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The Sixth Form
Introduction
Aims of the 6th Form and Student Destinations
Student Perspectives
Entry Requirements
Students in Action / Social and Enrichment Activities
Guide to Qualifications
Bursary Application Information (correct November 2012, may be subject to change)
A Level Course Details
Art
Biology
Business Studies
Chemistry
DT Product Design RM
English Language
English Literature
French
Geography
German
History
ICT
Italian
Maths
Media Studies
PE
Performing Arts (Music/Drama/Dance)
Photography
Physics
Psychology
RE (Philosophy & Ethics)
Sociology
Textiles
Other Courses
BTEC Sport
CISCO
Application Form
The Sixth Form is a lively, energetic community where you can achieve excellent academic qualifications and enhance your social and personal skills at the same time. The Sixth Form already has a reputation for helping students achieve their potential and for a wide range of courses offered at AS level and A level. We are now offering a broader and more exciting curriculum with opportunities to follow a wide range of vocational courses.
The Sixth Form is already very well known in the local area. Both schools in the partnership have had Specialist School status for several years, and have recently been awarded several consecutive school Achievement Awards. Students in the Sixth Form are able to benefit from the expertise of two different school communities whilst maintaining their own clear identity as students of their own local school.
We are determined that our reputation for high standards and providing a high quality educational experience within the local community will increase even further in the years to come.
We will support you in achieving your academic ambitions. The pastoral care in the Sixth Form is based upon knowing you well as a learner and an individual. Staff are always keen to help and support you both academically and personally. We endeavour to ensure that you are able to grow into a confident young adult, that you are aware of your skills and that you have the confidence to flourish in any environment.
We have always encouraged a commitment to the community and to the service of others and diverse events such as the bi-annual trip to India (in support of a leprosy centre) and the introduction of the Higher level ‘Community Sports Leader’ Award are offered as part of a varied programme of enrichment opportunities for our students. Sixth Form students mentor younger students in the school and develop a range of responsibilities. There is a wide range of extra-curricular activities on offer. In the past students have gone to Barcelona, Venice and New York on cross-curricular trips.
We hope very much that the course details enclosed will give an insight into our successful and enjoyable Sixth Form, and to some of the many opportunities which are available to you. We are very ambitious for our students and invite you to be part of that success. We are very proud of our Sixth Form and would be delighted to talk to you about your future.
Mr Mike Best Head of Beaminster School
Mrs Kay Taylor Head of The Sir John Colfox School
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“There is a very positive ethos which
emphasises and successfully promotes success
in pupils’ academic and personal development”.
“The school prides itself on the success rate of
all who are entered for the examinations.”
Beaminster School, Ofsted
“Knowledgeable and enthusiastic teachers
create very positive relationships in the
classroom.”
“Overall teaching is good and some is
outstanding. Teachers provide a wide variety of
activities in lessons that encourage students to
be actively involved in supporting one another,
discuss what they are doing and ask questions.
Students are given regular feedback on their
work; they know how well they are doing and
what they need to do in order to improve”.
Colfox School, Ofsted
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We are proud of our proven track record of success in examinations. Government data shows that our students achieve better results in their A Level
studies than would have been predicted based on their GCSE results. This is very important to us and means that our students make excellent progress.
Some highlights from our 2012 results include: A 98% pass rate overall. 40% of all grades achieved were A*, A or B. There were tremendous personal successes for students at A Level and AS Level
including: Mini Warren A*A*A, Charlie Tolley A*AA, Rhys Thomas, A*A*A, Lucy Trollope AAA, James Varndell AAA, Grant Gibson AAAB, Emily Gould AAAA, Will Haggerty AAAA, Ellie Gillis AAAB, Connor Hulbert AAAB and Flo Wright AAAB.
Our personalised pastoral support is crucial in ensuring that our students are successful in obtaining places at their first choice universities. University destinations and course choices of some of last year’s students include:
Cardiff English Language
Manchester Russian and Spanish
Birmingham Medical Science
Exeter Mathematics/Mechanical Engineering/Philosophy/English
Plymouth Geography/Chemistry/Ocean Science/Actor Training/Mathematics
with Finance
Southampton Psychology/Medical Engineering
Harper Adams Agriculture
Loughborough Chemistry
Glamorgan Computer Systems/Aeronautical Engineering/Criminology
Falmouth Art Foundation
Bristol Computer Science/Biology
Kingston Chemistry
Bournemouth Nursing/Television Production
College of London Pharmacology
De Montford Drama Studies
Stirling Ecology
Winchester Law
Bath Spa Psychology
Cardiff Metropolitan Events Management
Worcester Nursing Studies/Primary-Early Years
Newport Photography for Fashion
Westminster English Language and Literature
West of England,Bristol Computer Science
Portsmouth English Language
Buckinghamshire Music Management
Falmouth Photography/Digital Media
East of London Photography
Bangor Psychology
Derby Psychology
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Being a sixth form student can be a very different experience from studying lower down the school. Here are some comments from our students reflecting on their experiences of life as a 6th former.
A levels in Sixth Form mean you have the independence and choice to study what
interests you and gain skills in independent study. Mini Sixth Form opens a wider range of subjects for study and you can focus on what you
would like to follow as a career. Helen
There is a good support network that helps you through this higher level of study. George Sixth Form has a great atmosphere along with a hard-working ethic. The Beaminster and Colfox link is great and it’s hard to imagine not being integrated now. Harry Sixth form has a supportive atmosphere and I enjoy engaging in group discussions we take part in within lessons.’ Charlie
Sixth Form is much more personal and better tailored to an individual’s needs. Teachers are genuinely interested in the success of pupils. Matt Teachers are supportive, encouraging and a strong motivational force. The Sixth form is a friendly place to be and a good place to study. Sophia
The advice and guidance I was given before and after my GCSE results has really helped me to get on the right courses. Sophie I actually enjoy studying now! You are really treated like a grown up and expected to work really hard. I am really being pushed. Will The mentoring programme is so helpful and having one teacher to discuss my progress with really helps me. Beth The support I have been given with UCAS has been amazing. I feel really confident with my applications. Ben Our new 6th form study area makes it much easier to make the most of your free study time. Oli
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Entry Requirements
Students who are wishing to obtain a place in the Sixth Form to study AS/A Levels should have
achieved a minimum of 5 GCSE Grades at A*-C.
Students who are applying for the BTEC National Extended Diploma in Sport, should have achieved
a minimum of 4 GCSE’s at grades A*-C.
Mathematics and English GCSE
Obtaining a ‘high grade’ pass (A*-C) in English and Maths can be crucial for all students in their short
and longer term future. There are now many universities and occupations that require a high grade
pass in these subjects. If students come back into the 6th form but have not obtained an A*-C grade
in these subjects then it is an expectation that they will re sit these subjects during Year 12.
There will be support on hand to help them achieve this but students are expected to take
responsibility for this as well. Revision, practising past papers and requesting additional explanation
are all important.
Studying at Level 3
Studying at Level 3 (A levels and BTEC National Diploma) students will notice a significant rise in the
standards and difficulty of work from what they will have experienced working at Level 2 (GCSE’s and
BTEC First Awards).
For this reason subject leaders may advise that to be successful in their subject at A Level, it is
preferable to have achieved a particular grade in their subject at GCSE level. However, this is not
always the case and students considering their options should talk to subject staff when making their
choices. Where a course is new and has not been offered at GCSE Level, students should talk to the
members of staff who deliver the course to help assess their level of suitability and whether the
subject would be right for them.
Students should also consider what they wish to do with their qualifications at the end of two years
and should reflect on the overall ‘balance’ of their courses. If a student has a very clear idea of their
likely progression route after the 6th form they should check that the subjects they have chosen will
allow them to follow this. For example, if a student wishes to study medicine then A Levels in Biology
and Chemistry are compulsory. It is never too early to access the UCAS website to see what some
university courses give as their entry requirements, including any preferred subjects as well as any
that will not be recognised.
The final decision concerning a student’s entry to a course will rest with their Head of 6th
form.
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Bi-annual Trip to India
Student Life
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The Sixth Form
Induction A full programme to help you feel quickly at home, develop a mature approach to study and make the transition from a pupil to a student.
Enrichment Outside of lesson time all students are encouraged to get involved in activities that will prove to be both enjoyable and rewarding. This could be through an organised programme such as the Duke of Edinburgh Award Scheme or the Model United Nations. Many students have found that offering their own services to their school e.g. mentoring a younger pupil, or even helping in a feeder primary school has given them a valuable personal experience.
Exchanges ... Field Trips ... Residentials The Sixth Form has been to: French & German cities Los Angeles India Italy Sweden Paris Russia Barcelona New York Kenya Ghana Japan Public speaking and debating Model United Nations Bath Social Trips to theatres Subject residentials Winter Ball Summer 6
th form Prom
Rag Weeks Paint Balling School leadership groups BBQs plus the adventure of Tall Ship sailing
Work Experience This is often essential in securing places on demanding university courses. We work with students to help you develop a portfolio of experience. For some students work placements may, where appropriate, form part of a study programme.
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The following links and information may be useful when deciding which course type is right for you. If you are in any doubt, you should contact your Head of Sixth Form for further help and advice.
The BTEC National Diploma Please note that BTEC Sport is offered at BTEC National Extended Diploma level. In most cases a student may, timetabling permitting, add an AS level to their programme of study. These courses really are another way of getting a good post 16 qualification that is valued by universities and by employers (see www.ucas.ac.uk for further details). The BTEC National Extended Diploma is equivalent to three A Levels. For further information please see: http://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_10039020 http://www.edexcel.com/i-am-a/teacher/btec-in-schools/Pages/home.aspx
AS/A2 Levels Students entering the 6
th Form are offered flexible programmes of study to match their individual
abilities, interests and future career plans. Entry requirements for a place in the 6
th Form are 5 GCSEs at grades A*–C. Subjects may also set
additional criteria (see subject outlines) which are based on our experience and designed to make sure that students embark on appropriate courses, however, please discuss individual requirements with the Heads of Sixth Form.
What is the grading system? AS levels will use the same set of grades from A* to E as A level. For the purpose of applying to University the grades can be given as a points score. When students apply to University, they may be made offers which are expressed as points scores, visit www.ucas.ac.uk for more information. ALL courses will run subject to there being sufficient numbers of students to make them viable. The AS Option blocks will be published just before Easter. On the application form, please indicate your order of preference, this information is then used when setting the Option blocks. Apply early as some subjects fill up quickly! For further information please see: http://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_10039018
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Beaminster School and The Sir John Colfox School Joint Sixth Form 16-19 Bursary Fund
(Information correct November 2012—but may be subject to change based on Government policy)
Are you eligible? You must be under 19 on 31st August in the academic year you start your programme of study. Young people in care, care leavers, young people in receipt of Income Support and disabled young people in receipt of Disability Living Allowance will be eligible to receive a bursary of £1,200 a year. Students who are in a household with an annual income below £25,521 are invited to apply for a discretionary bursary.
If your application for a Bursary is successful an award will be made half-termly in arrears
through the year, unless your request is for a single award to help with equipment costs. In some cases “in kind” payments may be more suitable (eg. transport passes or equipment/books the school can buy in bulk).
Payments will be conditional on good attendance, including punctuality and a good
approach to study:
All absences must be properly notified and authorised by calling into the school office on each day of an absence
Known absences (e.g. medical appointments, University visits etc.) should be notified before the date of the event
Student should be punctual to registration and lessons and there should be no ‘lates’ reported
Holidays during term time and prolonged medical absences will not be paid as the bursary is awarded to support participation in education.
Behaviour and effort in lessons are also conditions of payment and negative feedback from teaching staff will result in bursary payments being declined
Books, reference materials and non-consumable equipment purchased by the school will
be the property of the school and must be returned to the school at the end of the course.
Support is subject to funds being available at the time your application is received and
assessed. This is a limited fund and once exhausted no further funding will be available. You should, therefore, be aware that a financial reimbursement for your expenditure is not guaranteed.
The level of payment may be different each term. All awards made are subject to the school receiving sufficient funds from the government.
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
Edexcel
8ADO1 / 9ADO1
Students will be expected to have developed drawing skills and a confidence within a range of media,
through the successful completion of Art GCSE. They need to have an enthusiasm for the subject and
a genuine desire to extend their understanding, knowledge and skills. Students will develop the skills
to interpret and convey ideas and feelings about art, craft and design, alongside a working knowledge
of materials, techniques and practices. They will develop their imaginative and creative powers and
their experimental, analytical and documentary skills. Students will also develop a specialist
vocabulary and some knowledge and understanding of the place of art in history, different cultures
and contemporary society.
Students should have an interest in creating and understanding art and the determination to develop
that interest. AS/A Level Art is not an easy option and students should be prepared to commit the
necessary time and apply themselves positively to developing their abilities.
The full A Level course consists of four units of work. Students taking AS Level will be assessed after
the first two.
Unit 1: Portfolio of Coursework [6ADO1]. 60% of total AS mark, 30% of total A Level mark. A broad
based exploration of approaches, media, techniques and ideas linked to a given theme, and
incorporating a broad range of critical and contextual thinking.
Unit 2: Controlled Assignment [6ADO2]. 40% of total AS mark, 20% of total A Level mark. Students
are provided with a very broad theme which can be interpreted in many ways. This starting point is
then investigated and developed into a personal response/outcome produced in an 8 hour exam.
Unit 3: Personal Investigation [6ADO3]. 30% of total A Level mark.
A personal investigation in which candidates develop work in response to an idea, issue, concept or
theme of their choosing. This will comprise of a wide range of research and personal response and
incorporate an extended written essay. It will culminate in some substantial personal practical
outcomes.
Unit 4: Controlled Assignment [6ADO4]. 20% of Total A Level mark.
Students are provided with a broad theme/starting point which can be developed and investigated
into a personal response/outcome produced in a 12 hour exam.
Art GCSE Grade B is preferred.
Students who have not gained this grade
may be considered, but must see the
relevant Art Teacher(s) to discuss whether
this course will be suitable for them.
Summative coursework grades will be given,
which students may improve through additional
work prior to final submission.
Formal assessments link to Sixth form
assessment weeks.
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Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
OCR
H021, H421
Are you intrigued with the incredible variety of organisms that inhabit out planet?
Have you wondered about their origin and how they have evolved?
Are you interested in what lies ahead in biology in rapidly changing fields such as genetic engineering and stem
cell research?
Could you be part of a team helping reverse the destruction and erosion that threaten the world’s ecosystems?
Or perhaps you would like to study how the human brain functions?
Studying A Level Biology will enhance your understanding of the vast and diverse world of living organisms. Furthermore, it can open up many job opportunities in this rapidly expanding area of science. The course consists of three modules at AS Level and a further three at A2 Level. During the course, students acquire new practical skills such as microscopy, biochemical analysis and ecological techniques. The assessment of practical skills contributes 20% of the marks at both AS and A2. Finally we are proud to offer an outstanding four day residential field course at the end of Year 12 summer term. As well as an exciting opportunity to immerse yourself in ecology and fieldwork, it will also enable you to complete most of the coursework for year 13. It is run by staff at the FSC Centre, Slaptom, Devon and is compulsory for students continuing onto A2 Biology.
MODULE 1 – Cells, Exchange and Transport: Considers cells, specialised cells, cell division, specialised exchange surfaces, methods of cellular exchange and transport MODULE 2 – Molecules, Biodiversity, Food and Health: Examines basic biochemistry, the functioning of genes, health, diet and disease prevention, evolution and biodiversity MODULE 3 – Practical Skills in Biology 1: This unit assesses practical and investigative skills developed within contexts encountered during AS Biology.
MODULE 4 – Communications, Homeostasis and Energy: Develops an understanding of energy transfer, respiration, photosynthesis, population dynamics, and excretion in mammals.
MODULE 5 – Control, Genomes and Environment: Genes control the way in which cells function, gene technology, population and sustainability
MODULE 6 – Practical skills in Biology 2: This module assesses practical and investigative skills
Two Sciences GCSE Grade B (core and additional).
Modules 1 and 4: January exam
Modules 2 and 5: May/June exam
Modules 3 and 6: Internal assessment
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Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA
2130
Fancy yourself at the head of a successful business? Got some great ideas for new products or services? Or maybe you want to work for a large company by working in marketing or management. No matter what your vision, the Business Studies A Level course gives you an incredibly powerful start to launch you on to becoming a business person. All the key topics of starting and running a business are covered. Armed with this knowledge, maybe you could be giving Richard Branson a run for his money in a few years time! In the first year you'll have two main learning topics. The first of those is called 'Planning and Financing a Business' and includes information on the different types of business structure and an introduction to money matters. The second topic is called 'Managing a Business' and gives you more knowledge on increasing profits, recruiting and managing employees, operations management (including customer service and technology), plus marketing. In the second year you'll build on that solid knowledge/base with another two main learning topics. The first is titled 'Strategies for Success' and includes financial strategies to improve profits, strategies to take on the competition, operation strategies to improve products and for improving employee relations. The second topic is titled 'The Business Environment and Managing Change'. This helps you to plan the vision of a business, and how to deal with the impact of economic, cultural, political or technological changes on an organisation. Students who elect to follow just A Level Business Studies may well be able to progress to a business related HND course at higher education. Skills developed will enhance many aspects of learning and life-skills and include: teamworking; problem solving; presentation skills; analysis of data; report writing and confidence in boardroom situations.
Paper 1 - Planning and Financing a Business 40% of total AS mark, 20% of total A level mark. 1 hour 15 minute examination, short answer questions and extended responses based on a mini case study. Paper 2 - Managing a Business 30% of total A level mark. 1 hour 30 minutes examination, multi-part data response questions. 60% of total AS marks
Paper 3 - Strategies for Success 25% of the total A level mark. 1 hour 45 minutes examination, questions requiring extended answers based on an unseen case study drawing upon knowledge from AS and A2 units. Paper 4 - The Business Environment and Managing Change 25% of the total A level mark. 1 hour 45 minutes examination, pre-release research tasks leading to the first section of a two-section examination. Second section will consist of a choice of essays, drawing upon knowledge from all four units
Maths and English GCSE at A*–C should be achieved to follow this course. Students do not have to have studied GCSE Business Studies.
Year 12: Unit 1 Planning and Financing a
Business, January exam. Unit 2 Managing a
Business, June exam
Year 13: Unit 3 Strategies for Success, January
exam. Unit 4 The Business environment and
Managing Change, June exam
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
OCR
H034 & H434
This is a rigorous and challenging course but is both rewarding and well regarded amongst university admissions tutors and future employers.
The course is designed to give students an in-depth knowledge of all aspects of Chemistry in the modern world.
This course combines rigorous theory with practical applications to real life. Students will gain an insight into the role of a professional chemist and the contribution Chemistry makes to society. It can lead to a range of university courses including medicine, dentistry, veterinary science, pharmacology and biological or chemical sciences.
Students will learn in a variety of approaches typically through discussion, group work, independent study, reading and research tasks. As a result, students will not only develop the skills required for further academic study but also those skills vital for success in future employment.
Unit F321: Atoms, Bonds and Groups
Unit F322: Chains, Energy and Resources
Unit F323: Practical Skills in Chemistry 1
Unit F324: Rings, Polymers and Analysis
Unit F325: Equilibria, Energetics and Elements
Unit F326: Practical Skills in Chemistry 2
Two Sciences at GCSE Grade B (core and
additional or Chemistry).
AS: F321 January, F322 June.
A2: F324 January, F325 June
At AS and A2 units F323 and F326 are assessed
throughout the course.
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
Edexcel
9080
In studying Design and Technology at A level it is intended for students to:
Develop and sustain their own innovation, creativity and design and technology capability, to recognise constraints and to produce high-quality products.
Develop a critical understanding of the influences of the processes and products of design and technological activity from a historical perspective and in current practice
Apply essential knowledge, understanding and skills of design production processes to a range of technological activities and develop an understanding of industrial practices
Use Information and Communication Technology to enhance their design and technological capability
Develop an understanding of health and safety, to develop, critical evaluation skills in technical, aesthetic, economic, environmental, social and cultural contexts
Develop as discerning consumers able to make informed choices.
UNIT 1 – Product development 60% AS mark, 30% A2 mark In this unit students are given the opportunity to develop their creative, technical and practical skills. Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making products. UNIT 2 – Knowledge and understanding of product design 40% AS mark, 20% A2 mark 1.5 hour exam looking at materials, components and their uses. Industrial and commercial practices and product development.
UNIT 3 – A further study of product design, 20% A2 mark, 2 hour examination. More in depth study of the areas in Unit 2. It is increasingly important that students develop an awareness of the impact of design and technological activities on the environment. Sustainable
product design is a key feature of modern design practices.
UNIT 4 – Commercial product development, 30% A2 mark. Again a design and make project, but the emphasis is on students working with a “real” client/group from which they must design a product which meets a need. They should liaise closely with their client to develop a commercial product. A key feature of this unit is that students consider issues related to sustainability and the impact their product may have on the environment.
Design and Technology at GCSE Grade C or higher should have been achieved.
The work will be assessed formally every half
term, with both written and verbal feedback given
to the students.
Mock exam questions will be regularly set and
assessed.
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA
AS: 1706 / A2 2706
English Language at AS bears some similarity to English Language at GCSE.. GCSE students learn
to analyse texts for their content and style, and this is extended at AS level as students are taught
specific methods and terminology to do this in far greater detail. A wide range of texts are studied
(fiction, non-fiction and media) including spoken texts in the form of transcripts. Language in social
contexts is also part of the course— the language of technology, power and gender. Students are
also able to extend their writing skills. They produce and explain two pieces of writing for coursework
assessment in Y12. At A level, students study how language has changed over time (since 1700)
and learn how children learn to speak, read and write. Students have to apply this knowledge to a
range of extracts which they have to analyse and comment on. Coursework at A level asks students
to undertake a language investigation of their own on a topic of their choice and to produce a media
text on this topic. This course is ideal for students who want to know a lot more about the English
language and how it works.
UNIT 1 (examination) – Categorising Texts
(1) Finding, analysing and explaining the linguistic similarities in a selection of short texts.
(2) Explaining how gender OR power OR technology has affected the language in a given text.
UNIT 2 (coursework) - Creating texts
Creating and explaining 2 pieces of writing suitable for purpose and audience.
UNIT 3—(examination) - Developing Language
(1) Analysing and explaining examples of child language acquisition
(2) Analysing and explaining examples of language change
UNIT 4—(coursework) - Investigating language
(1) Completing a language investigation
(2) Producing a media text on the topic of language
Grade B at GCSE English / English Lan-
guage is preferred.
Students who achieve a grade C would be
considered but must speak with the Head
of Department.
AS: 1 examination (May/June)
AS: 2 pieces of writing plus commentaries (May)
A2: 1 examination (June)
A2: A language investigation and media text
coursework (May)
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA Specification B
AS: 1746 / A2: 2746
English Literature is a rich and rewarding subject which gives students the opportunity to study a wide range of exhilarating and important literary texts. A love of reading is vital, as well as the desire to explore challenging language and ideas.
The course explores contemporary prose (such as The Kite Runner), poetry and drama texts, as well as more traditional literature (such as Shakespeare’s Twelfth Night. Students consider aspects of genre, theme, narrative craft, context and interpretation, with broader literary concepts and theory being considered at A2. The subject is tremendously successful in developing critical analysis and personal response, both in writing and discussion.
English Literature is a substantive and enjoyable subject which is greatly valued by universities. It supports and enhances many other areas of study, such as: history, politics, psychology, sociology, philosophy and media.
UNIT 1 – Open Book Examination – Aspects of Narrative
Four texts must be studied to include at least one text written post 1900.
UNIT 2 – Coursework - Dramatic Genre
At least two plays within dramatic genre of comedy – at least one play must be Shakespeare.
UNIT 3 – Closed book examination – Texts and Genre
Three texts must be studied, at least one from 1300–1800.
UNIT 4 – Coursework – Further and Independent Reading
Minimum of three texts for study, including one pre-released anthology of critical material.
Students are required to have achieved Grade B at English GCSE.
Students who achieve a grade C would be
considered but must speak with the Head
of Department.
You will be assessed through classwork and
homework. You will be set assessment tasks
linked to the Assessment Objectives periodically
during the academic year.
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA
AS 1651; A2 2651
The course aims to enable students to use the spoken language fluently and correctly, to develop a high level of comprehension and a high level of written accuracy, together with acquisition of knowledge about the contemporary culture and society of France and other French speaking countries or communities. The units of study are graded in complexity of theme and language, starting at the beginning of the course with topics that will be familiar to students from GCSE, such as family life and holidays/tourism, and leading to more complex topics such as the third world, energy resources and pollution. At A2 students will also choose to study a cultural topic which will vary depending on their own interests. Previous areas of study have included a period of 20th century history, the work of an author, dramatist, director, musician or painter from a French speaking country.
One of the main differences with GCSE work is that at GCSE the language applied is mainly descriptive and narrative whereas in the 6th Form, students learn to give and justify opinions, to debate and argue causes and concerns.
Topics for study are: media, popular culture, healthy living/lifestyle, family/relationships.
Unit 1: Listening, Reading and Writing: Students must: answer questions on 5 min of heard material, answer questions on a selection of written texts, respond in writing to one of three AS topic-based questions.
Unit 2: Speaking Test: Students must prepare and discuss an AS topic from randomly selected stimulus cards and converse on three of the four remaining AS topics.
All units are sat in June.
Topics for study are: the environment, the multicultural society, contemporary social issues, cultural topics (five options).
Unit 3: Listening, Reading and Writing: Students must answer questions on 6 min of heard material, answer questions on selection of written texts, respond in writing on one of 10 cultural topic-based questions.
Unit 4: Speaking Test: Students must: defend a point of view on one A2 topic from two randomly selected stimulus cards, converse on two cultural topics of their choice.
French GCSE Grade B.
Students who have not gained this grade
will be considered but will find it a
challenging task.
UNIT 1 - Listening, Reading and Writing 70% of the total AS marks 35% of A level UNIT 2 - Speaking 30% of the total AS mark –15% of A level UNIT 3 - Listening, Reading and Writing 35% of the final A level mark UNIT 4 – Speaking 5% of the final A level mark
FR
EN
CH
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA
1031 and 2031
Geography is taught by experienced members of staff with nine lessons taught per fortnight at AS and A2 and is split between Sir John Colfox and Beaminster Schools. Results in recent years have been excellent, with many of our students going on to study Geography at University.
At AS, all candidates will study core human and physical geography. Students will gain an excellent insight into global issues, hazards and conflict. Candidates will also develop a variety of geographical skills, which will broaden and deepen existing knowledge and be employed with a greater degree of independence. Fieldwork is at the core, both at AS and A2, but there are also opportunities to develop further skills of analysis, synthesis and evaluation. At AS we believe students need a broad understanding of key aspects of both physical and human geography.
At A2, the concepts, themes and skills from AS are extended and developed in different settings, taking in contemporary issues, challenges and conflicts. Unit 3 offers a wide range of topics and content and there's also choice in Unit 4. Students will also demonstrate their skills in geographical research and enquiry in an exciting and stimulating manner in the field.
UNIT 1 Written examination paper - 2 hours - 70% of AS mark, 35% of A level mark. Structured short and extended questions. Students will be taught from the following:
Rivers, floods and management; Coastal processes; Global population change; Energy issues
UNIT 2 Written examination paper - 2 hours - 30% of AS mark, 35% of A level mark. Structured skills and generic research/fieldwork questions. Fieldwork-Residential-River Study.
UNIT 3 Written examination paper - 2 hours - 30% of total A level mark. Structured short and extended questions and an essay.
Plate tectonics and associated hazards; Weather and climate and associated hazards; Challenges
facing ecosystems; World cities - evolution or revolution; Development and globalisation; Contemporary conflicts and challenges
UNIT 4 Written examination paper - 1 hour 30 minutes - 20% of total A level mark. Structured short and extended questions
Geography GCSE Grade B is preferred.
Students with grade C will be considered
but they must have taken the higher papers
and have spoken the the Head of
Department.
Two units make up the Advanced Subsidiary (AS) assessment, and a further two A2 units make up the four units required for Advanced GCE assessment. The AS units will be designed to provide an appropriate assessment of the knowledge, understanding and skills of students who have completed the first half of a full Advanced GCE qualification. All units will be assessed by written examinations.
GE
OG
RA
PH
Y
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA
German 1696 (AS) German 2696 (A2)
The course aims to enable students to use the spoken language fluently and correctly, to develop a high level of comprehension and a high level of written accuracy, together with acquisition of knowledge about the contemporary culture and society of Germany. The units of study are graded in complexity of theme and language, starting at the beginning of the course with topics that will be familiar to students from GCSE, such as family life and holidays/tourism, and leading to more complex topics such as the third world, energy resources and immigra-tion. At A2 students will also choose to study two cultural topics which will vary depending on their own interests. Areas of study could include a period of 20th century history, the work of an author, dramatist, director, musician or painter from Germany
One of the main differences with GCSE work is that at GCSE the language applied is mainly descrip-tive and narrative whereas in the 6th Form, students learn to give and justify opinions, to debate and argue causes and concerns.
Topics for study are: media, popular culture, healthy living/lifestyle, family/relationships.
Unit 1: Listening, Reading and Writing Students will answer questions on 5 minutes of aural mate-rial, answer questions on a selection of written texts and respond in writing to one of three AS topic-based questions.
Unit 2: Speaking Test Students will prepare and discuss an AS topic from a stimulus card and con-verse on three of the four AS topics
All units are sat in June.
Topics for study are: the environment, the multicultural society, contemporary social issues, and two cultural topics
Unit 3: Listening, Reading and Writing Students will answer questions on 6 minutes of aural mate-rial, answer questions on a selection of written texts and answer an essay-based question on one of the two cultural topics studied
Unit 4: Speaking Test Students will defend a point of view on one of the A2 topics from two ran-domly selected stimulus cards and converse on the two cultural topics studied during the course.
Normally at least grade B in German at GCSE is required to start the course.
UNIT 1 - Listening, Reading and Writing. 70% of the total AS marks 35% of A level UNIT 2 - Speaking 30% of the total AS mark –15% of A level UNIT 3 - Listening, Reading and Writing 35% of the final A level mark UNIT 4 – Speaking 15% of the final A level mark
GE
RM
AN
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AS H106; A2 H506
The Twentieth Century has proven to be a period of rapid, dramatic and dynamic change. We address many fundamental questions in our studies and offer you the opportunity to study British, European and American history in length, depth and breadth. You will learn to:
Explore the significance of events, individuals, ideas and societies.
Understand the nature and uses of historical evidence.
Communicate effectively at a high level.
Make responsible judgements on issues of importance and questions of value.
If you are interested in the way people think and act, and the consequences, then you have a head start in this subject. A Level History is widely regarded by universities and employers as an indicator of intellectual ability. History is a subject of enquiry and reflection, we expect students to do both. Discussion and debate are actively encouraged. History is a literary subject and you will get the most out of it if you are an enthusiastic reader.
Document Studies: Dictatorship and Democracy in Germany 1933–1963 Taught at Colfox, assessed by a 1 hr 30 min written exam British History Period Study: Foreign and Imperial Policies 1945–1990 Taught at Beaminster, assessed by a 1 hr 30 min written exam
Interpretations and Investigations: Russian Revolutions 1894–1924 Assessed by one 2000 word essay based on historians’ interpretations; one 2000 word essay based on candidates’ own investigation. This module's aims are to assess different historical interpretations and for students to carry out a historical investigation of their own choosing. Themes in History: Civil Rights in the USA 1865–1992 Assessed by one 2 hour examination (two essays from a choice of three)
Grade B in History GCSE is preferred.
Students who do not have this grade or who have not studied GCSE History will be considered and should discuss it with the Head of Department.
All units are assessed by a written exam in the
summer session.
HIS
TO
RY
OCR
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
Edexcel Applied ICT
8751 and 9751
The AS GCE qualification provides an opportunity for learners to develop further as ICT end-users.
End-users are those who use ICT, typically desktop applications on a daily basis in a work role to enhance personal productivity, facilitate communication, enable collaborative working etc.
The skills acquired through study for the AS level in Applied ICT will support further study in any subject area.
At A2 Level the course develops the student's capability in ICT over three modules. 2 of these are project based and the third leads to a practical examination using database software.
There are 6 units to complete overall.
No specific entry requirements other than
five GCSE outcomes at A*–C.
Grade C passes in English and Maths are
preferred.
Deadlines:
Deadlines are set for elements of the coursework
at regular intervals
Practical exams at both AS and A2 are sat in
January
ICT
The three units that make up the A2 course consist of a database unit leading to a 10 hour practical examination and 2 units based around the management and realisation of a detailed project produced for a client outside school.
A recent example of a project for units 8 and 10 was a teaching package for special school students designed to teach special needs students using money. The teaching package itself along with the user guide for the client and the design of the package make up the unit 10 element.
The management of the project and records of the liaison with the client along with detailed form the unit 8 element.
The three units that make up the AS course consist of a practical spreadsheet unit leading to an
external examination, and 2 coursework based units looking at the services available on the internet.
Unit 1: Considers the internet services available to people, the effect of these services on everyday
life and the impact on people who do not have access to these services.
Unit 2: Focuses on e-commerce with an in depth investigation of an e-commerce website such as
Amazon.com and an investigation on how databases are used in relation to purchasing amongst
other areas.
Unit 3: Leads to a 2 1/2 hour practical examination based on a spreadsheet.
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
Edexcel
8IN01 (AS) 9IN01 (A2)
The course aims to enable students to communicate confidently, clearly and effectively, to develop a high level of comprehension of the language in a variety of contexts and to develop awareness and understanding of the contemporary society, cultural background and heritage of Italy. Another aim of the course is that students will develop an interest and enthusiasm, for language learning. The units of study are graded in complexity of theme and language, starting at the beginning of the course with topics that will be familiar to students from GCSE, such as healthy lifestyles and educa-tion and employment, and leading to more complex topics such as the environment and religion. At A2 students will also choose to study two cultural topics which will vary depending on their own inter-ests. These could include a study of a period of 20th century history, a work of Italian literature, Ital-ian cinema or a geographical region amongst others. At A2, pupils are encouraged to become much more independent in their research and this allows them to study something that really interests them.
One of the main differences with GCSE work is that at GCSE the language applied is mainly descrip-tive and narrative whereas in the 6th Form, students learn to give and justify opinions, to debate and argue causes and concerns.
Topics for study are: youth culture and concerns, lifestyle: health and fitness, the world around us and education and employment
Unit 1: Spoken Expression and Response Students must: respond to a series of Edexcel-set questions based on a sub-topic of their choice and then answer questions based on the wider topic.
Unit 2: Understanding and Written Response Students must: respond to spoken and written mate-rial covering the topics studied and write a letter, report or article based on a stimulus given.
All units are sat in June.
Topics for study are: customs, traditions, beliefs and religions, national and international events, liter-ature and the arts and a cultural topic chosen by the pupil.
Unit 4: Understanding and Spoken Response Students must: present and take a clear stance on any issue of their choice. They will be expected to defend their views and argue with the examiner!
Unit 4: Research, Understanding and Written Response Students must: translate a short pas-sage from English to Italian, write either a discursive or creative essay based on a stimulus given and complete a research-based essay linked to an area of interest to the student.
Normally at least grade B in Italian at GCSE is required to start the course.
UNIT 1 - Spoken expression and response 40% of the total AS marks - 15% of A level UNIT 2 - Understanding and written response 60% of the total AS mark - 35% of A level UNIT 3 - Understanding and spoken response 17.5% of the final A level mark UNIT 4 – Research, understanding and written response 32.5% of the final A level mark
ITA
LIA
N
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
OCR
3890
The aim of the A Level course is to provide a balanced and integrated study of Advanced Mathemat-ics and to master some techniques necessary for ‘problem solving’.
Traditionally, Mathematics has been divided into two main categories – Core Mathematics and Ap-plied Mathematics. Core Mathematics covers work in Algebra, Calculus, Geometry, Trigonometry, Number Theory, etc, but nowadays a good deal of this is needed for a wide range of applications, particularly in Sciences and Engineering.
The Applied Mathematics is in two modules – one Mechanics and one Statistics. The Mechanics studied is exclusively Particle Dynamics, including the concepts of Force, Momentum and various types of Motion. The Statistics is mainly concerned with the uses (and abuses) to which statistics can be put in everyday life in commerce and the Physical and Social Sciences.
Combinations that go well with Mathematics are all Sciences and Humanities. Many linguists choose to combine a language with Mathematics.
In Year 12, students take three modules: C1 and C2 (Core Pure Mathematics) and Statistics (S1).
Successful completion of these three modules will obtain an AS Level in Mathematics.
There is also an AS course in Further Mathematics (Code 3892) available in Year 12. Three extra
modules are covered. There is a compulsory Further Pure Mathematics module (FP1) and two other
modules are chosen from Decision Mathematics or Mechanics.
In Year 13, students will take C3 and C4 and mechanics (M1) to complete A Level Mathematics.
To complete A Level Further Mathematics, a compulsory Further Pure Mathematics module must be
completed (either FP2 or FP3) and two other modules chosen from Mechanics, Statistics or Decision
Maths.
Our experience indicates that students cope with the demands of the course best if they have achieved an A at Higher Level GCSE. Students who have gained a B may find it a challenging task.
Students considering Further Maths should have at least an A Grade at GCSE and should discuss this course with the Head of Department.
Core 1 (4721) in January Y12
Core 2 (4722) and Statistics 1 (4732) in
Summer Y12
Core 3 (4723) and Mechanics 1 (4728) in
January Y13
Core 4 (4724) in Summer Y13
MA
TH
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
WJEC
AS: 2291 / A2 3291
Media Studies is a popular, fascinating, demanding course that will empower you to analyse and challenge the complex world of media in the twenty-first century.
Split into four separate units, the course offers many opportunities to get creative. Exciting, hands-on approaches to shooting and editing film, creating magazines and newspapers and recording audio products are all covered. You will, however, also be expected to write academic, thorough essays, too!
You will be study the following areas:
The representation of people, places and ideas in the media
The different ways in which audiences are positioned, catered for and satisfied by the media
The codes and conventions used by different genres in the media
An in depth exploration of different industries in the media
UNIT 1 – MS1 Media Representations and Responses
Exam: 3 questions, including one question on unseen audio-visual or print-based material
UNIT 2 – MS2 Media Production Processes
Coursework — 3 components: a pre-production, a production and a report on the production process
UNIT 3 – MS3 Media Investigation and Production
Coursework - 3 components: a written investigation into media texts based on one or more of the
key media concepts – genre, narrative and/or representation; a media production and an evaluation
of how the production is informed by the investigative research .
UNIT 4 – MS4 Text, Industry And Audience
Exam: 3 questions, each focussing on a different media industry.
GCSE English Language Grade C or
above.
This course requires sound communication
and independent learning skills.
You will be assessed through classwork and
homework. You will be set assessment tasks
linked to the Assessment Objectives periodically
during the academic year.
ME
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IES
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA
2581
This qualification builds on the students’ experience from Key Stage 4 and GCSE to enhance their
knowledge and increase their understanding of the factors that affect performance and participation in
Physical Education. It looks to equip students with the skills and knowledge required for higher educa-
tion or the world of work.
The specification offers students the opportunity to experience and develop an interest in a variety of
roles in Sport, such a performer, official and/or leader/coach at AS, and then be able to specialise in
one at A2.
The content of the course will address current contemporary topics in sport, such as the impact in the
use of ergogenic aids, technology and the increasing commercialisation of sport.
PHE01: Opportunities for and the effects of leading a healthy and active lifestyle
PHE02: Analysis and evaluation of physical activity as a performer and/or in an adopted role(s)
Candidates perform, analyse and evaluate the execution of core skills/techniques in isolation and in
structured practice as either a player/performer and in an adopted role or 2 adopted roles
PHE03: Optimising performance and evaluating contemporary issues within sport
Section A - How exercise physiology can optimise performance
Section B - How application of psychological knowledge can optimise performance
Section C - Contemporary influences in sport and their impact on the performer
PHE04: Optimising practical performance in a competitive situation
Candidates perform, analyse and evaluate their own performances, identify areas of performance
that they could improve and suggest causes and appropriate corrective measures
Science and/or PE at GCSE Grade C or
better .
BTEC Sport Level 2 Distinction.
PHE01: 2 hour written exam in the summer of
Year 1
PHE02: Ongoing assessment
PHE03: 2 hour written exam in the summer of
Year 2
PHE04: Ongoing assessment
PE
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
Edexcel
AS 8781; A2 9781
The GCE in Performing Arts is a practical based course that is mainly portfolio based with an end of year
practical examination in front of a visiting moderator. Students learn to identify the various skills needed to
be an effective practitioner and then develop these skills through a series of ‘hands on’ projects. Students
also learn about the structure of the Performing Arts Industry.
Students must choose ONE of the following disciplines in which to specialise:
DANCE: Students will study different dance genres with a focus on Jazz dance so that technical skills can
be effectively developed. Organisation and management skills are also developed through the staging of
an event and the subsequent assessment of the planning procedure.
DRAMA: This is a vocational and practical course for those with an interest in, and aptitude for, Drama in
performance. It does not preclude those students who did not take Drama GCSE or BTEC but would suit
students who have performed in productions either in or out of school. There will be a requirement for note
taking and portfolio preparation.
MUSIC: Musicians will study a variety of styles of music, including improvisation, world music and a style of
their choice. Practice techniques and musicianship skills are developed to prepare the student for the
rigours of work in the music industry.
PE
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UNIT 4 Employment Opportunities in the Performing Arts: Students create a vocational style portfolio showing development of the skills necessary to work in the Performing Arts Industry. Students are required to research opportunities in their chosen area of expertise, and develop an evaluative portfolio on how they have applied their skills in this role UNIT 5 Advanced Performance Practice: This is mainly a practical unit in which students perform material they have chosen themselves to an appropriate audience. Evidence of rehearsal is presented through video recordings, rehearsal logs and appraisal. A performance of the work takes place in the Autumn Term UNIT 7 Production Delivery: This unit focuses on the performance of a commissioned piece of work in front of a visiting moderator. The quality of the final performance and the research into the material is assessed.
No specific entry requirements other than
five GCSE outcomes at A*–C, but students
must be able to demonstrate relevant
experience
Units 1, 2, 4 and 5 are internally assessed and
then externally moderated
Units 3 and 7 are performed live in front of a
visiting moderator
UNIT 1 Exploring Skills for Performance: This unit gives students the opportunity to recognise the skills they already possess, understand their application and then develop them further. A portfolio demonstrating the skills developed over the year is internally assessed but externally moderated. UNIT 2 Planning an Event: Students must document the planning of an event from the initial discussion of ideas through to the appraisal stage. A detailed report, action plan and appraisal are presented in the form of a portfolio for assessment. UNIT 3 Performing to a Commission: This is a practical examination in front of a visiting moderator. Students must demonstrate an ability to perform with confidence and communicate effectively with the audience and show an empathy with other performers.
Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
OCR
H163 / H563
OCR: “To seek an expressive and/or interpretive artistic approach to the visual world, which is
produced with the aid of lens-based media and may be manipulated by digital technology”
On this course students will study the theory and practice of photography including manual camera
techniques, darkroom practice (how to process and print your own film), digital photography and
editing using Adobe PhotoShop image editing software, studio photography, and presentation.
Students will also learn about the history of photography, learn and understand others photographers
work and gain inspiration from them. They will learn composition and how to use the camera to
express their ideas; all students will be encouraged to develop creative and personal approaches to
the work.
Whilst the course is essentially practical, there is required accompany theory and an underlying
written component to all coursework. This takes the form of supporting work within sketchbooks,
whilst final photographs are presented separately.
Unit F413 Portfolio: 60% of AS grade. This consists of one teacher set project and one of personal
choice that builds up a large body of practical work supported by sketchbooks of supporting research,
analysis and evaluations. In the first teacher set project you will learn to use film and a manual cam-
era and process and print your own photographs in the darkroom. You will then advance to learning
digital photography and editing software. Your second project is your own choice and enables you to
concentrate on your particular interest. You will also learn how to research and analyse photographs.
Unit F423 Controlled Assignment: 40% of AS grade. This is a 5 hour practical exam set by OCR.
Unit F433 Personal Investigation (60% of A2 year/30% of full A-level) : This is a personally
devised project of your choice that is a extensive study into an area of photography that particularly
interests you. It will consist of a substantial body of practical work, exploring your ideas thoroughly,
along with supporting sketchbooks containing research, analysis and evaluations. You are also
required to write an essay in relation to your chosen topic. This unit builds on and extends the skills
and understanding you gained at AS, enabling you to develop your work in a more personal way.
Unit F443 Controlled Assignment (40& of A2 year/20% of full A-level): This is a 15 hour practical
exam set by OCR.
Art and or Science GCSE Grade C or higher
is preferred.
At AS you will be assessed at the end of each
portfolio project (Nov & Feb) and on your
Controlled Assignment (May). At A2 you will be
assessed on the completion of your Personal
Investigation (Feb) and Controlled Assignment
(May). You will also have on-going tutorials and
progress checks at regularly throughout the
course.
PH
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
OCR
AS H158, A2 H558
Physics looks at the interaction between huge masses such as planets right down to particles on a sub-atomic scale; we study the Science of matter, energy, force and motion. Maths and Physics go hand in hand to provide an excellent comprehension of the world around us. Employers from the largest employment sectors in the world are looking hard for the right people with the skills acquired from studying physics.
Physics therefore opens doors for a career in a large number of different arears. Students who wish to pursue an interest in Engineering, Technology, Medicine or even Music will find parts of the Physics course to challenge and engage them.
Physics is highly regarded as a qualification, proving a student has intellect and ability. Students who choose Physics will learn how they can apply their knowledge in practical situations to solve difficult problems and see where they can use their skills in order to pursue a successful future career.
AS G481 Mechanics
AS G482 Electrons, Waves and Photons
AS G483 Practical Skills in Physics 1
A2 G484 Newtonian World
A2 G485 Fields, Particles & Frontiers of Physics
A2 G486 Practical Skills in Physics 2
Two Sciences and Maths GCSE grade B
(core and additional).
Jan Yr 12 AS G481 Mechanics
June Yr 12 AS G482 Electrons Waves & Pistons
Throughout Yr 12 AS G483 Practical Work by
Controlled Assessment
Jan Yr 13 A2 G484 Newtonian Word
June Yr 13 A2 G485 Fields, Particles and
Frontiers of Physics
Throughout Yr 13 A2 G485 Practical Work by
Controlled Assessment
PH
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA spec A
2180
This course is designed to develop students’ basic understanding of the breadth of different approaches in Psychology, providing a broad introduction to the scope and nature of Psychology as a science.
Through the study of psychological theories, concepts and research, students will develop an understanding of the principles and perspectives governing the subject.
Students will develop the ability to identify ethical issues, apply psychology to cultural, social and contemporary issues and to apply an understanding of a range of research methods used to investigate psychological issues.
At AS the subject content is divided into six core areas intended to give students a broad base
understanding of Psychology. These core areas are separated into two units:
Unit 1 – Cognitive Psychology (Memory), Developmental Psychology (Attachments) and
Research Methods
Unit 2 – Biological Psychology (Stress), Social Psychology (Conformity/Obedience &
Independent behaviour) and Individual Differences (Psychopathology)
At A2 there is the opportunity for students to further develop their knowledge and understanding of some of the core areas as well as their evaluative and analytic skills. The course offers a range of topic-based options which bring together explanations from different psychological approaches and engage students in issues and debates in psychology:
PSYA3 – Topics in Psychology ( Biological Rhythms, Eating Behaviour and a topic of the students choice from a range I including Aggression, Perception, Gender among others)
PSYA4 – Psychopathology, Psychology in Action and Research Methods.
No specific entry requirements other than
five GCSE outcomes at A*–C.
A Grade C in English is preferred.
AS UNIT 1 Exam in January
AS UNIT 2 Exam in May
A2 UNIT 3 Exam in January
A2 UNIT 4 Exam in June
PS
YC
HO
LO
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
OCR
H172 H572
Religious Studies consistently attracts students who are interested in an academic subject that lays a
strong foundation for university courses and careers. Teaching logical thinking, an awareness of a
wide range of contemporary issues, research skills and critical analysis, the course studied is based
on Philosophy and Ethics – two exciting and very relevant areas.
As well as preparing a student for one of the variety of degree courses in Philosophy, Ethics or
Religious Studies, an A Level Religious Studies can be used as part of basic entrance qualifications
for a university course, especially in the Arts, Humanities or Law. The study of Ethics compliments
work in the field of medicine, medical sciences or the caring professions. In the world of work
employers look for someone with an enquiring mind, an appreciation of different viewpoints, an ability
to come to clear and balanced decisions. These skills all develop through RS. If you want to work
with people, in caring work, teaching, journalism, publishing, police work, health, work with children or
to work abroad in a cosmopolitan setting, RS will give you plenty to think about, and valuable
expertise as well as an academic A-Level that will open university doors.
AS (Unit G571) Philosophy Looks at the impact on the modern world of the great Classical Greek philosophers such as Plato and Aristotle, as well as Judaeo-Christian philosophical concepts. The unit then goes on to explore traditional arguments for and against the existence of God from people like Anselm, Immanuel Kant, David Hume, Thomas Aquinas and Richard Dawkins.
AS (Unit G572) Ethics This unit explores how people have tried to decide not only what is right and wrong but also whether we can even say that there is such a thing as right and wrong. We also look at how ethical theories might apply to issues such as abortion, euthanasia and genetic engineering.
A2 (Unit G581) Philosophy Looks at beliefs surrounding death and the body and soul in the thinking of Plato, John Hick and Richard Dawkins. It then challenges students to explore religious experience both corporate and individual and how God reveals himself to believers. Claims about miracles are critically examined and the unit then explores the problems of using language to describe God.
A2 (Unit G582) Ethics This unit investigates whether any of us are actually free to behave in one way or another and the implications of this for morality. We will consider the role that conscience has to play in our decision making. Just in case this sounds too abstract we’ll look at some more down to earth issues beginning with environmental issues, business ethics and sexual ethics.
English GCSE Grade C is needed to follow this course.
A Grade C in English is preferred.
Modules are assessed by examination and may
be repeated if you are not happy with your grade.
Results are published as you go along, so you
are in a clear position to see what your final
grade is likely to be.
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
AQA
1191
This course is designed to encourage students to question how society operates, the issues of culture and identity, the nature of power and social differences. Factors such as class, age, ethnicity and gender are discussed throughout the course. We also look at research methods.
The emphasis of the course is on interpreting sociological theories and debates, and applying them in analysing and evaluating issues related to the topic. For example ‘Is the institution of the family declining in society?’ ‘What are the factors affecting achievement in Education?’
To be successful in this course extensive personal reading and independent study are essential. Each student is given the basic text and can borrow other texts for short periods of time. It is important to be aware of current affairs and debates, so reading broadsheet newspapers, watching documentaries and reading Sociology Review (a magazine available from the department) have proved invaluable.
Progress will be monitored through essays and related work. Final assessment is, at AS Level, a final
exam in two modules: Family and Households, and Education and Sociological Methodology and at A
Level two modular exams: Crime and Deviance, and Power and Politics
Unit 1 Family and Households
Unit 2 Education
No coursework
Unit 3 Power and Politics
Unit 4 Crime and Deviance
No coursework
No specific entry requirements other than
five GCSE outcomes at A*–C.
A Grade C in English is preferred.
AS Mock Exam First week after Easter Final Exam June A2 Mock Exam Early December AS retake January Mock Exam First week after Easter Final Exam June
SO
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Teacher’s Commentary:
Exam Board:
AS Units:
Entry Requirements:
Syllabus No:
A2 Units:
Assessment Pattern:
OCR
H164 / H564
Students will develop the skills to create visual and tactile meaning through Art Textiles as well as a
working knowledge of materials and techniques. They will develop their work in an imaginative and
creative way to produce interesting and textural outcomes. Students will also develop a specialist
vocabulary and knowledge and understanding of artists, textile artists, designers and craftsmen.
During the course students will have the opportunity to explore:
Surface pattern decoration and fabric manipulation.
Printed and dyed techniques such as block printing, direct screen printing, hand cut stencil printing and batik.
Constructed techniques such as knitting, weaving, felt making, embroidery, hand or machine appliqué.
Students should have an interest in creating and manipulating materials and in understanding the
work of textile artists and designers.
UNIT 1: COURSEWORK PORTFOLIO (F414) 60% of total AS mark, 30% of total A Level mark
A broad based exploration of approaches, media, techniques and ideas linked to a given theme.
There is an emphasis when marking this unit on students ‘developing’ and ‘experimenting’ in this unit.
UNIT 2: CONTROLLED ASSIGNMENT (F424) 40% of total AS mark, 20% of total A Level mark
Students choose one from a number of different exciting starting points and investigate, plan and
develop ideas prior to producing a personal response in a 5 hour exam.
UNIT3: PERSONAL INVESTIGATION (F434) 30% of total A Level mark
Candidates must submit one major project with evidence of planning and preparation, a related
personal study, between 1000 and 3000 words and final pieces which show considered personal
responses.
UNIT 4: CONTROLLED ASSIGNMENT (F444) 20% of total A Level mark
Students choose from a number of different exciting starting points and investigate, plan and develop
ideas prior to producing a personal response in a 15 hour exam.
Art/Textiles GCSE Grade B.
Students who have not gained this grade
will be considered but will find it a
challenging task.
.
Summative coursework grades will be given,
which students may improve through additional
work prior to final submission.
Formal assessments link to Sixth form
assessment weeks (October and February).
TE
XT
ILE
S
Teacher’s Commentary:
Exam Board:
Mandatory Units:
Entry Requirements:
Course Title:
Assessment Pattern:
Edexcel
BTEC Level 3 Extended Diploma in Sport (Performance and Excellence)
TEACHER’S COMMENTARY
This is a two year full-time course providing a specialist, work related programme of study. It covers the key knowledge and practical skills required for those who have already decided the specialist area they wish to study. If you not only enjoy taking part in sport but also have a real interest in the aspects surrounding and supporting performance, then this course is for you. It will give you the opportunity to develop your knowledge and investigate a wide range of aspects; from the scientific to the sociological, from the psychological to the nutritional. There will be the opportunity to a attend an outdoor pursuits based residential as part of this course.
BTEC National Extended Diploma in Sports students can progress to a Higher Education course in Sports Studies, Leisure/Recreation Management, Sports Coaching/Development or to employment in sports development, coaching, health and fitness, sports therapy.
The BTEC National Extended Diploma in Sport qualifies for UCAS points and is a nationally recognised qualification. In recent years students completing this course have gone on to successfully on a variety of degree courses including Sports Science and Sports Coaching/Teaching degrees.
There are 9 mandatory units:
Unit 1 Principles of Anatomy and Physiology in Sport Unit 2 The Physiology of Fitness Unit 3 Assessing Risk in Sport Unit 4 Fitness Training and Programming Unit 7 Fitness Testing for Sport and Exercise Unit11 Sports Nutrition Unit17 Psychology for Sports Performance Unit 27 Technical and Tactical Skills in Sport Unit 28 The Athlete’s Lifestyle
There are also 10 optional units that are chosen. These units are designed to allow the students to further develop their skills in a number of different areas. An idea of the units that we may offer are:
Unit 5 Sports Coaching Unit 14 Exercise, Health and Lifestyle Unit 18 Sports Injuries Unit 23 Organising Sports Events
Four A*–C GCSE’s including Science GCSE
Grade C or better / BTEC First Diploma at
PASS level or better.
The course is assessed in modules through which students accrue points which translate into a final grade.
BT
EC
SP
OR
TS
Mandatory Units and Optional units
Teacher’s Commentary:
Exam Board:
Yr 12 Unit:
Entry Requirements:
Syllabus No:
Yr 13 Unit:
Assessment Pattern:
CISCO
CCNA
WHAT IS THE CCNA COURSE ALL ABOUT? Are you looking for an exciting career in Information Technology? Then choose the CISCO Certified Network Associate (CCNA) Course. The Cisco Networking Academy Program prepares you for industry recognised certification and exciting careers in Information Technology Cisco Certified Network Associate (CCNA) is the first step in a Cisco career certification path. Students will learn how to set up and maintain local area networks (LANs), install and configure Cisco switches and routers in multiprotocol networks using local- and wide-area networks (LANs and WANs), provide Level 1 troubleshooting service, and improve network performance and security.
HOW WILL IT HELP ME GET A JOB? There will be a demand for more than 1.1 million new IT jobs in the next year, with almost 600,000 jobs going due to the lack of unqualified workers. It has been reported than the five most in-demand jobs now are technical support, network design and administration, programming and software engineering and web development. The Certification Magazine reported that “the more certifications the IT professional has, the more they will get paid.” (Certification Magazine, “CertMag’s Salary Survey,” by Gary Gabelhouse, December 2001)
IT ESSENTIALS
PC Hardware and Software v4.1 covers the fundamentals of computer hardware and software as well as advanced concepts. Students who complete this course will be able to describe the internal components of a computer, assemble a computer system, install an operating system, and troubleshoot using system tools and diagnostic software. Students will also be able to connect to the Internet and share resources in a network environment.
CCNA DISCOVERY - NETWORKING FOR HOME AND SMALL BUSINESSES
The CISCO CCNA Discovery—Networking curriculum provides general networking theory, practical experience, and opportunities for career exploration and soft-skills development. The curriculum teaches networking based on application, covering networking concepts within the context of network environments students may encounter in their daily lives – from small office and home office (SOHO) networking to more complex enterprise and theoretical networking models later in the curriculum.
ICT GCSE Grade C or better Online theory examination and classroom based
practical exam.
CIS
CO
The Sixth Form
APPLICATION FORM FOR SEPTEMBER 2013 ENTRY PLEASE RETURN BY FRIDAY 30TH NOVEMBER
Personal Details
Surname First Name(s) Home Address
Personal Details
Name of parent(s) Home Address (if different from above)
Educational Details
For students of Beaminster/The Sir John Colfox School Tutor Group For students of other schools School Name Head/Principal Address (of current or most recent school or college)
Other Applications
Are you applying for any other further education courses? Yes No Name of College(s)
Courses
Do you have any specific future career in mind?
For School Use Only Reference (if applicable) Interview Decision Comment
Please return completed applications as soon as possible, and by FRIDAY 30
TH NOVEMBER at the latest to:
Mr Richard Barnes, Head of Sixth Form, Beaminster School or Mr David Herbert, Head of Sixth Form, The Sir John Colfox School
NB: All courses will only run subject to appropriate student numbers and funding
Post Code Telephone No DOB
Post Code Telephone No
Post Code Telephone No
ACADEMIC STUDIES – these will form the core of your timetable
A Level and A/S Courses – 2 Years Indicate your likely course choices in order of preference 1–5 (1 being your 1
st choice etc) up to a maximum of 5
subjects. Most students take 4AS levels. Please do not worry at this stage if you are unsure about courses NB: All courses will only run subject to appropriate student numbers and funding
ALL APPLICATIONS TO BE RETURNED AS SOON AS POSSIBLE, AND BY FRIDAY 30
th NOVEMBER AT THE LATEST PLEASE
Art ICT Physics
Biology Italian Psychology
Business Studies Maths RS (Philosophy & Ethics)
Chemistry Media Studies Sociology
DT Product Design RM PE Textiles
English Language Performing Arts (select ONE discipline)
Drama
Dance
Music
English Literature
French
Geography
History Photography
Full Time BTEC Courses
Equivalent to 3 A levels
Other Courses
Can be combined with other subjects
BTEC Sport CISCO Networking Certificate
Are there any other courses you would like to take? Please state:
Your intentions for next year
Please note that when creating option blocks for student choices (issued next term) priority will be given to those students who have indicated they will definitely be staying on in the Sixth Form
Definitely Maybe Unlikely
Stay on in the Sixth Form
Go to College
Apprenticeship
Go straight into a job
Other Sixth Form (please state where)
Signature of Applicant: Date:
Signature of Parent/Guardian: Date:
