English Language - Monkwearmouth Academy · The aims and objectives of the Pearson Edexcel Level 3 Advanced GCE in English Literature are to enable students to read widely and independently

English Language Subject:

English Language explores the structure of our language system, including the difference between spoken, written and multimodal language and the relevance of context to different linguistic forms. It also explores the way in which the language has evolved, the way we acquire language, and the factors that influence this. At the heart of the subject is the analysis of grammar, meaning and representation. Students develop transferable skills in technical and creative writing, textual analysis, reasoning and abstract thinking. We expect enthusiasm and an appreciation of the fact that A level English Language is very different from GCSE English Language. You will be required to do a great deal of work outside of lessons, studying independently, so you will need to be motivated, organised and interested in the subject. Some aspects of A level English Language (grammar, for example) are difficult and require frequent revision. However, students always enjoy analysing representations in the media, spoken language, taboo language (expletives) and explorations of different groups’ uses of language. You will need to be able to persevere with the areas you find less interesting, and be willing to research and explore your favourite topics in more detail. Finally, you should have achieved grade 6 or above in GCSE English Language. There are two exam papers (worth 40% each) and one coursework element (worth 20%). The exams are both 2 ½ hours long and are set at the end of Year 13. Students will be taught how to approach the coursework element in class, but it is expected that most of this will be completed as independent study.

Career Opportunities:

English Language is a very useful subject as entry to either a career in linguistics or to support occupations such as journalism, technical writing, screen/scriptwriting, research, business, marketing copywriting, teaching, child development, editing, media work, law, librarianship or a wide range of civil service careers.

What areas are covered by the course?

COURSE CONTENT Linguistic analysis of authentic texts • Exploring texts as communication systems and developing an understanding of their grammars, context and syntactic form. • Understanding of implicit and explicit meaning. • The field of discourse and relationships implied by a text. • Analysis of terminology, coherence and accuracy of real world texts. Original writing for a real‐world purpose

If you would like to discuss the subject further

please see Mrs Brand

• The study of real world texts and topical language issues (for example the language of new technology and its impact on non‐technological texts). • Understanding of the concepts and issues relevant to effective and appropriate language use. Language acquisition • How children acquire language. • The construction of meaning. • The impact of trauma or ageing on language recognition and retrieval. Language in the media • Language variation and grammar within a range of media. • Media language evolution and development. • Explicit and implicit meaning. How language changes over time • Historical development of English. • Evolutional of language and catalysts for change. • Understanding of current dynamics and extrapolation to future patterns. • Establishing and analysing connections between textual examples over time.

How the course is assessed:

The course is linear A‐Level which is assessed in 100% Examination at the end of Year 13.

Entry requirements:

In order to be considered for this course, a Grade 6 or above in GCSE English Language and English Literature would be desirable. Should you still wish to be considered with a Grade 5, you should request an interview with the course leader Mrs Brand.

How the course is taught:

The course is taught by a range of teachers to facilitate the exploration and study of all the different areas of English Language. All A‐Level Language teachers are subject specialists in their areas. Teaching activities include teacher and student‐led sessions, group work and independent study/research as appropriate.

Subject Specific Compulsory Activities

Independent study is a compulsory element of the course.

English Literature Subject:

The aims and objectives of the Pearson Edexcel Level 3 Advanced GCE in English Literature are to enable students to read widely and independently set texts and others that they have selected for themselves. They will be enabled to engage critically and creatively with a substantial body of texts and ways of responding to them. Students are encouraged to develop and effectively apply their knowledge of literary analysis and evaluation and also to explore the contexts of the texts they are reading and others’ interpretations of them. In addition, students are required to undertake independent and sustained studies to deepen their appreciation and understanding of English literature, including its changing traditions.


English Literature will prepare you for any job that involves communication, writing and / or literary knowledge. These include: advertising and marketing, writing and journalism, law, consultancy, business, teaching, performing arts, academia, government, linguistics, foreign languages, media and design.


Year 12 Students in Year 12 follow the Edexcel English Literature syllabus: (https://qualifications.pearson.com/en/qualifications/edexcel‐A level s/english‐literature‐2015.coursematerials.html#filterQuery=category:Pearson‐UK:Category%2FSpecification‐and‐sample‐assessments) This course offers students the opportunity to develop their subject expertise by exploring key literary concepts and engaging with a range of texts and discourses. They will study the dramatic text “A Streetcar Named Desire” by Tennessee Williams; two prose novels chosen from the wide selection outlined in the specification; a range of Post 2000 poetry from “The Forward Anthology of Poetry”. The course allows students to develop a broader and deeper understanding of English Literature, bridging the gap from GCSE and fostering the development of higher English Literature skills which will be necessary to the progression in Year 13. Students study

Year 13

Students in Year 13 continue the Edexcel syllabus and study a Shakespeare text with a further selection of poetry grouped by a Literary Movement, or by and individual poet. The course offers students an opportunity to develop as an informed independent reader through close reading of a wide range of literary texts. They will be expected to demonstrate an ability to synthesise key knowledge and link, connect and compare a wide range of texts


please see Mrs Brand.

and extracts. The syllabus encourages students to explore the relationships that exist between texts and the contexts within which they are written, received and understood.


The assessment of Literature is comprised of 20% coursework, 80% examination. This is across three externally set exams and one area of independent study that generates the coursework submission.

Entry requirements:

In order to be considered for this course, a Grade 6 or above in GCSE English or English Literature is desirable. Should you still wish to be considered with a Grade 5, you should request an interview with the course leader Mrs Maresa Brand [email protected].

How the course is taught: The course is designed to be entirely co‐teachable, with the same set text and thematic options at both Y12 and Y13 A level. Please note the content will be assessed to a different standard, appropriate to the level of study. Literature is taught using a variety of teaching methods including group work, teacher‐led delivery, learner discussions, independent study, personal research, exam techniques and technology‐enhanced learning where appropriate.

Subject Specific Compulsory Activities Independent research is a compulsory element of the course. Students are also encouraged to read widely and to be aware of critical theories in the study of texts.

Mathematics Subject:

This is one of the most demanding, yet rewarding subjects in the post 16 curriculum.

Students who have a good qualification in post‐16 mathematics go on to have jobs which

earn up to £20 000 a year more than students who do not have equivalent qualifications. A‐

level Maths provides students with a thorough grounding in the mathematical tools and

techniques often needed in the workplace. The logic and reasoning skills developed by

studying A‐level Maths make sure the qualification is widely respected even in non‐

mathematical arenas. If you enjoy GCSE Mathematics and you wish to develop your ability

to reason logically then A Level Mathematics could be the topic for you.


Over 90% of students who do A‐level Mathematics do not go on to do mathematics degrees. The mathematics they learn and the skills they develop by doing A‐level Mathematics are essential for degree level subjects such as physics and engineering and are also widely used in other subjects such as economics, chemistry, biology and social sciences. Students working towards degrees in these subjects are often surprised by how much mathematics they use at university. Numbers taking A‐level Mathematics have grown strongly in recent years as it provides a foundation for further studies in a variety of subjects including Science and Engineering.

http://furthermaths.org.uk/fmincareer

What areas are covered by the course? All students will be assessed on their knowledge of Pure Mathematics, Mechanics and

Statistics. The assessment objectives include a greater emphasis on modelling, problem‐

solving and reasoning, so some questions are likely to be longer with less scaffolding. This

builds on the increase in problem‐solving in GCSE so students will be better prepared. The

examinations will be taken at the end of the course rather than in modules and it is

expected that questions will link different aspects of the course.

https://qualifications.pearson.com/content/dam/pdf/A%20Level/Mathematics/2017/specifi

cation‐and‐sample‐assesment/a‐level‐l3‐mathematics‐specification.pdf


please see Mr Doran.

Pure Paper 1&2 Statistic Paper 3 Mechanics Paper 3

Topic 1 – Proof Topic 2 – Algebra and functions Topic 3 – Coordinate geometry in the (x, y) plane Topic 4 – Sequences and series Topic 5 – Trigonometry Topic 6– Exponentials and logarithms Topic 7 – Differentiation Topic 8 – Integration Topic 9 – Numerical methods Topic 10 – Vectors

Topic 1 – Statistical sampling Topic 2 – Data presentation and interpretation Topic 3 – Probability Topic 4 – Statistical distributions Topic 5 – Statistical hypothesis testing

Topic 6 – Quantities and units in mechanics Topic 7 – Kinematics Topic 8 – Forces and Newton’s laws Topic 9 – Moments


100% Examination Year 13.

Entry requirements:

In order to be considered for this course, a Grade 7 or above in GCSE Mathematics would be desirable. Should you still wish to be considered with a Grade 6, you should request an interview with the course leader Mr Doran.


The course is taught by a range of teachers to facilitate the exploration and study of all the different areas of Mathematics. Teaching activities include teacher and student‐led sessions, group work and independent study/research.


Independent study is a compulsory element of the course.

Photos

A level Biology Subject: A Level Biology. Link Person. M. Shishodia

Biology A level will give you the skills to make connections and associations with all living things around you. Biology literally means the study of life and if that’s not important, what is? Being such a broad topic, you’re bound to find a specific area of interest, plus it opens the door to a fantastic range of interesting careers.


Studying A level Biology at university gives you all sorts of exciting career options, including:

Doctor, Clinical molecular geneticist, Nature conservation officer, Pharmacologist, Research scientist, Vet, Secondary school teacher, Marine biologist and Dentist.


AS Biology is one year long, with exams at the end. A level Biology lasts two years, with exams at the end of the second year. The table below shows the topics you will study in each year.

firs AS and first year of A level. 1. Biological molecules 2. Cells 3. Organisms exchange substances with their environment and 4. Genetic information, variation and relationships between organisms. Second year of A level. 5. Energy transfers in and between organisms. 6. Organisms respond to changes in their internal and external environments. 7. Genetics, populations, evolution and ecosystems and 8. The control of gene expression. Biology, like all sciences, is a practical subject. Throughout the course you will carry out practical activities including, using microscopes to see cell division, dissection of animal or plant systems, aseptic technique to study microbial growth, investigating activity within cells, investigating animal behaviours and investigating distributions of species in the environment. These practicals will give you the skills and confidence needed to investigate the way living things behave and work. It will also ensure that if you choose to study a Biology‐based subject at university, you’ll have the practical skills needed to carry out successful experiments in your degree.


There is no coursework on this course, however, your performance during practicals will be assessed.


please see Miss Shishodia.

There are three exams at the end of the two years for A level, all of which are two hours long. At least 15% of the marks for A level Biology are based on what you learned in your practicals. The AS has two exams at the end of the year. Both are 1 hour 30 minutes long.

Entry requirements:

A level Biology builds on the work done in GCSE Science and Maths, so you’ll need good GCSE results from both. Written communication is also important and you’ll need to be a strong writer. If you’re interested in studying Biology after your GCSEs, ask your teacher about the qualifications you will need.


The course is taught by specialist teachers to facilitate the exploration and study of all the different aspects of the subject of Biology. Teaching activities include teacher and student‐led sessions, group work and independent study/research.


Independent research is a compulsory element of the course.

Photos, Link to Exam Board, Careers Links

http://www.aqa.org.uk/subjects/science/as-and-A level/biology-7401-7402 (Exam Board)

https://successatschool.org/advicedetails/392/Careers-in-Biology (Careers in Biology)

https://www.thestudentroom.co.uk/showthread.php?t=131516 (Careers in Biology)

https://www.rsb.org.uk/careers‐and‐cpd/careers (Royal Society of Biology Careers)

https://www.prospects.ac.uk/.../what‐can‐i‐do‐with‐my‐degree/biology (Careers in Biology)

Business Subject:

Could you turn an idea into a multi‐million pound business? Could you be the next CEO of a multinational company? In the fast‐paced world of business, anything is possible.

Having a good idea about how businesses work will put you at an advantage in your future career plans. Business Studies A level is an excellent preparation for the world of work and for a wide range of university degree courses

Aimed at anyone who wishes to develop an understanding of business operations, this course will help you to appreciate how and why business decisions are made and how they affect a variety of people – both within the business and externally. You will study internal business function areas such as Finance, Marketing, Production and Human Resources, as well as external factors such as Law, Economics and Politics. It is an exciting course, which will give you an insight into the world of business and current affairs.

The course will provide you with key life skills and encourages learners to:

develop a critical understanding of organisations, the markets they serve and the

process of adding value

be aware that business behaviour can be studied from the perspectives of a range of

stakeholders

acquire a range of skills including decision‐making and problem‐solving

be aware of the current structure of business and business practice.

develop their ability to acquire a range of important and transferable skills including data skills, presenting arguments, making judgments and conducting research.

No matter what you do in the future, you will work in a business organisation and an A Level in Business will help you.


This A level subject is accepted as an entrance qualification for a wide variety of courses in

higher education, especially in Business Studies, Banking, Accountancy, Retail Management,

Human Resource Management, Marketing, Finance and Production Management.

https://www.sunderland.ac.uk/study/business‐and‐management/


please see Mr Grummett.

The knowledge and experience of business organisations you develop through this course

will be invaluable for future employment in a wide range of settings. You could consider

roles such as:

Business manager

Purchasing manager,

Customer service

Manager,

Sales accounts manager and

Importer/exporter

Teaching career.

See https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/business‐and‐

management‐studies for more information on what you can do with a Business degree


Year 12

Students in Year 12 follow the EDEXCEL A Level Business syllabus

http://qualifications.pearson.com/content/dam/pdf/A%20Level/Business%20Studies/2015/specification‐and‐sample‐assessment‐materials/9781446914694_GCE2015_A_BUS_WEB.PDF

All components of the syllabus are examined at the end of the two year programme

Students are introduced to core business concepts and develop a broad understanding of how businesses work. Before they consider the decision‐making tools that help business people move towards a more scientific approach to management.

During the first year of study, learners will cover the following:

Content of exam Total percentage

of qualification

Total of marks

Theme 1: Marketing and people Length of exam: 2 hours

Paper 1 Marketing, people and global businesses Questions drawn from Theme 1 and Theme 4 Section A: one data response question, including one extended open‐response question Section B: one data response question, including one extended open‐response question

35% 100 marks

Theme 2: Methods of Sociological Enquiry

Paper 2 Business activities, decisions and strategy Questions drawn from Theme 2 and Theme 3 Section A: one data response question,

35% 100 marks

Length of exam: 2 hours

including one extended open‐responsequestion Section B: one data response question, including one extended open‐response question

Year 13

Students in Year 13 also follow the EDEXCEL A Level Business syllabus. Learners will continue to study the following components:


of qualification

Total of marks

Theme 3 Business decisions and strategy Length of exam: 2 hours

Paper 2 continued….Business activities, decisions and strategy Questions drawn from Theme 2 and Theme 3 Section A: one data response question, including one extended open‐response question Section B: one data response question, including one extended open‐response question

35% 100 marks

Theme 4 Global business Length of exam: 2 hours

Paper 1 continued… Marketing, people and global businesses Questions drawn from Theme 1 and Theme 4 Section A: one data response question, including one extended open‐response question Section B: one data response question, including one extended open‐response question

35% 100 marks

All four themes Length of exam: 2 hours

Paper 3 Investigating business in a competitive environment Questions drawn from all themes Two data response questions broken down into a number of parts, each including one extended open‐response question. This paper has a pre‐released context to enable students to investigate an industry or market in which businesses operate.

30% 100 marks

How the course is assessed: All components of the course are examined at the end of the two year programme (see the

tables above). Learners will be informally assessed throughout the course also through

classroom activities as well as homework.

A level study places a greater emphasis on individuals becoming independent learners.

Learners will need to take responsibility for their own learning by being prepared for all

lessons. In addition, to class study, they should be prepared to study for a minimum of 5

additional hours per week, and should expect to be set independent work (or homework)

each week.

Entry requirements: To complete the full A level programme, learners must have 5 GCSE’s (or equivalent) grade 5

or above. More specifically for business, learners must have GCSE English or Maths at grade

6 or higher. Should you still wish to be considered with a Grade 5, you should request an

interview with the course leader Mr Grummett ([email protected]).


Business is taught using a variety of learning and teaching methods including group work, teacher‐led delivery, learner discussions, independent study, personal research, exam techniques, technology‐enhanced learning and analysis of media clips/case studies. It is encouraged that learners make a conscious effort to keep up to date with key news stories within business to help to develop awareness of the business world.


Independent research is a compulsory element of the course, with a conscious effort in keeping up‐to‐date with social issues continually arising in society.

Photos

French Subject:

The course is designed to encourage students to:

enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken

develop control of the language system to convey meaning, using spoken and written skills, including an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of the language

develop their ability to interact effectively with users of the language in speech and in writing, including through online media

develop language learning skills and strategies, including communication strategies to sustain communication and build fluency and confidence

engage critically with intellectually stimulating texts, films and other materials in the language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context

develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken

mediate between cultures and between speakers of the language and speakers of English

foster their ability to learn other languages

equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or employment.


French is classed as a facilitating subject which are those subjects that many universities require or prefer as prerequisites for their degree courses. This qualification offers a suitable progression route to further study at university level. In addition, the study of one language at GCE can facilitate and help promote the learning of other languages. The qualification may also add to an individual’s employability profile, particularly for UK organisations trading overseas as well as with international companies based in the UK and globally. Students can progress to a wide range of careers in areas such as journalism and media, education, science, medicine, the civil service, sales, marketing, retail, and charities. Students will be able to apply their knowledge, skills and understanding to authentic, real‐life contexts. They will develop transferable skills that support study of other GCE subjects, higher education study, and the transition to employment, together with an understanding and appreciation of French speaking countries and their cultures.

A degree in languages will equip you with the following skills, all of which are desirable in the modern jobseeker: oral communication, written communication, at least one foreign language, experience of living abroad and experience of dealing with people from various backgrounds, languages and countries. Foreign languages are necessary in most sectors due to the proliferation of multinational businesses, internet‐based companies, and the onset of globalisation. There is a great demand for foreign language speakers in politics, media and journalism, creative writing, market research and a host of other industries as well as teaching, translation, and interpretation. Some language graduates


please see Miss Simpson.

go into Teaching English as a Foreign Language as a career. There are work options in the UK and abroad.

https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/modern‐languages


Year 12

Students in Year 12 follow the Edexcel A Level French syllabus which covers the following topics:

Changes in French society.

Political and artistic culture in French speaking countries.

Study of a film & Literary Text.

Grammar.

Year 13

Students in Year 13 follow the Edexcel A Level French syllabus which covers the following topics:

Immigration and the multicultural French society.

Personal research and presentation.

The Occupation and the Resistance.

Study of a literary text (continued).

Grammar.

https://qualifications.pearson.com/en/qualifications/edexcel‐a‐levels/french‐2016.html


This qualification offers a suitable progression route from Key Stages 3 and 4 and GCSE, focusing on the development of all four language skills, listening, speaking, reading and writing. Grammar and the mastering of linguistic features are key elements of this qualification as is the inclusion of authentic written and spoken sources, responding through writing to literature and film. Students are expected to be able to develop knowledge and understanding of the social issues and trends and political and artistic culture of the target language country and communities. They should be able to express and justify their own opinions, develop arguments, and persuade, in speech and writing, building on the fluency and spontaneity developed at Key Stages 3 and 4.The skill of translation will be developed from those skills practised at Key Stages 3 and 4.The range of topics promotes a clear progression in

grammar, vocabulary, and cultural knowledge and understanding from Key Stages 3 and 4, and will increase linguistic and cognitive demand.

Entry requirements:

Students who have a good understanding of the grammar and vocabulary at HIGHER tier GCSE have good foundation on which to build their A level studies. Students taking A level French should have a level 6, 7 8 or 9 in GCSE French.


The course is taught by a range of teachers to facilitate the exploration and study of all the different areas of language variation, change and acquisition, and attitudes to language. Teaching activities include teacher and student‐led sessions, group work and independent study/research.


Independent research and additional listening and reading tasks completed at home/during independent study time are a compulsory element of the course.

Photos

Chemistry Subject:

A‐level Chemistry attempts to answer the big question ‘what is the world made of and it’s the search for this answer that makes this subject so fascinating. From investigating how one substance can be changed drastically into another, to researching a new wonder drug to save millions of lives, the opportunities that chemistry provides are endless.


Studying an A‐level Chemistry related degree at university gives you all sorts of exciting career options, including:

Analytical chemist, Chemical engineer, Clinical biochemist, Pharmacologist, Doctor, Research scientist (physical sciences), Toxicologist, Chartered certified accountant, Environmental consultant, Higher education lecturer, Patent attorney, Science writer, Secondary school teacher. Find out more at www.aqa.org.uk/science and the careers page for the Royal society of chemistry at http://www.rsc.org/careers/future/your‐future‐chemistry


Year 12 Physical chemistry Atomic structure, amount of substance, bonding, energetics, kinetics, chemical equilibria and Le Chatelier’s principle Inorganic Chemistry Periodicity, Group 2 the alkaline earth metals, Group 7(17) the halogens. Organic Chemistry Introduction to organic chemistry, alkanes, halogenoalkanes, alkenes, alcohols, organic analysis.

Year 13 Physical chemistry Thermodynamics, rate equations, the equilibrium constant Kp, electrode potentials and electrochemical cells.

Inorganic Chemistry Properties of Period 3 elements and their oxides, transition metals, reactions of ions in aqueous solution Organic Chemistry


please see Mr B Rowntree.

Optical isomerism, aldehydes and ketones, carboxylic acids and derivatives, aromatic chemistry, amines, polymers, amino acids, proteins and DNA, organic synthesis, NMR spectroscopy, chromatography


There is no coursework on this course. However, your performance during practicals will be assessed. There are three exams at the end of the two years for A‐level, all of which are two hours long. At least 15% of the marks for A‐level Chemistry are based on what you learned in your practicals.

Entry requirements:

In order to be considered for this course, a Grade B or above in GCSE Chemistry or Combined Science would be desirable. Should you still wish to be considered with a Grade C, you should request an interview with the Head of Science.


The course is taught by chemistry specialists to facilitate the exploration and study of all the different areas physical, inorganic and organic chemistry. Teaching activities include teacher led sessions, practical work (including 12 required practicals) and independent study/research.


Independent research and study is a compulsory element of the course. You will be required to consolidate knowledge from Year 12 in order to access the content of Year 13 where these principles will be applied.

Photos

A-Level Physics Subject:

Physicists explore the fundamental nature of almost everything we know of. They probe the furthest reaches of the earth to study the smallest pieces of matter. Join them to enter a world deep beneath the surface of normal human experience.


Studying A‐level Physics offers an infinite number of amazing career opportunities including: • Geophysicist/field seismologist • Healthcare scientist, medical physics • Higher education lecturer • Radiation protection practitioner • Research scientist (physical sciences) • Scientific laboratory technician • Secondary school teacher • Meteorologist • Structural engineer • Acoustic engineer • Product/process development scientist • Systems developer • Technical author. You can also move into engineering, astrophysics, chemical physics, nanotechnology, renewable energy and more, the opportunities are endless.


AS Physics lasts one year, with exams at the end. A‐level Physics lasts two years, with exams at the end of the second year. The table below shows the topics covered in each year.

Practical Physics, like all sciences, is a practical subject. Throughout the course you will carry out practical activities including:

• investigating interference and diffraction of laser light • measuring acceleration due to gravity • investigating systems that oscillate • investigation of the links between


please see Mr K Farrier.

temperature, volume and pressure • safe use of ionising radiation • investigating magnetic fields. These practicals will give you the skills and confidence needed to investigate the way things behave and work. It will also ensure that if you choose to study a Physics‐based subject at university, you’ll have the practical skills needed to carry out successful experiments in your degree.


There is no coursework on this course. However, your performance during practicals will be assessed. There are three exams at the end of the two years for A‐level, all of which are two hours long. At least 15% of the marks for A‐level Physics are based on what you learned in your practicals. The AS has two exams at the end of the year. Both are 1 hour 30 minutes long.

Entry requirements:

A‐level Physics builds on the work done in GCSE Science and Maths, so you’ll need good GCSE results from both (Grade 7 or above). Written communication is also important and you’ll need to be a strong writer. If you’re interested in studying Physics after your GCSEs, ask your teacher about the qualifications you will need.


The course is taught by a specialist teacher to facilitate the exploration and study of all the different aspects of the subject of Physics. Teaching activities include teacher and student‐led sessions, group work and independent study/research.



Photos, links, exam board and career links http://www.aqa.org.uk/subjects/science/as‐and‐a‐level/physics‐7407‐7408

https://successatschool.org/advicedetails/394/Careers‐in‐Physics‐Where‐Can‐Physics‐Take‐You%3F

http://www.iop.org/ https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐

degree/physics

Physical Education Subject:

The course aims to equip learners with both a depth and breadth of knowledge, understanding and skills relating to scientific, socio‐cultural and practical aspects of physical education. With further development of the knowledge and understanding of the changes within the body systems prior to exercise, during exercise of differing intensities and during recovery.

This will require them to:

develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance

understand how physiological and psychological states affect performance

understand the key socio‐cultural factors that influence people's involvement in physical activity and sport

understand the role of technology in physical activity and sport

refine their ability to perform effectively in physical activity and sport by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas

develop their ability to analyse and evaluate to improve performance

understand the contribution which physical activity makes to health and fitness

Career Opportunities: Physical Education offers a number of progression routes including Coaching, Fitness

Instructing, Community Sports Development Officer, Sport Science Analyst, Personal

Trainer, P.E. Teaching, and Physiotherapy. The qualification can also be an asset for learners

wishing to attend University for a suitable degree course. http://www.careers‐in‐sport.co.uk/


Students follow the AQA Physical Education syllabus which offers students the opportunity to develop their subject expertise by exploring scientific, socio‐cultural and practical aspects of physical education.

Applied Anatomy and Physiology

Skill Acquisition

Sport and Society

Exercise Physiology and Biomechanics

Sport Psychology

Sport and Society and Technology in Sport

All Students will also be assessed performing or coaching in the full sided version of one activity, plus written/verbal analysis of performance.


please see Miss C Elliott.


Entry requirements:

In order to be considered for this course, you must have 5 GCSEs which are grade A* ‐ C or

grade 5 and above. A grade 6 or above in GCSE Physical Education and GCSE maths would

be desirable.


Teaching activities include teacher and student‐led sessions, physical education sessions, educational enrichment visits, group work and independent study/research.


As an A level learner there will be an expected emphasis on independent learning. Each learner will take responsibility for their study. As well as studying in class, they must be prepared to study a minimum of 5 additional hours per week. Each week they will be set independent work and this will be integrated/expanded into classroom learning.

Practical competence within a chosen sport, as a coach or performer is a compulsory element of the course.

http://www.aqa.org.uk/subjects/physical‐education/as‐and‐A level/physical‐education‐7582

Sociology Subject:

The value of sociology lies in its ability to help you better understand the processes that are

taking place within society and how you fit into these. With this understanding, you will be

able to ‘select’ your own views and opinions from a broad range of ideas studied, rather than

accepting a narrow range that has been presented to you.

You will also be better able to understand the underlying assumptions and values about

society which are often considered as ‘obvious’, ‘truthful’, or ‘scientifically‐based’.

Sociology does not come neatly gift‐wrapped ‐requiring little more than for you to unpack it.

Sociology is an inherently controversial subject which deals with problems that should be of

pressing interest to us all. These problems may be the objects of major controversies and

conflicts within society itself. Studying sociology will give you a better insight into the world

in which you live and it will help you to have a greater understanding of people in general.

The course encourages learners to:

Acquire knowledge and a critical understanding of contemporary social processes and

social changes;

Appreciate the significance of theoretical and conceptual issues in sociological debate

Understand and evaluate sociological methodology and a range of research methods

through active involvement in the research process;

Develop skills that enable individuals to focus on their personal identity, roles and

responsibilities within society;

Develop a lifelong interest in social issues.


Most learners who study A level Sociology decide to continue their studies at Higher

Education level by completing a Sociology degree, or a degree in a related discipline. Some

learners may wish to stay on with South Tyneside College and study the Foundation Degree

in Criminal Justice (http://www.stc.ac.uk/professional‐and‐vocational‐

college/course/university‐sunderland‐foundation‐degree‐criminal‐justice).

Sociology can benefit learners who choose alternative degrees or careers paths and can be

directly related to the following occupations:

Social researcher;

Community Development/Local Government worker;

Further education lecturer;

Social Worker;

Nursing/Caring profession.


please see Miss E Douglas.

In addition, Sociology can be useful in a variety of other degrees/careers:

Probation officer;

Charity fundraiser;

Housing manager/officer;

Human resources;

Marketing ;

Media and Media relations;

Policing.

See https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/sociology

for more information on what you can do with a Sociology degree


Year 12

Students in Year 12 follow the WJEC Eduqas Sociology syllabus (http://www.eduqas.co.uk/qualifications/sociology/as‐A level/eduqas‐a‐sociology‐spec‐from‐2015.pdf). All components of the syllabus are examined at the end of the two year programme

This offers students the opportunity to develop their critical and reflective thinking, whilst developing an awareness of society and the issues within the diverse society we live in.

During the first year of study, learners will cover the following:


of qualification

Total of marks

Component 1: Socialisation and Culture Length of exam: 2 hours and 30 minutes

Section A – 20 marksOne structured question on key concepts and processes Section B – 50 marks Families and Households option which includes a compulsory question and a choice between two essay questions Section C – 50 marks Education option which includes a compulsory questions and a choice between two essay questions

40% 120 marks

Component 2: Methods of Sociological Enquiry Length of exam: 1 hour and 45 minutes

Two compulsory questions.One question will be based on stimulus material One questions will include extended writing requiring learners to design, justify and evaluate a piece of sociological research

20% 60 marks

Year 13

Students in Year 13 also follow the WJEC Eduqas Sociology syllabus. Learners will continue to study the following components:


of qualification

Total of marks

Component 2: Methods of Sociological Enquiry Length of exam: 1 hour and 45 minutes

Two compulsory questions.One question will be based on stimulus material One questions will include extended writing requiring learners to design, justify and evaluate a piece of sociological research

20% 60 marks

Component 3: Power and Stratification Length of exam: 2 hours and 30 minutes

Section A – 60 marksOne question on the theme of social differentiation and stratification which will include a compulsory question and a choice between two essay questions Section B – 60 marks Crime and deviance option which will include a compulsory question and a choice between two essay questions

40% 120 marks

How the course is assessed: All components of the course are examined at the end of the two year programme (see the

tables above). Learners will be informally assessed throughout the course also through

classroom activities as well as homework.

A level study places a greater emphasis on individuals becoming independent learners.

Learners will need to take responsibility for their own learning by coming prepared to class.

In addition, to class study, they should be prepared to study for a minimum of 5 additional

hours per week, and should expect to be set independent work (or homework) each week.

Entry requirements: To complete the full A level programme, learners must have 5 GCSE’s (or equivalent) grade 5

or above. More specifically for Sociology, learners must have GCSE English or History at grade

6 or higher. Should you still wish to be considered with a Grade 5, you should request an

interview with the course leader Emma Douglas ([email protected]).


Sociology is taught using a variety of learning and teaching methods including group work, teacher‐led delivery, learner discussions, independent study, personal research, exam techniques, technology‐enhanced learning and analysis of media clips/stories. It is encouraged that learners make a conscious effort to keep up to date with key news stories within society to help to develop awareness of social issues


Independent research is a compulsory element of the course, with a conscious effort in keeping up‐to‐date with social issues continually arising in society.

Photos

Computer Science Subject:

Advances in computing are transforming the way we work, study and communicate. Computing is part of everything we do. Technology is part of just about everything that touches our lives from the cars we drive, to the movies we watch, to the ways businesses and governments deal with us. Whether you want to be a scientist, develop the latest killer application, or just know what it means when someone says “the computer made a mistake”, studying computing will provide you with this valuable knowledge.

This course offers students excellent progression opportunities into higher education and the ability to be able to thrive in the work place.


There are excellent opportunities for a wide selection of university courses and

employment, not just linked to computer science and programming. This course provides

essential skills for students interested in software development, Games design or other

computer science related courses or jobs.

See https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/computer‐

science for more information on what you can do with a computer science degree.


You will have a chance to study the following areas:

1. Fundamentals of programming

2. Fundamentals of data structures

3. Fundamentals of algorithms

4. Theory of computation

5. Fundamentals of data representation

6. Fundamentals of computer systems


please see Mr J Lamb

7. Fundamentals of computer organisation and architecture

8. Consequences of uses of computing

9. Fundamentals of communication and networking

10. Fundamentals of databases

11. Big Data

12. Fundamentals of functional programming

13. Systematic approach to problem solving

How the course is assessed?

Paper 1 – 40% Is a Computer Based external exam, which will involve programming under exam conditions.

Paper 2 – 40% Is a written exam where students will answer questions based on Computer Science Theory as described above.

Non‐Exam Assessment – 20% solving a practical problem in Computer Science using a Systematic approach. Your teacher will assess this.

Entry requirements

GCSE Maths and English at grade 6 or above. A keen interest in computer science and programming. You do not need to have studied Computing at GCSE although this would be desirable.

How the course is taught?

Computer Science is taught using a variety of learning and teaching methods including group work, teacher‐led delivery, learner discussions, independent study, personal research, exam techniques, technology‐enhanced learning and analysis of media clips/case studies. It is encouraged that learners make a conscious effort to keep up to date with key news stories within Computer Science to help to develop awareness of the subject.


Independent research is a compulsory element of the course, with a conscious effort to master key programming skills through problem solving.

Further Mathematics Subject:

Further Mathematics is designed to broaden and deepen the mathematical knowledge and skills developed when studying A level Mathematics. It can be studied alongside A level Mathematics and provides a stimulating experience for those who enjoy the subject. It also complements subjects such as Physics and Engineering. It is tailored to suit the needs of those wishing to study Mathematics at a deeper level and is a course only offered to the most able of students.


Studying Further Mathematics will give you a head start when going on to study a science, technology, engineering and mathematics (STEM) course at university. The skills gained from studying a STEM subject at A level and degree level are in demand by employers. Graduates with STEM degrees earn on average 5% to 10% higher than salaries than the mean for all graduates. http://furthermaths.org.uk/fmincareer


All students will be assessed on their knowledge of Pure Mathematics, Mechanics and

Decisions. The assessment objectives include a greater emphasis on modelling, problem‐

solving and reasoning, so some questions are likely to be longer with less scaffolding. This

builds on the increase in problem‐solving in GCSE so students will be better prepared. The

examinations will be taken at the end of the course rather than in modules and it is

expected that questions will link different aspects of the course.

https://qualifications.pearson.com/content/dam/pdf/A%20Level/Mathematics/2017/specifi

cation‐and‐sample‐assesment/a‐level‐l3‐further‐mathematics‐specification.pdf


please see Mrs H Scott.

Pure Mathematics Paper 1 & 2

Decisions 1 Paper 3 Further Mechanics 1 Paper 4

Proof Complex numbers Matrices Further algebra and functions, Further calculus Further vectors Polar coordinates Hyperbolic functions Differential equations

Algorithms and graph theory Algorithms on Graphs Algorithms on Graphs II Critical Path Analysis Linear Programming

Momentum and impulse Collisions Centres of mass Work and energy Elastic strings and springs


100% Examination Year 13

Entry requirements:

In order to be considered for this course, a Grade 8 or above in GCSE Maths would be desirable. Should you still wish to be considered with a Grade 7, you should request an interview with the course leader Mr S Doran.




The course is taught by a range of teachers to facilitate the exploration and study of all the different areas of Mathematics. Teaching activities include teacher and student‐led sessions, group work and independent study/research.

Photos

German Subject:

The course is designed to encourage students to:

enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken

develop control of the language system to convey meaning, using spoken and written skills, including an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of the language

develop their ability to interact effectively with users of the language in speech and in writing, including through online media

develop language learning skills and strategies, including communication strategies to sustain communication and build fluency and confidence

engage critically with intellectually stimulating texts, films and other materials in the language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context

develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken

mediate between cultures and between speakers of the language and speakers of English

foster their ability to learn other languages

equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or employment.


German is classed as a facilitating subject which are those subjects that many universities require or prefer as prerequisites for their degree courses. This qualification offers a suitable progression route to further study at university level. In addition, the study of one language at GCE can facilitate and help promote the learning of other languages. The qualification may also add to an individual’s employability profile, particularly for UK organisations trading overseas as well as with international companies based in the UK and globally. Students can progress to a wide range of careers in areas such as journalism and media, education, science, medicine, the civil service, sales, marketing, retail, and charities. Students will be able to apply their knowledge, skills and understanding to authentic, real‐life contexts. They will develop transferable skills that support study of other GCE subjects, higher education study, and the transition to employment, together with an understanding and appreciation of German speaking countries and their cultures.

A degree in languages will equip you with the following skills, all of which are desirable in the modern jobseeker: oral communication, written communication, at least one foreign language, experience of living abroad and experience of dealing with people from various backgrounds, languages and countries. Foreign languages are necessary in most sectors due to the proliferation of multinational businesses, internet‐based companies, and the onset of globalisation. There is a great demand for foreign language speakers in politics, media and journalism, creative writing, market research and a host of other industries as well as teaching, translation, and interpretation. Some language graduates


please see Miss A Simpson.

go into Teaching English as a Foreign Language as a career. There are work options in the UK and abroad.

https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/modern‐languages


Year 12 Students in Year 12 follow the Edexcel A Level German syllabus which covers the following topics:

Nature and the environment.

Education.

The world of work.

Music.

The Media.

The role of festivals and traditions.

Study of a film & literary text.

Grammar.

Year 13

Students in Year 13 follow the Edexcel A Level German syllabus which covers the following topics:

The positive effects of immigration.

The demands of immigration and integration.

The state and social reaction to immigration

The East German economy before the unification.

Events before the unification.

Germany since the unification.

Study of a literary text (continued).

Grammar.

https://qualifications.pearson.com/en/qualifications/edexcel‐a‐levels/french‐2016.html


This qualification offers a suitable progression route from Key Stages 3 and 4 and GCSE, focusing on the development of all four language skills, listening, speaking, reading and writing. Grammar and the mastering of linguistic features are key elements of this qualification as is the inclusion of authentic written and spoken sources, responding through writing to literature and film. Students are expected to be able to develop knowledge and understanding of the social issues and trends and political and artistic culture of the target language country and communities. They should be able to express and justify their own opinions, develop arguments, and persuade, in speech and writing, building on the fluency and spontaneity developed at Key Stages 3 and 4.The skill of translation will be developed from those skills practised at Key Stages 3 and 4.The range of topics promotes a clear progression in

grammar, vocabulary, and cultural knowledge and understanding from Key Stages 3 and 4, and will increase linguistic and cognitive demand.

Entry requirements:

Students who have a good understanding of the grammar and vocabulary at HIGHER tier GCSE have good foundation on which to build their A level studies. Students taking A level German should have a level 6, 7, 8 or 9 in GCSE German.




Independent research and additional listening and reading tasks completed at home/during independent study time are a compulsory element of the course.

Photos

Psychology Subject:

Psychology is the scientific study of the mind and human behaviour. Psychologists try to understand what motivates, challenges or changes people and then use this understanding to help personal and social problems. Whilst completing you’re a level you will investigate classic psychological studies, contemporary and traditional theories and learn about research methods used within the field. The area of psychology is complex, interesting and sometimes strange! You will consider a range of explanations for abnormal human behaviour and controversial issues; analysing many possible underlying causes of what makes us behave the way we do.

Psychology is a combination of science and practice. Psychologists are interested in how people act, react and interact as individuals and in groups.


Students who study psychology at A level may decide to continue their studies at higher education level by completing a psychology degree. It can be directly related to many occupations such as; sports psychology, counselling, educational psychology, teacher, forensic psychology, occupational therapy and clinical psychology. You can find out more following the link below:

https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/psychology

Psychology is also useful in a variety of other degree and career choices due to the skills you will develop during you’re a level course. These may include: advertising; prison; offer; nursing; police force; teaching; social work; mental health worker; marketing, business development; accountancy; human resources or careers advisor.


Course Component

Overview Topics

Component 1: Psychology Past to Present

The purpose of this component is to give a solid grounding in some of the basic core aspects of psychology. The intention therefore is to allow the learner, through the study of classic research, to gain an appreciation that psychology continues to develop and evolve. The early ideas should not be dismissed but rather studied in context with consideration of the advances made in more recent years. Learners will be asked to explore contemporary debates using their knowledge and understanding of the five approaches; through these approaches learners will also gain an appreciation of the fields of social and developmental psychology.

Approaches: Biological, psychodynamic, behaviourist, cognitive and positive.


please see Miss C Robson

We follow the Eduqas Psychology A‐level specification that you can access via the link below: http://www.eduqas.co.uk/qualifications/psychology/


The course is 100% exam based; assessed by three exams at the end of Year 13. Each exam is worth 33.33% and lasts 2 hours and 15 minutes.

Entry requirements:

In order to be considered for this course, you must have 5 GCSE’s which are grade 9‐5 or A* ‐ C. A grade 6 or above in GCSE English or English Literature and GCSE maths would be desirable.

Component 2: Investigating Behaviour

The purpose of this component is for learners to acquire the skills of working scientifically. The central aspect for this component is that of psychological research, from the initial planning stages through to analysing and evaluating. It is designed to introduce learners to the methodologies used by psychologists and to gain an appreciation of the impact of choices made on the outcomes of the research. To ensure true appreciation of the principles of psychological investigation the learners are expected to gain first‐hand experience of two research methods.

Deciding on a research question, methodologies, location of research, participants, experimental design, levels of measurement, graphs, statistics, reliability, validity and ethics.

Component 3: Implications in the Real World

Having learnt about the various psychological approaches in Component 1, learners are expected to apply this knowledge and understanding to THREE behaviours. Learners should be able to explain and draw conclusions about the possible causes of these behaviours and understand that psychology has the potential to impact on society as a whole by developing methods of modifying behaviour. In addition, learners should explore five controversies that continue to pose challenges for psychology. These controversies can be considered synoptically and draw on the content from the whole of the specification.

Behaviours: 1. Autistic

Spectrum Disorder

2. Criminal behaviours

3. Addictive behaviours

Controversies: Cultural bias, ethical costs, non‐human animals, scientific status and sexism.


The course is taught by a range of specialist experienced teachers to facilitate the exploration and study of all of the psychological components. Activities in lessons range from independent study, group tasks, presentations and both teacher and student led sessions along with lively debates.



Photos

Law Subject:

This course aims to give an excellent introduction for students who want to read law at university or start a legal apprenticeship. It demystifies the law. Universities recognise the advantages of A Level Law and the old view that it should not be studied has long since faded away. The OCR course has been developed following the advice of teachers, students and universities.

Have you ever wondered:

Why do we need law? How are laws made? How do judges make decisions? What are the different types of court and how do they operate? How do people become solicitors or barristers?

Do you want to know about:

Offences such as murder and theft? Are you curious about the rules on negligence, contracts, and your rights? If the answer is yes, then this is the course for you.


Law can lead to a range of career opportunities as it gives you the opportunities to learn both subject specific and transferable skills. If you are interested in becoming a solicitor, barrister or legal executive, having a career in business or a career in politics or government, this could be a good starting point to gain essential knowledge and skills. Some learners will go on to pursue a legal career of which there are various routes available. Information on the different routes into the profession are available by visiting https://www.prospects.ac.uk/jobs‐and‐work‐experience/job‐sectors/law‐sector

Further information on legal careers and alternative career routes can also be found at https://www.lawsociety.org.uk/careers/becoming‐a‐solicitor/alternative‐careers/


A Level Law covers a wide range of subject content including: the legal system, law making, criminal law, the law of tort, the nature of law and a choice of human rights law or the law of contract. Students in Year 12 follow the OCR Law H015 specification and the H415 specification in Year 13 (http://www.ocr.org.uk/qualifications/as‐a‐level‐gce‐law‐h015‐


please see Mrs C Watts.

h415‐from‐2017/#as‐level ). All components are examined at the end of the two year programme.

Year 12 Year 13

The Legal System The Nature of Law

Law Making Contract Law or Human Rights

Criminal Law All topics from year 12 in further detail

The Law of Tort


There are 3 exams lasting 2 hours for the A Level law Course and all are taken at the end of Year 13. http://www.ocr.org.uk/Images/315216‐specification‐accredited‐a‐level‐gce‐law‐h415.pdf

Content Overview Assessment Overview

The legal system 25 marks out of 100 Criminal law 75 marks out of 100

The legal system and criminal Law (01) 100 marks 2 hour paper

33⅓% of total A level

Law making 25 marks out of 100 The law of tort 75 marks out of 100

Law making and the law of tort (02) 100 marks 2 hour paper


The Nature of Law 25 marks out of 100 Human rights law or The law of contract 75 marks out of 100

Further law (03) (including option of human rights law or law of contract) 100 marks 2 hour paper


Entry requirements:

In order to be considered for this course, you will Have 5 GCSE’s grade A*‐C or 5‐9. A grade 6 or above in GCSE English or English Literature would be desirable.

How the course is taught

The course is taught by a range of learning activities including, research, discussion, presentations, watching relevant videos, written work, and essay writing skills development, case law and statute law research. You will work both individually and as part of the group to ensure that you have a variety of learning in class and in home learning activities.


Independent research is a compulsory element of the course. Attending course related internal and external visits linked to your course of study.

History Subject:

History is well‐respected by both universities and employers because of the transferable skills it requires. Students will learn how to compare different interpretations and assess their validity. History requires students to formulate their own judgements and be able to justify their conclusions, as well as learn how to construct and present arguments.

The course encourages learners to:

demonstrate their breadth of historical knowledge and understanding by making links

and drawing comparisons between different aspects of the period, society, topic and

theme studied

demonstrate their understanding of key historical terms and concepts

analyse and evaluate the causes and consequences of historical events and situations,

and changes and developments in the periods and themes studied

assess the significance of individuals, societies, events, developments and/or ideas in

history

develop an understanding of the nature and purpose of history as a discipline and how

a historian works.


Most learners who study A‐level History decide to continue their studies at Higher Education

level by completing a degree, or a degree in a related discipline. History can benefit learners

who choose alternative degrees or careers paths and can be directly related to the following

occupations:

Academic Librarian

Archaeologist

Archivist

Broadcast Journalist

Civil Service administrator

Editorial assistant

Politician’s assistant

Solicitor

Teaching.

Potential employers of historians include:

Accountancy firms, banks, higher education institutions, law firms, management

consultancies, publishing companies, retailers, schools, television and radio broadcasters,


please see Mrs N Sandhu.

NHS management, police and armed services, charities and international development

organisations, heritage organisations, as well as museums and libraries.

See https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/history for more

information on what you can do with a History degree


During the course, students will complete ‘Route H: Democracies in change: Britain and the USA in the twentieth century’ as stipulated by the Edexcel exam board. In year 12 the topics studied are: Britain transformed 1918‐1997 which considers the following themes; theme 1: A changing political and economic environment, 1918‐1979 theme 2: Creating a welfare state, 1918‐1979, theme 3: Society in transition, 1918‐1979 and theme 4: The changing quality of life, 1918‐1979. There is also a focus on the impact of the Thatcher government on Britain.

The USA unit is divided into the following four key topics; topic 1 ‐ Boom and crash, 1920–29, topic 2 ‐ Depression and New Deal 1929–38, topic 3 ‐ Impact of the New Deal and the Second World War on the USA to 1945 and topic 4 ‐ the transformation of the USA, 1945–55.

In year 13 the focus is paper 3 which looks at the historical impact of the Lancastrians, Yorkists and Henry VII, 1399‐1509 on England. Students will also complete a piece of independent research which focuses on a historian’s interpretation of a key event in history and this counts for 20% of the course.

https://qualifications.pearson.com/en/qualifications/edexcel‐a‐levels/history‐2015.html


Learners will be informally assessed throughout the course also through classroom activities

as well as home learning. There will be 3 exam papers which will be assessed at the end of

year 13 and a piece of coursework they will complete in the final year (see above).

A‐level study places a greater emphasis on individuals becoming independent learners.

Learners will need to take responsibility for their own learning by being prepared for all

lessons. In addition, to class study, they should be prepared to study for a minimum of 5

additional hours per week, and should expect to be set independent work (or home learning)

each week.

Entry requirements:

Students should have the skills and knowledge associated with GCSE History and or Humanities

subjects, with at least a grade 5‐6 at GCSE. The course is literacy heavy and therefore require GCSE

English Language and Literature at a 5 or above at GCSE.

For further information: Mrs Narinder Sandhu – [email protected]

Media Studies Subject:

This course aims to develop your expertise in analysing and deconstructing a range of media texts. You will study a wide range of different media, including new forms of media, developing your creative and analytical skills through your own production work. You will learn how to construct media texts using the conventions of a range of mediums, whilst applying media theory to your production.


A Level Media Studies offers the opportunity for further study at university on a range of film and media related courses, either practical or theoretical in terms of content. Due to the nature of the course in terms of essay writing, research and analysis, the course will also prepare you well for formal academic study at university. There are also a number of career options within the media that value the qualification.


Year 12

Students will have the opportunity to develop their understanding and analytical skills through the exploration of key concepts including media language, representation, media industries, audiences and media contexts. You will focus on two core areas: Section A: Analysing Media Language and Representation. This section assesses media language and representation in relation to two of the following media forms: advertising, marketing, music video or newspapers. Section B: Understanding Media Industries and Audiences. This section assesses two of the following media forms – advertising, marketing, film, newspapers, radio, video games ‐ and media contexts.

Students will also be expected to complete a cross‐media production based on two forms in response to a choice of briefs set by the exam board, applying knowledge and understanding of the theoretical framework and digital convergence. This will be both online and print‐based.

Year 13

Students in Year 13 are given the opportunity to build on their understanding of the key concepts studied in year 12 but to a far geater depth. They will study Media Forms and Products in Depth: This assesses media language, representation, media industries, audiences and media contexts. It consists of three sections: Television in the Global Age.


please see Mr K Graham.

Section B: Magazines: Mainstream and Alternative Media Section C: Media in the Online Age. For each of these areas, you will look at media language, representation; media industries; audiences; media contexts.


Throughout the year, interim assessments will include written assessments, however there will also be a requirement for students to research topics independently. These will help you to develop skills for the final exams. Two formal examinations will take place at the end of the second year. This is 70% of the overall mark. The coursework unit is 30% of the overall mark.

Entry requirements:

GCSE grade 5 or above in English Language or Literature.


The course is taught by an experienced teacher of A level and GCSE Media studies through a variety of learning experiences, allowing for the exploration and study of all the different areas of media forms. Teaching activities include teacher and student‐led sessions, group work and independent study/research.



Two extended practical projects are also compulsory and make up a significant aspect of the coursework component. This involved the use of digital video equipment and software editing.

Geography

Subject:

∙ From the REAL WORLD ∙ About the REAL WORLD

∙ In the REAL WORLD Why choose A Level Geography? Geography is a highly relevant and flexible subject that deals with the real world. It helps you to understand the increasingly complex world we live in and make sense of the big issues we all face. It is a subject this is extremely useful and can be successfully combined with science, humanities or English subjects. The aim of the course is to study questions, problems and issues

that arise from the interactions of people with the environment.

Study Geography to... Enrich your understanding of the ever changing world in the 21st Century, from a local to a global scale. Develop a wide range of transferable skills including: communication; technological and cartographical

skills; problem‐solving skills; numeracy and literacy.


Geography is highly valued by Universities as an A Level choice. The Russell Group report published in 2012

named Geography as one of the eight ‘facilitating’ subjects. This is a subject most likely to be required or

preferred for entry to degree courses—keeping more options open to you!

Having an A Level in Geography can be advantageous when applying for jobs, especially those in

environment and sustainability, business, development and global issues, travel, real estate, tourism,

leisure and culture.

Geography graduates experience some of the lowest levels of graduate unemployment. You will find geographers working in every sector of the economy including the City, local businesses, not‐for‐profit organisations, leading highly relevant research, or as key decision makers in local and national government. See https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/geography for more information on what you can do with a Geography degree.


please see Mr I Buddle.


We follow the AQA specification, which gives you a chance to study current and relevant topics. It is important to us that case study materials are continuously changing so you can study what is

happening in the world around you now! Some examples of themes studied can be seen in the table

below:

PHYSICAL HUMAN

Water and Carbon cycles Factors influencing flooding Wild fires and volcanic activity influence on the carbon cycle Water and carbon in the tropical rainforest Coastal landscapes and processes Volcanic and seismic hazards Tropical storms and their causes Multi hazard environments

International trade and world markets Globalisation Sustainable development Governance of Antarctica Important of place Influence of place Urbanisation Pollution and urban micro climates Urban planning and sustainable growth Economic and social well being

For further details see http://www.aqa.org.uk/subjects/geography/as‐and‐a‐level/geography‐7037


All assessment will be linear and there are two exams. You will sit all exams and submit all written assessments at the end of Year 13. Physical paper: 2.5hrs ‐ worth 40% of the A level A: Water and carbon cycles B: Coastal systems and landscapes C: Hazards Human paper: 2.5hrs ‐ worth 40% of the A level A: Global systems and governance B: Changing places C: Contemporary Urban environments Geographical investigation: 4000 word report. Worth 20% of the A level. Based on a question about any part of the specification. This is an independent

study of a topic of your choice, linked to the content studied in class.

What will lessons be like? You will be involved in a wide range of learning experiences, which will include fieldwork, ICT, role play, debates, simulations, group work and discussion. The aim of the course is to use contemporary case studies to examine key themes and Geographical issues. Fieldwork The fieldwork in Geography will take place throughout the course with a minimum of four fieldwork days

relating to both the Human and Physical elements of the course. There will be additional opportunities to

complete fieldwork and experience out of classroom learning though out the A Level. This will give you a

head start in building upon transferable skills employers look for, alongside understanding the topics in

more depth.

Entry requirements:

In order to be considered for this course, a Grade 6 or above in GCSE English or English Literature would be desirable. Should you still wish to be considered with a Grade 5, you should request an interview with the course leader Mr Thornton.


As an A level learner there will be an expected emphasis on independent learning. Each learner will take responsibility for their study. As well as studying in class, they must be prepared to study a minimum of 5 additional hours per week. Each week they will be set independent work and this will be integrated/expanded into classroom learning.

An independent fieldwork investigation based on a question about any part of the specification. This is an independent study of a topic of your choice, linked to the content studied in class.

Art and Design (Fine Art) Subject:

This is a two year course which will introduce you to the different aspects of Art & Design through a wide range of disciplines. This course will provide you with opportunities to develop personal responses to ideas, observations, experiences, environments and cultures in practical, critical and contextual forms.

You will also be introduced to various techniques and skills through workshop sessions helping you to build an art & design portfolio. You will also be given the opportunity to choose the specialist subject areas in which you want to work e.g. fine art, photography, textiles, graphic communication, 3 dimensional design, as well as the topic of study in order to further refine your portfolio. This course is for anyone who wishes to gain a qualification that will support you to progress in the area of Art & Design.


As well as refining your knowledge and skill in a range of art materials, media, processes and

techniques; creative thinking, problem solving and the ability to communicate ideas, human

experience and emotion are traits that will allow you to make smooth transition to the next

level of study. There is a huge breadth of career opportunities within the creative

industries; from Fine Art careers, to Graphic Design, Spatial Design, Digital and Multi‐Media,

Film, TV, Fashion and Textiles. Many universities will accept Art and Design as an A‐level

when applying for courses such as Art and Design, History and Communication and Curation,

Creative Technology.

http://www.creativejourneyuk.org/

http://www.artsjobs.org.uk/


Year 12

In Year 12, students will develop their coursework portfolio and refine skills, their use of materials, techniques and processes. They will have the opportunity to study both traditional and contemporary artists and methods of creating.

http://www.aqa.org.uk/subjects/art‐and‐design/as‐and‐a‐level/art‐and‐design


please see Miss G Burns.

Year 13

In Year 13, students will complete their coursework portfolio and begin the written component to the course. This will be linked to their artistic practice and relevant to their own personal line of study. Students will begin the externally set assignment on or after 1st February. The emphasis in this project is on the development of original ideas.

http://www.aqa.org.uk/subjects/art‐and‐design/as‐and‐a‐level/art‐and‐design

Year 12 Year 13

Transpositions Project (usually Portraits Project)

Transpositions Project – Written Element

Art and Science – Skeletal The Human Condition – Personal Investigation

Art and Science – Micro/Macrocosms Externally Set Assignment

Art and Science – Personal Investigation


50% Coursework Portfolio, 25% Personal Investigation, 25% Externally Set Assignment

Entry requirements:

While this specification is particularly suitable for students who have studied GCSE Art &

Design or who wish to develop their interest and enjoyment of the range of endorsements

and techniques that the subject offers, it is not a requirement. If you have taken an art

subject at GCSE it is advisable that you will have achieved a minimum of a Grade C.

You must be able to demonstrate independent qualities so that you can develop your own

ideas. An interest and enthusiasm for the subject is a must.


The course is taught by a range of teachers to facilitate the exploration and study of different disciplines, materials, techniques and processes. . Teaching activities include teacher and student‐led sessions, group work and independent study/research.


Being able to continue work set in lessons independently is a compulsory element of the course. Art students have access to their own work studio where they can work independently.

Photos

Politics Subject:

Politics is one of the most fluid and relevant subjects in the post 16 curriculum. The content is shaped by current world events, you may be able to put what you have heard on the news that morning into an exam answer! It builds upon key themes developed at Key Stage 4, and students will develop a range of analytical, investigative and critical skills to use in whatever career path they choose. To do well in Politics, students will need to keep up‐to‐date with current affairs. Politics combines well with a multitude of other subjects, and is particularly rewarding for those wanting to do a more academic and research based university degree. Graduates in politics have a whole range of careers opened up to them, even allowing them to work

internationally.


Students can progress to a wide range of careers in areas such as journalism and media, education, politics,

the civil service, diplomacy, teaching, law, and charity work.

https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/politics‐and‐international‐relations

Politics will improve the wider skills vital for success in further study or employment, including self‐confidence, speaking in front of others, working with others, taking responsibility and managing your time. Politics is a complementary A Level for multiple subjects such as History, Sociology and English, subjects which most universities require or prefer as prerequisites for their degree courses. This qualification offers a suitable progression route to further study at university level. Some universities even offer a combined History and Politics undergraduate degree, recognising the synergy between the two subjects.


Component 1: UK Politics

Written examination: 2 hours 33⅓% of the qualifica on 84 marks Content overview

Content Overview 1. Political Participation, students will study: • democracy and participation • political parties • electoral systems • voting behaviour and the media 2. Core Political Ideas, students will study: • conservatism, liberalism, socialism

Assessment overview Section A: Political Participation One 30‐mark question from a choice of two (each question uses a source) – students must complete one of these. Plus one 30‐mark question from a choice of two – students must complete one of these. All questions assess AO1, AO2 and AO3.


please see Mr M Taylor.

Section B: Core Political Ideas One 24‐mark question from a choice of two, which assesses AO1, AO2 and AO3.

Component 2: UK Government


Content overview 1. UK Government, students will study: the constitution, parliament, Prime Minister and executive,

relationships between the branches. 2. Non‐core political ideas, students will study: one idea from the following: anarchism, ecologism,

feminism, multiculturalism, nationalism.

Assessment overview Section A: UK Government • One 30‐mark question from a choice of two (each question uses a source) – students must complete one of these.

Plus one 30‐mark question from a choice of two – students must complete one of these. All questions assess AO1, AO2 and AO3.

Section B: Non‐core Political Ideas One 24‐mark question from a choice of two, which assesses AO1, AO2 and AO3

Component 3: Comparative Politics


Content overview Content overview For USA, students will study: the US Constitution and federalism, US Congress, US presidency, US Supreme Court and civil rights, democracy and participation, comparative theories.

Assessment overview Section A One 12‐mark question from a choice of two, which assesses AO1 and AO2. Section B One compulsory 12‐mark question focused on comparative theories, which assesses AO1 and AO2. Section C Two 30‐mark questions from a choice of three, which assess AO1, AO2 and AO3

It is the Edexcel Politics A level specification. https://qualifications.pearson.com/en/qualifications/edexcel‐a‐levels/politics‐2017.html


The course is 100% exam based; assessed by three exams at the end of Year 13. Each exam is worth 33.33% and lasts 2 hours.

Entry requirements:

In order to be considered for the course, pupils should have at least a 5 in GCSE History or English Language. It is also desirable for students to have a good understanding of British History in order to ensure a sound foundation on which to build their A level studies.


The course is taught by a range of teachers to facilitate the exploration and study of all of the political components. Activities in lessons range; independent study, group tasks, presentations and both teacher and student led sessions.



Criminology Level 3 Diploma Subject:

This course is an Applied General qualification and aims for learners to gain knowledge and understanding in purposeful contexts linked to the criminal justice system. The qualification would support learners’ progression from any study at Level 2, particularly GCSEs in Sociology, Law, Psychology, Citizenship, History and Humanities. It is likely to be studied alongside GCE A Levels and has clear links to topics such as Psychology, Sociology and Law and therefore study with at least one of these subject choices would be beneficial.

The main purpose of the WJEC Level 3 Diploma in Criminology is mainly to use the qualification to support access to higher education degree courses, such as: BSc Criminology, BA Criminology, BA Criminology and Criminal Justice, BSc (Hons) Criminology and Psychology, LLB (Hons) Law with Criminology, BA (Hons) Criminology and Sociology, BA (Hons) Criminology, BSc (Hons) Psychology and Sociology, BSc Criminology with Law etc.


he qualification allows learners to gain the required understanding and skills to be able to consider employment within some aspects of the criminal justice system, e.g. the National Probation Service, the Courts and Tribunals Service or the National Offender Management Service.

Students may continue to Higher Education and complete a degree in Criminology or other related disciplines.

Job options: Jobs directly related to a degree in Criminology include: • Community development worker • Detective • Police officer • Prison officer • Probation officer • Social worker • Youth worker

For further information on related careers, see https://www.prospects.ac.uk/careers‐advice/what‐can‐i‐do‐with‐my‐degree/criminology.


The first mandatory unit will enable the learner to demonstrate understanding of different types of crime, influences on perceptions of crime and why some crimes are unreported.


please see Mrs C Watts.

The second mandatory unit will allow learners to gain an understanding of why people commit crime, drawing on what they have learned in Unit 1.

The third mandatory unit will provide an understanding of the criminal justice system from the moment a crime has been identified to the verdict. Learners will develop the understanding and skills needed to examine information in order to review the justice of verdicts in criminal cases.

In the final mandatory unit, learners will apply their understanding of the awareness of criminality, criminological theories and the process of bringing an accused to court in order to evaluate the effectiveness of social control to deliver criminal justice policy. The course specification can be found at http://www.eduqas.co.uk/qualifications/criminology/Criminology‐2015‐Spec.pdf?language_id=1

Qualification Structure

Unit Number/ Weighting

Unit Title Assessment

1 ‐ 25% Changing Awareness of Crime Internal ( 8 hour controlled assessment)

2 ‐ 25% Criminological Theories External Exam (1 hour 30 minutes)

3 ‐ 25% Crime Scene to Courtroom Internal ( 8 hour controlled assessment)

4 ‐ 25% Crime and Punishment External (1 hour 30 minutes)

Learners must pass ALL units to achieve the Diploma


Each Unit is worth 25% of the overall Diploma and carries 100 marks. There is a 50/50 split between internal assessment and external exams. The internal assessments consist of a task or tasks based on the unit content, with a scenario and some additional appendices to support the learner in completing the tasks. The internal assessment is invigilated in exam conditions and learners are allowed to take their class notes (Unit file) into the exam room. This is ONLY for the internally assessed exams (Unit 1 and Unit 3).

Entry requirements:

In order to be considered for this course, you will have 5 GCSE’s grade 5 or above

How the course is taught?

The course is taught by a range of learning activities including, research, discussion, presentations, watching relevant videos, written work, and essay writing skills development, learning theory, case law and statute law. You will work both individually and as part of the group to ensure that you have a variety of learning in class and in home learning activities. You will be responsible for building a portfolio of class notes to be used in the Unit 1 and Unit 3 internal assessments.


Independent research is a compulsory element of the course. Attending course related internal and external visits linked to your course of study are also imperative as the Criminology Diploma focuses on putting the theory into a practical context.

Photos

Documents

English Language - Monkwearmouth Academy · The aims and objectives of the Pearson Edexcel Level 3 Advanced GCE in English Literature are to enable students to read widely and independently