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What makes our Sixth Form different?

A designated Sixth Form Centre

A range of qualifications that can be put together in the best way to suit each individual

Specialised Higher Education and Careers Adviser located in the Sixth Form Centre

A compulsory Professional, Life Skills Development Programme to introduce key skills

An open door policy in the Sixth Form office – help is always

available A wide range of enhancement activities are available to help

students offer employers the added extra they are often looking for An active say in the way the Sixth Form is run with an elected

Senior Student Team A consistently high pass rate at A2 level.

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Who to see for information

Tutors Initial point of contact for:

Subject/learning concerns and support Initial support with personal issues Discuss Learning Review concerns Authorisation for appointments during school time Personal Statement for UCAS

Alison McLeary– Head of 6th Form On-going teaching and learning concerns If you are concerned about the progress you are making in any of your subject areas Questions about link courses Jane Dove – Post 16 Development Coordinator Non-curriculum development Links with local businesses Personal skills development If you are concerned about the progress you are making in any of your subject areas Support with UCAS applications Richard Sandle-Keynes – Post 16 provision Coordinator Bursary issues Support with UCAS application Link course issues Illness – contact if need to go home To request a day’s leave form If you are having a personal issue which you feel is affecting your learning Janine Jackson – Specialist Careers and Higher Education Adviser Careers advice and help with decision making Refining UCAS personal statements Higher Education research

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Welcome to our Sixth Form A message from the Head Prefect Team

Welcome to our Sixth Form! The most significant word within this title is, not only the welcome, but “our” as that is exactly how Stratford upon Avon’s Sixth Form experience operates. Here, we as students, pinpoint our own desires and sculpt our own learning with the strong, consistent support of all Sixth Form staff. This support is instrumental and, here at Stratford upon Avon School, is readily available and maintains consistency during your time here. We have especially benefited from the support offered by Janine Jackson, our Higher Education and Careers Advisor, in discussing our personal statements, the UCAS application process and the potential degrees we could go on to study in order to achieve our ambitions. The fact that we were able to approach Janine and arrange appointment times that were convenient for us, emphasises the amount of independence we have in our Sixth Form. The main attribute that attracted us to become part of Sixth Form here was the fact that we are able to maintain the strong relationship between ourselves and our subject teachers that has been built upon throughout our school life. This, for us, was of critical importance as they, after all, understand us as individuals, are aware of our learning requirements and know how to nurture our potential and get the best from us. We were also impressed by the previous 100% success rate for students applying to Higher Education. Many of our peers who left for university last year secured a place at their first choice university. During our first year of Sixth Form, we had the opportunity to participate in a Professional and Life Skills Development programme which was extremely informative with regards to further education and key skills. This really helped with our personal organisation, general approach to learning, and revision techniques which we are extremely grateful for now our workload has increased during our last year. Stratford upon Avon’s Sixth Form has given us numerous opportunities to shine and stand out to potential employers and universities. Our position within the Senior Student Team has equipped us with essential skills to take through to higher education such as independence, determination, communication, and organisation. We have thoroughly enjoyed being part of our Sixth Form community and have benefited greatly from it. We wish you the best of luck in your application towards higher education and hope to see you in the near future! James Kirkham Head Prefect Emily Barke Head Prefect

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Thoughts from new students joining Stratford-upon Avon School Sixth Form

Stratford upon Avon School has encouraged me in everything I do, and made me enjoy school more than ever.

I settled in so quickly, having not known anyone. Now it feels like I’ve been here for years.

The school has helped and guided me whilst still giving me my independence.

This year, being appointed the role of Deputy Head Girl has helped me grow in confidence and improved my leadership skills.

Emily Harris Deputy Head Girl 2011/12 For five years I attended The Shipston High School. As Shipston does not have a Sixth Form, I started by looking for Sixth Forms elsewhere and came to look round Stratford Upon Avon School. I was worried that I wouldn’t know anyone as only a handful of people from my previous school were also looking at Stratford upon Avon School, but I heard from a friend that it was supposed to be good, so I thought I would give it a try. After attending the open evening I immediately knew that this would be the Sixth Form for me, the atmosphere was so friendly and inviting, while having a professional approach to education at the same time.

Due to the fact that I lived in Warwick, I was worried about the daily journey to school, making me think that I would struggle with catching the bus for two years. On top of that I was extremely worried about the work load, hearing that A levels involve more work than GCSE’s. However, during the taster session I found the teachers were very supportive, displaying a professional and motivating approach towards helping me work at my very best, becoming involved in both educational and social aspects of school. In addition, to help out with the work load the school permits study periods which are non-subject specific but allow you to catch up, research or complete any homework you may have from your chosen A levels.

This made me sure that it was the place that I wanted to spend the next two years studying . There was just one more obstacle I was worried about. The thought of knowing no-one! On the very first day in September, I remember walking nervously into the common room, to find myself being warmly greeted by a group of people who were so friendly and easy going that it really boosted my confidence. By the end of the day I made loads of new friends, and felt like I had always been part of the school.

Five weeks into the courses and I have been involved in extra-curricular activities, such as, the school football team, expanding my circle of friends further. There is a lot of work involved, but from the qualification, experience and fun you get out of it this is more than worth it. I can say with total conviction that I have made the right choice to study at Stratford Upon Avon School.

Oliver Townsend New student

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Social Life at Stratford Upon Avon School Sixth Form

The Sixth Form organise various social events throughout the school year. The first event, to welcome new year 12 students to Sixth Form, is the induction BBQ. This event includes fun activities, team games, and even a bouncy castle. This event introduces students to each other and the year 13’s in an environment that is informal and fun, making the transition from compulsory education to further education smoother. The next official event is the Christmas Dinner. This is a chance for all sixth formers to get dressed up and come and eat, drink and be merry! There is a DJ who provides music at the end of the meal and an opportunity to see the teachers dancing badly! If you decide to come to Stratford Upon Avon School Sixth Form, at the end of year 13 a leavers event is organised and this is a chance for you to celebrate all your successes in sixth form. In between these official events, there are various charity events, ranging from teacher versus student sports matches to film showings, and this year our new Christmas fayre. There are also various music events, with bands from sixth form competing at Cox’s yard in Battle of the Bands, to the jazz and choir club performing in the autumn, music concerts, and supporting school events such as open evenings. The common room is another area where you can also socialise and develop friendships with students across the years. As you can see Stratford upon Avon Schools Sixth Form has a lot to offer socially and encourages this development as well as your academic achievements, because places of work and universities want well rounded students. Senior Student Team

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Courses on Offer

Stratford Upon Avon School Sixth Form – put a programme of study together that’s right for you… At Stratford upon Avon School Sixth form we believe it is very important that you are able to choose the right programme of study for you. After all, this is all about preparing you for your future. You may want to progress to a career where the opportunity to prove that you’ve had experience applying skills to practice will be invaluable; equally you may be interested in a career where the ability to reflect on theories will be essential. More often than not, learning, knowledge and being able to apply that knowledge to real life situations will be the key. Therefore, at Stratford upon Avon School, you can choose to do the following qualifications:

Level 3 A levels In the first year these qualifications are made up of units normally assessed through examinations which can either be taken in January or June. The exams allow you to experience the practical skills related to the particular subject and to reflect on associated theories and academic practice. Most of these subjects have final written examinations and most contain at least some long answer or essay questions. You can choose to study these subjects for a year or two years. If you study a subject for a year you will be awarded an AS qualification which is worth half the points of a full A level and can be used towards higher education entry. If you study for two years you will take further units and these will be combined with the points awarded in the first year to arrive at the final A2 grade. Level 3 BTEC Awards These qualifications are equivalent to A levels, have the same points range and carry the same points for University or Higher Education. They tend to be more specific to a particular vocational area so they include activities that you might be asked to do by an employer. These qualifications are 100% coursework assessed which means there are no final examinations. These qualifications must be studied for 2 years in order to achieve a qualification.

Level 3 BTEC Awards and A levels Unique to Stratford upon Avon, you can combine BTEC Awards and A levels together.

Level 3 OCR National ICT A Level equivalent qualification. It consists of 6 units which are studied over 2 years (Years 12 and 13). As all 6 units must be completed to achieve the qualification there is no AS option and you must dedicate 2 years to the course. (See subject pages for more information).

Level 2 qualifications All of you continuing to level 3 must have, or be working towards, level 2 English and Maths; whilst there is an opportunity to re-take level 2 exams within the Sixth form, we cannot guarantee timetabled lessons. Enhancement Courses University admission’s officers and employers constantly tell us that they are looking for something more than just academic qualifications; they are looking for evidence that students simply love learning and developing new skills. For this reason we ask you to complement your core curriculum with an enhancement course. In the past we have been able to offer enhancements as diverse as Young Enterprise, critical thinking, peer mentoring, conversational French and Spanish, PE and learning to play the Ukulele.

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Individual Skill From time to time we have students who enter Sixth Form already engaging in an enhancement activity that would provide University admissions officers and employers with exactly the independent learning skills they are looking for. We would not want students to have to forego this activity to take part in one of the courses we run within school. Therefore, we are happy to count personal activities in this programme. We will discuss this with you on an individual basis and will be asking you to provide us with evidence to enable us to comment on it when we write your reference.

Professional and Life Development Course (PLD) The final element of a student’s programme of study at Stratford upon Avon School is the Professional and Life Development course. This is a compulsory course for all Year 12 students, delivered over one lesson per fortnight. The idea of the PLD course is to guide you through some of the key skills that you will need once you leave school, whether you intend to go into higher education and/or employment. Topics covered may include:

Essay writing Looking at Prospectuses Money Management Taking a Gap Year Applying to College Applying to University and the UCAS process

The course is hands on and delivered by a team of specialist staff and external speakers. Entry into Higher Education Most students get offered places at universities that are based on points. Below you will find a chart explaining how some of the qualifications and grades equate to points:

Qualification PointsYoung Enterprise Distinction 40 Young Enterprise Merit 30 Young Enterprise Pass 20 A2 A* Grade 140 A2 A Grade 120 A2 B Grade 100 A2 C Grade 80 A2 D Grade 60 A2 E Grade 40 BTEC with Distinction 120 BTEC with Merit 80 BTEC with Pass 40

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Considerations for beyond Sixth Form

When choosing your A level subjects there are several things to take into consideration. If you have previously studied a subject, perhaps the most important consideration should be whether you are good at it. Your teachers and your exam results should be able to guide you. If you are considering taking up a new subject it is wise to find out as much as possible about the syllabus and what will be involved.

Many students pause to consider how many AS qualifications they should take and whether they should go for a similar programme of subjects (all arts, all sciences or all humanities) or whether they should go for a contrasting set. In short, there is no right answer; there is only the right answer for you. The fewer subjects you take, the more depth you will be able to go into and you will show university admissions officers and employers that you have become a real specialist in your field. The more subjects you take, the greater the breadth of study you will be able to show and university admission’s officers will be impressed by your versatility and ability to cope under pressure.

As a general rule universities are looking for high grades in particular subjects or combinations of subjects. All level 3 courses will stretch students to prove their higher level thinking skills

However, there are a few higher education courses and careers that require specific A levels. For higher education courses a good place to start is www.ucas.com. As a guideline, listed below are some of the more popular professions and their preferred A level subjects:-

Engineering: Maths and Physics Medicine/Dentistry/Veterinary: Chemistry and Biology Physiotherapy: Biology Computing: Maths Accountancy: Maths or related subject Law: Essay based subject, eg English, History Architecture: Art/Design based subject, also like Maths Pilot: Maths and Physics

Often single subject degrees prefer you to have studied that subject at A level and for entry to a Physics degree, for example, they also like you to have studied Maths.

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Even if you have no definite profession/career in mind, it is worth understanding what career areas you may be eliminating by not choosing to study certain subject areas:-

No science knocks out: medically related jobs; environmental sciences;

sports science and related areas; science based research; etc.

No subject that requires essay writing publishing and journalism jobs; law; etc could eliminate:

No art/design could eliminate: architecture and related jobs; fashion related jobs; most art/design based careers unless you can build up an excellent portfolio in your own time; etc

The Russell Group The highly competitive ‘Russell Group Universities’ tend to prefer at least two A level subjects to be from their range of ‘facilitating subjects’ (Maths and Further Maths, English Literature, Physics, Biology, Chemistry, Geography, History and Languages) or other specified subjects (adding Economics and Politics to the previous list). More than one other subject (for example, Media Studies, Art and Design, Photography and Business Studies) could rule you out unless they are directly related to the course you are applying for. However, it is important to remember that you will do much better in a subject that you enjoy studying!

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Your Timetable

We will work with you to put together a programme of study that is most suitable. All students will do:

Three or four Level 3 qualifications – BTEC Awards or AS levels - 9 hours per subject across 2 weeks

The Professional and Life Development course – 1 hour teacher directed time across 2 weeks

An enhancement course of your choice – two hours teacher directed time across 2 weeks.

All students will have:

Private study periods on your timetable when you are expected to work independently, drawing on the staff and resources available to help you. You are allowed to select 3 of these sessions across the 2 weeks as ‘external private studies.’ This means that you are allowed to work at home or the local library or to gain relevant work experience during this time. All other private studies must be spent in school in one of our private study spaces. There are plenty of private study spaces with computers. In addition the sixth form centre has wireless connection so you are welcome to bring your laptops into school to work on.

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SAMPLE TIMETABLE OF STUDENT TAKING FOUR A S SUBJECTS

MonA

09:15-10:15

Sports Studies

SPORTS HALL

Mr R Sims

10:15-11:15

Sports Studies

G86 Class

Mr R Sims

11:35-12:45

Psychology

F24 Class

Mrs E Tomlin

TueA

09:15-10:15

Business Studies

S44 ICT

Mr A Qureshi

10:15-11:15

Business Studies

S44 ICT

Mr A Qureshi

14:30-16:00

Psychology

G05 Drama

Ms C Sampson

WedA

09:15-10:15

Geography

S27 Class

Mrs A Burden

10:15-11:15

Geography

S28 Class

Miss C Upton

11:35-12:45

Sports Studies

G86 Class

Mr S Calcott

13:30-14:30

Young Enterprise

S24 Class

Miss C Onyett

14:30-16:00

Business Studies

S44 ICT

Mr A Qureshi

ThuA

11:35-12:45

Geography

S29 Class

Miss L Donnison

14:30-16:00

Sports Studies

G86 Class

Mr M Brennan

FriA

09:15-10:15

Psychology

HALL

Mrs K Carr

10:15-11:15

Psychology

HALL

Mrs K Carr

11:35-12:45

Business Studies

S44 ICT

Mr A Qureshi

14:30-16:00

Geography

S28 Class

Miss C Upton

MonB

09:15-10:15

Sports Studies

G86 Class

Mr M Brennan

10:15-11:15

Sports Studies

G86 Class

Mr R Sims

11:35-12:45

Psychology

G05 Drama

Ms C Sampson

TueB

09:15-10:15

Business Studies

S44 ICT

Mr A Qureshi

10:15-11:15

Business Studies

S44 ICT

Mr A Qureshi

14:30-16:00

Psychology

F24 Class

Mrs E Tomlin

WedB

09:15-10:15

Geography

S27 Class

Mrs A Burden

10:15-11:15

Geography

S28 Class

Miss C Upton

11:35-12:45

Sports Studies

G86 Class

Mr M Brennan

13:30-14:30

Young Enterprise

S24 Class

Miss C Onyett

14:30-16:00

Business Studies

S44 ICT

Mr A Qureshi

ThuB

11:35-12:45

Geography

S28 Class

Miss C Upton

13:30-14:30

PLD

[ F25 Class ],[ HALL ]

Ms S Johnson

14:30-16:00

Sports Studies

G86 Class

Mr S Calcott

FriB

09:15-10:15

Psychology

F24 Class

Mrs E Tomlin

10:15-11:15

Psychology

F24 Class

Mrs E Tomlin

11:35-12:45

Business Studies

S44 ICT

Mr A Qureshi

14:30-16:00

Geography

S29 Class

Miss L Donnison

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SAMPLE TIMETABLE OF STUDENT TAKING 3 A S SUBJECTS

MonA

11:35-12:45

Psychology

G05 Drama

Ms C Sampson

TueA

09:15-10:15

English

F25 Class

Miss T Cryan

10:15-11:15

English

F24 Class

Mrs M Causer

14:30-16:00

Psychology

S27 Class

Mrs E Tomlin

WedA

09:15-10:15

Geography

S27 Class

Mrs A Burden

10:15-11:15

Geography

S28 Class

Miss C Upton

13:30-14:30

Young Enterprise

S24 Class

Miss C Onyett

14:30-16:00

English

F24 Class

Mrs M Causer

ThuA

11:35-12:45

Geography

S29 Class

Miss L Donnison

FriA

09:15-10:15

Psychology

F24 Class

Mrs E Tomlin

10:15-11:15

Psychology

F24 Class

Mrs E Tomlin

11:35-12:45

English

F25 Class

Miss T Cryan

14:30-16:00

Geography

S28 Class

Miss C Upton

MonB

11:35-12:45

Psychology

S31 Class

Mrs E Tomlin

TueB

09:15-10:15

English

F24 Class

Mrs M Causer

10:15-11:15

English

F25 Class

Miss T Cryan

14:30-16:00

Psychology

G05 Drama

Ms C Sampson

WedB

09:15-10:15

Geography

S27 Class

Mrs A Burden

10:15-11:15

Geography

S28 Class

Miss C Upton

13:30-14:30

Young Enterprise

S24 Class

Miss C Onyett

14:30-16:00

English

F24 Class

Mrs M Causer

ThuB

11:35-12:45

Geography

S28 Class

Miss C Upton

13:30-14:30

PLD

F70 Class

Ms C Sampson

FriB

09:15-10:15

Psychology

HALL

Mrs K Carr

10:15-11:15

Psychology

HALL

Mrs K Carr

11:35-12:45

English

F25 Class

Miss T Cryan

14:30-16:00

Geography

S29 Class

Miss L Donnison

P a g e | 15

Sixth Form Entry Requirements

Sixth Form Entry Requirements There is now strong evidence, both locally and nationally, which links Level 2 and Level 3 performance. Our entry requirements reflect these factors. Knowledge of the individual student is also very important. Entry Requirements are:

1. A good record of attitude to learning in Year 11 2. A good attendance record in Year 11 3. To study four or three AS levels – 5 GCSEs grades A*-C and any subject specific

requirements

The criteria for allocating places at Stratford upon Avon School Sixth form :

1. Priority will be given to students who are already students at Stratford upon Avon School and state that SuAS is their first choice.

2. Priority will be given to students stating on their application that Stratford Upon Avon School is their first choice Sixth Form

3. After priorities 1 & 2, the date when applications are received will be used. All applications are numbered and, in the event that we are over-subscribed, the time an application was received will be used as a means to decide who is awarded a place

The criteria for allocating places on specific subjects :

1. Evidence of prior commitment to and achievement in a subject will be used where demand exceeds places on a course.

2. The coherence of a subject choice in relation to other subjects in a student’s preferred subject combination and any career aspirations

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Subject Choices & Specific Entry Requirements

Before making your preferred subject choice please check the blocking grid on page 16. All subjects appearing in one block will be taught at the same time. Therefore you will only be able to choose one subject from each block. We will attempt to provide all students with their ideal subject combination but it must be remembered that we cannot guarantee this in all cases. Courses will only run if a viable group size is attained. Once a course is full a waiting list will be established. Level 2 Qualifications – GCSEs

Maths English Level 3 Qualifications – BTEC Courses Specific Subject Entry Requirements

(level 2) Performing Arts: Dance B in Dance and/or audition ICT C in Maths and English Sports Studies C in Sport and PE Business Studies B in Maths and English Language Level 3 Qualifications – AS Levels Specific Subject Entry Requirements

(GCSE) Applied Art and Design C in Art Biology BB in Science Business Studies B in Maths, and English Language Chemistry BB in Science Drama and Theatre Studies C in Drama, C in English Economics C in English and Maths English Language B in English Language (Higher Paper only)

English Literature B in English Literature (Higher paper only)

Environmental Studies CC in Science

Film Studies C in English Language Food Technology B in Design and Technology French C in French Geography C in Geography (Higher paper only)

Government and Politics C in English Language History C in English Language Maths A in Maths Philosophy and Ethics C in English Physics BB in Science Product Design B in Design and Technology Psychology B in English and C in Maths Sociology B in English and C in Maths Link Courses At Stratford upon Avon School we try to accommodate your preferred subject combination and to allow greater choice. To this end, we have collaborative arrangements with other local schools and Stratford College (Link Courses). If you wish to study one of these courses please apply to us as normal. When we have received your application we will ask you to complete another application to the relevant institution.

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Blocking Grid

This is the blocking grid that has been in place during 2011-2012. The blocking grid for 2012-2013 will be similar.

BLOCK A

BLOCK C

BLOCK D

BLOCK X

BLOCK Y

Economics

Business Studies

Chemistry

Film Studies

Food Technology

Art

Biology

Drama

Mathematics

Physics

Geography

English Literature

ICT(B)

Government & Politics

Sport (B)

Philosophy

Product Design

History

English Language

Environmental Studies

English

Language

French

Psychology

Dance

English

Literature

Sociology

Psychology

You choose 3 or 4 subjects from the grid above.

(only one subject per block)

You also need to choose a reserve subject (number 5 on the application form)

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The Structure of the Sixth Form

At Stratford upon Avon School we are dedicated and committed to high achievement for everyone through close, nurturing relationships and support systems. As soon as students enter into the sixth form they know it’s going to be a special experience. Here are a few of the things that help to create this environment:

A specialist Sixth Form centre with its own entrance. Once through the doors, move through to the spacious common room, make a cup of tea, catch up on the latest headlines on the flat screen TV or do a little private study before registration

Every week we meet as a whole sixth form, staff and students, Year 12 and 13 to share notices and look at the week ahead

Most period 4s, 1.30-2.30, in Year 12, are devoted to supporting Key Stage 5 learning. These are when all enhancement subjects and private studies take place. Having these sessions timetabled at the same point every week means the Sixth Form can come together to share ideas and resources

A specialist team. We are very fortunate to have a team of people who are there to support our sixth form students. Knowing that you can arrange an appointment with our specialist Careers and Higher Education Adviser whenever you need it brings great peace of mind. If you need to discuss any extra curriculum needs or if you need any guidance on issues you may have, you can talk to one of our dedicated Sixth Form team

An opportunity to grow by working as a professional within a school environment. One of the reasons why so many of our students get into the university or career of their choice is because we actively encourage them to take on responsibility

All students will have the opportunity to do this by supporting younger students in the school through the tutor group they are attached to

In addition, students are strongly encouraged to apply to be a prefect, part of the Head Boy/Head Girl Team or the wider Senior Student Team.

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The Senior Student team: As the Head Boy/Head girl team at Stratford Upon Avon School, we wanted to give you some additional information about the Senior Student Team and how it differed to anything we previously experienced. Our school is very proud of its student participation right across the years. However, it wasn’t until Sixth Form that I was able to see first-hand the truth behind these claims. The Senior Student Team is not a gimmick; the power and influence the team has is incredible. It truly is at the heart of student involvement and participation. Stratford Upon Avon School really does understand that the students themselves can contribute to their education, school and local community and that’s why the Senior Team are at the forefront of any changes proposed or implemented. Over the years we have been given the tools, responsibility and the freedom to work with senior management, governors and parents to make positive progressive changes right across the school community. From my experiences many institutions will also claim to have a representative student body, but at Stratford Upon Avon School you are genuinely involved, with change coming straight from the students themselves. Over the last few years the student team have achieved one of the biggest set of changes ever implemented by a student body which has had a direct impact on all members of our school. Just some of the many great things we’ve achieved:

The introduction of a professional dress code within the Sixth Form to reflect a

professional working environment

The introduction of an elected Student Parliament for the whole of the school

Hosted charity events successfully, raising thousands of pounds for good causes

Creation of an after school activities club called ‘The Hub’ focussed on years seven and eight offering both structured support and enjoyment.

Created, implemented and built on a Prefect support system which sees Sixth Formers and year 11 integrating with the rest of the students and liaising with staff on a regular basis.

Taken a primary role in the design of the new Sixth Form common room space, ensuring that the needs of the Sixth Form were catered for throughout the construction.

Consistently maintained good relations with the Mayor, councillors and community

Carried out an anti-bullying week to raise awareness to both parents and peers.

Created an upcoming Christmas Fayre

Charity events including Children in Need

School radio (called ‘Oidar’) and music system

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Now you have seen what we can do for the school, you are more than likely wanting to know what we can do for you. You get more than just a shiny badge.

You receive professional management training. You will be taken off site to a business centre to look at your management style and how that can affect the way you work with other people, prioritisation techniques, methods for chairing a meeting and effective listening techniques to name but a few

You will have the opportunity to observe how school and community meetings are run and development plans put together

You will have a designated member of staff to discuss the best way to structure proposals to ensure your ideas are accepted

You will be guided through how to make presentations using Alexandra technique and elements of Stanislavski such as being very clear about the objectives of your speech.

Stratford upon Avon School’s Senior Student Team is creating the leaders of the future, developing skills and talents that are essential for success both within further education and the work place. Being a member of the team gives you the edge; it makes everyone involved highly attractive to employers and develops an enviable skill set that will stay with you for a lifetime. Jonathan O’Shea (Head Boy) Emily Frost ( Head Girl)

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Other Opportunities

Below are a few examples of the other activities you can get involved with: Engineering Scheme A great opportunity that has been offered in Sixth Form over the last few years is the engineering project with the Engineering England Scheme. Several months are spent seeing a project from conception to completion, working with a team to complete a project set by the County Council. The residential is held at Birmingham University. It’s a great opportunity to get an insight into the engineering world and university life, and again it helps for university applications. Trips and Visits Learning isn’t always based in the classroom and the sixth form offers a range of educational trips and visits. There are History trips to Germany and Poland so you can visit the places you are studying. These experiences are something you wouldn’t get from a textbook. As part of the Biology course students spend a week in Somerset. Other trips that the sixth form offer include trips to Scarborough with Geography, Art trips to London, English and Drama students go to the theatre and last year a group of sixth formers went to Costa Rica with World Challenge. Music and Drama Get involved with school productions either on stage or behind the scenes. Productions range from ‘A Midsummer Night’s Dream’ to ‘42nd Street’ to ‘Thyestes’. There is also an extremely exciting opportunity to work with the RSC on joint productions.

THE SSIXTH FOORM COOMMON RROOM

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The Calendar for Sixth Form Applications 2011/12

Monday 28th November 2011 Into Sixth Form Evening 6.00 – 8.00 pm Friday 9th December 2011 Application deadline - returned to Richard

Sandle-Keynes February 2012 (tbc) An interview will be arranged for you to tell us a

little more about why you want to continue into Sixth Form and to discuss your course selection

July 2012 (tbc) Taster Sessions Thursday 23rd August GCSE Results Day and registration for Sixth

Form courses Friday 24th August Registration for Sixth Form courses confirmed Please do not hesitate to get in touch if you have any questions or would like to arrange a visit to the school Telephone 01789 416653 (direct line to Sixth Form)

01789 268051 (main switchboard) Email rsandle-keynes@stratfordhigh.org .uk Final confirmation is subject to timetable constraints and subject demand.

ART & DESIGN

Curriculum Leader: Mr C Owen Course Title and Exam Board: AQA A-Level Art in Applied Art & Design Course Aims: In particular, the content of the course will aim for you to: • demonstrate an understanding of how others use visual language, and develop it in your own way; • use 2D media and 3D materials; • use a variety of 2D and 3D techniques; • demonstrate knowledge and understanding of others’ work; • apply their knowledge in response to a project brief; • demonstrate your ability to: – plan and organise your work, – explain and evaluate your work, – make comparisons. How is the subject taught and assessed? A-level Art Students have their own dedicated work space (G27) . This can be accessed outside lesson time. It is a place where work can be left out, knowing it is not going to get damaged etc. There are 4 pc’s available for research/ Artwork. Throughout the course visits to galleries/ exhibitions will happen as well as contact with ‘clients’ setting briefs as part of coursework units. Examination Details: AS Unit 1 Investigation of 2D visual language

Investigation into use of a range of media, skills and processes. Evidence will be seen in an investigative sketchbook based on a theme(s) eventually leading to a final outcome/project

AS Unit 2 Investigation of 3D visual language

Investigation into use of a range of media, skills and processes. Evidence will be seen in an investigative sketchbook based on a theme(s) eventually leading to a final outcome/ project

AS Unit 3 Working to a brief

This is an externally set test. It consists of a brief which is very broad in terms of how students approach it

The A2 Units follow a very similar format to the AS units. The A2 units are characterized by Students working much more independently and in producing work in much more depth. Evidence of how Students apply their knowledge and understanding of 2D & 3D processes is vital to success A2 Unit 7 Application and development of 2D

visual language

A2 Unit 8 Application and development of 3D

visual language A2 Unit 9 Working to self-identified briefs-

This exam requires Students to write their own exam question (or brief) and to demonstrate they have considered the best way to create a solution e.g. to create a 2D relief wall hanging for a local cafe. You would establish a contact at a local cafe and visit the premises to think about the appropriateness of what you design. You would discuss with the cafe owner what criteria you are working towards.

Course Requirements: Minimum grade C at GCSE Art Skills Acquired: Students will be expected to demonstrate a response to all of the assessment objectives in each unit The assessment objectives for AS and A2 are the same. AO1 Applying knowledge and understanding of others’ practice Show an understanding of the working methods used by historical and contemporary art and design professionals and their work. AO2 Applying skills, techniques and understanding (a) Develop ideas by applying and reflecting on knowledge, skills and understanding of media, materials, techniques and processes. (b) Realise and present work appropriate to its context. AO3 Analysis, synthesis and evaluation Gather, record and analyse relevant information and evidence, make reasoned judgements, present solutions and evaluate their own practice. Progression Routes: • Higher Education: this A-level provides a sound basis for progression to a range of HE courses, e.g. BA degrees in arts subjects, Foundation courses in Art, HNDs. • Employment: the course aims to maintain and support the recognised standards demanded for art and design education and training in order to meet the requirements of various art and design employment sectors.

"With the course you can let your creative side out but still understand where Art can take you"                      

Matt Caldwell Year 13 

BIOLOGY

Curriculum Leader: Dr V Larner Course Title and Exam Board: Biology 2410 Exam board AQA Course Aims: To encourage pupils to develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers in the subject. To appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society. How is the subject taught and assessed? Pupils are taught in small groups, involving a range of activities and practical investigations. A summer residential field course, (four days in Somerset) allows the pupil to study different habitats and carry out practical ecology. Homework is set each week amounting to between 3 – 5 hours of work, which might involve answering past examination questions, preparing a presentation, producing an essay or writing a summary to finish off a piece of work discussed in class. An emphasis is placed on independent study and pupils are expected to research and revise topics throughout the course. Pupils are assessed by homework tasks set, collected in and marked; by regular end of topic tests and advice on revision strategies and techniques is regularly offered. Examination Details: AS Examination: Unit 1 Biology and disease BIOL1 1 hour 15 minutes. Unit 2 The Variety of living organisms BIOL2 1 hour 45 minutes Unit 3 Investigative and practical skills in AS Biology BIOL3 AS Centre-Assessed Unit. A2 Examination: Unit 4 Populations and the environment BIOL4 1 hour 30 minutes. Unit 5 Control in cells and in organisms BIOL5 2 hours 15 minutes. Unit 6 Investigative and practical skills A2 Biology BIOL6 A2 Centre-Assessed Unit.

Course Requirements: BB science Skills Acquired: It is hoped that pupils develop a methodical approach towards a task and develop sound practical skills. We hope pupils develop the ability to solve scientific problems and further develop the skill of collecting, interpreting and validating evidence. Progression Routes: To enable pupils to prepare for a wide range of careers and degree opportunities, for example: medicine, dentistry, veterinary, biochemistry, environmental science, microbiology, genetics and pharmacy. Careers advice is given throughout the course.

‘Biology is very relevant to the world around us and has given me the ability to safely conduct a variety of 

experiments. The most complex systems and habitats can be broken and intricately explained to an astonishing 

degree, giving me a greater understanding of the world around me and a basis for my university degree.’  

Sam Chapman Year 13 

BUSINESS STUDIES Curriculum Leader: Mr A Qureshi Course Title and Exam Board: OCR AS/A Level GCE Business Studies Course Aims: The aim of this specification is to encourage candidates to

Develop an enthusiasm for studying business Gain a holistic understanding of business Develop a critical understanding of organisations

and their ability to meet society’s needs and wants

Understand that business behaviour can be studied from a range of perspectives

Generate enterprising and creative solutions to business problems and issues

Be aware of the ethical dilemmas and responsibilities faced by organisations and individuals

Acquire a range of relevant business and generic skills, including decision making, problem solving, challenging assumptions and quantifying and managing information.

How is the subject taught and assessed? The subject is taught through discussions in class around the main topics. In addition pupils are given case studies to work through as well as being expected to research and look into what is happening in the economy at the present time. Examination Details: AS Unit F291: An introduction to Business 1 hour written paper; 60 marks – 40%

The paper consists of short-answer and data response questions Candidates answer five questions

AS Unit F292: Business functions 2 hour written paper; 90 marks – 60% The question paper has two sections:

Section A: Candidates are required to answer one six-part question Section B: Candidates are required to answer all four questions based on a pre-released case-study stimulus material

AS Unit F295: People in Organisations

2 hour written paper; 60 marks – 20% Candidates are required to answer six questions based on the case-study stimulus material

AS Unit F297: Strategic Management 2 hour written paper; 90 marks – 30%

Candidates answer four questions based on the pre-released case-study stimulus material, one of which will include a specified numerical element. This unit is synoptic.

Course Requirements: You do not need to have studies Business Studies at GCSE to do this course. You do however need to have 5 A* - C grades in other subjects including Maths and English at a B. If you did study Business Studies GCSE then this must account for one of you’re A* - C grades. Anyone who achieved less than a grade C in Business Studies GCSE would not be recommended for this course. Skills Acquired: Analytical and evaluative skills as well as essay writing. The ability to connect theory to case study. Progression Routes: Having completed this course, students could progress on to either Higher Education or Further education to continue their education in a Business related subject.

“ The Business  Studies course relates almost everything that it teaches to the real world, this has opened my 

mind up and made me want to pursue it further at university.” 

BUSINESS STUDIES Curriculum Leader: Mr A Qureshi Course Title and Exam Board: Business Level 3 BTEC National So why choose BTEC? BTECS are an established and highly successful alternative to general qualifications, suitable for a wide range of learners. As work-related qualifications, they are designed to accommodate the needs of employers as well as allowing progression to university. By nature BTECs provide a more practical, real-world approach to learning alongside theoretical background, giving learners knowledge, understanding and skills that they need to prepare for employment. BTECs also provide career development opportunities for those already in work. They can be taken as well as, or instead of, GCSE’s and Advanced GCEs in schools. Comprising of individual units, which can be built to form a qualification at a size that is suited to the learner, BTECs can bedelivered as a full-time course. Each unit is assessed through the completion of assignments that are designed by the tutor and call on a range of evidence types. How is the subject taught and assessed? The subject is taught through discussions in class around the main topics. This then allows the pupil to then write up their assignment from the knowledge gained. Unit Details: Subsidiary Diploma: Credits – 30 A Level equivalence – 1 A Level Units: 6 Diploma: Credits – 120 A Level equivalence – 2 A Level Units: 12 Extended Diploma: Credits – 180 A Level equivalence – 3 A Level Units: 18 In each qualification, 4 mandatory units must be completed and then the remainder are made up of optional units selected by the teacher. This course is coursework based and does not include any examinations.

Course Requirements: You do not need to have studies Business Studies at GCSE to do this course. You do however need to have 5 A* - C grades in other subjects including Maths and English at a B. If you did study Business Studies GCSE then this must account for one of you’re A* - C grades. Anyone who achieved less than a grade C in Business Studies GCSE would not be recommended for this course. Skills Acquired: Analytical and evaluative skills as well as essay writing. The ability to connect theory to case study. Progression Routes: Having completed this course, students could progress on to either Higher Education or Further education to continue their education in a Business related subject.

CHEMISTRY

Curriculum Leader: Dr V Larner Course Title and Exam Board: OCR Chemistry Course Aims: To increase the understanding of the principles of chemistry and develop a logical approach to problem solving. How is the subject taught and assessed? The assessment is modular with a coursework component. Students will be required to take notes and to work on chemistry problems relating to their work. The course is taught by a closely integrated series of teacher led lessons. Discussions, practicals and the use of ICT will enhance the teaching of such concepts at AS level like atomic structure, chemical bonding and structure. Examination Details: AS level Unit 1 Module 1 Atoms, bonds and groups (F321) Unit 1 Module 2 Electrons, bonding and structure Unit 1 Module 3 The periodic table Unit 2 Module 1 Basic concepts and hydrocarbons (F322) Unit 2 Module 2 Alcohols, halogenoalkanes and analysis Unit 2 Module 3 Energy Unit 2 Module 4 Resources Module 1 and 2 examined in June Coursework (F323) completed during class time. This comprises three sections Qualitative assignment Quantitative assignment Evaluative assignment A2 level Unit Module 1 Rings, Polymers and analysis (F324) Unit 1 Module 2 Polymers and synthesis Unit 1 Module 3 Analysis Unit 2 Module 1 Rates, equilibrium and pH (F325 Unit 2 Module 2 Energy Unit 2 Module 3 Transition Elements Module 1 and 2 examined in June Coursework (F326) completed during class time. This comprises three sections: Qualitative assignment - Quantitative assignment - Evaluative assignment.

Course Requirements Grade BB science at GCSE level . An enquiring mind and a proficiency in maths. Self motivation and discipline are also required. Skills Acquired: Logical thinking skills. Problem solving. Team work and independent research skills as well as a body of scientific and chemical knowledge. Progression Routes: Scientific university courses and most employment using transferable skills.

‘Chemistry is a subject that you can really sink your teeth into. It opens up many career paths and helps you 

relate to everyday things to a higher level of understanding’ Vicki  Fleet year 12 

BTEC NATIONAL AWARD in PERFORMING ARTS: DANCE Curriculum Leader: Ms L Aldis Course Structure The Edexcel Level 3 BTEC National Award in Performing Arts (Dance) consists of two core unit plus four specialist units that provide for a combined total of 360 guided learning hours (GLH) for the completed qualification. Core Units GLH Level

Performing to an Audience

120 3

Dance Appreciation

60 3

Optional Units

Specialist Units – 60 GLH (for each unit) Level 3

Rehearsing for Performers, Developing Physical Theatre, Dance Improvisation, The Healthy Performer, Developing Contemporary Dance, Applying Contemporary Dance Technique, Developing Movement Skills, Movement in Performance, Choreographic Principles, Exploring Contact Improvisation, Urban Dance, World Dance, Jazz Dance, Tap Dance, Applying Classical Ballet Technique, Developing Classical Ballet Techniques. What does the course involve?

The 360 guided learning hours (usually 6 units) BTEC National Award offers a specialist qualification that focuses on particular aspects of employment within the appropriate vocational sector. The BTEC National Award offers flexibility and a choice of emphasis through the specialist units. It is the equivalent of one A Level. What skills, qualifications, or interests do I need to study this subject?

GCSE B Dance GCSE English (grades C or above) is

highly desirable. Excellent time management & total

commitment. A commitment to Independent

Learning.

An interest in performance work and the ability to work effectively in a group.

Assessment

The evidence for this qualification is largely process based. Much of the evidence will be via tutor observation and/or a process log kept by each learner. Learners will need to ensure that the log provides clear supporting evidence for the research undertaken and the manner in which stimuli have been selected, explored and developed (e.g. annotated research, visual references, mind-maps, ideas boards), in addition to diary entries. Peer assessment could provide a valuable source of evidence, together with tutor observation statements. Videoed evidence of key stages of development (e.g. group discussions and workshops) will provide supporting evidence for individual learners’ response to stimuli and contribution to the creative process. Where assessment takes place through performance, it will be recorded on video/DVD as evidence for verification purposes. If learners choose to present work for the recorded medium, the recording will be a naturally occurring piece of evidence. Grading of the evaluation can be assessed through written and/or oral communication. If it is through oral communication (video diary, audio presentation or viva voce) there should be clearly attributed recorded evidence to support this. Possibilities for Further Study/Employment Prospects

Degrees in Dance, Expressive Arts & Creative Arts courses.

Work in theatre, entertainment and performance.

Set up Dance School/Club. Employment, which requires good

communication and the ability to work with other people.

DRAMA AND THEATRE STUDIES

Curriculum Leader: Ms L Aldis Course Title and Exam Board: GCE Drama and Theatre Studies Edexcel 8DR01 AS 9DR01 A2 Course Aims: To develop student’s interest in drama and theatre as participants and informed members of an audience. To develop students knowledge and understanding of major influences in theatre Offer students a range of opportunities to develop drama and theatre skills creatively and imaginatively. Integrate theory and practice. How is the subject taught and assessed: AS Units Unit 1: Exploration of Drama and Theatre is an internally assessed unit worth 40% of the total AS marks. Students explore two contrasting play texts practically and record their findings in a set of Exploration Notes; students also experience a live theatre performance and write an evaluation of it. Unit 2: Theatre Text in Performance is an externally assessed unit worth 60% of the total AS marks. In Section A, students either perform a monologue or duologue or offer a design skill in support of performer(s). In Section B, students contribute to a group performance, either as a performer or a designer. Unit 1 provides a foundation for the rest of the course, enabling students to learn how to analyse plays in a variety of ways and become familiar with the ways written plays can be interpreted for realisation in performance. Students become used to working practically, gain familiarity with using a script, understand the roles of a theatre production team, learn about the craft of the playwright and how plays are structured, understand theatre terminology, explore plays in relation to eight key elements of drama and theatre and experience theatre as an informed audience member. In Unit 2, students have the opportunity to apply this knowledge and understanding and to develop and demonstrate their skills in a performance environment, whether as performers or designers. A2 Units Unit 3: Exploration of Dramatic Performance is an internally assessed unit worth 40% of the total A2 marks. Students create an original piece of drama as a performer, designer and/or director. They document, reflect and evaluate the process and evaluate the final performance in their Supporting Written Evidence document. Unit 3 allows students to build on the knowledge, understanding and skills gained at AS. Unit 1 practical work and research into play texts will help students develop and shape their ideas in Unit 3; the process of compiling their Exploration Notes will inform their approach to their supporting written evidence. From Unit 2, students will be able to draw on their experience

of working as a member of a group towards a performance, researching a role or design elements, taking part in a rehearsal process and contributing to a final performance. Unit 4: Theatre Text in Context is an externally assessed unit worth 60% of the total A2marks. In Sections A and B, students’ study one play from a choice of three and develop ideas for a proposed production from the perspective of a director. In Section C, students study the original performance conditions of a play written and performed in one of three specified time periods; students see and respond to a live performance of the chosen play. As well as building on Unit 3 work, Unit 4 draws on knowledge, understanding and skills gained at AS. In both Unit 1 and Unit 2, students’ research into social, cultural, historical and political contexts will help them in carrying out research into their chosen prescribed text and prescribed historical period. Unit 1 exploration of eight key elements of drama and theatre will inform students’ exploration of their set text in Unit 4. Experience of rehearsal from Unit 2 will give them an understanding of the rehearsal process and ideas for rehearsal methods and techniques that might be used with their set text. Their understanding of the role of the director, and the director’s interpretation, in Unit 2 Section B will help them explore a text from the viewpoint of a director in Unit 4. Work on visual, aural and spatial elements in Unit 1 and any experience of design skills in Unit 2 will provide ideas for design elements and what these might communicate in the chosen text in Unit 4. As a department we continue to have strong links with RSC Education and actively engage in a range of projects to further enhance the learning and skills acquired in this area. Examination Details: Unit 1 Exploration of Drama and Theatre,

completed by January of Yr 12 40% AS – 20% A2 Unit 2 Text in Performance, completed by May of Yr 12 60% AS – 30% A2 Unit 3 Exploration of Dramatic Performance,

completed by February of Yr 13 40% A2 – 20% ‘A’ Unit 4 Theatre Text in Context, written

examination May/June Yr 13 60% A2 – 30% ‘A’

Course Requirements: It is useful to have taken Drama and GCSE level but not essential. At least a grade C at GCSE for English is required and a B highly desirable. It is important that you are interested in gaining a greater understanding of how theatre and plays work and that you are keen to be involved with workshop performances. There is an expectation that candidates will be prepared to work outside of the ‘normal’ school day – 100% commitment to extra sessions is essential. Skills Acquired: The course demands practical creative and communication skills in almost equal measure. Students will extend their ability to create drama and theatre either in a performing or production role. Progression Routes: The skills and strengths necessary to function in this area and to survive the course are extremely useful in any career which involves meeting and working with people. A qualification in Theatre Studies is useful and highly regarded by employers looking for someone to undertake P.R work. It is also extremely useful for Social Work and Teaching, as well as the more obvious routes into Performing Arts, Film, Media and T.V. – indeed any career which relies on teamwork.

Drama 

``

ECONOMICS

Curriculum Leader: Mrs J Lewis Course Title and Exam Board: AQA Economics Course Aims: To provide students with the Knowledge to understand the economy of the world in which they live and to acquire the skills to analyse and evaluate economic problems and government economic policies. How is the subject taught and assessed? Students are expected to keep up to date with current affairs so class discussions on current issues can take place. Theory is covered through dictated notes and exercises from text books and brought to life using newspaper articles and videos.

Examination Details: AS-Unit 1-Markets and Market Failure Unit 2- The National Economy Both exams are 1 hour and 15 minutes and are 25% each of the total A level marks. A2-Unit 3-Business Economics and the Distribution of Income Unit 4-The National and International Economy Both exams are 2 hours long and are 25% each of the total A level marks. Course Requirements: A minimum of a C in English and Maths. Skills Acquired: Analytical and evaluative skills as well as essay writing at A2. Progression Routes: Economics is a useful subject for many careers e.g. accountancy, banking and management in a wide range of industries. It is also useful for many areas of higher education which involve an Economics component.

ENGLISH LANGUAGE Curriculum Leader: Miss T Scanlon Course Title and Exam Board: English Language AQA B Course Aims: To develop a critical understanding of how language is used in everyday interactions and texts. To learn to analyse and present a viewpoint convincingly. To develop writing to a professional and potentially publishable standard. How is the subject taught and assessed? The study of language is taught through a detailed analysis of spoken language and written texts. The context and social functions of language are also analysed. At first this is modelled by staff but as the course progresses, students will be expected to produce their own informed, independent opinions and judgements. Lessons will involve class and small group discussion with the individual responsible for their own note taking. A mixture of self, peer and teacher assessment will take place during the year and the final assessment is through examinations taken in the summer and coursework. Examination Details: AS

Unit 1 Categorising Texts – introduction to language Language and Power Language and Gender Language and Technology

Unit 2 Creative Texts Coursework

A2

Unit 3 Developing Language- Language Acquisition Language Change

Unit 4 Investigating Language Coursework

Course Requirements: Minimum grade B at GCSE higher paper English Skills Acquired: Reading and analysing texts and taking an active role in discussions. Good written expression and use of linguistic terminology. Independent learning through research. Progression Routes: English Language and Linguistics or a joint degree in Language and Literature can be studied at university. The skills acquired can lead to a variety of careers such as journalism, speech therapy, public relations, and teaching to name but a few.

‘English Language is a subject that allows you to express your writing 

creativity, and form you own unique style. It also lets you discover 

language theories, showing differences and similarities between genders 

and power. It is an inspiring subject that has broadened my vocabulary and 

understanding of the English language’ Danielle Holt Year 13 

ENGLISH LITERATURE Curriculum Leader: Miss T Scanlon Lead Teacher: Miss T Cryan Course Title and Exam Board: English Literature AQA A Course Aims: To develop a love of literature for life. To learn to analyse and present a viewpoint convincingly. To develop a clear writing style. How is the subject taught and assessed? Any study of English Literature requires detailed analysis of texts. Initially, this is closely supervised by staff but as the course progresses, students will be expected to produce their own informed, independent opinions and judgements. Lessons may involve reading and class or small group discussion but note-taking is generally left to the individual. Lessons become progressively more student-centred as the course and students’ confidence develop. Appropriate use is made of available audio visual material, and, wherever possible, visits are made to the workshops and lectures conducted by the Shakespeare Centre and Royal Shakespeare Theatre. A mixture of self, peer and teacher assessment will take place during the year and the final assessment is through examinations taken in the summer and coursework. Examination Details: AS

Unit 1 The struggle for identity in modern literature. Texts in Context

Unit 2 Creative Study Coursework

A2

Unit 3 Love through the Ages. Reading for Meaning

Unit 4 Extended essay and Shakespeare study Coursework

Course Requirements: Minimum grade B in GCSE English or English language. A GCSE in English is not necessary. The most important qualification is a genuine desire to study and share ideas about Literature. Skills Acquired: Reading and analysing texts and taking an active role in discussions. An understanding of how a text is shaped through the context of its production and reception. Good written expression and use of critical vocabulary. Independent learning through extended study. Progression Routes: English Literature is a popular degree studied at university. The skills acquired can lead to a variety of careers such as journalism and the media, public relations, and teaching to name but a few.

English Lit 

 

 

FOOD TECHNOLOGY

Curriculum Leader: Ms C Shephard Course Title and Exam Board: WJEC Design and Technology, Food Technology Course Aims: AS and A level specifications in design and technology should encourage students to

Make use of knowledge and reflective practices in order to work with tasks that are challenging.

Develop and sustain their creativity and innovative practice.

Recognise and overcome challenges and constraints when working toward the production of high quality products.

Draw on a range of skills and knowledge from other subject areas.

Develop an understanding of contemporary design and technology practices.

Use digital technologies and information-handling skills to enhance their design and technological capability.

How is the subject taught and assessed? Using the design process, AS level candidates will design and cook food items e.g. a new bread product, an innovative dish using pasta, a product suitable for entertaining at Christmas. Two hour sessions are allocated to this. It is recommended that IT is used for the recording in the accompanying folio work. Food manufacturers and local catering establishments are visited. Modules include:

i) Designing and Innovation – in this design skills are developed and the work in food technology further understood.

ii) Product Analysis to include dietary trends, the influences of past and present food designers and inventors e.g. Escoffier and ‘celebrity chefs’ e.g. Jamie Oliver and existing products.

iii) Materials and components – this section is about developing a wide appreciation of the range of food materials available and what role each plays in recipe construction.

iv) Industrial and commercial practice – this section is about understanding various methods of production and being able to apply appropriate commercial practices in practical projects.

Examination Details: A. Design and Make Task 60% B. Exam Paper 40% - 2 hours

Course Requirements: A grade B or above in a design and technology subject – preferably food technology. Skills Acquired: Communication, problem solving, information and communication technology, working with others, improving own learning and performance, application of number. Progression Routes: The AS modules will provide a valuable background to many further areas of study. It will give you the opportunity to develop an awareness of Food Technology as a field of study and to progress to higher education or relevant career options e.g. Food and Nutrition, Food Technology, Food Science, Consumer Science, Food and Consumer Studies at universities such as Reading, Leeds, Nottingham etc. It is also a good basis for careers and courses in the field of caring, health and social care (e.g. nursing).

‘Food Technology has helped me express my creative skills and opened my 

mind to the business and manufacturing side of food production. The 

marketing aspect of this really helps you understand the thought processes 

in promoting and distributing of food products and what makes certain 

things appealing to the consumer’ Alex Hodgkins  Year 13 

FRENCH

Curriculum Leader:

Miss M Zierhut Course Title and Exam Board: AQA French Language and Society Course Aims: To develop language and communication skills using written and spoken French in a variety of texts. Some of the tasks are of a vocational nature: fax, answer phone message, memo etc to prepare the students for the world of work. How is the subject taught and assessed? There are various current interest topics; work, transport,travel,culture,sports,arts,media,socialissues,education,environment,current affairs,technology. The topics are examined, discussed,debated, presented and written about. New course books use a variety of exercises to stimulate active use of the language in an interesting way. Examination Details: AS Unit 1 Listening, Reading, Writing Unit 2 Speaking test A2 Unit 3 Listening Reading,Writing Unit 4 Speaking test

Course Requirements: Minimum grade B at GCSE French. Communication skills and a willingness to express ideas in speech and in writing on a wide range of topics, to learn and use the language for real purpose. Skills Acquired: Knowledge of the language and culture of other European countries is an important skill in the European commercial world. Even though your main interest and career may be a commercial specialism, this course will enable you to talk to French-speaking Europeans in their own language. Progression Routes: There are many university courses which include a language component such as European Business Marketing,etc.

 

GEOGRAPHY

Curriculum Leader: Mrs A Burden Course Title and Exam Board: OCR Geography Course Aims: If you choose to do Geography you will be doing some new and exciting topics as well as more familiar ones. Geography will help you develop skills you can apply in all your subject areas including analysis, critical evaluation, research and investigative skills. You will gain an insight into geographical ideas, concepts and processes as well as considering challenges facing our planet today. Geography at Stratford High is a popular option and will give you an appreciation of your place in our world today and the challenges facing us on this planet. Geography is a well respected subject and Geography graduates are still one of the most employable. It is a subject which will complement any other A’level but particularly the sciences, maths/statistics and economics due to its strong focus on skills, problem-solving and interpretation of data. How is the subject taught and assessed? OCR, specification A is followed. The AS course is broken into Managing Change in Human Environments covering topics such rural and urban change, tourism and energy. These topics focus on the factors creating distinctive human environments and their dynamic nature, the interaction between people and the environment and the need for sustainable management. In Managing Physical Environments you will study familiar topics like river and coastal environments but also new ones, including, hot and semi-arid environments and cold environments. These topics focus on the processes responsible for distinctive landforms and the challenges associated with the development of these fragile ecosystems. At A2 you will study a range of topics in Global Issues such as earth and climatic hazards, development and inequalities, and population and resources. There is a synoptic approach to this unit and you will gain an understanding of how all aspects of geography are interconnected. Geographic Investigative skills are featured throughout the two year course and include the residential trip to Scarborough culminating in a written exam in year 13 based on coursework completed during year 12 and 13. You will be assessed via two examined modules in year 12 for AS level and two examined modules in year 13 for the full A’level award. There is no assessed coursework.

Examination Details: AS – Units F761 and F762 A2 – Units F763 and F764 Course Requirements: Grade C at GCSE higher tier Skills Acquired: Critical thinking, research and investigative skills, data handling, interpretation and analysis, problem-solving and synoptic thinking. Progression Routes: Geography, GIS, Planning, Environmental Sciences

Geography 

 

HISTORY Curriculum Leader: Mrs S Mensforth Course Title and Exam Board: GCE History AS/A2 Level - Edexel Course Aims: The course aims to engage students in the study of four new periods of history. Each area will develop the ability to select knowledge, analyse, evaluate and substantiate judgements. Module 1 addresses two linked themes in Russian History, whilst module two develops source analysis. The aim of module 3 is to address any historical controversy and identify the reasons why different interpretations exist. Finally, students have the opportunity to produce their own enquiry using sources and knowledge. How is the subject taught and assessed? Modules 1 and 2 are taught in year 12. Module 1 will involve responding to two questions in essay form. Module 2 will be judged on knowledge, but more importantly use of skills when using sources. Students will need to acquire knowledge and develop essay skills for module 1 and develop skilled source analysis for module 2. All teaching will use a range of style to develop these techniques. Similarly modules 3 and 4 build on depth of knowledge and skills using evidence throughout the year. This culminates in the coursework which may be presented for the January module of year 13. Module 4 will be examined in a 2 hour exam in June of Year 13. Examination Details: Unit 1 one exam 1 hr 20 mins Unit 2 one exam 1hr 20 mins Unit 3 one exam 2hrs Unit 4 Coursework (marked internally and submitted to examiner) Course Requirements: A GCSE grade C or above in English. A good student will have an interest in the subject and be prepared to research texts and comments to formulate opinions and arguments and develop essay writing skills. Some students have been successful without GCSE in the subject though it is certainly a good starting point. A good standard of English is important. Skills Acquired: Essay writing; source analysis, formulating balanced arguments; reaching a substantiated judgement and the importance of interpretation in history. All are transferable skills which prepare the student for university and life /work generally.

Progression Routes: Edexcel Advanced GCE in History forms an excellent preparation for further study of history at degree level. Students of any age or cultural background who study AS or Advanced GCE History have access to a wide range of career and higher education opportunities. By the end of the course they will have learned how to evaluate and analyse information, how to weigh up evidence and how to communicate complex ideas effectively. These skills are recognised and valued by employers, universities and colleges. Edexcel History AS/Advanced provides an excellent foundation for a number of popular careers including journalism, law, business management the media.

“History is how one generation, long since dead, communicates with future generations yet unborn.  That communication is a critical element in every kind of progress known to man.  the world in which we live is as a result of the historical decisions made by past leaders and past event.  the history course at A level not only gives you a fascinating insight into one of the most intrguing periods of our time but equips its students with invaluable life skills and reinforces their ability to critically analyse texts; vital for further education into University.   I would recommend this course without any doubt.  it is enlightening, inspring and truly eye opening.  the teaching allows the freedom to research the areas of the course which you find interesting; in my case the study of the welfare state has engaged me. The problems the current government is facing with regards to the care of the poor now are the same problems they were having in the 1900.” Sixth Form Student 

Unit 1 – Digital Business Communication This unit equips students with essential skills for the workplace. The taught content includes; The use of email communications for business, the production of key business documents such as Agendas, Memos, Letterheads and Web page templates, Effective use of communication and Presenting to a group. This unit prepares students for a real life working environment. Unit 2 – Collaborative working This unit develops skills in team working and producing work as a group. Students will devise, plan, produce and present a group project to the rest of the class. Working in groups of 3 or 4 the project could take a variety of different forms from a small movie to a web development project. Unit 3 – Problem Solving The taught content of this unit focuses on statistical analysis and data collection. Students will use a variety of techniques to prove or disprove a hypothesis. These techniques could be anything from setting up a web based survey to asking and filming the responses of members of the public on the street. Data will be analysed in Microsoft Excel and then presented to the group. Unit 4 – Creating a Digital Showcase This unit will be taught towards the end of year 13 when students have acquired all the necessary skills to produce a digital showcase. The digital showcase must be for an end user and incorporate skills in web design, animation, video production, photo manipulation /image editing and sound engineering. Teachers and students will have one to one tutorials to discuss the best direction for these projects. Students who wish to pursue a career in multimedia may wish to use this unit to assemble a portfolio of their work to use when applying for jobs or university courses.

Unit 5 – Digital Video The digital video unit allows student the creative freedom to plan, storyboard, produce and edit a video of their choice. This could be an advert, interview, comedy sketch, music video, information video or any other type of video production. The final video must be at least 3 minutes long. Students will learn theory behind video production, editing techniques, creation of special effects and genres of film. Unit 6 – Cartooning and Animation During this unit students produce a small animation using Adobe Flash. Students will study in detail the history of animation, well known animators such as Walt Disney, Otto Messmer and Chuck Jones. They will also study a variety of animation houses such as Warner Bros, Pixar and Aardman Animations. During this unit students will design a character – including some hand drawn sketches – personalise their character and design a “set” in which for it to live, Storyboard their animation and produce their animation digitally. Animations will be presented to the class and evaluated; animations of a high standard will be entered into national young animator’s competitions. Progression Routes: The course is suitable for students wishing to continue to University or students wishing to leave school and move into industry. If you are considering higher education in any capacity, whatever the subject, the OCR National Level 3 in ICT would be of use to you. Universities and other higher education establishments expect that students possess ICT capabilities regardless of the subject being taught. If you were considering using this qualification as a platform to move into industry the following careers may be of specific interest to you; Web design, graphic design, photography/videographer or office administration.

ICT 

ICT

Curriculum Leader: Mr A Qureshi Course Title and Exam Board: ICT OCR Nationals Level Three Course Aims: The OCR National Level 3 course aims to equip students with a rounded ICT skill set. It is a vocational skills based course that we believe empowers students with a wide range of versatile skills. This course would complement a variety of other A Level courses; Maths, Statistics, Business Studies, Media Studies, English, Drama, Photography and Art to name a few. The software studied is industry standard and, therefore, students not wishing to continue to higher education would have an industry ready skill set. Students wishing to continue on into higher education would have a broad knowledge base on which to build. How is the subject taught and assessed? The OCR Nationals level 3 is an A level equivalent qualification. It consists of 6 units which are studied over 2 years (Years 12 and 13). As all 6 units must be completed to achieve the qualification there is no AS option and students must dedicate 2 years to the course. The course is 100% coursework (no exams) and coursework is internally assessed by the ICT department and by an external OCR moderator. This allows maximum flexibility as coursework can be assessed at any time. It also allows work to be assessed and improved “in house” prior to the external assessment. Most work will be completed using the Adobe Macromedia Suite, this includes; Photoshop, Fireworks, Dreamweaver, Flash and Illustrator. All units will be awarded a Pass, merit or distinction, which is equal to: Distinction = A grade, Merit = C grade, Pass = E grade These grades are recognised by universities and can be broken into UCAS points as per other A Level courses. Students will be timetabled for 10 hours a fortnight and as the course is 100% coursework students will have to attend ICT lessons as normal during periods of Study Leave. Examination Details: None – the course is 100% coursework

Course Requirements: You do not need to have studied ICT at GCSE to do this course. You do however need to have 5 A*- C grades in other subjects including Maths and English. If you did study ICT GCSE then this grade must account for one of your A* - C grades. Anyone who achieved less than a C grade in ICT GCSE would not be recommended for this course. Skills Acquired: The current units offered equip students with a wide and diverse range of skills. We currently offer the following units (please note the department may alter the optional units based upon previous experience).

AS and A2 MATHEMATICS Curriculum Leader: Mr K Lister Course Title and Exam Board: Mathematics, AQA Course Aims: Mathematics is a challenging and demanding course. It is delivered in a modualar fashion where each module focuses on a different branch of mathemetics. The aims of each module are described below. Pure Mathematics In Pure Core Modules students will cover a broad range of pure mathematical topics in geometry, algebra, calculus, vectors, differential equations etc. Initial topics at AS level are common to both A-level and GCSE however, the interpretation and context of application of the mathematics is at a considerably more advanced level. Statistics The Statistics module is best suited to students considering a career in the Life Sciences, Psychology, Medicine, Business or Economics. At AS-level the focus is on introducing the various distributions of data, considering confidence intervals and the interrogation of data by the use of correlation and regression. At A2 level these ideas are extended further and applied to more complex data sets and scenarios. The topics of Hypothesis testing and Contingency allows students to make more rigorous assessments of the validity of experiment. Mechanics In Mechanics students learn to model physical systems and to apply these models to real problems. As such, the mechanics module is best suited to students considering a career in Engineering, the Physical Sciences and Earth Sciences. At AS Level students solve kinematic problems in 1 or 2-dimensions and are introduced to the concept of Forces and Newton’s laws of motion. These ideas are extended to include connect systems of particles, projectiles and momentum. At A2 Level more complex kinematic problems are considered and more complex models are investigated. Acceleration is treated as a variable, circular motion is explored and differential equations are introduced. How is the subject taught and assessed? The emphasis is on developing individual’s ability to learn independently and Maths is taught using a range of teaching strategies including lecture style lessons, some practical work, collaborative or discursive tutorials and student-led presentations. Students will also be expected to research and present some of the course content to their peers. Mathematics students complete 3 modules in Year 12 and a Further 3 modules in Year 13. The aggregate score from the examination of all 6 module examinations determines the finale grade. Examinations are usually taken in May/June of both years.

Examination Details: AS Level 3 modular exams in the May/June examinations. A2 Level 3 modular exams in the May/June examinations. Course Requirements: Grade A or A* at GCSE. Skills Acquired: Mathematics is a subject that deals with problems. How to describe them, model them, solve them. Our students develop a range of independent problem solving skills as well as vastly developing their mathematical knowledge. In addition through written work, discussions and presentations students develop the ability to communicate complex ideas via a range of different media. Progression Routes: A Mathematics A-level is highly regarded by employers and Higher Education institutions regardless of the chosen career path. It is particularly appropriate for all Engineering Courses, many degrees in the Physical, Earth, Life and Social Sciences as well as many degrees with a financial focus such as Business, Economics and Accountancy.

‘Maths is a highly challenging subject which can be applied to a variety of other subjects and opens up the 

possibility of many interesting university courses, but also a large amount of career paths. Maths is so 

applicable to all walks of life and is a universal language’ Sam Chapman – Year 13 

PHILOSOPHY & ETHICS

Curriculum Leader: Miss K Rogers Course Title and Exam Board: OCR Religious Studies in Philosophy & Ethics Course Aims: To enable students to: Develop interest in and enthusiasm for a rigorous

study of Philosophy and Ethics and apply it to the wider world.

Adopt an enquiring, critical and reflective approach to the study of Philosophy and Ethics.

Reflect on and develop their own opinions, values and attitudes in the light of their learning.

How is the subject taught and assessed? The subject will be taught using a variety of learning activities. Although discussion is a key part to this subject. Students will be encouraged to develop written skills in critical thinking and evaluative skills. Students will be expected to work independently in order to extend their knowledge out of the classroom setting. The AS grade will be assessed using 100% examination. Examination Details:

AS Philosophy of Religion

a) Ancient Greek influences on religious philosophy:

Plato – analogy of the cave, the concept of form Aristotle – ideas about cause and purpose in relation to God

b) Judeo-Christian Influences on religious

Philosophy: Concept of God as Creator Goodness of God

c) Traditional arguments for existence of God Ontological Argument Cosmological Argument Teleological Argument Moral Argument d) Challenges to Religious Belief

Evil e) Religion and Science

Scientific, philosophical and religious points of view on the origin of the universe.

Religious Ethics : a) Ethical Theory

Natural law Kantian Ethics Utilitrianism- bethm and Mill Religious Ethics

b) Applied Ethics Abortion Euthanasia Genetic Engineering War and Peace

A2 Philosophy of Religion You will be studying: Religious Language Religious experiences and miracles Attitributes of God

Life after death Religious Ethics: You will be studying: Meta Ethics- ethical language Ethical theories Free will and determination Conscience Virtue ethics

Applied ethics- application of natural law, conscience,utilitarianism,religious and virtue ethics to:

Enviromental and business ethics Sexual ethics Course Requirements: GCSE RE grade C or above plus at least a Grade C in English. A real commitment to the subject is essential. Students should be interested in can curious about the subject. Skills in divergent thinking and an open minded attitude are necessary. Skills Acquired: Development of discussional skills, academic style of writing, critical thinking and evaluative skills. Progression Routes: Course can be continued to A2 leading to a degree in theology, Philosophy, Religious Studies plus a wide choice of career paths including law, armed forces, human relations, public relations, mentoring or counselling.

‘This subject broadens your mind into a new spectrum of thinking that makes you greater appreciate the people and cultures of the world around you’ Emily Barke – Year 13

PHYSICS

Curriculum Leader: Dr V Larner Course Title and Exam Board: AQA Physics B: Physics in Context Course Aims: Physics seeks to help us understand how the world around us behaves. The subject covers phenomena ranging from the smallest possible scale deep inside the atom to the largest conceivable distance stretching across the entire Universe. At the heart of physics is the process of making predictions, taking measurements and developing theories. On this course you will study a wide range of physical concepts and look at how these ideas can be applied in various contexts. This course should encourage candidates to: a) develop their interest in, and enthusiasm for the subject, including developing an interest in further study and careers in the subject b) appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society c) develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of How Science Works d) develop essential knowledge and understanding of different areas of the subject and how they relate to each other. How is the subject taught and assessed? Each unit is split into modules which are taught by two members of specialist teaching staff. Lessons involve a variety of learning activities with an emphasis on discussing physical concepts, problem solving and practical investigations. Students are expected to support their studies outside of class by reading around topics and developing essential abilities. The course is assessed formally each year through two written examinations and a centre assessed investigative and practical skills assessment (ISA & PSA). Tests and homework tasks will be set throughout the course for formative assessment of knowledge, understanding and skills. Examination Details: Unit 1: Harmony and Structure in the Universe Written Exam - 1hr 15min, weighting 20% (June) Unit 2: Physics Keeps Us Going Written Exam - 1hr 15min, weighting 20% (June) Unit 3: Investigative and Practical Skills in AS Physics ISA + PSA – Centre Assessed, weighting 10% Unit 4: Physics Inside and Out Written Exam - 1hr 45min, weighting 20% (June) Unit 5: Energy Under the Microscope Written Exam - 1hr 45min, weighting 20% (June) Unit 6: Investigative and Practical Skills in A2 Physics ISA + PSA – Centre Assessed, weighting 10%

Course Requirements: BB Science (B Mathematics recommended) Skills Acquired: Taking physics will develop your ability to use scientific apparatus effectively, manipulate data and solve problems. The subject requires logical thinking and an application of mathematical skills. The ability to communicate scientific understanding and apply ideas is also cultivated during the course. Progression Routes: This course provides an entry route into higher education physics courses. It is also an essential subject for progression into engineering. Physics complements most other science related subjects as well as mathematics and provides many valuable transferable skills for employment.

‘ Physics has opened doors of knowledge to the universe that I never knew existed and has grabbed my interest in a way no other subject has, with fascinating insights which are constantly developing’ Christopher Busby – Year 13

PRODUCT DESIGN Curriculum Leader: Mr N Gleaves Course Title and Exam Board: Product Design WJEC Course Aims: To develop and sustain a creative and innovative approach to design whilst recognising and overcoming challenges and constraints when working towards the production of high quality products. How is the subject taught and assessed? This course builds upon the success of Design and Technology GCSE courses and students learn through both project work and formal teaching. Students will be expected to apply what they have learnt to develop a sketch book of work. The course is delivered in several parts: Product Analysis – products are studied, knowledge of materials and processes gained and applied to those products. Design and Make Tasks – students develop their design and practical skills working in a range of material. During the Design and make task, students will apply their design skills. The use of a sketchbook to present and explore ideas is a key element of the assessed task. Examination Details: Both years of the course have design and make coursework and an end of year examination. These carry equal marks.Each year has a theory examination AS is 2 hours, A2 is 2.1/2 hours Course Requirements: Pupils who have studied Resistant Materials, Graphic Products, Textiles, Systems and Control and Electronic Products are encouraged to apply. Full consideration will be given to Food students who demonstrate the necessary aptitude and desire for the course. Grade B or above is expected in GCSE Design and Technology. Also students who have studied a BTEC in Art and Design or Engineering at a merit level or above may apply.

Skills Acquired: The course requires the application of knowledge gained to design problems. However the following key skills are also widely used: communication, application of number, problem solving, ICT and working with others. Progression Routes: The skills and techniques gained in this course will be of great benefit to anyone progressing to university and college courses in Design, Engineering, Textile and Fashion, Architecture and other related subjects. The design and planning used will also be of benefit to anyone in post A level employment.

‘I have really enjoyed studying Product Design, as it lets you become incredibly creative with designing and 

making a product and promoting it. If you think you have an eye for creativity and designing, this is the course for 

you’ Callum Olorenshaw  Year 13

PSYCHOLOGY Curriculum Leader: Mrs L Tomlin Course Title and Exam Board: Psychology AQA specification A Course Aims: Students should have an understanding of human behaviour and how from being fully dependant on others, to being a well rounded adult who has developed their own style and personality. Unit 1 consists of Memory, Attachment and Research Methods and unit 2 covers Abnormal behaviour, Stress and Social Influence. How is the subject taught and assessed? Some lessons are teachers lead and others students based. We use a mixture of activities, role plays, written work and practical research to prepare students for the exams. Exam based questions are set regularly to ensure consolidation of knowledge and monitor progress. Peer assessment, self assessment and teacher assessment is used throughout the course. Examination Details: AS consists of two exams, Unit one – Memory, Attachment and Research Methods. Unit two – Social Influence, Stress and Abnormality. Both exams are 1 hour and 30 minutes long and a possible 60 marks can be gained on each paper. Unit one and unit two will usually be taken together in May. There are two further units in A2, each assessed by exams. There is no formal coursework element to the course.

Course Requirements: B in English C in Maths Skills Acquired: Students will learn how to analyse and evaluate people’s behaviour. They will also understand the various Psychological explanations for this behaviour and be able to critically assess theories, viewpoints or models suggested and conclude how effective these are. Progression Routes: Psychology can be taken onto A2 level and can also be studied at university either as a standalone subject or alongside other subjects to give different viewpoints. Job opportunities include Clinical Psychologist, Educational Psychologist, Forensic Psychologist, Teacher or Counsellor.

‘Psychology explores the theories behind human behavior, from stress to attachment, from infants to adults. I would recommend this course to anyone wanting to understand the reasons why and how people act and their behaviour’ Lydia Gorick – Year 13

SOCIOLOGY Curriculum Leader: Mrs L Tomlin Course Title and Exam Board: Sociology AQA Course Aims: Students will look at how two key institutions in our lives shape us into the society we know. We also discuss how particular background circumstances can affect education, including ethnicity, social class, gender and parental education. Students also investigate how Sociologists complete research taking particular note of different research techniques, ethical issues and ways of recording data. How is the subject taught and assessed? Some lessons are teachers lead and others students based. We use a mixture of activities, role plays, written work and practical research to prepare students for the exams. Exam based questions are set regularly to ensure consolidation of knowledge and monitor progress. Peer assessment, self assessment and teacher assessment is used throughout the course. Examination Details: AS consists of two exams, Unit one – Family – 1 hour – 60 marks. Unit two – Education and Research Methods – 2 hours – 90 marks. . There are two further units in A2, each examined by exams. There is no formal coursework element to the course.

Course Requirements: B in English Skills Acquired: The ability to make links between aspects of a person’s life and how they have developed as adults through role models. To analyse and evaluate Sociologists viewpoints and critically consider which of those viewpoints they personally associate with. To understand how and why Sociologists choose particular methods of gathering research and to demonstrate the insight the information gives us. Progression Routes: Sociology can be taken onto A2 level and can also be studied at university either as a standalone subject or alongside other subjects to give different viewpoints. Job opportunities include Social worker, Teacher, Prison officer, Welfare officer, Counsellor or Charity work.

‘ It’s really interesting to learn about how society is around us and how it affects and influences our individual identities.’ Martha Burton – Year 13

 

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9

JAD/sdw/sixth form application

Stratford upon Avon School Sixth Form Application for 2012-2013 Please complete this form in clear block capitals Surname

Other Names

Address

Tutor Group

Date of Birth

Post Code

For official use only Hand in Date Hand in Number

Telephone Number (home) Student Mobile: Parent Mobile:

Name, address and telephone number of present school if not Stratford upon Avon School and applying from another school. Name Address Telephone number Is Stratford upon Avon School your first choice? Is Stratford upon Avon School your reserve choice? Course being studied at present. Please enter details in the white boxes.

Level Higher/ Foundation

Type GCSE BTEC etc

Predicted GCSE Grade (check with Curriculum Leader)

Signature of subject teacher

English Language

English Literature

Science Single Award

1 grade

Double Award

2 grades

Triple Award 3 grades Chemistry Physics Biology

Mathematics

Modern Language

Technology

Please insert GCSE/BTEC/SWIFT

JAD/sdw/sixth form application

Stratford upon Avon School Sixth Form Application for 2012-2013

Entry requirements are stated in the Sixth Form Prospectus. Please check these carefully when selecting courses.

Subject choices in order of preference

Entry requirements (subject specific, insert from prospectus)

Signature of GCSE subject teacher to confirm you are appropriate to study this subject at AS (if studied at GCSE).

1.

2.

3.

4.

5. (reserve choice)

Initial Interview Signed:

Date:

Surgery Interview Signed:

Date:

Student’s results have been checked and he/she has been accepted onto the course outlined above. Signed

Date

SEN