Tuxford post 16 brochure 2016 final for web

Tuxford Post 16 Prospectus

2016/2017

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A Message for Potential Students ..................

The Transition Process .................................

Business, Computing and ICT

Business AS and A Level ................................

BTEC National Certificate and Subsidiary Diploma in IT ..................................

BTEC Certificate and Subsidiary Diploma in Travel and Tourism ........................

Economics AS and A Level ..............................

Computer Science AS and A Level ..................

ICT AS and A2 .................................................

Creative and Expressive Arts

Drama and Theatre Studies AS and A2 ........................................................

BTEC Level 3 Dance .......................................

Edexcel BTEC Level 3 – Art and Design .................................................

Fine Art AS and A Level ...................................

Music AS and A2 ........................................

Photography AS and A Level............................

Design and Technology

BTEC Level 3 Certificate and Subsidiary Diploma in Engineering ............

Design and Technology Product Design (Graphic Products) .........................

Food Technology AS and A Level....................

English

English Language AS and A Level ..................

English Literature AS and A Level ...................

English Language GCSE .................................

Humanities

Geography AS and A2 ...............................

History AS and A Level ...............................

Philosophy and Ethics AS and A2 ..............

Mathematics

Mathematics AS and A2 ..................................

Further Mathematics AS and A2 .....................

Core Mathematics Level 3 Qualification .....................................................

Mathematics GCSE .........................................

Modern Foreign Languages

French and Spanish AS and A2 .................

Physical Education

BTEC Diploma in Sport ...................................

Physical Education AS and A2 ........................

Science

Biology AS and A Level ...................................

BTEC Level 3 National Diploma in Applied Science ...................

Chemistry AS and A Level ...............................

Physics AS and A Level ...................................

Social Science

BTEC Health and Social Care ..........................

Sociology AS and A Level ..........................

Psychology AS and A Level .............................

Enrichment Courses

Extended Project ..............................................

General Studies AS .........................................

Past Tuxford Students ................................

A Selection of Courses and Universities Attended by Graduates of 2015 .............................................................

Post 16 Team ...................................................

A MESSAGE FOR POTENTIAL STUDENTS

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We will continue to ensure the highest standards of education are provided for every Post 16 student with a personalised timetable that allows a pathway to future careers.

We are preparing for the new A level specifications that begin in 2016. Students starting subjects in September 2016 in Drama, Geography, Spanish, French, Music, Physical Education and Religious Studies will be studying the new linear specifications alongside English Language, English Literature, Biology, Chemistry, Physics, History, Psychology, Art and Design, Business, Computer Science and Sociology. This means that the student’s grade in their AS Level exam will not count towards their final A level mark. The student’s A level grade will be based solely on their performance in the exams at the end of Year 13. Where applicable, we intend to enter students for AS exams in all four of their subjects to help inform their choice of which three subjects to pursue to full A level.

From September 2017 this will also apply to A levels in Mathematics, Further Mathematics and Design and Technology.

For new courses, subject leaders will publish details of which exam board specifications will be followed on the academy website as soon as this information is available.

Our Post 16 motto is: Grit & Goodwill

Grit characterizes the effort that students must make to meet our high expectations for academic work, enrichment, and community involvement. It recognises that perseverance, passion, and courage are the traits that lead to success.

Goodwill underlines the importance of teamwork, reflecting the motto of Tuxford Academy, “Excellence through Teamwork”. Students’ success will be determined by teamwork: students working with staff who are committed to help them achieve their full potential, as they build the four pillars of their future success.

We work with students to help them secure the best grade that they can achieve.

Students enjoy a range of leadership and enrichment opportunities that help to develop

their wider skills. This helps students to develop their “X-factor” to give them the edge in the next stage of their careers.

A programme of Information, Advice and Guidance, informs students about University, Apprenticeship and College pathways. Students also have access to our Impartial Careers Guidance Officer.

The Post 16 Business Dress Code requires students to wear clothes suitable for a professional working environment such as an office. This ensures that students set a high standard in their personal appearance.

Our Post 16 team is dedicated to ensuring an effective climate for learning and maximizing student progress. The school building provides excellent facilities for teaching and learning provision.

Paul Simpson, Assistant Principal (Post 16)

Thank you for considering the Post 16 Centre at Tuxford Academy. We offer a wide range of courses and our relationships with students are excellent. We will provide you with all the advice, encouragement and support that you will need to be successful. In an increasingly competitive world, you are going to need higher qualifications and we will help you achieve them.

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What we expect from you

A successful career Post 16 is dependent upon:

• Commitment to the course, e.g. effective use of private study time. You will be treated as an adult by the staff and also be expected to take more responsibility and control over your studies.

• High standard of attendance - the academy expects a minimum of 96% attendance.

• Punctuality to school and lessons. Students on the school roll are still in full-time education and full attendance is required for all sessions. Punctuality and registration is part of your personal responsibility.

• Support for the academy in its formal standards of dress and behaviour. There is a new dress code, where the emphasis is on business.

• You will be expected to put a significant amount of time into your studies by completing additional research at home.

Higher Education guidance

Our Higher Education adviser works with students to ensure successful applications are made to colleges anduniversities. We regularly get students accepted at Oxford, Cambridge and other top Universities. A one weekresidential course on higher education (e.g. Lancaster University) is offered at the end

of Year 12. Students arealso taken to higher education fairs and open days.

What can we offer you at Tuxford Academy Post 16 Centre?

• All teachers based on one site, available to help all day• AS, A2, BTEC Level 3 and GCSE courses• A commitment to personalised learning• Over 300 students on roll• A high success rate with very low drop out• Friendly and supportive staff• Excellent facilities and equipment

Leanne Murphy, Head of Post 16

Choosing to come to the Post 16 Centre at Tuxford Academy is a great decision. We make it our priority to ensure all students are carefully guided throughout their studies. We have a tutor team who monitor and support attendance, attainment and attitude. Predicted grades are checked against target grades to ensure that consistent progress is made.

In Post 16, students are given the independence to control their own study time, but students found to be underachieving are given extra support and guidance from the Post 16 team to help them improve their performance to expected levels.

Parents are regularly contacted via termly reviews and/or meetings. Any concerns are quickly relayed to the home via tutors and pastoral leaders.

Applying for a place at Tuxford Post 16 Centre

Anyone who wishes to continue his or her education after the age of 16 is advised to find out what Tuxford Post 16 Centre can offer you:

• Come for a tour of the centre, contact Gillian Cupit (Post 16 Student Services) on 01777 874207 or 01777 870001, Ext 578 or email [email protected].• If you have decided already that you will be joining us, please confirm this in writing to Paul Simpson, Assistant Principal (Post 16).

If you have any questions about the option blocks provided here, how to complete the option form or the options that are running in a school other than your home school, please contact the following people.

• Mr P Simpson: Assistant Principal Post 16, Tuxford Academy (tel 01777 870001) • Mr J Hardy: Vice Principal, Tuxford Academy (tel 01777 870001)

Option forms for current Year 11 students

You will receive a draft option form. Completing and returning this form, as soon and as accurately as you can, is extremely important. We will analyse the choices all students make and may re-arrange the option blocks to meet student needs.

It is important to indicate interest in a subject early. Nil returns for a subject, or a very small number of students indicating that they wish to opt for a subject means the subject may not run in that year.

Please note:

1. Entry to Tuxford Post 16 is dependent on you having shown a positive attitude to learning in Year 11.

2. These course options are provisional, depending on demand they may change.

3. Entrance criteria may change depending on demand (if a course is over- subscribed, priority will be given to students with the highest grades).

4. *There may be changes to Drama and Theatre Studies, BTEC Art & Design, BTEC Level 3 Dance and Music specifications from September 2016. At this stage the information in this brochure presents current unit structures as we are not yet in a position to confirm which exam board we will use next year. Once we have considered all possible options we will announce the full details to any students wishing to study these subjects. However, all new courses will still contain a similar combination of practical and theory based units, so many of these details will no doubt remain the same.

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THE TRANSITION PROCESS

Some of the differences from 11-16 education include:

• There is a purpose built Post 16 Centre, consisting of a Conference Room, Study Rooms, Higher Education Room and access to the LRC, where you can study. • You will be focusing on fewer subjects but studying in far greater depth. In order to do this, you will have study periods on your timetable, to provide you with the opportunity to do additional research. • Your tutor will mentor you throughout your time in the Post 16 through regular interviews. • You will participate in an enrichment programme which offers a range of sporting options, leadership and recreational activities and work experience. The activities help you to develop skills and are a valuable addition to your CV and/or UCAS personal statement. They will also help you to relax from your studies.

• Catering services are available from breakfast onwards from the Refectory and hot drinks are available from vending machines. • You will be given the opportunity to be involved in the various leadership awards offered e.g. CSLA. You will be involved in a peer mentoring scheme assisting students in Key Stage 3 and 4. It is vital students have a clear vision of their next steps following their GCSE examinations. We take great care in guiding you into the correct path.

Step 1: Tuxford Year 11 students have assemblies to improve their knowledge of the types of courses available. Visits around the centre can be arranged for other prospective students and their parents – please contact Gillian Cupit on 01777 874207 or 01777 870001, Ext 578.

Step 2:Post 16 Open Evening November 19th 2015.

Step 3: Induction Event in July for prospective students.

Step 4: On GCSE Results Day staff will be available to give advice on the best route forward once students receive their results.

Step 5: At the start of term in September, students should arrive at the Post 16 Centre for enrolment and counselling about an individual curriculum to suit their needs. Sessions on study skills and time management will be delivered to prepare students for the more independent learning style needed at Post 16.

During September 2016, parents are invited to an Induction Session where we outline our expectations and answer any questions. We encourage parents to attend this evening.

There are many differences which will make studying in the Post 16 a rewarding and enjoyable experience. It is important to make the most of your time, and this means not only working hard with your academic studies, but also becoming involved in the many other opportunities on offer. Today, both universities and employers prefer to see evidence of students demonstrating leadership skills or having participated in activities in the school or wider community.

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Useful Numbers and Websites

Tuxford Academy Post 16 Centre 01777 870001 Ext 578 www.tuxford-ac.org.ukFutures www.futuresnn.co.ukRussell Group www.russellgroup.ac.ukNational Apprenticeship Service www.apprenticeships.org.ukWhich? Universitywww.university.which.co.ukUCASwww.ucas.comNot Going to Uni.com www.notgoingtouni.co.uk

The right courses for you

Your choice of Post 16 courses depends on a range of considerations such as:• Your GCSE qualifications• Your career aspirations• Your subject interests

Level 3 Courses

A Level courses are mainly exam based

BTEC courses are assessed via portfolio evidence and assessed practical work.

Level 3 Entry Requirements

• Students wishing to study ‘AS’ qualifications will usually need to have achieved at least a grade ‘B’ in their chosen subject. Students following a full package of ‘AS’ qualifications will normally also have at least 5 GCSEs

at grade ‘B’ or above. Where students have fewer grades at this level, a personalised package of both Level 3 and 2 qualifications can be put together to suit the learner’s profile.• BTEC Level 3 courses will require students to attain a range of ‘C’ GCSE passes.• All students are expected to take GCSE Maths and English if they do not have a grade C or above.

What is a BTEC?

BTECs are work related qualifications suitable for a wide range of students, built to accommodate the needs of employers and allow progression to university. They provide a more practical, real-world approach to learning alongside a key theoretical background. They can be taken as well as, or in place of, GCSEs and A levels in schools and colleges. BTECs are recognised by schools, colleges, universities,

employers and professional bodies across the United Kingdom and in over 100 countries worldwide.

Based on case studies, projects and assessments, which contribute to achieving each unit studied.

The projects that students undertake form the basis of their unit results which are graded as a Pass, a Merit, a Distinction or a Distinction*.

Each BTEC is made up of units. The number of units is dependent on the level and size of BTEC being studied. In order to complete each unit, students must achieve against a set of outcomes.

The assessment criteria address theory with practical exercises. The assessment process is ongoing, so it allows the student to analyse and improve their own performance through their course in much the same way as they would in a real workplace.

Level 3 BTECs are designed

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as specialist qualifications for students who have a clear view of their future career or are seeking progression to higher education. Level 3 BTECs are equivalent to A levels and are highly valued by universities, further education colleges and employers alike. There are more than 250 qualifications for students to choose from. These qualifications are suitable for students aged 16 upwards and are recommended for those who have achieved at least four A*– C grade GCSEs or have completed a Level 2 BTEC and have a clear view of where they want to be, or wish to go to university.

A BTEC Level 3 qualification is also useful for students who go on to pursue further vocational studies at college.

Student Choice

• Students choose a maximum of 4 AS levels in Year 12. Usually three of these subjects will be taken at A2 level in Year 13. It will be possible for new AS subjects to be taken in Year 13.• Alternatively, students may choose Level 3 BTEC courses or a combination of AS level and BTECs.• You should research the combinations that you propose to study before committing yourself.• You should look at the likely subject requirements of future employers or university admissions tutors. It is important you choose subjects in which you have a genuine interest.

• Progression to Y13 courses will depend on performance in Y12.

Options Policy• All students in Year 12 are expected to take the equivalent of 4 AS courses (e.g. 4 AS levels, 2 AS levels + 2 BTECs, 4 BTECs). Students are not able to change subject during the year.

Russell Group Universities

The Russell Group represent 24 leading universities across the UK. They have published a guide to Post 16 choices. For information and guidance visit: www.russellgroup.ac.uk

BTEC Level 3AS Level A Level

Subsidiary Diploma (6 units) Diploma (12 units)

D*D* (112)

D*D (104)

DD (96)

DM (80)

MM (64)

D* (56) A* (56)

D (48) MP (48) A (48)

B (40)

M (32) PP (32) C (32)

A (20) D (24)

B (16)

P (16) C (12) E (16)

D (10)

E (6)

KEY: D = distinction / M = merit / P = pass

UCAS points for 2017 onwards

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Did you know?

• 42% of 18 to 30 year olds believe they took the wrong educational path and say their parents were one of the groups that influenced them.• More than 100,000 students have gained university places. 95% of Higher Education Institutions accept BTEC students (including Russell Group universities).• GCSEs and A levels need not be the only education route that leads to university or a successful career. A BTEC course offers applied learning related to work which may be best for your learning and development.

Curriculum support & enrichment

We offer excellent levels of pastoral and academic support. Students will meet regularly with their tutor for one to one mentoring. They will be supported as they prepare for their next step, whether it is higher education, further training at college or applying for a job.

There is a regular information, advice and guidance presentation to help inform students as they plan for the next stage of their careers.

Tutors and teachers will work with students to ensure that they are studying courses at an appropriate level to maximise their chances of achieving good grades.

Students can access a range of support strategies. The Learning Mentor team can help to develop effective independent learning skills.

Students intending to pursue a Higher Education pathway are encouraged to take the Extended Project Qualification. Universities value the EPQ as evidence of a student’s ability to use a range of skills that are vital for successful study in higher education. The EPQ gives students the opportunity to choose their own topic. It also teaches new skills, such as, independent research, project management, reflection and self-directed learning. It can inspire and motivate students – completing the project gives them greater confidence and a sense of achievement. It also enables students to develop a broad range of skills. For example, A - A* students at GCSE English Language/English Literature who choose subjects out of English for A Level can do the Extended Project in Literature.

The Sports Leader Award can also contribute to the

student’s qualifications. This is taken as part of the recreation programme.

The Post 16 Forum

This is a self-governing body elected by the students for the students. They contribute to the organisation of numerous social events throughout the year, culminating in the Year 13 Prom, and also plan and carry out fund raising activities for charity.

Additionally, the forum meets regularly with Mr Simpson. This provides an excellent channel for communication and discussion to take place on Post 16 issues, leading to some major improvements. The Forum also plays a prominent role in the annual Post 16 Open Evening for students and parents, and act as mentors for the new students.

Extra-Curricular Recreation

In this current climate, students will need to work hard to ensure that they stand out from the other candidates.

University admissions tutors and employers will be looking for a range of skills, not just a set of exam results. Candidates who can demonstrate that they have led activities or contributed to team success will be particularly attractive. We offer a wealth of leadership opportunities for students to develop their skills. The student forums are an important example. It matters to us what students think. We want students to achieve and we want them to enjoy their time with us.

There is a wide range of activities and trips on offer. Extra-curricular activities can help students to learn something new without the pressure of exams. They can also help make a student a more attractive candidate for a job or university.

Students are able to choose from a wide selection of recreation opportunities. Students can choose up to three different activities throughout the year. Activities include Duke of Edinburgh Award, European Film Club, Paired Reading in Primary Schools, and many more. There is a fully equipped fitness suite that students can use. The students help organise the annual Summer

Prom and Christmas Trip. Students can engage in a broad range of charity work.

Over the last few years students have enjoyed a range of trips and visits. There is an annual residential university preparation visit, at either the University of East Anglia or Lancaster University. We have a long running exchange programme with the Gniezno Liceum in Poland. We have visited capital cities of Eastern Europe and there is a skiing trip.

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By Summer 2016 I will have:Five or more GCSEs mostly at grade ‘B’ and above.

In September 2016 I should be planning to:

• Start a range of 4 AS courses, with the intention of continuing 3 or 4 of these at A2 level in Year 13.• Start a Diploma at Level 3.

By Summer 2016 I will have:Five or more GCSEs mostly at grade ‘C’ and above.


• Start a BTEC Level 3 course or select a limited number of ‘AS’ courses possible with a re-sit in English, Maths or Science if required.

• Consider an Advanced Apprenticeship.

By Summer 2016 I will have:Some GCSE passes, mostly at grade D or below.


• Start Level 2 courses to build up to the Level 2 Threshold (BTEC First, GCSE, or Diploma).

• Consider an intermediate Apprenticeship.

By Summer 2016 I will have:A few GCSEs, mostly at grade F or below.


• Start Level 1 or Level 2 courses to build up over time to achieve the Level 2 Threshold.• Possibly linked to work-based learning.

What should I be planning?

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Business, Computing and ICT

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BUSINESS AS AND A LEVEL

Why study Business?

Business Studies is about how businesses and organisations make decisions and operate in an ever-changing environment. This subject will interest you if you have a genuine interest in what is happening in the world of business and you want to know why businesses make the decisions that they do. You will build your knowledge of core business concepts and apply these in the context of real organisations so you can develop a broad understanding of how businesses work.

What will I learn about?

There are 3 themes covered in the AS course:

Theme 1: Marketing and people. This looks at a broad range of internal and external factors affecting the success of the business.

Theme 2: Managing business activities. This considers the roles, responsibilities and qualities of people within a business and investigates recruitment procedures and training methods.

The AS course is a stand-alone qualification and does not count towards the full A Level.

The full A Level comprises the above themes plus these two additional units

Theme 3: Marketing and people. Candidates produce a structured business plan for a new product or service.

Theme 4: Global business. Students will develop an understanding of globalisation, global markets and business expansion, global marketing and global industries and companies.

How is Business taught?

You will be provided with a broad introduction to business and the business environment. A range of sources will be used to deliver the course content including video, Internet, newspaper articles and business case studies. Discussion and interaction is expected and some group work is essential as you progress through the course.

How will I be assessed?

AS Assessment

Paper 1: Marketing and People 1 ½ hour exam 50% of the AS

Paper 2: Managing business activities 1 ½ hour exam 50% of the AS

A2 Assessment

Paper 1: Marketing, people and global business 2 hour exam 35% of the A Level

Paper 2: Business activities, decisions and strategy 2 hour exam 35% of the A Level

Paper 3: Investigating business in a competitive environment 2 hour exam 30% of the A Level

Pathways for future careers/courses

This course gives a good foundation for higher education or employment opportunities in the business sector; however the skills of analysis and evaluation developed during the course will be valuable for any future career routes.

Entry requirements

5 GCSEs A*- C including grade Bs in English and Maths.

Examination Board: EdexcelSpecification: AS 8BS0 A2 9BS0

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BTEC CERTIFICATE AND SUBSIDIARY DIPLOMA IN TRAVEL AND TOURISM

Why study Travel & Tourism?

The BTEC National is designed to provide a specialist work-related qualification. The travel and tourism industry continues to grow at a rapid pace with the last 10 years seeing a huge increase in the amount of travel undertaken by individuals for both leisure and business purposes. This course seeks to provide learners with the knowledge, understanding and skills to work in this sector. It is also a chance to achieve a Level 3 qualification without having to sit any exams. This is a great opportunity to open doors within this important worldwide industry which is continually looking for well qualified employees.


The BTEC Level 3 Certificate in Travel and Tourism is broadly equivalent to an AS Level and the Subsidiary Diploma is broadly equivalent to one GCE A Level. It consists of 6 modules of equal weighting.

These include the following core units:• Investigating travel and tourism (Certificate)

• The business of travel and tourism• The UK as a destination (Certificate)• Customer service in travel and tourismIn addition to this, two specialist units will be studied:• Long Haul Travel Destinations (Certificate)• Preparing for Employment in Travel and Tourism

How is Travel & Tourism taught?

The very nature of the BTEC qualification supports the practical nature of the delivery of this course which mirrors the industry itself. Students will be researching into the travel and tourism sectors by studying real life organisations. Teaching methods include video, role play, discussion, case studies and written tasks. Full interaction and participation is expected throughout the course.


All of the six units are assessed via portfolio work. The tasks included in the portfolios will

be varied and may include presentations, practical activities, research projects and displays as well as more formal written assignments.

Pathways to future careers/courses

The specification is designed to provide an all-round introduction to the travel and tourism industry for those who wish to develop their careers in one of its many connected occupational areas. These include careers in retail travel, visitor attractions, accommodation, transport and tour operations.

Entry requirements

Grade C or above in English Language.

Examination Board: Edexcel

BTEC NATIONAL CERTIFICATE AND SUBSIDIARY DIPLOMA IN IT

Why study BTEC Level 3 IT?

The Level 3 BTEC National Certificate in IT will give you the knowledge to progress into a specific area of employment within the IT sector. The advantage of taking this type of course, is that the assessment is purely based on practical IT skills and written explanation of the use of IT. It has no examination! It will therefore suit hardworking independent students who may find examinations more challenging.


Three units are covered in the Certificate:

• Communication and employability skills for IT• Computer Systems• E-CommerceThree further units are covered in the Subsidiary Diploma:• Impact of the use of IT on business systems• Digital graphics• Computer animation

How is it taught?

You will be introduced to IT through a variety of media. This is a very hands-on course which develops practical skills, relevant to a range of related employment opportunities.


This course is assessed through 100% portfolio work.


With the international recognition of BTEC courses such as this, you can progress straight into employment. If successful there are a wide variety of potential careers that you can explore, within sectors such as the growing computer games industry, product development, technical support, technical sales, telecommunications and hardware engineering. Jobs that are commonly taken after completion of the qualification are: systems analyst, computer service technician and computer operator.

Entry requirements

Fundamentally you should have a broad education including, for example, a BTEC First for ICT and/or four GCSEs (grade C or above) and, in addition, the interest and potential to succeed in achieving the qualification.


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COMPUTER SCIENCE AS AND A LEVEL

Why study Computing?

Computing requires and develops logical thinking, especially when analysing, designing and implementing the practical coursework projects. It is a rapidly developing area that influences all aspects of life. The increasing use of omputers in design, particularly for the Internet and e-commerce, has created a whole new area where the knowledge gained from this course can be applied.


During this course you will:

AS:• Drawing and interpreting simple state transition diagrams and transition tables.• Programming in a high level programming language.• The binary number system.• The stages of development of a hardware/software system.• Logic gates and Boolean algebra.• The internal components of a computer and Hardware devices.• The fundamentals of computer systems.

• The structure of the internet, networking protocols and the consequences of uses of computing.

A2:

• Problem solving and algorithmic complexity.• Algorithms and data structures for problem solving.• Programming paradigms and object oriented programming techniques.• The role of an operating system and database design.• Analysis, design, construction, testing, training and maintenance of a programmed solution.

How is it taught?

The course will be taught using a combination of theory based lessons and practical activities to reinforce learning. Students will be expected to adopt strong independent learning skills.

How will I be assessed?AS module – Computing principles.H046/01 - 50% exam Algorithms and problem solving. H046/02 - 50% exam

A2 module – Computer systems. H446/01 - 40% examAlgorithms and programming. H446/02 - 40% examProgramming project.H446/03 - 20% coursework


In today’s workplace, those with knowledge and skills in computing have the opportunity to pursue new and exciting careers and to be instrumental in the conception of computer systems that increasingly shape work and leisure activities.

Entry requirements

5 A*- C including grade B in Maths and Computing.

Students who have not taken GCSE Computing will be considered for the course if they can demonstrate that they are competent programmers.

Examination Board: OCRSpecification: AS H046 A2 H446

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ECONOMICS AS AND A LEVEL

Why study Economics?Studying Economics will help you to develop an understanding of economic concepts and theories by considering the current economic issues, problems and institutions that affect everyday life. It will build an appreciation of the importance and complexity of contemporary economic factors in the local, national and global economy. You will address issues such as ‘Is the growing level of obesity a failure of the market?’, ‘When is a bottle of water worth more than a bar of gold?’ and ‘Is the UK government right to liberalise the gambling laws?’ A range of assessment techniques will allow you to demonstrate the full extent of your achievements. A Level Economics is well-respected by both universities and employers.


Students will be introduced to both microeconomics and macroeconomics. They will learn about markets and market failure as well as national and international economies. A range of concepts will be explored within local and global contexts. During the course, students will develop the knowledge and skills needed

to think critically about issues to make informed decisions and to understand and analyse data.

How is Economics taught?

You will be introduced to economics through a range of media. Discussion and interaction is expected.


AS Assessment2 x 1 ½ hour exams

A2 Assessment3 x 2 hours exams

The AS is a standalone qualification and will not count towards the full A Level.

Pathways to future careers/coursesAn Economics qualification can form a good basis for degrees and further qualifications and may lead to careers in finance, economics, journalism, research and business.

Entry requirements

5 GCSEs A*- B including English Language and Maths

Examination Board: AQA

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Creative and Expressive Arts

ICT AS AND A2

Why study ICT?

A Level ICT is one of the most commonly taken A levels across the country and its popularity is increasing! It concerns the use of ICT within today’s society and how life is changing through the increasing use of computers. You will be taught what the issues are around the growth of ICT and about the technology that drives this growth. You will also be asked to consider what effect these will have and whether these changes are for the better or worse.


During this course you will:

• Gain advanced skills in a wide variety of software packages.• Develop strong problem solving skills.• Learn essential report writing and research skills.• Create an interesting project that covers DTP and Web design.• Develop the ability to analyse, appraise and make critical judgements in using ICT.• Obtain a qualification that will make you attractive to future employers.

How is it taught?

There is no requirement to have taken ICT at GCSE level. The course at both AS and A2 will include coursework which will be worth 40% of the final mark and an exam at the end of each year.

The course asks you to produce advertising material for an organisation such as a hairdressers or restaurant. This would include a leaflet/magazine using DTP and designing a website. It will primarily use SERIF and Office software. The most successful projects solve real life problems and will equip students with the type of skills that many organisations require them to use in the working environment.

The exam comprises of 60% of the final mark and covers how many of the changes in ICT have affected society. In addition, 25% of this will be pre prepared material discussing aspects of coursework done in class.


AS module 1 – 60% Exam – Information Systems.AS module 2 – 40% Project Work – Presenting Information.

Pathways to future careers/coursesThe course is designed to develop advanced ICT skills and knowledge, which are desirable to employers and could enhance career opportunities. It is a subject that fits in well with other A Level subjects or can act as a stand-alone extra. In particular, IT would benefit subjects such as Product Design, Science or Business Studies as a career path.

Entry requirements

5 A*- C including English Language.

Examination Board: WJECSpecification: AS 2241 A2 3241

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A2 Level Unit 3: Exploration of dramatic performance

You will be required to create an original and unique piece of theatre from a given stimulus. Through a series of practical workshops and experiencing a professional piece of live theatre, you will explore the work and style of a theatre practitioner. You will then be expected to devise a performance in the style of your studied practitioner. You will be assessed on the research, development and analysis of your work as well as the final performance.

A2 Level Unit 4: Theatre text in context

Through a series of practical workshops, presentations and discussions, you will explore a text from the perspective of a theatre director. You will be supported in creating a unique concept for the studied text and will be expected to communicate your ideas through presentations, rehearsals and through written essays. You will work as a group to create, design and rehearse a brand new interpretation of the text for a performance. You will also explore a period of theatre history, focusing on a play from the given period. You will see a professional production of the play and compare and contrast how it would have been performed originally and how it is being performed today. You will communicate your ideas through presentations and through written essays. This unit is assessed in the form of

a written exam.


Unit 1: 20% Internally assessedUnit 2: 30% Externally assessedUnit 3: 20% Internally assessedUnit 4: 30% Externally assessed

Pathways to future/careers/course

This qualification has the support of higher education institutions as a specialist qualification for Drama and Theatre related courses, but equally it provides a worthwhile experience for students wishing to use it as part of the entry requirements into other subject areas. There are credible links with English Language, English Literature, Media and Communication courses. It is a useful qualification for students wishing to pursue a career that involves communication, people orientated skills and creativity.

Entry requirements

At least a grade B at either GCSE Drama, Expressive Arts or equivalent.

At least a grade B at GSCE English Literature is desirable.

At least 5 GCSEs at A*- B or A*- C.

Students must also have an open mind and be positive in studying fresh and exciting ideas and techniques, whilst critically analysing both historical and contemporary work.

*NB Please refer to page 5 as this course is subject to change.

DRAMA AND THEATRE STUDIES AS AND A2

Why study Drama and Theatre Studies?

• You enjoy Drama or have a genuine interest in theatrical arts.• You are interested to explore how theatre is created from a technical perspective.• You may be interested in a career in the arts / intend to study Drama in further education.• It provides you with essential life and employment skills because of its emphasis on teamwork, planning projects, rigorous research and imaginative presentations.• It provides you with the tools to speak with confidence, enthusiasm and flare – an essential life skill in any career path.

Drama as a ‘soft’ subject

Drama has long had the reputation of being a ‘soft’ subject and it is often believed that some universities do not look favourably upon it. However, the Russell Group, who represent the UK’s top 24 universities, recently conducted some research into which subjects could support

students get into their chosen higher education institutions. The research concluded that subjects such as Drama were ‘...a good bet for students wanting to take an essay-based subject at a Russell Group university, even though it is not on the initial list of facilitating subjects’. This is due to the focus on independent thought and the cognitive analysis of theory and ideas.


The course combines the activities of exploring a variety of plays, both classic and contemporary, creating theatre, performing plays, the analysis of theatre and the critical evaluation of all these elements. If you complete the course you will have a thorough understanding of Drama and Theatre, highly toned analytical and creative skills and an ability to communicate effectively with others.

How is it taught?

AS Level Unit 1: Exploration of Drama and Theatre

A detailed exploration of two plays from the point of view of performers, designers and directors. You will perform

extracts of both plays and will explore elements of the pieces through a series of practical workshops.

You will record your work as a set of exploration notes (3000 words) drawn from practical and discussion work.

You are also required to experience a piece of live theatre and submit a performance evaluation (1000 words).

AS Level Unit 2: Theatre text in performance

You will undertake a role in the production of a play. You will be assessed on the strength of your individual performance(s). The play you perform will be an exciting, contemporary play and will encourage you to explore new genres and ways of working.

You will also be required to select and perform a monologue. You will be expected to rehearse this yourself. You will be assessed on the quality of your performance; voice, characterisation, expression and your understanding of the character you are portraying.

Examination Board: EdexcelSpecification: 8DR01 and 9DR01

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EDEXCEL BTEC LEVEL 3 - ART AND DESIGNWhy study BTEC Art and Design?

The BTEC Level 3 Course in Art and Design is aimed at students who know they would like to pursue a career in Art and Design, but are not sure in what discipline. Students will get the opportunity to explore a range of art forms, and deliver critiques and presentations as part of the course.


The course duration is over 2 years and to compliment the 6 lessons a week, the expectation is that 4 hours a week is dedicated to the course outside of the classroom. Each year is split up into 3 separate units where students are able to explore and develop their skills, knowledge and understanding via a visual and creative processes and through a series of projects that further develop drawing, thinking and practical skills. The Art team provides opportunities to exhibit work, and build exciting portfolios.


Year 1 - Certificate

• Unit 1: Visual Recording in Art & Design (mandatory – 10 credits)

• Unit 2: Materials, Techniques and Processes in Art & Design (mandatory – 10 credits)

• Unit 32: Experimental imagery in Photography (10 credits)

Year 2 - Subsidiary Diploma

• Unit 1: Ideas and Concepts in Art and Design (Mandatory – 10 credits)• Unit 2: Communication through Art and Design (Mandatory – 10 credits)• Unit 79: Drawing from observation (10 credits)


Research and contextual studies underpin the contemporary and historical developments in Art and Design – Gallery visits and a unique commitment to Art and Design outside of lesson time is essential. The ability to organise time, work independently and meet deadlines is also crucial.

Future pathways/careers

There are many careers for which an Art background is essential or relevant so students may wish to study Art to support a future career choice such as advertising, publishing, the media,

architecture, museum and art gallery work, photography, film-making, animation, three dimensional design, ceramics, fashion, textiles, interior design, landscape gardening, illustration and the teaching of art at any level. Art teaches a wide range of valuable transferable skills including divergent thinking, problem solving, analysis, reflective practise, critical awareness, resourcefulness, team working, information and research, independence, oral/written/visual communication, self-management, decision making, organisation and planning, interpersonal skills, self awareness and promotion.

Entry Requirements

GCSE Art A*- D

Equivalent qualifications in an Art and Design related subject.


BTEC LEVEL 3 DANCE

Why study BTEC Performing Arts (Dance)?

• You enjoy Dance and/or have a genuine interest in theatrical arts.

• You are interested in exploring how Dance is created from a technical perspective.

• You are interested in expanding your repertoire of dance styles.

• It provides you with essential life and employment skills because of its emphasis on teamwork, planning projects, rigorous research and imaginative presentations.


You will explore a range of Dance styles and technique. You will work with specialist staff to develop your skills in Dance and performing arts in general. You will be given the opportunity to work with professional dancers and companies and will experience performances from leading contemporary dance groups. You will also be given an insight into the performing arts industry and begin to gain understanding of how you can forge a career in performing arts.

Studied units include:

• Performing to an audience Developing the skills to perform to an audience;• International Dance – Exploring varying styles and the influence of Dance around the world;• Choreography – Exploring and developing the skills to choreograph original Dance;• Urban Dance – Exploring the style of Urban dance;• Jazz Dance – Exploring the style of Jazz and its influence on popular culture;• Dance Performance – Developing the skills to effectively perform Dance.

Assessment is conducted using a variety of methods:

• Practical performances• Written logs• Practical presentations• Extended research projects• Video evidence taken from practical workshops• Peer and self-assessment• Teacher assessment

Entry requirements5 GCSEs A*- C.Relevant Dance qualifications are desirable. Or a genuine interest in Dance.



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MUSIC AS AND A2

Why Study Music?This course is suitable for anyone who has made a commitment to studying music seriously. For any student entering this qualification, music must be a proven passion, supported by an intermediate command of an instrument or voice (Grade 5 standard approx). It is also expected that students will be able to read traditional staff notation.


The Course at AS Level

G351: Performing Music 1:Candidates perform solo (on any instrument or voice) a programme of pieces which demonstrate representative features of the repertoire for the instrument or voice presented. If it is appropriate to the repertoire being performed, candidates may improvise. Candidates then demonstrate an extension to their ability by either performing on a second instrument, as a member of a small ensemble, as an accompanist, perform their own composition, or improvise a given stimulus. There follows a short interview about the music with the visiting examiner. 120 marks

G352: Composing 1:Candidates are required to submit a portfolio representative of work undertaken throughout the course. This should demonstrate their developing compositional skills through a series of set exercises and through a composition or arrangement of their own choice. Candidates should demonstrate their ability to communicate clearly and accurately using staff notation, detailed performance directions and recording. 90 Marks

G353: Introduction to Historical Study in Music:In this unit, candidates must demonstrate skills of aural perception that will allow them to recognise, describe and compare techniques and effects within selected extracts of music. By comparing similarities and differences in the contextual background to each of the prescribed classical & jazz works, candidates should begin to develop an awareness of musical history as an exploration of continuity and change over time.90 Marks


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FINE ART AS AND A LEVEL

Why Study Art?

Studying Art is challenging, rewarding and satisfying and encourages the development of many personal qualities such as determination, dedication, perseverance and the greater understanding of oneself. It helps to develop the ability to convey ideas and feelings expressively, to appreciate the visual world and respond to it in a personal and creative way. It encourages investigation and experimentation and knowledge of materials, technology and artists.

How is it taught?

The GCE in Art and Design has been designed to ensure that not only practical artistic skills and abilities should be developed in any course of study, but also that the study of art and design and its various contexts should form part of any student’s education. Therefore, in addition to making artefacts, students should be encouraged to reflect on their own work and on the work of others. In Art and Design students should engage in integrated critical, practical and theoretical study.


When undertaking work in fine art, students will be required to

engage with:

• a range of materials and tools for making fine art, including, where appropriate, digital media• ways in which ideas and feelings can be communicated effectively through the organisation of materials and the formal elements• concepts such as figuration, representation and abstraction• various forms or presentation in fine art and the ways that audiences may respond to or interact with them• the appropriate application of their chosen media and the ability to realise ideas through the techniques employed• sustainable materials and production processes in the construction of work• the potential of collaborative working methodologies in the creative process• historical and contemporary themes and sources within the context of the chosen disciplines.

How is it taught?

1. SkillsTechnical manipulation of media; visual literacy, control of

formal elements.

2. Recording and ResearchPrimary and secondary recording of visual reference material; research and understanding of contextual references, relevant to intentions.

3. The Creative ProcessExploring ideas, techniques and media, reviewing and refining throughout; generating ideas through investigation.

4. Outcome(s)Bring together investigations in relation to creative intentions to realise final outcome(s).

Entry Requirements

GCSE Art qualification A*- C.

Examination Board: OCR Art & Design Fine ArtSpecification: AS H601

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PHOTOGRAPHY AS AND A LEVELWhy study Photography?

Whether you have the ambition to become a photographer, work in media or marketing, studying photography creates the opportunity to learn a wealth of transferable skills which are also essential for a working life outside of photography in the modern day. Decision making, digital understanding, communication, self-confidence, presentation, collaboration, self-analysis, research and marketing skills are all essential elements of a professional photographers working practice and are therefore be the foundation of this photography course.


You will be introduced to a variety of experiences exploring a range of lens-based and light-based media, techniques and processes, including both traditional and new technologies. You will study existing photographers and artists and create your own work in response to a particular theme. You could explore the following areas:

• Portraiture• Landscape photography (working from the built or natural environment)

• Still Life photography, (working from natural or manufactured objects)• Documentary photography, photo journalism, narrative photography, reportage• Fine Art photography, photographic installation• Photography involving a moving image, (television, film and animation)• New media practice such as computer manipulated photography and photographic projections• Stop animation.

How is it taught?

You will receive five lessons each week with a specialist art teacher, as well as complete work in your own study time. Learning will also take place outside of the classroom with location and gallery visits. You will also have the opportunity to work with a local artist and gallery.

How will it be assessed?

Work is recorded using a sketchbook and assessed under four equally weighted assessment objectives. You will complete a coursework unit and an exam unit, each worth 50% of the overall grade. The exam will run very similarly to

an Art exam with preparatory time given prior to the exam where a final image will be created.

Pathways to future careers

Photography opens the doors to countless carers in the creative industries including media, journalism and marketing.

Entry requirements

Grade D or above in Art GCSE.Merit or above in Level 2 Art & Design BTEC.

Examination Board: Edexcel (subject to change due to new specifications)

The Course at A2 Level

G354: Performing Music 2 (Interpretation):Candidates are required to demonstrate interpretative skills and understanding through performing and in discussion with the examiner. The performance will be a focused recital, performed as a soloist, a member of an ensemble, or as an accompanist, but not a mixture of these roles. Candidates are required to have listened to, and compared, at least two interpretations of music relevant to the style or genre that is the focus of their recital and to have supported their study by appropriate research. Candidates will be questioned on their listening, composition and research as part of a viva voce interview. 120 Marks

G355: Composing 2:Candidates are required to submit a portfolio representative of work undertaken throughout the course. Candidates are expected to show the development and extension of their compositional skills from Unit G352 through a series of set exercises and a single composition, chosen from vocal music, programme music or music for film or TV. Compositions can be for any combination of instruments. 90 Marks

G356: Historical and Analytical Studies in Music:Candidates should develop their knowledge and understanding of the two Areas

of Study, Tonality andInterpretation. They should become familiar with the expressive features found in music that interpret text or other subject matter and with the ways in which this interpretation can create dramatic tension,characterisation, mood or feeling as appropriate to the genre, within the structural integrity of the whole.

Candidates should also study the expressive use of tonality in response to words or other stimulus. 90 Marks

How is it taught?

The course is a careful balance of tutored time & independent study with regular & specific deadlines to meet in each unit. Students have a personalised mentor session each week to monitor progress & set targets as appropriate.


G351 & G354: Performing MusicBy visiting examiner between March & April.

G352 & G355: Composing Music:Coursework submission in May, internally marked & externally moderated.

G353 & G356: Introduction to Historical Study in Music:Written examination in May or June.

Pathways to future careers

Music is an academic A Level, full of rigour and recognised in a recent study as in the top ten most challenging A Levels. It goes without saying that anyone with a good grade at A Level Music has proved themselves not only as a performer but also an academic. Consequently it is a highly regarded A Level with universities. In the main careers in Music performance are based purely on talent, reliability and collaborative strengths yet the Music A Level explores all aspects at such depth that it is of huge benefit to anyone wishing to aim high as a performer.

Entry requirements

Grade B and above at GCSE Music.

The ability to read staff notation.

An intermediate standard (grade 5) on one or more instruments. It is not necessary however to have passed performance exams.


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BTEC LEVEL 3 CERTIFICATE AND SUBSIDIARY DIPLOMA IN ENGINEERING

Why study Engineering?The course will appeal to students who: enjoy learning about a wide range of engineering sectors, are considering a career or future university/college courses in an engineering discipline, enjoy learning about how electrical/electronic/mechanical systems work, enjoy applying Engineering theory to real life examples and enjoy solving problems.


BTEC Nationals are designed as specialist qualifications for students who have a clear view of their future career or are seeking progression to higher education. BTEC Nationals are equivalent to A levels and are highly valued by universities, further education colleges and employers alike.

The Level 3 BTEC in Engineering will give you an understanding of the practical skills and knowledge needed to begin professional work in the engineering industry or move on to further study.

You will discover what career opportunities are available, helping you to choose your preferred area of work or study.

Year 1 Health & Safety, Electrical & Electronic Principles, Mechanical Principles

Year 2 Electronic Devices, Engineering drawing, Engineering Materials

How is it taught?

Practical work and investigations, theory lessons, discussions, presentation, videos, lectures, research, experiments and study visits offer a varied and interesting approach.

Examination Board: EdexcelSpecification: BTEC Level 3 Certificate in Engineering (QCF) 500/8156/1 BTEC Level 3 Subsidiary Diploma in Engineering (QCF) 500/7841/0

Design and Technology

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There are six internally assessed modules over two years. Three of these are delivered and assessed in the first year; the last three are delivered and assessed in the second year. On successful completion of the first year units, students can leave with a Level 3 certificate in Engineering (approx 1 AS level), on successful completion of both the first and second year modules students can leave with a subsidiary diploma in engineering (approx 1 A2 level).


Employment opportunities

With the international recognition of BTEC courses such as this, you can progress straight into employment or further study. If successful, there is a range of potential careers to explore, for example: electronic engineer, mechanical engineering technician or electrical engineering technician.

Further Academic Study

The BTEC National Certificate has equivalence to 1 GCE AS. The Subsidiary Diploma

in Engineering has the equivalence of one GCE A Level. It is possible for you to progress further into higher education, as successful BTEC National qualifications give UCAS points for university applications.

Entry requirements

In addition to practical work there is a significant amount of applied theory involved in the Level 3 BTEC Engineering course therefore the following grades are required:

5 GCSEs A*- C including a grade B in Maths and Science.

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DESIGN AND TECHNOLOGY PRODUCT DESIGN (GRAPHIC PRODUCTS)

Why study Product Design?

The essence of product design is the relationship between people and products. This course links artistic flair with an in depth knowledge and understanding of manufacturing processes and materials to produce usable and aesthetically pleasing products. Studying Product Design also promotes an understanding of everyday objects and the technology used to produce them.

“Design and technology is about making things that people want and that work well. Creating these things is hugely exciting: it is an inventive, fun activity”.James Dyson, Chairman, Dyson Ltd.

“An understanding of the technical possibilities available, together with an interest in and sensitivity to the use of language, gives you the confidence to express your design ideas”.Freda Slack, Type Designer and Typographer, The Foundry.


The AS product design course is divided into 2 units:

AS Level

Unit 1 Portfolio of Creative Skills (Coursework)

In this unit students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation, design and manufacturing activities.

Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making products.

Unit 2 Design and Technology in Practice

In this unit students will develop a knowledge and understanding of a wide range of materials and processes used in the field of design and technology.

It is important for students, as designers, to learn about materials and processes so that they can develop a

greater understanding of how products can be designed and manufactured.

Students will also learn about industrial and commercial practices, and the importance of quality checks and the health and safety issues that have to be considered at all times.

A2 Level

Unit 3 Designing for the Future

In this unit, students will develop their knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues. The modern designer must have a good working knowledge of the use of ICT and systems, and control technology in the design and manufacture of products. They must also be aware of the important contributions of designers from the past which may provide inspiration for future design. It is increasingly important that students develop an awareness of the impact of design and

Examination Board: EdexcelSpecification: AS 8GR01 A2 9GR01

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technological activities upon the environment. Sustainable product design is a key feature of modern design practices.

Unit 4 Commercial Design (Coursework)In this unit, students are given the opportunity to apply the skills they have acquired and developed throughout this course of study, to design andmake a product in collaboration with a real client/user group.

Graphic Products has two clearly defined pathways, either ‘conceptual design’ (packaging/vehicle/products/ point of sale design) or ‘the built environment’ (Architecture/Interior, Garden/Exhibition/Theatre design).

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How is it taught?

There will be two teachers who will be jointly responsible for your progress. They will teach you in 5 lessons but you will be expected to advance your coursework projects in your own time as well. You will be encouraged to explore new technologies to develop your work such as 3D CAD packages or autoclaving composite materials (carbon fibre). Students are encouraged through a range of teaching and learning strategies to develop responsibility for their own learning. Discussions, debating, presentation,

videos, lectures, research, offer a varied and interesting approach.


Your coursework projects (worth 60%) will be assessed on a regular basis and by an examiner at the end of each course. You will also take an exam (worth 40%) at the end of each course.

Why study Product Design (Graphic Products)?

Product Design at AS and A2 level can lead to many rewarding and interesting careers in architecture,

industrial, fashion, jewellery, graphic design and indeed product design. Many courses will link well with AS and A2 product design especially Fine Art and Design based courses. In addition to this, many courses link well with the course that aren’t as obvious for example Maths, Physics, Media Studies and ICT based courses.

Entry Requirements

A minimum of a B grade in a relevant subject (such as Graphics, Resistant Materials, Engineering, Art) is required for entry to the course.

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FOOD TECHNOLOGY AS AND A LEVEL

Why study Food Technology

This course is suitable for anyone who has an interest into the food we eat and how it is made. Students will get the opportunity to explore the food industry and develop their design and technology capability by producing food products that enhance our everyday lives. Studying Food Technology at A level can lead to a range of careers within food development, food manufacture and food science. The course has links with biology, engineering and design.


Unit 1 Portfolio of Creative Skills (Coursework)In this unit students will develop their investigating, designing and technical skills through product investigation, design and manufacturing activities. Students will produce a portfolio with 3 distinct sections. These will allow students to demonstrate their skill and creativity when investigating, designing and making products.

Unit 2 Design and Technology in PracticeIn this unit students will develop their knowledge and understanding of food components, materials and processes which are used in

the design and production of food products. Students will understand the physical nature of food and the principles behind a range of industrial practices. As product developers, students will learn about the various stages when food is prepared for large –scale production, this includes understanding the importance of good industrial practice.

Unit 3 Food Products, Nutrition and Product Development In this unit students will develop their knowledge and understanding of range of food commodities, product development and food innovation. A sound nutritional knowledge, current contemporary lifestyle issues students and new product development are important for food technologists. Students will develop their knowledge around consumer behaviour to understand the importance of meeting consumers’ needs throughout the design process; this includes the consideration of modern lifestyles, new technologies and sustainability issues.

Unit 4 Commercial DesignStudents will be given the opportunity to apply their knowledge and skills to design and make a food product of their choice. Students will adopt a commercial design approach to their work and collaborate with a

real client/user group throughout the development process. During this project a key feature students will consider are issues related to sustainability and the environmental impact of their product.


The course will be assessed through coursework (60%) projects and an exam (40%) at the end of the course.

How is it taught

The course will be taught thought a mixture of theory based and practical lessons. There will be two teachers who will be jointly responsible for your progress throughout the course. You will have 5 lessons weekly but there will be an expectation for you to complete coursework projects in your own time. Students will be encouraged to develop their knowledge through a range of teaching and learning strategies including discussions, product reviews and presentations.

Entry requirements

A minimum of a B grade in Food Technology or Catering GCSE is required for entry to the course. It is also a requirement to have a minimum grace C in Science and English GCSEs.

Examination Board: EdexcelSpecification: 8FT01 and 9FT01

English

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ENGLISH LANGUAGE AS AND A LEVEL

Why study English Language?

English is the most commonly used language among foreign language speakers. Throughout the world, when people with different languages come together they commonly use English to communicate. Another reason why English is so important is that it is the language of science. To excel in science and other subjects where essay writing is a key component, you need to be proficient in English.


At AS, this specification offers opportunities for students to develop their subject expertise by exploring key language concepts and engaging with a range of texts and discourses. Students will explore the study of English Language both as a medium of communication and as a topic in its own right, with an emphasis on the ability of students to pursue lines of enquiry, analyse texts produced by others, debate different views and produce a range of own writing using a variety of extracts taken from everyday sources.

At A Level, the specification will enable students to develop

their subject expertise by engaging creatively and critically with a wide range of texts and discourses. Students will create texts and reflect critically on their own processes of production, while analysing the texts produced by others. Students will have the opportunity to work independently to research aspects of language in use. Language is seen as a creative tool for expression and social connection, as well as for individual cognition. The study of language as a symbolic system used to assert identity in society is also fundamental to the scope of this specification.

How is it taught?

Students are encouraged through a range of teaching techniques to develop their own ideas and analytical skills. Discussion, group work, reading and individual research offer a varied and interesting approach to the study of English Language.


At AS English Language is assessed by two examinations: Language and The individual & Language Varieties.

At A Level, English Language is assessed by two examinations: Language, the Individual and Society & Language Diversity and Change. In addition two pieces of non-exam assessments (Language in Action: investigation and original writing) are required.


The skills of analysis, evaluation and communication that you will develop by studying English Language are applicable to a wide range of careers and university degrees. Journalism, media, marketing, advertising, management, law, teaching, librarianship, business, administration and banking are a few examples.

Entry requirements

5 GCSEs A*- C including a B grade in English Language.

Examination Board: AQASpecification: AS 7701 and A Level 7702

ENGLISH LITERATURE AS AND A LEVEL

Why study English Literature?

There are aspects of English culture that are encapsulated by English Literature. Students can learn about allusions and references to different aspects of history and the world around them. An enjoyment and appreciation of Literature will give students the ability to develop their skills of analysis and evaluation. When studying Literature, students can learn not only about language aspects such as vocabulary but also that language can be used for specific and aesthetic purposes. Familiarity with the writer’s craft can help students to improve their own writing. Finally, the study of Literature can provide students with a fresh and creative angle with which to approach their studies in particular and their lives in general.


From September 2015 students will be required to study a minimum of four texts and a variety of unseen extracts. At least one pre-1900 text will be included to ensure historical coverage and all genres of literature will be covered, including one Shakespeare play.

At A Level, the revised subject content continues to keep a strong focus on advanced literary studies and the reading of major literary genres. From September 2016 Students will now be required to study texts on shared contexts such as WW1 and its aftermath. This covers all genres and also includes some unseen extracts. This will make sure students have a good historical coverage which was requested by Higher Education representatives. There is a requirement for students to complete a 2500 word non-exam assessment on independent critical study, comparing two texts across time.

How is it taught?

Students are encouraged through a range of teaching techniques to develop their skills of analysis and evaluation, through reading, annotation, discussion, debating, group work and independent research.


English Literature AS is assessed by two examinations.

English Literature A Level is assessed by two examinations and one piece of coursework.


The skills of analysis, perception and communication you develop during this course are important in many fields of employment and are highly regarded by all institutions of Higher Education. Teaching, journalism, media, advertising, librarianship, literary agent, publishing or jobs in the arts sector are some examples of future careers.

Entry requirements

2 B grades at GCSE.

Examination Board: AQASpecification: AS 7711 and A Level 7712

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ENGLISH LANGUAGE GCSE

Why study English Language?

Disappointed with your grade in English Language? This one-year course will help you improve the quality of your examination skills.


To write for a range of purposes and in a variety of forms.

To read a wide variety of literature, non-fiction and media texts.

To talk and listen in a variety of contexts and for a range of purposes.

How is it taught?

The course will involve attendance, at least twice a week, to lessons specifically timetabled and prepared for the Post 16 student. Lessons will involve groups and individual work.


Final examination – 100%


Skills you learn in GCSE English such as literacy, analysis and communication are useful in all jobs and are a necessary requirement for higher education.

Entry requirements

Anyone who does not have a C grade or above.

Examination Board: AQASpecification: 8700

Humanities

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GEOGRAPHY AS AND A2

Why study Geography?

Geography is a dynamic, contemporary subject that can inspire a deep interest in the complex world around us. It is a subject that tackles many of the most important issues that face the world, including global warming, economic change, food and energy security, health and migration. Students with AS or A2 Geography will also have access to a wide range of possible careers and higher education opportunities. Students learn a wide range of transferable skills through the course including collecting, analysing, and interpreting data, problem solving, individual and group research and a variety of forms of communication. The skills are in great demand and are recognised by employers and universities as being of great value. Geography combines well with most other subjects and supports applications for almost any Science or Humanities course at university. Above all, the need to understand the relevance of the world around us on a range of scales is becoming ever more important. Studying fascinating places through this course will engage your sense of adventure and allow you to explore the issues of present and future generations.


Due to government changes to A levels we will be pursuing a new AS and A2 next year in 2016. This provides staff and students alike with the opportunity to be involved in designing a varied and engaging programme of studying that will be relevant to the modern world in which we live. We also aim to prepare students for their university studies, no matter what their choice of degree, with the overall goal of enhancing students’ future employability through the multitude of skills they will learn.

The course will be divided into 3 main units. During both AS and A2 students will study units 1 topics that include both Human and Physical Geography providing them with breadth of knowledge as well as depth of understanding. In each unit students will consider their own values and attitudes to the issues being studied and support their study with detailed case studies focused on real world examples. Candidates will also develop a variety of geographical skills, which will broaden and deepen existing knowledge and be employed with a greater degree of interdependence. Application of these skills across a broad

range of topic areas allows pupils to demonstrate a truly holistic approach to the subject content.

Physical Geography Topic content will include choices from the following: Water and carbon cycles; Hot desert environments; Coastal systems and landscapes; Hazards; Ecosystems under stress; Cold environments; Climate Change and Exploring Oceans.

Human Geography Topic content will include choices from the following: Global systems and global governance; Changing places (socially and economically); Contemporary urban environments; Population and the environment; Resource security; The Future of Food and Disease Dilemmas.

The Third unit will be completed during A2. It is an individual Geographical Investigation which must include primary data collected in the field as well as secondary data collected through independent research. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content.

Examination Board: TBCSpecification: TBC

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How will it be taught?

At AS and A2 the weekly allocation of lessons is 5 and is likely to be split between two different teachers, with one teacher focusing on the Human topics of the course and the other the physical topics. Teaching will be varied with lessons being led by both the teachers and the students. As an inherently enquiry based subject there will be lessons where students will research topics independently and in groups and students will be expected to support their in-class learning with extensive wider reading of news and current affairs articles suggested by staff. This will enable students to learn through accessing the most up-to-date and relevant geographical issues and information. Throughout the course students will practise applying this knowledge and understanding to examination style questions in order to best equip them for the program of assessment outlined overleaf.


The assessment methods will be determined by the syllabus we select, and we will inform you of this in time for you to make your options. It is likely the assessment will compose of 2/3 external exams worth 80%, and one internally assessed Geographical Investigation worth 20% of the overall course.

The AS qualification will be stand alone, which means that if you would like to achieve an A level in Geography all your exams will be sat at the end of Y13. If you opt just for the AS qualification, this will not include the individual Geographical Investigation and you will be examined on fewer topic areas. You will however, find yourself in the same class as the two year A Level course students as the content allows the qualifications to be co-taught.

Pathways to future careers and courses

Geography can be taken at university in many different forms and can lead to either a

BA or a BSc graduate degree. In its own right Geography can lead to careers in many different areas. The skills learnt in Geography are recognised by employers in all areas such as accountancy, lawyers and education. Famous Geography graduates include HRH Prince William; Olympic Gold medallists Matthew Pinsent and James Cracknell; TV Presenter Chris Tarrant; FIFA referee David Ellery; Fashion Designer Wayne Hemmingway; Businesswoman and Founder of The Body Shop Anita Roddick. Although not a Geography Graduate, but possibly the subjects most famous ambassador is Sir Michael Palin. Geography does not limit or narrow your choices. It is a superb opportunity to learn about the world as a whole. It is the one subject which links and connects to all others. Anything or anyone that impacts on our world is of concern to a Geographer.

Entry requirements: 5 A*- Cs and a B grade or above in Geography.

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HISTORY AS AND A LEVEL

Why study History?

You should study History because it is fascinating and awe inspiring! History is the study of human beings, and by studying History further you will be able to explore the multifaceted nature of the human experience and use your imagination to move through key events of different ages.

History is a keystone subject that is highly valued by universities and employers, regardless of the degree or career you pursue. As a History student you will learn to examine issues critically and creatively, use evidence to develop a convincing argument and think boldly yet flexibly to reach insightful judgements. You will become better at evaluating critically the significance and usefulness of primary and secondary material. You will learn how to organise and present your ideas, clearly and coherently.

Furthermore, studying History will provide you with a multifaceted insight into human experience and help you to make sense of a complex, globalising world. The importance of history is highlighted in this prospectus by how many times other subjects say they will cover ‘history’ in their syllabus!

History is a challenging subject, but you can be confident that if you try hard you will reach your potential. Last academic year 100% of AS students achieved an A-E, 94% achieved an A-C and 25% achieved a grade A. Whilst at A2 100% achieved an A-C and 22% achieved a grade A*-A. On average students beat their target grade at both AS and A2.


At AS you will study a unit called ‘Searching for Rights and Freedoms in the Twentieth century’. This will include 2 fascinating modules. One module is called ‘In search of the American Dream, c.1917-96’ and includes topics such as prohibition, the growth of a superpower, African American civil rights, the Vietnam war, the impact of TV and Reagan’s presidency. The second module is called ‘India, c1914–48 the Road to Independence’ and includes topics such as the British Raj, Ghandhi, the Muslim league, and partition.

At A2 you will study a unit called ‘Britain: Losing and Gaining an Empire, 1763–1914’. This will include topics such as the growth and role of the empire, loss of America, the birth of Australia ‘the criminal’

colony, making Canada last, and Britain in Africa. You will also complete a coursework assignment of one 3,000-4,000 essay, potentially you can write your own question on any topic in History of your choosing!

How is it taught?

You will be encouraged to ask questions and develop informed opinions based upon wide reading. A variety of teaching methods will be utilised including active learning, seminars, games, debates, one-to-one conversations, quizzes, group-presentations and teacher-student discussions. We are keen to makes lessons varied and fun. Your ability to work independently and form your own understanding and interpretations will be constantly promoted.

Your progress will be supported through model answers, clear essay guidelines, formative marking, AfL activities and revision guides. To give you extra support we also use padlet pages, upon which you can post questions and discuss your learning with fellow students; make mentoring available; share resources

Examination Board: EdexcelSpecification: 9HI0

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via dropbox; share strong revision guides; and we are always willing to talk with you individually about your studies.


The AS qualification will be stand alone, and will involve 2 exams.

If you would like to achieve an A-level in History all your exams will be sat at the end of Y13. This will involve 3 exams and one piece of coursework. One exam is 1 hr 30 minutes in length, the other two exams are 2hrs 15 mins in length. The coursework will be one essay between 3,000 and 4,000 words in length, it can be completed at home and is worth 20% of the A-level.


The skills and knowledge you learn when studying History are valuable in themselves, making History a keystone subject. They are also highly sought after by employers. A high number of students each year choose to continue their enjoyment of History at university by taking a History or a History related degree. History graduates gain employment in a range of fields. The most popular of these are currently law, business and finance, national and local government, international organisations, journalism and publishing, the media, teaching, library and

museum work, and research-based careers of all kinds. Famous History graduates include ex-Prime minister Gordon Brown, QC Michael Briggs, Prince Charles, writer Salman Rushdie, general of the National Criminal Intelligence Service John Abbot, chairman of the Sony corporation Sir Howard Stringer, head of the press office for ITN Lesley Anne Dawson, chairman of Manchester United, Gerald Corbett comedian Sacha Baron Cohen, aka Ali G and presenter Jonathan Ross.

Entry requirements

Grade B in GCSE History and Grade B in English.

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PHILOSOPHY AND ETHICS AS AND A2

Why study Philosophy and Ethics?

Philosophy and Ethics will help you to develop the intellectual skills and perspectives needed to face the ethical and ideological challenges of the contemporary world. Do you ask ‘why?’ when told to tidy your room or when given an instruction in class? Do you often think ‘what’s the point?’ when given a task to do. Do you ever wonder if we are really alive or if we are dreaming? If so, you are searching for answers and Philosophy and Ethics could be for you! In lessons you will explore the bigger questions of life and morality, challenge concepts of right and wrong and reach your own viewpoints on life. You will analyse and evaluate some of the greatest philosophical arguments that have been debated and contested over thousands of years. In so doing, you will develop the skills of debate, critical analysis, evaluation and essay-writing.


At AS you will study Philosophy topics including: Plato; Aristotle; the concept of God

as creator; the goodness of God; traditional arguments for the existence of God; and challenges to religious belief: problem of evil; religion and science. You will also study Ethics topics including: absolute and relative morality; natural law; Kant and the categorical imperative; utilitarianism; Christian ethics; medical ethics: abortion, euthanasia, the right to life, the right to a child; genetic engineering and embryo research; and peace & justice.

At A2 you will study Philosophy topics including: life after death; miracles; religious experience; the nature of god; religious language; and revelations and Holy Scripture. You will also study Ethics topics including: metaethics, virtue-ethics, free-will and determinism; conscience; environmental and business ethics and sexual ethics.

How is it taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. Discussions, debating, group work, reading, individual research,

presentations and videos offer a varied and interesting approach.


The Philosophy and Ethics A Level is assessed via a total of 4 exams; there is no coursework. At AS there is one Philosophy exam worth 25% of the entire A Level and one Ethics exam worth 25% of the entire A Level.

At A2 there are another two exams of equal weighting, one in Philosophy, and one in Ethics.


The skills of analysis and evaluation that you will learn at A level are applicable to a large range of careers and any university degree; thinking for yourself is a highly valued skill. Degree courses such as Law, Journalism and Medicine recognise Philosophy and Ethics as a challenging A Level that equips you with the skills to approach controversial situations with an understanding, analytical and respectful attitude. According to AGCAS (the Association of


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Graduate Careers Advisory Service), RS/Theology graduates go into a wide range of careers. However they, and employers, feel that it particularly prepares students for careers in medicine,

journalism, the financial services, law, media, politics, education, and social care.

Entry requirements

5 GCSEs A*- C including a grade B in English (Language

or Literature) and at least a grade B in short course or full course R.E. You do not need to have studied full course R.E.

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Mathematics

MATHEMATICS AS AND A2

Why study AS/A2 Mathematics?

If you wish to follow

• An Engineering course at university• A Maths related degree• Any Medical course• Any Science related course• Accountancy/Economics

Choose AS if you have enjoyed the challenge of working through logical tasks. If you are good at Mathematics and are likely to achieve at least a high grade B at GCSE. Choose A2 if you have not found the AS too difficult, have a secure understanding of AS and are likely to achieve at least your target grade at AS Maths.


AS - Pure Maths – how to develop further understanding of mathematics and mathematical processes in the abstract sense of problem solving and logic.

Statistics – how to think clearly, work carefully, communicate mathematical ideas and solve problems relating to the real world.

A2 - Pure Maths – building on the skills from AS and extending knowledge of algebra, trigonometry, differentiation and integration.

Mechanics – appreciate how mathematical ideas can be applied in the everyday world and an understanding of the mathematical aspect of Physics.

How is it taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. They will receive five taught lessons. In addition they will need to be prepared for four hours a week in addition on top of normal lessons.


AS - Statistics 1, Core 1 and Core 2 (Pure Maths) exam in June.

A2 - Mechanics 1, Core 3 and Core 4 (Pure Maths) all in May/June.


An AS/A2 Level in Mathematics is highly regarded by all universities and any future employment.

AS/A2 Level Mathematics is essential for a degree in any type of Engineering, Accountancy and desirable for any Science based course at university.

Knowledge of further mathematical skills will open up many opportunities in Management-based employment.

Entry requirements

AS - A minimum high grade B at GCSE. You have been a hard working student at GCSE.

A2 - Gain at least your target grade at AS.

Examination Board: OCRSpecification: AS 3890 A2 7890

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FURTHER MATHEMATICS AS AND A2

Why study AS/A2 Further Maths?If you enjoy the challenge of a logical task and you wish to follow:• An Engineering course at university• A Maths related degree• Any Medical course• Any Science related course• Accountancy

Choose AS Further Mathematics if you are really good at Maths and are likely to achieve at least a good grade A at GCSE. Choose A2 Further Mathematics if you have enjoyed Mathematics at AS level and achieved at least your target grades in both subjects at AS Maths and AS Further Maths. Further Mathematics is a highly prestigious A2 which will enable you not only to optimize your A2 Maths grade but also to enhance chances at any university course.

Quote in The Times following the discussion on raising tuition fees:“Universities are looking for Further Maths as well as A* grades at A2 to help them decide which students to offer their places to.”


AS - Pure Maths – enhancing the skills from AS and extending knowledge of algebra, differentiation and integration, complex numbers and graphs.

Decision Mathematics – Algorithms, graph theory, networks and linear programming … puzzles at their best!

A2 - Statistics 2 – further statistical skills using continuous distributions, sampling and hypothesis testing.

Pure Maths – Higher order thinking and problem solving related to number, graphs, trigonometry and calculus.

How is it taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. They will receive five taught lessons. In addition they will need to be prepared for four hours a week in addition on top of lesson work.


AS - Decision 1, Decision 2 and Further Pure 1 in May/June.

A2 - Statistics 2, Further Pure 2 & 3 in June.


An AS level in Further Mathematics is highly regarded by all universities and any future employment. AS level Further Mathematics will put you in a very strong position when applying for a place on a degree course in any type of Engineering, Accountancy and any Science based course at university.

Knowledge of further mathematical skills will open up many opportunities in management-based employment.

An A2 in Further Maths is even more highly regarded by universities and any future employment. Universities sometimes reduce requirements for conditional offers if you have A2/Further Maths by at least a grade; AAA - ABB. Future promotion in reputable companies/firms.

Entry requirements

AS - Minimum grade A at GCSE and a proven record of hard work.

A2 - Gain at least your target grade at AS.

Examination Board: OCRSpecification: AS 3892 A2 7892

CORE MATHEMATICS LEVEL 3 QUALIFICATION

What is Core Mathematics?This Level 3 Qualification is for students who gain a grade B or good grade C in their GCSE maths and need to progress to higher levels of study with a significant mathematical focus. This course is government, university and employer backed to extend mathematics education beyond GCSE. It is AS equivalent and taught over two years rather than one. It is not as vigorous as AS Maths and A2 Maths, but provides background mathematics used in many university courses and employer related mathematics.

Why study Core Mathematics?

It is particularly valuable for students progressing to higher education courses with distinct mathematical or statistical elements such as, product design, economics, business, psychology, geography, science and engineering. Core mathematics will be invaluable for any student aiming for a career in a professional, creative or technical field.

To study Core Mathematics you need to achieve a minimum good grade C (If gained from foundation an interview with Head of Faculty Maths is required) at GCSE.


Objective 1 - Deepen competence in the selection and use of mathematical techniques used at GCSE (to A*) and beyond.

Objective 2 - Develop confidence in representing and analysing authentic situations mathematically and in applying mathematics to address related questions and issues.

Objective 3 - Build skills in mathematical thinking, reasoning and communication.


This is a two year course with with an opportunity to sit the exam in June of Year 12,

dependent on progress. During Year 12 there are four taught lessons and during Year 13 there are two.


Core Mathematics will enhance UCAS applications showing significant study of Mathematics beyond GCSE.

Professional organisations and employers have been instrumental in setting up this new Core Mathematicscourse and will be supportive of students who have taken such a course.

Entry requirements

C grade at GCSE or above.

Examination Board: OCR

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MATHEMATICS GCSE

Why study GCSE Mathematics?

• To consolidate basic skills and meet appropriately challenging work.• Apply mathematical knowledge and understanding to solve problems.• Think and communicate mathematically, precisely, logically and creatively.• Appreciate the place and use of maths in society, and apply maths concepts to situations arising in everyday life.• Work co-operatively, independently, practically and investigatively.

How is GCSE Maths taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. They will receive three taught lessons.


The assessment consists of a Linear Exam taken in November or/and June so the course is involved in reviewing and practising previously learned skills.


Do I need a ‘C’ in Mathematics? Many universities specify a minimum grade C in Mathematics. The following professions usually request a minimum grade C in Mathematics: Accountancy, banking, law, civil service, teaching, nursing and many management training schemes.

Entry requirements

Students who were very close to attaining a C grade in Year 11. This course is not suitable for students who attained E or below. Students must have already achieved grade D on any previous GCSE Maths exams.

Students who have a previously unblemished record of effort from KS4 but have only attained E grade, will be considered on application.

Examination Board: OCRSpecification: J567

Modern Foreign Languages

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FRENCH AND SPANISH AS AND A2

Why study French and/or Spanish?

The world is full of languages. How far do you have to go from your front door to know that this is true? Think about how many more newspapers and books you could read; films, TV programmes and songs you could understand, websites you could visit, people and places you could really get to know if you could speak another language. 94% of the world population do not speak English as their first language and 75% of them do not speak English at all. People with languages get paid £3 - 5,000 more per year than those without.


The AS courses for French/Spanish have two units and cover:• Media: TV, advertising and communication technology.• Popular culture: cinema, music and fashion/trends.• Healthy living/lifestyle: sport/ exercise, health and well- being and holidays.• Family/relationships: relationships within the family, friendships and marriage/partnerships.

The A2 courses for French/Spanish have two units and cover:• Environment: pollution, energy and protecting the planet.• The multi-cultural society: immigration, integration and racism.• Contemporary social issues: wealth and poverty, law and order and the impact of scientific and technological progress.• A cultural topic: (one of the following)The study of a target language speaking region/community.The study of a period of 20th century history from a target language-speaking country/community.The study of a novelist/dramatist/poet from a target language-speaking country/community.The study of a director/architect/musician/painter from a target language-speaking country/community.

How are the languages taught?

Students are typically taught by two members of the Modern Foreign Languages Faculty. The courses are mainly online based but a main course book and grammar guides are provided. Topics are also investigated in new ways using various technologies, focusing on communication and using a variety of sources such as the Internet, DVDs, newspapers and magazines. You will develop your speaking, listening, reading and writing skills and be encouraged to spend time in France on a work experience visit/exchange or go to Spain and experience the country for yourself.

Examination Board: AQASpecification: French AS/A2 2650 Spanish AS/A2 2695

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AS - units 1 and 2 A2 - units 3 and 4 A Level - units 1, 2, 3 and 4.

Unit 1: Listening, Reading and Writing - Externally Examined Written Paper: 2 hours. Weighting: 70% of total AS/ 35% of total A Level marks. Candidates answer a range of questions based on approximately 5 minutes of heard material and on a selection of written stimulus texts. They also respond in writing to a question based on one of the AS topics.

Unit 2: Speaking Test - 35 minutes (including 20 minutes preparation time). Weighting: 30% of total AS/ 15% of total A Level marks. Candidates

discuss a target-language stimulus card based on one of the AS topics and take part in a conversation covering three further AS topics.

Unit 3: Listening, Reading and Writing - Externally Examined Written Paper: 2 hours 30 minutes. Weighting: 35% of total A Level marks. Candidates answer a range of questions based on approximately 6 minutes of heard material and on a selection of written texts. They also respond in writing to a question based on one of the four A2 cultural topic areas.

Unit 4: Speaking Test - 35 minutes (including 20 minutes preparation time). Weighting:

15% of total A Level marks. Candidates present a point of view based on a target-language stimulus card from one of the A2 topic areas and take part in a conversation covering three further A2 topics.

Interested? Want to gain a highly respected qualification in a faculty which has a proven track record of success at all levels? See Mr Creegan in L2, or your modern languages teacher, for more information about the French and Spanish AS and A2 courses.

Entry requirements

B grade at GCSE in French/Spanish.

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Physical Education

BTEC DIPLOMA IN SPORT

Why study BTEC Sport?

BTEC Sport is the study of numerous units which link directly to the many areas which make up sport. The BTEC course offers students a different way of learning in a refreshing and stimulating environment. The course is delivered in such a manner that links are made directly to the working world of sport. The course embraces a wide range of disciplines and draws on links to sociology, psychology and biology.


Across the two years students will study 13 units from the following areas which must make up 120 credits;Unit 1 Principles of Anatomy and Physiology in Sport (5 credits)Unit 2 The Physiology of Fitness (5 credits)Unit 3 Assessing Risk in Sport (10 credits)Unit 5 Sports Coaching (10 credits)Unit 6 Sports Development (10 credits)Unit 7 Fitness Testing for Sport & Exercise (10 credits)Unit 8 *Practical Team Sports (10 credits)Unit 9 *Practical Individual Sports (10 credits)

Unit 11 Sports Nutrition (10 credits)Unit 12 Current Issues in Sport (10 credits)Unit 13 Leadership in Sport (10 credits)Unit 17 Psychology for Sports Performance (10 credits)Unit 18 Sports Injuries (10 credits)Unit 22 Rules, Regulations and Officiating in Sport (10 credits)

*Please note students select only ONE from Unit 8 or Unit 9

How is it taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. Content of units is delivered through lessons and students are then expected to write assignments based on the knowledge acquired through lesson activities and independent study in the form of research.


There are 4 levels of accreditation; Pass, Merit, Distinction and Distinction*

No Pass = FailPass = Grade D/E at A LevelMerit = Grade B/C at A LevelDistinction/Distinction* = A/A* at A Level

The BTEC course is 100% coursework (no exam)


BTEC Sport is now recognised as a credible qualification. There are now a number of courses at universities which students can go on to study including; Physical Education, Sports Physiology, Physiotherapy, Sports Media, Sports Coaching and Sports Management. Furthermore there are a number of jobs/careers in sport, including; lifeguard, sports coach, PE technician, leisure centre attendant.

Entry requirements

5 GCSEs at A*- C including a ‘C’ grade or higher in GCSE Physical Education and English – students must have studied either GCSE Physical Education or Level 2 BTEC Sport in Year 11 to be accepted on the course. At least a Merit grade in a BTEC Extended Certificate in Sport / Award in Sport.

Involvement in leadership courses such as the Level 1, 2 and higher (Level 3) Sports Leaders, Junior Football organisers and Dance Leaders. A keen interest in sport which will be determined in a discussion between teachers and students.

Examination Board: Edexcel Level 3 (Equivalent to A Level)

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PHYSICAL EDUCATION AS AND A2

Why study Physical Education? Physical Education at AS/A Level is the study of numerous areas which link directly to sport. The AS and A Level courses are refreshing and stimulating courses building on and adding to the content which has previously been learnt at GCSE level. The courses embrace a wide range of disciplines and draw on links to psychological, physiological and socio-cultural aspects of sport.

What will I learn about?Studying AS and A Level Physical Education will give you a fantastic insight into the amazing world of sports performance. Not only will you have the chance to perform or coach a sport through the non-examination component, you will also develop a wide ranging knowledge into the how and why of physical activity and sport. The AS and A Level in Physical Education is studied through a range of different contexts and the impact it has on both ours and others’ everyday lives becomes clear. You will learn the reasons why we do things, why some people outperform others – mentally and physically. You will also delve into the ethical

considerations behind the use of drugs and also the influence that modern technology is having on physical activity and sport.

How is it taught?Delivered over five lessons per week, of which at least one will be devoted to the practical component of the course. Students are encouraged through a range of teaching techniques to develop responsibility for their own learning.

How will I be assessed?AS – Section one consists of three theory units which include; Physiological Factors Affecting Performance, Psychological Factors in Sport and Socio-cultural Themes in PE. Section two consists of a Performance within Physical Education. This is a personal performance and evaluation (EPI) in one activity. Section one is worth 70% of the final mark and is assessed through two examinations and section two is assessed through a moderation of a practical performance and verbal discussion and is worth 30% of the final mark. A Level - Section one consists of three theory units which

include; Physiological Factors Affecting Performance, Psychological Factors Affecting Performance and Socio-Cultural and Contemporary Issues. Section two consists of a Performance within Physical Education. This is a personal performance and evaluation (EPI) in one activity. Section one is worth 70% of the final mark and is assessed through three examinations and section two is assessed through a moderation of practical performance and verbal discussion and is worth 30% of the final mark.

Pathways to future careers/coursesThere are now a number of courses at prestigious Universities which students can go on to study following AS/A Level PE, including; Physical Education, Sports Physiology, Physiotherapy, Sports Media, Sports Coaching and Sports Management.

Entry requirements 5 GCSEs at A*- C including B grade or higher in GCSE Physical Education, English and Science. Performer, official or coach at club level.

Examination Board: OCRSpecification: AS (H155) A Level (H555)

Science

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BIOLOGY AS AND A LEVEL

Why study Biology?

The new Biology A level course is taught through eight contemporary topics to help motivate students. These are context orientated and link many of the concepts studied to real life examples to try and ensure a high level of interest for the students.

The course also has an exclusive dedicated website that students can log into and download resources to inform their learning.

What will I learn about?In Year 12 you will study the causes of strokes and heart attacks by studying two case studies of the disease. This will then be linked to the circulatory system and how it functions. You will also learn about the disease cystic fibrosis and how a genetic mutation can cause the disease. This will then be used to show how genes are inherited.

The full list of topics is listed below.AS BiologyUnit 1: Lifestyle, Transport, Genes and HealthUnit 2: Development, Plants and Climate ChangeA2 BiologyUnit 3: Environment and SurvivalUnit 4: Energy, Exercise and co-ordination Coursework

How is it taught?

Students will be taught using a range of teaching techniques that will aim to develop students so they are capable of learning effectively on their own as well as in the classroom. There are a number of core experiments that need to be completed by students to aid their understanding and develop their practical skills.


The AS is assessed with two 1 hour 30 minute exams that cover unit 1 and unit 2. There is no coursework for Biology A level, but students will be asked questions about the core experiments they have studied in the course.

The A2 is assessed with three 2 hour exams. One for each of the A2 units and the final exam will cover all of the topics. These will also include questions on the core experiments.


Biology is a subject that leads on to many different careers including: medicine, veterinary science, genetics, biotechnology, nursing, marine biology, microbiology, pathology, forensic science, law and teaching.

Entry requirements

Students require two B grades or above in GCSE science courses to begin the course.

Examination Board: EdexcelSpecification: Salters-Nuffield Biology/ Biology A

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BTEC LEVEL 3 NATIONAL FOUNDATION DIPLOMA IN APPLIED SCIENCEWhy study Applied Science?

The BTEC National Diploma in Applied Science provides a more vocational emphasis for students wishing to study science at GCE Level. The course is aimed to be delivered over two years and will provide learners with a qualification equivalent to that of one and half A Levels. The basic learning outcomes for each of the units are below to give students a chance to see the general content that will be covered by the course.


The following topics are covered by the course:Unit 1: Principles and Applications of Science 1Unit 2: Practical Scientific Procedures and TechniquesUnit 3: Science Investigation SkillsUnit 4: Laboratory Techniques and their ApplicationUnit 8: Physiology of Human Body Systems

How is it taught?

The course is taught by a number of specialist teachers. The lessons have a large amount of emphasis on the practical

aspects of science.


Units 1 & 3: Students are assessed through separate 90 minute written exams which are set and marked externally. Students are able to achieve a Pass, Merit or Distinction in each unit.

Units 2, 4 & 8: Students are given assignments to complete which demonstrate that certain learning outcomes have been achieved. These assignments are completed in lessons and graded by staff. Students are able to achieve a Pass, Merit or Distinction in the various assignments.


The course aim is to prepare people for work in laboratories and other scientific work places. It is also used as a pathway to Nursing. Students also develop transferable and higher-order skills such as evaluation, analysis and synthesis, which are highly regarded by both HE and employers. When combined with other qualifications within a two year program (such as AS/A Levels or another BTEC Level 3 qualification, students can progress into higher education.

Entry requirements

This course would be suitable for students who gained a C grade or above in Science GCSE (both Core and Additional), or who completed Level 2 BTEC in Applied Science to Merit level.

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CHEMISTRY AS AND A LEVEL

Why study Chemistry?

It’s how Science works. If you have enjoyed Chemistry at GCSE, you will love this course. A qualification in AS/A2 Chemistry demonstrates that you have:

• Good analytical skills.• The ability to learn high level information.• An organised and logical approach to problem solving and practical situations.

These skills are transferable to a number of careers which is why it is highly valued by universities and employers.


The specification is arranged into the three traditional branches of Chemistry physical, inorganic and organic. In AS and the first year of A level you will study the following topics atomic structure, amount of substance, bonding, energetics, kinetics equilibria, periodicity and an introduction to organic chemistry and some homologous series such as the alcohols. In the second year of A2 new topics are introduced such as thermodynamics, electrochemical cells, and the properties of period 3, transition metals, optical isomerism, polymers, proteins, DNA,

organic synthesis and NMR. There are practical activities that must be carried out.

How is it taught?

5 lessons per week with at least one double for practical work.

Students will be taught using a wide range of teaching techniques that will aim to develop students so they are capable of learning independently or in the classroom.

Practical lessons are incorporated whenever possible to further cement understanding and application (Lab coats and safety spectacles are available).


AS level there will be two written papers

Paper 1 50% 1 hour 30 mins 80 marksPaper 2 50% 1 hour 30 mins 80 marks

A Level there will be 3 written papers

Paper 1 35% 2 hours105 marksPaper 2 35% 2 hours 105 marksPaper 3 30% 2 hours 90 marks


With a qualification in Chemistry you could go to Further or Higher Education, studying Chemistry or one of the other sciences or related subjects, such as Medicine, Pharmacy, Veterinary Science or Chemical Engineering, or work in science-based industry, the medical field or agriculture.

Entry requirements

Core Science B, Additional Science B (or Triple Science 2 x Bs), English B and Maths B.

Examination Board: AQASpecification: AS 7404 A2 7405

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PHYSICS AS AND A LEVEL

Why study Physics?

Physicists are at the forefront of modern technology. Throughout history, physics has solved problems and moved humanity forward. Even if you don’t want to work as a physicist though, Physics teaches you the analytical and problem solving skills you need to access many other high flying careers such as medicine, engineering, law and finance.


The Physics course is divided into 6 modules:

Module 1 – Development of practical skills in physicsModule 2 – Foundations of physics – the building blocks of physics looking and quantities and measurements.Module 3 – Forces and motion – Exploring the movement of objects and the behaviour of materials.Module 4 – Electrons, waves and photons – Looking at electricity and the movement of energy as waves. An introduction to the fascinating quantum world.Module 5 – Newtonian world and astrophysics - Orbits and circular motion are investigated. Momentum and Newton’s Laws are tested for different

objects. Gravitational fields, SHM and thermal physics are also considered. The structure of the universe, astronomical distances, modern cosmology, the evolution and future of the universe are explored.Module 6 – Particles and medical physics – Further investigation of electricity and investigation of X rays, ultrasound, MRI and PET scanning.


AS – 2 written exams; Breadth in Physics (1hr 30) and Depth in Physics (1hr 30). Both exams assess content from topics 1-4.

A2 – 3 written exams; Modelling Physics (2h 15), Exploring Physics (2h 15) and Unified Physics (1h 30). Each exam covers work from a variety of modules, including

the practical element. An additional endorsement of Practical Skills will be reported separately.


Physics results are used to differentiate between high calibre students by top universities, medical and veterinary colleges. It is an ideal subject for the Armed Forces, Engineering, Chemists, Mathematics, Airline Pilots & Accountants. The knowledge that Physics is a high calibre A level also makes students desirable to all areas of industry and commerce.

Entry requirements

Core Science B, Additional Science B (or Triple Science 2 x Bs), English B and Maths B.


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Social Science

BEHAVIOURSOCIOLOGY

HEALTH EMBRACE

GLOBILISATION

SOCIALCHALLENGE

DEBATECRITICAL

ANALYSE

COGNITIVE

BELIEFS

PSYCHOLOGY

BTEC HEALTH AND SOCIAL CARE

The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus of the BTEC Level 3 Certificate and covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of emphasis through the optional units. It is broadly equivalent to one GCE A Level.

Why study Health and Social Care?

This is a one year course BTEC Level 3 that has been developed to produce a broad based vocational qualification. It is designed to form a qualification which provides knowledge and understanding of the health and social care sector.


Over the course of a year you will do the following units:

Unit 1 - Developing Effective Communication

Unit 2 - Equality, Diversity and Rights in Health and Social Care

Unit 3 - Health, Safety and

Security in Health and Social Care

Unit 4 - Development through the life stages

Unit 12 – Public Health

Unit 23 - Complimentary Therapies

How is it taught?

Students will be encouraged to learn through a range of different techniques. Power-points, presentations, role play, group discussions and debates are just a few of the strategies that we use.


There will be a series of different assignments for each unit that students should complete. There are NO exams for the BTEC course. At the end of the Year 12 course students should achieve a pass, merit or distinction in Health and Social care (equivalent to one A level).


Progression through the BTEC course will allow students to apply for further education

courses and vocations in health and social care, including careers in health, social and early years settings.

Entry requirements

B in English or History/Geography/Philosophy & Ethics

Examination Board: EdexcelSpecification: BTEC Level 3 Subsidiary Diploma – 60 credits

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SOCIOLOGY AS AND A LEVEL

Why study Sociology?

A sociologist is someone concerned with understanding society in a disciplined way. They will naturally be interested in the events that engage people’s ultimate beliefs, their moments of tragedy, grandeur and ecstasy, but they will also be fascinated by the commonplace, the everyday. It can be said that the first wisdom of sociology is this – things are not always as they seem. Social reality turns out to have many layers of meaning. The discovery of each new layer changes the perception of the whole.


The AS consists of two components

The A Level consists of three components (those included in the AS, plus one additional)

Component 1: Exploring Socialisation, Culture and Identity (AS and A2)

This unit introduces candidates to key concepts associated with developing a sociological understanding of the contemporary social world. It is intended to introduce the core themes of culture, socialisation and identity. Exploring why we are the way we are and investigating the key factors

which influence and create us, both as a society and as an individual; analysing the formation of culture, the process of socialisation and the creation of identities.

This unit then continues on to focus on youth subcultures specifically. Here students will be given the opportunity to discover the origins of Teddy Boys, Hippies, Skinheads, Mods, Rockers and Punks alongside more modern subcultures, and delve into the reasons and explanations for their existence and the role they play and the purpose they serve to the individual and society, touching on other sociological aspects such as education and crime.

Component 2: Researching and Understanding Social Inequalities (AS and A2)

Component 2 introduces and explores the methods of sociological enquiry and develops knowledge and understanding of contemporary social change in the context of social inequality and difference. The unit explores patterns in inequality within social class, gender, race and age, and looks at whether certain social groups are at an advantage or disadvantage in modern society, not just in terms of economics but also education,

crime, portrayals in the mass media and in the work place, and using Sociological theory attempts to explain the patterns and trends found. Section A of this component focuses on the research methods involved with Sociology, linked to social inequality.

Component 3: Debates in Contemporary Society (A2 only)

This unit allows students to look at the bigger picture by engaging students in theoretical debates and how it links them to contemporary global society. The component develops knowledge and understanding of social change, through two core themes / sections.

Section A – Globalisation and the Digital Social World

Section A is a fascinating new topic which explores the modern world, examining the impact of globalisation and the advances in digital technology and forms of communication. It looks at how these advances have changed the way we communicate with each other and the development of a digital social community. Students will also consider the impact these advances have had on our culture and identity.


Section B – Crime and Deviance

In this option, candidates explore issues of power and control through a detailed study of crime and deviance. The social construction of crime and deviance are emphasised and the role of agencies of social control and the law are explored. It aims to give an overview of different theoretical approaches to the study of crime and deviance. It explores the key issues such as: the definition and measurement of crime and deviance, trends, patterns and explanations of crime and deviance, the role of agents, such as the police force and the media, in the construction of crime and deviance and possible solutions to the problem of crime.

How is Sociology taught?

Students will be taught using a range of teaching techniques that will aim to develop students so they are capable of learning effectively on their own as well as in the classroom. Your ability to work independently and form your own understanding and interpretations will be constantly promoted alongside the ability to work in groups, as part of a team, and build the confidence to share your own ideas.


The AS qualification is made up of two exam papers – one for each component – both 1hour 30 minutes in length and both worth 50% of the AS grade overall.

The A2 qualification is made up of three exam papers – one for each component.

Component A paper: 1 hour 30 minutes, worth 30%

Component B paper: 2 hours 13 minutes, worth 35%

Component C paper: 2 hours 13 minutes, worth 35%

Pathways for future careers/courses

Students with A level Sociology have access to a wide range of possible career and higher education opportunities. You learn and use a variety of transferable skills throughout the course. These include collecting and analysing information and evaluating different social ideas

in relation to different aspects of society. Sociology gives students a broad perspective on the world around them, examining reasons for patterns in gender, age, ethnicity and social class in relation to crime, education, family, mass media and others. This knowledge, understanding and empathy are transferable to a range of different career paths, particularly those in the public sector, such as the police force, and those that involve working closely with people or in the interests of other people.

Entry requirements

5 GCSEs A*- C; including a grade B in English (Language or Literature) and/or a grade B in a Humanities subject.

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PSYCHOLOGY AS AND A LEVEL

Why study Psychology?Psychology is the scientific study of behaviour and experience. The AS and A2 courses, although separate are both a refreshing and stimulating alternative to the traditional A Level subjects. We find that students enjoy the demands of this challenging and engaging course. Now one of the more popular choices of degree at university, it embraces a wide range of disciplines, complementing both science and art based subjects.

What will I learn about?The simple answer to this is: studying behaviour! The AS and A2 courses both cover a wide range of approaches to human behaviour in psychology, and investigate behaviours such as aggression, learning, memory, attention, language, culture, groups.

The A2 course specifically looks at criminal behaviour and mental health alongside well-known debates in psychology such as Is Psychology a Science, and Nature vs. Nurture.

How is it taught?Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. In lessons you will encounter discussions, debates, presentations, videos, lectures, research, experiments to create

a varied and interesting learning environment. We also offer extra-curricular trips to The Magistrates Court in Nottingham, and London Zoo to investigate phobias.

How will I be assessed?On the AS Course: there will be 2 exams, each worth 50% of the final AS grade. These will be external exams available in the summer term of Year 12. Both exams are worth 70 marks and are one hour and thirty minutes long.

8PS0/01: Social and Cognitive Psychology

8PS0/02: Biological Psychology and Learning Theories

On the A2 Course: There will be 3 exams, all available in the summer term of Year 13. Two exams are worth 35% of your final grade, and the third is worth 30%. The exams are in more detail below:

9PS0/01: Foundations in Psychology (Biological, Social, Cognitive and Learning) 35% of qualification, 2 hour exam with 90 marks available.

9PS0/02: Applications of Psychology (Clinical and Criminal Psychology) 35% of qualification, 2 hour exam with 90 marks available.

9PS0/03: Psychological Skills (Methods, Synoptic Review, Issues and Debates) 30% of

qualification, 2 hour exam with 80 marks available.

All exams will compromise of a mixture of long and short style answers, with some essay questions. There is also a larger amount of mathematical skills needed for A2 Psychology now, please feel free to ask a teacher for more information on this.

Pathways to future careers/coursesAn A Level in Psychology is taken as seriously as an A Level in other subjects when applying to universities. It is also considered a science subject by a number of top universities. This is a popular course which students enjoy but it is also a serious subject.

Employers like students with a qualification in psychology because it demonstrates a high level of analytical thinking along with a good knowledge of people skills. Psychology graduates are valued for their strong communication skills. It is a subject which is useful in just about all fields of work so by choosing to study psychology you do not limit your future options, but can actually broaden them.

Entry Requirements5 A*-C including a B in Maths, English and Science.

Examination Board: EdexcelSpecification: AS 8PS0 A2 9PS0

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Enrichment Courses

EXTENDED PROJECT

What is an Extended Project?

An Extended Project is a major piece of individual project work, undertaken over one academic year. In an Extended Project you have to explore a topic or a question that is of particular interest to you. You will write a dissertation, make an artefact or carry out a laboratory or fieldwork investigation. Some students also look at hospitality related projects.

Students may also choose to do an extended project in a specific subject that is not offered on the curriculum. e.g. Textiles, Hospitality.

What will I have to do?

An Extended Project is not just another piece of coursework. Rather, it should extend your knowledge and skills in ways that are new and challenging to you. You need to show the examiner that you can do the following:

• Demonstrate a deep understanding of a topic – you are likely to become an expert in the area you choose for your Extended Project. This is not just a matter of finding out new facts by undertaking research, but thinking deeply about key ideas that relate to your project.• Learn new skills – these might be practical skills,

research skills or thinking skills – or, most likely, a combination of all of these.• Widen your perspectives – you need to be able to look beyond conventional subject boundaries and bring together ideas and skills from a range of areas. Your Extended Project may touch upon themes and skills from various disciplines. For example using art work to illustrate the meaning of the lyrics of a political song or looking at a scientific issue from a historical viewpoint.

How is it taught?

In September and October you attend lessons based around topics such as research skills and choosing a project title. After this you are still expected to attend lessons but will be working on varying tasks dependent on the topic you have chosen to investigate; you will also have one-to-one discussions with your project supervisor. You will be given ‘mile stones’ to achieve by specific dates during the academic year to ensure that your project is on-track.


There are no exams so you are assessed wholly on the work you complete and submit. Everything

is assessed. This includes your project log and the record of your research as well as the write up of your findings, or the artefact you make. This qualification will only suit you if you enjoy, and are successful, working independently.


This qualification really complements a variety of A Levels and top universities really like the Extended Project, with many stating how much they value the skills it develops. It is a very useful way of demonstrating a real interest in a subject that you would like to study at degree level and gives you the opportunity to demonstrate skills that your other AS/A2’s may not offer. Students who have already completed it, report that it proves very valuable and is a contributing factor towards university offers being made. Students not only can talk in their personal statements and at interviews about their own original research, they are far better prepared for the demands made on them when they eventually enter university.

Entry requirements

5 GCSEs A*- C including a minimum of a grade B in English Language.

Examination Board: EdexcelSpecification: ZPJ30

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GENERAL STUDIES AS

Why study General Studies?

General Studies is part of the additional curriculum provided for Post 16 students. Due to the extensive range of the syllabus, it will support your programme of AS and A level study in other subjects and in turn will be supported by them. It will give you an additional AS and A level qualification. It is allocated lessons in Year 12.

What will I learn about?Topics include a broad range of issues focused on culture, society and science. For example: the similarities and differences between cultures; beliefs, tolerance and moral issues; the British political system and the role of the monarchy; the origins of the universe; the impact of scientific discoveries and inventions; research methods; the role and responsibility of artists.

Much of the course is current affairs and therefore, the content will change and respond to international and national events. Students will gain insight into a range of issues, for example: Israel and the Middle East; the Role of Charities; Britain and Europe; Animal Experimentation; Environmental Issues.

How is it taught?

Students are encouraged to develop responsibility for their own learning through a range of activities and techniques. Discussions, debates, presentations, videos, lectures, and study visits offer a varied and interesting approach. Students are provided with the newspapers The Guardian, Daily Telegraph, The i, and also The Week magazine. It is also recommended that students regularly watch an in depth news programme such as Newsnight on BBC2 or Channel 4 News.


Work is examined at the end of Year 12 for the AS level. The style of exams incorporates source analysis, essay writing, short answer questions, and a multiple choice comprehension task.


General Studies is a useful preparation for higher education. It has a wider range of subject matter than most students encounter in many other areas of Post 16 study. It helps to enhance a range of skills which are particularly valuable not

only at A Level but also for the requirements of Higher Education.

Some university departments accept General Studies as part of an initial offer while others do not. However, even some of those departments which do not include the subject in their initial offer, may accept it at post-results time. General Studies demonstrates independent learning, an awareness of current affairs and an ability to grasp and analyse topical issues quickly.

How is it taught?

5 GCSEs A*- C including a grade B in English (Language or Literature).

Examination Board: AQASpecification: AS l1761

PAST TUXFORD STUDENTSAt Tuxford Academy, we are proud of all our students’ achievements. Below are just a few examples ofstudents that have been in touch to tell us where they are now.

Ian Keeling

Studied: Physics, Product Design, Geography and General Studies.

Went on to: BA Hons in Architecture, Lincoln University – 2:1 Hons.MSc in Sustainable Architecture – 1st Class Hons.

Now... Working in Birmingham for Cundell, an international multi-disciplinary consultancy company providing engineering, design and sustainable solutions for the built environment.

Grace Cook

Studied: Drama, Applied Business, Maths, Chemistry and General Studies.

Went on to: BA Hons in Drama and Applied Theatre and Education, Royal Central School of Speech and Drama – 1st Class.

Now... Now working for an independent opera house at Sadler’s Wells in London.

Beth Cox

Studied: History, English Fine Art and General Studies.

Went on to: BA Hons in History, Lancaster University – 2:1 Hons.

Now... After leaving Lancaster university, Beth worked for a recruitment agency before securing her current role of Community and Events Assistant for the charity Shelter. Her new position involves working within their fundraising department of this important charity.

Isabel Sheldon

Studied: Physical Education, Psychology, Biology and General Studies.

Went on to: BSc Hons in Physical Education and Youth Sport, Sheffield Hallam University – 1st Class Hons.

Now... After graduation Isabel returned to Tuxford Academy to gain qualified teacher status. She is now working at Toot Hill School in Nottingham.

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PAST TUXFORD STUDENTS

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Holly Higgins

Studied: Chemistry, Biology, English Literature and General Studies.

Went on to: BSC Hons in Optometry, Bradford University – 1st Class Hons.

Now... Pre-registration Optometrist at Leicester Royal Infirmary, working in their eye clinic. One of only 10 hospital places in the country.

Poppy Richards

Studied: Maths, Physics and Philosophy & Ethics.

Went on to: BA Hons in Theology, Chester University - 2:1 Hons.

Now... Studying MA in Theology & Ministry, University of Durham. Whilst in Durham Poppy will begin her training for ministry in the Church of England. She plans on finishing in 2017 when she will become a ‘curate’ (trainee vicar), living and working in a Parish.

Nicola Rolph

Studied: Biology, Physics, Chemistry and General Studies.

Went on to: BVSc Veterinary Science, Liverpool University – Distinction.

Now... Works as a Veterinary Surgeon for Langport Veterinary Centre in Somerset which is a mixed small animal and equine vet practice.

Paul Keeling

Studied: Geography, Drama, Biology and General Studies.

Went on to: BA Hons in Media Production, Lincoln University – 2:1 Hons.MBA in Business Administration at Lincoln Memorial University in Harrogate TN, USA.

Now... After coaching football for a year at the University of Maryland Paul is now working in Baltimore USA for the Power Home Remodelling Group as Regional Director for Recruitment.

University Course

Derby University English Bishop Grosseteste University College Drama in the CommunityBrunel University Product Design & EngineeringCardiff University Philosophy & PoliticsDurham University French & Italian

Gloucester University Events ManagementLeeds Beckett University SociologyNewcastle University MathematicsNorthumbria University NursingNottingham Trent University BusinessRoyal Holloway University of London HistorySheffield Hallam University Business Studies

St Andrews University HistorySwansea University HistoryUniversity of Cambridge EngineeringUniversity of East Anglia PsychologyUniversity of Edinburgh French & BusinessUniversity of Hull PhysicsUniversity of Leeds English LiteratureUniversity of Lincoln Games ComputingUniversity of Liverpool MarketingUniversity of Manchester Adult NursingUniversity of Nottingham Psychology & Cognitive Neuroscience University of Sheffield MedicineUniversity of the West of Scotland Biomedical SciencesUniversity of York Economics Wolverhampton University Armed Forces

A SELECTION OF COURSES AND UNIVERSITIES ATTENDED BY GRADUATES OF 2015

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POST 16 TEAM

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Mr Paul SimpsonAssistant Principal,

Post 16

Mr Tom AthertonPost 16 Enrichment

Leader

Mr Chris WrayPost 16 Transition Leader

Mrs Gillian Cupit Post 16 Student

Services

Toni SheltonPost 16 Refectory

Catering

Mr Mick Keeling Higher Education &Global Awareness

Miss Leanne Murphy Head of Post 16

Marnham Road, Tuxford, Newark, Nottinghamshire NG22 0JHExecutive Principal: Mr D R Cotton

Tel: 01777 870001 Fax: 01777 872155Email: [email protected] www.tuxford-ac.org.uk/Post-16

Constituent member of The Diverse Academies Trust and of The Diverse Academies Learning Partnership Chief Executive Officer: Mr C B Pickering

Documents

Tuxford post 16 brochure 2016 final for web