downloaded Microsoft Visual Studio community edition (free), try to write your own C# program that provides a solution for the client below. Make sure to take some screenshots of your code and the output below as evidence of your work.

Client specification for the program they want you to develop is below:

The client wants you to design a simple program that takes the scores of the player within a game and calculates the average score.  The most efficient and well written solution will receive a prize!

  1. First the program must prompt the user for input.  The program must store 3 scores.  (For a more efficient and well written program try to research ways of preventing your program crashing if the user enters for example letters instead of a number).
  2. Calculate the average score.
  3. Output the average score to the user
  4. For a stretch and challenge task: display whether the user has achieved gold, silver or bronze rating.  (0-59 = bronze, 60-69 = silver and 70-100 = gold).

Fast developing technologies have resulted in a surge of interest in jobs within the media industry. Use your media skills to analyse a target audience and then write a treatment for your own radio show with our fun tasks below.

Please bring your completed work to your first lesson.

Media and Target Audience

In media, it is important to understand and analyse the target audience of a media product.

Task 1

What is a media product? List some examples.

Task 2

When understanding and analysing a target audience, you can look at demographic and psychographic characteristics.

Research demographics and psychographics. What do these terms cover and how are they different?

Task 3

Choose a film that you are familiar with.

Use the table below to analyse the target audience of your chosen film using demographics and psychographics characteristics. Please research any terms that you are unfamiliar with.

Don’t forget you could have different answers for each row. For example, you could say that the Harry Potter film series appeals to both children/young adults and their parents, so there would be different answers for ‘Age’. You could argue that this is because the film series features strong younger and older characters that appeal to both young adults and older adults.

Demographic Notes
Age

How old are they? Why do you think this film appeals to them?

Location

Where do they live, study and work? Why do you think this film appeals to them?

Gender

What is their gender? Why do you think this film appeals to them?

Income level

How much do they earn? Why do you think this film appeals to them?

Education level

Did they go to college or university? Why do you think this film appeals to them?

Marital or family status

Are they married or single? Do they have a family? Why do you think this film appeals to them?

Occupation

Are they employed? What job do they do? Why do you think this film appeals to them?

Ethnic background

What is their ethnic background? Why do you think this film appeals to them?

Psychographic Notes
Interests and hobbies

What are their interests and hobbies? Why do you think this film appeals to them?

Values

What are their values? Why do you think this film appeals to them?

Attitudes

What are some of their key attitudes? Why do you think this film appeals to them?

Behaviours

How do they behave? Why do you think this film appeals to them?

Lifestyle preferences

What are their lifestyle preferences? Why do you think this film appeals to them?

 

Radio

Introduction

We are lucky in Barrow to have a local community radio station, CandoFM, which is staffed by volunteers who run the station, as well as preparing content and presenting shows.

The current social-distancing situation means that digital content for all media is in demand more than ever: broadcasters need to fill their schedules with something to inform, educate and entertain people during lockdown.

Local community radio plays an important part in all of these things, as well as providing a vital communication platform for people in the area.

What would you put on the radio?

Task 1: The idea

Sometimes in media this is called the treatment. This is where you create a document to send to somebody to explain your ideas for a media product.

You should write a short treatment for a radio show on CandoFM. Set it out clearly, using headings for the following sections:

  • Title of show: this should reflect the content and give listeners an idea of what the show is all about
  • Name and style of presenter/s: this doesn’t have to be you, it could be someone else you know or an existing presenter. The important thing to mention here is why you have chosen them; describe their personality, what it is they can bring to the show, and how they will connect with the audience. Are they formal / informal? How are they appropriate for the show, its content and audience
  • Synopsis: this is where you give a brief description of what the show is all about. Imagine it as a summary, and try not to use more than a couple of lines.
  • Content: here you can explain what the listeners will hear: what kind of music, type of chat, features (competitions, phone-ins, interviews, reviews etc.). You must also include news, weather, travel, and space for community announcements.
  • Target Audience: this is important. Media products are designed with a particular audience in mind. Who is your audience, and how will you reach them? What do they want, and how will you satisfy them? Describe your audience in terms of age, gender, social group, lifestyle, interests, location, and anything else you think is relevant. Remember, your content, presenter and audience must all connect: how will you do this?
  • Length of show: radio shows are scheduled to a strict time frame, and usually in one-hour increments. Can you include everything you have planned into one hour, or do you need more?
  • Proposed broadcast day and time: this is important because you need to know that your target audience is available to listen when your show goes out! Also, be aware of content: is it suitable for daytime? Research other shows and see when yours would be best broadcast. Give reasons.

Complete the treatment with the most accurate information you can. Be clear in your descriptions, and remember that this will be seen by a radio producer who is looking to make shows.

Click here to see if you have been successful…

Your Task: Produce a spider diagram that describes the Roles and Responsibilities of your chosen Uniformed Services Career role (e.g. Police Officer, Firefighter, Prison Officer. Armed Forces).

 

 

Your Task: In the table below. Identify the Entry Requirements for your chosen Uniformed Services Career role.

Educational Requirements / Entry Routes (Qualifications needed)  

 

 

 

 

 

 

 

 

 

 

 

 

Medical Requirements (e.g. eyesight, conditions, Body Mass Index (BMI), Body Fat)  

 

 

 

 

 

 

 

 

 

 

 

Physical Requirements (Fitness Tests and Standards)  

 

 

 

 

 

 

 

 

 

 

 

Other Requirements (e.g. Nationality, Residency, Driving Licence, Criminal Convictions, Appearance e.g. Tattoos)  

 

 

 

 

 

 

 

 

 

 

 

Useful Resources:

Army

https://apply.army.mod.uk/

Cumbria Fire and Rescue service

https://www.cumbria.gov.uk/cumbriafire/workforcfrs/wholetime/default.asp

Cumbria Police

https://www.cumbria.police.uk/Apply-For-It/Careers-at-Cumbria-Constabulary/Jobs.aspx

Her Majesty’s Revenue & Customs

http://www.hmrc.gov.uk/

National careers service

http://www.nationalcareersservice.direct.gov.uk/

NHS careers

http://www.nhscareers.nhs.uk/

Prison service

https://prisonandprobationjobs.gov.uk/

Prospects

http://www.prospects.ac.uk/

Royal Air Force

http://www.raf.mod.uk/

Royal Navy/Royal Marines

http://www.royal-navy.mod.uk/

Recommended Tasks for students applying to study OCR Level 3 Cambridge Technical Health and Social Care Courses

OCR Level 3 Cambridge Technical Health and Social Care Courses (H&SC) Certificate (1 block)

Intro about course and links to prior learning:

When preparing to study H&SC at Level 3 you will use knowledge from a range of subjects that you studied at GCSE along with your personal experiences of health and social care.   You may use knowledge from current affairs e.g. documentaries you have watched.

The information below are tasks designed to prepare you for this course and to help to confirm that this course is for you.

About this course:

This Certificate course is taught over 3 units. One unit is internally assessed by the completion of a portfolio of evidence (Unit 1). The other two units are assessed by exams, the first exam may be in January.

 

THE TASKS

Unit 1 Building positive relationships in H&SC
Professional relationships are paramount to the delivery of safe and effective care and support and an understanding of these relationships, and how they are formed, is essential if you are considering pursuing a career in the health and social care sector

 

This research task will help you learn about the range of job roles that there are in H&SC and you can think about why communication systems and skills are so important.

Carry out research about the role of a GP, GP’s are family doctors who are based in health centres. Try and identify a range of different professionals that a GP might have to work with.

You should:

·List the professionals

· Briefly describe each job e.g. a Phlebotomist is a professional who…

· Explain the link between the GP and the professional e.g. A GP would work with a Phlebotomist when..

While you carry out your research keep a list of the websites you visit – when you produce your portfolio of evidence you will need to do this.

Unit 2 Equality, diversity and rights in health and social care
Promoting equality and respecting diversity and rights in health, social care and childcare is essential in today’s very diverse society. It is important to learn about how legislation and national initiatives promote anti-discriminatory practice. Online equality and diversity course here? Could Kerry Culley supply?

 Carry out some research about the Equality Act 2010. The outcome of your research could be a PowerPoint presentation, written report or poster.

Start by looking at

https://www.gov.uk/guidance/equality-act-2010-guidance

 If you want to spend more time on this topic you could apply what you have learned in your research to the work of a H&SC professional who works with younger children. Perhaps you could find a children’s book that is an example of good practise and a book that does not promote diversity e.g.   all nurses as women and all doctors as male or all butchers are men and all laundrette staff are female. (Look at some old Mr Men books. First written in 1971)

Unit 3 Health, safety and security in health and social care
This unit is about being ‘safe’. Safety and being safe is a basic human need. Consciously or subconsciously we all take practical steps to stay safe. All individuals have the right to work in a safe environment. PPE (Personal Protective Equipment) is vital for all H&SC professionals. Read about ‘Ebola armour’ and find out what ‘donning and doffing’ are.

Use the links below to help you.

https://www.cdc.gov/vhf/ebola/healthcare-us/ppe/guidance.html

 

https://www.livescience.com/48278-ebola-healthcare-workers-greatest-risk.html

 

If you want to do more about health and safety, you could look at the health and safety executive website and read about risk assessments. You could risk assess making a cup of tea at home for a family with young children.

Recommended Tasks for students applying to study OCR Level 3 Cambridge Technical Health and Social Care Courses

OCR Level 3 Cambridge Technical Health and Social Care Courses (H&SC) Extended Certificate (2 blocks/choices)

Intro about course and links to prior learning:

When preparing to study H&SC at Level 3 you will use knowledge from a range of subjects that you studied at GCSE along with your personal experiences of health and social care.   You may use knowledge from current affairs e.g. documentaries you have watched.

Your subject knowledge from GCSE Science/Biology is especially important because of the exam for Unit 4 Anatomy and Physiology for health and social care.

The information below are tasks designed to prepare you for this course and to help you confirm that this course is for you.

About this course:

This Extended Certificate course is taught over 6 units. Three units are assessed by exams, the first exam may be in January. Exam Units are Units 2,3 and 4. The other three units are internally assessed by the completion of a portfolio of evidence (Unit 1 and two others).

 

THE TASKS As for the Certificate course with the addition of:

 

Unit 4 Anatomy and Physiology for health and social care.
In this unit you will extend your knowledge beyond GCSE Biology.

For example, you will learn about how a nephron in the kidney filters blood and how urine is then produced from this filtrate.

Other systems studied include the cardiovascular system sensory systems like eyes and ears.

 

You will then apply your understanding of healthy body systems to a range of diseases. You will have to be able to have an understanding of disease to how care needs of an individual would be effected.

 

 

Task 1:

Keep the answers to these questions as notes for when you start to attend college:

Carry out research to complete these questions and tasks

1.       What is the structure of a long bone? e.g. femur the longest bone in the human body

2.       Describe a joint of your choice for example, the knee (a hinge joint)

3.       Be able to label a typical synovial joint such as the hip (ball and socket joint).

4.       What are the causes for osteoporosis, try to find at least three causes?

5.       What is a bone density scan and how is it carried out?

6.       What safe exercises might a residential care home provide for the older adults that live in their care? Can you find out about any local examples?

Task 2:

Unit 4 contains some neuroscience, you will study neurones and different regions of the brain.

You might enjoy researching the Stroop Colour and Word Test (SCWT), it is a neuropsychological test. Online versions are available.

Your Task: Produce a spider diagram that describes the Roles and Responsibilities of your chosen Sports career job role (e.g. Sports Coach, PE Teacher, Sports Performer, Sports Science, Physiotherapist, Fitness Instructor)

Your Task: In the table below. Identify the Entry Routes and Requirements for your chosen Sports Career Job role.

Educational Requirements / Entry Routes (Qualifications needed)  

 

 

 

 

 

 

 

 

 

 

 

 

Skills and Qualities Required  

 

 

 

 

 

 

 

 

 

 

 

Work Experience needed  

 

 

 

 

 

 

 

 

 

 

 

Organisations and Groups you could work with.  

 

 

 

 

 

 

 

 

 

 

 

Useful Resources:

Careers in Sport

http://www.careers-in-sport.co.uk/

National careers service

https://nationalcareers.service.gov.uk/job-categories/sports-and-leisure

Prospects

https://www.prospects.ac.uk/job-profiles

Whether you are an actor, a dancer, a musician or a technician, the Cambridge Technical in Performing Arts has something to offer you. Students enjoy considerable success with many continuing their studies at university. Others progress to university where the communication and cooperation skills are seen as valuable commodities. Whatever your future plans, success in the Cambridge Technical in Performing Arts can open doors to the world.

Assessment is a combination of internal assessment by your teachers and external marking. External work is practical focused and there are no formal written exams in Performing Arts.

Watching ‘Live’ Performance

It is essential that you have a broad knowledge of the subject and the material that you may cover during the course. Watching live theatre performances is a great way of seeing what can be achieved in the world of theatre. At the moment a range of theatre companies are putting their work online for students to access free of charge. These include:

http://www.nationaltheatre.org.uk/

http://www.rsc.org.uk/

http://www.shakespearesglobe.com/

Try watching some of these productions. Maybe you could make some notes about the actors performances, how they make use of technology, or the style of the productions themselves.

Reading Plays

Try using Amazon to search for plays that are free to read download and read. Some examples are:

‘Shakespeare free kindle books’

‘Oscar Wilde free kindle books’

What about other playwrights that you may have come across from your studies in English or drama?

YouTube

A number of past performances from school or college groups can be found on YouTube. Try searching for specific playwrights, or look up the titles of some of their works first. The following may be a useful starting point.

Jim Cartwright

Claire Dowie

John Godber

Sarah Kane

And for something a little different, take a look at this:

https://www.youtube.com/watch?v=32i5zfcFt8g

Recommended Tasks for students applying to study OCR Level 3 Cambridge Sport

OCR Level 3 Cambridge Technical Certificate Sport

Introduction about course and links to prior learning:

When preparing to study Sport at Level 3 you will use knowledge from (a range of subjects that you studied at GCSE along with your personal experiences of sport). You may use knowledge from current affairs e.g. documentaries you have watched.

The information below are tasks designed to prepare you for this course and to help you confirm that this course is for you.

About this course:

This Certificate course is taught over 2 units.

Unit 1: Body Systems and effects of Physical Activity is assessed by an exam, the exam may be in January 2021.

Unit 2 : Sports Coaching and Activity leadership is assessed through a portfolio of evidence

 

 

 

THE TASKS

Unit 1 Body Systems and effects of Physical Activity
 

To get ahead for this unit you could use your learning from GCSE Science to produce a series of notes about:

The structures of the heart including: atria, ventricles, bicuspid and tricuspid valves, pulmonary and aortic valves, aorta, venae cavae, pulmonary artery, pulmonary vein.
You should be able to identify these structures on a diagram and be able to use your knowledge about them to explain things such as how valves ensure that blood only flows through the human heart in one direction.

Arteries, capillaries and veins. On this course you will compare their structure and look in more detail at their role in the transport of substances to muscles.

Suggested research:

Find out what cardiac output is and think about what information you would need to calculate it. Why is this a useful measurement in Sport?

You could measure your pulse (beats per minute/ bpm) at rest and after activity.   After activity you could time how long it takes to return to the resting value. You could think about how this is different for trained and untrained individuals?

 

Unit 2 Sports Coaching and Activity leadership
To prepare for starting you portfolio of evidence for this unit you could start the following research task:

Identify a coach or leader in any sporting discipline. Prepare a description of their coaching activities and describe their achievements as an individual or as part of a team.

Think about the way they use communication skills within their role.

Think about how they have established relationships with the team/individuals that they lead or coach

Why are they an expert in this sporting discipline? e.g. what they do in the early days of their career

·What are the other important skills that they bring to their role? e.g. time management, planning global travel and sourcing specialist support e.g. physio or experts in altitude training

e.g.         Marcelo Bielsa                   Leeds United FC Coach

Eddie Jones                        Coach of England Rugby Union Coach

Tony Minichiello               Coaches Jessica Ennis-Hill – heptathlete

Jill Ellis                                   Coach of USA national soccer team coach (women)

Lisa Keightley                    Head coach of England Cricket Team (women)

 

 

Functional skills English is divided in to three elements; Reading, Writing and Speaking & Listening – you need to pass all elements to achieve your award. Again, any kind of reading will help you with your functional skills English. However, if you would like some practical activities to try, further resources can be found at the links below:

Skills Workshop

Free Functional Skills English resources

Functional skills maths is divided in to two sections; calculator and non-calculator – you need to pass both to achieve the full award and involves looking at maths we use every day and thinking about we use maths to solve problems.

Practical activities, resources and games can be found here:

Skills Workshop

Free Maths Functional Skills resources

There have been many changes in the Education sector and far greater emphasis is now paid to maths and English.

The Government recently introduced study programmes. A core principle of study programmes is that any student who has not achieved grade 4/5 or grade A* to C or above in maths and/or English GCSE, by age 16, must continue to work towards achieving these qualifications. Therefore, every full-time learner aged 16 -19 years old who undertakes a programme of study at Furness College will continue with maths and English, either on discrete maths and English courses or embedded within their curriculum.

The most important thing you can do to support your success in English, at any level, is to read for twenty minutes every day. Anything that is written well, in full sentences and paragraphs, will improve your reading stamina and skills. This might include:

• Books – fiction or non-fiction
• Magazines – physical or on-line
• Newspapers – physical or on-line
• Web Articles
• Blogs

If you don’t have access to physical books at home, there are some places on-line where you can download and read books for free, such as:

• Amazon Kindle – download the app to your phone, computer or tablet and you will find lots of books available for free (although some do need to be purchased)
• Project Gutenburg – they have over 61,000 books available on-line to download for free
• ManyBooks – a website with free classics and also some new, modern authors

We offer GCSE English Language with AQA. A link to their website with resources is here;

GCSE English Language
GCSE AQA English Language

There have been many changes in the Education sector and far greater emphasis is now paid to maths and English.

The Government recently introduced study programmes. A core principle of study programmes is that any student who has not achieved grade 4/5 or grade A* to C or above in maths and/or English GCSE, by age 16, must continue to work towards achieving these qualifications. Therefore, every full-time learner aged 16 -19 years old who undertakes a programme of study at Furness College will continue with maths and English, either on discrete maths and English courses or embedded within their curriculum.

We offer GCSE Mathematics with AQA. A link to their website with resources is here:
GCSE Mathematics specifications at a glance

The best way to improve your maths is to do a little every day: learn your times tables; think about how you use maths every day; install maths games on your device.

Useful resources:
Corbettmaths
DrFrostMaths
GCSE AQA Maths


Channelside
Barrow-In-Furness
Cumbria
LA14 2PJ
Rating Lane
Barrow-In-Furness
Cumbria
LA13 9LE
Contact Us Tel: 01229 825 017 (Channelside Campus)
Tel: 01229 828 377 (Barrow Sixth Form College)
Email: info@furness.ac.uk
Business Support Tel: 01229 844 836
Email: businesssupport@furness.ac.uk
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