Continue working on the assignments for all units. 
Complete any resubmissions. 

All resources on Google Classroom.  

Continue working on the assignments for all units. 
Complete any resubmissions. 

All resources on Google Classroom.  

Work will be posted on Google Classroom.
We will set assignments for those weeks.

Would students please email Mr Chapman (jchapman@greenford.ealing.sch.uk) with regards to work.

Latest news in Sport
Quizzes on the sport you are learning, or a sport that interests you
Use your btec text book and revision notes to continue with coursework unit
Assignment briefs give details of the different tasks
https://www.sporcle.com/
https://www.bbc.co.uk/bitesize
text book – btec national sport, student book 1
google classroom – assignment brief

BTec IT. 
Finish off Unit 28 Website assignments
Start assignment 1 unit 8 (e-commerce)

Assignment Brief will be found on Google classroom
See Google classroom for instructions and submission dates

Populations and sustainability and Manipulating genomes.

Please see the powerpoints and exam questions loaded onto google classroom. There are also past papers from 2017-2019 uploaded, with their mark schemes.
Code is: mnca4f4

APT resource pack
Booklet of past questions – theme 4

All resources on Google Classroom
Other resources:
APT resource pack
A-level textbook
Revision guide
Past papers (available on edexcel website) 

Transition metals PP, booklet and MS.
Kinetics booklet and MS.
NMR booklet and MS.

The Chemistry google classroom will have the resources and instructions for tasks.  Code: tscxphs
Youtube - machemguy
www.chemguide.co.uk
www.rsc.org.uk

Exam prep exercises (set on ISAAC Computer Science)
Exam prep exercises (taken from Exampro and placed on Google Classroom)
NEA coursework completion

Microeconomics:
Labour markets
Remaining topics: Income and wealth inequality, environment, cost benefit analysis
Revision

Macroeconomics:
Financial regulation
Revision and consolidation

All resources on Google Classroom

Other resources:
CGP Economics study guide
EconplusDal : https://www.youtube.com/channel/UCQbBh9Jn2IjcSPZOiNKJu0g

Tennessee Williams, “A Streetcar Named Desire”

Watch the videos on the anthology poems from this YouTuber.  You’ll need to scroll down and find them:
https://www.youtube.com/user/anuragjain75/videos

Watch this production of the play.  Make notes on stagecraft.  What directorial choices with the staging do you find most effective?  https://www.youtube.com/watch?v=426hLDmC2Kw&t=797s

Watch the Streetcar videos  on this YouTube page.  You may disagree with some of what he says and that’s okay!  Stick with what you know but you can learn from different interpretations of the same text: https://www.youtube.com/watch?v=426hLDm

Complete these questions in timed conditions (one essay per week; 1 hour = 10 min planning, 50 min writing)  Upload one essay every week to google docs so your teacher can give you feedback
Explore how TW presents the theme of survival in the play.
Explore how TW uses appearance and reality in the play.
Explore TW’s presentation of control in the play.  
Explore how TW presents secrets and lies in the play.
If you would like to plan and write additional essays, choose from this list:
https://drive.google.com/file/d/12IFqOsoQTctg5xvxQqYrA5CKpmU8UOAn/view?usp=sharing

John Keats, Selected Poems

The poems that have not yet been named are a good place to focus your revision (you will, of course, revise all of the poems but do start with the as yet unnamed poems): O Solitude, On the Sea, In drear-nighted December, On Sitting Down to Read King Lear Once Again, The Eve of St Agnes, To Sleep, Ode to Psyche, Bright Star and To Autumn

For each poem, create a fact file – a summary of the poem, key themes, hot quotations, ideas on structure and form and relevant context

Think about how each poem relates to the four essential beliefs of Romantic Poets: Heroism of the Individual, Experience intensely, Nature is sublime and the Imagination is vital.

Watch these revision videos and decide what you agree with and what you disagree with:

• To Autumn:  https://www.youtube.com/watch?v=plz-XsgdHIk
• Eve of St Agnes:  https://www.youtube.com/watch?v=4GBHLDfQ8pU

Complete these two essays in timed conditions: (10 min planning; 50 min writing)  Upload your essays to google docs for feedback.

• Explore Keats’s treatment of change in “To Autumn” and one other poem.  You must discuss relevant contextual factors. (hints: is change treated as something to celebrate or avoid?  Something natural and beautiful or something horrible and frightening?) (possible second poems:  Ode to a Nightingale, Bright Star, In Drear-Nighted December)
• Explore how Keats presents contrast in “The Eve of St Agnes” and one other poem.  You must discuss relevant contextual factors. (hints:  what settings contrast each other?  Which characters contrast each other?  What is Keats suggesting as a result of these contrasts?) (possible second poems:  On the Sea, Bright Star, Nightingale)

William Shakespeare, “Othello” 

Read the summaries and all of the analysis on Sparknotes: https://www.sparknotes.com/shakespeare/othello/

Watch the Globe production and read along with your book.  
https://www.youtube.com/watch?v=LZAElnmqpiw Part 1
https://www.youtube.com/watch?v=D-v2ukM5HUk Part 2

Re-read your critical essays in the anthology; create a fact file for each that includes a summary, key quotations and your thoughts on whether you agree or disagree.

Complete this essay in timed conditions (15 min planning, 1 hour writing) :

• Explore Shakespeare’s presentation of the character of Iago. You must discuss relevant contextual and critical factors.  Upload your essay to google docs for feedback

Prose comparison: Beloved and Dorian Gray

Read the summaries and analysis for both novels on Sparknotes:
https://www.sparknotes.com/lit/beloved/
https://www.sparknotes.com/lit/doriangray/

Revise your context notes and your Gothic preoccupations

Complete this essay in timed conditions (15 min planning; 1 hour writing):  

• Compare the ways in which the writers of your two chosen texts portray good and evil.  You must relate your discussion to relevant contextual factors.  (hints:  which characters are good?  Evil?  Are there any characters that do not fit into either category?  What are the authors’ intentions with these portrayals?)  Upload your essay to google docs for feedback.

Component 2: (Exam Topic) ‘Change/Stability’

See timetable of study sheet on back inside cover of sketchbook.

Complete a minimum of 2-3 x A3 double page spreads of media experiments based on your recent photos. If possible, take ‘new and improved’ photos that continue to help your final piece development (these photos should relate to the first images you took, not a completely different idea) Email for help if stuck!

Produce another double page of ideas in response to improved photos.

Draw at least two mock final outcomes.

You are aiming to prepare for your art/pho exam on Mon 4^th April Tues 5^th and Thurs 7^th April.

• Google classroom code: pjxw6qi
• See support booklet on google classroom for course structure and writing support
• Continue with independent study.
• Email teacher directly for 1 to 1 support
• https://www.studentartguide.com/articles/cie-a-level-art-coursework-help
• https://qualifications.pearson.com/en/qualifications/edexcel-a-levels 
  (See ‘exemplar materials’ area)
• https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/art
  (See Specification doc for course guidelines)

Unit 12 – la Résistance 
Book – l’étranger

https://classroom.google.com: Students should check googleclassroom for updates from their teachers.  

www.dynamiclearning.com: Students can access the textbook online to complete the tasks set by teachers.

All students should be checking Google Classroom and school email accounts and completing papers set by teachers.

Links

https://www.physicsandmathstutor.com/

Tectonic Processes and Hazards

EQ1 - Why are some locations more at risk from tectonic hazards?
How can the global distribution of tectonic hazards be explained by plate boundary and other tectonic processes?
What are the theoretical frameworks that attempt to explain plate movements?
How do physical processes explain the causes of tectonic hazards?

EQ2 - Why do some tectonic hazards develop into disasters?
How can disaster occurrence be explained by the relationship between hazards, vulnerability, resilience and disaster?
How are tectonic hazard profiles important to an understanding of contrasting hazard impacts, vulnerability and resilience?
How are development and governance important in understanding disaster impact and vulnerability and resilience?

EQ3 - How successful is the management of tectonic hazards and disasters?
How does understanding the complex trends and patterns for tectonic disasters helps explain differential impacts?
How can theoretical frameworks be used to understand the predication, impact and management of tectonic hazards?
How can tectonic hazard impacts be managed by a variety of mitigation and adaptation strategies, which vary in their effectiveness?

Health, Human Rights and Intervention

EQ2 - Why do human rights vary from place to place?
How have human rights become important aspects of both international law and international agreements.
How are there significant differences between countries in both their definitions and protection of human rights?
How are there significant variations in human rights within countries, which are reflected in different levels of social development?

EQ3 - How are human rights used as arguments for political and military intervention?
How are there different forms of geopolitical intervention in defence of human rights?
How is some development focused on improving both human rights and human welfare but other development has very negative environmental and cultural impacts?
How are military aid and both direct and indirect military intervention frequently justified in terms of human rights?

EQ4 - What are the outcomes of geopolitical interventions in terms of human development and human rights?
How are there several ways of measuring the success of geopolitical interventions?
How has development aid had a mixed record of success?
How have military interventions, both direct and indirect, had a mixed record of success?
 

Use Textbook to make detailed notes (roughly 1 page or more for each question using diagrams, notes, maps, graphs as appropriate) on these sections.  Use your own research from the following sources to secure your knowledge:-
https://www.physicsandmathstutor.com/geography-revision/a-level-edexcel/
https://geographyrevisionalevel.weebly.com/

Use Textbook to make detailed notes (roughly 1 page or more for each question using diagrams, notes, maps, graphs as appropriate) on these sections.  Use your own research from the following sources to secure your knowledge:-
https://www.physicsandmathstutor.com/geography-revision/a-level-edexcel/
https://geographyrevisionalevel.weebly.com/

Please check Google Classroom regularly for additional instructions from your teachers.

Students already have the following resources to support their revision:

UK Politics:

Text books – ensure all notes are complete and current taking into account recent political developments 
ZigZag case studies on 1979, 1997 and 2010 and working knowledge of 2017 and 2019
Political Ideologies – Conservatism/Liberalism/Socialism/Nationalism including key thinkers – all students have additional revision materials including Edexcel Student guides and text books
Use Zigzag booklets/Edexcel website (sample papers) to complete essay questions and email to kpeters@greenfrod.ealing.sch.uk

US Politics:

Using textbooks and booklets complete revision notes on the component units including:
Political parties and electoral systems
Primaries and the Electoral College – how the President is selected 
Congressional Elections and Mid-terms
Pressure Groups and Campaign Finance
The Constitution – the interaction of the Legislative, Executive and Judiciary
The role of the Supreme Court – test cases and role in Constitution
Civil Liberties, Racial Politics and Affirmative Action

Students to focus on revision and sample questions supplied to them in Zigzag Practice questions Paper 3A Comparative Politics: Government and Politics of USA – in particular 12 mark questions

Students have revision guides, booklets and course companions with a selection of questions and model answers for guidance.
 

Germany united, divided and reunited 1871-1991
English Civil War
Russia in Revolution 1881-1924

Resources available on Google classroom
Login: Yr 13 = x5txf7y

Revision – Paper 1, 2 and 3 from notes/revision guides (school photocopied booklets/My Revision Notes). Use attached Schemes of Work to guide your revsion

Coursework – ensure is complete

Paper 3 – Economic Change in Germany and West Germany– read chapter (p38-63 Core Textbook) complete attached table using PowerPoint attached and own notes.  Also complete all tasks.

Also Watch and make notes on You Tube Yale lectures episodes 18-24 
https://www.youtube.com/playlist?list=PL18B9F132DFD967A3

Read chapter in core textbook and complete PPT activity questions and own notes from slides on google classroom on War Communism and the NEP

Complete Russia source question booklet (all students have been given a physical copy). 

All students should be checking Google Classroom and school email accounts and completing papers set by teachers.

Links

https://www.physicsandmathstutor.com/

A Level Media

A Level Media work is emailed to all students every Monday to be completed at a convenient time during the week. Unless otherwise stated, the work is due for the following Monday.

All Media notes, tasks and resources are on our Year 13 blog:

https://mediamacguffin13.blogspot.com/

Philosophy and Ethics
Bentham and Kant & General revision 

Use the relevant chapter in the textbook to complete the booklet.
Carry on with your usual revision for the upcoming exams. Complete essay questions in timed conditions – questions can be found in the pack that you were given with all past paper questions. Additional questions can be found in the textbook.

Christianity 

Using the following dialogues questions as a starting point, revise relevant knowledge for this topic, from Christianity, Philosophy and Ethics. Then complete the dialogues questions for both C+P and C+E to submit by email to be marked and responded to.

‘Christian beliefs about the afterlife are reasonable.’ 
Critically examine and evaluate this view with reference to the dialogue between Christianity and Philosophy 

‘Religious experience gives Christians knowledge of God.’ 
Critically examine and evaluate this view with reference to the dialogue between Christianity and Philosophy 

‘Philosophical understandings of religious experience undermine Christian beliefs about the authority of the Bible.’ 
Critically examine and evaluate this view with reference to the dialogue between Christianity and philosophy. 

‘Miracles do not happen.’ 
Critically examine and evaluate this view with reference to the dialogue between Christianity and philosophy. 

‘Christian attitudes to animals are consistent with the views of natural moral law.’ 
Critically examine and evaluate this view with reference to the dialogue between Christianity and natural moral law. 

‘There should be no limits on freedom of religious expression.’ 
Critically examine and evaluate this view with reference to the dialogue between Christianity and Bentham’s approach to moral decision making. 

‘Christian ideas of moral responsibility have been undermined by understandings of 
the nature of free will.’ 
Critically examine and evaluate this view with reference to the dialogue between Christianity and ethical studies.

‘Christian understandings of the status and rights of animals have been 
undermined by ethical studies into animal rights.’ 
Critically examine and evaluate this view with reference to the dialogue between Christianity and ethical studies. 

Paper 1

Paper 2 

Paper 3 A

Thermodynamics and engines

Complete and mark exam questions under timed conditions

• https://www.physicsandmathstutor.com/physics-revision/a-level-aqa/ 
• https://www.flippedaroundphysics.com/
• https://www.alevelphysicsonline.com/
• https://filestore.aqa.org.uk/resources/physics/specifications/AQA-7407
• https://umutech.net/
• https://www.savemyexams.co.uk/a-level-physics-aqa-new

AGGRESSION

Refer to Google Classroom for lesson topics

Lesson Powerpoints will be uploaded to Google Classroom.  Please take notes of AO1 and AO3.

Images of the text book will be uploaded to Google Classroom.

There are essay topics on Google Classroom that I uploaded some time ago along with new exam questions for aggression with mark scheme, if you want to send us any essays, we will mark them.

For Miss Hobbiger's class, please see Google Classroom for up-to-date work.

Links, Resource & Suggestions

Tutor2u is a good resource for all topics and revision.  This link will take you to the main page for aggression (and all other topics, highly recommend using this to support revision).
https://www.tutor2u.net/psychology/topics/aggression

Year 13 Sociology: The Media (three double lessons per week)
Students have all booklets printed and they have been handed to the students. All other resources referred to are on Google Classroom. Students have the codes for all of the classrooms they need. All homework should be emailed to jcole@greenford.ealing.sch.uk for feedback.

U12: El paso de la dictadura a la democracia
U8:  Los desafíos de la inmigración y de la

https://classroom.google.com: Students should check googleclassroom for updates from their teachers.  

https://languagesonline.org.uk/Hotpotatoes/spanishindex.html#AS
Grammar practice 

www.dynamiclearning.com: Students can access the textbook online to complete the tasks set by teachers.