Hylands School Form Prospectus.pdf · 2017-09-12 · as are strapless, backless or baggy tops with logos Skirt or dress. (Skirts and dresses should be of a suitable length) Slits

Sixth Form

Are you looking for Sixth Form education next year?

Information & Course Guide

2017/18

For further information please contact our Director of Sixth Form Mr Hewlett:

Tel: 01245 266766 email: [email protected]

Hylands School, Chelmsford Road, Chelmsford, Essex, CM1 3ET

Hylands School @HylandsSchool www.hylands-tkat.org

Hylands School

Part of The Kemnal Academies Trust

A Warm Welcome

It gives me great pleasure to introduce Hylands Sixth Form. Many of our 6th Form students join us from

Hylands Year 11, however we extend a warm welcome to those who are considering joining us from

other local education providers.

We provide an excellent academic experience for our Year 12 and 13 students, which in turn helps

furnish them with a strong foundation for their future. Our flourishing 6th Form provides students with

opportunities, responsibility and a vibrant community spirit, which we firmly believe contributes to

their overall social and personal development.

At Hylands, we offer excellent teaching and learning opportunities and possess a track record of

students obtaining excellent grades to enable them to access quality universities. We maintain strong

links with prestigious employers and Higher Education providers such as Oxford University Law

Department and KPMG Accounting Firm which benefits our students tremendously.

We are delighted to offer 30+ A Level and BTEC courses to our students in 2016/7. Some of these

courses are unique to Hylands amongst local providers and are rated extremely well by national

bodies.

Student success is our first priority and every member of staff is strongly focussed on helping them fulfil

their potential. Our highly experienced and committed team of tutors and subject teachers provide a

strong culture of support and challenge.

We hold extremely high expectations of students which, coupled with our excellent buildings and

facilities, provide the right environment for the realisation of each student’s full potential. Hylands

offers a happy, supportive learning community with a caring and family ethos.

Furthermore, our goal is to see students emerge feeling proud, confident and well educated and that

they have the necessary qualifications, skills and range of experiences required to respond successfully

to a challenging world.

Mr D Hewlett - Director of 6th Form

Hylands Sixth Form Results

In the last few years, a great deal of hard work and energy has been dedicated by

Hylands staff to improving the outcomes that our post 16 learners achieve. Below are some of the key

headline statistics and results that current Year 11 students and their families may be interested to

consider when making their choice of post 16 provision.

2016 A2 Cohort 97% A*-E grades2015 A2 cohort 97% A*-E grades / 2014 A2 cohort 100% A*-D grades

100% A2 students in 2015-16 were offered places at their first/second choice of university.

91% A2 students in 2014-15 were offered places at their first/second choice of university.

100% A2 students in 2013-14 were offered places at their first choice of university.

For the last four years Hylands 6th Form was rated as very good when compared to all schools in terms

of students achieving above their predicted grades according to the ALPs analysis produced by Durham

University.

In 2015.16 the following departments have all been rated as very good when compared to other A level

providers by ALPs (Durham University):

Biology, Business Studies, Chemistry, D&T, Health & Social Care, Music Technology, Psychology,

Sociology, Art, Drama and Photography

Hylands Sixth Form Students in the last two years have gone on to study their degrees at universities

such as: UCL, Bath, York, Birmingham, Warwick, Essex, Sheffield, Manchester and many other top class

institutions.

The average class size in all subjects across the last 4 years has been less than 10 students for both AS

and A2 courses. So your son or daughter can be guaranteed the attention and support that he/she

needs to fully achieve their maximum potential.

Sixth Form Senior Team

“The Senior Sixth shares the same commitments as our predecessors: enthusiasm, community and happiness. As a team, we are able to deliver on a variety of different fronts, be it fundraising, events marketing for sixth form or peer mentoring. Most recently, we raised a large amount of money for Children in Need, and are hoping to continue this throughout the year for a multitude of organisations. Our Peer Mentoring schemes, operating at KS3, 4 and 5, focus on helping students struggling either academically or socially; this additional layer of support creates links between year groups and strengthens the community within the school. The Student Voice panel - run by sixth form members - allows members from all years to interact and engage on key issues regarding our community. Our Events team, whilst aiding charity drives, plans and delivers the Summer Ball, an amazing end-of-year prom that everybody in Sixth Form looks forward to. We in the Senior Sixth are able to operate effectively as a team, and are deeply committed to the outcomes, progress and environment surrounding all students, as is the school as a whole. The Sixth Form at Hylands has given us all the opportunity to explore and excel at subjects we are passionate about, with teachers that share our enthusiasm. They offer an insightful and supportive approach to independent and seminar learning, and we feel they are preparing us well for university and life beyond education. In particular, the support offered to all sixth form students at the end of Year 12 and throughout Year 13 in terms of either UCAS applications or future employment is exemplary. One-on-one discussions and feedback specific to every student is given by many members of staff and allow all of us the best chance at success possible. We hope that any students looking for passion and enthusiasm will consider Hylands and be able to experience A-Levels in the engaging and positive way our Sixth Form offers. "

- Head G

Sam and Daisy

Head Boy and Head Girl

Sixth Form Course Entry Requirements

In old fashioned language:

5 A*-C including English and Maths

In the new language:

Attainment 8 Score: 48

(Students who do not quite reach this figure but that have a positive Progress 8 score will have their

application considered by the Head of Sixth Form).

Subject Specific Grades:

Subjects will have their own entry requirements which students will be expected to achieve.

This will normally be in the region of a Grade 6 or above (Solid ‘B’).

Pupils who wish to study at Hylands Sixth Form need to have demonstrated throughout year 11 a positive

work ethic. Any pupils who have been subject to fixed term exclusions during year 11 will have their offer

of a place reviewed by the Head of Sixth Form.

Where there is an insufficient number of students selecting a certain course, a course may not run as an option and students will be advised accordingly. Precise course contents as contained in this booklet may be subject to change according to examination board amendments, however the general subject matter will remain the same.

Sixth Form Dress Code Expectations Sixth Form students will be regarded as role models for students lower down the school and their standards of dress are an important part of the culture of the Sixth Form. As part of this and as part of the requirements to prepare our students for their working lives, we implement a Sixth Form dress code. Therefore, as role models and leaders of our student community, Hylands Sixth Formers are expected to dress and act in a smart and confident manner. This means that they should not wear casual, immodest or revealing clothes. It is increasingly common practice for Sixth Forms to have an expectation that students come into school wearing business dress, i.e. for boys a suit, shirt and tie. We have settled on a dress code that stops short of full uniform or business dress. The aim is to have a smart appearance that allows a degree of personal choice. However, your school is a workplace and your appearance should reflect that. Boys

Girls

General points to consider: Clothing that features logos and slogans are unacceptable – this does not extend to manufacturers names or small logos that are displayed discreetly. Denim clothing in any form is unacceptable (except plain black jeans). Most jewellery is considered acceptable; however, students may be required to remove items if an excessive amount of jewellery is worn. Because of the constant changes of fashion that take place, it has to remain the right of senior members of staff and the Head of Sixth Form to determine that a particular item of dress is not appropriate for school.

Students who turn up to school in appropriately dressed will be asked to go home and change.

Acceptable NOT Acceptable

Shirts with collar or polo shirts

(ties can be worn as an optional accessory)

T-shirts

Trousers should be tailored or plain black jeans with no

trims, rips, and holes etc

Combats, tracksuit bottoms or shorts

Formal shoes, similar to those worn in the rest of the

school e.g. shoes or boots in black or neutral colours

Canvass shoes may be worn if one colour

and without a logo

Trainers, flip flops etc

Suit or smart jacket

(this is an optional item and may be worn at personal preference)

Denim jackets

Smart jumpers, cardigans Hoodies

Acceptable NOT Acceptable

Blouse, shirt or tailored top Tops that expose the abdomen or

reveal a cleavage are unacceptable

as are strapless, backless or baggy tops with logos

Skirt or dress.

(Skirts and dresses should be of a suitable length)

Slits of more than two inches

Trousers should be tailored or plain black jeans with no

trims, rips, and holes etc.

Leggings can only be worn with a longer top or skirt

Combats, tracksuit bottoms or shorts

Leggings with a short top

Formal shoes, similar to those worn in the rest of the

school e.g. shoes or boots in black or neutral colours

Canvass shoes may be worn if one colour

and without a logo

Trainers, sandals, flip flops etc.

Suit or smart jacket (this is an optional item and may be worn at personal preference)

Denim jackets

Smart jumpers, cardigans Hoodies

Sixth Form Application process for External Students

At Hylands we are always very happy to accept applications for our sixth form from students who studied

for their Key Stage 4 qualifications at other schools.

Before applying to Hylands Sixth Form, please ensure that you have read the most up to date Sixth Form

Information and Courses Booklet and have looked at our Option Blocks document. This will ensure that you

have up to date information on the courses we are likely to run during the next academic year. These

documents can be found in the Sixth Form section of the schools web site.

If then you wish to apply to our sixth form please email our Head of Sixth, Mr Hewlett, at

[email protected], with the following information;

You name & contact details

The school you studied/are studying for your GCSE’s (current college if applicable)

Your GCSE results and/or predicted grades

The subjects you wish to study at Hylands

You will then be contacted to arrange a suitable time for you to come in to discuss your option choices and

also have a tour of the school should you wish.

Please be aware that the final decision regarding your acceptance into our sixth form and the courses you

will study will not be made until we have received a copy of your GCSE (or equivalent) results.

mailto:[email protected]

A LEVEL ART, CRAFT AND DESIGN

EXAMINING BODY : Pearsons Edexcel

ASSESSMENT AND CONTENT

Art GCE encourages students to develop intellectual, imaginative, creative and intuitive powers and investigative, analytical, experimental and practical skills. The AS consists of two components, both teacher assessed and externally moderated. AS marks or grades will not count towards the full A level. Component 1 - Personal Investigation 50% Component 2 - Externally set assignment 50% Students will generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes and refine ideas towards producing personal resolved outcomes. Students must work independently in terms of the development of ideas, intentions and responses. The A level consists of two components: Component 1 - Personal Investigation (60%) Part 1 - From personal starting points students to submit supporting studies and personal outcomes (72 marks) Part 2 - Personal study students to submit a piece of ‘continuous prose’ minimum 1000 words Component 2 - Externally Set Assignment (40%) Externally set, broad based theme released to teachers and students. Students will create over 15 hours of sustained focus and a final response to the theme. They will submit preparatory studies and personal outcomes. Candidates will be required to be enthusiastic, committed and well organised to succeed as AS/A level in Art and Design. Students will have to work from personal starting points and therefore have the scope to be independent of thought while improving skills and creative processes during structured lessons. It is vital for the candidate to complete work in a fluent and confident way in order to achieve in the subject. The course should appeal to the serious art student who wishes to explore their creative and problem solving skills and abilities independently. Candidates should carefully consider this course as it demands academic thought and rigour in conjunction with skilled application of a variety of materials for outcomes and preparatory work. Minimum Entry Requirements

1. GCSE subject specific grade required: GCSE Art & Design minimum grade B 2. Pre-summer work required to be completed by students: Yes 3. Students who achieve lower than GCSE subject specific grade may be accepted at the Head of

Department’s discretion

A LEVEL BIOLOGY

EXAMINING BODY: OCR

Biology is a very popular and successful A level subject at Hylands. Studying this subject will enable you to acquire a systematic body of biological knowledge and an appreciation of its significance. It is a subject that can provide you with good employment prospects and respect for all things living. This course develops many of the topics you may have already studied.


A flexible approach where the specification is divided into topics, each covering different key concepts of biology. Teaching of practical skills is integrated with the theoretical topics and assessed through written papers. The Practical Endorsement will also support the development of practical skills.

Module 1: Development of Practical Skills in Biology

Module 2: Foundations in Biology

Module 3: Exchange and Transport

Module 4: Biodiversity, Evolution and Disease

Module 5: Communications, Homeostasis and Energy

Module 6: Genetics, Evolution and Ecosystems

There is a field trip organised as part of the course and to carry out practical skills.

Relevance

An A level qualification in Biology could prepare you to study Biology or one of the Biological Sciences in Further or Higher Education. You may wish to take a more vocational course leading to a career in Medicine, Veterinary Medicine, Animal Health, Horticulture, Agriculture, Physiotherapy, Nursing, Ecology, Forensic Science etc.

Minimum Entry Requirements:

1. GCSE subject specific grade required: GCSE Double Award Science, minimum grade B, B 2. Pre-summer work required to be completed by students: Yes 3. Students who achieve lower than GCSE subject specific grade may be accepted at the teachers’ discretion.

A LEVEL BUSINESS

EXAMINING BODY—AQA AS/A Level GCE Level Business


Students of this course should study business in a variety of contexts (eg large/small, UK focused/global, service/

manufacturing) and consider:

the importance of the context of business in relation to decision making

the interrelated nature of business activities and how they affect competitiveness

the competitive environment and the markets in which businesses operate

the influences on functional decisions and plans including ethical and environmental issues

the factors that might determine whether a decision is successful eg the quality of data and the degree of

uncertainty

how technology is changing the way decisions are made and how businesses operate and compete

the impact on stakeholders of functional decisions and their response to such decisions

use of non-quantitative and quantitative data in decision making (including the interpretation of index numbers

and calculations such as ratios and percentages).

Strategic decision making (A-level only)

The study of strategic decision making should build on the study of decision making in the functional

areas.

Students should consider:

the impact of technology on strategic decision making

the influences of Corporate Social Responsibility, ethical and environmental issues on strategic decisions

the difficulties in forecasting future trends

the importance of assessing feasibility and risk when making strategic decisions

the impact on stakeholders of strategic decisions and their response to such decisions.

The topics lend themselves to studying and engaging with the business world. The specification and assessment

should encourage students to follow business developments and think critically about contemporary business

issues. Most of the assessment material is based on real business situations. By examining and thinking critically

about real business situations as they study the subject, students will gain an insight into different contexts which

will help them to understand the key issues in any situation and compare and contrast this with other situations

and apply their understanding The qualification can be taken as a one-year course, or as a two-year course. The one-year course is awarded as a discrete. Option 1: AS - 1 year 100% examination 3 hours of examination (2 x 1.5 hours)

Option 1: A level – 2 years

100% examination

6 hours of examination (3 x 2 hours)

A LEVEL CHEMISTRY

EXAMINING BODY: Oxford and Cambridge Board Syllabus


A flexible approach where the specification is divided into topics, each covering different key concepts of chemistry. Teaching of practical skills is integrated with the theoretical topics and they are assessed both through written papers and practical endorsement.

Module 1: Development of Practical Skills in Chemistry

Module 2: Foundations in Chemistry

Module 3: Periodic Table and Energy

Module 4: Core Organic Chemistry

Module 5: Physical Chemistry and Transition Elements

Module 6: Organic Chemistry and Analysis

Relevance

Chemistry A level can be used to find employment in many different areas including: medicine, veterinary science, engineering, law, environmental sciences, pharmaceutical industry, biological sciences and construction industry.


1. GCSE Mathematics grade B or higher 2. GCSE subject specific grade required: GCSE Science minimum grades A, B 3. Pre-summer work required: Yes 4. Students who achieve lower than GCSE subject specific grade may be accepted at the teachers’ discretion.

A LEVEL DESIGN AND TECHNOLOGY: Product Design

EXAMINING BODY: AQA


The specification offered is Design and Technology Product Design. You should develop an understanding of a broad range of materials, with emphasis on the life cycle of products, manufacture and final disposal. You will need to consider the broader issues for the designer including the environmental sustainability of products and consumer safety. Graphic applications such as packaging, point of sale displays and model making can be followed within this course structure.

The AS specification has 2 units:

Unit 1 is assessed via a 2 hour written exam worth 50% of total AS /25% of total A level marks.

You will learn about:

Physical and mechanical properties in a broad range of materials and components;

Environmental sustainability, health and safety issues and life cycle of products;

Methods in which materials and components can be manipulated to manufacture products;

Computer aided design (CAD) and computer aided manufacture (CAM);

Ergonomics and anthropometrics, inclusive design and consumer safety.

Unit 2 is coursework of approximately 35 hours worth 50% of total AS / 25% of total A level marks. You will undertake projects to gain skills in working with wood, metal and plastics, these will be assessed via a portfolio of around 36 pages.

The A2 specification has 2 units:

Unit 3 is assessed via a 2 hour written exam worth 25% A level marks.

You will learn about:

Classifying materials and identifying, testing and comparing their application to product manufacture

The implications of Health and Safety as an element of design activity Use of CAD/CAM for industrial production

Moral, economic, social and environmental responsibilities of the designer

Planning production procedures and methods Unit 4 is coursework of approximately 45 hours worth 25% of total A Level marks.

You will build on knowledge gained in AS to develop a final portfolio and prototype for your own product.


1. GCSE subject specific grade required: GCSE C grade in Design and Technology or Art and Design 2. Due to Maths in exam—minimum grade C in maths and science 3. Pre-summer work required to be completed by students: Yes 4. Students who achieve lower than GCSE subject specific grade may be accepted at the teachers’ discretion.

A LEVEL DRAMA AND THEATRE STUDIES

EXAMINING BODY: Pearsons Edexcel


Following this course you will be expected to complete independent research and reading, attend a

variety of performances and perform in a number of school, workshop and showcase productions.

The course demands that you develop both your practical and written skills in the understanding of

Drama and Theatre Studies. You must be committed to participating fully in all aspects of the course and

you must be prepared to spend time in all areas of your studies. You must enjoy every aspect of Drama

and understand nothing is achieved or gained without hard work, blood, sweat and tears (plus laughter

along the way).

A Level

This course is a linear two year course consisting of three

units, which are all assessed during the second year.

Unit 1: This explores devising an original piece of theatre as

a group using a stimulus and a practitioner. Students also

complete a written portfolio , evaluating their performance.

Unit 2: Students will bring a play text to life as a big performance in groups. They will also learn and

perform a monologue from another text. Both are performed to an external examiner.

Unit three: Students will explore a 2 1/2 hour written paper using knowledge of two contrasting plays.

There will also be a theatre trip where students will complete a review on a live performance.


1. GCSE subject specific grade required: GCSE Drama minimum grade B

2. Pre-summer work required to be completed by students: Yes

3. Students without GCSE Drama can be considered subject to successful interview

A LEVEL ENGLISH LITERATURE

EXAMINING BODY AQA (B) - GCE Syllabus 7716/7717

All students follow the AQA Literature B course.

The exam board state that the specification has been designed to encourage students to:

Read widely and independently both set texts and others that they have selected for themselves;

Engage critically and creatively with a substantial body of texts and ways of responding to them;

Develop and effectively apply their knowledge of literary analysis and evaluation through writing.

Unit 1: Elements of Tragedy—40% of A Level - Written paper—2 hrs 30 mins; closed book exam

Questions:

Section A: one passage-based question on set Shakespeare text (25 marks);

Section B: one essay question on set Shakespeare text (25 marks);

Section C: one essay question linking two texts (25 marks).

In this unit students will critically analyse at least three texts focusing on tragedy and the effects and ways in which the writer has created and engages with ‘tragedy’. Texts studied cover novels and plays both from the Literary Heritage and contemporary works as well as poetry selected from the Literary Heritage. This is a closed examination unit.

Unit 2: Elements of Crime Fiction—40% of A Level—Written Paper—3 hours; open book exam

Questions:

Section A: one compulsory question on an unseen passage (25 marks);

Section B: one essay question on set text (25 marks);

Section C: one essay question which connects two texts (25 marks).

In this unit students will critically analyse at least three texts focusing on the depiction of crimes, the ways and effects in which the writer has created and engages with ‘crime’ and the ways in which it is viewed by the reader. Texts studied cover novels both from the Literary Heritage and contemporary works as well as poetry selected from the Literary Heritage. This is a closed examination unit.

Unit 3: Theory and Independent Reading—30% of A level

In this unit candidates are encouraged to further develop research skills acquired throughout the course to synthesise knowledge and understanding acquired through their studies in an extended individual study of two literary texts that act as the basis for thematic studies. They are also introduced more formally to different forms of literary and philosophical or social theories and the ways in

which they are applied to literary texts. This is a coursework unit of two essays.


1. GCSE subject specific grade required: Minimum grade B in English Literature and grade B in English Language. 2. Pre-summer work required to be completed by students: Yes 3. Students who achieve lower than GCSE subject specific may be accepted at the teachers’ discretion.

A LEVEL GEOGRAPHY

EXAMINING BODY: AQA

CONTENT AND ASSESSMENT

There are two main sections to the course which are taught through the two years.

PHYSICAL GEOGRAPHY

Unit A—We will be studying water and carbon cycles particularly from the point of natural systems across planet earth and how they are affecting life on our planet. There will be 2 main case studies where we will look at a tropical rainforest and also a local river.

Unit B—Here, we are looking at Coastal Systems and Landscapes. We will study coasts as natural systems and look at how process affects features. We will study how landscapes develop and how humans manage the coast. Our 2 case studies will be a local management scheme and a contrasting coastal area beyond the UK.

Unit C—This part of the course looks at Hazards and the different issues that they cause around the globe. Earthquakes and volcanoes will be studied along with storms and fires. Our examples will be both at a local scale as well as one beyond the UK.

HUMAN GEOGRAPHY

Unit A—We will study global systems around the world along with how we govern different areas of the World. Consideration will be towards how well we manage resources and in particular, focus will be on the Antarctic.

Unit B—Changing Places is the focus and here we will be looking at how 2 different places have changed over time. A local area and another will be our examples.

Unit C—For this module—Contemporary Urban Environments - we will study how towns and cities are evolving along with current issues that affect urban areas, such as climate, drainage and urban waste. We will look at 2 contrasting urban areas.

Both of these Sections are examined at the end of Year 13, each paper being 150 minutes long.

Relevance

Geography is widely accepted as an A level subject suitable to access many university courses, or as a creditable A level qualification for post-18 employment. The skills and knowledge learned over the two years are widely transferable and very attractive to most employers. Careers embarked upon by many of our A level students include: Computer management, civil service, customs and excise, environmental monitoring, town and country planning, banking, teaching, officer in Her Majesty’s Armed Forces, PhD research into Plate Tectonics and Economic Geography. Some of our students continue to study Geography at university whilst others find that the varied skills learnt at A Level equip them for the general world of work/further study.


1. GCSE subject specific grade required: GCSE Geography minimum grade C. 2. Non GCSE Geography students may apply but must have a C grade in GCSE English and C grade in one other Humanities subject. 3. Pre-summer work required to be completed by students: Yes

A LEVEL HISTORY



The A Level course is divided into four units; two will be studied in Year 12 and two in Year 13.

Year 12 Units—Communist States in the Twentieth Century Unit 1: Russia, 1917-1991 from Lenin to Yeltsin Unit 2: Mao’s China, 1949—1976 Year 13 Units Unit 3: Britain: Losing and Gaining an Empire, 1763—1914 Unit 4: Independent Historial Enquiry Some units may be subject to change, based on examination board adjustments. Units 1-3 are assessed by external examinations at the end of Year 13, whilst Unit 4 is a coursework unit assessed internally. Over the four units students will undertake a series of breadth and depth studies, including the examination of historical interpretations and the evaluation of sources. The coursework unit will be independently researched but mentored and assessed by the class teacher.

Relevance

History can lead to a wide range of university courses. It is equally acceptable as a general A level qualification for post-18 employment. There are a number of careers directly related to History: teaching, careers in government archives, museums and art galleries, libraries and information services and in archaeology. The ‘heritage industry’ is also a growing area of employment. Law and media are sectors that value History students as they usually have good discussion skills.


1. GCSE subject specific grade required: GCSE History minimum grade B. In the absence of obtaining GCSE History grade B, students may be accepted to this course provided they have achieved GCSE English Grade B 2. Pre-summer work required to be completed by students: Yes 3. Students who achieve lower than GCSE subject specific grade may be accepted at the teachers’ discretion.

A LEVEL INFORMATION AND COMMUNICATION TECHNOLOGY

EXAMINING BODY: AQA


This motivating and challenging course aims to encourage students to become active investigators with a full understanding of when, why and how to use ICT appropriately. The combination of both theory and practical work aims to fully equip students for a world beyond their A Level study. The course is made up of four different units:

AS

INFO1 Practical problem solving in the digital world – develops students’ knowledge and understanding of ICT systems through creative, practical experience.

INFO2 Living in the digital world – explores the wider picture of the use of ICT and enables the understanding of basic terms and concepts involved in the study of the subject.

A2

INFO3 The use of ICT in the digital world – examines the fast changing world of ICT, including developments in technology and the issues associated with the management of ICT and its use within organisations.

INFO4 Practical issues involved in the use of ICT in the digital world - this is a coursework module which

provides students with the opportunity to complete a substantial project involving the production of an

ICT-related system.

INFO1, INFO2 and INFO3 are all assessed through written exams.

INFO4 is 100% coursework based.

Relevance

This course has been developed for students who wish to progress to higher education or to the world of work, where understanding how ICT can be used in society and organisations, and the implications of it’s use, will be a valuable asset.


1. GCSE subject specific grade required: GCSE ICT minimum grade C


A LEVEL MATHEMATICS

EXAMINING BODY: Pearsons Edexcel Advanced Level Mathematics Course

ASSESSMENT

Assessment is by examination. There are 2 units for AS level Paper 1 - Pure Mathematics

Paper 2 - Statistics and Mechanics

There are 3 further units for A level

Paper 1 - Pure Mathematics 1

Paper 2—Pure Mathematics 2

Paper 3—Statistics and Mechanics

CONTENT

The specification cover topics in Pure Mathematics, Mechanics and Statistics. Students will be regularly set

work to be undertaken outside lesson time. In addition, they will be expected to work through extra

problems from exercises in text books and review their work regularly on MyMaths.

Relevance

Studying Mathematics at A level is particularly useful for students studying; Physics, Chemistry, Geography

or Economics.

Qualifications in Mathematics can lead to a wide range of careers including; accountancy, architecture

and most of the various types of engineering.

Students also have the opportunity to study Further Maths.


1. GCSE subject specific grade required: GCSE Mathematics grade 6 preferred.


3. Students who achieve lower than GCSE subject specific grade may be accepted at the teachers’

discretion

Level 3 Mathematical Studies (Core Maths)

Examining body: AQA

Assessment:

Paper 1—Compulsory content

Analysis of data

Maths for personal finance

Estimation

Critical analysis of given data and models

Paper 2—Optional content

The normal distribution

Probabilities and estimation

Correlation and regression

Relevance

Core Maths develops students’ mathematical skills and thinking and supports courses such as A level Psy-

chology, Sciences and Geography as well as technical and vocational qualifications. Content includes

mathematical modelling, evaluating and reasoning skills, solving problems some of which are substantial

real life problems that may be encountered by adults.

Minimum entry requirements

GCSE Mathematics Grade 4

A LEVEL MEDIA STUDIES

EXAMINING BODY: WJEC (2291/3291)


This course enables candidates to develop critical awareness and understanding of the media and its role

in building and moulding society and its attitudes through the exploration of the products of media

production processes (media texts), the institutions which produce them and the audiences which respond

to them.

Study is approached through the conceptual framework comprising Media Forms and Conventions, Media

Institutions and Media Audiences and Representations. At AS level, candidates engage in the construction,

deconstruction and critical analysis of a range of media texts and in the study of texts in relation to media

institutions and media audiences. At A level, candidates have the opportunity to extend their knowledge

with the conceptual framework thorough independent research project and engagement with a range of

contemporary media issues and debates.

A distinctive feature of the course is the practical production element at

both AS and A level. This enables candidates to put theory into practice

by creating their own media products, thus affording opportunities for

engagement in creative, imaginative and aesthetic activity.

Assessment is by means of two units of assessment for AS and a further

two units of assessment for A2. One of these units in both the AS and

A2 course is an externally assessed written exam of 2 1/2 hours

duration.

Relevance

A qualification in Media Studies does not itself open doors to the world of film and television industries.

It does, however, provide a good basis for employment in these areas as well as for a wide range of other

courses and occupations, such as journalism, advertising, teaching.

It is also a subject recognised by universities for the rigour of its academic content and the way the course

develops students’ approach to critical analysis and the understanding and application of conceptual

theory.


1. GCSE in English Language minimum grade B. 2. Pre-summer work required to be completed by students: Yes

A LEVEL MODERN FOREIGN LANGUAGES—FRENCH


ASSESSMENT

Assessment is by examination. A levels will now be fully linear, with students sitting their exams at the

end of the two-year course. AS students can go on to take the A level in year 2, but the AS qualification

will not count towards the A level.

Set literature at A level (choice of text or film at AS). All assessed through a target language essay.

Independent research project at A level assessed within the speaking exam.

Compulsory themes: social issues and trends, political and/or intellectual and/or artistic culture.

New Assessment Objective around knowledge and understanding of the target language culture -

students will need to demonstrate this in the Edexcel specification in the speaking and writing

components.

Paper 1: ‘Listening, reading and translation’

Written examination: 2 hours

40% of the qualification

Paper 2: Written response to works and translation

Written examination: 2 hours and 40 minutes


Paper 3: Speaking internally conducted and externally assessed

Total assessment time: between 21 and 23 minutes, which includes a single period of 5 minutes’

formal preparation time


CONTENT

At the heart of A Level Modern Foreign Languages are four linguistic skills: Listening, Speaking, Reading

and Writing. GCSE introduces them; A Level develops them and leads students to a greater degree of

fluency and breadth of knowledge. The range of topics covered is wider than at GCSE. Students learn

about France and are encouraged to visit.

Lessons involve work on written texts of all kinds, as well as material on cd, video and computer.

Knowledge about the language—its grammar and syntax—is taught and the emphasis is on accurate

communication and clear, concise expression in the foreign language. What makes an A Level different

from a GCSE is the study of topics. This gives a very special insight into the minds of French people, as well

as being an enjoyable and stimulating activity in its own right. The study of French films is particularly

popular.

Relevance

The course may be an end in itself or it can be used as a springboard to further study. French can be

studied in Higher Education, either alone, or in a combination with another language or another subject.

A LEVEL MODERN FOREIGN LANGUAGES—SPANISH


ASSESSMENT

Assessment is by examination. A levels will now be fully linear, with students sitting their exams at the

end of the two-year course. AS students can go on to take the A level in year 2, but the AS qualification

will not count towards the A level.

Set literature at A level (choice of text or film at AS). All assessed through a target language essay.

Independent research project at A level assessed within the speaking exam.

Compulsory themes: social issues and trends, political and/or intellectual and/or artistic culture.

New Assessment Objective around knowledge and understanding of the target language culture -

students will need to demonstrate this in the Edexcel specification in the speaking and writing

components.

Paper 1: ‘Listening, reading and translation’

Written examination: 2 hours


Paper 2: Written response to works and translation

Written examination: 2 hours and 40 minutes


Paper 3: Speaking internally conducted and externally assessed

Total assessment time: between 21 and 23 minutes, which includes a single period of 5 minutes’

formal preparation time


CONTENT

At the heart of A Level Modern Foreign Languages are four linguistic skills: Listening, Speaking, Reading

and Writing. GCSE introduces them; A Level develops them and leads students to a greater degree of

fluency and breadth of knowledge. The range of topics covered is wider than at GCSE. Students learn

about Spain and are encouraged to visit.

Lessons involve work on written texts of all kinds, as well as material on cd, video and computer.

Knowledge about the language—its grammar and syntax—is taught and the emphasis is on accurate

communication and clear, concise expression in the foreign language. What makes an A Level different

from a GCSE is the study of topics. This gives a very special insight into the minds of Spanish people, as

well as being an enjoyable and stimulating activity in its own right. The study of Spanish films is

particularly popular.

A LEVEL MUSIC

EXAMINING BODY: Pearsons Edexcel London Examinations AS Level in Music (8MU01)


Unit 1: Performing - 30% (internal assessment in June of examination year) Solo and/or ensemble Any style of music Any instrument/voice 5-6 minutes Notated or improvised Grade 5 or above Unit 2: Composing - 30% (external assessment in June of examination year) A 3 minute piece Choice of 4 topics Compose to a set brief CD sleeve note Unit 3: Developing Musical Understanding—40% (external assessment in June of examination year) 2 areas of study, Instrumental Music and Vocal Music 2 hour exam in 3 sections: - Section A - Listening Based on Anthology This part of the exam features excerpts from the anthology played on CD. Candidates have to identify key musical features of the set works and provide short and medium length answers. A skeleton score of the set work excerpts is provided. - Section B - Investigating Musical Styles A choice of questions is offered to the candidate, requiring longer answers. The questions focus on comparing different pieces within an area of study. The quality of written communication is assessed for this part of the exam. - Section C - Understanding Chords and Lines Students are assessed on their ability to use a score to analyse simple harmonic and melodic features, as well as their ability to complete an SATB texture. Students are able to access key boards with headphones during this part of the exam. Relevance Musician, composer, music administrator, music marketing, music management, music teaching, music publishing, music computer software industry, music therapy, recording studio engineer, music/sound editor, music producer, music journalist, instrument repair. Minimum Entry Requirements: 1. GCSE subject specific grade required: GCSE Music minimum grade B and a pass at grade 5 or equivalent performance ability. Auditions/interviews will be arranged for students without these qualifications. 2. Pre-summer work required to be completed by students: Yes

A LEVEL MUSIC TECHNOLOGY

Examining Body: Pearson Edexcel

Level 3 Advanced GCE in Music Technology (9MT0)

The Pearson Edexcel Level 3 Advanced GCE in Music Technology consists of two externally examined papers and two non examined assessment components. Students must subject their non examined assessment (NEA) and complete the examinations in May/June in the year of certification.

The Course is broken up into the following components:

Component 1: Recording (song choices released 1st June) - 20%

Component 2: Technology based composition (briefs released 1st September) - 20%

Component 3: Listening and Analysing—25%

Component 4: Producing and Analsying—35%

A LEVEL PHOTOGRAPHY - Lens based Media



The aims of the AS and A level Photography course are to encourage students to: Record, document and present examples of everyday life, using photography as a vehicle of artistic

expression, communicating personal ideas Use drawing methods such as pen or pencil on paper to plan shots, analyse and deconstruct their

imagery Research into contextual examples of photographers and image makers work from various historical

times and genres Annotate and write up their thoughts and feelings in order to reflect upon potential concepts and

outcomes Define their image making prior to take the shots by scouting locations, planning shoots around

weather conditions, using filters, studio lighting reflectors, props, make up or backgrounds to control each element within the frame

Be familiar with contemporary and emerging concept and learn how to analyse and critically evaluate photography, demonstrating and understanding purposes, meanings and contexts

AS Photography Component 1 Personal Investigation 50% Component 2 Externally Set Assignment 50% (AS marks or grades do not count towards the full A level) From personal starting points, students will submit supporting studies and personal outcomes An externally set broad based theme released to teachers and students Sustained focus period of 10 hours of controlled assessment in which students create final

responses to the theme. Students will submit preparatory studies and practical outcomes Students must work independently in terms of the development of ideas, intentions and responses A level Photography consists of two components Component 1 Personal Investigation 60% Part 1 - From personal starting points students to submit supporting studies and personal outcomes (72 marks) Park 2 - Personal study students to submit a piece of ‘continuous prose’ minimum 1000 words Component 2 - Externally Set Assignment 40% Externally set, broad based theme released to teachers and students. Students will create over 15 hours of sustained focus and a final response to the theme. They will submit preparatory studies and personal outcomes. Candidates should carefully consider this enjoyable course as it demands energy, enthusiasm and academic thought process. Students are expected to regularly write and annotate their thoughts, feelings and analytical discoveries in their work books to a high level of written English. Minimum Entry Requirements: 1. GCSE subject specific grade required: GCSE English minimum grade C, also useful to have GCSE Art minimum grade B/C 2. Pre-summer work required to be completed by students: Yes 3. Students who have studied a creative course at GCSE must only select this course if they are passionate about image making and photographic recording 4. Students who achieve lower than GCSE subject specific grade may be accepted at the teachers’ discretion.

A LEVEL PHYSICS

EXAMINING BODY: OCR


A flexible approach where the specification is divided into topics, each covering different key concepts of physics. As students progress through the course, they build on their knowledge of the laws of physics, applying their understanding to areas from sub atomic particles to the entire universe.

Module 1: Development of Practical Skills in Physics

Module 2: Foundation of Physics

Module 3: Forces and Motion

Module 4: Electrons, Waves and Photons

Module 5: Newtonian World and Astrophysics

Module 6: Particles and Medical Physics

Relevance

An A level qualification could lead to a career in; engineering, medicine, research, electronics, accountancy, communications, astronomy, or meteorology.

Minimum Entry Requirements: 1. GCSE Mathematics grade B or higher 2. GCSE subject specific grade required: GCSE Science minimum grades A, B 3. Pre-summer work required to be completed by students: Yes 4. Students who achieve lower than GCSE subject specific grade may be accepted at the teachers’ discretion.

A LEVEL PSYCHOLOGY

EXAMINING BODY : AQA Specification A - New two year linear course


At AS and A2 level, students will learn about psychological explanations of specific human thought and behaviours, facets of abnormal behaviour and methods of researching such issues. Over the course, students will develop skills in analysis, evaluation and application of knowledge. They will use these to consider the effectiveness of psychological theory and research in explaining everyday human action. In order to aid their understanding of the psychological research, students will be expected to carry out mini psychological investigations of their own, collect results, draw conclusions as well as evaluate their own work. *As from September 2015 students will study the new linear GCE (AQA) A-Level Psychology course where all examinations will be held at the end of the course, worth 100% of their overall A-level grade* Assessment and Content Students will learn about the following compulsory content, as well as three additional components of study: Compulsory content 1. Social influence 2. Memory 3. Attachment 4. Psychopathology 5. Approaches in Psychology 6. Biopsychology 7. Research methods 8. Issues and debates in psychology Additional content a. Relationships b. Schizophrenia c. Forensic Psychology Assessment Students will sit three separate two hour exams at the end of the two year course. Questions will range

from multiple choice, short answer and extended writing formats:

Paper 1 – Introductory Topics in Psychology 33.3% of overall A level Paper 2 – Psychology in Context 33.3% of overall A level Paper 3 - Issues and Options in Psychology 33.3% of overall A level Relevance AS and A2 Psychology give students a unique insight into why humans behave the way they do. It introduces students to a range of approaches used to study issues in psychology. This course is extremely beneficial for careers in psychology, health/welfare, law, teaching, marketing/advertising, human resources, general management, the police and the media. A Level Psychology is an excellent foundation for further study in this subject or related subjects in higher education. Minimum Entry Requirements: 1. GCSE subject specific grade required: GCSE Psychology minimum grade C 2. Non GCSE Psychology students may apply but must have a C grade in GCSE Mathematics and English. 3. Pre-summer work required to be completed by students: Yes

A LEVEL PHILOSOPHY AND ETHICS

EXAMINING BODY : Pearsons Edexcel

Paper 1 Philosophy and Religion

The design argument

The cosmological argument

The ontological argument

The nature of religious experiences

The problem of evil and suffering

Religious language

Works of philosophers Dawkins Westphal, Russell and Copleston

Religious experiences

Life after Death

Religion and science, ref to Dawkins and Darwin

Paper 2 Religion and Ethics

Environmental issues equality

Utilitarianism

Situation ethics

Natural Moral law

War and peace

Sexual ethics

Ethical language

Deontology

Medical ethics: beginning and end of life issues

Paper 3 A Study of Christianity

Beliefs and values

Wisdom and authority

Religious identity

Social and historical developments

Works of scholars

Religion and society

Relevance

A level Philosophy and Ethics is a good basis for going on to study at university. The key skills required – communication, IT, working with others, problem solving and improving your own learning and performance are key for students following university courses. Career opportunities include teaching, nursing, police and army.

Minimum Entry Requirements: 1. Non GCSE RE students may apply but must have a minimum C grade in GCSE English.

BTEC NATIONAL LEVEL 3 BUSINESS (VOCATIONAL)

EXAMINING BODY

Pearson


The Pearson BTEC National Certificate in Business is intended to be an Applied General qualification for post16 students wanting to continue their education through applied learning, and who aim to progress to higher education and ultimately to employment, possibly in the business sector. The qualification is equivalent in size to 0.5 of an A level and aims to provide an introduction to study of the business sector, normally alongside other level 3 qualifications. Students wishing to take this BTEC will have successfully completed a level 2 programme of learning with GCSEs or vocational qualifications. The content of this qualification has been developed in consultation with academics to ensure that it supports progression to higher education. In addition, employers and professional bodies have been involved and consulted in order to confirm that the content is also appropriate for and consistent with current practice for students planning to enter employment directly in the business sector. Everyone taking this qualification will study two mandatory units, both of which must be passed in order for the qualification to be awarded. They are: ● Exploring the Business Environment Developing a Marketing Campaign The qualification can be taken as a one-year course. The one-year course can be awarded as a discrete qualification, or count as half towards the Extended Certificate. 1 year (Certificate) 50% coursework (internally assessed), 50% controlled assessment (externally assessed) 2 years (Extended Certificate) 2 additional units: Personal & Business Finance (mandatory) 1 optional unit 50% examination (externally assessed), 50% coursework (internally assessed),

BTEC Level 3 National Extended Certificate in Health & Social Care

This course allows direct progression into the work place either directly or via study at a higher level. It is equivalent to one A level and is a two year course.

Students will complete four units of study, two externally assessed units, exams of 1 hour 30 minutes:

Human Lifespan Development;

Working in Health and Social Care;

Two internally assessed units:

Meeting Individual Care and Support Needs.

One other from a list of optional units.

The qualification is graded using a scale of Pass to Distinction*

The qualification is intended to carry UCAS points and is recognised by higher education institutions as contributing to meeting admission requirements to many relevant courses. It can be taken alongside, for example:

A levels in Biology and Psychology, which could lead to a BSc (Hons) in Nursing;

A levels in English and History, which could lead to a BA (Hons) in Primary Education.

How does the qualification provide employability skills?

Cognitive and problem solving skills: use critical thinking, approach non-routine problems applying expert and creative solutions, use systems and technology;

Intrapersonal skills: communicating, working collaboratively, negotiating and influencing, self presentation

Interpersonal skills: self management, adaptability and resilience, self monitoring and development.

How does the qualification provide transferable knowledge and skills for higher education?

The transferable skills that universities value include:

The ability to learn independently;

The ability to research actively and methodically;

To be able to give presentations and be active group members.

Minimum Entry Requirements

1. GCSE subject specific grade GCSE Health and Social Care minimum grade C;

2. Non GCSE Health and Social Care students may apply but must have Grade C in English;

3. Students may be accepted with lower grades at teachers discretion.

BTEC NATIONAL LEVEL 3 INFORMATION TECHNOLOGY (VOCATIONAL)

EXAMINING BODY: Edexcel BTEC


The BTEC Level 3 in Information Technology is a vocational qualification aimed at young people who want to study in a more practical, work-related way. The course is particularly engaging because of it’s real-world relevance and close alignment with industrial practice, allowing students to achieve a real understanding of IT that’s a true fit with the needs of the workplace. Students will complete the following two mandatory units: Communication and Employability Skills for IT– equips students to use a variety of communication skills and provide them with an understanding of the skills an employer wants and how to adapt the message to their audience. Computer Systems – enables students to understand the components of computer systems, be able to recommend computer systems for a business purpose and be able to set up and maintain computer systems. The remainder of the units are optional units chosen by the department and include; Website production, Computer animation, Computer networks and Digital graphics.

Assessment

6 units are completed over 2 years

All units are 100% coursework based and awarded at; distinction* (A*), merit (C) and pass (E) grades.

Relevance

The BTEC Level 3 in Information Technology is an ideal foundation for students entering employment. It

provides students with a theoretical background reinforced with practical skills that successfully transfer

into the modern workplace. As well as preparing students for the work place, the course is also relevant

to those who wish to take up Higher Education courses such as university degrees.

Minimum Entry Requirements: 1. GCSE ICT at a minimum grade C 2. Pre-summer work required to be completed by students: Yes 3. Students who achieve lower than GCSE subject specific grade may be accepted at the teachers’ discretion.

BTEC Level: 3 National Extended Certificate in Sport The Pearson BTEC National Extended Certificate in Sport is an Applied General qualification. For post 16 learns who want to continue their education through applied learning and who aim to progress to higher education and ultimately possible employment in the sports section. The qualification is equivalent in size to one A level and it has been designed as a full two year programme when studied alongside a further Level 3 qualification. Learners will study three mandatory units: Unit 1: Anatomy and Physiology

Unit 2: Fitness Training and Programming for Health, Sport and Well being Unit 3: n Professional Development in the Sports Industry Learners will study one optional unit from the following units: Sports Leadership; Application of Fitness Testing; Sports Psychology; Practical Sports Performance The styles of external assessment are:

Examinations—written paper; Set tasks—learns take the assessment during a defined

window and demonstrate understanding through completion of a vocational task

The styles of internal assessment are: Write up the findings of their own research Use case studies to explore complex or unfamiliar situations

Carry out projects for which they have choice over the direction and outcomes

Demonstrate practical and technical skills

What course this qualification lead to?

The qualification carries UCAS points and is recognised by higher education providers as contributing to meeting admission requirements for many courses if taken alongside other qualifications as part of a two year programme of study. It combines well with a large number of subjects and supports entry to higher education courses in a very wide range of disciplines (depending on the subjects taken alongside). For learners who wish to study an aspect of sport in higher education, opportunities include: BA (Hons) in Sports Studies and Business, BSC (Hons) in Sport Psychology, BA (Hons) in Sports Education, BA (Hons) in Sport and Exercise Science.

Learners should always check the entry requirements for degree programmes with specific higher education providers.

EXTENDED PROJECT QUALIFICATION LEVEL 3

EXAMINING BODY: AQA Specification


Our EPQ allows each student to embark on a largely self-directed project. They start by taking responsibility for the choice and design of an individual project or taking an individual role in a group project. During the process students will learn to:

Mature into critical, reflective and independent learners

Develop and apply decision-making and problem-solving skills

Increase planning, research, analysis, synthesis, evaluation and presentation skills

Apply new technologies confidently

Demonstrate creativity, initiative and enterprise.

All Project students follow the same basic project process and have to supply the following evidence for assessment:

Project product, in the form of a research report, production or artefact

Written report

Presentation of the completed Project

Completed Production Log

Relevance

The EPQ is offered as a standalone qualification that requires those who undertake it to document around 120 hours worth of study. This is an option that students can select once their year 12 examinations are completed.

The benefits of students doing the EPQ are to: boost recruitment opportunities; to motivate students by allowing them to pursue personal interests not covered by traditional qualifications; and for students to apply their new skills in other areas of study.

EPQ also attracts extra UCAS points

EPQ grade A* A B C D E

UCAS points 70 60 50 40 30 20


1. Pre-A2 work required to be completed by students: Yes. A significant or proportion of the research needs to be completed during the Summer holidays. Projects will be expected to be completed by Christmas of A2.

Hylands School Chelmsford Road

Chelmsford Essex

CM1 3ET

Telephone: 01245 266766 Fax: 01245 252570

Website: www.hylands-tkat.org Email: [email protected]

Documents

Hylands School Form Prospectus.pdf · 2017-09-12 · as are strapless, backless or baggy tops with logos Skirt or dress. (Skirts and dresses should be of a suitable length) Slits