Open Evening 2018 Booklet - · PDF fileapplication and inviting you to an interview with the Sixth Form Team or the Senior ... (Level 3, Diploma), IT (Cambridge Technical ... Physics,

Page 2

Page 3

Welcome to

Sponne School 6th Form …

Thank you for taking the time to attend our Sixth Form Open Evening. We look forward to receiving your

application and inviting you to an interview with the Sixth Form Team or the Senior Leadership Team.

Please can we remind you to look at the three routes carefully on our website before you complete your

application with us to ensure that you are applying for the correct courses in line with your predicted

grades.

May we remind you that the deadline for applications is 8th

February 2018. We will interview all students

by Easter 2018 and successful students will be invited to attend our induction period 2nd

& 3rd

July 2018.

Should you have any questions regarding Sixth Form, please do not hesitate to contact us via email.

We hope you find the information contained in this booklet helpful and informative. The information

provided in the Subject Option section is by subject.

Each subject sits within a faculty as listed below:

Business & Innovation Faculty

Business (BTEC), Business, Economics, Food Science & Nutrition

(Level 3, Diploma), IT (Cambridge Technical), IT (BTEC Creative

Digital Media Production), Product Design English Faculty Language & Literature, Literature, Media, Re-take

Expressive Arts Faculty Art (Fine), Drama & Theatre Studies, , Modern Foreign

Languages (French/German), Music, Photography

Humanities Faculty

Geography, Government & Politics, Health & Social Care (BTEC),

History, Philosophy, Psychology, Sociology, PSHE Mathematics Faculty Mathematics, Mathematical studies (Core/Level 3 certificate),

Further Mathematics, Re-take

PE Faculty Physical Education

Science Faculty Biology, Chemistry, Physics, Science (BTEC)

We look forward to welcoming you to our Sixth Form in September 2018.

Please Note: The subjects and information contained in this booklet are correct at time of going to press.

However, changes may occur as provision is subject to student demand and staffing resources.

For further information about admissions to the school, please contact Mrs Freer, 6th

Form Administrator

on 01327 350284 extension 119.

Page 4

SIXTH FORM CURRICULUM BROCHURE

CONTENTS

Welcome from the Sixth Form Team ………………………….………….…………………….……………………

3

Introduction

• Making the Right Choice ……………………………….……………………………………….………………

• Where can I get the guidance I need to make my choices?

• Sixth Form Curriculum ……………………………………………………………………………….…………..

o Programme of Study

o Option Block Structure

o A Level Curriculum/Reformed AS and A Levels: the facts

o Advanced Level Courses

o Vocational Courses – Applied, BTEC and Cambridge Technical

o English and Mathematics GCSE Re-sits

o UCAS Tariff points explained

5

6

Subject Options

• Business & Innovation Options ……………………………….…………………….………………………

o Business (BTEC), Business, Economics, Food Science & Nutrition (Level 3,

Diploma), IT (Cambridge Technical), IT (BTEC) National in Creative Digital

Media Production, Product Design

• English Options …………………………………………………………………………….……………………….

o English Language & Literature, English Literature, Media

• Expressive Arts & Languages Options ………………………………………………………………….

o Art (Fine), Drama & Theatre Studies, Modern Foreign Languages

(French/German), Music, Photography

• Humanities Options …………………………………………………..…………………………….……………

o Geography, Government & Politics, Health & Social Care (BTEC), History,

Philosophy, Psychology, Sociology

• Mathematics Options ……………………………………………..…………………………….…………...

o Mathematics, Further Mathematics, Mathematical studies (Core/Level 3

certificate)

• PE Options …………………….……..………………………………………………………………..……..………

o Physical Education

• Science Options …………………………………………………………..……………………………………….

o Biology, Chemistry, Physics, Science (BTEC)

• English and Mathematics GCSE (Re-take) ………………………………………………………………

• PSHE (Compulsory) …………………………………………………………………………………………………

8 – 14

15 – 17

18 – 25

26 – 32

33 – 35

36

37 – 40

41

42

• Welcome Letter from Head Girl and Boy…………………..…………………………..………………

43

Page 5

INTRODUCTION

At this point in your education you are facing some important decisions. Should you join Sponne School

Sixth Form, follow a course at college or elsewhere, or take up employment?

You will have to consider each of these options carefully in the light of available information.

MAKING THE RIGHT CHOICE

In making your choice of subjects, you should consider a range of factors:

• Interest in a subject is the obvious place to start the process of choice. Whether or not you have

enjoyed the content and methods of study at GCSE is an important indicator. Remember,

though, that A-level courses in some subjects are markedly different from those at GCSE, even

though they bear the same name. In addition, some A-level subjects are not studied at GCSE and

so you should find out what they involve in order to decide if they will interest you.

• Read the subject/course descriptions carefully

• Consider the grades that your subject teachers predict that you may get and the careers advice

that you have been given

• Make careful assessment of your aspirations and personal strengths

• Take your time to find out about all the subjects/courses that interest you and are relevant to

your possible career. Some subjects are more vocational than others. If you have a particular

higher education course or career in mind you should research its entry requirements carefully.

Medicine for example, will require Chemistry and preferably Biology, Physics and Mathematics.

The selection of a career, however, is a lengthy business involving frequent changes of decision

and direction for most people. Perhaps better than too narrow a field of choice, to such a

specific career, it is better to have a general idea. This will exclude some subjects but indicate a

set of four or five others.

• Pick subjects/courses that you enjoy, that you are good at and that will lead to a career that you

are interested in

• Log on to www.ucas.com and select course search to check you have chosen the correct A Levels

for your chosen career path

• Use this booklet to record your ideas as you discuss subjects with staff and students

WHERE CAN I GET THE GUIDANCE I NEED TO MAKE MY CHOICES?

* Your parents * Careers section in the Library

* Your Form Tutor * Mrs Mort as Head of Year 11

* Your Subject Teachers * Miss Austin as Head of Sixth Form

* The Prospects Advisor * Senior Leadership Team

Page 6

Talk to as many of these people as possible about your choices. Do your own research into careers or

higher education courses to make sure you are choosing suitable courses. Investigate websites such as

www.ucas.com. Take all the advice you get seriously, but then make up your own mind. You are the one

who must be happy with the choices you make.

Sponne School is here to help you with your Post 16 Choices Programme decision making.

This booklet, alongside the subject guidelines and specifications provides an invaluable information

resource which will be supported by consultation and Open Evenings. Additional information about the

school including exam results is published on the school website www.sponne.org.uk.

The Open Evening and Interviews provide the opportunity to discuss with the individual the most

appropriate choice for you. External students can combine the interview with a tour of the school. To

make an appointment please contact Mrs Freer on: 01327 350284 extension 119 or email

[email protected] Individual interviews with the Sixth Form Team and Senior Staff will take place in

early March. Everyone currently attending Sponne School is entitled to a place in our Sixth Form,

provided there is a suitable course for them.

The school has well established links with Northampton College, Moulton College and Sixth Forms of

other local schools. This provides a wide range of opportunities.

SIXTH FORM CURRICULUM

Programme of Study

Full time students aged 16-19, in any college or sixth form, are expected to complete study programmes

of around 500 guided learning hours per year. The majority of students will study 3 A Levels though a

few may decide to start Year 12 with 4.

Study programmes also include tutorial time and study support, PSHE, assemblies and work experience

where appropriate.

Option Block Structure

Please note that the subject blocks offered are based on current staffing, timetable considerations and

the results of a Year 11 survey of likely option choices. Any clashes will be considered once applications

have been submitted to the sixth form team and all pertinent information has been collated.

A Level Curriculum

Since September 2015 there have been significant changes to the A Level curriculum. Students can no

longer sit AS Level qualifications at the end of year 12 that count towards the full A Level.

Reformed AS and A levels: the facts

From September 2017 all the A Levels that we offer will be linear. This means that students will do all

their unit exams at the end of the Year 13. All content will be assessed at A Level standard. There will be

no opportunity, therefore, to re-take units.

Regular assessments will act as an important indicator of progress and A-level outcomes. Information

about new courses in this booklet is correct at the time of publication.

Grades are awarded at A*- E level. Students who do not achieve at least a Grade E are awarded a U

(unclassified). Each Grade has an equivalent number of UCAS points, which will be used by universities

to make students offers of places on degree courses. (A* = 56 points – E = 16 points).

Page 7

Advance level courses

We offer Level 3 courses which are Advanced GCEs (General Certificates of Education) – A Level. Applied

advanced level GCEs are in vocational areas and are assessed to a greater extent through practical work

and coursework.

You are suited to Level 3 (advanced) qualifications if you have achieved at least 6 grade 4s at GCSE

grades and you are keen to study at a higher level. You are likely to have passed English and

Mathematics at grade 4 (however, grade 5 is preferable) and Science at grade 4 or above, though you

may be able to retake GCSE English or Mathematics alongside your advanced level courses if necessary.

You may be looking to move into Higher Education at 18 or on to further training and a career.

Whatever your intentions you will be seeking to enhance your skills, understanding and prospects

through advanced level study.

Vocational Courses - Applied; BTEC and Cambridge Technical

Vocational courses are more closely related to the world of work with a practical slant, but there may

still be some examined elements; the amount varies according to the course taken. Assessment may be

by practical assessment, portfolio assessment (coursework), and examination.

Applied courses and BTECs are offered in some subjects. Applied courses are predominately assessed by

coursework with a smaller examined element. Applied subjects are designed to be more practical and

work related giving students a chance to put their learning into practice by compiling portfolios of work.

BTECs are work related qualifications suitable for a wide range of students, built to accommodate the

needs of employers and allow progression to university. They can be taken alongside A Levels and or

Applied courses. They are assessed solely by coursework which is internally assessed by teachers and

then externally moderated by the exam board. They provide a practical, real-world approach to learning

without sacrificing any of the essential subject theory

Vocational Courses

we offer:

Business (BTEC), Food Science & Nutrition (Level 3, Diploma), Health & Social Care

(BTEC), IT (Cambridge Technical), IT (Level 3 National in Creative Digital Media

Production), Mathematical studies (Core/Level 3 certificate), Science (BTEC),

English and Mathematics GCSE Re-sits

We offer classes in English and Mathematics GCSE for all students who have not achieved at least a grade

4 in these qualifications.

UCAS Tariff points explained

UCAS Tariff points are used by some universities and colleges to set their entry requirements and to

make offers. Currently, one third of courses in the UCAS search tool have a Tariff entry requirement.

From September 2017, a new Tariff has been in place. The new Tariff provides a fair and more

transparent process of allocating Tariff points across a wider range of qualifications.

Qualification and Grade New Tariff

A Level grade A* 56

A Level grade A 48

A Level grade B 40

A Level grade C 32

A Level grade D 24

A Level grade E 16

Take your time to make the choice that is right for you

Page 8

Business (BTEC) Qualification/Level BTEC, National Extended Certificate

Examination Board Edexcel

Contact for further information Mrs H. Nelson

BTEC Business involves considering the world around us through applying concepts to different business scenarios

and following current affairs. This course provides a broad study of business, with the opportunity to extend the

core knowledge through fascinating units that focus on specific business areas such as the business environment,

business resources, marketing, communication, accounting or human resources.

Students complete a series of research tasks which together will form a portfolio of work. These tasks involve

conducting both primary and secondary research in order to solve a business problem. Each of these assignments

in completed independently within a controlled working environment. Students will participate in discussions and

group work whilst preparing for the examination unit.

CAREER OPPORTUNITIES

Business supports progression into Higher Education courses in Business, Accounting, Economics, Tourism, Retail,

Sales and Marketing.

The BTEC Business course will allow for direct entry into employment in a variety of roles such as Marketing,

Human Resources, Accounting and Business Administration.

COURSE STRUCTURE

4 Units: Assessment

1. Exploring Business Internal Assessment

2. Developing a Marketing Campaign External Assessment – Controlled Assessment

3. Personal and Business Finance External Assessment - Examination

8. Recruitment and Selection Internal Assessment

Unit 1 Exploring Business - In this introductory unit, learners study the purposes of different businesses, their

structure, the effect of the external environment, and how they need to be dynamic and innovative to survive.

Unit 2 Developing a Marketing Campaign - Marketing is a dynamic field central to the success of any business. You

will gain an understanding of how a marketing campaign is developed. You will explore different stages of the

process that a business goes through when developing its campaign and develop your own campaign for a given

product/service.

Unit 3 Personal and Business Finance – This unit focuses on a detailed exploration of a range of financial concepts

that are crucial in everyday life. The concepts aim to enhance an individual’s role of managing money, in addition to

larger scale businesses.

Unit 8 Recruitment and Selection – This unit explores the foundations of a recruitment process in relation to a

selected organisation. Students will plan and undertake a practise recruitment process from the earlier stages of

creating a job description to identifying selection criteria.

Page 9

BUSINESS QUALIFICATION/LEVEL A-Level

EXAMINATION BOARD AQA

CONTACT FOR FURTHER INFORMATION Mrs H. Nelson

Business allows students to consider a wide variety of current issues of both a national and global nature.

Careful thought will be given to the ways in which different business themes interact and the impact this has on

decision making. In an increasingly competitive job market, work-related skills are vitally important. This course

will develop valuable research skills, confidence with data handling, analytical and evaluative skills, alongside the

ability to present written information logically. At least 10% of this course is assessed based on quantitative skills,

so aims to use and enhance understanding towards data and financial capability.


Business Studies by its very nature develops in students a broad and varied skills base, increasingly sought by

employers. This will prove equally useful to those entering employment or continuing into Higher Education on

numerous courses of study such as in Business Studies, Accountancy, Law and Economics, or other subjects

combined with Management. Potential career routes include Accountancy, Law, Leisure Management, Banking,

IT, Engineering, Recruitment, Sales and Marketing.

COURSE STRUCTURE

This course explores how businesses work and the external environment in which they operate. The ten modules

of study for the A Level programme are:

• What is Business?

• Managers, leadership and decision making.

• Decision-making to improve marketing performance

• Decision-making to improve operational performance

• Decision-making to improve financial performance

• Decision-making to improve human resource performance

• Analysing the strategic position of a business

• Choosing strategic direction examines

• Strategic methods: how to pursue strategies

• Managing strategic change

EXAM STRUCTURE

A Level: Marks Duration Weighting

Paper 1 All of the topics listed above 100 2 hours 33.3%



Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 10

ECONOMICS QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Mrs H. Nelson

Economics comprises the study of how we choose to use the earth’s resources to satisfy our needs and unlimited

wants. The aim of the course is for students to achieve an understanding of economic concepts and to use them to

analyse economic problems. In addition, students will gain a thorough understanding of the main financial, political

and economic institutions of the United Kingdom. Economics reveals why purely self-interested behaviour may still

produce a desirable outcome for society as a whole. But it also reveals how easily this process can go wrong,

justifying government intervention. Above all, the study of economics develops a mental approach suitable for

analysing a whole range of problems.


Economics will not only prepare you for a career in industry, the City or government, but will also be excellent

preparation for a range of related careers such as accountancy, banking, business, law, engineering and managerial

jobs in general. Studying Economics provides training in a variety of skills that are keenly sought by a wide range of

employers. Economics is a highly valuable A Level for entry onto a wide range of University courses.

COURSE STRUCTURE

MICROECONOMICS MACROECONOMICS

• The economic problem and economic methodology

• Individual economic decision making

• Price determination in a competitive market

• Production, costs and revenue

• Perfect competition, imperfectly competitive markets

and monopoly

• the labour market

• The distribution of income and wealth: poverty and

inequality

• The market mechanism, market failure and

government intervention in markets.

• The measurement of macroeconomic

performance

• How the macro economy works

• Economic performance

• Financial markets and monetary policy

• Fiscal policy and supply-side policies

• The international economy

COURSE ASSESSMENT STRUCTURE

At the end of the two year course, you will sit three two hour written exams – each exam will be worth one third of

the A-level. The papers will feature a range of question styles including: multiple choice questions, short answer

questions, essay questions, data response questions and case studies.

A Level: Duration Weighting

Paper 1 Markets and Business Behaviour 2 hours 33%

Paper 2 National and Global Economy 2 hours 33%

Paper 3 Material from the whole course 2 hours 33%

Page 11

QUALIFICATION/LEVEL Level 3, Diploma

EXAMINATION BOARD WJEC

CONTACT FOR FURTHER INFORMATION Miss E. Livesey


A level 3 qualification is the equivalent to an A2 level qualification in Food. This Food Science and Nutrition course

will be advantageous to any student planning a career in the wide parameter of the Food Industry, Nutrition &

Dietetics, Consumerism or Business and Marketing. The Food Industry is currently struggling to recruit suitably

qualified graduates. This varied course needs self-discipline and much practical application as well adversities depth

of scientific and academic study; both looked on as favourable to University applications.

COURSE STRUCTURE

This is an exciting course which will allow learners to gain a wealth of knowledge about Food Science and Nutrition.

You will have the opportunity to learn about the relationship between the human body and food, as well as

developing practical skills linked to experimental work and the cooking and preparation of food. There is an

emphasis on practical work. Students need to complete four units for the Diploma (Unit 1, 2 and 2 others).

Mandatory units will enable the learner to demonstrate understanding of nutrition and nutritional needs in a wide

range of contexts. The first mandatory unit will enable the learner to demonstrate an understanding of the science

of food safety, nutrition and nutritional needs in a wide range of contexts, and through on–going practical sessions to

gain practical skills to produce quality food items to meet the needs of individuals. The second unit will allow learners

to develop their understanding of the science of food safety and hygiene; essential knowledge for anyone involved in

food production in the home or wishing to work in the food industry.


Unit Number Unit Title Credits

1* Planning to meet nutritional needs 12

2 Developing practical food production skills 15

3** Ensuring food is safe to eat 12

4 Experimenting to solve food production problems 12

5 Current issues in consumer food choice 12

Optional units are those in the shaded boxes.

Unit 1: Planning to meet nutritional needs (Mandatory Unit)*

Unit 1 will be both internally and externally assessed. The external assessment is a 90 minute examination; plus 15

minutes reading time. There are three sections on each paper (Section A is short answer questions, section B is

extended answer questions, section C relates to a case study).

Unit 3: Ensuring food is safe to eat (Compulsory Unit at Sponne)**

Unit 2 is externally assessed. It is based on an eight hour timed, supervised assessment issued by the exam board.

Learners must complete the assessment within three weeks of it being opened by the centre. Each external

assessment will involve the learner applying the knowledge, understanding and skills learned throughout the unit

to information provided in a scenario relating to a food safety situation. It will require learners to analyse the

information and make judgements regarding the potential food safety risk.

Optional Units: (see above table)

Unit 2: Unit 4: Unit 5:

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

Final grade: The assessment will be graded Level 3 Pass, Level 3 Merit and Level 3 Distinction. To achieve a Pass,

Merit, Distinction or Distinction* grade, learners must obtain the minimum UMS mark for the qualification grade

and a minimum of a pass grade in ALL units. The grade equivalences for the Level 3 Diploma in Food Science and

Nutrition qualification are: Distinction* 56 UMS, Distinction 48 UMS, Merit 32 UMS, Pass 16 UMS points on the

new scale.

FOOD SCIENCE and NUTRITION

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 12

IT - Cambridge Technical QUALIFICATION/LEVEL Level 3, Introductory Diploma

EXAMINATION BOARD OCR

CONTACT FOR FURTHER INFORMATION Mr A. McGrory / Mr. S. Cornelius


Industry sources forecast a significant ICT skills gap over the next decade. This course is therefore offers a sound basis

for going directly into employment and can also be used as a basis for entry into an apprenticeship, move directly into

employment, or progress to a related Higher Education (HE) course.

COURSE STRUCTURE

Cambridge Technical Introductory Diploma in IT will offer students one of the following pathways; IT Infrastructure

Technician, Emerging Digital Technology Practitioner, Application Developer or Data Analyst.

These pathways give students the opportunity to work towards a skillset relevant to differing areas of the IT industry,

which may include, but is not limited to installing hardware, creating a website, identifying an IT fault, computer

animation and e-commerce. Students are required to complete a total of 5 different units, in this two year course.

2 Compulsory Units - External Assessment (EXAM)

Unit 1:

Fundamentals

of IT

This unit will equip students to be able to manage and develop Information Technology

Systems. Students will learn about computer hardware and software, business IT

systems, employability and communication skills and explore ethical and operational

issues/ threats in the IT world.

Unit 2:

Global

Information

This unit allows students to explore the use of information and how organisations use

and manage data, and the type of information used to operate. Students will learn

about global use/ transmission of information, legal and regulatory frameworks

governing the use/ storage of information and the flow of information and its security.

3 Units – Coursework * (units subject to change based on the needs of the cohort)

Unit 12:

Mobile

Technology

This unit covers the use of mobile technology across a variety of platforms. Students will

explore the technology available, their characteristics and the benefits/ drawbacks. Using

this knowledge, students will then suggest and justify a mobile technology solution to a

given scenario.

Unit 21:

Web Design

Prototyping

This unit covers research, design and production of an interactive and responsive website,

specific to a client’s needs. You will learn about the security risks in website design and

how to minimise these threats. This unit will also allow you to incorporate existing

interactive elements, as well as prototyping your own website.

Unit 6:

Application

Design

This unit explores potential ideas for a new application. You will then develop the designs

for an application and how users will interact with it. The application that you design can

be for any sector and for any purpose. You will have the opportunity to present your

ideas, prototype them, and gain feedback before refining your design.


Unit 1 & 2 (EXAM) = 50%. Other 3 units = 50%.

Page 13

IT - Creative Digital Media Production QUALIFICATION/LEVEL BTEC, Level 3 Nationals

EXAMINATION BOARD Pearson

CONTACT FOR FURTHER INFORMATION Mr A. McGrory / Mr. S. Cornelius


BTECs embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure

and knowledge applied in project-based assessments. They focus on the holistic development of the practical,

interpersonal and thinking skills required to be able to succeed in employment and higher education.

COURSE STRUCTURE

The Pearson BTEC Level 3 National Extended Certificate in Digital Content Production is equivalent in size to one A

Level. You will study 5 units of which 2 are mandatory; one of these externally assessed.

It is designed for post-16 learners who aim to progress to higher education and ultimately to employment, possibly

in the media industries, as part of a programme of study alongside other BTEC Nationals or A levels.

1 Compulsory Examined Unit - External Assessment

Unit 3:

Digital Media

Skills

Learners look at the creative digital media technical skills required to produce a product

to a prescribed brief.

You will learn how to work to a client brief relating to a specific media sector and its

associated digital skills. You will choose the format and medium for your digital media

project and demonstrate your creative and technical skills in the production of a

complete product.

1 Compulsory Coursework Unit

Unit 14:

Digital

Magazine

Production

Learners will develop the skills to build apps and will gain an understanding of the tools,

principles and practices that underpin modern app development.

You will develop an understanding of the advantages and disadvantages of native, web

and hybrid application environments and learn how to use development frameworks to

build apps.

3 Other Units – Coursework * (units subject to change based on the needs of the cohort)

Unit 29:

2D Digital

Graphics

This unit introduces learners to the tools and techniques used in the creation of 2D

digital graphics for use in media software and applications.

In this unit, you will explore the purposes and characteristics of 2D digital graphics and

use industry practice to influence your development. You will be required to plan and

design your own digital graphics for an intended purpose.

Unit 12:

Website

Production

Learners will be introduced to the fundamental technologies, principles and practices

that underpin contemporary website production.

In this unit, you will be introduced to a web production life cycle that involves learning

how to manipulate common codes and conventions to produce a website that meets a

specific purpose and appeals to the intended user.

Unit 9:

App Production

Learners will develop the skills to build apps and will gain an understanding of the tools,

principles and practices that underpin modern app development.

You will develop an understanding of the advantages and disadvantages of native, web

and hybrid application environments and learn how to use development frameworks to

build apps.


EXAM 33%- A 30 hour supervised assessment

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 14

PRODUCT DESIGN QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Mr P. Lopes


Product design could lead to a large range of careers or university courses in design or engineering fields such as;

industrial design, automotive design, automotive engineering , civil engineering, aerospace design, architecture 3d

design, product design, computer generated cartoons or games design, teaching, manufacturing, advertising,

engineering, fashion, the CAD industry.

Apart from those who need Product Design for their chosen career, as a supporting A Level, Product Design offers a

great deal to the student who hopes to go to University or College. Universities look favourably at an A Level which

involves a great deal of self-discipline and practical application, and at the same time an academic content that

embraces both the technical and artistic. Ideally Product Design is chosen alongside Physics and Maths to aid entry

to an Engineering degree.

COURSE STRUCTURE

At A level students should develop an understanding of a broad range of materials, with emphasis on the life cycle

of products, manufacture and final disposal. This specification also considers the broader issues for the designer

including the environmental sustainability of products and consumer safety.

The course will also help students to develop a broad view of design and technology, develop their capacity to

design and make products and appreciate the complex relations between design, materials, manufacture and

marketing.


A Level students will study two components of work:

Component 1:

Technical

principles &

Design and

making

principles

50% of

qualification

Assessment

achieved by:

2 Written

examination of

2.5 hours based

on Technical

principles (30%)

&

1.5 hours based

on Designing and

making principles

(20%)

Content overview:

Topic 1: Materials

Topic 2: Performance characteristics of materials

Topic 3: Processes and techniques

Topic 4: Digital technologies

Topic 5: Factors influencing the development of products

Topic 6: Effects of technological developments

Topic 7: Potential hazards and risk assessment

Topic 8: Features of manufacturing industries

Topic 9: Designing for maintenance and the cleaner environment

Topic 10: Current legislation

Topic 11: Information handling, Modelling and forward planning

Topic 12: Further processes and techniques.

Component 2:

Non-exam

assessment NEA

(Independent

Design and

Make Project)

50% of

qualification

Assessment

achieved by:

Single, substantial

designing and

making activity

which

incorporates a

Portfolio of

approximately 40

sides of A3

paperwork along

with any models

and prototypes.

There are four parts to the assessment:

o Part 1: Identifying and outlining possibilities for design

Identification and investigation of a design possibility,

investigation of client/end user needs, wants and values, research

and production of a specification

o Part 2: Designing a prototype Design ideas, development of

design idea, final design solution, review of development and

final design and communication of design ideas

o Part 3: Making a final prototype Design, manufacture and

realisation of a final prototype, including tools and equipment

and quality and accuracy

o Part 4: Evaluating own design and prototype

Testing and evaluation

Page 15

ENGLISH LANGUAGE AND LITERATURE QUALIFICATION/LEVEL A-Level

EXAMINATION BOARD Edexcel

CONTACT FOR FURTHER INFORMATION Mr J. Gallagher

Students studying English Language and Literature will study a wide range of texts including voices in speech and

writing. They will also study a drama text and a wide range of non-fiction texts which are thematically linked. As well

as this, students will study two literary texts and they will have two coursework assignments which include creative

writing and analytical commentary.

CAREER LINKS

An in-depth understanding of language is a valuable asset in any number of professions. The skills developed include

to communicate effectively; to grasp the implications of others’ speech or writing; and to weigh up evidence and

organise your response in a sound argument. These are all relevant to media-based careers such as journalism,

advertising and broadcasting, as well as fields as diverse as business or the law. Students intending to follow careers

in science or medicine have found English complements their other studies and sharpens their communication skills.

Find out more at www.whystudyenglish.ac.uk.

COURSE STRUCTURE

A Level

1. Voices in

Speech and

Writing

2hr 30

min

exam

40% of the

total

qualification

This is an open book exam with two sections. In Section A,

students answer a comparative essay question on one

unseen extract selected from 20th

or 21st

century sources and

one text from the anthology. In section B, students answer

one extract-based question on the chosen drama text.

Currently students study “A Streetcar Named Desire” by

Tennessee Williams.

2. Varieties in

Language and

Literature

2hr 30

min

exam

40% of the

total

qualification

This is an open book exam with two sections. In Section A,

students answer one essay question on an unseen prose non-

fiction extract and this extract is linked to the studied theme.

In Section B, students answer one comparative essay

question on one prose fiction anchor text and one other text

from a theme. Students currently study the theme of

Encounters, with the anchor text of “Wuthering Heights” by

Emily Bronte partnered with “The Bloody Chamber” by

Angela Carter.

3. Investigating

and Creating

Texts

Course

work

20% of the

total

qualification

Students will produce two assignments. Assignment 1

consists of two pieces of original writing: one fiction and one

non-fiction. For assignment 2, students produce one

analytical commentary reflecting on their studied texts and

the pieces of writing they have produced. The advisory total

word count for these pieces is 2500 – 3250.

TRANSFERABLE SKILLS

• Non-routine problem solving, decision-making, creativity.

• Critical thinking – including advanced cognitive skills such as analysing, synthesising and reasoning.

• ICT literacy – including the ability to manage, integrate, evaluate and construct new texts.

• Communication – active listening; oral, written and non-verbal communication skills.

• Relationship-building skills – teamwork, trust, intercultural sensitivity, self-presentation, empathy and

respect for alternative perspectives.

• Collaborative problem solving – establishing and maintaining shared understanding.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 16

ENGLISH LITERATURE QUALIFICATION/LEVEL A-Level



Students studying English Literature will study a wide range of texts including drama, poetry, prose and

Shakespeare. They will draw on skills from GCSE English Literature but deepen their understanding as they challenge

themselves with some of the greatest literature from across the centuries.

CAREER LINKS

The study of challenging ideas that are expressed in the most powerful language can benefit you in a wide range of

fields. The skills developed include boosting your own written and spoken skills; enhancing your ability to empathise

with and challenge the views of others; and honing your judgements when weighing up evidence and organising an

analytical argument. English courses are thus relevant to media-based careers such as journalism, advertising and

broadcasting, but also to fields as diverse as business or the law. Students intending to follow careers in science or

medicine have found English complements their other studies and sharpens their communication and analytical skills.

Find out more at www.whystudyenglish.ac.uk.

COURSE STRUCTURE

Component 1: Drama

Open book exam of 2hr 15m, worth 30% of the overall assessment

Tragedy Two Drama texts (including at least one pre-1900) and a “Shakespeare Critical Anthology”:

Current choices are: “King Lear” by William Shakespeare & “A Streetcar Named Desire” by

Tennessee Williams

Component 2: Prose

Open book exam of 1hr, worth 20% of the overall assessment

Science and

Society

Two Prose texts (including at least one pre-1900):

Current choices are Pre-1900: “Frankenstein” by Mary Shelley & Post-1900:

“The Handmaid’s Tale” by Margaret Atwood

Component 3: Poetry

Open book exam of 2hr 15m, worth 30% of the overall assessment

Poetry Two Poetry texts (including a named poet from a literary period):

Selection of specfied modern poetry from “Poems of the Decade: An Anthology of the

Forward Books of Poetry 2002-2011”

Current choice of named poet: “The Wife of Bath’s Prologue and Tale” by Geoffrey Chaucer

Component 4: Coursework

Comparative essay marked internally and externally moderated, worth 20% of the overall assessment

Coursework Current choices: “Wuthering Heights” by Emily Bronte and “Jane Eyre” by Charlotte Bronte.

Students are helped to identify their own specialised area of interest for in-depth study.

TRANSFERABLE SKILLS

• Oral and written skills in effective communication and argument

• The ability to analyse and critically examine diverse forms of communication

• The ability to plan, negotiate and carry out individual and group projects and presentations and to do so to deadlines

• The Capacity for independent thought, reflection and judgment

• The ability to comprehend and develop intricate ideas, apply a variety of theoretical positions and weight the

importance of alternative perspectives

• A working sense of the nuances and ambiguities of words and symbols

• Research skills, including the ability to gather, sift and organise quantities of diverse material and evaluate its

significance

Page 17

MEDIA QUALIFICATION/LEVEL A-Level

EXAMINATION BOARD WJEC

CONTACT FOR FURTHER INFORMATION Miss K. Stevens


A Level media studies can be successfully combined with a wide range of other courses. The subject develops skills

of analysis and fosters creativity. It can lead, not only to media studies and communications courses in higher

education, but to a wide range of courses in the arts and humanities generally, leading to careers in such fields as

journalism, advertising, broadcasting, public relations and many other areas where good powers of analysis and

communication are desirable.

COURSE STRUCTURE

A Level

Content Overview Assessment

Overview

Learners will study:

• Media language – considering how elements of media language

incorporate viewpoints and ideologies.

• The significance of genre and how audiences may respond to media

language.

• The factors that influence representations and explore representations of

events, issues, individuals and social groups in the media, using relevant

theoretical perspectives.

• How representations relate to relevant contexts of media.

• Key aspects of media industries, including the significance of ownership

and funding; the role of regulation in global production and distribution;

the impact of digitally convergent platforms and the effect of individual

producers on media industries.

• How mass and specialised audiences are targeted.

• The categorisation and construction of audiences, as well as how

audiences' use of and responses to the media reflect identity and social,

cultural and historical circumstances.

Component 1

Media

Products,

Industries and

Audiences

Written

examination

35%

Learners will study:

• The following three media forms in depth: television, magazines, blogs

and websites.

• Set media products, comparing their use of media language and the

representations they offer in relation to relevant social, cultural,

economic, political and historical contexts.

• The role of media industries in shaping media products.

Component 2

Media Forms

and Products

in Depth

Written

Examination

35%

Students will:

• Synthesise knowledge and understanding of the media theoretical

framework by applying knowledge and understanding of the media

synoptically to practical production.

• Develop a response to the specific requirements of the chosen brief by

selecting a genre/style (or topic/issue) appropriate to the specified

intended audience and industry context for their cross-media production.

• Create products related to one of the following forms: television,

advertising and marketing: music /film and magazines.

Component 3

Cross-Media

Production

Non-exam

assessment

30%

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 18

ART (Fine Art) QUALIFICATION/LEVEL A Level


CONTACT FOR FURTHER INFORMATION Ms A. Noble

EXPECTATIONS

• Students will need to make visits to galleries/current exhibitions.

• Students will need to buy materials for this course.

• Practical courses are time consuming and students need to be committed.

• We expect 5 hours independent study or more per week.


An A Level qualification in Art is an acceptable entry requirement to most University or College courses. If you are

thinking of pursuing a creative degree, whatever the subject; Animation, Architecture, Fine Art, Textiles, Graphics,

Design, Fashion Design, Theatre Design, Interior Design, Horticultural Design, Television Design, Photography,

Marketing, Media, Illustration, Sculpture etc. this A Level will prepare you for it.

COURSE STRUCTURE

Fine Art may be defined as work which is produced as an outcome of the students’ personal expression, rather than

that which is created exclusively for a practical function or that which is the outcome of a tightly prescribed brief.

Work produced for this specification will demonstrate formal elements and creative skills in giving visual form to

individual thoughts, feelings, observations and ideas. Students will show evidence of trying to extend their own

and others ways of seeing the world. They will use the visual language of the subject sensitively and thoughtfully to

support their intentions. Students should show evidence of an understanding of the appropriateness of their

chosen medium to images and of fitness for purpose. They should be able to realise the full potential of their ideas

through the techniques of painting/drawing/printmaking/sculpture.

During the first six months of the course, the students will produce a portfolio of work based on a series of

activities; ranging from different drawing styles, paint/colour experiments, exploration of sculpture and

printmaking. On completion of the Portfolio Project, the students will then start researching a chosen area of study

for the A Level qualification- Titled ‘Personal Investigation’. This will start before the Easter break of year 12.

A work journal/sketchbook will form a mandatory part of the course and assessment. It will be used by students to

collect, select and sort images and materials, to record observations, develop ideas and organise a range of visual

evidence – in other words a vital tool for supporting and developing the artistic process.

A Level- started in Y12 and assessed in Y13

Component 1-Personal Investigation- 60% of the total A Level

This is practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the

investigation must be identified independently by the student and must lead to a finished outcome. The written

element is usually in the form of a research/evaluative statement/response between 1000 & 3000 word essay.

Component 2- Externally set assignment- 40% of the total A Level

A question paper will be provided on the 1st

February in the second year with the choice of 8 questions to be used

as a starting point. Students are required to select one. Following a preparation period, students must complete 15

hours of unaided, supervised time. Once they have started their exam, students are not allowed to work on their

prep work

Page 19


AO1

Develop their ideas through sustained and focused investigation

informed by contextual and other sources, demonstrating analytical

and critical understanding.

AO2 Experiment with and select appropriate resources, media materials,

techniques and processes, reviewing and refining their ideas as their

work develops.

AO3 Record in visual and/or other forms ideas, observations and insights

relevant to their intentions, demonstrating an ability to reflect on

their work in progress.

AO4 Present a personal, informed and meaningful response

demonstrating critical understanding, realising intentions and, where

appropriate, making connections between visual, written or other

elements.

Skills and Techniques

• an appreciation of different approaches to recording images, such as observation, analysis,

expression and

• imagination;

• an understanding of the conventions of figurative/representational and abstract/non-

representational imagery or genres;

• an appreciation of different ways of working, such as using under painting, wash and impasto;

modelling, carving, casting, constructing, assembly and welding; mono printing, lino printing.

• an understanding of pictorial space, composition, rhythm, scale and structure;

• an appreciation of colour, tone, texture, shape and form.

Knowledge and Understanding

• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

created in the context of their chosen area(s) of study within Fine Art;

• the historical and contemporary developments and different styles and genres in their chosen

area(s) of Fine Art;

• how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to

the time and place in which they were created

• continuity and change in different styles, genres and traditions relevant to Fine Art;

• the working vocabulary and specialist terminology which is relevant to their chosen area(s) of

Fine Art.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 20

DRAMA & THEATRE STUDIES QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Mrs N. Munro/Mrs L. Auchterlonie


Drama and Theatre A-level offers a host of both direct and transferable skills opportunities and career links.

Many students who choose this highly popular course want to go into acting and behind the scenes work in the

theatre, television, media or teaching. However all careers requiring presentational and interpersonal skills, such as

public relations and personnel, advertising and marketing and a range of others will be made more accessible if

students have completed a course such as this.

COURSE STRUCTURE

Unit I - Devising

• The creation of an original piece of theatre in the light of a recognised theatre practitioner.

• This Unit requires students to work cooperatively to create an original piece of theatre based on an extract from

an existing play.

• Students are required to perform in front of an audience and to submit a portfolio supporting their work.

Unit II - Text in Performance

• Performance of a set play

• Performance of either a monologue or a duologue

• This Unit is assessed practically by an external examiner. Students are required to either act in or technically

support the performance of a published play and also perform either a monologue or duologue to the visiting

examiner.

Unit III - Theatre Makers in Practice - written exam

• Live Theatre Evaluation

• Realising a Performance Text

• Interpreting a Performance Text

• This Unit represents the greatest change from the existing course as the written exam involves a greater

number of elements, including some unseen script work which requires the student to describe how they would

adapt the work for performance.

It must be recognised that A-level Drama and Theatre is a highly academic subject which requires rigorous

theoretical and written work from its students.


Assessment Information Marks % of total qualification

Unit 1: Practical & Written Portfolio 80 40%

Unit 2: Performance of play and monologue 60 20%

Unit 3: Theatre Makers in Practice 80 40%

COURSE REQUIREMENTS

A desire to learn about plays and their performance is required, together with an interest in all aspects of Drama and Theatre.

The course also requires the will and ability to work unsupervised, both as an individual and part of the group, for the practical

element. Involvement in and/or experience of theatre or theatre groups would be a great advantage. As part of the course,

students will be required to make as many theatre visits as possible, both through the school and through their own efforts and

they must be prepared to give up a proportion of time outside school hours when a performance/examination is being

rehearsed. An understanding of the responsibility of the individual to the group is essential.

Page 21

MODERN FOREIGN LANGUAGES FRENCH GERMAN

QUALIFICATION/LEVEL A-Level A-Level

EXAMINATION BOARD Edexcel Edexcel

CONTACT FOR FURTHER INFORMATION Mrs C. Potts Mr J. Gercs

CAREER OPPORTUNITES

Apart from careers in translating, teaching and tourism, linguists are able to offer their skills to the ever

demanding world of commerce, industry, politics, journalism, finance, the services, the law and the arts. It is

difficult to envisage within the European context, any worthwhile career which will not require, at some stage,

the competent use of a foreign language.

COURSE STRUCTURE

The four language skills (listening, speaking, reading and writing) already acquired at GCSE will be further

developed and assessed at A Level.

A sound grammatical knowledge together with the ability to manipulate language will be developed through the

study of the topics prescribed by the examination board.

It will be a requirement to study literature in both Yrs. 12 and 13 and there will an option for a study of a film.

Students will be required to write a final essay on their chosen pieces of literature.

Topics covered may include

� Music

� Film and cinema

� Education and work

� Media

� Family & Relationships � Festival and traditions

� French or German Society � Current and Historical national and international events

� Literature and the arts

� Immigration and multi-culturalism

In addition to staff-led lessons, students will in small groups/ individually during their study time.

An ideal A Level student should be highly motivated to learn independently and a have a genuine passion for the

subject.

All students will be encouraged to spend time in France or Germany, in order to gain valuable exposure to the

language and culture and the school will look into how this can be best accommodated. All students will be given

an intensive “bridging period” of basic grammar and structures.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 22

MUSIC QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Mrs C. Underwood/Mr C. Bugby

COURSE CONTENT AND ASSESSMENT OVERVIEW

The Pearson Edexcel Level 3 Advanced GCE in Music is 100% externally assessed, and consists of one written paper

and two non-examined assessment components.

Students must submit their non-examined assessment (NEA) and complete the exam in May/June in the year of

certification.

Component 1: Performing (*Component code: 9MU0/01)

Non-examined assessment: externally assessed

30% of the qualification

60 marks

Content overview:

• Approaches to performing

Assessment overview

• A public performance of one or more pieces, performed as a recital

• Performance can be playing or singing solo, in an ensemble, improvising or realising music using music

technology

• The total performance must be recorded after 1 March in the year of certification and all materials for

assessment submitted to arrive by 15 May in the year of certification

Component 2: Composing (*Component code: 9MU0/02)

Non-examined assessment: externally assessed


60 marks

Content overview:

• Approaches to composing

Assessment overview

• Total of two compositions, one to a brief set by Pearson and one either free composition or also to a

brief

• One composition must be from either a list of briefs relate to the areas of study, or a free

composition, carrying 40 marks for this component. This composition must be at least 4 minutes in

duration

• One composition must be from a list of briefs assessing compositional technique, carrying 20 marks

for this component. This composition must be at least 1 minute in duration, unless the brief specifies

a longer minimum duration

• Total time across both submissions must be a minimum of 6 minutes

Component 3: Appraising (*Component code: 9MU0/03)

Written examination: 2 hours


100 marks

Page 23

Content overview:

• Knowledge and understanding of musical elements, contexts and language

• Application of knowledge through the content of six areas of study, each with three set works

o Vocal Music

o Instrumental Music

o Music for Film

o Popular Music and Jazz

o Fusions

o New Direction

• Application of knowledge to unfamiliar works

The areas of study are: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New

Directions

Assessment overview

• One written paper of 2 hours, with a total of 100 marks

• One audio CD with the extracts to accompany questions on the paper will be provided per student

• This paper comprises two sections: A and B

Section A: Areas of study and dictation (50 marks)

• Three questions related to the set works (audio and skeleton score provided)

• One short melody/rhythm completion exercise

Section B: Extended response

• Two essay questions – essay one (20 marks and essay two (30 marks)

• Essay one asks students to draw links from their study of the set works to the music heard as an

unfamiliar extract

• Essay two gives a choice of three questions that ask students to evaluate the musical elements,

context and language of one set work. Each option will be from a different area of study

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 24

PHOTOGRAPHY QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Ms H. Turton

EXPECTATIONS

• Students will need to buy materials for this course

• Students will also need to make visits to galleries/current exhibitions

• Practical courses are time consuming and students will need to be committed.

• We expect at least 4 hours or more independent study time per week, including photo shoots.

It is essential to have your own digital camera (preferably a DSLR) and access to a 35mm film camera.


An A-Level qualification in Photography is part of an acceptable entry requirement to most University or College

courses. If you are thinking of pursuing any creative career, whether visual or a business/marketing career then

Photography can help you to pursue this.

COURSE STRUCTURE

This area of study will enable students to record and document the visual world through the use of lens based media.

The specialism allows access to a full range of photographic experiences from experimental printing to use of digital

imaging.

During the first six months of the course, the students will produce a portfolio of work based on a series of

activities and workshops, including advanced camera skills, studio lighting, traditional darkroom techniques and

Photoshop skills. These skills will be developed through studying a range of themes and the work of well-known

photographers.

A work journal will form a mandatory part of the course and assessment. It will be used by students to collect, select

and sort images and materials, to record observations, develop ideas and organise a range of visual evidence – in

other words a vital tool for supporting and developing the artistic process.

Whilst students are expected to produce work of sound technical expertise, it will not be at the expense of

developing sensitivity towards the creative potential of the medium and the imaginative application of such imagery.

It is important that students explore social, cultural and critical issues, especially in relation to popular culture and

mass media.

On completion of the Portfolio Project, the students will then start researching a chosen area of study for the A Level

qualification. This will start just before the Easter break of year 12:

A Level

Component 1-Personal Investigation- 60% of the total A Level

This is practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the

investigation must be identified independently by the student and must lead to a finished outcome. The written

element is usually in the form of a research/evaluative statement/response between 1000 & 3000 words of

continuous prose.

Component 2- Externally set assignment- 40% of the total A Level

A question paper will be provided on the 1st

February with the choice of 8 questions to be used as a starting point.

Students are required to select one. Following a preparation period, students must complete 15 hours of unaided,

supervised time. Once they have started their exam, students are not allowed to work on their prep work (new

ruling)

Page 25


Skills and Techniques

• an appreciation of different approaches to recording images, such as observation, analysis, expression

and

• imagination;

• an understanding of the conventions of figurative/representational and abstract/non-representational;

• imagery or genres;

• appreciation of different ways of working, such as using digital and computer software to enhance and

develop ideas;

• an understanding of pictorial space, composition, rhythm, scale and structure;

• an appreciation of colour, tone, texture, shape and form.

Knowledge and Understanding

• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts created in the

context of their chosen area(s) of study within Photography;

• the historical and contemporary developments and different styles and genres in their chosen area(s) of

Photography;

• how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to the

time and place in which they were created;

• continuity and change in different styles, genres and traditions relevant to Photography;

• the working vocabulary and specialist terminology which is relevant to their chosen area(s) of

Photography.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

AO1 Develop their ideas through sustained and focused investigation informed by contextual and

other sources, demonstrating analytical and critical understanding.

AO2 Experiment with and select appropriate resources, media materials, techniques and processes,

reviewing and refining their ideas as their work develops.

AO3 Record in visual and/or other forms ideas, observations and insights relevant to their

intentions, demonstrating an ability to reflect on their work in progress.

AO4 Present a personal, informed and meaningful response demonstrating critical understanding,

realising intentions and, where appropriate, making connections between visual, written or

other elements.

Page 26

GEOGRAPHY QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Miss C. Jones/Mr S. Marshall/Mr T. Howe


A Level Geography is an academic and practical subject covering a wide range of topical global issues and thus

works well with a wide range of subjects: Social Sciences and Humanities, Languages, the Sciences, Business, ICT,

English and Mathematics. This diversity can lead to a wide range of future careers.

If you continued the subject into higher education Geography graduates can be employed in a wide range of

sectors, including the public sector, education, commerce, industry, transport and tourism. Geography graduates

have excellent transferable skills, which also attract employers from the business, law and finance sectors and

future careers can include Meteorologist, Pollution analyst, Surveyor, Town planner.

COURSE STRUCTURE

The world we live in is changing. Geography allows you to see why and how it is changing. It can enhance

communication skills, literacy and numeracy, IT literacy, spatial awareness, team working, problem solving and

environmental awareness.

You will study a range of physical and human elements to the subject. You will discover how your own actions can

relate to the wider world, be it your local area or a country far away. You will study 4 elements in this including

Geographical investigation and Geographical skills.

• Physical Geography: In this unit you will study a range of topics such as Water & Carbon Cycles, Glaciation

and Hazards.

• Human Geography: In this unit you will study a range of topics such as Changing Places, Global systems &

Governance and Contemporary Urban Environments.

• Geographical investigation and Geographical skills: In this unit we will be carrying out fieldwork (3-5 day

residential) and working on skills involving statistics and data interpretation. You will also have a

coursework element, as you will be completing a 4,000 word investigation into a topic of your choice

which relates to the content we have studied during AS & A2.


Exam title Assessment Information Marks per

Unit

% of Weighting of Unit

Physical

Geography

2 Hours and 30 minutes

Question types: multiple-choice, short answer,

levels of response and extended prose

96 marks 40% of total A Level

Human

Geography

2 Hours and 30 minutes

Question types: multiple-choice, short answer,

levels of response and extended prose

96 marks 40% of total A Level

Geographical

investigation

3,000 to 4,000 words

Students complete an individual investigation

which must include data collected in the field.

35 Marks 20% of total A Level

Page 27

GOVERNMENT AND POLITICS QUALIFICATION/LEVEL A-Level

EXAMINATION BOARD

CONTACT FOR FURTHER INFORMATION Mrs OWolnik, Mr R. MacPhail


The study of A Level Government and Politics develops critical thinking skills and requires students to present a range of

complicated information clearly and succinctly for others to understand. The study of A Level Government and Politics

will enable students to progress to a variety of higher education courses and has links to a number of undergraduate

degree courses including Politics, Law, History, Economics, Sociology and Philosophy. The A Level Government and

Politics course will help to develop a range of skills that are useful in a number of careers such as journalism, national and

local government, the Civil Service, education and the legal system.

COURSE STRUCTURE

Government and Politics is an exciting and challenging course which tackles some of the biggest questions about the way

in which our country is run, as well as focusing on the difference between US and U.K. Politics. The course at Sponne will

focus on a range of topics. A key part of the course will concentrate on the British political system including the role of

parliament, Prime Minister and executive. The political theories and philosophies of conservatism, liberalism and

socialism will be considered in detail. Students will also have the opportunity to investigate other influential political

ideas such as anarchism, feminism, multiculturalism and nationalism.

The course will also include the study of democracy, including participation in elections, political parties, electoral

systems, voting behaviour, pressure groups and the role of the media. A comparative unit will allow students to compare

the political culture and electoral system of the United Kingdom with other political systems, such as the USA.

The course is linear and will be examined at the end of Year 13 with three 2 hour exams each comprising a third of the

total marks available. The exams will cover:

• UK Politics and Government

• Political Ideas

• Comparative politics

A Level Government and Politics will appeal to you if:

• You have an interest in issues and ideas and how they shape the world

• You are interested in news and current affairs

• You want to understand how and why decisions are made

• You like learning about different political ideas and theories

• You enjoy discussion, debate and argument.

• You are an independent thinker and like to develop your own views.

• You enjoy researching, evaluating and analysing evidence.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 28

HEALTH & SOCIAL CARE QUALIFICATION/LEVEL BTEC, National Extended Certificate


CONTACT FOR FURTHER INFORMATION Mrs S. Cameron-Wyatt/Miss L. Trussler


This course develops students’ knowledge and understanding of health and social care and has proven useful for

students wishing to enter Higher Education for numerous courses of study as well as those entering the workforce.

There are copious links to the workplace throughout the course which are helpful in pursuing a range of different

careers including: nursing, childcare, social work, education, research, counsellor, psychiatrist, nutritional therapist,

physiotherapist, paediatrics, midwifery, police officer, paramedics and many more.

COURSE STRUCTURE

Units to be covered over 2 year programme: Marks Duration

Unit 1 Human Lifespan Development: This unit will develop your knowledge

and understanding of patterns of human growth and development. You

will explore the key aspects of growth and development, and the

experience of health and wellbeing. You will learn about factors that

can influence human growth, development and human health.

90 1.5 hours

Unit 2 Working in Health & Social Care: This unit will help you to understand

what it is like to work in the health and social care sector and the

responsibilities involved. You will need to understand accountability to

both individuals and the regulatory bodies that represent people who

work in the health and social care sector.

80 1.5 hours

Unit 5 Meeting Individual Care and Support Needs: You will focus on the

principles and practicalities that underpin meeting individuals’ care and

support needs, which are the foundation of all the care disciplines.

Unit

12

Supporting Individuals with Additional Needs: In this unit, you will

explore the role of health and social care services in providing care and

support to individuals with additional needs.


Unit 1 Human Lifespan Development Exam

Unit 2 Working in Health & Social Care Exam

Unit 5 Meeting Individual Care and Support Needs Coursework

Unit 12 Supporting Individuals with Additional Needs Coursework

Page 29

HISTORY QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Mr R. MacPhail/Mr J. Rawbone/Miss K.Whitmore/Mr S. Moniet


A Level History is a well-regarded, rigorous qualification. The study of A Level History enables students to progress

to higher education courses such as undergraduate degrees in History or related subjects such as Politics, English

Literature, Law, Economics or Geography.

The study of A Level History focuses on the analysis and evaluation of information. History students are encouraged

to identify facts and motives and to present information clearly for others to understand. These skills are useful in a

number of careers. Some careers directly linked to the study of History include working in museums, galleries,

heritage sites, archives and teaching. A Level History is a valuable qualification for other careers in journalism, the

legal profession, libraries, national and local government and the civil service.

COURSE STRUCTURE

The History course at Sponne focuses on a range of topics including:

• Germany from 1919-1989

• The rise and fall of Italian fascism 1911-1946

• The British experience of warfare 1790-1918

• The causes of the First World War

A Level History:

The A Level course consists of four units and is a 2-year linear course. All examinations will be at the end of Year

13. The course has a chronological range of two hundred years and students will study a range of countries and

time periods:

Overview

Topic Assessment details

Paper 1:

Study in breadth.

30% of A Level

Germany and West Germany

1919-1989

2 hour 15 minute exam at the end of Year 13.

The exam will consist of 2 essay questions and a further

question focusing on interpretations. This exam will be

marked out of 60.

Paper 2:

Study in depth.

20% of A Level

The rise and fall of fascism in

Italy c. 1911-1946

1 hour 30 min exam at the end of Year 13.

The exam will consist of 1 source based question and 1 essay.

This exam will be marked out of 40.

Paper 3:

Aspects in

breadth with

aspects in depth.

30% of A Level

The British experience of

warfare c. 1790-1918

2 hour 15 minute exam at the end of Year 13.

There will be three questions focusing on different aspects of

the topic. This exam will be marked out of 60.

Coursework:

20% of A Level

Historical interpretations.

The causes of the First World

War.

3000-4000 word essay.

This will be based on historical interpretations. Students will

focus on three different interpretations and evaluate their

arguments with reference to relevant context. The word limit

will be 4000 words.

A Level History will appeal to you if:

• You have an interest in the world around you, the society you live in, and how it has developed.

• You like learning about people, how they interact and what motivates them.

• You like learning about different countries, societies and cultures.

• You enjoy discussion, debate and argument.

• You are an independent thinker and like to develop your own views.

• You enjoy researching, evaluating and analysing evidence.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 30

PHILOSOPHY QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Mr M. Readman/Mrs C. McLoughlin

Question: What do Ricky Gervais (The Office, Extras), Carly Fiorina (former CEO of Hewlett-Packard), Reid Hoffman

(LinkedIn co-founder) and Jack Gleeson (King Joffrey from Game of Thrones) have in common?

Answer: They all have degrees in philosophy.

WHY STUDY PHILOSOPHY?

Philosophy is increasingly important in the business world as its emphasis on reasoning skills enables the

identification and implementation of solutions throughout society. As a result, philosophy is in the top 10 for

degrees that increase your employability. Therefore career opportunities are very broad: from broadcasting and

new technology, to publishing and teaching, in fact any form of work involving the evaluation of ideas. Philosophy is

also accepted as an entry qualification for Further and Higher Education courses. It develops a wide range of skills,

including those essential for enquiry, interpretation, reasoning, evaluation, communication and problem solving.

COURSE STRUCTURE

The course comprises of four sections that are assessed by two exams, each three hours long, sat at the end of the

course. The first exam assesses the sections on epistemology and moral philosophy. The second exam covers the

sections on the metaphysics of God and the metaphysics of the mind. Each exam is worth 50% of the overall A-

level mark.


A-level Philosophy comprises of the following four sections:

Section

1

Epistemology

This section explores questions in four areas:

1. What is knowledge? This section looks particularly propositional knowledge, and the conditions necessary for positional

knowledge including the tripartite view.

2. Perception as a source of knowledge. This section looks at how humans perceive information and whether it is shaped by

the world and/or our minds.

3. Reason as the source of knowledge looks at how concepts such as innatism, intuitionism shape arguments concerning

where ideas come from.

4. The limits of knowledge looks at the nature and role of philosophical scepticism and how it contrasts with normal

incredulity.

Section

2

Moral Philosophy

This section explores questions in three areas:

1. Normative ethical theories. This area looks at the ideas of good, bad, wrong and right within utilitarianism, Kantian

deontology and Aristotle’s virtue ethics.

2. Applied Ethics applies these ethical theories to a range of ethical situations to assess how effectively the theories provide

solutions to practical problems.

3. Meta-ethics considers the origins of moral principles, such as reason and emotion, and challenges facing the use of

ethical language, including intuitionism and emotivism.

Section

3

Metaphysics of God

This section also has three parts:

1. The concept and nature of ‘God’ includes the meanings and problems associated with ideas such as omnipotence,

timeless nature of God and the Euthyphro dilemma.

2. Arguments relating to the existence of God investigates the content and evaluates the strength of the ontological, design

and cosmological arguments, as well as the challenge posed by the problem of evil.

3. Religious language addresses challenges such as verification and falsification, and the cognitive and non-cognitive uses of

religious language.

Section

4

Metaphysics of Mind

This section investigates four areas:

1. What do we mean by ‘mind’? This considers the features of mental states, and the role of phenomenal and intentional

properties.

2. Dualist theories investigates dualism and its arguments about the mind including Descartes, ‘philosophical zombies’ and

empirical challenges to the concept.

3. Physicalist theories examines arguments concerning physicalism/materialism, which covers behaviourism and the

relationship between brain state and mental state.

4. Functionalism looks at whether mental states can be characterised in terms of functional roles and criticisms of these

ideas.

Page 31

PSYCHOLOGY QUALIFICATION/LEVEL A-Level




Students will have the opportunity to apply to Higher Education where Psychology is acceptable and desirable for a

range of degree courses, examples are Law; Teaching; Psychology, History, Nursing and Medicine. Career

opportunities include Public Service; Human Resources; Law; Police; Medicine; and Social Work. In fact, any career

that involves people!

Why study Psychology?

What makes people behave the way they do? Studying psychology can help students to gain a better

understanding of themselves and the people around them, better communication skills, and analytical thinking

skills. Within the subject we cover a range of different topics including memory, stress, conformity, obedience,

sleep, relationships and abnormality. Students are also given the chance to look at research methods, design and

conduct their own research. Students will be expected to have a good understanding of Mathematics and Science

to enable them to interpret data, use statistical tests and identify trends. As a result Psychology is able to give

students a deeper understanding of the world around them and develop their analysis and evaluation skills.

COURSE STRUCTURE

Year 1: you will study six core topics of work designed to give you a broad overview of the main approaches to

understanding human behaviour. The topics covered:

* Social influence * Memory

* Attachment * Psychopathology

* Approaches in Psychology * Research Methods

Year 2: you build upon your existing knowledge of psychological concepts to increase your understanding human

behaviour and Psychology. You will develop your knowledge of research methods and cover a further five topics

including:

* Biopsychology * Issues and debates in Psychology

* Relationships * Stress

* Forensic

psychology



Paper 1 Introductory Topics In Psychology 96 2 hour 33.3 %

Paper 2 Psychology In Context 96 2 hours 33.3 %

Paper 3 Issues & Options In Psychology 96 2 hours 33.3 %

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 32

SOCIOLOGY QUALIFICATION/LEVEL A-Level




Elements of Sociology will form part of most higher education courses. Additionally there are strong links between

Sociology and Health & Social Care, Psychology, Human Resources, Marketing, Journalism and the Media, Police and

the legal professions.

COURSE STRUCTURE

The aim of this subject is to explore the society we live in considering factors such as education, the family, beliefs

and crime and deviance that shape our daily lives. Sociology is a forum for debating ideas and a method for

investigating society. This subject provides students with an opportunity to develop written communication skills and

explore the modern world. Students also gain a better understanding of themselves and the society around them.

Students will develop strong analytical and evaluation skills.

Units to be studied:

• Education With Theory & Methods

• Topics In Sociology including - Families and Households & Beliefs in Society

• Crime and Deviance With Theory and Methods

These units are all studied with a focus on the following themes:

• Socialisation, culture and identity

• Social differentiation, power and stratification

Additionally all the following must be an integral part of the study of each topic area:

• Sociological theories, perspectives and methods

• The design of the research used to obtain the data under consideration, including its strengths and limitations.


A Level Duration Weighting Marks

Paper 1 Education With Theory & Methods 2 hours 33.3% 80

Paper 2 Topics in Sociology 2 hours 33.3% 80

Paper 3 Crime & Deviance With Theory & Methods 2 hours 33.3% 80

Page 33

MATHEMATICS QUALIFICATION/LEVEL A-Level

EXAMINATION BOARD MEI (OCR)

CONTACT FOR FURTHER INFORMATION Mrs Leeding


An A-level in mathematics is a valued qualification for many careers including accountancy, actuary,

computing and engineering. A good mathematical knowledge is also essential in any career linked to the

sciences, medicine, programming and construction.

SUBJECT LINKS

School: A-level Maths is strongly recommended if you are studying physics or computing. It is also

useful if studying chemistry, biology, business, economics, geography and psychology.

University: A Maths A-level is an essential requirement for many degrees, including: Physics,

Engineering, Actuarial Science, Economics and, of course, Maths, although you may need to study a

Further Maths course as well to do this.

Maths is seen as a “facilitating” subject and is recommended or sometimes required for other degrees

such as Computer Science, Accounting, Chemistry, Biology and Life Sciences, Medicine / Nursing,

Dentistry, Business Studies, Management Studies, Finance, Architecture, Geology, Psychology,

Surveying and even Philosophy. This is due the range of analytical skills developed throughout the

course.

Maths is also recommended for studying advanced apprenticeships in Accountancy and Technology and

Engineering subjects.

COURSE STRUCTURE

Students studying Mathematics will extend their range of mathematical skills and techniques and use

them in more difficult, unstructured problems.

There is a large emphasis on algebraic manipulation and problem solving over the course so it is

essential to be enthused by these aspects. Approximately two thirds of the course covers topics from

Pure Mathematics with the other third being made up of topics from Statistics and Mechanics.

COURESE ASSESSMENT STRUCTURE

The course will be assessed via three examinations at the end of year 13.

Paper Content Duration Weighting (rounded)

Paper 1 Pure and Mechanics 2 hours 36.4%

Paper 2 Pure and Statistics 2 hours 36.4%

Paper 3 Pure and Comprehension 2 hours 27.3%

A recommendation for the course is the purchase of a Graphical Calculator. Students without one will

be highly disadvantaged in their examinations.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 34

FURTHER MATHEMATICS QUALIFICATION/LEVEL A-Level

EXAMINATION BOARD MEI (OCR)

CONTACT FOR FURTHER INFORMATION Mrs N Leeding


A Further Mathematics A level is a highly desirable qualification if you are planning on studying Mathematics, Science,

Engineering or Computing. Many courses, especially maths degrees, require an A level in Further mathematics if it is

offered at school.

COURSE STRUCTURE

The course will cover a range of mathematical concepts to extend your knowledge from the Mathematics A level. The

course Will consist of some prescribed material for Pure Mathematics, including:

• Proof

• Complex numbers

• Matrices

• Polar co-ordinates

• Hyperbolic functions

• Differential equations

This will be complemented by concepts from a combination of Mechanics, Statistics, Discrete maths and Modelling

with algorithms. There is more flexibility on the content studied for the Further Maths A level. This content will be

decided on by your class teacher depending on the other subjects you are studying and the strengths of the

students in the class.

Students must be studying A level Mathematics to study A level Further Mathematics.


50% of your final grade is decided from your understanding of the compulsory content. This will be examined in

one exam lasting2 hour 40 minutes.

The other 50% will be made up of the optional modules studied. Exam length and number will depend on the

modules chosen.

Page 35

MATHEMATICAL STUDIES (CORE) QUALIFICATION/LEVEL Level 3 Certificate


CONTACT FOR FURTHER INFORMATION Mrs N. Leeding & Mrs S. Thomas

Core maths is a level 3 mathematics course for students in post-16 education who have passed GCSE

Mathematics at Grade 5 or above but are not taking A-level Mathematics.

The course is an excellent opportunity for students to extend their mathematical understanding. This

will be achieved by using mathematics to solve meaningful and relevant problems with the intention

of better preparing students for university, employment and life.


Level 3 mathematical studies is designed to support students with the increased level of mathematics

being introduced in a range of A-level subjects, including biology, business, chemistry, economics,

geography, physics and psychology. It will also be seen as an asset by many employers who want

employees to be more mathematically competent in their careers.

COURSE STRUCTURE

The qualification will involve applying mathematics in logical ways to solve more real-life problems.

The course will involve statistical analysis as well as financial maths, interest rates, currency

conversions and the use of technology to work with data.

Your class teachers will inform you which of these modules you will be studying. The decision will be

made based on the subjects the class are studying and their mathematical strengths.


The qualification is equivalent to an AS level, with grades A to E, with the grades having the same

UCAS points score as the equivalent AS grade. Exams will be sat at the end of year 13.

Students will sit 2 papers at the end of year 13. Each paper makes up 50% of the final grade.

- Paper 1. This is a compulsory unit with content including Data analysis, Estimation and

Personal Finance.

- Paper 2. There are three possible modules of study. These are: Statistical techniques, Critical

path and Risk Analysis and Graphical Techniques.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 36

PHYSICAL EDUCATION QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Mr J. Maybury


A Level Physical Education is the study of human movement, performance and behaviour in relation to sport and

P.E. It takes a multi-disciplinary approach encouraging the development of a range of methods. The course aims to

provide greater knowledge, insight and understanding of human performances. A Level Physical Education could

lead you towards numerous University courses, including: Sports Studies, Sports Science, PE teacher training,

Leisure Studies and Physiotherapy. In addition, A Level PE it now well regarded as an A Level subject when applying

to courses in different fields of study and when seeking employment in most sporting sectors including

physiotherapy and the sport and fitness industry.

COURSE STRUCTURE

PE is about the application of the theoretical science of sport and the social issues which influence the development

of sport. Training for sport, sports psychology and global trends in international sport are among the key topics

studied. You need to be seriously interested in most areas of sport. You will need to be currently competing in your

chosen sport at a competitive level. It will be of advantage if you have GCSE science at a good grade to help when

studying the anatomy and physiology units of the course. During practical sessions you will also be analysing sport

performances and shown how theory can be applied, therefore you should have a keenness to learn how to

analyse the performance of others through observation and the ability to use ICT equipment to record this. There is

some student choice over the practical coursework activities, although these will be individually assessed on and

off site.

Subject content Title Contribution

to qualification

PAPER 1 Factors affecting participation in physical activity and sport:

What’s assessed:

Section A: Applied physiology

Section B: Skill acquisition and sports psychology

Section C: Sport and society and technology in sport

How it’s assessed

• Written exam: 2 hours. 3

sections multiple choice,

short answer and

extended writing (105

marks)

• 35% of A-Level

PAPER 2 Factors affecting optimal performance in physical activity and

sport:

What’s assessed:

Section A: Exercise, Physiology and biomechanics

Section B: Sports Psychology

Section C: Sport and Society and Technology in Sport

How it’s assessed

• Written exam: 2 hours. 3

sections multiple choice,

short answer and

extended writing (105

marks)

• 35% of A-Level

NEA Non-exam assessment:

Practical performance in physical activity and sport

What’s assessed:

Students assessed as a performer or coach in the full sided

version of one activity.

Plus: written/verbal analysis of performance.

How it’s assessed

• Internal assessment,

external moderation • 90

marks

• 30% of A-Level

Page 37

BIOLOGY QUALIFICATION/LEVEL A-Level


CONTACT FOR FURTHER INFORMATION Mr P. DeBoo

WHY CHOOSE BIOLOGY?

A-level Biology is a challenging, rewarding course that helps students develop skills and knowledge necessary for a

successful career in the sciences. The AQA course offers students freedom, creativity and opportunity for

independent progression from GCSE Science or Biology. There are a total of eight units in the specification –four at

AS and four at A Level. The topics are assessed by written exam. This specification allows all students to show what

they can do, as well as being suitable for those looking for a challenge. A-level Biology builds on the concepts and

skills developed at GCSE and it is particularly suitable for students who have the skills and knowledge associated

with triple Biology or the GCSE Additional Science course. The course will also develop the practical skills of

students with an emphasis on equipping students with the practical skills that are highly valued by universities and

employers. Students who study A-level Biology may go on to a Biology-related degree course.


The course provides a good broad base for students who wish to study any aspect of Biology at Further Education

and can lead to careers in the following: Medicine, Research, Dentistry, Forensic Science, Pharmacy, Veterinary

Science, Nursing, Physiotherapy, Occupational Therapy, Speech Therapy, Teaching, Optometry, Radiology,

Agriculture, Environmental Health, Land Impact Consultancy, Conservation, Ecology, Zoology and Biotechnology.

COURES STRUCTURE

The specification for this subject will include:

• Biological molecules

• Cells

• Organisms exchange substances with their environment

• Genetic information, variation and relationships between organisms

• Energy transfer in and between organisms

• Organisms respond to changes in their internal and external environments

• Genetics, populations, evolution and ecosystems

• The control of gene expression



Paper 1 Any contents from topics listed AS Level above,

including relevant practical skills

91 2 hrs 35%

Paper 2 Any contents from topics listed A Level section listed

above including practical skills

91 2 hrs 35%

Paper 3 Any content from topics in section AS/A Level listed

above, including relevant practical skills

78 2 hrs 30%

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 38

CHEMISTRY QUALIFICATION/LEVEL A-Level

EXAMINATION BOARD OCR (Salters) B

CONTACT FOR FURTHER INFORMATION Mr S. Coates

WHY CHOOSE CHEMISTRY?

Chemistry touches nearly every facet of life. Everyday materials, medicines and microchips are all developed with

the expertise of professional chemists. The study of chemistry is diverse; from plastics, fuels and drug molecules, to

extracting and processing metals, understanding our complex atmosphere and explaining how our oceans have a

huge impact on our weather patterns. Chemistry also allows you to develop a wide range of skills, including

analytical, mathematical and evaluative, which makes chemists highly desirable in a very wide range of professions.

Possible careers which require chemistry at A Level include: medicine, veterinary science, pharmacy and

pharmacology, biochemistry, chemical engineering, materials science, environmental science, metallurgy and

chemical synthesis.

COURSE STRUCTURE

You will study chemistry in a range of different contexts, conveying the excitement of contemporary chemistry.

Ideas are introduced in a spiral way with topics introduced in an earlier part of the course reinforced later. The

course takes you on a journey through ten Storylines, while introducing chemical concepts in a spiral approach.

These Storylines are designed to convey the fascination and relevance of contemporary chemistry and range from

concerns about the ozone layer to the development of new medicines.

At A Level:

• Papers 1, 2 and 3 can assess content from Modules 1 to 10 as well as practical skills.

• Paper 1 covers breadth of understanding of concepts assessed by mainly shorter structured questions

• Paper 2 covers deeper understanding of concepts assessed by a mixture of short structured questions,

extended response items and more open problem-solving style questions. This paper also includes an

Advanced Notice article.

• Paper 3 focuses on the assessment of practical skills with a particular emphasis on investigational and

problem solving skills.


Development of practical skills underpins the whole specification, and covers the practical skills that students will

gradually develop through hands-on practical work throughout the course. There are 12 practical activities that

need to be covered over the 2 years which make up the Practical Endorsement (A Level only). These practical skills

will also be formally assessed within written examinations.

A Level B (Salters) (H433) Marks Duration Weighting

Paper 1 Fundamentals of Chemistry 110 2 hr 15 mins 41%

Section A Multiple choice 30

Section B Structured questions covering theory

and practical skills

80

Paper 2 Scientific Literacy in Chemistry 100 2 hr 15 mins 37%

Structured questions and extended response

questions, covering theory, practical skills and

chemical literacy

100

Paper 3 Practical Skills in Chemistry 60 1 hr 30 mins 22%

Structured questions and extended response

questions with a focus on the assessment of

practical skills

60

Non-exam

assessment

Practical Endorsement for Chemistry Pass/fail Non-exam

assessment

Reported

separately Students complete a minimum of 12 practical

activities to demonstrate practical competence.

0

Page 39

PHYSICS QUALIFICATION/LEVEL A-Level

EXAMINATION BOARD OCR A

CONTACT FOR FURTHER INFORMATION Mr A. Notley

WHY STUDY PHYSICS?

Physicists are the greediest scientists around as they’ve chosen to study the entire universe. Physicists look for all

the hidden laws that explain why all matter (that’s every physical thing) and energy in the known universe exists,

where it comes from and how it behaves the way it does. So if you’re wondering how forces of nature, like gravity,

work or how aircraft stay up in the air, you’ll need to go to a physicist like Brian Cox, Stephen Hawking or Albert

Einstein for an explanation. Physicists use the laws they uncover to develop new materials, machinery, and

technology to improve our lives and help us explore the universe further, from computers to telescopes and

spacecraft.

CAREER OPPORTUNITEES

Physics is a widely respected and valued qualification and can lead to careers as diverse as architecture to weather

forcasting, engineering to computer games design. For a full list of career opportunities visit

http://www.physics.org/careers.asp.

COURSE STRUCTURE

Physics A: Content is split into six teaching modules: Modules 1 to 6, combined with the Practical Endorsement.

The modules can be summarised as follows:

Module 1: Development of Practical Skills

Module 2: Foundations 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


• Paper 1 assesses content from Modules 1, 2, 3 and 5

• Paper 2 assesses content from Modules 1, 2, 4 and 6 plus any material appropriately flagged within the

specification from Modules 3 and 5

• Paper 3 assesses content from Modules 1 to 6


Paper 1 Modelling Physics 100 2 hours 15 minutes 37%

Paper 2 Exploring Physics 100 2 hours 15 minutes 37%

Paper 3 Unified Physics 70 1 hour 30 minutes 26%

There is also a Practical Endorsement for Physics which is reported separately as Pass/Fail only and does not

contribute to the A Level grade.

Bu

sine

ss &

Inn

ov

aD

on

E

ng

lish

Ex

pre

ssive

Arts

& La

ng

ua

ge

s H

um

an

iDe

s M

ath

em

aD

cs P

E

Scie

nce

Page 40

SCIENCE QUALIFICATION/LEVEL BTEC, National Extended Certificate


CONTACT FOR FURTHER INFORMATION Mrs H. Ramsden/Mrs S. Halling

WHY CHOOSE SCIENCE (BTEC)

Science (BTEC) is aimed at students who prefer coursework to solely examination. It is a good alternative to

traditional science A Levels for those students who wish to study only one science level 3 qualification. As a

substantial vocational qualification it provides a broad understanding of applied science to support progress to higher

education. This qualification can also prepare learners to take up employment in the applied science sector, either

directly after achieving the qualification or via higher education.

Students develop the transferable and higher-order skills that are highly regarded by both HE and employers. For

example, when studying the science investigative unit students will further develop their capability to plan

investigations, collect, analyse, and present data and communicate results. Employability skills are developed by

learners throughout the course, including:

• cognitive and problem-solving skills: e.g. critical thinking

• intrapersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation

• interpersonal skills: self-management, adaptability and resilience, self-monitoring and development


This is an excellent course for students considering any laboratory-based career. Technicians work in a wide range of

industries – the National Health Service (nursing, midwifery, paramedic work), forensics, food technology and sports

science. This qualification can enable students to progress to courses in Science Education, Combined/Integrated

Science or applied science courses such as Crime Scene Science.

COURSE STRUCTURE

The course is split into four units of which one is examined as a written paper, one is a practical assessed task and two

are coursework based. Each of the four units have equal weighting. The course covers elements of biology, chemistry

and physics as well as the development of investigative and practical skills.

Unit Assessment Structure Course Contents

Unit 1

Principles and Applications of

Science 1

Externally marked

via a 1½ hr exam

This unit covers some key science concepts in

biology, chemistry and physics, including

animal and plant cells; tissues; atomic

structure and bonding; chemical and physical

properties, waves and their application

Unit 2

Practical Scientific Procedures and

Techniques - Assignment

This unit covers standard laboratory

equipment and techniques, including titration,

calorimetry, calorimetry, chromatography,

calibration procedures and laboratory safety,

which are relevant to the chemical and life

science industries.

Unit 3

Scientific Investigation Skill

Externally assessed

practical investigation

task

This unit covers the stages involved and the

skills needed in planning a scientific

investigation: how to record, interpret, draw

scientific conclusions and evaluate.

Unit 4 TBC

Page 41

ENGLISH (GCSE Re-take) QUALIFICATION/LEVEL GCSE



This course is assessed through examination and is suitable for those pupils who achieved a Grade 3 at GCSE and

need a 4 or above for further education purposes. Entry is usually made in November or the following June. This

decision will be made in consultation with the teacher. The course includes a Speaking and Listening presentation

which is assessed separately; the overall GCSE grade is determined by success in the two written exams.

COURSE STRUCTURE

GCSE

Paper 1. Explorations

in Creative

Reading and

Writing

1hr 45m

exam

50% of

the

total

Students demonstrate their critical reading skills

based on a literary extract. The exam text will be

from the 20th or 21st

century e.g. Jamaica Inn by

Daphne Du Maurier. They also show their writing

skills in a piece of descriptive or narrative writing,

inspired by a picture given in the exam.

Paper 2. Writers’

viewpoints

and

perspectives

1hr 45m

exam

50% of

the

total

Students demonstrate their critical reading skills

based on two non-fiction texts. The exam texts will

be from the 19th century and the 20th

or 21st

century

e.g. a current newspaper article compared with

letters from the 1820s. Pupils should study literary

non-fiction as well as other writing such as reviews

and journalism across these centuries as

preparation. They also show their writing skills in the

exam by presenting a viewpoint of their own on a

given topic.

Unit 3 Spoken

Language

Oral

assessment

N/A Students give a presentation and respond to

questions and feedback.

MATHEMATICS (GCSE Re-take) QUALIFICATION/LEVEL GCSE

EXAMINATION BOARD TBC

CONTACT FOR FURTHER INFORMATION Mr A. Langman

COURSE STRUCTURE

There will be 5 timetabled lessons per fortnight, focussing on exam technique as well as key topics. It is likely the

exams will be sat in November of Year 12. There will be three papers each making up a third of the final grade.

COURSE CONTENT (GCSE in Mathematics (Foundation Tier 1 - 5 grades)

The course will cover all content from the GCSE foundation syllabus. It is suggested that you purchase a Foundation

revision guide from the school shop if you do not already have one, or a set of the Corbett Maths revision cards for

Foundation.

All students should come to lessons with a full maths set and scientific calculator.

Paper 1 Calculator

Paper 2 Non - Calculator

Paper 3 Calculator

Page 42

PERSONAL, SOCIAL AND HEALTH EDUCATION (PSHE) & CITZENSHIP

CONTACT FOR FURTHER INFORMATION Mrs A. Warner

All students will attend one lesson of PSHE each two week cycle.

COURSE STRUCTURE

Whilst in the Sixth Form, it is compulsory for all students to follow a PSHE programme. All students will attend one

lesson of PSHE each two week cycle.

• The purpose of this course is to offer the opportunity for consideration and discussion of the many current

issues that are relevant to students but which may not be touched upon in their exam courses. It also

includes specific elements designed to support students in their chosen pathway beyond Sponne, linking

with the tutorial programme and is supported by outside speakers/agencies, for example Barclaycard deliver

a presentation to highlight awareness of credit card fraud and scams and how to keep their financial

information safe. The course can change according to student input and national issues. However, the

course is likely to include the following topics:

IN YEAR 12:

• Healthy Relationships - This builds on work completed in the lower school and looks at developing students

understanding of topics such as sexual health, body image and the role of the media, effects of pornography

and domestic abuse. The school nurse team deliver a presentation covering topics such as STIs and cancer

screening.

• Driving - This course looks at developing an awareness of the knowledge, skills and attitudes which combine

to make a good driver, thus improving road safely. The students have a presentation by 2Fast2Soon which

reinforces these ideas. This is revisited in Year 13 when more students are actually driving.

• Careers - Students are supported in making decisions about Post-Sixth Form options and we work closely

with external agencies to deliver presentations to inform students about the choices they can make for

university, apprenticeships, how student finance works and the opportunities for gap year activities.

• We work closely with Sam Fitzgerald, from Proactive Education, to deliver work related learning. Students

have the opportunity to work with local employers to enhance their CV and interview skills.

IN YEAR 13:

• Citizenship – Understanding Terrorism & Extremism - Students explore the history of terrorism and how

people can become involved in these acts and the reasons for them. They also look at contemporary events

and consider the impact on terrorism on themselves and the wider world.

• Financial Awareness - Students develop their understanding of difference aspect of finance for life

including: 1. Fraud & Identity Theft 2. Financial Planning & budgeting 3. The Financial implications of work 4.

Seeking financial advice 5. Choosing financial products

• Well-being - Students will be exploring aspects of mindfulness techniques and encourages students to

develop self-awareness so that they can take more control of their own well-being. These lessons are

intended to be a little different from the typical academic curriculum and introduce students to a different

way of thinking.

• Citizenship – Why Vote? – As students turn 18 they are eligible to vote and students will be encouraged to

register to vote and have the voting process explained to them. Depending on whether elections are

happening, it may be that more detailed sessions take place to enable students to discuss their options and

the key policies of each party.

Page 43

WWWWelcome to Sixth Formelcome to Sixth Formelcome to Sixth Formelcome to Sixth Form …..…..…..….. Sponne Sixth Form is an enjoyable place to learn with a friendly atmosphere and where students maintain good relationships with staff. Teachers are extremely helpful and approachable and there is a good ratio of students to staff. Throughout the formal prospectus, you and your parents will gain an understanding of what the Sixth Form has to offer in terms of curriculum and learning opportunities. In the Student by Student Prospectus we hope to show you some of the stories behind the scenes of the Sixth Form, to give you an idea about the variety of experiences on offer. During your visit, please come and talk to any of the students to gain a more thorough understanding of what your time in the Sixth Form could be like. With best wishes for a successful future with us,

Callum DineenCallum DineenCallum DineenCallum Dineen

Eleanor ReesEleanor ReesEleanor ReesEleanor Rees

Head BoyHead BoyHead BoyHead Boy

Head GirlHead GirlHead GirlHead Girl

Page 44

SCHOOL CONTACT

INFORMATION

Sixth Form Team:

Miss V. Austin Head of Sixth Form [email protected]

Mrs H. Ramsden Deputy Head of Sixth Form [email protected]

Mrs J. Freer Sixth Form Administrator [email protected]

Miss J. Elliott Study Support Mentor [email protected]

School Address details: Sponne School

Brackley Road

Towcester

Northants

NN12 6DJ

Executive Headteacher: Dr. Jamie Clarke MA, BSc GRSM EdD

Head of School: Iain Massey MA (Cantab)

Telephone Number: 01327 350284 extension 119 (Sixth Form Area)

Facsimile Number: 01327 359061

Email: [email protected] or [email protected]

Website: www.sponne.org.uk

Chair of Governors: Christopher Watt

Type of School: Converter Academy

(Part of Tove Learning Trust)

Documents

Open Evening 2018 Booklet - · PDF fileapplication and inviting you to an interview with the Sixth Form Team or the Senior ... (Level 3, Diploma), IT (Cambridge Technical ... Physics,