6th Form Prospectus

The Emmbrook School

Sixth Form Prospectus

2009 - 2010

“2006, 2007 and 2008Value Added A levelresults place TheEmmbrook Sixth Formin the top 20% of allSixth Forms, Sixth FormColleges and FEColleges nationally.This can be describedas excellent overallperformance”The Advanced Level Performance SystemSeptember 2008

2008 A level passrate - 100%

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The Emmbrook School

The Sixth Form experience we provide for our students is based upon the following:

• You have chosen to specialise in a small number of courses, which we can deliver to the highest standards.

• We know you well and will work with you to help you develop as a person and to help you to attain the best grades possible.

• We will push you to achieve great things.• We will expect you to give back to your school an element of Community Service.

This will reflect your maturity; responsibility and ability to work with and often lead others. We will share this in any reference we provide.

• We want you to enjoy the experience of Sixth Form life.

You already know we are very proud of our Sixth Form. It is a success in terms of thestandards it meets. It is a success in terms of the type of people it produces. It is a successin terms of the quality of life we share. The Sixth Formers enjoy being in school and weenjoy teaching them. We are all very proud of our A level results over the past three years,which clearly demonstrates that our Sixth Form is delivering high quality teaching andlearning coupled with high levels of support, care and guidance for all our students. We werealso delighted with Ofsted’s recognition of the leadership of the Sixth Form, which was seenas an integral part of the Sixth Form’s success.

It is an obvious choice. Join our Sixth Form.

Nigel MatthiasHeadteacher

Introductionby the Headteacher

The Emmbrook Sixth Form2

“Students achieve well because of goodattendance, the high expectations setfor them and the good individual care,

guidance and support they receive”OFSTED, February 2007

Sixth Form

Thank you for choosing to find out more about TheEmmbrook Sixth Form. This prospectus is designed to giveyou a broad understanding of Advanced level Post – 16Education, The Emmbrook Sixth Form’s Curriculum andspecific subjects relating to our range of A levels andBTEC First Diplomas. I hope you find it informative anduser friendly.

In recent years the Sixth Form has experienced quitesignificant change. These changes include:

• Three years of excellent value added results whichplace the Sixth Form in the top 20% of all post–16providers nationally. You may wish to know thatOFSTED consider value added results to provide moresecure judgements about students’ progress than rawresults.

• A 25% increase in the number of students on roll.

• Class sizes remaining below the national average atboth AS and A2 level, through continual investment inpost–16 provision.

Welcome

The Emmbrook Sixth Form 3

Introductionby the Head of Sixth Form

• A student : computer ratio of 1 : 1 during nonecontact time through exclusive Sixth Form ICTprovision.

• Improved relationships with local and nationalbusinesses such as KPMG, Positively making adifference Ltd and the learning Skills Council resultingin sustainable personal and academic developmentopportunities for our students.

• A well embedded Community Service programmewhich challenges and develops Sixth Form students.Last year 87% of Sixth Formers were judged to havedemonstrated good or excellent service. Theseindividuals will receive recognition of theirachievements in all references we write on theirbehalf.

The Sixth Form’s mission statement is for every student torealise his/her potential academically, morally andsocially and OFSTED confirmed in February 2007 that theSixth Form was effectively meeting this objective throughconsistently good practice in a number of areas. Sincethis time our examination performance has improved.

Emmbrook Sixth Form Students are seen very much as theheartbeat of the school and there is a rich tradition ofstudent contribution to both the School and widerCommunity through Community Service. This is not onlyvalued by those individuals working with our SixthFormers but also plays a fundamental role in SixthFormers’ moral and social development. The selflessness,responsibility and sense of duty that this service promotesare often referred to in the references we write, the vastmajority of which are outstanding.

Appropriate subject choice is a fundamentalrequirement of any students post – 16 decisionmaking process. At Emmbrook we provide a broadrange of traditional and contemporary subjects toAdvanced level as well as providing alternativepathways through our BTEC First Diplomas in Sportand Travel & Tourism. These subjects can either befollowed by those students who wish to follow avocational Sixth Form route or those that intend touse the diplomas as a medium to gain extra GCSEqualifications with the aim of keeping an Advancedlevel study pathway open.

The Emmbrook Sixth Form is a friendly andwelcoming place to study. We offer a wealth ofexperience in providing high quality Sixth FormEducation and pride ourselves on quality teachingand learning. The classroom experience is a richone that will challenge you. It is throughappropriate and sustained challenge that you willdevelop the skills, determination and resolve youneed to reach your personal and academicpotential.

You will experience quality individual support, careand guidance outside the classroom. Rigorouspastoral and academic monitoring are wellembedded and will inform you of your progress and“next steps” on a regular basis. It is through a clearunderstanding of your learning style coupled withthis advice that you can genuinely begin to developand realise your potential as an independentlearner.

The Sixth Form community is vibrant with regularsocials organised and optional leisure activitiesproviding a healthy platform for you to socialisewith your peers. Above the Sixth Form CommonRoom door is a sign saying “where everyone knowsyour name”. This is very true and I am confidentthat should you make the positive decision to joinus you will feel valued as an individual, challengedand rewarded for your efforts. If this soundsappealing then please complete and return theenclosed application form upon receipt of whichyou will be called for interview. In the meantimeshould you require clarification of any post 16 issueplease contact myself or Deputy Head of Sixth FormMrs S Rogers [email protected] or [email protected].

Mr A. A. BodellHead of Sixth FormAssistant Headteacher

The Emmbrook Sixth Form

Sixth Form Curriculum

The Sixth Form Curriculum comprises a broad range oftraditional and contemporary Advanced level qualifications aswell as two BTEC First Diplomas in Sport and Travel & Tourismand a new recreational NVQ1 award in Spanish. Below is a brief description of these qualifications.

Advanced Level Qualifications

There are two types of Advanced level qualification– GCE and GCE Applied.

GCE Advanced Level Qualifications

These are the traditional A levels that are oftenreferred to in Sixth Form circles. Since 2000 theyhave been divided into two equal parts – AS and A2.AS is usually followed in Year 12 and A2 taken up inYear 13. The minimum entry requirement forstudents to follow Advanced level qualifications isfive GCSE’s at grades C or above. In addition,students must secure a higher grade in the chosensubject, and related subjects at GCSE.

GCSE Mathematics and EnglishLanguage

It is our aim for all students leaving Emmbrook SixthForm to have secured a higher grade at GCSE inthese subjects. Consequently, any student who doesnot secure a higher grade by the end of Year 11 willretake GCSE Maths and/or English in Year 12 byeither attending specific Sixth Form retake classesor attending self study classes after school.

GCE AS Levels

The aim of AS levels is to bridge the gap betweenpre and post-16 study. All AS level qualifications are:• Made up of two or three modules• Assessed by coursework and examination or in

some cases just examination• Examined in January and/or June• One year in length

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A typical Sixth Form student would follow the Curriculum map detailed below:

At the end of Year 12, students receive their AS grades of which A–Erepresent passes. Progression from Year 12 to Year 13 is not definite.Students will need to secure at least Grade E passes in three subjects.Most students will drop one of their AS level courses after Year 12 andproceed into Year 13 with three A2 courses. Alternatives include taking allfour AS courses through to Year 13 or taking up a new AS level course inYear 13, although the latter option usually involves ‘timetable clashes’which will mean the student making up lost time after school in privatestudy sessions.

Year 12 Year 13 Final Qualification

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“Students value the care, guidance andsupport they receive in the Sixth Form”

OFSTED, February 2007


GCE A2 Levels

A2 levels can only be studied where the student hassuccessfully completed the AS course.

All A2 qualifications are:• Made up of two or three modules• Assessed by coursework and examination or in some cases

just examination• Examined in January and/or June• One year in length

A2 levels are more demanding than AS levels with parts of thefinal A2 assessment testing students on all aspects of both theAS and A2 course. Where a student has successfullynegotiated both the AS and A2 levels for a particular coursethey will receive a full Advanced level qualification, whichfrom summer 2010 will be graded A*-E. The new A* grade hasbeen introduced to help Universities and employers identifythe most able students.

Students who have performed at a very high level throughouttheir courses may be eligible to take extension papers calledAdvanced Extension Awards. These are available in a range ofcourses. Examination Board websites and curriculum leaderscan provide detailed information about these.

GCE Applied Advanced Level Qualifications

These qualifications are designed to relate more to the worldof work than their more academic equivalents. Although theycarry the same number of UCAS (University entrance) pointsas traditional A levels it should be noted that not allUniversity faculties accept Applied A levels. At The EmmbrookSixth Form we offer Applied Business which has the sameentry requirements as other Advanced level qualifications.

Extended Project

This project, which is worth the equivalent of an AS levelexamination, is designed to give students the opportunity toexplore a topic that interests them and to demonstrate theirindependent learning qualities. The project can be produced

in a number of different forms such as a written report (6,000words), DVD, performance or piece of artwork. It is available ineither Year 12 or 13.

BTEC Qualifications

BTEC Qualifications have been in place at independent post -16Vocational Colleges for a number of years now. They arefar more work related and vocationally designed than GCSEs andA levels. They are usually assessed internally throughassignments and presentations. BTEC courses move away fromtraditional Curriculum subjects and can be used as a medium forprogression directly into the workplace or as a stepping stoneonto A level or Higher Education Study. There are 3 levels of BTEC qualification – Introductory, First(equivalent to GCSE’s) and Nationals (equivalent to A levels).

At The Emmbrook Sixth Form we offer two BTEC First Diplomasin Sport and Travel & Tourism, both of which run for one year.The entry requirement onto these courses is primarily basedupon attitude and enthusiasm. Students following either of thesecourses will, where necessary, retake GCSE Maths and/or Englishand will embark upon an hour of Community Service per week.The courses also usually involve an element of work experience.

Notional NVQ 1 Award

This ‘recreational’ award is designed to provide students with afundamental understanding of a particular subject area and is anideal form of enrichment. At The Emmbrook Sixth Form we offerSpanish which operates on two lessons per week. The course iseasily manageable for linguists and non linguists a like andprovides an ideal opportunity to those students who may wish totake their Spanish interest further in due course.

You will now find descriptions of all the courses on offer, studentnumbers permitting, in The Emmbrook Sixth Form fromSeptember 2009. The information will provide you with abroad view of available courses, but for more detail, pleaseconsult teachers, students and websites.

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You will now find descriptions of all the courses on offer,student numbers permitting, in The Emmbrook Sixth Formfrom September 2009. The information will provide you with abroad view of available courses, but for more detail, pleaseconsult teachers, students and websites.

CoursesGCE AS and A2 Courses

• Applied Business• Art & Design• Biology• Chemistry• Cisco (Level 3, IT Practitioners Course)• Computing• Design & Technology• Economics• English Language & Literature• English Literature• Food Technology• French• Further Maths• Geography• General Studies• German• History• Information & Communication Technology• Mathematics• Media Studies• Music & Music Technology• Physical Education• Physics• Psychology• Sociology• Statistics• Theatre Studies

BTEC First Diplomas

• Travel & Tourism• Sport

NVQ1

• Spanish

Making Your Choices

Post-16 education is an exciting and yet slightly daunting prospect formost students. Choosing the right courses in the right subjects is crucialto students achieving their potential. Although students can changecourses in September of Year 12 it is strongly recommended that this onlyoccurs in exceptional circumstances.

Here are some suggested questions students should ask themselves andseek advice on if necessary:

• What GCSE grade am I likely to achieve in this course? (GCSE grades areexcellent indicators of likely A level performance)

• Did I enjoy the course at GCSE? (Students are more likely to be motivated and engage in self study if this applies)

• Is the course one I haven’t studied before? (If so, then students should undertake some research and accept that much background reading will be required before and during the course.)

• What do I want to do after A levels? (Students should consider the requirements of their next steps whether they be in Higher Education or the workplace). The UCAS website is a good start. www.ucas.com

• What were last year’s A level results like in the subject? (This should bediscussed with teachers so any anomalies can be explained)

• What do existing Sixth Formers think of the course? (Try and speak to some current Sixth Form students and ask them for their honest opinion)

• What are the names of the individual modules that make up the full A level Course? Do they sound appealing?(These modules will help builda picture of what students will be faced with once the course has commenced)

• What’s the course specification like? (This can be found on the various Examination Board websites detailed below and will take students’ research one step further)

Further information can be found at:AQA: www.aqa.org.ukEdexcel: www.edexcel.org.ukOCR: www.ocr.org.uk

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“The new Head of Sixth Form provides goodleadership and he is well supported by the

headteacher and the senior leadership team”OFSTED, February 2007

Extra-curricular ActivitiesStudents studying Applied Business will be able to participate ina range of extra-curricular opportunities:• Young Enterprise: create and run your own business.• Proshare: a national share dealing competition for students.• EBP Business Plan competition.• European trip: visit the economic institutions and major

businesses of a European city.

AssessmentThe key feature of the Applied A-level is the role ofcoursework, two thirds of the final grade is derived fromcoursework. Students complete two coursework tasks and oneexamination at both AS and A2 level.

ProgressionStudents have progressed into further business related studiesat university, including marketing, finance, human resourcesand management. Students will have developed key skills whichare highly valued by universities and employers.

AS Level ModulesUnit 1 – Investigating People at WorkStudents will learn the principles of managing andmotivating staff.Unit 2 – Investigating BusinessStudents will investigate the financial planning required tolaunch their own business idea.Unit 3 – Investigating MarketingStudents will design, develop and plan for the launch of ahypothetical product.

A2 Level ModulesUnit 4 – Business DevelopmentBuilding on Unit 2, students will create an in-depthcoursework exploring the potential launch of their ownbusiness.Unit 5 – Marketing DecisionsBuilding on Unit 3, students will develop theirunderstanding of marketing to a higher level, focussing onthe strategies behind marketing. Unit 6 – Organising an EventStudents will work together as a class to plan and run anevent (a popular choice has been a Sixth Form ball). Theywill then write up the organisation of the event individually.

This course enables students to develop a strongunderstanding of how business works in the realworld. Students discover the problems faced byLocal, National and International Businesses andhave the opportunity to organise their ownbusiness activity. Students are encouraged totake part in a wide range of practical activitiesincluding the planning and running of a Business.The course requires sound levels of Numeracyand Literacy, therefore good GCSE passes inMaths and English are desirable.

Applied Business earns the same UCAS pointsas other A levels. However, it should be notedthat whilst most faculties in most universitiesaccept Applied A levels, this is not always thecase.

Level: AS & A2 Applied A level Exam Board: Edexcel


Applied Business 2009/10 Specification

Further InformationCurriculum Leader for Applied Business


AS Level Modules

Coursework PortfolioStudents will produce a selection ofwork that demonstrates breadth anddepth of skills and understanding. Theywill be encouraged to experience awide range of different materials andapproaches applying these to thefocused project also completed for theCoursework Portfolio. These sessionswill be teacher led giving students theopportunity to learn the fundamentalskills required to successfully completethe AS level.

Students will also produce an extendedcollection of work, or focused project,based on an idea or theme whichdemonstrates an ability to sustain workfrom an initial starting point to a finaloutcome. This will include evidence ofresearch, developed ideas and links torelated artists and designers.

Externally-Set AssignmentStudents are given the choice of 5questions to be used as starting pointsand undertake a period of 5 hoursunaided, supervised time. The workproduced will be devoted to thedevelopment of ideas. Preparatory workcan lead to a final piece or to furtherwork of a developmental nature.

The Art A level course is designed to develop students’intellectual, imaginative, technical and expressive skills as wellas their aesthetic and critical understanding.

Level: AS & A2 Exam Board: AQA

Art & Design

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2009/10 Specification

Further InformationCurriculum Leader for Art & Design

A2 Level Modules

Personal InvestigationThis is a practical unit with writtenelements where students develop apersonal investigation based on an ideaor theme leading to a finished piece orpieces. The practical elements will belinked to relevant artists and designersand can be approached in a variety ofways: a journal, a log, reports on agallery visits or an evaluation.

Externally Set AssignmentStudents are given the choice of 8questions to be used as starting pointsand undertake a period of 15 hoursunaided supervised time to produce aclearly defined selection of work thatleads to a finished piece or pieces.

Assessment

AS levelCoursework Portfolio50% of total AS marks 25% of total A level marks

Externally set Assignment50% of total AS marks 25% of total A level marks

A2 levelPersonal Investigation25% of total A level marks

Externally set Assignment25% of total A level marks

Progression

This course provides an idealopportunity for those students seekingto work within the visual arts. Inaddition, students may pursue degreesin Fine Art, Art History, GraphicDesign/Illustration, Fashion/Textiles,Ceramics, Sculpture, Film/Media,Product/Industrial Design andDigital/Web Design.

A2 Level Modules

Unit 3: Communication, Homeostasis andEnergyModule 1: Communication andHomeostasisOur immediate environment is constantlychanging. In this module you will look athow we detect those changes and respondto them. Module 2: ExcretionMetabolic processes produce wasteproducts, many of which are toxic. Thisconsiders how organisms remove thosewaste products from their bodies.Module 3: PhotosynthesisThis module details the process ofphotosynthesis and its importance withinfood chains.Module 4: RespirationAll organisms respire to release energy.You have considered it as a simpleequation. In this module you discover thedetail of the process.

Unit 4: Control, Genomes andEnvironmentModule 1: Cellular Control and VariationGenes control the way in which cellsfunction. This module includesconsideration of how changes within geneslead to variation and so evolution.Module 2: Biotechnology and GeneTechnologiesThis looks at how biologists have takentheir knowledge of DNA and genetics andused it in industry, medicine, farming andfood production as well as forensicinvestigation. Study of this module willgive an insight into the latestdevelopments in biotechnology and givethe opportunity to discuss the ethical andmoral issues related to the subject.Module 3: Ecosystems and SustainabilityUnderstanding how ecosystems work andhow to manage them for sustainability and

AS Level Modules

Unit 1: Cells, Exchange and TransportModule 1: Cells This looks at how organisms are organisedon a cellular basis, the different types ofcell and how they divide. You will look athow cells are organised into tissues andorgansModule 2: Exchange and TransportYou will study the structure of mammal’slungs and other exchange surfaces. Youwill also look at how plants can take upand transport water; and the circulatorysystems in animals

Unit 2: Molecules, Biodiversity, Food andHealthModule 1: Biological MoleculesThis looks at the molecules which areimportant to the cell, and how chemicalreactions occur within cells with the aid ofenzymes.Module 2: Food and HealthThis looks at how biologists have takentheir knowledge and used it in medicineand food production. Study of this modulewill give an opportunity to consider dietand health.Module 3: Biodiversity and EvolutionThis includes how natural selection actingon genetic variation led to the diversity ofliving organisms. You will also study theinteractions between organisms and theirenvironment; the significance ofbiodiversity and how it is maintained.

conservation requires knowledge of energyflows and population dynamics. This islooked at in depth during the module, aswell as a consideration of the impact ofhumans.Module 4: Responding to theEnvironmentPlants and animals respond toenvironmental stimuli with varyingcomplexity. The module looks at thebiology of the responses and animalbehaviour.

Assessment

External modular examinations andpractical based tasks.

Field Trip: This affords students theopportunity to extend their knowledge ofEcology and develop practical andanalytical skills 'in the field'. It also assiststhe students in acquiring communicationand team working skills- and it is a lot offun. We have, recently, visited WestWittering and studied the sand dune andsaltmarsh habitats.

Progression

Biology provides an essential foundationfor a wide variety of career areasincluding: veterinary science, medicine,ecology, environmental work, nursing,horticulture, food and biotechnology,biomedical science. Microbiologists,molecular biologists and environmentalbiologists are particularly in demand atthe moment.

If you enjoyed Biology at GCSE here is a chance to extend your studiesand further your knowledge of this exciting and challenging subject.You would study the OCR syllabus and so gain continuity with theAdditional Science course taken in Year 11. You will develop a deeperawareness of Biology in the changing world and its importance in the21st century. Biology combines well with many subject options andrequires that you have a real interest in the environment and itsorganisms. You need to be articulate, numerate, like Chemistry and behard working, as well as someone who enjoys practical work and beingat the forefront of modern technology.

BiologyLevel: AS & A2 Exam Board: OCR


“Students develop asconfident and mature adults”


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Further InformationCurriculum Leader for Biology

Assessment

AS level:Unit 1: One hour written exam Unit 2: One hour 45 minute written examUnit 3: Internal Assessment

A2 level:Unit 1: One hour written examUnit 2: One hour 45 minute written examUnit 3: Internal Assessment

Progression

Students may progress to a Degree course in Chemistry, Environmental Science, Medicineor Pharmacy. Alternatively there is the option of following a Higher National Programme inApplied Chemistry and related programmes, such as Sport Science, Beauty Therapy,Applied Biology, Engineering, Agriculture, Animal Management, Countryside Management,Environmental Science, Equine management or Horticulture. Employment opportunitiesinclude areas such as Pharmacy and Biotechnology.

AS Level Modules

Unit 1: Atoms, Bonds and Groups• Atoms and Reactions• Electrons, Bonding and Structure• The Periodic Table

Unit 2: Chains, Energy andResources• Basic Concepts and Hydrocarbons• Alcohols, Halogenoalkanes andAnalysis• Energy• Resources

Unit 3: Practical Skills inChemistry 1• AS internal assessment

A2 Level Modules

Unit 4: Rings, Polymers andAnalysis• Rings, Acids and Amines• Polymers and Synthesis• Analysis

Unit 5: Equilibria, Energeticsand Elements• Rates, Equilibrium and pH• Energy• Transition Elements

Unit 6: Practical Skills inChemistry 2• A2 internal assessment

This qualification builds on the knowledge, understanding and processskills inherent in GCSE. The qualification integrates theory and relevantpractical work, which are developed at different levels throughout thecourse. You will need to be able to communicate effectively, researchand think critically about chemical problems. This qualification issuitable for students who have an interest in Chemistry and enjoycarrying out investigation by the application of imaginative, logical andcritical thinking and who may wish to use Chemistry to support otherqualifications or progress onto further studies. Students with a HigherGrade in GCSE Science can access this course although students with aGrade C may be required to undertake additional self study work.

Level: AS & A2 Exam Board OCR


Chemistry

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Further InformationCurriculum Leader for Chemistry

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CISCO (CCNA)

Year 2Customer support provisionUnderstanding the best methods forsupporting customers.

SwitchingComplex Network Design, VirtualNetworks, Network Switching.

WAN TechnologiesBuilding and Servicing World-WideNetworks.

Modules Studied

Year 1 Service Delivery, Planning & ControlEvaluation of products, PerformanceAnalysis, Systems Disaster recovery.

Hardware/Equipment & SystemInstallationInstalling and Troubleshooting PC’s,quality assurance.

Network FundamentalsBuilding and Troubleshooting basicNetworks, History and theory of theInternet protocol.

Router & Routing BasicsConfiguring a Router, Building Inter-Networks, Routing & Routing Protocol.

Level: NVQ Level 3 Exam Board: OCR

Assessment

A combination of examinations,practical and project work.

Progression

Students could go straight into thework place as a Network Manager.Alternatively, students may pursue the CCNP qualification.

This course will enable students to gain an understanding of the principles of Computer Networks, the Internetand Customer Service. Students learn how to create and manage Networks, Cabling and Router Configuration.

The Emmbrook Sixth Form12


Further InformationCurriculum Leader for CISCO



Computing

AS Level Modules

Unit 1: Problem Solving, Programming, DataRepresentation and Practical Exercise

Topics• Stages of problem solving • Drawing and interpreting simple state transition diagrams

and transition tables • Introducing the term algorithm, expressing the solution to a

simple problem as an algorithm • Programming in a high level programming language and the

fundamentals of structured programming • The binary number system, number bases and information

coding schemes • The stages of development of a hardware/software system.

Unit 2: The Computer Components, The StoredProgram Concept and The Internet

Topics• Logic gates and boolean algebra • The internal components of a computer • Hardware devices • The fundamentals of computer systems • The structure of the internet, networking protocols and the

consequences of uses of computing.

A2 Level Modules

Unit 3: Problem Solving, Programming, OperatingSystems, Databases and Networking

Topics• Problem solving and algorithmic complexity

Algorithms and data structures for problem solving • Programming paradigms and object oriented programming

techniques • The role of an operating system • Database design

Unit 4: The Practical ProjectTopics• Evaluate the possible need for development of a computer-

based solution to a real problem • Document a design that meets the requirements of a real

problem in terms of hardware and software • Document the analysis, design, construction, testing, training

and maintenance of a programmed solution.

Assessment

AS levelUnit 1: On screen exam: 2 hours

Weighting: 60% of total AS marks30% of total A level marks

Candidates will submit print outs for external marking by AQA.Short answer questions. All questions are compulsory. Pre-release material (skeleton program and test data) will bepublished in advance. Candidates will be expected tofamiliarise themselves with this and to use it to answerquestions and write a program during an on-screen timetabledexamination.

Unit 2: Written paper: 1 hourWeighting: 40% of total AS marks

20% of total A level marksA2 levelUnit 3: Written paper: 2 hours 30 minutes

Weighting: 60% of total A2 marks30% of total A level marks

Unit 4: (Internally assessed)Weighting: 40% of total A2 marks

20% of total A level marks

Candidates will be required to document the analysis, design,construction, testing, training and maintenance of aprogrammed solution to a real identified problem.

Progression

Students could go straight into the work place as a TraineeProgrammer, Network Assistant or Trainee Software Tester.Many companies will accept pupils at A level stage providedtheir Computing grade is at least a C. Alternatively pupils couldgo to University to study a Pure Computing Degree (good MathsA level grade required - typically B), or an IT related degreelike Business Information Systems. Whatever their choice, ITemployment prospects remain buoyant.


This course will enable students to gain anunderstanding of the principles of Computing includingthe internal structure of Computers, Programming,Applications and Project Management. All modulesencourage Critical Thinking.

Further InformationCurriculum Leader for Computing


Assessment

AS level: Theoretical exam on Units 1 and 3 (1 1/2 hrs each)and Unit 2 - Coursework Project.A2 level: Theoretical exam on Units 4 (1 ? hrs), Unit 6 - designexam(3 hrs) and Unit 5 - Coursework Project.

Progression

Students have progressed to study the subject on Foundationcourses or at Degree level. Other students have gained Designbased jobs with in-house training. Whilst studying the subjectstudents compile a Comprehensive Portfolio which will assistwith entry to University or the Workplace.

AS Level ModulesUnit 1: Product DevelopmentCoursework Project

Unit 2: Product Design

Theory and Understanding

A2 Level Modules

Unit 3: Product Design Further Theory and Understanding

Unit 4: Commercial Product DevelopmentCoursework Project

Any student wishing to enter a career requiringCreative Thinking or Problem Solving shouldconsider this subject. This subject allowsstudents to express themselves but also givesthem the technical and practical skills to producea realistic and functional Graphical Product. TheDesign Process and presentational skills can beused in many walks of life.

Level: AS & A2 Exam Board: EDEXCEL

Product Design - Graphics with Materials

Design & Technology

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“Students welcome the manyopportunities to play a full part in schoollife and respond well by making a positivecontribution in supporting and setting a

good example to younger learners”OFSTED, February 2007


Further InformationCurriculum Leader for Design & Technology


AS Level Modules

Unit 1: Markets and Market FailureStudents will explore the interaction betweenconsumers and businesses.

Unit 2: The National EconomyStudents will investigate the ways in which nationaleconomies operate.

A2 Level Modules

Unit 3: Business Economics and Distribution ofIncomeStudents will develop the knowledge that they haveestablished in Unit 1.

Unit 4: The National and International EconomyBuilding on Unit 2, students will now examine theglobal economy.

Economics gives students the opportunity to develop anunderstanding of how the modern world works. During thecourse students are introduced to a range of Economicmodels and theories which form the foundation of theirknowledge. Once the basic theory is in place, students use itto analyse and evaluate the problems that face the worldtoday such as the Minimum Wage, Poverty, Unemployment,the Housing Market, the Environment, International Trade,Globalisation and more. Students learn to apply theory froman early stage in the course. They are then encouraged todevelop Analytical and Evaluative skills through study ofGovernment and Business activity in a real world context. There will be further opportunities to explore the subjectthrough the use of the Internet and Economics softwarepackages.The course requires high levels of Numeracy and Literacy andtherefore higher GCSE grades in Maths and English areessential.

Level: AS & A2 Exam Board: AQA Extra-curricular Activities

Students studying Economics will be able to participate in arange of Extra-Curricular opportunities:• Young Enterprise: create and run your own business.• Proshare: a national share dealing competition for students.• Target 2.0: a national economic policy competition for Sixth

Formers.• Bank of England: visit to the home of UK monetary policy.• European trip: visit the Economic Institutions & Major

Businesses of a European city.

Assessment

AS level - Both units assessed by multiple choice and dataresponse papers.A2 level – Both units assessed by a written paper.

Progression

Economics presents a wide range of opportunities. It is anexcellent foundation for any Degree Course or area of furtherstudy. Economics also leaves students options open as the skillsacquired are as useful for Scientists and Engineers as they arefor Business people, Bankers and Journalists.

Economics 2009/10 Specification

Further InformationCurriculum Leader for Economics


Assessment

40% of the course is assessedthrough coursework and 60% isassessed through Examinations.

Progression

This is an excellent course forimproving communication andreading skills. As such, it forms afirm foundation for almost anyDegree course or career. It willalso make a significantcontribution to students’ keyskills.

AS Level Modules

Unit 1: ExaminationExploring Voices in Speech andWriting.Short responses based on dataanalysis.Study of creation and use of voicewith reference to chosen literarytext.Opportunity to explorecontemporary prose fiction.

Unit 2: CourseworkCreating Texts.Production of coursework folder ofown writing.Writing for reading audience andlistening audience.Production of critical commentaryon own writing.

This is a good subject for those whoenjoyed both Language and Literatureat GCSE. It provides students with theopportunity for creativity, the study ofboth spoken and written English andappreciation of selected Literature. Itwill help to develop students’Analytical skills and their understandingof both Literary and Linguisticterminology.

English Language


& LiteratureA2 Level Modules

Unit 3: ExaminationVarieties in Language andLiterature.Study of a pair of linked texts witha thematic focus.

Unit 4: CourseworkPresenting the Real World.Own writing based on topic areasand wide reading.Sampling of texts across a range ofgenres and sub-genres.

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“The Sixth Form is well led withrecent changes in leadershipbringing about improvement”



Further InformationCurriculum Leader for English


This course encourages students to develop their interest andenjoyment of Literary studies by reading widely, independentlyand critically. It will focus on poetry, prose and drama across thecenturies. Some texts will be examined whilst others could bepresented as coursework. Challenging reading, development ofpersonal writing skills and stimulating discussion with teachersand peers form the platform of the course.

English LiteratureLevel: AS & A2 Exam Board: EDEXCEL

Assessment

40% of the course is assessedthrough coursework and 60% isassessed through examinations.

Progression

A level English Literature has ahigh academic reputation withHigher Education institutions andwith employers. The course aimsto produce students who are well-read and capable of expressingthemselves fluently both orallyand in writing. Theses skills areinvaluable for many Degrees andcareers.

AS Level ModulesUnit 1: ExaminationExplorations in Prose and Poetry.Short responses based on poetry orprose.Study of one core literary heritagenovel, one further novel and aselection of poetry.

Unit 2: CourseworkExplorations in Drama.Study of Shakespeare and oneother play.Production of coursework folder –two responses: Explorative studyand creative critical response.

A2 Level Modules

Unit 3: ExaminationInterpretations of Prose and PoetryStudy of three texts with athematic focus.

Unit 4: CourseworkReflections in Literary StudiesCoursework based on independentstudy of poetry, prose or drama.


Further InformationCurriculum Leader for English


AS Level Modules

Candidates will have the opportunity to study nutrition and designand making in the human context. Knowledge of food science andof a wide range of materials and components used in the makingof food products will be developed. Candidates will be given theopportunity to develop and solve a problem relating to fooddesign and making. They will gain an understanding of industrialand commercial practices within the area of Food Technology.

Unit 1• Macro and micro nutrients, measurement of energy and the

importance of adequate water intake

• Dietary planning, BMI and health and health promotion

• The relationship between diet and health

• Social factors; the family, family patterns, family lifecycle, changes in family composition, culture, economics and work

• Dietary needs of individuals at different lifestages, special diets and lifestyles

• Food additives

• Environmental factors influencing food choices; organic food and sources of energy

• Mass media; advertising, television, magazines and the press

• Issues affecting the design of new food products

• Food safety and hygiene, food labelling and nutritional information

• Health and Safety.

Unit 2 Coursework. This may take a number of forms, single design andmake project, two smaller projects and/or a portfolio of work.


FoodTechnology

Food Technology is for students with a particular interest in food andnutrition, health, food design and production and consumer issues. Youwill be able to develop your practical skills and this course will give youthe flexibility to choose from a wide range of practical experiences.The course will also allow students to investigate a chosen area of studywhich may include: eating patterns, retail methods, market influencesor global food issues in depth which will show evidence of experimentalwork. Students will be expected to gather, organise and presentinformation and ideas accurately from a variety of acknowledgedsources. You will be encouraged to adapt and modify procedures basedon rational thinking and to justify judgements and choices.

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A2 Level Modules

The specification offers candidates the opportunity to furtherdevelop the knowledge and practical skills from AS. Candidateswill continue to develop design work alongside an understandingof food science, processes and commercial food manufacture.

Unit 3 • The physical and chemical structures of the macro nutrients

• Working characteristics in relation to the physical and sensory attributes of the food

• The nutritional composition of food

• Manipulating and combining food materials and components and the application of this in food processing and product development

• The beneficial and detrimental effect of micro organisms and enzymes

• Issues affecting the design of new products

• Design in practice

• Preservation methods and extending shelf-life; quality assurance and quality control

• Legislation

• Systems and control.

Unit 4 Coursework.

Assessment

Unit 1 - 25% total mark - 2 hours written examUnit 2 - 25% total mark - 2 hours written examUnit 3 - 25% total mark - 2 hours written examUnit 4 - 25% total mark - 60 hours

Progression

Students should consider a Batchelors/Masters Degree in foodrelated courses. Other career opportunities include: Teaching,Marketing, Development Chef, Health Care, Customer Service,New Product Development and Hospitality.


Further InformationCurriculum Leader for Food Technology


This course deals with the language,culture and contemporary affairs ofFrench-speaking countries, providing anopportunity to gain a high level of understanding and fluency in topics chosento reflect the concerns of young people. Aswell as timetabled lessons, students willbecome more familiar with the languagethrough regular conversations with our ownFrench assistant. Use of the internet isbecoming an increasingly important aspectof the course, as students use sites dealingwith events and issues in French-speakingcountries to develop their research andreading skills.

FrenchAssessment

Assessment is through skill-basedexaminations relating to the topicscovered.

AS levelUnit 1: 70% of AS/35% of A level.Unit 2: 30% of AS/15% of A level.

A2 levelUnit 3: 35% of A level.Unit 4: 15% of A level.

Progression

Personnel with foreign language skills areincreasingly in demand in a wide rangeof careers. Europe’s Managers, Lawyers,Accountants, Economists, Engineers andScientists of tomorrow will also be fluentin two or more European languages.Students often progress to university tostudy French as part of a combinedcourse. In addition, the study of Frenchcan lead to careers in Teaching,interpreting or translating



Further InformationCurriculum Leader for French

AS Level Modules

Media: including TV, advertising andcommunication technology.

Popular culture: including cinema andmusic.

Healthy lifestyle: including sport, healthand holidays.

Family and relationships: includingfriendships, relationships within the familyand marriage/partnerships.

Unit 1 Listening, reading and writing.

Unit 2Speaking. Discussion of a stimulus card followed by10 minutes conversation on the AS topics.

All four topics are tested in both units.

A2 Level Modules

Environment: including pollution, energyand protecting the planet.

The multicultural society: includingimmigration, integration and racism.

Contemporary social issues: includingwealth and poverty, law and order, scientific and technological advances.

Plus in-depth studies of two cultural topicse.g. a book, play, film, region or country.

Unit 3Listening, reading and writing

Unit 4Speaking.Debate based on a stimulus card followedby 10 minutes conversation on the A2topics.

All topics are tested in both units.


Further Mathematics takes topics one step furtherallowing students to gain a deeper understanding ofthe ways in which Maths works. The course ensuresfast progress with learning and understanding. Selfmotivation and ability to study independently are areal advantage.

Assessment

There is an examination for eachmodule and no coursework

Progression

Those students wishing to go on totake a Mathematical, Engineeringor Physics based degree find it tobe a real advantage to have takenmore than one Maths A level.Career pathways includeAccountancy, Banking, Computing,Electronics, Engineering, Finance,Insurance, Management, Researchand Teaching.

AS Level Modules

Discrete Maths 1: Algorithms,Networks, Spanning TreesMatchings, Shortest Path inNetworks, Route Inspection,Travelling Salesperson Problem,Linear Programming andMathematical Modelling.

Discrete Maths 2: Critical PathAnalysis, Allocation, DynamicProgramming network flows,Linear Programming, Game Theory,Mathematical Modelling.

Further Pure 1: Algebra andGraphs, Complex numbers, Rootsand Coefficients of Quadratics,Series, Calculus NumericalMethods Trig, Matrices andTransformations.


A2 Level Modules*

Statistics 2: Discrete RandomVariable, Poisson Distribution,Continuous Random VariableEstimation, Hypothesis Testing,Chi- Squared Tests.

Mechanics 2: MathematicalModelling Moments and Centres ofMass, Kinematics, Newton’s Laws,Differential Equations, CircularMotion, Work and Energy.

Further Pure 2: Roots ofPolynomials, Complex Numbers DeMoivre's Theorem, Proof byInduction, Finite Series,Hyperbolic Functions, Arc Lengthand Area of Surface Revolutionabout the x – axis.

*A2 level Modules are chosen accordingto the needs of each class and so coulddiffer from those above.

Further Mathematics

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Further InformationCurriculum Leader for Mathematics


General StudiesAssessment

The examinations consist of a multiple-choice section and compulsory sourceanalysis questions.

Progression

Among the many benefits, this newspecification is designed to encouragecandidates to:• think across specialist subjects • engage successfully with issues throughthe use of stimulating authentic sourcematerial • develop their thinking skills, capacity toconstruct arguments and ability to drawconclusions • improve their communication andpresentation skills • work independently and with others.

General Studies AS or full A leveldemonstrates to Universities andemployers that the student has a broadrange of understanding of the modernworld in addition to his/her specific A level subjects.

AS Level Modules

Unit 1: Culture and Society Unit Topic list• the similarities and differences betweencultures, nature and use of language • the role of artists and art in society,examples of art works and major artisticmovements • the role of religious and value systems,beliefs and values, tolerance and moralissues • freedoms, rights and responsibilities • evaluating the media and recognisingbias • the British political system and the roleof the monarchy.

Unit 2: Science and SocietyTopic list• the origins of the universe, naturalforces and sources and forms of energy • human and social behaviour andapproaches to social studies and policy • commerce and industry and the impactof political and economic issues onscience, society and the environment • mathematics in science and society • the impact and implications of newinventions • moral dilemmas surrounding the work ofscientists • the impact and social, ethical andenvironmental implications of scientificdiscoveries and inventions • research methods in science and socialscience.


A2 Level Modules

At A2, the specification asks candidates tofurther develop themes and conceptsstudied at AS. Candidates will be expectedto make informed judgements and reachjustified conclusions. Students willdemonstrate understanding of how valuescan influence judgements.

Unit 3: Culture and SocietyTopic list• the role and responsibilty of artists • the dilemmas and complexity of a multi-faith and pluralist society • the power of language and images totransmit, persuade or distort; 'spin' andpropaganda • processes, problems and responsibilitiesof a democracy • social interaction at personal, local,national and international levels.

Unit 4: Science and SocietyTopic list• the concept of life and matter • the approach of different social sciencesto our understanding of people andproblems • solving world problems; co-operationand intervention • the nature of hypothesis and theory inscientific development • commenting on data and representationsof data; interpreting results and assessingimplications • the contribution of science andtechnology to lifestyles in differentsocieties

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Further InformationCurriculum Leader for General Studies


Tectonic activity and hazards.Cold environments – landscape andchange.Life on the margins – the food supplyproblem.The world of cultural diversity.Pollution and human health at risk.Consuming the rural landscape –leisureand tourism.

You should expect to attend and holdspecific seminars based on your choiceas well as undertake individualresearch.

Assessment

Assessment is through Examination andCoursework.

Progression

The breadth of study and the skillsbase means that Geography is an idealmedium for students who do not wishto narrow their focus too soon. It ishighly regarded by employers who arelooking for flexible but highly skilledworkers. The subject can be studiedat degree level or as a basis forentering employment directly.

Unit 1: Global Challenges The meaning, causes, impacts andmanagement of global challenges.How we can influence globalchallenges through our own lives.There are two compulsory topics thatform this unit:

Topic 1: World at risk. You will studyglobal natural hazards, trends andpatterns. Climate change: its causes,impacts and coping with change.Identify strategies to cope with globalwarming and ways to reducevulnerability for those at risk.

Topic 2: Going global. You will studyglobalisation, the global pattern ofwealth and poverty and the concept ofa shrinking world. Population,migration, including labour flows fromEastern Europe and retirement to theMed, world cities and the challenge ofreducing the consequences of globalconsumption.

Unit 2: Geographical Investigations A closer look at how physical andhuman issues influence lives and howthese can be managed. Compulsoryresidential fieldwork will beundertaken in this unit but there is nocoursework as such. There are twotopics, one physical and one human?


Physical TopicExtreme Weather: with its increasingferocity and frequency, fascinatessome people and threatens manyothers.

Human Topic.Rebranding Places: focuses on how weneed to re-image and regenerate ruraland urban places, using appropriatestrategies.

Unit 3: Contested Planet The use and management of resourcesis a key issue for Geography andtoday’s world. Consumption patternshighlight inequalities between regions,countries and groups of people. Manyresources are finite, and risingconsumption means that difficultdecisions over the use of resourceswill have to be taken more frequently.There are six compulsory topics:Energy security; Water conflicts;Biodiversity under threat; Superpowergeographies; Bridging the developmentgap; The technological fix?

Unit 4: Geographical ResearchOptions range from those with astrong physical geography focus, tothose concerned more withenvironmental, social and culturalgeographies. You must study one ofthe following options, guided by yourteacher:

Geography

The Earth is constantly evolving. Landscapes are changing; the globalclimate may be warming; natural hazards are becoming more frequent;industry is crossing international boundaries; people are changing theirworking patterns and their living locations; Leisure and Travel areincreasing and affecting both local and far off places.

This course aims to not just inform students about these changes but toequip them with the skills to investigate them further and be able tomake decisions about their future management.

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“Students rightly had commentated on thenew leadership as being instrumental in theimproved performance of the Sixth Form”



Further InformationCurriculum Leader for Geography

German


Assessment

Assessment is through skill-basedexaminations relating to the topicscovered, and some writtencoursework.

Progression

Personnel with foreign languageskills are increasingly in demand ina wide range of careers. Europe'sManagers, Lawyers, Accountants,Economists, Engineers andScientists of tomorrow will also befluent in two or more Europeanlanguages. Students often progressto University to study a languageas part of a combined course. In addition, the study of Germancan lead to careers in Teaching,Translating or Interpreting.

AS Level Modules

Topics are studied in the contextof German-speaking countries.

These include:• Family relationships• Healthy Lifestyle• The Media• Teenage rights and

responsibilities

Tests cover the skills of Listening,Speaking, Reading and Writing.

Level: AS & A2

Exam Board: Edexcel

A2 Level Modules

Topics are covered in the contextof German-speaking countries.

These include:• The Environment• Developing Countries• The European Union• International Problems

Tests cover the skills of Listening,Speaking, Reading and Writing. Inaddition there is a courseworkoption.

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This course deals with the language, culture andcontemporary affairs of German-speakingcountries, providing the opportunity to gain a highlevel of understanding and fluency in topicschosen to reflect the concerns of young people.As well as timetabled lessons, students willbecome more familiar with the language throughregular conversations with our own Germanassistant. Use of the Internet is becoming anincreasingly important aspect of the course, asstudents use sites dealing with events and issuesin German-speaking countries to develop theirresearch and reading skills. The opportunity tocomplete a period of work experience in Germanyis also offered.


Further InformationCurriculum Leader for German


HistoryA2 Level Modules

Unit 3: From Kaiser to Fuhrer: Germany 1900-1945This unit involves a study of Germany’s economic expansion and the social andpolitical tensions that arose in the early twentieth century. You will study theextent that Germany was responsible for the outbreak of the First World War,as well as the effect of the war upon Germany. There will be a study of theWeimar Republic and the reasons for its failure. You will study the Rise of theNazis and the nature, popularity and efficiency of the Third Reich.

Unit 4: The Changing Role of Parliament, 1529-1629In this unit you will study the changing role and composition of Parliament, inparticular the changing relationship between the Monarchy and Parliament.There will be a study of the extent to which parliamentary power and its rolewithin government changed throughout the period. You will study how theinteraction between political, religious, social and economic developmentsshaped the British system of government.

Assessment

A combination of examination and some coursework including work on sourcematerials.

Progression

Students who study History have a wide range of career and higher educationopportunities. The skills involved in the course are highly valued by employerswhilst the subject provides a good basis for many courses including Law,Journalism and Business.

AS Level Modules

Unit 1: Topic 1 Pursuing ‘Life and Liberty’: Equalityin the USA, 1945-68 This topic covers the Struggle for Civil Rights.You will study the peaceful protests advocatedby Martin Luther King and the more violentmethods of Black Power. You will assess theextent to which Civil Rights were achieved inthese years, and to what extent the social andeconomic position of black citizens improved.

Topic 2 Stalin’s Russia 1924-1953This topic covers Stalin’s struggle to gainpower. It involves a study of his economicpolicies and their impact on the USSR, andwill also cover the terror methods employedby Stalin’s regime.

Unit 2:The Changing Position of Women and theSuffrage Question 1860-1930This unit involves a study of the changingstatus of women in society and politics. Youwill study the campaign to gain the vote forwomen, the methods that were employed andthe reactions to the campaign from politiciansand the public. You will assess the degree towhich the educational and employmentopportunities available to women improved.

The course aims to build upon your studies at GCSE. Although it is not anentry requirement that you should have taken History GCSE, it is advisable.Those students who did not take History may be required to undertakeadditional work. The course modules cover a variety of countries and timeperiods involving the study and analysis of historical sources. Students willstudy areas of historical controversy and debate; you will consider thevalidity of various historical interpretations. Hopefully, the course willprovoke further argument and debate.


“The steps already introduced for improvement,such as attendance registration, enhanced ICT

resources and e-learning opportunities, andacademic monitoring have already made a positive

impact on student progress and motivation”OFSTED, February 2007

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Further InformationCurriculum Leader for History


AS Level Modules

Unit 1 - Practical Problem Solving in the Digital World• Practical use of ICT, identifying, designing, producing,

testing, documenting and evaluating solutions.• Data entry, storage, output of information, use of software,

current health and safety legislation.

Unit 2 - Living in The Digital World• ICT systems, their components, uses, users, safety and

security • Data and information, data transfer, backup and recovery.

A2 Level Modules

Unit 3: The Use of ICT in The Digital World• Developments in technology, information needs of

organisations, ICT systems, management of ICT • Developing ICT systems, introducing large ICT systems into

organisations • Training and supporting users of ICT systems.

Unit 4: Coursework: Practical Issues Involved in the Use ofICT in the Digital World• Practical issues involved in managing the use of ICT in

organisations • Investigating, analysing, defining requirements • Selecting and using appropriate technologies, designing

solutions, methods for testing and installation, documenting and evaluating.

This course enables students togain an understanding of theprinciples of ICT, including thenature of Information and Dataand their management,Hardware and Software,Communication Systems,Networks and the Social andLegal implications of ICT. Allmodules encourage CriticalThinking.

Information and


Assessment

AS levelUnit 1: Written paper: 1 hour 30 minutes

Weighting: 50% of total AS marks25% of total A level marks

Unit 2: Written paper: 1 hour 30 minutesWeighting: 50% of total AS marks

25% of total A level marksA2 levelUnit 3: Written paper: 2 hours

Weighting: 60% of total A2 marks30% of total A level marks

Candidates will be provided with pre-release material.

Unit 4: CourseworkWeighting: 40% of total A2 marks

20% of total A level marks

Progression

ICT continues to be central to the vast majority of business andany employee with robust ICT skills is well placed to takeadvantage of this. Immediate progession could also include ahigher degree.

CommunicationTechnology

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Further InformationCurriculum Leader for ICT


Weeks 1-15 Students are introduced to the Geography of Spain and to the sounds of the language, after which they begin to useopening phrases of introduction. They learn how to impart information about themselves and others and to seekinformation from and about others. They close conversations politely and in an appropriate manner. The alphabet istaught so that students can clarify spellings when form filling, particularly when answering questions prior to bookingin to hotels, hostels and campsites. They must be able to state the exact accommodation they require, state for howlong, enquire about the cost, and reject the accommodation if necessary. Understanding menus, ordering food anddrink in both snack bars and restaurants and paying for the meal are also taught at this stage. Two practical tests arecarried out during weeks 14 and 15. All four skills are tested.

Weeks 16-30The second part of the course is devoted to finding places in a town; asking how to get there; understanding specificinstructions; asking the opening and closing times of relevant buildings; asking the arrival and departure times ofbuses, trains and planes; understanding timetables; buying tickets; understanding notices. Shopping for clothes andfood is also taught, as is the understanding of prices, credit cards, acceptance and rejection of goods. During the lasttwo weeks, two practical tests are carried out to test the students’ proficiency in listening, speaking, reading andwriting.

Assessment

Once the students have successfully completed all practical tests the ABC (Awarding Body Consortium) issues acertificate indicating their completion of the Preliminary Course.

Progression

The course is easily manageable by linguists and non-linguists alike and is an excellent preparation for further studiesof Spanish at University. Knowledge of another European language can also prove a distinct advantage in the world ofBusiness and Commerce.

The Spanish course is a one year course forstudents in Year 12, operating on two lessons perweek. The Preliminary level is made up of 10elements of which a minimum of eight elementsmust be completed (six core elements and twooptional elements). The elements consist ofvarious topics such as learning basic phrases,gathering information about places, directions andtimes, introductions and personal details, travel,filling forms, understanding signs, accommodation,obtaining food and drink and general shopping.Students are tested on the skills of Listening,Speaking, Reading and Writing in Spanish and arealso taught basic Grammar and Verbs.The course runs over 30 weeks.

Spanish (ABC Practical Languages) Part One-Preliminary Level (Notional NVQ1)

Spanish

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Further InformationCurriculum Leader for Spanish


Mathematics

AS Level Modules

Core 1: Algebra, Coordinate Geometry Calculus.

Core 2: Functions, Sequences and Series, Trig,Exponentials and Logs, Calculus.

Statistics 1: Numerical Measures, Probability,Binomial Distribution, Normal Distribution,Estimation, Correlation and Regression.

A2 Level Modules

Core 3: Algebra and Functions, Trig, Exponentialsand Logs, Calculus and Numerical Methods.

Core 4: Algebra and Functions, CoordinateGeometry, Sequences and Series, Trig,Exponentials and Logs, Calculus and Vectors.

Mechanics 1: Mathematical Modelling, Kinematics,Forces, Momentum, Newton’s Laws of Motion,Connected Particles and Projectiles.

Maths offers opportunities to develop skills which are readily transferableinto many career paths. The work is challenging but rewarding.


Assessment

There is an examination for each module and nocoursework.

Progression

Degrees in Mathematics or Statistics, Physics orEngineering require at least one A level in Maths(see also information for Further Maths). SomeUniversities prefer students to have Maths A levelfor courses in Computing, Economics andEnvironmental Sciences. Career opportunitiesexist in Accountancy, Banking, Computing,Electronics, Engineering, Finance, Insurance,Management, Research and Teaching.

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Further InformationCurriculum Leader for Mathematics


AS Level Modules

Unit 1: Investigating MediaThe expectation here is that candidateswill put into practice the Key Conceptsof Media analysis, which underpin thecourse.

Section A : Four compulsory shortanswer questions based on one unseenpiece of stimulus material (from movingimage, digital/ web-based or print)

Section B: One essay question from achoice of two (based on a cross-mediacase study). The closer study of twoMedia forms, taking into account theircontext in today’s society.

Unit 2: Creating MediaExternally set brief. Two linkedproduction pieces taken from twoplatforms from broadcast, print or e-media. An evaluation written on bothproduction pieces also accompaniesthis.

This course allows students to gainknowledge of the world of the Media, itsgenres, Structure, Production Techniquesand Audiences. The course covers a rangeof Media texts and their wider context intoday’s society. The approach will includesome practical approaches.


Assessment

Internally Examined and Externally Moderated(Postal).

AS LevelUnit 1: 50% of AS/25% of total A level marks.Unit 2: 50% of A2/ 25% of total A level marks.

A2 LevelUnit 3: 50% of AS/ 25% of total A level marks.Unit 4: 50% of A2/ 25% of total A level marks.

Progression

This course provides a sound basis for thosewishing to pursue Media Studies or a relatedsubject to degree level or to continue morepractical training in employment.

“Media graduates find jobs more quickly thanother Humanities students.” William Malyszko, Associate Tutor of BFI Education

A2 Level Modules

Unit 3: Critical PerspectivesPre-set topic areas starting withrepresentations in the media and theimpact of new/digital media. Crossmedia issues and debates and Mediatheories are also covered.

Assessment is in the form of a writtenpaper, 2 hours in length.

Assessment:Section A: Three compulsory questionson unseen stimulus materials (1 hourincluding 15 minutes reading/viewingtime)

Section B: One essay from a choice oftwo pre-set topics (45 minutes)

Unit 4: Research and ProductionThis unit encompasses research into amedia text or theme and criticalinvestigations; includes a linkedproduction piece.

Media Studies

“Students receive good support in makingdecisions about their next educational courses,

for example in deciding about universitycourses, and as a result are confident that they

are well prepared for life beyond school”OFSTED, February 2007

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Further InformationCurriculum Leader for Media Studies


Music

AS Level Modules

PerformingStudents keep a record of four performing occasionsduring the course including a personal composition. Oneor more solo pieces are performed lasting up to 5/6minutes. For A2 the performing section is an optionagainst composing.

Developing Musical IdeasStudents present a portfolio of compositions andtechniques exercises. At AS you choose from Traditionalstyles to Film and Pop Music. At A2 this is an optionagainst performing.

Listening and UnderstandingListening and appraising skills are developed through twodifferent types of test: a short listening paper and aresponse to structured questions.

A2 Level Modules

Specialist OptionStudents choose either composition or recital (20mins).

Performing and CompositionStudents will extend one of the techniques studied for atAS level and will keep a record of Solo and Ensemblesperformances during the year. Four occasions will berecorded to send to the Board (8 minutes). The level isequivalent to grade 6.

Listening and Appraising MusicA short listening test and study of set pieces from theanthology of music are used for this component of theexamination.

All styles of music are acceptable for AS/A2 MusicExaminations, ranging from traditional styles and film musicto modern styles such as club dance Music or Hip-Hop. Thecourse builds on work done at GCSE but is open to anyonewith an interest in Music and the skills to undertake thecourse requirements. The course covers the areas ofPerforming, Developing Musical ideas (composing), Listeningand Understanding. Whilst each area is delivered separatelystudents are encouraged to explore the impact of thecombination of these areas. The course is excellent for young people with an interest indeveloping their skills in Music either for Career purposes orto develop their own interest in the subject.


Assessment

All work is externally assessed except for theperformance work, which is internally assessed andmoderated.

Progression

Music can lead to study in Performance related areas,Teacher Training, work in the Music, Film or RecordingIndustries, Library work, Music Therapy and otherareas. Music is highly regarded by employers as itshows skills of self-discipline, ability to work withothers, creative thinking and confidence.

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Further InformationCurriculum Leader for Music


Music Technology

The Music Technology course is designed to give students a broadoutlook at the way in which Technology now plays a major part in musicof all types. The course involves using specialist computer programs torecord and sequence musical ideas. Some analysis of music fromwestern tradition and the development of jazz and popular music iscovered as is the analysis of musical computer data.

The course is excellent for young people with an interest in developingtheir skills in music either for career purposes or to develop their owninterest in the subject.

Levels: AS & A2 Exam Board: EDEXCEL

AS Level Modules

Students have a choice of specialisingin either sequencing or recording.

Sequencing – This option requiresstudents to produce musicalperformances by inputting musicalinformation into a specialist musicprogram. Two contrasting pieces areused in the AS year. The first comesfrom western musical tradition andhas to faithfully follow a writtenmusical score. The second, can comefrom any genre buy is usually takenfrom popular music and jazz and mayconsist of an outline score with partsfor drums, keyboard and guitar.

Recording – Students learn skills tomake high quality recordings of arange of musical performances. Twocontrasting recordings are required:one from western musical tradition,the other from the popular music/jazzgenre. Ambient and close microphonetechniques are taught.

In addition, students study arrangingand improvising using technology andlistening and analysing music using avariety of teaching methods to achievethis.

A2 Level Modules

Skills learnt in the AS year are furtherdeveloped over the A2 year and takento a higher level.

Sequencing, Recording andProductionTwo pieces from any genre arerequired for this part of theexamination.

1. A 3-4 minute multi-track recordingincluding effects processing.2. A sequenced backing track of a wellknown song containing at least sixmusical parts. Six parts are sequenced and two or more are addedlive to this sequencing work.

Students also study:• the development of music

technology through either film music or music and words

• Composing using Technology• Listening Technology• A variety of ways of controlling data

in relation to music.

This is an excellent course for thosewho enjoy the idea of recording andsequencing their own work.

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Further InformationCurriculum Leader for Music Technology

Assessment

A combination of internal and externalassessment.

Progression

Students usually use a MusicTechnology A level qualification toenter into the Music Technologyindustry.


Physical EducationAssessment

65% theory, 35% practical (comprising a 60:40 split at AS levelonly). Theoretical knowledge (Modules 1 and 3) is assessedthrough externally set and externally marked written papers;practical performance/coursework (Modules 2 and 4) isexternally set, internally assessed and externally moderated.

Progression

A degree in Physical Education or Sports Studies. Teaching,Coaching, Sports Science, Physiotherapy, RecreationalManagement and Journalism are all career options. Studentsconsidering Sports Science degrees should combine PE with atleast one science subject.

AS Level Modules

Unit 1: An Introduction to Physical Education (which includesanatomy and physiology, acquiring movement skills and socio-cultural studies relating to participation in physical activity).

Unit 2: Acquiring, developing and evaluating practical skills inPhysical Education (during which, candidates experienceactivities from across different activity, develop performance intwo activities for assessment and work towards responding to alive performance in one of their assessed activities).

A2 Level Modules

Unit 3: Options – where candidates must study three of fivepossible options: Historical studies*; Comparative Studies;Sports Psychology*; Biomechanics; Exercise and SportsPhysiology*.Please note that the courses will be pre-selected depending onthe strengths of the teaching staff timetabled to deliver thecourse and that those courses likely to be taught will be thoseasterisked above.

Unit 4: The Improvement of effective performance and thecritical evaluation of practical activities in Physical Education(where candidates build on AS study, develop personalperformance in one activity and work towards responding to alive performance in this same activity).

* The three options most likely to be delivered from September 2009.

Level: AS & A2 Exam Board: OCR

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The focus of this Specification is on participation andperformance in physical activity as part of a balanced, activeand healthy lifestyle. The course offers students theopportunity to develop an understanding of the wider issuesaffecting PE, sport, leisure and recreation whilst alsoimproving practical performance. It requires commitment toacademic study and independent practice in two chosen sports(reduced to one at A2). Membership of a club which providesopportunities for regular practice and appropriate coaching isadvisable in at least one of these sports, if not both. At AS level, candidates are given the additional opportunity toexperience different activities in the roles of coach/leader andofficial. By opting for this course, students are thereforeexpected to enhance their understanding and experience bysupporting the delivery of curricular or extracurricular PE inthe lower school. Whilst it is not necessary to have studied thesubject at GCSE, this is strongly advised as previously acquiredknowledge of examination PE will underpin learning at thislevel.


Further InformationCurriculum Leader for Physical Education


Physics

A2 Level Modules

Unit 4: Waves and our UniverseCircular motion and Oscillations, Simple HarmonicMotion, Waves, Quantum Phenomena, theexpanding Universe.

Unit 5: Fields and Forces Gravitational fields, Electric fields, Capacitance,Magnetic Fields and Electromagnetic induction.

Unit 6:Practical SkillsAdvances laboratory skills from AS level.

Synthesis: A drawing together of Knowledge,Understanding and skills learnt throughout the ASand A2 courses.

Assessment

Each unit is assessed through examination with nowritten coursework.

Progression

Physics is highly regarded by Universities andemployers. It opens doors to a wide range ofDegree level courses including Physics and relatedsubjects such as Engineering, ITC and Medicine.

AS Level Modules

Unit 1: Mechanics and RadioactivityForces and moments, Newton’s laws, Momentum,Mechanical Energy, Radioactive Decay and thenuclear atom.

Unit 2: Electricity and thermal physicsElectric circuits, Heating matter, Kinetic theory,First law of thermodynamics.

Topic Choice: Choose from Astrophysics, Solidmaterials, Nuclear Physics and Medical physics.

Unit 3: Practical SkillsDevelops laboratory skills; Planning,Implementation, Analysis of evidence and drawingconclusions.

Physics is an ideal subject for those whoenjoyed Physics at GCSE and wish todevelop their understanding further,possibly with a view to Employment orDegree level Studies in the Scientific orTechnical sectors. The course provides abalance of theoretical and practical workcovering a broad range of topics.Optional topics allow students to pursuea personal interest in Astrophysics, SolidMaterials, Particle Physics or MedicalPhysics. To start the course you will needto have achieved at least a grade C GCSEin Science and Maths. Studying AS and A2Mathematics is highly advantageous andstrongly recommended.


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Further InformationCurriculum Leader for Physics


A2 Level Modules

Unit 4: Three of the core areas are studied in considerable depthat A2, e.g. Developmental, Social and Cognitive.

Unit 5: Individual Differences and Perspectives. Issues in theclassification and diagnosis of psychological abnormality,psychopathology and the treatment of mental disorders arestudied. The synoptic element is covered in this module andfocuses on approaches, issues and debates in Psychology.

Unit 6: Coursework: A report on a Psychological investigationwhich should not exceed 2000 words in length and commences inYear 12.

Assessment

Through examination and research based coursework.

Progression

Students taking Psychology may well go on to study in furtherdepth at University although the subject gives a broad enoughunderstanding of Human behaviour to be of considerable use in allkinds of careers including Management, Public Relations, Teaching,Market Research and any area which is people oriented.

AS Level Modules

Unit 1: Cognitive - Students will study research into the natureand structure of memory. Also covered in this module areexplanations of ‘forgetting’ and research into eyewitnesstestimony.

Developmental - Students will study the development andvariety of attachments; the effects of deprivation and privationand the impact of day care on Cognitive and Socialdevelopment.

Unit 2: Physiological - Students will study stress as a bodilyresponse, sources of stress and the issue of stress management,including biofeedback and drugs.

Individual Differences - Students will study the variousdefinitions of Psychological abnormality, including Biologicaland Psychological models. The issue of eating disorders,including Anorexia Nervosa and Bulimia Nervosa are alsostudied.A2 level coursework is undertaken at the end of Year 12.

Unit 3: Social - Students study conformity and minorityinfluence, obedience to authority and ethical issues inPsychological research.

Research Methods: Students study a variety of Quantitative andQualitative Research Methods and designs. They are also taughthow to interpret, analyse and evaluate data.

This course adopts a traditional approach to the subject and isdesigned to develop students’ understanding of the breadth ofdifferent approaches in Psychology. Through the study ofPsychological concepts, theories, concepts and research,students will develop an understanding of the principles andperspectives governing the subject. Students will develop theability to identify ethical issues and apply Psychology tocultural, social and contemporary issues. Emphasis is alsoplaced on gender issues. The importance of the practicalaspects of Psychology is reflected in the application ofknowledge to critical issues in each of the five AS core areas,the study of a range of Research Methods and their applicationwithin a Coursework investigation. Students will also be taughthow to interpret, evaluate and use statistical tests on datagathered for Psychological investigations.

Level: AS & A2 Exam Board: AQA (Specification A)

Psychology

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Further InformationCurriculum Leader for Psychology


AS Level Modules

Unit 1: The Individual and SocietySocial roles - How expected patterns ofbehaviour regulate social life. Socialisation - how values, norms andfamilies in society combine to create aculture. The idea of identities, ethnic,gender class and national. Contemporarysocial change and the implications forGender, National, Ethnic and ClassIdentities.

Unit 2: Culture and Socialisation (MassMedia)Trends in the ownership and control of MassMedia and the relationship betweenOwnership, Control and Production. Internetand cable TV and the implications for Stateregulation. Aspects media content(pluralism, Marxism etc), the effects ofMass Media on audiences, censorship, andalso mass Communications andGlobalisation.

Unit 3: Sociological Research ReportAims at producing an individual researchreport, looking at basic concepts inResearch Design, aspects of Data Collection(such as Sampling, Surveys, Questionnaires),Interpreting and Evaluating data.

Sociology is the study of Society and,in particular, the groups which makeup Society. This course enablesstudents to look at the ways in whichour lives are different because of thedifferent groups to which we allbelong. Students regularly commentupon the empowerment that thiscourse gives them to alter and changetheir lives. All students have felt thatthe course has been challenging andenjoyable. It is not essential to havestudied this subject at GCSE.


A2 Level Modules

Unit 4: EducationSocialisation and identity looking at the way in which Education passes on theculture of a Society.

Patterns and Trends in Educational Achievement; what is the role of class, genderand ethnicity? Then, finally, what is the relationship between Education and theEconomy.

Unit 5: Social Inequality and DifferenceHow are people of different class, gender and ethnicity treated differently in theworkplace. Poverty as a dimension of inequality is studied and some theorieswhich seek to explain why we treat each other differently (such as Marxism andFeminism) are studied.

Unit 6: Crime & DevianceThis is the second part of the module to be studied; here the nature of Crimeand Deviance are examined and linked particularly to the role of the Mass Media.Victims of Crime, measuring Crime and Criminal Statistics; Patterns of Crime,Social aspects of the victims of Crime, the role of the Law and Police in Societyand the way all this links to Sociology and Social Policy.

Assessment

A combination of examination with some coursework

Progression

Students can follow this course at any institution of Higher Education, leading toa degree in Sociology. It also complements the study of Psychology. Employmentopportunities include Health Care, the Police, Law, Journalism, the Media,Teaching and Public Administration.

Sociology

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Further InformationCurriculum Leader for Socialogy


This course has been designed to focus on:• Education and training for those working in the sport sector.

• Providing opportunities for those working in the sport sector to achieve a nationally recognised level 2, vocationally specific qualification.

• Providing opportunities for learners to gain a nationally recognised vocationally specific qualification to enter employment in the sport sector or to progress to further qualifications such as A levels or the Edexcel level 3 BTEC Nationals in Sport and Sport and Exercise Sciences.

• Providing opportunities for learners to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life.

Modules

Unit 1 - The Sports IndustryStudents investigate how the evolution and change in societyhas impacted upon the amount of leisure time available.Increased leisure time, along with increased interest in sport,has meant that the sports industry has developed into a multi-faceted, complex entity that has huge economic significance, onnational and global scale.

Unit 2 - Practical SportAs participation in sports activities continues to grow and aspeople become more aware of the benefits of an activelifestyle, students are invited to engage in practical sport andexplore their own strengths and limitations. This unit isparticularly effective in reinforcing the knowledge andunderstanding required to study aspects of leadership, fitnessand training and health and safety.

Level: BTEC First Diploma (Level 2)Exam Board: Edexel

Sport

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Unit 3 - Health, Safety and InjuryThis unit will provide the learner with a good understanding ofhealth and safety issues relating to sports participation, andhow they can take precautions to ensure sports participantsavoid injury. Basic definitions of risk and hazards are exploredwithin the unit. This is then followed by looking at the ways inwhich people, equipment and environmental factors maycontribute towards injury. Rules and regulations specific tolearners’ sport pathways are the covered, with a range ofexamples being provided.

Unit 4 - Psychology for Sports PerformanceThis unit develops the learner’s understanding of howmotivation and personal factors influence the performer’sability to reach their true potential. It will develop thelearner’s awareness of how aggression affects performance andof the impact of external factors on both behaviour andperformance in sport. This unit should help the learners toapply basic psychological theory to actual sport performanceand provide the opportunity for them to construct effectivemethods to improve specific mental skills in their chosen sport.

Unit 5 - Lifestyle and Sports PerformanceThe first part of the unit looks at time management. It involveslearners planning and prioritising work commitments such astraining, competition and other types of employment andeducation.

The second part of this unit looks at career management,communicating effectively and working with others. Financialmanagement, first and second career choices are explored.

Unit 6 - The Body in SportThis unit explores the foundations of anatomy and physiology. Itprovides the learner with an understanding of the structure andfunction of the skeletal, muscular, cardiovascular andrespiratory systems. The short and long term effects ofexercise on each of these systems are examined. Whereverpossible, examples of sports and exercises particular tolearners’ specific pathway should be used.

Assessment

100% coursework with no examination. Some of this courseworkmay be assessed through presentations and case studies.Ifsuccessfully completed, the BTEC First Diploma is worth fourhigher GCSE grades.

Progression

The course can either be used as a stepping stone onto A levelthe following year, or as a platform to more vocational basedcourses such as BTEC Nationals which are equivalent to A2 levelexaminations.

This BTEC First Diploma Course lasts one year andis designed for those students who wish to study avocational subject for a year before either movingonto a higher level of vocational study orembarking upon AS level study.


Further InformationCurriculum Leader for BTEC Sport


Statistics is aimed at students who wish to have a practicalMathematics qualification beyond GCSE, but who do notnecessarily wish to study for a full A level in Mathematics.

AS Level Modules

Unit 1: Numerical Measures, Probability, Binomial Distribution,Normal Distribution, Estimation, Correlation and Regression.

Unit 2: Time Series Analysis, Sampling, Discrete ProbabilityDistribution, Interpretation of Data, Application of HypothesisTesting.

Unit 3: Application of contingency tables in real-worldsituations, distribution free methods and correlation.

A2 Level Modules

Unit 4: Continuous probability distributions, distributionalapproximations, Estimations in a real world context, applicationof Hypothesis testing.

Unit 5: More continuous probability distributions, Estimation andmore application of Hypothesis testing.

Unit 6: Experimental design, Analysis of varience, StatisticalProcess Control and Acceptance sampling.

The content of the A level specification has been selected to include Statistical Knowledge,Skills and Techniques which are needed for the study of other subjects. This will be a greathelp for all students but especially those studying Biology, Economics, Applied Business,Geography and/or Psychology.


StatisticsAssessment

There is a written examination for each module and nocoursework.

Progression

An Advanced level qualification in Statistics will be anexcellent bonus to students who go on to study Biology,Economics, Applied Business, Geography or Psychology atUniversity. It is also a valuable asset when seeking employmentin office-based industries.

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Further InformationCurriculum Leader for Statistics


A2 Level Modules

Unit 3: Prescribed Plays and Pre-Twentieth CenturyThis unit is in two sections. The firstunit is the study of a play and how itmay be produced for a contemporaryaudience. The play is explored throughboth practical and academic study.Candidates are asked to communicate atheatrical vision for the whole play. Thesecond unit asks the candidate tocommunicate their ideas forpresentation or performance of anextract from a play that has beenstudied.

Unit 4: Presentation of Devised DramaIn this practical unit, candidates are topromote and perform an original pieceof imaginative theatre. Candidates maywork as either an actor, designer ortechnician. The piece of work musthave as its inspiration a leading theatrepractitioner or theatre company. Theunit is assessed in preparation andperformance.

AS Level Modules

Unit 1: Live Theatre Seen andPrescribed PlayThis unit is in two sections. One play isstudied from a performanceperspective. How the play may beperformed and produced for acontemporary audience. This meansthat the text has to be explored from apractical as well as theoretical basis.The second section assesses thecriticism and evaluation of theatreperformances. We aim to see at leastfive plays, either in London or locally.

Unit 2: Practical. Presentation of anExtract from a PlayIn this unit, candidates must workeither as an actor, designer ortechnician to present a performance.Candidates may choose the text whichthey wish to present. The unit isassessed in preparation andperformance.

This exciting course is both Practical andAcademic in content and approach. Thefocus of the course is the imaginativerealisation of Theatre, not justacademic study. Throughout the courseyou will be invited to create your ownperformance approach to a range oftexts, explore contemporary staging ofplays and devise your own productionsand performances. You will be given theopportunity to work with ProfessionalActors and Directors, see a range ofTheatre and work with other Advancedlevel students from neighbouringschools.


Assessment

The course is assessed through amixture of examination and practicalcoursework.

Progression

Drama and Theatre Studies arerecognised academic examinations forentry onto Higher Education coursesregardless of whether they have anydramatic element. These examinationsare accepted by all Universities andhave exactly the same point values asany other subject. Previous candidateshave gone on to study Acting, TheatreStudies, Politics, Languages, Maths, Lawand Business Studies and many othersubjects. A Higher Educationqualification in drama has beenwelcomed in areas of employment suchas Law, Marketing, Public Relations,Advertising and many other areas.

Theatre Studies 2009/10 Specification

Further InformationCurriculum Leader for Theatre Studies


Travel & TourismModules Covered

Unit 1: The UK travel and Tourism IndustryThis unit covers the main components of the travel and tourismindustry and how the industry has changed.

Unit 2: Exploring Customer Service in Travel and TourismThis unit covers the different types of customers and how theirneeds can be met. It involves demonstrating customer serviceskills and techniques in travel and tourism situations.

Unit 3: UK Travel and Tourism DestinationsThis unit is about the UK as a tourist destination. What are thegateways and what is the appeal of the UK. Holiday planning isalso part of this unit.

Unit 4: European Holiday DestinationsThis unit covers gateways to Europe and the appeal ofEuropean destinations to travellers.

Unit 5: Business skills for Travel and TourismIn this unit you will cover the financial, administrative, health,safety and security procedures used in organisations. Personalqualities and skills will also be covered.

Unit 6: Exploring Marketing in Travel and TourismYou will learn about the principles of marketing and how it isused. This unit also covers how travel and tourismorganisations meet the needs of different types of customers.

Like the BTEC Sport course, this is a coursedesigned for those students who wish to studya vocational subject for a year before eithermoving onto a higher level of vocational studyor embarking upon AS Level study. The courseconsists of six units of study, with strongemphasis on the development of skills andunderstanding which are relevant to the worldof work. The course will occupy the majorityof the student’s timetable and will includedesignated study periods where research,visits and work experience will be undertaken.

Level: BTEC First Diploma (Level 2) Exam Board: Edexel

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Assessment

This course is 100% coursework. For each unit a number ofassignments will require completion.

Progression

The course can either be used as a stepping stone onto AS andA2 level courses the following year or as a platform to moreVocational based courses such as BTEC National Diplomas whichare equivalent to A2 level examinations.

Further InformationCurriculum Leader for Travel & Tourism



A Level Results 2007-2008

“Good systems arein place to assess how well studentsare progressing”OFSTED, February 2007

There were 52 students in year 13 in 2007/2008

Subject No. of Entries A B C D E U A-E%Applied Business 6 0 1 4 1 0 0 100Art & Design 5 0 0 2 3 0 0 100Biology 5 1 0 3 1 0 0 100Chemistry 2 2 0 0 0 0 0 100Computing 2 1 1 0 0 0 0 100Design and Technology 2 0 0 1 1 0 0 100Drama 8 0 6 2 0 0 0 100Economics 11 1 2 3 5 0 0 100English Language & Literature 15 3 4 5 3 0 0 100English Literature 6 2 2 2 0 0 0 100French 6 2 4 0 0 0 0 100General Studies 6 0 1 1 2 2 0 100Geography 12 1 5 5 1 0 0 100German 7 1 1 3 2 0 0 100History 8 0 2 1 5 0 0 100ICT 5 0 1 0 3 1 0 100Mathematics 11 7 1 2 0 1 0 100Mathematics (Further) 5 3 1 0 0 1 0 100Media Studies 12 2 3 5 2 0 0 100Music 1 0 0 1 0 0 0 100Physical Education 6 1 2 2 1 0 0 100Physics 4 3 0 1 0 0 0 100Psychology 7 1 1 2 2 1 0 100Sociology 14 1 5 5 1 2 0 100

TOTALS 166 32 43 50 33 8 0 100%


Taster Days for Applicants

In order that students can make the best choices forthemselves we run two Taster days after the Mock Examson 17th & 18th December, 2008. Students experiencebeing a member of the Sixth Form, attend lessons insubjects which they are considering taking and have fullaccess to Sixth Form facilities. Students from other schools are welcome to attend ourTaster Days with the approval of their own school. Pleasecontact us if you are interested in participating. Inaddition, students who have successfully applied to theSixth Form attend an Induction Day on 2nd July, 2009.

Your Learning Environment

The Sixth Form is housed in a self contained blockwithin the school. Students have access to apleasant Social area on the ground floor whichthey manage themselves. The social area has itsown kitchen, vending machines, toilets, pooltable, digital TV and game TV. Upstairs, there is aprivate study area containing a suite ofComputers. The computers are high specificationmachines each with full access to printinghardware. All have access to the school'sdeveloping network and the Internet for theresearch which is an important part of all SixthForm subjects, together with classrooms used bysmaller teaching groups. In addition, there is theSixth Form Careers Library which houses allprospectuses for Institutions of Higher Education. All Sixth Form students have exclusive access tothe School library and the Sixth Form silent studyarea which houses a range of specialist bookscovering all subject areas. Naturally, Sixth Formstudents also have access to facilities and areasnot generally available to other pupils in theschool. We trust our students to make the bestuse of the facilities available to them.

Investing in the Future

Around 60% of our Year 13 students go on tocontinue their studies at University and we puta great deal of effort into helping studentsmake the best choices about what courses totake and where to study. We spend a lot oftime with individuals to help them with theirUCAS Application Forms and have a great dealof expertise with a range of Universityentrance, including Oxbridge. In additionstudents have the opportunity to listen tovisiting speakers, attend conferences andattend a Higher Education evening atEmmbrook.Students who wish to consider taking a GapYear are catered for through our CareersProgramme. We also have excellent contactswith a variety of Gap Year organisations.We also facilitate those students seekingemployment. This is achieved through ourexcellent relationship with the local CareersOffice. We also help with writing CV’s andinterview techniques.We were pleased that OFSTED recognised ourhigh level of Guidance and Support.

Sixth Form Life

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The Emmbrook SchoolEmmbrook Road, Wokingham, Berkshire RG41 1JPTel: 0118 978 4406 Fax: 0118 989 2059e-mail: [email protected]

Produced by SPG, specialists in schools marketing Tel: 0118 978 2885

“I’ve found it good to be on the Sixth FormCommittee and have the chance to help organiseevents and to be part of a team”

“The Sixth Form is great because it has a strongsocial aspect as well as the obvious educationaladvantages”

“I got a lot of help making up my mind aboutuniversity and plenty of encouragement to apply.I found the electronic application system that weuse here is really straightforward and makes thewhole process quite simple”

“I would recommend the Sixth Form becauseeveryone is friendly and it's really just like a bigfamily!”

“What I found different from Year 11 was thefreedom and the relaxed attitude of the teacherstowards us which helped me settle easily intoSixth Form life”

What OurStudents Say

“I enjoy the Sixth Form because it gives me thechance to study independently and the teachers give

you more freedom and respect”

“I chose to study here because I felt that the SixthForm would give me the encouragement I needed to

work. I didn't think that a college would do this for me”

“I would recommend the Sixth Form because there isa great atmosphere, it’s very friendly and there is a

lot more freedom”

“What I found different about the Sixth Form werethe free lessons, the flexibility with teachers and

more personal help”

“I enjoy the social life in the Sixth and enjoy theopportunity to get involved in extra curricular

activities such as netball and New Futures”

“I like the fact that we have our own study areas andthat there are plenty of computers for everyone”

Documents

6th Form Prospectus