KS5 CURRICULUM GUIDE 2017/2019 - Southam College · PDF fileKS5 CURRICULUM GUIDE 2017/2019...

KS5

CURRICULUM GUIDE

2017/2019

College Address: Welsh Road West

Southam

CV47 0JW

Tel No: 01926 812560

Fax No: 09126 815807

Email: [email protected]

Web Site: www.southamcollege.com

Headteacher: Mr R S Samra

Head of Sixth Form: Mr K Bradbury

KS5 Achievement Co-ordinators Miss C Harwood/Mrs S Stevens

Sixth Form Admin Co-ordinator: Mrs C Bonser

November 2016

http://www.southamcollege.com/

CONTENTS

Introduction and details of Sixth Form provision 2-7

Advanced Level Courses

Extended Project 8

Art and Design 9

Biology 10

Business Studies 11

BTEC L3 Business 12

Chemistry 13

Drama & Theatre Studies 14

Economics 15

English Language 16

English Literature 17

Food Technology 18

French 19

Geography 20

German 21

Graphics – Art and Design 22

BTEC Level 3 Health & Social Care 23

History 24

Computer Science 25

OCR Level 3 Nationals in ICT 26

Mathematics 27

Further Mathematics 28

Media Studies 29

Music 30

Philosophy and Ethics 31

Photography 32

Physical Education 33

BTEC Level 3 Sport 34

Physics 35

Politics 36

Product Design: 3D Design 37

Psychology 38

BTEC Level 3 Applied Science 39

Sociology 40

Spanish 41

Textiles – Art, Craft and Design 42

The Sixth Form

The Sixth Form at Southam College is a thriving part of the college and the local

community. It has a record of high educational achievement and offers a wide range of A

Level and Level 3 courses which enable students to progress on into Higher Education,

employment or further training.

Our Sixth Form, which specialises in A Levels and Level 3 Courses, is open to all students

who wish to study in a caring and stable environment. Staff and students enjoy very

good relationships and students will receive valuable support in the important transition

from GCSE to A Level.

Sixth Form Centre

Purpose-built accommodation is provided for approximately 300 students. There are five

teaching/tutor rooms, a silent study room, with computers, and the Quad (a social area).

Ethos

Students are encouraged to become responsible and mature individuals within a

supportive framework. Students are a key part of the school and therefore there are rules

in common: for example, attendance at lessons and tutor time is compulsory and

letters/phone calls are required in the case of absence. However, there are privileges;

students have the opportunity to elect the Sixth Form Council to represent and organise

many of their activities and to have an input into the overall running of the Sixth Form.

Students also are actively encouraged to become involved in the life and work of the rest

of the College and to act as role models for younger students.

For example, sixth form students participate in:

A shared reading scheme with younger students

School events such as enrichment days

Activities such as sport, music, drama, dance and House activities

In addition, the elected Head Boy and Head Girl chair the College Council, which has

representatives from all year groups, and the House Captains take a lead role in organising

and supporting House events and activities. There is also the opportunity to become a

prefect and take responsibility for maintaining the school ethos.

SIXTH FORM DRESS CODE

Within this dress code the school reserves the right to determine if an article of student dress is acceptable to be worn

BOYS GIRLS

A suit/ formal jacket. To be worn with:

Trousers

Suit type trousers

Subtle sober pattern such as pinstriped

Tailored fit acceptable

Belts should be one colour (dark grey/brown

or dark tan/black)

No denim/chinos/skin tight trousers/shorts

A plain jacket, suit material. To be worn with:

Skirts

No more than 10 cm above the knee

No maxi skirts to be worn

Skirts should not be too tight e.g. bodycon

Trousers

Full length, reaching the ankle, not shorts or

culottes

Trousers should not be too tight and not

made of jeans material

Trousers should be plain coloured (not floral

or patterned)

Leggings are not permitted

Shirts

Long/short sleeve shirt and tie

Sober colour/subtle patterns

No T shirts/polo shirts

No sports shirts/military style or lumber jacket

shirts

Dresses

Formal style dresses with sober colour/pattern

No more than 10 cm above the knee

Dresses should not be too tight e.g. bodycon

Dresses should not be revealing or see-

through

No strappy dresses

Blouses

No low neckline

Should not be revealing or see-through

Should cover the stomach

T-shirts are not permitted.

Sober colour/subtle pattered

Jumpers / Cardigans

Should be plain in colour

May be round or V-neck

Should fit under the jacket

No logos on jumpers

No hoodies/sweatshirts

Jumpers / Cardigans

Should be plain in colour

May be round or V-neck

Should fit under the jacket

Footwear:

Shoes:

Formal smart leather

Boot type allowed if covered by trouser

No walking boots/canvas shoes/trainers/work

boots

Footwear:

Shoes:

High heels are permitted but not stilettos

Shoes can be any colour but not floral or

metallic

Boots

Smart ankle boots are allowed, but not Doc

Marten style boots

Smart knee-high boots are allowed

Other aspects of appearance and dress for Boys and Girls:

No hats, caps or headgear of any kind

All items of dress, including outdoor coats, should be clean, and should not be adorned with slogans or in any

other way be likely to cause offence

Any jewellery worn should be reasonably small and not excessive in quantity

No visible body piercing other than to the ears, nor visible tattoos.

Provision for Gifted students in Sixth Form

At Southam College we are keen to recognise and work with the academically gifted

students to ensure they reach their full potential and participate in all the opportunities

that are open to them. We aim to ensure students enjoy their education, feel challenged

and learn to value their gifts. We are keen to prepare them for their next steps in the

world and whatever they chose to do that they come across as intelligent, confident,

interesting and knowledgeable.

Within school we work hard to make sure that all Sixth Form lessons challenge the most

able students so that they are constantly striving to achieve A and A* grades through

practicing and developing their higher order skills.

On a subject by subject basis there continues to be a range of enrichment visits arranged to

continue to stretch and inspire the students.

We also aim to support our most able students through a mentoring programme which is

tailored to the individual needs of each student. In year 12 and year 13 the students are

mentored by their tutor and in year 13 some are mentored by a senior member of the

school staff.

To help students make decisions about their further pathway we offer a programme of

talks, short-courses and events. We invite a series of speakers from industry and from

universities to talk to the students about the opportunities available to them. In addition

we encourage and support students to apply for opportunities such as:

The Cambridge Shadowing Scheme

The Oxford Target Schools Shadowing Scheme

The Sutton Trust and Oxford Uniq Summer Schools

Pathways to Law

The NEC Apprenticeships and Skills Show

Our aims are to guide, support and facilitate these young people towards the pathway

where they find fulfilment as individuals and use their abilities to better the world we live

in.

The Application Process

Options Forms will be available in November and students who wish to be considered for

the Sixth Form should indicate their choice of preferred subjects. It must be appreciated

that it might not always be possible to meet the individual demands of each student. If,

for example, the combination of subjects is very unusual or only one student has opted

for a particular course then there could be difficulties. If a student subsequently changes

their mind, or their GCSE results are not as expected, then they may be able to change

their courses on GCSE results day, but this will have to be within the constraints of the

timetable.

Timeline for Year 11 students

GCSE Pre-Public Examinations - 21st November–1

st December 2016

Reports issued - Thursday 6th April 2017

Sixth Form Choices:

Sixth Form Curriculum Guide available

- Thursday 3rd November 2016

Sixth Form Interviews

- From January 2017

Sixth Form application forms to

be returned

- Friday 16h December 2016

GCSEs:

GCSE Examinations start

- Monday 15th May 2017

Sixth Form Induction Days

- Monday 3rdJuly & Tuesday 4

thJuly 2017

GCSE examination results issued - Thursday 24th August 2017

Entry Requirements

A Level students should have a minimum of 5 GCSE grades A*- C including at least a 5

English and Maths. Individual subjects have specific entry requirements for a student to

embark on an A Level course.

The number of courses taken varies and students should use the pathways to guide their

choices:

Pathway GCSE Forecast Grades Year 12 Year 13

A

A* - A / 9-7 4 subjects 3 or 4

subjects

B

A* - B / 9-6 3 or 4 subjects 3 subjects

C A* - C / 9-5 3 subjects

(to include at least one of BTEC Business;

Health and Social Care; IT; BTEC

Science, BTEC Sport, BTEC Music and

Level 3Diploma in Food Science &

Nutrition

3 subjects

The Main Programme of Study

The main programme of study provides students with the opportunity to combine a wide

range of A Level courses studied over two years, the main features of which are as

follows:

Reformed A Level subjects from 2017

These subjects are now ‘linear’ with the A level based on final exams taken at the end of

year 13. An AS qualification is available, however the marks cannot be taken towards the

final A level grade; the AS is a separate qualification. Most of these are based on 3 or 4

units of approximately equal size.

Level 3 Applied subjects

These courses are mostly coursework based with students completing assignments which

are teacher assessed. They are usually ranked as Pass/Merit/Distinction/Distinction* and

are equivalent to A level in many university/apprenticeship routes.

The A Level courses offered at Southam College in 2016/17 are likely to be as follows:

Reformed A Level Subjects from 2016

Art and Design

Biology

Business Studies

Chemistry

Computer Science

Drama & Theatre Studies

Economics

English Language

English Literature

French

Geography

German

Graphics (Art and Design)

History

Mathematics

Further Mathematics

Media Studies

Philosophy and Ethic

Photography

Physical Education

Politics

Product Design: 3D design

Psychology

Spanish

Sociology

Textiles (Art and Design)

Level 3 Applied subjects

OCR Level 3 Cambridge Technical Certificate in Health and Social Care

OCR Level 3 Nationals in ICT

BTEC Level 3 Applied Science

BTEC Level 3 Business

BTEC Level 3 Health & Social Care

BTEC Level 3 Music

BTEC Level 3 Sport

WJEC Food and Nutrition

In addition all students will take Enrichment activities (see below)

Curriculum Enrichment Activities

Students will take Enrichment Activities each term or year. Some of these activities lead to

qualifications. There are also opportunities for students to pursue and develop a wide range

of interests within the Sixth Form.

Students who are intending to apply to a Russell Group university will be advised to take

the Extended Project Qualification (EPQ). This will also be offered to all students if they

wish to take it.

Students will also choose an Enrichment activity. Some of these may also lead to a

qualification

Recreation Activities

Duke of Edinburgh Silver Award

Work experience

Interact: Charity Fundraising

There are other opportunities for personal enrichment

Peer mentoring

Sports matches against other

schools

Involvement in House activities

Paired reading

Student Council

Whole College activities and

performances in music, drama and

dance

8

Extended Project Qualification AS Level

Course Description

Students will plan, research and create

a 6,000 word dissertation

a Production Log

and a presentation of results

Assessment

The assessment covers both the process and the end product, including how well students

identify and use resources, carry out research, develop their ideas to realise an outcome and

then reflect on the outcome and the process.

This is an independent piece of research and analysis. It is a Level 3 qualification equivalent to

half an “A” level. EPQ is graded, and carries the same UCAS points as an AS level except that

an A* grade is available.

Additional Information

Many universities support the EPQ and it may be part of their offers. The EPQ is recognised by

all Russell Group universities because it seeks to develop skills and approaches to study that

will be of great value to university study.

9

Art and Design

Aims of the Subject

This course is designed to consolidate the existing skills, knowledge and understanding of Art

gained by students at Key Stage 4 and to offer them the opportunity to make a personal

response to new experiences of a practical and conceptual nature.

Course Description

This component allows students opportunities to generate and develop ideas, research

primary and contextual sources, record practical and written observations, experiment with

media and processes, and refine ideas towards producing resolved outcome(s).

This will involve:

● developing ideas

● exploring media, developing and applying skills

● researching, recording, analysing and reviewing

● creating and presenting outcome(s)

There are four assessment objectives in Edexcel GCE Art and Design for the practical elements

of both AS and A Level, however A Level students will be required to produce a Personal

Study consisting of a minimum of 1000 words of continuous prose which will be assessed

against a separate set of criteria.

The units are structured as follows:

AS Level

Component 1 - Personal Investigation (50% of AS Grade)

Component 2 - Externally Set Assignment (50% of AS grade)

A Level

Component 1 - Personal Investigation (60% of A Level Grade)

Component 2- Externally Set Assignment (40% of A Level Grade)

Assessment

All work, including the externally set assignment, is marked internally and then moderated by

the examination board.

Course Entry Requirements

GCSE grade B or above in Art & Design and a grade 6 or above in English. Students without

the English grade 6 will be considered at the depts. discretion.

Where will this qualification take me?

The most popular route after A Level is to attend a one year Art and Design Foundation

course. This course provides a period of diagnostic study, giving students experience of a range

of specialisms within the creative industries such as; Fine Art, Photography, Textiles, Fashion

and Clothing, Graphic Design, 3D Design and Interactive Media. The latter part of the course

is a period of specialism in one area of study and leads to Higher Education and studying a

degree in the same subject.

10

Biology

What’s new?

AS and A-level are now two stand-alone courses.

In the first year of the course all students will study Modules 1-4. In the second year they will

study Modules 5 and 6.

Course Description:

Module 1- Development of practical skills in Biology

Skills of planning, implementing, analysis and evaluation

Module 2- Foundations in Biology

Cell structure, proteins, cell division, cell diversity and cellular organisation

Module 3- Exchange and transport

Exchange surfaces, transport in animals, and transport in plants

Module 4- Biodiversity, evolution and disease

Communicable diseases, prevention and the immune system. Biodiversity, classification and

evolutions

Module 5- Communications, homeostasis and energy

Communication, excretion, homeostasis, communication, photosynthesis and respiration

Module 6- Genetics, evolution and ecosystems

Cellular control, patterns of inheritance, manipulating genomes, ecosystems, cloning and

biotechnology, populations and sustainability

Assessment:

AS

Paper 1- Breadth in Biology: Assesses Modules: 1-4 50%

Paper 2- Depth in Biology: Assesses Modules: 1-4 50%

No Practical Coursework

A-Level

Paper 1- Biological Processes: Assesses Modules: 1, 2, 3, 5 37%

Paper 2- Biological Diversity: Assesses Modules: 1, 2, 4, 6 37%

Paper 3- Unified Biology: Assesses All Modules 26%

Practical - Non exam Pass/ Fail

Entry Criteria

Separate Science. Students must have an A grade in the Science they wish to study with at least

a B in the others. Students must have a 6 in Mathematics.

Dual Science. Students must have an A in both Core and Additional Science with at least a 6 in

Mathematics.

Students who do not meet the above criteria can still be considered subject to an Aptitude test

in their first lesson in September.

11

Business Studies

Course Description

The six AS units are:

Why businesses exist, business objectives and different business forms.

Managers, leadership and decision making – what management do, leadership styles,

management decision making and stakeholders.

Performance – marketing objectives, primary and secondary research, segmentation,

target markets, the marketing mix.

Decision making to improve operational performance – operational objectives,

analysing operational performance, improving quality, increasing efficiency and labour

productivity

Decision making to improve financial performance – financial objectives, budgeting,

breakeven, cash flow, profitability, sources of finance.

Decision making to improve human resource performance – training, ethical and

environmental influences, market conditions, improving motivation.

The four other units which students study for the whole A level are:

Analysing the strategic position of a business – SWOT analysis, strategy and tactics,

internal and external influences on corporate objectives, assessing short term and long

term performance, political and legal issues.

Choosing strategic direction – Ansoff matrix, strategic positioning, and difficulties of

maintaining competitive advantage.

Strategic methods: how to pursue strategies – how to manage and overcome problems

of growth or retrenchment, assessing methods of growth, assessing innovation, assessing

use of digital technology.

Managing strategic change – managing organisational culture, pressures of change,

barriers to change, managing strategic implementation, why strategies fail.

Assessment

Assessment is all through examinations. There are two papers at AS level, which assess units 1-

6 and three examinations at A level which assess units 1-10.


If Business has been studied at GCSE, a minimum of a 6 grade or above needs to

have been achieved in English and Mathematics.

It is not necessary for Business to have been studied at GCSE level for it to be

taken at A Level. Students need at least 5 GCSEs at C or above including Maths

and English at grade 6 or above.


This course will appeal to students who:

have an interest in business, how it operates in different markets, and how it

deals with customers effectively

enjoy critically analysing contemporary business issues

have a strategic mind and enjoy assessing the feasibility and risks associated with

business decisions

12

BTEC Level 3 Subsidiary Diploma in Business

Course Description

This course is made up for four mandatory units and two additional optional units to make a

total of 60 credits. Students build up a portfolio of work over the two years of study.

The mandatory units are:

The Business Environment

Business Resources

Introduction to Marketing

Business Communication

There are then a further two units to be decided upon which specialise in particular areas of

business.

This qualification is a BTEC Level 3 which has the equivalent to an A level.

Assessment

A portfolio of coursework is assessed at Pass/Merit/Distinction and Distinction*

Entry criteria:

A Merit at BTEC Business Level 2 if previously studied. Students who have not studied

Business before will require 5 GCSE’s at grade C including English and Mathematics at grade 5.

Additional information


who enjoy coursework and building a portfolio of work

have an interest in business, how they function and how they promote themselves

have a more practical approach and like to apply their learning to real life scenarios

13

Chemistry

What’s new?

AS and A-level are now two stand-alone courses.



Course Description:

Module 1- Development of practical skills in Chemistry


Module 2- Foundations in Chemistry

Atoms, compounds, molecules and equations, amount of substance, acid-base and redox

reactions, electrons, bonding and structure

Module 3- Periodic table and energy

Periodic table, Group 2 and halogens, qualitative analysis, enthalpy changes, reaction rates

and equilibrium

Module 4- Core organic Chemistry

Basic concepts, hydrocarbons, alcohols and halo-alkanes, organic synthesis, analytical

techniques (IR MS)

Module 5- Physical Chemistry and transition element

Reaction rates and equilibria, PH and buffers, enthalpy, entropy and free energy, redox and

electrode potentials, transition

Module 6- Organic Chemistry and analysis

Aromatic compounds, carbonyl compounds, carboxylic acids and esters, nitrogen compounds,

polymers, organic synthesis, chromatography and spectroscopy (NMR)

Assessment:

AS:

Paper 1- Breadth in Chemistry: Assesses Modules: 1-4 50%

Paper 2- Depth in Chemistry: Assesses Modules: 1-4 50%


A-Level:

Paper 1- Periodic table, elements and Chemistry: Assesses Modules: 1, 2, 3, 5 37%

Paper 2- Synthesis and analytical techniques: Assesses Modules: 1, 2, 4, 6 37%

Paper 3- Unified Chemistry: Assesses All Modules 26%

Practical – Non exam Pass/ Fail

Entry Criteria




Mathematics.



14

Drama and Theatre

Course Description

AS

Component 1 Exploration and Performance (60% of AS)

Component 2 Theatre Makers in Practice (40% of AS)

A-Level

Component 1 Devising (40% of the A Level)

Component 2 Text in Performance(20% of the A Level)

Component 3 Theatre Makers in Practice (40% of the A Level)

Assessment

AS

Practical performance and written portfolio for Component 1 is internally assessed and

externally moderated

Written examination for component 2 in externally examined

A-Level

Practical performance and written portfolio for Component 1 is internally assessed and

externally moderated.

Practical performance for Component 2 is externally assessed by a visiting examiner

Written examination for Component 3 is externally examined.

Study Requirements

Regular written tasks to evaluate practitioners, performances or interpret texts will be

set, alongside mock exam questions.

Students will require independent research and study skills

Rehearsal during study periods and after school will be required.

Entry Requirements

GCSE Grade B in Drama

Those who have not studied Drama at GCSE will be considered, but must have

achieved a 6 or above in English Literature.


Students will be expected to attend theatre trips organised by the Drama Department.

The course provides an excellent opportunity to build communication, presentation

and team skills which are valued by employers, as well as interpersonal skills such as

confidence and self-esteem.

15

Economics

Course Description

The two AS units are:

The operation of markets and market failure –which covers a selection of the

key microeconomic models, such as supply and demand, the operation of the

price mechanism and causes of market failure. Students will investigate a variety

of markets and learn to apply key microeconomic concepts to real life situations.

The national economy in a global context – which is an examination of the

wider economy, how it works, issues such as inflation and unemployment and

trade. In this unit students will learn about, apply and evaluate a range of

macroeconomic models.

The A-Level is also divided into two units, which are:

Individuals, firms, markets and market failure – which covers a wide selection of

microeconomic models and concepts, such as supply and demand, market

structures and marginal social costs and revenues. They will learn how the

government tries to control markets through microeconomic policy, including

the investigation of the reasons for the differences in the distribution of income

and wealth across society and an assessment of the methods that governments

could use to redistribute income and wealth.

The national and international economy – which is an in-depth examination of

the major economic issues facing the UK economy and the policies that could be

used to tackle them. A detailed review of the UK’s economic relationship with

the EU and other international trading partners, learning about macroeconomic

models and concepts such as comparative advantage and the Marshall Lerner

condition.

Assessment

AS level will be assessed through two papers; one on each unit and made up of a mix of

multiple choice questions and a context based question broken down into four parts including

one 25 mark essay.

A level will be assessed through three papers; two that are based on the two units above and

a third that is based on a case study and will draw from all elements of the specification. Each

exam will include a mix of short answer questions and 25 mark essay questions.


They must have a minimum of 5 A*-C grades at GCSE including English and Mathematics at

grade 6 or above.

Students will need to have an interest in the world around them and a desire to try to explain,

and to be able to understand, some of the many changes that are going on and that are

affecting the lives of everyone. They must also want to research these issues and be able to

communicate their findings effectively to others.



have an interest in the world that they live in and want to be able to try to

understand modern developments

enjoy studying a subject that is relevant and affects their everyday lives

16

English Language

Course Description

AS

Paper 1: Language and the Individual: Textual Variations and Representations (50% of AS)

Paper 2: Language Varieties (50% of AS)

A Level

Paper 1: Language, the Individual and Society (40% of A Level; 2 hour 30 minute exam)

Section A: Textual Variations and Representations (70 marks)

Section B: Children’s Language Development (30 marks)

Paper 2: Language Diversity and Change

Section A: Language Diversity and Change (30 marks)

Section B: Language Discourses and Writing Skills (70 marks)

Coursework: Language in Action (20% of A Level)

Language Investigation (50 marks)

Original Writing (50 marks)

Assessment

AS: Paper 1: Written examination x 1 hour 30 minutes

Paper 2: Written examination x 1 hour 30 minutes

A-Level: Paper 1: Written examination x 2 hours 30 minutes

Paper 2: Written examination x 2 hours 30 minutes

Coursework: Portfolio

Study Requirements

Research/investigation skills

Data collection and analysis

Discursive essays in response to articles on issues within language

Original writing (fiction/non-fiction)

Written commentary on original writing

Language varieties (how audience, purpose, genre, mode of production and reception

affect texts)

Language in Society (how gender, social class, ethnicity, sociolect, dialect affect texts)

Children’s language acquisition (how children acquire and develop language)

Language change from 1600 (how language has developed over time)

Methods of linguistic analysis (grammar, lexis, phonology, graphology, discourse

structure, pragmatics)


GCSE grade 6 or above in English Language.


Students will be expected to take advantage of any specially arranged visits or

conferences relevant to the course

Students will need to read widely around language issues in the media and within

academic writing and also keep a record of their findings

17

English Literature

AS Level: Love through the Ages

The aim of this topic area is to encourage students to explore aspects of a central literary

theme as seen over time, using unseen material and set texts. Students will be prepared for

Love through the Ages examinations by reading widely in the topic area, reading texts from a

range of authors and times.

Assessment

Paper 1 – Love through the Ages: Shakespeare and Poetry (50% of AS)

Students answer a question on a Shakespeare play they have studied in class. They also

answer a question on a poem from an anthology of poetry they have studied in class.

Paper 2 – Love through the Ages: Prose (50% of AS)

Students answer a question on an extract of prose they haven’t seen before. They also write a

comparision of two prose texts they have studied in class.

A-Level

Module 1: Love through the Ages

This module is studied in the first year of the A Level and assessed through AS examinations. If

students continue onto the second year of the course, they will revisit this topic.

Module 2: Texts in Shared Contexts; Modern Times

The aim of this topic area is to encourage students to explore aspects of literature connected

through a period of time. Students will study literature from the end of WW2 and explore

both modern and contemporary literature’s engagement with some of the social, political,

personal and literary issues which have helped to shape the latter half of the 20th century and

the early decades of the 21st century.

Module 3: Independent Critical Study: Texts across Time

In Texts across Time, students write a comparative critical study of two texts.

Assessment

Paper 1 – Love through the Ages (40% of A Level)

Students answer questions on a Shakespeare play they have studied in class; a question on

unseen poetry; they also answer a question on two texts they have studied in class.

Paper 2 – Texts in Shared Contexts: Modern Times (40% of A Level)

Students answer a question on a text they have studied in class; a question on an unseen

extract; they also answer a question on two texts they have studied in class.

Independent Critical Study (20% of A Level)

Students write a comparative critical study of two texts, at least one of which must have been

written pre-1900.

Study Requirements

regular essays will be set

students will need to read widely

research and investigation study skills will be used and developed

written examination techniques will require practice


GCSE grade 6 or above in English Literature.

18

Food Technology

Course Description

WJEC Level 3 Diploma in Food Science and Nutrition

Unit Unit Title Assessment Mandatory or

Optional

1 Meeting the

Nutritional Needs

of Specific Groups

Internal and

External

Mandatory

2 Ensuring Food is

Safe to Eat

External Mandatory

3 Experimenting to

Solve Food

Production

Internal Optional

4 Current Issues in

Food Science and

Nutrition

External Optional

Unit 1 will enable the learner to demonstrate an understanding of the science of food safety, nutrition

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

practical skills to produce quality food items to meet the needs of individuals.

Unit 2 allows learners to develop their understanding of the science of food safety and hygiene;

essential knowledge for anyone involved in food production in the home or wishing to work in the

food industry. Again practical sessions will support the gaining of theoretical knowledge and ensure

learning is a tactile experience.

Studying one of the two optional units allows learners the opportunity to study subjects of particular

interest or relevance to them, building on previous learning and experiences.

Learners who do not wish to take the full Level 3 Diploma in Food Science and Nutrition may be

interested in the Level 3 Certificate in Food Science and Nutrition which is comprised of one

mandatory unit.

Assessment

The WJEC Level 3 Diploma in Food Science and Nutrition is assessed through a combination of a

written exam and external assignment set and marked by WJEC and two centre marked assignments.

Progression

Together with relevant Level 3 qualifications such as AS and A Levels in Biology, Chemistry, Sociology

and Maths and/or Level 3 qualifications in Hospitality or Science, learners will gain the required

knowledge to progress to higher education degree courses, such as:

BSc Food and Nutrition

BSc Human Nutrition

BSc (Hons) Public Health Nutrition

BSc (Hons) Food Science and Technology

Study Requirements

There will be a significant amount of practical work in the food room over the A level course, and

theory will be taught in preparation for the written paper. Homework is set each week and will be a

combination of recording development in the coursework and research / exam practice for the written

paper.

This course will require a commitment from students to ensure that ingredients for food practicals can

be brought in on a regular basis. In order to be successful in this subject, students must possess a high

degree of self discipline and motivation to ensure that project work is completed to a high standard

and that deadlines are met.


Grade C in GCSE Food Technology and Science

19

French

Course Description

Features of both the AS and A Level courses include:

use of up to date authentic texts from a variety of sources – magazine,

newspaper and internet articles, adverts etc

listening to real French in conversations, interviews, news items, DVD and the

internet

gradual development of grammatical structures

discussion of stimulating topics such as the environment, media and sport

opportunities for personal research of topics, working independently

individual help, support and encouragement throughout the course

Wide ranges of thought provoking topics are explored. These include:

AS

Media – press, radio, television

The Arts, e.g. film and theatre

Food, Drink and Health

Sport and Leisure Activities

Travel, Transport and Tourism

Education – school, work and training

A- Level

Social Issues – gender, race, equality of opportunity

The Environment – recycling, pollution, conservation

Law and Order – crime and punishment

Technological and Scientific Advances

Political Issues

Literature and the Arts

Heritage and History

Assessment

Assessment is by means of two units for AS and a further two units for the full A Level

qualification:

AS Unit 1

AS Unit 2

A2 Unit 3

A2 Unit 4

Speaking

Listening, reading and writing 1

Speaking


15% of GCE

35% of GCE

15% of GCE

35% of GCE


The AS and A Level courses are aimed at students who have gained a good GCSE grade,

preferably grade A or B, in French and are keen to develop their language skills.

20

Geography

Course Description

At AS and A-level, candidates will study a range of Human and Physical Geography topics. In

each area of study they will gain an understanding of the theoretical elements that underpin

the topic, before studying specific case study examples to show how the theory fits in the ‘real

world’. All topics will require candidates to consider their own values and attitudes to the

issues being studied alongside alternative points of view. A variety of geographical skills will

also be developed to broaden and deepen existing knowledge and encourage a greater degree

of independence, including cartographic, fieldwork and statistical skills.

AS

Component 1 Physical Geography & People and the Environment:

Glacial Systems and Landscapes

Hazards

Component 2 Human Geography & Geography Fieldwork Investigation:

Changing Places

Geography Fieldwork Investigation and Geographical Skills

A-level

Component 1 Physical Geography:

Water and Carbon Cycles

Glacial Systems and Landscapes

Hazards

Component 2 Human Geography:

Global Systems and Global Governance

Changing Places

Contemporary Urban Environments

Component 3 Geography Fieldwork Investigation:

An individual investigation based on any part of the course

Assessment

At AS level, the course is assessed through two 1 hour 30 minute written examination papers.

Each exam is worth 50% of the AS grade.

For the full A-level award, two 2 hours 30 minute written examinations and an individual

fieldwork investigation will need to be completed. The exams are worth 40% of the A-level

each, with the Geographical Investigation worth 20%.


GCSE grade B or above in Geography and a grade 6 in English Literature.


Students will be expected to participate in a department-organised fieldwork visit in Year 12 to

help them with the fieldwork section of the AS Component 2 exam. They will also need to

organise an additional two days of data collection for their A-level Component 3 Geography

Fieldwork Investigation.

21

German

Course Description




listening to real German in conversations, interviews, news items, DVD and the

internet






AS







A-Level





Political Issues



Assessment


qualification:

AS Unit 1

AS Unit 2

A2 Unit 3

A2 Unit 4

Speaking


Speaking


15% of GCE

35% of GCE

15% of GCE

35% of GCE



preferably grade A or B, in German and are keen to develop their language skills.

22

Graphic Products (Art, Craft and Design)

Aims of the Subject

This course is designed to consolidate the existing skills, knowledge and understanding gained

by students at Key Stage 4 and to offer them the opportunity to make a personal response to

new experiences of a practical and conceptual nature.

Course Description

Students will be given the opportunity to develop:

their intellectual, imaginative and creative powers

their investigative, analytical, experimental, practical, technical and expressive skills,

their aesthetic understanding and critical judgement

their understanding of the relationships between art and design and an awareness of

the contexts in which they operate

their knowledge and understanding of art and design in contemporary society and in

other times and cultures

an awareness of different roles, functions and audiences and consumers of art, craft and

design practice.

There are four assessment objectives in Eduqas GCE Art and Design for the practical elements

of both levels. A Level students will be required to produce a written element of 1000 words

minimum, this must clearly relate to practical and theoretical work using an appropriate

working vocabulary and specialist terminology


AS Level

Component- Personal Creative Enquiry (100% of qualification)

A Level

Component 1 – personal investigation (60% of qualification)

Component 2 – Externally Set Assignment (40% of qualification)


GCSE grade B or above in Graphics and a grade 6 or above in English.


Visits will be arranged by the department as part of the course but students must also be

prepared to independently visit as many galleries and exhibitions as possible and look out for

information about Graphics in newspapers and magazines and on television.




of specialism’s within the creative industries leading to Higher Education and studying a


23

BTEC Level 3 Extended Certificate in Health and

Social Care – AS and A level

Aim of the Subject

The Level 3 BTEC in Health and Social Care offers a wide range of units such as human

lifespan development, meeting individual care and support needs, working in health and

social care and sociological perspectives. It is a valuable and recognised qualification so

students are therefore able to progress into Higher Education in this field. This course is

suitable for students considering a career in any of the following: Childcare, Nursing,

Paediatrics, Midwifery, Social Work, Teaching/similar careers, Police officer, Probation,

Paramedics and Counselling. This list is not exhaustive as this course provides a firm

foundation for many other careers as well as a wide range of university courses.

Skills that are developed throughout the course include:

Cognitive and problem-solving skills: use critical thinking, approach non-routine

problems applying expert and creative solutions, use systems and technology

Intrapersonal skills: communicating, working collaboratively, negotiating and

influencing, self-presentation

Interpersonal skills: self-management, adaptability and resilience, self-monitoring and

development.

Course Description

There are two modules which make up the course in year 12; unit 1 – human lifespan

development and unit 5 – meeting individual care and support needs. Similarly, two modules

make up the course in year 13; unit 5 – working in health and social care and unit 10 –

sociological perspectives.

Assessment

Students are assessed based on a portfolio for units 5 and 10 and exams for units 1 and 2 at

Pass/Merit/Distinction and Distinction*.

Entry criteria

5 GCSEs level C or above including English and Mathematics at grade 5.

24

History

Course Description

The study of history at A level enables students to develop skills in critical analysis,

communication and interpretation, making the subject a strong foundation for skills required

in both other subjects and later life.

The AQA specification is split into three components delivered across the two years of Key

Stage 5. Components 1 and 2 are divided into two parts that allow for distinct study in Years

12 and 13. Both parts are examined in an external exam in the summer of Year 13. The three

components will be as follows:

Component 1: The Tudors: England, 1485 – 1603 (40% of A’ level / 50% of AS, assessed by

external exam)

Part one: Consolidation of the Tudor Dynasty: England, 1485 – 1547 (taught in Year 12,

examined in Year 12 and Year 13)

Part two: Turmoil and Triumph: England, 1547 – 1603 (taught in Year 13, examined in Year

13)

The breadth study enables students to develop a secure understanding of the process of

change over time, emphasising the nature of cause and consequence, change and continuity,

and similarities / differences over a long period of time. The time period is covered from a

range of perspectives (for example, political, social and religious) as well as considering the

impact of key individuals and groups. Component 1 also includes the study of varying

historical interpretations.

Component 2: Revolution and Dictatorship: Russia and the Soviet Union, 1917 – 1953 (40%

of A’ level / 50% of AS, assessed by external exam)

Part one: The Russian Revolution and the Rise of Stalin, 1917 – 1929 (taught in Year 12,

examined in Year 12 and Year 13)

Part two: Stalin’s Rule, 1929 – 1953 (taught in Year 13, examined in Year 13)

The depth study is focused on a more defined period of significant historical change or

development. Students will gain a deep understanding of change and continuity and the

complexity of the roles of individuals, groups, ideology and ideas. Student understanding of

links and contrasts across the period of change will reflect their precise and refined subject

knowledge. Component 2 also ensures students are confident in using and assessing primary /

contemporary evidence.

Component 3: Historical Investigation (20 % of A’ level, completed in Year 13, internally

assessed)

Students will identify an historical issue and develop a question that allows them to appreciate

and evaluate changing historical opinion. The Historical Investigation could focus on a specific

issue in depth over a short period of time, or a broader theme over a longer time period. In

completing this extended writing / research component, students develop an enhanced

understanding of the nature and purpose of history as a discipline and how historians work.

Students are introduced to a range of research methods, from the more traditional library

resources to making accurate use of the internet to obtain primary evidence. The Historical

Investigation is completed throughout Year 13, assessed internally and moderated by the exam

board.

Course Entry Requirements: GCSE grade B or above in History.

25

OCR Computer Science

Course Structure

The Computer Science specification will above all else be relevant to the modern and

changing world of computing. The new specification will:

Focus on programming and emphasise the importance of computational thinking as a

discipline.

Put computational thinking at its core, helping students to develop the skills to solve

problems, design systems and understand human and machine intelligence.

Allow student to apply the academic principles learned in the classroom to real world

systems in an exciting and engaging manner.

Allow student to develop an understanding of and ability to apply the fundamental

principles and concepts of computer science including; abstraction, decomposition,

logic, algorithms and data representation.

Give students a clear progression into higher education, as the course was designed

after consultation with members of BCS, CAS and top universities.

Learners will develop an ability to analyse, critically evaluate and make decisions. The

project approach is a vital component of ‘post-school’ life and is of particular relevance

to Further Education, Higher Education and the workplace. Each learner is able to tailor

their project to fit their individual needs, choices and aspirations

Learners must take units 01 and 02 for the AS award.

Learners must take three components for the full award (01, 02 and 03 or 01, 02 and 04).

Unit Content Marks assessment Time % Grade

01

Computer

System

Characteristic of

contemporary processors

Software and

development

Exchanging data

Data types structures and

algorithms

Legal, moral and ethical

issue

140 Written

Paper

2hrs 30 40

02

Algorithms

and

Programming

Elements of

computational thinking

Problem solving and

programming

Algorithms to solve

problems and standard

algorithms

140 Written

Paper

2hrs 30 40

03 or 04

Programming

Project

Analysis of the problem

Design of the solution

Developing the solution

Evaluation

70 Non-exam

assessment

20


GCSE grade B in Computer Science or grade 6 or above in English and Mathematics. Other

students considered at Department’s discretion.

26

OCR Level 3 Cambridge Technical Certificate

in IT

(Three units equivalent AS level in one year,) or Introductory Diploma in IT (Six unit A level

in two years.)

Course Description

Cambridge Technical Certificate

There are three units to complete:

Unit 1: Communication and employability skills in ICT.

Unit 2: Information Systems.

Unit17: Interactive Media Authoring

Students who successfully complete the Certificate AS equivalent qualification in Year 12 may

opt in to the Introductory Diploma A2 in Year 13.This builds on the unit completed in Year 12

with the addition of three further units:

Unit 19: Spreadsheet modelling.

Unit 23: Database Design.

Unit 27: Digital Graphics.

Assessment

All units are internally assessed, of an equal weighting and subjected to an external

moderation. Assessment is awarded at Pass, Merit, Distinction, and Distinction*

Study Requirements

Tutorials and resources will be available across the portal and on the internet where ever

possible to promote independent working. Coursework will be loaded or forwarded by e-

mail for assessment.


5 A*-C GCSE Grades. To include Mathematics and a Grade 5 or above in English.

27

Mathematics

Aims of the Subject

Whilst studying mathematics students will:

use mathematical skills and knowledge to solve problems

develop abilities to reason logically, to generalise and to construct proofs

simplify real life situations with the use of mathematical models

use mathematics as an effective means of communication

develop skills needed to use technology such as calculators and computers

effectively and to be aware of their limitations

take increasing responsibility for their own learning and the evaluation of their

own mathematical development

develop key skills

Course Description

Both A level and AS Mathematics have a 2:1 ratio of pure to applied content. Pure content

focus on algebra wear as the applied content looks at mechanics and statistics.

Assessment

The specification followed does not have a coursework element and is fully assessed by

written examination paper taken in June in the following structure:

AS Assessment

Paper 1: Pure Mathematics – 2 hour exam (100 marks)

Paper 2: Statistics and Mechanics – 1 hour exam (50 marks)

A-Level Assessment

Paper 1: Pure Mathematics 1 – 2 hours (100 marks)

Paper 2: Pure Mathematics 2 – 2 hours (100 marks)

Paper 3: Statistics and Mechanics – 2 hours (100 marks)

Study Requirements

Students will be expected to spend a minimum of five hours per week outside timetabled

lessons studying. They will also be expected to complete tasks punctually and to take

responsibility for their own learning. This will mean seeking advice from mathematics teachers

outside lesson time where appropriate.


GCSE grade 7 or above in Mathematics, having completed the full Higher GCSE course OR

GCSE grade 6 having completed the full Higher GCSE course and 60% or above in the Head

Start assessment.

28

Further Mathematics

Aims of the Subject

These are similar to Advanced level Mathematics but the ideas and techniques are generally

more advanced. Further Mathematics is particularly recommended for anyone considering

studying Mathematics, Engineering, Physics or related subjects at University. The details below

relate to the course taught at Southam College.

Course Description

Both AS and A level Further Mathematics have a simple 50:50 split between compulsory and

optional elements, The compulsory element is Further Pure Mathematics which looks at more

advanced algebraic techniques than that undertaken in the single Mathematic course. The

optional element of the course is made up of two of the following options: Further Pure,

Further Statistics, Further Mechanics or Decision Mathematics.

Assessment

The specification followed does not have a coursework element and is fully assessed by

written examination paper taken in June in the following structure:

AS Assessment

Paper 1: Further Pure Mathematics – 1.5 hours (75 marks)

Paper 2: Further Mathematics Option – 1.5 hours (75 marks)

A-Level Assessment

Paper 1: Further Pure Mathematics 1 – 1.5 hours (75 marks)

Paper 2: Further Pure Mathematics 2 – 1.5 hours (75 marks)

Paper 3: Further Mathematics Option 1 – 1.5 hours (75 marks)

Paper 4: Further Mathematics Option 2 – 1.5 hours (75 marks)

Study Requirements

Students will be expected to spend a minimum of five hours per week outside timetabled

lessons studying. They will also be expected to complete tasks punctually and to take

responsibility for their own learning. This will mean seeking advice from mathematics teachers

outside lesson time where appropriate.


GCSE grade 7 in Mathematics (higher level) and 75% or above in the Head Start September

assessment.

29

Media Studies

Course Description

AS

Exam - Paper 1 (70% of AS grade)

An externally assessed unit, where students will be required to respond to an

unseen source and produce an extended response question assessing the

understanding of the issues relating to the theme of the NEA (non-exam

assessment) and the theoretical framework.

NEA - Creating a Media Product (30% of AS grade)

An internally assessed, practical unit where students are required to create a

media product in response to the annually changing theme. The products

created should demonstrate their ability to appeal to a specific audience.

A-Level

Exam - Paper 1 (35% of A Level grade) & Paper 2 (35% of A Level grade)

Paper 1 is an externally assessed unit that will focus on issues and debates

currently in the media. A topic will be released in advance of the exam. Students

will be expected to use relevant elements of the theoretical framework in order

to explore the ideas in the paper.

Paper 2 is an externally assessed unit that will focus on the analysis of media

products, through the lens of the theoretical framework. Students will be

expected to refer to Close Study Products provided by the exam board and

products that they have studied. They will also be expected to demonstrate

understanding of the contexts in which the products were created.

NEA - Creating media products

An internally assessed, practical unit where students are required to create media

products in response to the annually changing theme. The products created

should demonstrate their ability to appeal to a specific audience and show

synergy between them.

Assessment

students complete two units for AS and three units for A2

assessment involves written examinations and practical tasks


GCSE Grade B in Media or Grade 6 in English Language or English Literature plus a Portfolio

of work. Discussion with Head of Department.

30

Music GCE

Course Description – Linear A Level

Component 1: Performing (30%)

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

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

using music technology.

The total performance time across all pieces must be a minimum of 8 minutes.

Performances must be recorded after 1 March 2017.

Component 2: Composing (30%)

Total of two compositions, one to a given brief and one either free composition or also to a

brief.

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

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

minutes in duration.

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

20 marks for this component. This composition must be at least 1 minute in duration,

unless the brief specifies a longer minimum duration.

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

Component 3: Appraising (40%)

One written paper of 2 hours, with audio extracts.

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

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

o One short melody/rhythm completion exercise.

Section B: Extended response

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

o Essay one asks students to draw links from their study of the set works to the music

heard as an unfamiliar extract.

o Essay two gives a choice of three questions that ask students to evaluate the musical

elements, context and language of one set work. Each option will be from a

different area of study.

The six areas of study, each with three set works are as follows:

o Vocal Music

o Instrumental music

o Music for Film

o Popular Music and Jazz

o Fusions

o New Directions

Course Entry Requirements - GCSE grade B or above in Music.

31

Philosophy & Ethics (Religious Studies)

Course Description

Since the publication of Richard Dawkins’ book, the ‘God Delusion’, never have the ancient

arguments surrounding the existence of God been so keenly debated. This course allows you

the opportunity to explore these ideas in depth and make your own contribution. The first

component encourages you to consider the writings of some of the greatest figures in

intellectual history like Plato, Aristotle and Kant. In ethics you will explore how we make

moral decisions, including applying this to war and medical ethics. The third component is

focused on the developments in religious thought, including beliefs, values and teachings. Both

As Level and A Level are made up of the following:

Component 1: Philosophy of Religion

Ancient philosophical influences

The arguments for the existence of God

The problem of evil

The possibility of life after death

Component 2: Religion and Ethics

Normative ethical theories

Ethical language and thought

Applied Ethics

Component 3: Developments in religious thought

Religious beliefs, values and teachings

Sources of religious wisdom and authority

Practices which shape and express religious identity, and how these vary within a tradition

Assessment: Each of the units above carry a 33.3% weighting at both AS and A Level. Students

will be assessed at AS Level via 3 x 1 hour exams and at A Level via 3 x 2 hour exams.

Students are assessed via external examination.

Study Requirements

Students will be assessed via essays, knowledge tests and research tasks will be set weekly.

Students will be expected to actively participate in class discussions and debates, bringing their

own view points and experiences into the lesson.


A GCSE in English Literature or Language at grade 6 is required and a GCSE grade B in

Religious is preferred but not essential.


The course encourages you to think more deeply about some of the most important questions

there are and as such it informs all aspects of our life. The skills you develop in examining

issues from a variety of perspectives are ideally suited to a career in law, teaching, journalism,

and other careers within the media. The emphasis in applied ethics will be very well matched

for a career in medicine and health and social care.

32

Photography

Aims of the Subject

This course is designed to consolidate the existing skills, knowledge and understanding of

Photography gained by students at Key Stage 4 and to offer them the opportunity to make a

personal response to new experiences of a practical and conceptual nature.

Course Description

This component allows students opportunities to generate and develop ideas, research

primary and contextual sources, record practical and written observations, experiment with

media and processes, and refine ideas towards producing resolved outcome(s).

This will involve:

● developing ideas

● exploring media, developing and applying skills

● researching, recording, analysing and reviewing

● creating and presenting outcome(s)

There are four assessment objectives in Edexcel GCE Art and Design for the practical elements

of both AS Level. However, A Level students will be required to produce a Personal Study

consisting of a minimum of 1000 words of continuous prose which will be assessed against a

separate set of criteria.


AS Level

Component 1 - Personal Investigation (50% of AS Grade)

Component 2 - Externally Set Assignment (50% of AS grade)

A Level

Component 1 - Personal Investigation (60% of A Level Grade)

Component 2- Externally Set Assignment (40% of A Level Grade)


GCSE grade B or above in Photography and a grade 6 or above in English.


Visits will be arranged by the department as part of the course but students must also be

prepared to independently visit as many galleries and exhibitions as possible and look out for

information about photography in newspapers and magazines and on television.

Students who opt for this course will be required to provide their own digital camera for use

during lessons.




of specialism’s within the creative industries such as; Fine Art, Photography, Textiles, Fashion

and Clothing, Graphic Design, 3D Design and Interactive Media. The latter part of the course

is a period of specialism in one area of study and leads to Higher Education and studying a


33

Physical Education


GCSE grade 6 or above in Physical Education with a minimum of a 6 in the written element of

the examination. For pupils who did not take PE, the GCSE Science grade and evidence of

practical ability would be considered.

Aims of the Subject

To focus on participation and performance in physical activity as part of a balanced,

active and healthy lifestyle.

To build upon the students’ knowledge, skills and understanding developed in GCSE PE

To experience and develop interest and ability in a variety of roles in sport such as

performer, official and leader

To gain greater understanding of contemporary topics in sport

To prepare students with the study skills to be successful in higher education

Study Requirements

To be successful on this course, students should have:

Regular attendance in a competitive sport/activity either outside or within school

an excellent attendance and punctuality for lessons

an enthusiastic, organised and committed approach in lessons

a conscientious and dedicated approach to independent study in their own time

and in meeting task deadlines

a commitment to devote sufficient time to independently improving their ability as

a performer/leader/coach


Students with AS or Advanced level Physical Education have access to a wide range of possible

career and higher education opportunities. The skills learnt include collecting, analyzing and

interpreting data, communicating findings in different ways, and identifying and developing

the links between different parts of the subject. These transferable skills are in great demand

by employers, universities and colleges. Physical Education combines with a range of AS and

Advanced Level subjects. It supports applications for a wide range of university courses such

as sports science, sports coaching and medicine, physiotherapy, teaching, recreation and leisure

studies and there are many new and exciting courses related to sport throughout higher

education.

34

BTEC Level 3 National Extended Certificate in

Sport

Course Level: Level 3 Equivalent to 1 A Level

Course Description:

2 year course

The BTEC Level 3 National Extended Certificate in Sport is designed to provide a specialist

work-related qualification in a range of sporting sectors, such as sports leadership and work in

the fitness and leisure sector. The course gives learners the knowledge, understanding and skills

to prepare them for employment or further education. The qualification offers an engaging

programme with one exam, one externally mark piece of coursework and two internally

marked pieces of coursework. This course is recommended to those who are clear about the

area of employment they wish to enter.

Course Content:

3 Mandatory Units:

Unit 1 Anatomy and Physiology (External Exam)

Unit 2 Fitness Training and Programming for Health, Sport and Well-being (External

Coursework)

Unit 3 Professional Development in the Sports Industry (Internal Coursework)

3 Optional Units from:

Unit 4 Sports Leadership (Internal Coursework)

Unit 5 Application of Fitness Testing (Internal Coursework)

Unit 6 Sports Psychology (Internal Coursework)

Unit 7 Practical Sports Performance (Internal Coursework)

Career Opportunities: Higher vocational qualifications e.g. BTEC Level 3 National Extended

Diploma in Sport; Degree in Sports Studies; Physical Education; Sports Science; Sports

Coaching.

Entry Requirements: 5 Grade A*-C GCSE’s to include:

2 Science GCSE’s at Grade C or above.

GCSE P.E. at Grade C or above.

Special consideration will be given to those with Level 2 BTEC Sport at Grade Merit or above.

Playing at least one sport on a regular basis at club standard or above.

35

Physics

What’s new?



Course Description:

Module 1- Development of practical skills in Physics


Module 2- Foundations of Physics

Physical quantities and units, scalars and vectors, measurements

Module 3- Forces and motion

Motion, forces in action, work, energy and power, materials, Newton’s laws of motion and

momentum

Module 4- Electrons, waves and photons

Charge and current, energy power and resistance, electrical circuits, waves, quantum physics

Module 5- Newtonian world and astrophysics

Thermal physics, circular motion, oscillations, gravitational fields, astrophysics

Module 6- Particles and medical Physics

Capacitors, electric fields, electromagnetism, nuclear and particle physics, medical imaging

Assessment:

AS:

Paper 1- Breadth in Physics: Assesses Modules: 1-4 50%

Paper 2- Depth in Physics: Assesses Modules: 1-4 50%


A-Level:

Paper 1- Modelling Physics: Assesses Modules: 1, 2, 3, 5 37%

Paper 2- Exploring Physics: Assesses Modules: 1, 2, 4, 6 37%

Paper 3- Unified Physics: Assesses All Modules 26%

Practical -Non exam Pass/ Fail





Mathematics.



36

Politics

Aims of the Subject

The A Level in Government and Politics aims to encourage students to:

Develop a critical awareness of the nature of politics and the relationship between

political ideas, institutions and processes.

Acquire knowledge and understanding of authority and power within the political

system of the UK and how these may differ from those of other political systems.

Acquire knowledge and informed understanding of the rights and responsibilities of the

individual and encourage an interest in, and engagement with, contemporary politics.

Course Description

Component 1: UK Politics

Written examination: 2 hours

33⅓ % of the qualification

Component 2: UK Government



Component 3: Comparative Politics



For the AS Level, the course examines aspects of UK politics in Units 1 and 2 of the A level,

with two 90 minute papers at the end of Y12.

Assessment

100% examination at the end of Y12 or Y13

There is no coursework.

Study Requirements

Students will need to have good written communication skills. It is highly recommended that

students of Government and Politics should read a quality newspaper and be prepared to

watch news programmes on both UK and international political developments. In addition

students should subscribe to the Politics Review journal.

Course entry requirements

Grade B or above in History GCSE or 6 in English Literature/English Language GCSE

37

Product Design: 3D Design

Aims of the Subject

The full title of this Advanced level course is Design and Technology – Product Design: 3D

Design. The aims of the course are:

to develop and sustain students’ innovation, creativity and design and

technology capability, encouraging them to recognize constraints and to

produce high quality products

to enable students to apply essential knowledge, understanding and skills of

product design, production processes and materials to a range of technological

activities, and develop an understanding of industrial practices

Course Description

AS

Unit 1 2 hour written exam - Materials, Components and Applications

Unit 2 Learning Through Designing and Making - a design and make project.

(50hrs.)

A-Level

Unit 3 2 hour written exam - Design and Manufacture.

Unit 4 Design and Making Practise – a second coursework project. (60 hrs.)

Assessment

The AS forms 50% of the assessment weighting of the full GCE Advanced level. AS is assessed

at a standard between GCSE and A level and can be taken as a stand-alone specification or as

part of a full Advanced level course.

Unit

1

2

3

4

Method of Assessment

External Examination: 2 hours

Coursework Project

External Examination: 2 hours

Coursework Project

Weighting

AS

50%

50%

A level

25%

25%

25%

25%

Study Requirements

Units 2 and 4 are full coursework projects. Students will develop their own project with

teacher guidance. These units result in the development of a product supported by a design

folder. The level of sophistication, depth of knowledge and understanding represented at A2

will be higher than at AS.


GCSE grade B or above in the Design & Technology options of resistant materials, engineering

or graphic products, and GCSE grades 5 or above in Mathematics & Science.


In order to be successful in this subject, students must possess a high degree of self discipline

and motivation to ensure that project work is completed to a high standard and that

deadlines are met. Students should also possess a flair for designing and making.

Trips and visits will be arranged as appropriate in order to enhance and stimulate students’

experience on the course.

38

Psychology

Course Description

AS Level A Level

Introductory Topics in Psychology:

Social Influence: Investigating the degree to which

others shape our behaviour so that we try to fit in

or we obey those in authority.

Memory: Analysing the different explanations of

how we remember, our different types of

memory and why we forget.

Attachments: Understanding the importance of

developing strong bonds when we are young and

the effects these have for later life.

Assessed: Written exam: 1 hour 30 minutes

72 marks in total = 50% of AS

Introductory Topics in Psychology:

Social Influence: Similar content to the AS.

Memory: Similar content to the AS.

Attachments: Similar content to the AS.

Psychopathology : Similar content to the AS from

Paper 2.

Assessed: written exam: 2 hours

96 marks in total = 33.3% of A Level

Paper 2: Psychology in Context

Approaches in Psychology: We learn the big

theories explaining our psychologies – learning

theory, the cognitive approach and biological

explanations.

Psychopathology: How we decide if someone’s

behaviour is abnormal, the ideas explaining why

people get mentally ill and different treatments.

Research methods: Psychology is a science. You

will learn how we use the scientific process,

observations and experiments to gather data

which is then analysed.

Assessed: Written exam: 1 hour 30 minutes

72 marks in total = 50% of AS

Paper 2: Psychology in Context

Approaches in Psychology : Similar content to the

AS

Research methods: Similar content to the AS.

Biopsychology: Investigating the many biological

factors explaining our behaviour; ranges from

hormones, adrenaline (fight or flight) and

biological rhythms to the structure of the brain,

how it recovers after trauma and ways of studying

the brain e.g. scanning and imaging techniques.

Assessed: written exam: 2 hours


Paper 3: Issues and Options in Psychology

1 Issues and debates in Psychology:

2 Options: With a new specification we have a

number of exciting options to choose from. One

from each set of three:

Option 1 Relationships, Gender OR Cognition and

development

Option 2 Schizophrenia, Eating behaviour OR

Stress

Option 3 Aggression, Forensic Psychology OR

Addiction

Assessed: Written exam: 2 hours


Assessment form: All exams have a mixture of multiple choice, short answer and essay questions.

Course Entry Requirements: GCSE grades 6 or above in English Language, Mathematics and grade B in

Science.

Additional Information: With its mixture of human interest and research, psychology is one of the

most popular courses in the Sixth Form. It is staffed by psychology and social science specialists and its

students are increasingly producing outstanding results. Pop along to see Mr Knox or Ms Gill in the

Sixth Form Centre or ask Miss Campbell on her travels round the college if you have any question.

39

BTEC Level 3 Applied Science: Subsidiary Diploma

The BTEC Level 3 National in Applied Science provides education and training for current and

future applied science employees and gives an opportunity to achieve a nationally recognised

Level 3

vocational qualification. It paves the way to entering employment in the applied science

sector or to progressing to other vocational qualifications, and allows you to develop a range

of skills and techniques, personal skills and attributes essential for successful performance in

working life.

The Subsidiary diploma is a 60 credit qualification that consists of the three mandatory units

(1, 2 and 4) and a choice of optional units to a further value of 30 credits. The BTEC Level 3

Subsidiary Diploma in Applied Science offers flexibility through the choice of optional units

and is broadly equivalent to one A Level. There is also the option to study a 120 credit

qualification which is

Teaching

You will be taught by two teachers who will teach the work related to your assignment before

you are assessed on it. It is a demanding course and will need excellent attendance and to

manage your time effectively. You will need to have the ability to meet deadlines and the

commitment to hard work as the grading is through continuous assessment.

Assessment

You will be assessed through a series of assignments which you will complete throughout the

course. You will be given full assignment briefs incorporating a range of activities including

workplace assessment, role play and presentations and a wide range of evidence for

assessment may be generated. You will take responsibility for your own learning and

achievement, taking into account industry standards for behaviour and performance. Within

every assignment you will be given the opportunity to achieve at Pass, Merit and Distinction

level.

Entry Criteria

Grade CC in dual Science, or grades C in all three separate sciences.

40

Sociology

Course Description

AS Level A Level

Paper 1: Education with Research Methods in

Context

Analysing why students from particular

backgrounds are more or less successful.

Investigating the importance of relationships

between teachers and pupils to achievement.

Learning which methods are best to use when

we study different aspects of education.

Assessment: 1 hour 30 minutes written exam,

60 marks; 50% of AS level

Paper 1: Education with Theory and Methods

Much of the same content as the AS Paper 1 but

with more work on the big theories of

sociology.

Assessment: 2 hour written exam

80 marks; 33.3% of A-level

Paper 2: Research Methods and The Family

Investigating how the family is changing in

modern Britain. Explaining the rising divorce,

decreasing marriage, changing childhood and

the ‘battle of the sexes’.

Analysing the advantages and disadvantages of

different research methods e.g. secretly joining

and observing a criminal gang or giving

questionnaires to students.

Assessed: 1 hour 30 written exam, 60 marks;

50% of AS level

Paper 2: Topics in Sociology

The Family; Beliefs in society

Similar ‘Families and Households’ content to

the module at AS.

Beliefs in Society investigates the way we make

sense of the world today and tries to explain

why religious sects and cults emerge, why

religious fundamentalism is growing and

whether religion is dying off in countries like

the UK. It asks if we trust science any more.

Assessed: 2 hour written exam, 80 marks;

33.3% of A-level

Paper 3: Crime and Deviance with Theory and

Methods

We investigate the different explanations for

the causes of crime and the different

approaches to reducing crime. We analyse

which types of people appear to be more

involved in different types of crime. We look at

‘new’ crimes of the environment and the global

drugs and trafficking trades.

We look at key theories explaining society.

Assessed: 2 hour written exam 80 marks,

33.3% of A-level

Study requirements: Sociology is known for discussion and debate but is assessed in written form,

including extended writing tasks. It is a subject of research, so a wide range of reading is needed.

e

Course entry requirements: GCSE grad 6 or above English language or English literature

Additional information: Sociology not only provides you with a deep understanding of the social

world around us but enables you to develop a set of skills, equally prized by universities and

employers. The course is central to the career prospects of any student looking towards careers that

deal with people e.g. law, journalism, nursing, teaching, PR, police etc. Our students on this popular

course have consistently delivered some of the best results in the college.

Pop in and see Sixth Form specialist teacher Mr Knox in S1 if you have any questions.

41

Spanish

Course Description




listening to real Spanish in conversations, interviews, news items, DVD and the

internet






AS







A-Level





Political Issues



Assessment


qualification:

AS Unit 1

AS Unit 2

A2 Unit 3

A2 Unit 4

Speaking


Speaking


15% of GCE

35% of GCE

15% of GCE

35% of GCE



preferably grade A or B, in Spanish and are keen to develop their language skills.

42

Textiles (Art, Craft and Design)

Aims of the Subject

This course is designed to consolidate the existing skills, knowledge and understanding gained

by students at Key Stage 4 and to offer them the opportunity to make a personal response to

new experiences of a practical and conceptual nature.

Students will be given the opportunity to develop:

their intellectual, imaginative and creative powers

their investigative, analytical, experimental, practical, technical and expressive skills,

their aesthetic understanding and critical judgement

their understanding of the relationships between art and design and an awareness of

the contexts in which they operate

their knowledge and understanding of art and design in contemporary society and in

other times and cultures

an awareness of different roles, functions and audiences and consumers of art, craft and

design practice.

Course Description

There are two assessed parts in WJEC GCE Art, Craft and Design;-

Part 1 - Personal Investigation – a coursework portfolio, practical outcome and written

element (60% of A-Level grade)

Part 2 - Externally Set Assignment - a preparation portfolio and an outcome from fifteen

hours’ focused supervised work. (40% of A-Level grade)

Assessment

All work, including the externally set assignment, is marked internally and then moderated by

the examination board.

Study Requirements

Part 1 requires students to present their coursework portfolio and an outcome as a personal

record, workbook and/or sketchbook that should indicate clearly their own observations,

interests, skills and experiments as an indication of their personal development in Art, Craft &

Design. There must also be a written element of a minimum of 1,000 words presented in any

of a wide range of formats, such as posters, reviews, critiques, letters, essays, evaluations, or

powerpoint presentations.

Part 2 requires students to respond to an externally set question. Students will prepare their

assignment from February of year thirteen onwards and then complete their final outcome at

an agreed date in May over fifteen hours as a continuous period of focused study. The

preparation portfolios and the outcome of the fifteen hours’ focused activity will both be

assessed for the final mark.


GCSE grade B or above in Design and Technology Textiles and grade 5 or above in English.


Independent study forms a large part of the AS and A level courses. Students should be skilled

in the management of their own time and working to a series of deadlines, and be dedicated

to improving their own learning and performance.

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