Melksham Oak Community School raising aspirations, learning for life, success for all

November 2016

Dear Parents/Guardians and Students

Welcome to the Melksham Oak Sixth Form Guide. This Guide provides you with information about the courses available and the support students will get in the next stage of their education at Melksham Oak Community School.We are delighted to welcome all students to our Sixth Form and we offer a range of courses to meet the needs of all learners. These are:

A Levels and AS Levels Vocational courses.

The Open Evening on Thursday 17th November is an opportunity for students and parents to meet subject teachers and gain an insight into the courses and opportunities available. As part of our commitment to support students, everyone is interviewed before they begin their Sixth Form studies. This ensures that students take appropriate courses that match their aspirations and ambitions and so go on to achieve their best.

As the post-16 provision for Melksham, we are committed to meeting the educational and community needs of both the students and people of our town and surrounding villages. My team are determined to make Melksham Oak into a great school serving its community. We are committed to providing the best teaching, range of subjects, facilities and support for students to allow them to achieve the best grades possible whilst enhancing their personal development.

As a result of the recent examination reforms, the new A and AS Level qualifications are still being developed by the examination boards and so the course information in this booklet may change. We will keep parents and students informed about any changes during the application process.

We are very proud of our wonderful school. It combines stunning and innovative facilities with our strong school ethos. We work in partnership with parents to support and challenge our students to raise their aspirations, build their capacity for life-long learning and so achieve success.

Yours sincerely

Stephen ClarkHeadteacher

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Melksham Oak Community School – Sixth Form Entry Guide

Contents

Is the Sixth Form at Melksham Oak Community School right for you?

A Summary of the Sixth Form Curriculum

Courses Available for September 2017

Support for making decisions.

Entry Requirements

Application Process

Raising the Participation Age (RPA)

What we offer beyond our Level 3 courses

Making the Most of the Sixth Form

Sixth Form Entry – the Key Events

Course descriptions

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Is the Sixth Form at Melksham Oak Community School right for you?

In 2009 Ofsted said that:

"The Sixth Form is a popular choice for students from Year 11. Sixth Form students are generally proud of the school and say the Sixth Form is 'like a family'."

In 2011 Ofsted said that:

"A clear vision has been established for an ethos of high quality."

In 2012 Ofsted said that

"The Sixth Form curriculum is adapted well to the needs of the students."

The advantages of an education in the Sixth Form, which can lead to degree level courses, cannot be over-emphasised. We are living in economically difficult times and more and more jobs, particularly in the professions, are requiring level 3 qualifications (A levels, BTecs and OCR technicals) and degrees. Research shows that those people who have higher level qualifications are less likely to be unemployed and tend to have greater earning potential.

In addition, two years of study in the Sixth Form are preparation not only in academic terms but also in growing awareness of oneself in a supportive, educational environment. Those who teach in the Sixth Form of Melksham Oak Community School are secure in their subject knowledge and have the added advantage of being aware of your strengths and areas for development. This is true for students from Melksham Oak and other schools as the reference and interview process help us to gain a picture of these. We are committed to doing our best for you both intellectually and socially: we therefore make rigorous academic demands and expect you to do your best to meet your academic potential. We are aware, however, of the need to provide a whole variety of other activities and opportunities that will develop your leadership and help you to contribute to both the school and broader local community.

If you are uncertain of what career you wish to follow – and many are not ready to make a definite career choice at this stage – two years in the Sixth Form studying at level 3 will help keep your options open, until specific decisions about degree courses or career choices need to be made. Advice and guidance about the choices after Sixth Form is always available from form tutors, Learning Director of the Sixth Form and the full time Careers Support Advisor.

If you have a good idea what you want to do, then the variety of courses we have available will allow you to progress onto Higher Education, or, if you wish, appropriate apprenticeships or employment with training. Those who follow BTec and Cambridge technical courses will be committing themselves to a more vocational path; those doing A-levels will have a more academic path, some students will select a combination of these.

All students will find that there is a subtle difference in their relationship with staff as they work within the Sixth Form. Most are pleasantly surprised to find that working in smaller groups, consisting of like-minded students, leads to a more relaxed atmosphere and there is a more adult

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approach to learning. Students and staff have the same aim and work together to reach their common objective – to maximise the learning potential of the student. A Summary of the Sixth Form Curriculum

Every year our aim is to provide courses that meet the needs and interests of our students.The courses we offer fall into two categories:

Level Three, A level courses. If a student completes two years they will complete the full A course.

Level 3 BTEC and Cambridge Technical courses in a range of subjects.

Level 3 courses

In September 2017 the majority of students will study four courses in Year 12. In Year 13 students will have the opportunity to progress onto four A-level courses, although it is most likely that they will reduce to three subjects.

NATIONAL CHANGES TO A LEVEL AND AS LEVEL COURSES.

You will be aware that this is a time of massive National change in the structure of A levels. The Government is phasing in new structures for A-levels whereby the assessment will become solely on the terminal exams in Year 13. The terminal exams will assess the full two years of work .These subjects can be taken as AS by sitting the exam in Year 12, however if you continue to Year 13 and take the full A level the AS is discounted as a qualification.

A level subjects that were affected by this in September 2015 are:

English Language, English Literature, Biology, Chemistry, Physics, History, Art, Business Economics, Computing, Sociology and Psychology.

A level subjects that were affected by this in September 2016 are:

French, Spanish, Geography & Religious Studies.

What does this mean if I choose one of these subjects?

It means that you can take it as an AS qualification at the end of Year 12 and then you may choose to drop it as your fourth qualification. You can also carry on and take it in Year 13 as the full A level.

English and Maths GCSE

Students who do not achieve at least a Grade C in their English Language or Maths GCSE in Year 11 will be required to re-sit the course until a grade C is achieved. The reason for this is that many employers and training providers require a Grade C in these two GCSEs.

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Courses Available for September 2017

Full details of these are included within this entry guide.

The courses available have been listed below in alphabetical order. At this stage students need to research each course with a view to short-listing those subjects they feel they are most interested in studying. This is clearly an important decision and there are several factors that need to be considered, for example level of interest, chances of achieving success and future career plans. Some of the courses available are 'new' subjects in that they were not available at GCSE. A good decision is one that has been researched thoroughly.

Level 3 CoursesApplied Information Technology (Cambridge Technical)Art and Design: Fine ArtBiologyBusiness EconomicsBusiness BTEC (double)ChemistryCreative Media Production BTECDesign Technology: FoodDesign Technology: Product DesignDesign Technology: TextilesEnglish LanguageEnglish LiteratureFood science and Nutrition.FrenchGeographyHistoryICT AppliedICT Computer ScienceMathematicsMusic BtecPerforming Arts BTEC single/doublePhilosophy and EthicsPhysicsPsychologyScience ( Applied)SociologySpanishSport & Exercise Science Cambridge technical.

It will be possible to take each of the Level 3 subjects through into Year 13 and complete the A-level component. Many Universities will expect at least three subjects to be completed through the two-year course. Progression from Year 12 into Year 13 will depend upon the successful completion of the Year 12 courses.

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Support for making decisions.

Use the subject information stands, at the Open Evening, to ask questions about the content and assessment pattern of the subject to see if interests and suits you as a learner.

All students who apply will have an interview with a senior member of staff to discuss their suitability for Sixth Form and their aspirations for the next two years.

As part of the application and interview process we will discuss the combination of subjects and courses with students in light of their target grades and aspirations. Final agreement about course for September 2017 will take place after the results are published in summer 2017.

We need to make it clear at this stage that courses will only be available if there is sufficient interest to make the course viable.

Entry Requirements

As a basic requirement for entry into the Sixth Form we do expect students to have achieved Five GCSEs at Grade C or above in order to progress onto Level 3 courses. In some subjects, it is also necessary to have achieved a Grade B or A in specific GCSE subjects. Individual department course details will make it clear what their specific entry requirements are. Students will also be required to have an average point score for their top eight Key Stage 4 subjects which meets the minimum requirement for each Key Stage 5 subject.

Students wishing to continue subjects studied at GCSE will also need to have been recommended by subject staff. There are, however, subjects available that are not within the GCSE offer and it is possible for students to select a subject that they did not study at GCSE. In these cases it is important that students discuss their plans at interview and with the relevant subject teachers to check their suitability for the course.Please note that some subjects will have the new grading system of 1-9 in the results released in August 2017.

Application Process

Students must complete all of the details required on the application form. Students must indicate the courses they wish to select, numbering the subject choices 1 to 6, 1 being first choice. The forms are then returned to tutors or main reception by 20th January 2017.

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Raising the Participation Age (RPA)

The majority of 16 and 17 year olds already choose to continue in education or training. The Government is increasing the age at which everyone needs to do so.

RPA is not about raising the school leaving age. You will be able to participate through a range of options:

Full-time education such as school or college An Apprenticeship; or Part-time education or training if you are employed, self-employed or volunteering for 20

hours or more a week.

What we offer beyond our Level 3 courses

The Sixth Form at Melksham Oak Community School consists of much more than Level 3 courses. Students receive very important advice, support and opportunities in the following areas:

1. Complementary Studies:

All Year 12 are required to take a complementary study to broaden and enrich their curriculum experience. These courses are very useful to add to University applications (via UCAS) job and apprenticeship applications and are an excellent opportunity to gain work experience or skills that can be used in future education/employment. We currently offer:

Young Enterprise, Duke of Edinburgh, Subject Ambassadors, House Mentoring,

2. Careers Advice and UCAS applications for University:

Sixth Form students are lucky to have access to the schools Careers Adviser. She works with groups of Sixth Form students as well as offering 1:1 careers interviews. This support is led by the Learning Director for the Sixth Form and supplemented by form tutors. Year 12 and Year 13 students are given extensive support with their course choices, UCAS application forms, personal statements and interview practice. Year 12 students take part in a University Open Day in the Term 3 and this is continued with a series of sessions back in school to continue their UCAS applications.

In recent years we had students who have applied for Oxford and Cambridge University and we have organised specialist support for their application forms and interviews.

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3. The House System

Every student in the Sixth Form will be allocated to one of the four houses. The House System was set up with three key strands in mind: Attainment, Leadership and Competition. The student body decided through a school vote on the names for our four Houses. In the end it was the idea of four stars: Castor, Omega, Polaris and Sirius that won through with the metaphor of "aiming high" seeming very pertinent. Each House has a Head of House. This member of staff focuses on the students within their House and works with teaching staff, parents and the students to track their progress and support them in raising their attainment at all levels.

Allied to this we have created a whole Student Leadership structure. In the sixth form there are opportunities for students to become House Leaders. They lead on a range of activities including Assemblies, Mentoring, Interviews and Competitions. As such they are seen as the figureheads for their Houses and a lot of responsibility is placed on them.

Finally, we try to engage in competitive House fun. A range of competitions run throughout the year for staff and students so that they can gain points for their Houses and win the coveted House Cup, the final event of the year being the Sports Days and the House Relays. We feel that this House System has really added to community life at Melksham Oak as we seek to raise standards, create leaders and have some fun along the way.

4. Tutor Groups

Each student is placed in a tutor group which meets every morning to take part in the tutorial programme. The Form Tutor is a key figure and plays a very important role in supporting students academically and pastorally. In addition to parents' evenings and written reports, students’ progress is reviewed three times a year using a 'review sheet' that is completed by the student and the form tutor.

5. Tutorial Programme:

Year 12 and Year 13 students follow a programme of tutorials that support students academically and pastorally. The tutorial programme is delivered as a mix of assemblies and tutor sessions that include: personal finance, UCAS/job applications, effective interviews, organisational skills, extended writing skills, personal safety. In addition, each tutor group plans and takes part in a ‘Debate’ assembly with the aim of extending their research, presentation and debating skills.

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6. Rewards and Consequences:

The system of rewards and consequences continues on from the system used at Year 11 but with important differences. The reward system includes 'postcards' sent home to parents/guardians and phone calls to parents when a Sixth Form student has been particularly successful or committed to their studies.

The consequences for Sixth Form students if they have poor attendance or commitment is an initial discussion between the student and their form tutor/subject teacher and if poor attendance or commitment continues then parents/guardians will be informed. If the situation does not improve a student will be put on a contract that will be reviewed regularly. Finally if the contract is not followed it will result in the student being asked to leave the course and potentially the Sixth Form.

Completing homework on time and in full is a vital part of succeeding in courses in the Sixth Form. Therefore high quality homework is rewarded by subject teachers and poor homework or no homework normally leads to a student being required to attend an after-school lesson in which to complete the specific homework.

7. Attendance:

Yr12 and Yr13 students are expected to be in school for all tutorials and lessons. Yr12 students are expected to remain on site during break time and should be working in school during their non-contact/study time. They are however allowed to leave the site at lunchtimes. Yr13 students are allowed, if they wish, to leave the site during break, lunch and their non-contact time. It is vital for Health and Safety reasons, that when leaving the site, both Yr12 and Yr13 students hand in their lanyards at reception. In addition, Yr12 and Yr13 students are expected not to make doctor’s/dentists appointments during school hours. If this is unavoidable, students will need to produce a letter or appointment card when leaving the site. Failure to do so will result in an unauthorised absence which will affect their attendance data used for references and UCAS.

8. Wider Experience:

We have established visits that run as part of the Sixth Form experience, including New York and Barcelona, plus a visit to Krakow and various trips to UK destinations.

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Making the Most of the Sixth Form

Sixth Form courses should be viewed as a full-time commitment. Level Three courses are demanding and it is important to get the balance right between social and academic commitments. Evidence shows that cutting corners on the amount of time spent on homework and independent study can result in students not achieving their full potential.

Part-time employment is tempting, can provide useful and relevant experience as well as an income. More than ten hours a week, however, is likely to lead to a loss of study or social life and can impact negatively upon results.

Staff will expect you to ask for support when in difficulty. You are unlikely to understand everything without seeking help and requests for support in academic or other matters should not be seen as a cause for embarrassment or difficulty.

Most non-contact time (time outside lessons) is not directly supervised. Students therefore need to develop their independent study skills and learn how and where to study in school. The main library, computer rooms and specific rooms (in some departments) are available and it is important that students use this time productively. Subject staff and form tutors do appreciate that this shift to more independent study is a difficult transition for some students and therefore lesson and tutorial time is set aside to explain how and where students can study in their non-contact time.

As senior members of the school community students need to exercise responsibilities as well as enjoying the privileges linked with Sixth Form study. There is no school uniform but the expectation is that students will dress appropriately. Very untidy or extremes of dress are not acceptable.

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Sixth Form Entry – the Key Events

Autumn Term 2016:Students need to research the courses and options available so that they are in a position to make an informed choice. Support is available from form tutors, subject staff Learning Director of the Sixth Form and the career support adviser. It is important that all the potential sources of information and guidance are used effectively. The important thing is to be thorough in your research.

January 2017:Apply… the application form should be completed and returned to main reception by Friday 20th

January 2017.

March/April 2017:All students who apply for a place in the Sixth Form will be interviewed by a member of the Sixth Form team or by a senior member of staff. Areas for discussion during the interview will be predicted grades, subject choices, career aspirations and interests. Follow-up interviews and support will be provided for individuals as required. Subject choices will be finalised as part of this process.

May/June 2017:The examination season! Much will depend upon the outcome of examinations as far as students’ future options are concerned. Please remember that the Grades you get at GCSE will determine which Level Three courses you can take in Year 12.

July 2017:We recommend that students attend the Sixth Form Induction event. This focuses on developing the students’ skills in leadership, team work and resilience. We also explore the changes between Year 11 and Year 12 and the increased levels of independence and self-motivation that are required.

August 2017:GCSE results are received in mid-August 2017. Advice will be available to students and parents/guardians at this stage if required.

September 2017:At the beginning of the September term we will have our Sixth Form Induction. All those students planning to join the Sixth Form are expected to attend. The early weeks of term also provide the opportunity for students to finalise their course choices and change subjects if necessary.

Details of all the courses available as part of our Sixth Form curriculum offer are included within this entry guide.

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Level 3

Courses

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SUBJECT: FINE ARTEXAM BOARD: OCR

QUALIFICATION: AS/A2 GCSE Art & Design H201 H601

ENTRY REQUIREMENTS: Grade B or above GCSE

Examination/Assessment details:

AS - The Controlled Assignment

A2 – Personal Investigation (which consists of a practical portfolio including a related study) & The Controlled Assignment

AS Units of Assessment A2 Units of assessment MARKS

During this time students will experience a range of workshops aimed at developing practical skills required to underpin their units of assessment

Practical Portfolio Candidates produce a portfolio of work from starting

points, topics or themes from their own choice The focus is on including work that shows

exploration, research and acquisition of techniques and skills.

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Related Study Maximum of 1000 words Show historical and contextual understand ding Topic selected by student

/24

Controlled Assignment Candidates select one starting point

from an early release question paper (January).

Candidates are given a minimum of six weeks in which to plan and prepare.

Candidates are then given TEN hours of controlled time to work on developing their idea into a realisation/outcome.

/80 Controlled Assignment Candidates’ select one starting point from an early

release question paper (February). Candidates are given a minimum of three weeks and

a maximum of six weeks in which to plan and prepare.

Candidates are then given FIFTEEN hours of controlled time to work on developing their idea into a realisation/outcome.

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COURSE DESCRIPTION:Drawing, Printmaking, Digital Manipulation, Painting, Ceramics, Mixed Media.Students are encouraged to explore, experiment and develop a range of artistic techniques and mediums through research and investigations into artists and observations. Life drawing sessions are offered to expand these directives. Career progression: Art Foundation or Degree CourseFor more information please contact: gregoryn@melkshamoak.wilts.sch.uk.

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SUBJECT: BIOLOGY

EXAM BOARD: AQA

QUALIFICATION: AS and A Level Biology – AS or full A Level

ENTRY REQUIREMENTS: A Grades at GCSE for any GCSE science course

EXAMINATION/ASSESSMENT DETAILS:This qualification is linear. Linear means that students will sit all the AS exams at the end of their AS course and all the A-level exams at the end of their A-level course.

MOCK EXAM IN THE OCTOBER – FAILURE TO PASS THIS MOCK MAY RESULT IN REMOVAL FROM THE COURSE

Level

Module Name Assessment WeightingAS A2

AS 1 Biological molecules 2 Cells 3 Organisms exchange substances

with their environment 4 Genetic information, variation

and relationships between organisms

Paper 1: All content- 1.5hr

Paper 2: All content- 1.5hr

50 %

50 %

A2 1 Biological molecules 2 Cells 3 Organisms exchange substances

with their environment 4 Genetic information, variation

and relationships between organisms

5 Energy transfers in and between organisms

6 Organisms respond to changes in their internal and external environments

7 Genetics, populations, evolution and ecosystems

8 The control of gene expression

Paper 1: Any content from 1-42 hrPaper 2: Any content 5-82 hrPaper 3: Any topic 1-8 plus practical skills2 hr

35%

35%

30%

The A2 grade is not dependent on the AS grade

COURSE DESCRIPTION:Studying Biology will equip you with knowledge and practical skills across all the most significant and interesting areas of the subject, from molecular biology, microbiology, genetics and physiology, to applied biology, ecology and conservation. You will be encouraged to adopt a critical and scientific approach to the subject, which will provide an excellent basis for a wide range of science or health-related careers.

CAREER PROGRESSION:An A Level in Biology can open a range of doors to you both a higher education and in the world of work.

The following list is a sample of career areas which require biology:Agriculture, Veterinary Science, Horticulture, Floristry, Food and Drink Industry, Catering Technology, National Resources Industry, Environmental Health, Conservation, Ecology, Biomedicine, Dentistry, Pharmaceutical Industry, Radiography, Nursing, Dietetics, Teaching, Psychology, Sports and Fitness,

BIOLOGY

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Journalism, Museum Work.

For more information see Ms Egan or Miss Constable

USEFUL WEBSITE: http://www.aqa.org.uk/subjects/science/as-and-a-level

SUBJECT: DIPLOMA IN BUSINESS (LEVEL 3)

EXAM BOARD: EDEXCEL

QUALIFICATION: BTEC National Diploma (equivalent to 2 GCE A-Levels)

ENTRY REQUIREMENTS:

Students must have a minimum of five GCSEs at grade C or above, including Math’s and English.GCSE in Business studies would be beneficial but not essential.

What will I study?

You will complete 8 units across the two years - 4 Core units

Unit 1 Exploring Business (coursework)

Unit 2 Developing a Market Campaign (exam)

Unit 3 Personal and Business Finance (exam)

Unit 4 Managing an Event (coursework)

Unit 5 International Business (coursework)

Unit 6 Principles of Management (exam)

Unit 8 Recruitment and Selection (coursework)

Unit 21 Training and Development (coursework)

TEACHING METHODS:

The Diploma in Business is a course in which the focus is on the student. Learners will have to carry out investigations, solve problems and draw conclusions. Assignments are set wherever possible on real life situations. Learners will be required to carry out the investigations, visit firms, interview people, read articles in the press and business magazines, use case studies and textbooks.

The course is varied and the emphasis has to be on the vocational element. Part-time work would be an advantage. Students are encouraged to use a variety of I.T. skills particularly for presentation. The internet is a valuable resource for research.

Students taking this option will also take part in the Sixth Form Young Enterprise course delivered during the commentary studies program. How will I be assessed?

This course is assessed by a combination of external exams (45%) and coursework units (55%). The advantage of this is that you will be continually assessed throughout the year, with the opportunity for students to receive feedback on assignments.

Qualifications are graded as: Pass, Merit, Distinction and Distinction*

Who should take a Diploma in Business?

A person who: …prefers a combination of coursework and examined assessments; …can work independently; …can work as part of a team; …can solve problems; …can use their initiative; …is organised and is able to meet deadlines; …has an interest in the way businesses operate;

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…is considering studying a Business course at University.

Due to significant government changes to the 16-19 Curriculum some of the course details may change. If you have any further questions please contact Mr. Hopkins – Subject Leader of Business Studies.

SUBJECT: BUSINESS / ECONOMICS (B)

EXAM BOARD: EDEXCEL

QUALIFICATION: AS and A2 (level 3)

ENTRY REQUIREMENTS: Five GCSEs A*- C (you do not need to have a GCSE in Business Studies)

GRADE B IN GCSE ENGLISH AND MATHSCOURSE CONTENT:

The course combines elements of both Business Studies and Economics. The course is split into the following modules:- AS: Theme 1: Markets, Consumers and FirmsContent Summary:

The unit covers the characteristics students would need to develop to be successful in business and how new or existing businesses generate their product or service ideas and test them through market research. Students should also consider the competition in the market; the economic climate; how the business might be financed and how much revenue the idea might generate.

Assessment:Examination of 1hour 30minutes

AS: Theme 2 : The Wider Economic Environment

Content Summary:This unit considers the market that the business may be operating in; how competition in the market and macroeconomic change is likely to affect it and how businesses can seek to minimise uncertainty throughout their actions.

Assessment:Examination of 1hour 30minutes

A2: Theme 3 : The Global EconomyContent Summary:The aim of this unit is to introduce the student to the world of international business and issues which a company trading internationally would have to consider.

Assessment:Examination of 2 hours

A2: Theme 4 : Making Markets Work

Content Summary:In this unit, students consider why certain markets fail; how government decision making affects the economy and markets in which companies operate, and the income and welfare of private individuals. The unit should enable students to assess why government economic policy can succeed or fail and why regulation of some markets is necessary.

Assessment:Examination of 2 hoursThere is also a case study exam for 90 minutes.

METHOD OF TEACHING:

This course is based on current events and therefore much use if made of newspapers, magazines and TV programs. In addition, there are many investigations so use is made of the internet and CDROMs. To support students with their studies visits will take place in a local, national and international setting. Wherever it is possible great effort is made to relate the course to the students own experience. In lessons, discussion and debate are important techniques.

Should you do the course?Yes, if you are interested in current affairs.

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Yes, if you enjoy problem solving.Yes, if you are independent and like to use your initiative.Yes, if you are relatively organised.

Due to significant government changes to the 16-19 Curriculum some of the course details may change. If you have any further questions please contact Mr. Hopkins – Subject Leader of Business Studies.

SUBJECT: CHEMISTRY

EXAM BOARD: AQA

QUALIFICATION: AS in Year 12; superseded by A2 in Year 13

ENTRY REQUIREMENTS: A Grades in all GCSE science courses. B in Maths.

EXAMINATION/ASSESSMENT DETAILS:This qualification is linear. Linear means that students will sit all the AS exams at the end of their AS course and all the A-level exams at the end of their A-level course.MOCK EXAM IN OCTOBER – FAILURE TO PASS THIS MOCK MAY RESULT IN REMOVAL FROM THE COURSE

Level

Module Name Assessment WeightingAS A2

AS Physical chemistry, including:o Atomic structureo Bondingo Oxidation and reduction

Inorganic chemistry, including:o Periodic tableo Group 2 and group 7

Organic chemistry, including:o Alkaneso Alkeneso Alcoholso Organic analysis

Paper 1: Written exam: 1 hour 30 minutesPhysical, inorganic and practical chemistry

Paper 2: Written exam: 1 hour 30 minutesPhysical, organic and practical chemistry

50 %

50 %

A2 Physical chemistry, including:o Thermodynamicso Rate equationso Acids and bases

Inorganic chemistry, including:o Period 3 elementso Transition elements

Organic chemistry, including:o Aromatic chemistryo Amino acids, proteins and

DNAo Nuclear magnetic

resonance

Paper 1: Written exam: 2 hoursPhysical, inorganic and practical chemistry

Paper 2: Written exam: 2 hoursPhysical, organic and practical chemistryShort and long answer questions

Paper 3: Written exam: 2 hoursAny content and practical

35%

35%

30%

The A2 grade is not dependent on the AS grade

COURSE DESCRIPTION: Chemistry is a methodical subject. It involves systematic learning of facts but also encourages you to analyse the facts, draw conclusions and make predictions. Chemistry is a practical subject and you will spend a significant amount of time conducting experiments in one of our modern purpose built and very well equipped laboratories.

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CAREER PROGRESSION: Chemistry is often described as the "Central Science". It is a prerequisite for many courses at university and for many areas of employment. It is also a long-established and respected qualification that allows progression into a number of subjects at university, including medicine, for which it is usually essential.Chemistry is also a highly valued A-level or degree subject for people going into Law, Accountancy, Journalism, Business and Management – to name but a few.

For more information see Miss Constable or Mrs Murray

Useful web sites: http://www.aqa.org.uk/qualifications/a-level/science/chemistry.php

SUBJECT: Creative Digital Media Production

EXAM BOARD: Edexcel

QUALIFICATION: BTEC Level 3 Extended Certificate

ENTRY REQUIREMENTS: The course is suitable to students who have achieved a grade in BTEC Level 2 Creative Media Production or students who have an interest in the media industry specifically film and television production.

EXAMINATION/ASSESSMENT DETAILS:

There is one externally assessed exam and one externally assessed piece of course work. All course work will be evidenced, internally verified and externally moderated. Assessment is by a combination of: oral presentation, written report, finished product and audio/visual presentation.

COURSE DESCRIPTION:

Students will learn a range of skills through practical projects in the following units:

Unit Core units GLH Level

1 Media Representations (Externally assessed exam) 90 3

4 Pre-Production Portfolio 90 3

8 Responding to a commission 120 3

Unit Specialist units

10 Film Production 60 3

(GLH = GUIDED LEARNING HOURS)

THE EXTENDER CERTIFICATE HAS THE EQUIVALENT VALUE OF BROADLY ONE GCE A LEVEL GRADE A, C OR E AND IS DELIVERED TO STUDENTS OVER TWO YEARS.

CAREER PROGRESSION:

The BTEC courses prepare students directly for the workplace or Higher Education. The Media Industry includes, Television Production, Film Production, Production Management, Video editing, film studies, and media studies.

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For more information see Mr Richmond and Mr Griffith

Design: Food Science and Nutrition

Design Technology Department

Level 3 Diploma in Food Science and Nutrition

Contact Teacher    Mrs J Chaffey                            Exam Board: WJEC

Learners complete three units: two mandatory and one optional. The first mandatory unit will enable the learner to demonstrate an understanding of the science of food safety, nutrition and nutritional needs in a wide range of contexts, and through on–going practical sessions, to gain practical skills to produce quality food items to meet the needs of individuals.

The second mandatory unit will allow learners to develop their understanding of the science of food safety and hygiene; essential knowledge for anyone involved in food production in the home or wishing to work in the food industry. Again practical sessions will support the gaining of theoretical knowledge and ensure learning is a tactile experience.

Studying one of the two optional units will allow learners the opportunity to study subjects of particular interest or relevance to them, building on previous learning and experiences.

The WJEC Level 3 Diploma in Food Science and Nutrition is assessed using a combination of internal and external assessment.

Unit 1: Meeting Nutritional Needs of Specific Groups (90 marks)

Unit 1 will be both internally and externally assessed. Details of the external assessment are as follows:

• 90 minute examination; plus 15 minutes reading time • Total of 90 marks • Three sections on each paper.The paper will be graded Level 3 Pass, Level 3 Merit and Level 3 Distinction

o Section A is short answer questions

o Section B is extended answer questions

o Section C relates to a case study

Unit 2 – Ensuring Food is Safe to Eat - externally set assignment

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Unit 2 is externally assessed. It is based on an eight hour timed, supervised assessment issued by the exam board. Learners must complete the assessment within three weeks of it being opened by the centre.Each external assessment will involve the learner applying the knowledge, understanding and skills learned throughout the unit to information provided in a scenario. The scenario will relate to a food safety situation. It will require learners to analyse the information and make judgements regarding the potential food safety risk.

The assessment will be graded Level 3 Pass, Level 3 Merit and Level 3 Distinction

Internal assessment

The following units are internally assessed:

Mandatory Unit:• Unit 1: Meeting Nutritional Needs of Specific Groups. (In addition to the external assessment, see above)

Optional Units:• Unit 3: Experimenting to Solve Food Production Problems • Unit 4: Current issues in Food Science and Nutrition

Internal assessment for each of the above units is by way of a controlled assessment assignment.

The assessments will be graded Level 3 Pass, Level 3 Merit and Level 3 Distinction

Final gradeTo achieve a Pass, Merit, Distinction or Distinction* grade, learners must obtain the minimum UMS mark for the qualification grade and a minimum of a pass grade in ALL units.

The grade equivalences for the Level 3 Diploma in Food Science and Nutrition qualification are:Distinction* 360 UMS, Distinction 320 UMS, Merit 240 UMS, Pass 160 UMS (400 Maximum UMS available)

Application / Job opportunities

An understanding of food science and nutrition is relevant to many industries and job roles. Care providers and nutritionists in hospitals use this knowledge, as do sports coaches and fitness instructors. Hotels and restaurants, food manufacturers and government agencies also use this understanding to develop menus, food products and policies that that support healthy eating initiatives. Many employment opportunities within the field of food science and nutrition are available to graduates.

Together with other relevant qualifications such A levels in Biology, Chemistry, Sociology and Maths, students will be able to use the qualification to support entry to higher education courses such as: BSc Food and NutritionBSc Human NutritionBSc (Hons) Public Health NutritionBSc (Hons) Food Science and Technology

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SUBJECT: DESIGN & TECHNOLOGY ADVANCED LEVEL GCE PRODUCT DESIGN: GRAPHIC PRODUCTS OR RESISTANT MATERIALS

EXAM BOARD: EDEXCEL

QUALIFICATION: AS / A2

ENTRY REQUIREMENTS: Five A-C grades which must include: Design & Technology GCSE 'C':English 'C': Mathematics 'C'.

EXAMINATION/ASSESSMENT DETAILS: This subject is made up of four units. To get a certificate for Advanced Subsidiary, you will need to have studied and attempted 2 AS Units. To complete the full A-level you need to complete a further 2 units at A2.The assessment for units for AS are:AS:1 Product Development (coursework) 50% of AS (25% of A2)

For this Unit you will select your own context, from which you must design & make a product that meets the original context/need. You will be required to present your work in the form of a folder (26-30 pages) and a model.

AS:2 Examination 2 hours 50% of AS (25% of A2)KNOWLEDGE & UNDERSTANDING OF PRODUCT DESIGNSYou will require you to answer questions based on your experience of materials, components, processes within the context of products and applications in your GCSE specialist subject: Resistant Materials, Product Design, Graphics & Textiles.

The assessment for units A2 are:A2:1 Further study of Product Design:

Examination 2 hours25% of A2

You will be required to answer questions based on your experience of materials, components, processes within the context of products and applications in your AS specialist subject: Resistant Materials, Product Design, Graphics & Textiles.

A2:2 Commercial Product Development (coursework) 25% of A2This will involve identifying a real client from which you must design and make a product that meets the original need. You should liaise with your client in order to develop a commercially viable product. This is marked by your teachers and moderated externally.

COURSE DESCRIPTION:Developing design skills:This course builds on the experience of your Design Technology GCSE (this can be RM, Product design, Graphics and Textiles) and allows you to further your studies through Product Design. You will choose either a Graphics based or a Resistant Materials pathway; we have students who aren’t specialists in these who do very well in either of these. You will have the opportunity to study, propose and realise prototype solutions to designing and making opportunities closely linked to the real world of product manufacture.Learning communication systems and skills:- Developing visual communication and understanding of aesthetics through product design, including the use of modelling, drawing, the use of computer technology and reprographics.- Developing and using knowledge and resources for designing and making:- Using a range of materials, including woods, metals, plastics, textiles and cards depending on your specialism. - Developing and using knowledge of structures, geometry, manufacturing, control, aesthetics and the role of the designer in society.Every effort is made to encourage the interests of the students to develop through these activities and a wide range of up-to-date equipment is available to support their work.

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Career Progression:Design & Technology is a good general A-level, or can be called upon for more specialised purposes depending upon the needs of the candidate. It is accepted for HE entry and is especially suitable if a career in Design, Art & Design, Manufacturing, Industrial Design, Architecture, Graphic Design and Engineering is sought. As a result of the opportunity to exploit our good quality computer facilities, you will develop excellent skills for computer-aided design, computer aided manufacturing and desktop publishing, the course has also been popular with students entering computer-related courses. The requirement to build a portfolio of work over the two years is particularly helpful for interviews..Other subjects which would go well with Design and Technology are Physics, Mathematics or Art.

For more information see Mrs Jones or Mr. Phillips

SUBJECT: A LEVEL TEXTILE DESIGN

EXAM BOARD: AQA

QUALIFICATION: A LEVEL

ENTRY REQUIREMENTS: GCSE Textile Technology – Grade C and aboveGCSE English – Grade C and aboveMaths GCSE Grade C and above

EXAMINATION/ASSESSMENT DETAILS:

WJEC AS Art and Design (Textile Design); WJEC A level Art and Design (Textile Design): This includes fashion, printed and/or dyed fabrics, constructed Textile Design, installed Textile Design

WJEC Art and Design: Textile design: 3650

AS coursework Portfolio (ART1) As Externally set controlled Assignment (ART2)A2 Coursework portfolio (ART3) A2 Externally set controlled Assignment (ART4)

COURSE DESCRIPTION:

Textiles AS

A superb course that consists of 2 textile projects, first project is set internally and handed in at the end of January second project is externally set- students’ are given a number of stimuli from images/movie clips/keywords and written stimuli, they are to select one they feel most inspired by; This is then completed by the end of May and externally moderated in June. Students will have a sketchbook and textile product/garment for each project. Controlled assessment is an 8 hour exam for the second project where students make their final pieces. There is no Theory to be learnt for a written examNo written exam

Textiles A2Same as above but the controlled assessment is 12 hours long.A fantastic course to proceed to Art and Design courses / Art foundation Degree courses in: Textiles /Art / Art Textiles/ Fashion / Fashion journalism /Business and Marketing

CAREER PROGRESSION:

Progression to a Foundation Course in the Arts or University to study Art and Design; the design portfolio is an access into the industry if college and university are not an option.

Textiles works very well with all A Level subjects; in particular Art & Design; English (Fashion Journalism) and Business Studies.

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For more information see Mrs Rhodes or Miss Evans.

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SUBJECT: AS and A Level English Language

EXAM BOARD: AQA

QUALIFICATION: A LEVEL

ENTRY REQUIREMENTS: A grade equivalent to at least a B grade at GCSE in English Language or English. This is to ensure those embarking on the course are able to meet its demands.

AS CourseThis unit is assessed through two 1 ½ hour exams that are sat at the end of Year 12.

Paper 1: Language and the Individual (50%) This unit asks students to examine the language used in two non-fiction texts. These will always be contemporary and always on the same topic. For example, the question might ask you to think about how celebrities are represented through a Twitter account page in comparison to an article on the same celebrity in the Guardian newspaper.

In preparation for this, you will examine a wide range of texts written from a variety of perspectives. You will focus on how the writers make specific word and punctuation choices to present a particular perspective.

Paper 2: Language Varieties (50%)For this unit, pupils will be asked to write an essay on the way language changes depending on who it comes from. For instance, do men interrupt women in conversation more frequently than the other way around? Why is this? You will investigate lots of different ways of communicating and examine factors like education, occupation, gender, social class and ethnicity and evaluate how these effect the way a person communicates.

A Level CourseFor those who decide to continue to study the whole A Level, you will largely build on knowledge and skills developed during Year 12. The course itself consists of two 2 ½ hour exams and one coursework assessment (20%).

Paper 1: Language, the Individual and Society (40%)Part A of this paper is very similar to Paper 1 of the AS exam. The key difference here is that pupils will be given a text from a different historical context and will be required to comment on how the context in which the text was written effects the language used.Part B enables you to write about how children develop language – it could be children’s speech, their writing or their multimodal communication.

Paper 2: Language Diversity and Change (40%)Part A: Again, this is very similar to paper 2 of the AS course and the components are largely the same.Part B: For this question, you will be given two texts that give someone’s opinion on language change. Your task will be to analyse the writers’ attitudes towards language change and how they express such attitudes. You will also then need to write your own creative piece that is inspired by the given texts. This will enable you to show off your writing skills, creativity and ability to use language effectively.

Coursework: Language in Action (20%)This consists of two equally weighted elements:

A language investigation (2,000 words) A piece of original, creative writing and a commentary

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SUBJECT: AS and A Level English Literature

EXAM BOARD: AQA

QUALIFICATION: A LEVEL

ENTRY REQUIREMENTS: A grade equivalent to a B grade at GCSE in English Language or English. This is to ensure those embarking on the course are able to meet its demands.

AS Course

This is assessed through two 1 ½ hour exams:

Paper 1: Love Through the Ages – Shakespeare and Poetry (50%)Pupils will study one Shakespeare play in detail for this unit. They will also study a collection of poems from a wide range of poets. These could include Byron, Keats, Browning, as well as more modern poets like Duffy and Armitage. For the exam, pupils will need to analyse a given extract from their Shakespeare play and will be expected to comment on it, as well as linking it to key themes and ideas expressed in the rest of the play. They will then need to analyse a given poem from their Anthology and be able to argue their opinion on the poem itself.

Paper 2: Love Through the Ages – Prose (50%)Here, pupils will have studied one Victorian and one modern novel from a list provided by the exam board. Pupils will then be given an extract from one of their studied texts and will be expected to argue their opinion on the given extract.

A Level Course

For those choosing to pursue the full A Level course, they will largely be building on the skills already established in Year 12.

Paper 1: Love Through the Ages (40%)There are three parts to this paper and parts 1 and 2 are very similar to Paper 1 of the AS course. The final section of this paper requires pupils to compare poems from their Anthology with a prose text they have studied from the course. Essentially, this exam combines the skills and literary knowledge required for the AS exam in its entirety.

Paper 2: Texts in a Shared Context (40%)World War One Literature: Pupils will study three texts for this exam- one drama, one prose and one poetry selection from a list provided by the exam board. In the exam, they will need to answer an extract question in which the extract is taken from one of their set texts. They will then move on to the second part of the paper in which they will be given an unseen extract and have to analyse the extract itself as well as comparing it to the literature they have read on World War One and its context.

Coursework (20%)

Pupils will need to read independently for the coursework element of the qualification. They will need to read three texts of their own choosing and then write an essay that compares the texts. Pupils will have a large degree of autonomy in selecting texts, but they will need to check their suitability before embarking on the coursework essay itself.

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SUBJECT: FRENCH

EXAM BOARD: AQA

QUALIFICATION: AS and/or A2 (level 3)

ENTRY REQUIREMENTS: We would normally expect students to have gained a Grade A or B at GCSE in the relevant language. However, we would not necessarily refuse students with Grade C, provided we felt they had a good chance of success.

EXAMINATION/ASSESSMENT DETAILS:Students will sit the AS paper in June of year 12.The difficulty of the AS level will sit between that of GCSE and A2. This will provide a coherent and worthwhile course of study for students who do not wish to progress to a full A level in Languages.

Those who wish to continue may then decide to sit the A2 examination at the end of Year 13.

COURSE DESCRIPTION:As well as developing their speaking, listening, reading and writing skills, students will have the opportunity to study aspects of the culture and life of the country through topics such as: the changing nature of the family, the cyber family, the role of voluntary work in society. Students also study Cinema, Music and Art. Students also have to read a novel. New skills will be introduced such as translating from and into the foreign language and using the foreign language to argue a case and present viewpoints in both speaking and writing. Many of our resources for the new syllabus will be interactive using Kerboodle which allows students to access the text book and resources independently.

CAREER PROGRESSION:Within the European Community it is becoming more and more desirable for people intending to work in a wide range of careers to have fluency in one or more of the community languages. According to a recent study, many employers will pay between 8-20% more salary for employees who use languages at work.

Languages offer a deeper insight into the culture and way of life of our European partners.

Languages make travel abroad much more rewarding and straightforward.

Languages offer direct contact with people of other countries, not only in Europe, enabling you to develop friendships around the world

Languages help develop important skills such as the ability to communicate, think quickly and assimilate information.

For more information see a member of the Modern Foreign Languages department.Useful web sites:

wwaqa.org.ukwwwlanguageswork.org.uk

Links to other courses:MFL can be linked to many courses at A Level in particular Business Studies, History, Geography, English and Art. It is increasingly common to see Languages linked with another course of study at University because of the additional skills the knowledge of a language will offer future employers.

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SUBJECT: GEOGRAPHY

EXAM BOARD AQA

QUALIFICATION: AS and A2

ENTRY REQUIREMENTS:We require students who studied Geography at GCSE to have ideally achieved a Grade B on the Higher Level paper, and to have an overall GCSE points score that indicates a pass grade at AS level is predicted.

Students who did not study Geography at GCSE are also welcome to join the AS/A-level course. The fact that different units of work are studied at GCSE and A level means that you would not be at a disadvantage. In previous years we have had students who have not studied geography at GCSE and have gone on to achieve very high grades. If you have not studied Geography at GCSE, speak to Mr Baker for an informal chat about the course

EXAMINATION/ASSESSMENT DETAILS:AS level: Two examinations at the end of Year 12 (GEOG 1 1.5 hours and GEOG 2 1.5hours)A-level: Two units assessed by examination at the end of Year 13 (GEOG 1 2.5 hours and GEOG 2 2.5 hours) plus a 4000 word project.

COURSE DESCRIPTION:AS: Paper 1: 1hr 30 exam (50% of AS)Water and the carbon cycle Coastal systems and landscapesContemporary urban living Hazards

Paper 2: 1hr 30 (50% of AS)Changing PlacesSkills: requires pupils to attend a 2 day field trip.

A-level: Physical paper 1: 2hr 30 Exam (40%) Water and the carbon cycle HazardsCoastal Systems and Landscapes

Human paper 2: 2hr 30 Exam (40%)Changing Places Contemporary urban living Global Systems and Governance

Skills Project (20%) based on 4 days of field work. – 3000-4000 words. Pupils will work independently (with strong guidance from teachers) on a project based on the field work. Each pupil will have a unique title which they will investigate and write up.

FIELDWORK: We are committed to offering students the opportunity to take part in field visits where they can see the concepts and ideas studied in class in the real world. This consolidates and enhances understanding developed in class. In both year 12 and 13, a field visit forms the basis of a geographical skills and fieldwork related examination paper and project therefore it is an expectation that pupils attend the field visits.

CAREER PROGRESSION:Geography is a truly integrating subject, and can lead to a very wide range of university courses and careers as it combines with the sciences, social sciences, business and the arts. Geography students go on work as environmental managers, lawyers, teachers, oceanographers, journalists, in marketing and PR, leisure related industries, accountancy,

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environmental work, and many other professions. It is a highly respected qualification that is acceptable, in combination with other subjects, for almost all degree level courses, including those as Russell Group universities.

For more information see Mr Baker, Miss Davis or Mr Wallace.

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SUBJECT: HISTORY

EXAM BOARD: OCR

QUALIFICATION: AS and A2

ENTRY REQUIREMENTS:

A Grade C, or above, in GCSE History. However, the course welcomes those students who have not studied History in Key Stage 4, as the course builds on, but does not depend on, the knowledge, understanding and skills specified for GCSE History. The Exam board does recommend however, that a Grade C in English is desirable. In certain circumstances, students who have failed to reach the required standard expected of them but who are recommended by members of staff will also be considered for Key Stage 5.

Examination and Assessment:YEAR 1 Units 1 – 2 AS

• BRITISH PERIOD STUDY AND ENQUIRY: Written examination. One period study essay from a choice of two and one source-based depth study. 50% of AS / 25% of A2

• NON-BRITISH PERIODSTUDY: Written examination. One ‘mini-essay and one period study essay. 50 % of AS / 15% of A2

YEAR 2 Units 3 – 4

• THEMATIC STUDY AND HISTORICAL INTERPRETATIONS: Written examination. Two theme questions from a choice of three, all covering 100 years. One interpretations

Question. 40%

• COURSEWORK/ PERSONAL STUDY: A personal and independent study of the

student’s choice. The investigation must include evidence of using primary and secondary sources, but the bulk of the marks will be for reaching a substantiated judgement through

demonstrating and organising concepts and knowledge 20%

ALL 4 units are NEEDED FOR A2 qualification

Course Description:Unit 1

BRITISH HISTORY: Period study - England 1547–1603: Enquiry topic - Mid Tudor Crises 1547–1558

Unit 2

EUROPEAN AND WORLD STUDY: Democracy and Dictatorship in Germany, 1919-1963Unit 3

THEMATIC STUDY:: Civil Rights in the USA 1865 – 1992. With additional depth studies of Malcolm X and Black Power, the New Deal, and late 19th century civil rights.Unit 4

HISTORICAL INVESTIGATIONS:

This will be an investigation from any period of history in consultation with your teacher.

Aims of the Course:History at Key Stage 5 is designed to offer students the chance to study a wide variety of periods and topics in English, European and American History. These modules offer students the opportunity to study historical topics over a long period of time, in breadth and in depth. Students who opt for History will be gaining knowledge of the good and bad that humanity is capable of, an understanding of how the world we live in has developed, an ability to develop informed attitudes on current and previous events and issues, and the problems of others. Finally, students will develop an appreciation of different cultures and be able to reflect on the lessons of our ancestors lives to improve our own.

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We can only learn these valuable lessons in History!

Students will also acquire a variety of skills important not just to History. For example: the ability to communicate effectively, both orally and written, working effectively with others, problem solving, numerical skills, thinking skills, reference skills and expertise at I.T. Since many of the issues studied in History do not have clear and easy explanations, you will become more skilled at reasoning, deduction, organising, analysing and evaluating information from the use of evidence of all kinds. Finally, as a result of having to defend your opinions and conclusions in class discussions, you will find yourself with many chances to develop your own self-confidence. All of these are transferable skills that are so appealing to colleges and employers.

It teaches you so much more than the History!

Career Progression:A Qualification in History doesn’t limit you to a career in just History. The skills that are developed and the knowledge learnt in this course are valuable qualifications for a wide range of occupations and careers. In an age when employers are often more interested in what grades you get as a mark of your ability and skills, rather than the specific subject you study, History offers routes into: Law, Journalism, Teaching, Publishing, Social work, Police, Civil Service, as well as many others. An A-level in History can be your ticket to meaningful qualifications and access to College or University level courses.

LEARNING OUTSIDE THE CLASSROOM:An opportunity to see History in action is a priority for our students studying History at Key Stage 5. In year 1 we offer a 3 day European trip to visit Berlin to study first-hand the realities of a city affected by the Nazi dictatorship and the division created by the politics of the Cold War. We then in year 2, we travel to Krakow in Poland to understand the impact and consequences of Nazi policies on the Jewish population and remember those who lost their lives as a result of the Holocaust. During year 12 we will also provide the chance to attend museums and conferences.

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SUBJECT: APPLIED ICT

EXAM BOARD: OCR

QUALIFICATION: OCR Level 3 Cambridge Technical Certificate in IT (05838(Qualification No. 601/7097/9))- ASOCR Level 3 Cambridge Technical Extended Certificate in IT (05839(Qualification No. 601/7098/0))- A2

ENTRY REQUIREMENTS: 5 GCSEs at Grade C or above.

EXAMINATION / ASSESSMENT DETAILS:

This course contains the following units.

Unit Unit Title Assessment MethodYear 12 1 Fundamentals of IT External examination

2 Global information External examination

Year 13 3 Cyber security External examination17 Internet of Everything Coursework Portfolio11 Systems Analysis & Design Coursework Portfolio

Every unit achieved will be graded as pass, merit, or distinction.

Learners who don’t achieve a pass in a unit will be unclassified. A learner must get at least a pass for every unit to be awarded the qualification they have entered for.

Qualifications are graded using a Pass, Merit, Distinction, Distinction* (and Unclassified) structure.

GCEs are graded on a scale of A*– E at A2 and A – E at AS level. A GCE six unit award is equivalent in standard to a single A-level, the double award is the equivalent of two A-levels. It is currently possible to complete an A2 + additional AS award by completing units 1-9; this is worth 1.5 A levels.

COURSE DESCRIPTION:The aim of the qualification is to develop a broad range of ICT skills, knowledge and understanding of components, functions, applications of information systems within a range of organisations. Students will develop an understanding of the main principals of solving problems using ICT and develop the skills necessary to apply this understanding. In addition candidates will be encouraged to apply skills in a range of vocational contexts.

CAREER PROGRESSION:This is a new course for first teaching September 2016. Achievement of this qualification can support progression to go on and study in a Higher Education institution either on relevant IT degrees such as, Computing and Technology or Business IT or support progression on to other degree courses. Note: Applied specifications are under review and the content of this course is subject to change. The most appropriate replacement course will be chosen.

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SUBJECT: COMPUTER SCIENCE

EXAM BOARD: OCR

QUALIFICATION: Year 12 AS H046Year 13 A2 H446

ENTRY REQUIREMENTS: 5 GCSEs at Grade C or above.Mathematics GCSE grade A or B.Single Science grades C or above.

EXAMINATION / ASSESSMENT DETAILS:

Our Computer Science specification will above all else be relevant to the modern and changing world of computing. The new specification will:

Focus on programming, building on our GCSE Computing and emphasise the importance of computational thinking as a discipline.

Have an expanded maths focus, much of which will be embedded within the course. Put computational thinking at its core, helping students to develop the skills to solve problems, design

systems and understand human and machine intelligence. Allow student to apply the academic principles learned in the classroom to real world systems in an exciting

and engaging manner. Give students a clear progression into higher education, as the course was designed after consultation with

members of BCS, CAS and top universities

Unit Unit Title Assessment MethodYear 12 (AS) 1 Computing

principles1 ¼ hour external examination

(50% of total grade)2 Algorithms and

problem solving1 ¼ hour external examination

(50% of total grade)Year 13 (A2) 1 Computer

systems2 ½ hour external examination

(40% of total grade)2 Algorithms and

programming2 ½ hour external examination

(40% of total grade)3 Programming

projectCoursework Portfolio(20% of total grade)

COURSE DESCRIPTION:

The course will equip learners with an understanding of the characteristics of contemporary processors, input, output and storage devices.

Learners will develop skills in software development through use of programming skills, exchanging data, data types, structures and algorithms.

Development of computational thinking and problem solving will be the focus of the qualification. In addition, the course will cover legal, moral, ethical and cultural issues.

CAREER PROGRESSION:This is a new course for first teaching September 2016. Achievement of this qualification can support progression to go on and study in a Higher Education institution either on relevant computer science courses or support progression on to other degree courses.

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SUBJECT: MATHEMATICS

EXAM BOARD: EDEXCEL

QUALIFICATION: Edexcel GCE AS Level Modular MathematicsEdexcel GCE A Level Modular Mathematics (level 3)

ENTRY REQUIREMENTS: A grade equivalent to at least a Grade A at GCSE and students must have studied the higher tier Mathematics GCSE.

EXAMINATION/ASSESSMENT DETAILS:To complete an AS in mathematics pupils must study 3 modules of work and sit an exam for each. Each exam is weighted equally.

To complete an A-Level in mathematics students must study 6 modules of work and sit an exam for each. Each exam is weighted equally.

COURSE DESCRIPTION:During Year 12 students complete three modules that together make up an AS in Mathematics. These modules are, Core 1, Core 2 and Statistics 1. Those students successful in their AS exams will go on to sit three more modules. These are Core 3, Core 4 and Mechanics1. All six modules are required for an A-Level in mathematics.

Each module is assessed by a 90 minute exam and each module is weighted equally. There are no coursework requirements at all in A-Level Mathematics. Students are allowed to have one resit in as many modules as they wish. Core 1, Core 2 and Statistics 1 are all sat in the June of Year 12. Core 3, Core 4 and Mechanics 1 are all sat in the June of Year 13. In both years there will be a comprehensive mock exam in the January. Although these arrangements are subject to change depending upon the strengths of the pupils making up the group.

CAREER PROGRESSION:Mathematics A-Level is highly respected by all further education establishments and would be considered favourably as admission onto just about any degree course. It is though particularly desirable for courses and careers such as Accountancy, Law, Medicine, Sciences, Engineering and Computing. For more information see Mr Lamb.Useful web sites: EDEXCEL website: http://www.edexcel.org.uk/home/MyMaths website: http://www.mymaths.co.ukS-Cool website: http://www.s-cool.co.uk/a-level/maths

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SUBJECT: MUSIC

EXAM BOARD: EDEXCEL

QUALIFICATION: BTEC Level 3 Subsidiary Diploma in Music (Performing)

ENTRY REQUIREMENTS: Grade A*- B at GCSE / Level 2 BTEC Music Merit or aboveGrade V in instrumental / vocal studies if GCSE/BTEC Music not studied

EXAMINATION/ASSESSMENT DETAILS:Mandatory Unit Music Performance TechniquesSpecialist Unit Solo Music Performance SkillsFurther Units Pop Music in Practice

Marketing and Promotion in the Music IndustryMusic in the CommunityMusic Project

COURSE DESCRIPTION:

This course is for practical musicians who are keen to perform. It provides an excellent opportunity for students to further their musical studies and experiences in a variety of ways.

The student will:

Music Performance Techniques

- Know effective instrumental or vocal technique through a structured practice routine- Be able to apply effective instrumental or vocal technique in a solo performance- Be able to apply effective instrumental or vocal technique in a group performance

Solo MusicPerformance Skills

- Know how to choose appropriate pieces for an extended programme of music- Be able to perform an extended programme of music to an audience- Know the processes required in preparation for the performance of an extended

programme of music

Pop Musicin Practice

- Know different genres of pop music- Know how pop music developed- Be able to perform original pop music- Be able to perform pop music as part of an ensemble

Marketing & Promotion in the Music Industry

- Know about marketing techniques used by the music business- Be able to produce a marketing strategy for a music product or event- Be able to contribute to a marketing campaign for a music product or event- Understand the success of a marketing campaign

Music in the Community

- Know the context and purpose of community music-making including practitioners and organisations

- Be able to lead practical music-making activities- Be able to plan and participate in a community music-making project for a specific

community group and/or venue- Know how to monitor and evaluate a community music-making project

Music Project

- Be able to prepare and work as a member of a team towards a successful live event- Be able to prepare individually for the delivery of a successful live music event,

undertaking appropriate responsibilities throughout the project- Be able to contribute to a performance to a technical acceptable level appropriate to

context- Understand the complex process when preparing for and delivering a live music event

CAREER PROGRESSION: This BTEC Level 3 in Music can lead to further study in music or performing arts in Higher Education at degree or HND level and may lead on to a career in the music industry.

Resources Required: It is strongly advised that students receive instrumental / vocal lessons to support their progress in this subject due to the high level of performance work

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SUBJECT: PERFORMING ARTS (SINGLE AWARD ONE ALEVEL)

EXAMINATION BOARD: Pearson Edexcel

QUALIFICATION: BTEC Level 3 National Extended Certificate in Performing Arts

ENTRY REQUIREMENTS: A* - C in GCSE Drama or A* – C in English GCSE BTEC L2 Merit or +

COURSE DESCRIPTION:This course offers an excellent development of performance skills as well as a breadth of subject specific knowledge from within the performing arts sector. It is a 360 GLH course and equivalent in size to one A Level.There are 4 units, of which 3 are mandatory and 2 are external. Mandatory content (83%). External assessment (58%).

Units:

Investigating practitioners work. This is an external research and written controlled assessment unit whereby the exam board will release the exam paper and you will be require reflecting on workshops and research practitioners to develop ideas and justifications as to how you might approach the brief released in any of the performance skill areas making reference to two practitioners within that skill. The unit will be delivered by dynamic workshops and creative reflections on the crafting of performance work. It is assessed as a written task but delivered in a practical and engaging way.

Developing Skills and Techniques for Live PerformanceStudents will be required to develop work over time which is an interpretation of an existing set of two texts. You will be assessed on your creativity, progress and ability to reflect and refine work within a workshop premise. This unit will see you working collaboratively in two contrasting styles to show your ability to understand styles of performance. This is an internally assessed mandatory unit, within which the centre selects the material for assessment.

Group Performance WorkshopThis is a largely practical unit with developmental reflective logs and research to support the progre4ss made in the creative process. You will be looking at how to construct a performance for a live audience and drawing upon experience developed through working with practitioners and styles of theatre on an explorative basis. This unit is a group task and will be assessed individually on the contributions made and skills developed. Learners explore and integrate creative, physical and vocal skills and techniques, working collaboratively to create a performance in response to a given stimulus. This is an externally examined unit.

Interpreting Classical Text for Performance: Learners develop their acting skills and techniques, applying these to the rehearsal and performance of a classical text. Students will look at the original performance conditions and conventions of classical texts and explore how they can be interpreted for a modern audience. You will be assessed internally on the development of skills to perform such texts and your justifications as to how and why you would interpret texts in individual ways. Your vocal and physical characterisation will be key in this unit. This is an optional unit and may be replaced by a different skill if the cohort is in requirement of a different challenge.

DANCE - As above but with a dance focus for all aspects.

Jazz Dance Technique: Learners develop jazz dance techniques with an emphasis on practical development, application and performance skills. In this unit, you will develop skills and techniques that will enable you to understand the key technical and stylistic features of jazz dance through participating in technique classes, rehearsals and performance work. By learning and watching different styles of jazz dance, you will develop an understanding of the diversity of this dance form and the practitioners who have influenced the development of the style. You will reflect on your progress as you develop skills and techniques, setting targets and reviewing your progress.

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SUBJECT: PERFORMING ARTS (DOUBLE AWARD TWO ALEVELS)

EXAMINATION BOARD: EDEXCEL

QUALIFICATION: BTEC LEVEL 3 NATIONAL DIPLOMA IN PERFORMING ARTS

ENTRY REQUIREMENTS: Merit – Distinction * in Performing Arts Level 2and / or A – C in English GCSE

COURSE DESCRIPTION:This eight unit course gives an excellent breadth and depth of performing and vocational experience in the Performing Arts sector. It offers all of the units that the single award requires as well as four additional units to expend the experience and offer a more substantial knowledge base for performance and practitioners. It is a 720 GLH course and is equivalent in size to two A Levels. The course covers 8 units of which 6 are mandatory and 3 are external. Mandatory content (83%). External assessment (46%).

Units:Investigating practitioners work. This is an external research and written controlled assessment unit whereby the exam board will release the exam paper and you will be require reflecting on workshops and research practitioners to develop ideas and justifications as to how you might approach the brief released in any of the performance skill areas making reference to two practitioners within that skill. The unit will be delivered by dynamic workshops and creative reflections on the crafting of performance work. It is assessed as a written task but delivered in a practical and engaging way.

Developing Skills and Techniques for Live PerformanceStudents will be required to develop work over time which is an interpretation of an existing set of two texts. You will be assessed on your creativity, progress and ability to reflect and refine work within a workshop premise. This unit will see you working collaboratively in two contrasting styles to show your ability to understand styles of performance. This is an internally assessed mandatory unit, within which the centre selects the material for assessment.

Group Performance WorkshopThis is a largely practical unit with developmental reflective logs and research to support the progre4ss made in the creative process. You will be looking at how to construct a performance for a live audience and drawing upon experience developed through working with practitioners and styles of theatre on an explorative basis. This unit is a group task and will be assessed individually on the contributions made and skills developed. Learners explore and integrate creative, physical and vocal skills and techniques, working collaboratively to create a performance in response to a given stimulus. This is an externally examined unit.

Interpreting Classical Text for Performance: Learners develop their acting skills and techniques, applying these to the rehearsal and performance of a classical text. Students will look at the original performance conditions and conventions of classical texts and explore how they can be interpreted for a modern audience. You will be assessed internally on the development of skills to perform such texts and your justifications as to how and why you would interpret texts in individual ways. Your vocal and physical characterisation will be key in this unit. This is an optional unit and may be replaced by a different skill if the cohort is in requirement of a different challenge.

Performing Arts in the Community: This unit is delivered alongside the developing skills unit in the single award and looks at how theatre is created, developed and performed for specific audiences and written by professionals to engage, entertain or action their audience. The unit looks at key community practitioners and methods and practically investigates the structure and conventions. The performance is internally assessed and is based on existing work by professional playwrights. Your performance skills will be at the forefront of this unit.

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Individual Performance Commission: This unit sees Learners develop and understanding of the nature and purpose of commission work, responding individually to a specific commission brief by applying their performance skills. Students are given an externally set and assed brief whereby they have to create work and justify their choices based on their own personal experience, workshops, exposure to styles and creative ideas. This culminated in a final performance of their work.

Final Live Performance to an Audience: This unit covers the practical exploration and application of specialist skills and techniques. In this unit, you will gain understanding and experience of rehearsal methods and techniques. Through research and practical exploration, you will develop the necessary skills to interpret performance material and develop a character or role. You will demonstrate essential personal management and collaborative skills necessary when working in a performing arts ensemble. The unit culminates in the realisation of your rehearsed work to a live audience. During the rehearsal and performance process you will reflect on your individual contribution, allowing you to set targets and to monitor and support your development.

Theatre Directing: As a director you will need to produce a script and be able to practically explore ideas for performance with peers. You will be assessed on your ability to develop and communicate ideas for performance to realise a style and or genre of theatre of your choosing. Learners develop an understanding of the skills used by theatre directors, and apply this knowledge to prepare a script as well as plan and lead rehearsals with performers. You will select an extract from a script and, through rehearsal, bring the text to life with a company of performers. You will reflect on your progress as you develop skills, set targets and review them.

For further information please see Miss L Jones or consult the website.

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SUBJECT: PHILOSOPHY AND ETHICS

EXAM BOARD: AQA

QUALIFICATION: AS/A2

ENTRY REQUIREMENTS: Minimum of Grade B at GCSE

Philosophy and Ethics is an excellent preparation for a wide range of university courses in the arts, humanities and sciences. It develops the skills to analyse and assess arguments, and to reflect on and discuss fundamental issues.

The application of philosophical ideas to practical moral issues is especially relevant for those considering careers in law, medicine, or the media. Every day we consider ethical choices and wonder about philosophical issues. This

course will change the way you see the world!

EXAMINATION/ASSESSMENT DETAILS: AQA Religious Studies A level 7062(Two year course)Additional A level content shown in bold and italicsAQA religious Studies AS level 7061(One year course)

Component 1: Philosophy and Ethics (67%)Component 2: Buddhism (33%)

Component 1 Section A: Philosophy of religion Component 1 Section B: Ethics

and religion

Component B: Buddhism

Paper 1 (2 hours AS level; 3 hours A level) Paper 1(2 hours AS level: 3 hours

A level)

Paper 2(1 hour AS level; 3 hours A level)

Arguments for the existence of

God. Criticisms of these.

Ethical theories. How do the

theories help us decide about lying

and stealing?

Sources of wisdom and authority. Eg

the Buddha

Evil and suffering. Why does it

happen?

Issues of human life and death (Eg.

abortion; euthanasia; cloning)

God/gods/ultimate reality.

Religious experience. Eg visions Issues of animal life and death. (eg

testing; eating meat; blood sports

Self, death and the afterlife.

Religious language. Introduction to meta ethics. Good conduct and key moral

principles.

Miracles. Free will and moral responsibility. Expression of religious identity.

Self and life after death. Conscience. Religion, gender and sexuality.Bentham and Kant Religion and science secularisation

and pluralismIn addition to questions about religion, paper 2 at A level also involves questions on:

The dialogue between philosophy of religion and religion. How religion is influenced by, and has an influence on philosophy of religion in relation to the issues studied.

The dialogue between ethical studies and religion. How religion is influenced by, and has an influence on ethical studies in relation to the issues studied.

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SUBJECT: PHYSICS

EXAM BOARD: OCR Physics B

QUALIFICATION: Advanced Subsidiary (AS) Level (Year 12) and Advanced (A2) (Years 12 and 13)

ENTRY REQUIREMENTS: Minimum 1 A grade and B grades in double or triple science at GCSE. Grade score average which indicates a predicted grade C or above. Minimum B grade in GCSE Maths

EXAMINATION/ASSESSMENT DETAILS:This qualification is linear. Linear means that students will sit all the AS exams at the end of their AS course and all the A-level exams at the end of their A-level course.MOCK EXAM IN THE OCTOBER – FAILURE TO PASS THIS MOCK MAY RESULT IN REMOVAL FROM THE COURSE

Level Module Name Assessment WeightingAS A2

AS Development of practical skills in physics

Fundamental data analysis Physics in action Understanding processes

Paper 1: Foundations of physics1 hour 30 minutes written paper

Paper 2: Physics in depth1 hour 30 minutes written paper

Both components assess content from all four modules.

50%

50%

FullA level

Development of practical skills in physics

Fundamental data analysis Physics in action Understanding processes Rise and fall of the clockwork

universe Field and particle physics

Paper 1: Fundamentals of physics2 hours 15 minutes written paper

Paper 2: Scientific literacy in physics2 hours 15 minutes written paper

Paper 3: Practical skills in physics1 hour 30 minutes written paper

Components 01– 03 assess content from all six modules.

Practical endorsement in physics (non-exam assessment)Reported separately

41%

37%

22%

The A2 grade is not dependent on the AS grade

COURSE DESCRIPTION:Physics is crucial to understanding the world around us, the world inside us, and the world beyond us. It is the most basic and fundamental science. Physics encompasses the study of the universe from the largest galaxies to the smallest subatomic particles. Moreover, it’s the basis of many other sciences, including chemistry, oceanography, seismology, and astronomy (and can be applied to biology or medical science).

CAREER PROGRESSION:You can find physicists in industrial and government labs, on college campuses, in the astronaut corps, and consulting on TV shows. In addition, many physics grads work at newspapers and magazines and in government. Physicists are problem solvers. Their analytical skills make physicists versatile and adaptable so they work in interesting places. The world is your mollusc!

For more information see Mr Hudson

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Useful web site: http://www.ocr.org.uk/Images/171729-specification-accredited-a-level-gce-physics-b-advancing-physics-h557.pdf

SUBJECT: PSYCHOLOGY

EXAM BOARD: AQA

QUALIFICATION: AS one year, A Level two years (level 3)

ENTRY REQUIREMENTS: What do I need to study the subject?

Since it is not possible, in this school, to obtain a GCSE grade in this subject, the entry requirements involve obtaining at least five and usually more, Grade C and above passes, in any subjects at GCSE. This would also mean that an average point score (from the top 8 GCSE passes) above a certain level is required to take the subject . The student must also have a Grade B in English Language or English Literature, in Mathematics and in Biology at GCSE together with a genuine interest in the course, a readiness to work hard and a good attendance record. Candidates will need to successfully pass AS level (with at least a Grade D) before proceeding onto the A Level course.

What is Psychology?Psychology is the Science of Behaviour and Experience. Psychologists observe behaviour, formulate a theory and then carry out experiments to test the validity of that theory.

EXAMINATION/ASSESSMENT DETAILS (FROM SEPTEMBER 2015):The AS exam consists of two papers both of which are taken during Year 12 and are externally marked. The AS qualification can be taken as a stand- alone qualification but students wishing to continue with the subject onto A level must successfully pass AS level with at least a Grade D overall.

For the A level qualification, three further papers will be taken at the end of Year 13 and are also marked externally. Students who successfully complete both AS and A level would receive a qualification at both levels.

COURSE DESCRIPTION:AS Paper 1- Introductory Topics in Psychology- Social Influence, Memory, AttachmentAS Paper 2- Psychology in Context- Approaches in Psychology, Psychopathology, Research Methods

A Level Paper 1- Social Influence, Memory, Attachment and PsychopathologyA Level Paper 2- Approaches in Psychology, Research Methods, Biopsychology (Biology Section)A Level Paper 3- Issues and Debates in Psychology, Relationships, Schizophrenia, Aggression

CAREER PROGRESSION:A-level Psychology is of use in many areas of employment. It is a requirement for anyone wishing to become an Educational Psychologist or Criminal Psychologist.

Results:A high Percentage of Grades A – C are achieved every year with a 100% Pass Rate gained in most years at both levels.

Key Texts used:AQA Psychology for A Level Year 1 AS Cara Flanagan (Illuminate Publishing) + Revision BookAQA Psychology for A Level Year 2 Cara Flanagan (Illuminate Publishing) + Revision Book

AQA A Level Psychology Year 1 and AS Jean (Oxford Press)AQA A Level Psychology A Level Year 2 (Oxford Press)

For further information please see Mrs Snape.

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SUBJECT: APPLIED SCIENCE

EXAM BOARD: AQA

QUALIFICATION: AQA Level 3 Certificate in Applied Science Year 12AQA Level 3 Extended Certificate in Applied Science Year 12 and 13

ENTRY REQUIREMENTS: 5 A*-C grades including minimum CC in Science at GCSE

EXAMINATION/ASSESSMENT DETAILS:This course contains externally assessed and internally assessed units. Externally assessed units are assessed by written examination. Internally assessed units are marked by teachers and then externally moderated by AQA.The units are graded Pass, Merit or Distinction following the application of compensation rules for the internally assessed units. The overall qualification is graded as P, M, D and D*. (Learners must pass each unit in order to pass the qualification)

Level Module Name Assessment WeightingAS A2

AS All units are mandatory: Key concepts in Science Applied experimental techniques Science in the modern world

Written exam Portfolio Written exam with pre-release

material

66.6% external33.3%

internal

A2 Two mandatory units: The human body Investigating ScienceOne optional units from a choice of (depending on teachers specialism): Microbiology Medical physics Organic chemistry

Written exam Portfolio

Portfolio

33.3% external66.6%

internal

Learners must pass each unit in order to pass the qualification

COURSE DESCRIPTION:This course meets requirements to be on a par with A-levels. They have been developed in close collaboration with higher education and professional bodies to ensure that they have both recognition and value. The course contains a range of biology, chemistry, physics and scientific investigation units and is very broad in its focus. There is a big emphasis on developing transferable skills such as team work, research, problem solving and communication; this will complement a range of other KS5 courses.

CAREER PROGRESSION:This course is for learners of 16 and over who wish to progress to higher education or to employment in an applied science area. This qualification is supported by a range of universities, and taken alongside other qualifications it can fulfil the entry requirements for a number of science-related higher education courses, including biomedical, forensic and sports science, as well as nursing. In addition, the qualification is eligible for UCAS points.

FURTHER DETAILS:This is a really good course if you want to do a science or you need a science and don’t know which one to do. As it is largely project based you can work without fear of 100% exams! Over two years it is 50% external written exam and 50% internal portfolio work.

This course does require a high level of independence and self-motivation to complete assignments to a high standard and strict deadlines. If you struggle with time management or self-motivation to work outside of school then please think carefully before signing up for this course.

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USEFUL WEBSITE:HTTP://WWW.AQA.ORG.UK/SUBJECTS/SCIENCE/APPLIED-GENERAL/SCIENCE

SUBJECT: SOCIOLOGY

EXAM BOARD: AQA

QUALIFICATION: AS one year, A Level two years (level 3)

ENTRY REQUIREMENTS: What do I need to study the subject?

Since it is not possible, in this school, to obtain a GCSE grade in this subject, the entry requirements involve obtaining at least five and usually more, Grade 'C' and above passes, in any subjects at GCSE. This would also mean that an average point score (from the top 8 GGCSE passes) above a certain level is required to take the subject . The student must also have a Grade B in English Language or English Literature at GCSE together with a genuine interest in the course, a readiness to work hard and a good attendance record. Candidates will need to successfully pass AS level (with at least a Grade D) before proceeding onto the A Level course.

WHAT IS SOCIOLOGY?It is about you as a person and your role in society. The aims of the course are to make the student much more aware of the effects of being part of Society from "the cradle to the grave."

EXAMINATION/ASSESSMENT DETAILS (FROM SEPTEMBER 2015):The AS exam consists of two papers both of which are taken during Year 12 and are externally marked. The AS qualification can be taken as a stand- alone qualification but students wishing to continue with the subject onto A level must successfully pass AS level with at least a Grade D overall.

For the A level qualification, three further papers will be taken at the end of Year 13 and are also marked externally. Students who successfully complete both AS and A level would receive a qualification at both levels.

COURSE DESCRIPTION:AS Paper 1 Education with Methods in Context- short answer and extended writing type questionsAS Paper 2 Research Methods and Families and Households- short answer and extended writing type questions

A Paper 1 Education with Theory and Methods- some short answer but mainly extended writing type questions.

A Paper 2 The Mass media and Families and Households- extended writing type questions.A Paper 3 Crime and Deviance with theory and Methods- extended writing type questions.

CAREER PROGRESSION:An increasing number of companies like to employ Sociologists in their Public Relations Departments. A-level Sociology is often a requirement for some careers in the Health Service, Police Force, Nursing and is very useful in Education and Law.

Results:A high Percentage of Grades A – C are achieved every year with a 100% Pass Rate gained in most years at both levels.

Key Texts used:AQA A Level Sociology Student Book 1 Stephen Moore (Collins)AQA A Level Sociology Student Book 2 Stephen Moore (Collins)

AQA Sociology for A Level Year 1 David Brown (Hodder Education)AQA Sociology for A Level Year 2 David Brown (Hodder Education)

For both AS and A Level Sociology Themes and Perspectives Haralambos and Holborn

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For further information please see MS Andrews/ Ms Quirk.

SUBJECT: SPANISH

EXAM BOARD: AQA

QUALIFICATION: AS and A2 (level 3)

ENTRY REQUIREMENTS: We would normally expect students to have gained a Grade A or B at GCSE in the relevant language. However, we would not necessarily refuse students with Grade C, provided we felt they had a good chance of success.

EXAMINATION/ASSESSMENT DETAILS:Students will sit the AS paper in June of year 12.The difficulty of the AS level will sit between that of GCSE and A2. This will provide a coherent and worthwhile course of study for students who do not wish to progress to a full A level in Languages. Those who wish to continue may then decide to sit the A2 examination at the end of Year 13.

COURSE DESCRIPTION:As well as developing their speaking, listening, reading and writing skills, students will have the opportunity to study aspects of the culture and life of the country through topics such as: the changing nature of the family, the cyber family, the role of voluntary work in society. Students also study Cinema, Music and Art. Students also have to read a novel. New skills will be introduced such as translating from and into the foreign language and using the foreign language to argue a case and present viewpoints in both speaking and writing. Many of our resources for the new syllabus will be interactive using Kerboodle which allows students to access the text book and resources independently. Students will have an opportunity to participate in a field trip to Barcelona.

CAREER PROGRESSION:Within the European Community it is becoming more and more desirable for people intending to work in a wide range of careers to have fluency in one or more of the community languages. According to a recent study, many employers will pay between 8-20% more salary for employees who use languages at work.

Languages offer a deeper insight into the culture and way of life of our European partners.

Languages make travel abroad much more rewarding and straightforward.

Languages offer direct contact with people of other countries, not only in Europe, enabling you to develop friendships around the world

Languages help develop important skills such as the ability to communicate, think quickly and assimilate information.

For more information see a member of the Modern Foreign Languages department.Useful web sites:

wwaqa.org.ukwwwlanguageswork.org.uk

LINKS TO OTHER COURSES:Modern Foreign Languages can be linked to many courses at A Level in particular Business Studies, History, Geography, English and Art. It is increasingly common to see Languages linked with another course of study at University because of the additional skills the knowledge of a language will offer future employers.

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SUBJECT: Level 3 Cambridge Technical in Sport and Physical Activity

EXAM BOARD: OCR

QUALIFICATION: Level 3 Extended Certificate

ENTRY REQUIREMENTS: At least a level 2 Pass in BTEC Sport or a C in GCSE PE

WHAT IS A CAMBRIDGE TECHNICAL?The Cambridge Technicals in sport have been developed to meet the changing needs of the sector, and to prepare students for the challenges they’ll face in higher education or employment. They have been designed in collaboration with experts spanning the breadth of the sector and they focus on the skills, knowledge and understanding that today’s universities and employers demand.

EXTENDED CERTIFICATE IN SPORT AND PHYSICAL ACTIVITYThe 360 guided learning hour’s course will cover a range of topics and areas through a combination of both internally and externally assessed units.

The course offers flexibility and a choice of emphasis through the optional units. It is equivalent to one GCE A Level.

The Cambridge Technical offers an engaging programme for those who are clear about the area of employment that they wish to enter. These learners may wish to extend their programme through the study of a general qualification such as GCE AS Levels, additional specialist learning or a complementary NVQ. These learning programmes can be developed to allow learners to study related and complementary qualifications without duplication of content.

The course consists of three mandatory units (1-3), plus a combination of 2 or 3 additional optional units, depending upon the credit weighting for each unit.

Example of units that may be covered1. Body systems and the effects of physical activity2. Sports coaching and activity leadership3. Sports organisation and development4. Performance analysis in sport and exercise5. Practical skills in sport and physical activities

* Units 1 and 3 are externally assessed through a written examination.

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