KS5 Prospectus 2014

for academic year 2014 - 2015

Dear Students

Thank you for your interest in the Sixth Form at Brooke Weston Academy. Whilst I appreciate you are busily studying for your forthcoming GCSE examinations, we are now approaching the time for you to consider the options available to you in the Sixth Form. We offer a broad range of Post 16 courses and I hope the information in this booklet will provide you with the necessary level of detail for you to start to plan a course of study beyond GCSEs.

In creating these subject choices, we have attempted to consider every interest, skill and enthusiasm. I feel that it is important for you to think carefully about your choice of subjects. The choices you make should provide motivation and give you a sense of purpose that matches your long term ambitions. If you are unsure of your choices, or the route that you should take, it is vital that you seek advice from a variety of sources, which will include this prospectus, careers/university literature, tutors, teachers, careers advisors, family and friends. Sixth Form study should be seen as an opportunity for you to continue your individual development in a high-paced and focused learning environment.

Brooke Weston Academy aims for excellence in all that it does. OfSTED inspectors described our curriculum as “impressively broad” and commented that students in the Sixth Form “make outstanding progress”. Furthermore, alongside the high levels of student attainment, they mentioned ‘the truly outstanding care, guidance and support’ and the thorough work experience programmes offered through our IEC activity programme.

Our expectations are that students will work hard and be able to take full advantage of the expertise and commitment of our staff. We will provide high quality

teaching within an excellent learning environment with first-class ICT facilities. You will need to provide a commitment to your own future and a focused, fully-engaged approach to your studies. This will be a challenging two years of study. However, approached in the right way, you will have the opportunity to achieve excellent results.

The overwhelming majority of students leave our Sixth Form and go on to university, most achieving their first choice course. We have an impressive record of sending students to the finest institutions of higher education each year; often sending students to Oxford and Cambridge universities. Staff will give you their full support and advice in preparing you for your future beyond secondary education. The Sixth Form also provides students with a wealth of opportunities for self-development and a range of extra-curricular activities, which we hope you will take full advantage of in preparing for your future.

Brooke Weston Academy is happy to accept students from other schools who want to join us in the Sixth Form. The choices available for the final two years of secondary education present students with a genuine opportunity to compile a personalised curriculum appropriate to their needs.

I look forward to welcoming you to the Sixth Form.

P H Stringer Principal

Brooke Weston - Post 16 Choices - 2014-15 | 1

Contents

Brooke Weston Academy Sixth Form ................................ 4

The Brooke Weston Diploma ........................................... 4

Brooke Weston Diploma FAQ ........................................... 8

Routes of study ................................................................ 8

University Applications .................................................... 8

Art ....................................................................................... 9

Fine Art (Edexcel) ............................................................. 9

Photography (Edexcel) ................................................... 10

Art 3D (Edexcel) ............................................................. 11

Cambridge Technical Level 3 Introductory Diploma in Art and Design (OCR) ........................................................... 12

Design & Technology ........................................................ 14

Design & Technology: Product Design - 3D (AQA)..........14

Design & Technology: Food Technology (AQA) .............. 15

Design & Technology: Product Design - Textiles (AQA) ..15

English ............................................................................... 17

English Language (AQA) ................................................. 17

English Literature (AQA) ................................................. 18

Media Studies (OCR) ...................................................... 19

Humanities ........................................................................ 20

Geography (AQA) ........................................................... 20

History (AQA) ................................................................ 21

Psychology (AQA) ........................................................... 22

Religious Studies: Philosophy and Ethics (OCR) ............. 23

Sociology (AQA) ............................................................. 23

BTEC Level 3 Subsidiary Diploma in Travel and Tourism (Edexcel) ......................................................................... 24

2 | Brooke Weston - Post 16 Choices - 2014-15

ICT and Business ............................................................... 25

Cambridge Technical Level 3 Introductory Diploma/Diploma in IT (OCR) ........................................................ 25

Business Studies (WJEC) ................................................. 26

Economics (AQA) ............................................................ 27

BTEC Level 3 National Subsidiary Diploma/Diploma in Business (Edexcel) .......................................................... 28

Mathematics ..................................................................... 30

Mathematics (OCR-MEI) ................................................ 30

Further Mathematics (OCR-MEI) ................................... 31

Modern Foreign Languages .............................................. 33

French, German or Spanish (AQA) ................................. 33

Performing Arts................................................................. 35

Music (Edexcel) .............................................................. 35

BTEC Level 3 Subsidiary Diploma in Music Technology (Production) (Edexcel) .................................................... 36

BTEC Level 3 Subsidiary Diploma in Performing Arts (Edexcel) ......................................................................... 37

Physical Education ............................................................ 39

BTEC Level 3 Subsidiary Diploma in Sport (Edexcel).......39

Cambridge Technical Level 3 Introductory Diploma in Health and Social Care (OCR) ......................................... 40

Science .............................................................................. 42

Salters-Nuffield Biology (EDEXCEL) ................................ 42

Salters Chemistry B (OCR) .............................................. 43

Advancing Physics (OCR) ................................................ 44

FAQs - Post 16 ................................................................... 46

How to find Brooke Weston ............................................. 48


Brooke Weston Academy Sixth Form At Brooke Weston Academy we provide you with the environment to support your individual development over the course of your Post 16 studies. We work hard to ensure that the transition from Year 11 into the Sixth Form enables you to develop the specific skills you need to achieve your target grades and broaden your experiences. As a Sixth Form student, you will enjoy more independence in your choice of learning. You will have the difficult task of balancing the different aspects of your life: study, extra-curricular pursuits, a social life and perhaps a part-time job. We recognise that you have many demands on your time and we will work with you to ensure that you are able to experience a range of activities alongside your academic studies.

We expect considerable commitment from you both in your studies and as a positive role model within our school community. To succeed you will need to attend all your lessons, tutor times and assemblies, hand in homework and meet all deadlines. Of course, there will be times when you need additional support; timely communication with your tutor and teachers will provide the support you need. An important and continuous element of the support we provide is through the role of the tutor who is available on a daily basis to work with you in meeting your targets. This pastoral role also recognises the importance of keeping your parents/guardians informed, where necessary. Alongside this provision, the Head of Year 12 will monitor and track the progress of the year group. Working with Sixth Form mentors, the Sixth Form Management team will work with individual students, identifying and providing additional support for those students who need it. The mentoring programme provides an environment in which you can discuss candidly the issues you have and seek solutions with your mentor.

It is expected that you will value the positive ethos at Brooke Weston Academy and recognise the important role that you, as a Sixth Form student, play in perpetuating this approach. Brooke Weston Academy has a reputation for working closely with students to help them achieve their goals.

The professional and business-like appearance of staff and students sets an impressive standard; a standard that is recognised by visitors, who acknowledge the positive tone that this creates. We expect Sixth Form students to adopt a similar business style dress. It is unacceptable for you to wear dress that does not meet the requirements of our dress code and you will be invited to return home if you attend dressed inappropriately. The Principal reserves the right to be the final judge as to dress.

We are committed to support you through to the world of work or to higher or further education. In doing so, we will provide timely information and ensure that we help you choose an opportunity that is right for you, with a view to maximising your potential. We have considerable

expertise in offering advice and guidance on personal statements, educational references, careers and preparing CVs and job applications.

An important aspect of our success in supporting students throughout their time at Brooke Weston Academy is recognising the individual nature of all students. We therefore recognise that students have a variety of learning styles which may reflect a preference for a particular route at Post 16.

We offer both academic courses (exam-based courses required for course entry by the high profile universities) and applied courses (coursework-based courses which focus on a particular career route but still enable access to good universities). It is entirely appropriate for students to take a mix of academic and applied courses.

The Brooke Weston DiplomaAs life becomes increasingly competitive, we want to ensure that our students are in the best possible position to undertake their chosen careers and attend courses at universities of their choice. The Brooke Weston Diploma offers the opportunity for students to engage in a wide variety of activities over and above the academic side of the Sixth Form. The Diploma consists of three main categories:

Core Academic Studies - Higher Studies - Inspiration, Endeavour and Community (IEC)

Core Academic Studies consists of a variety of individual routes towards the achievement of three or four A Levels, or equivalent applied route, at the end of Year 13.

Higher Studies consists of a range of activities which are suitable for all students but particularly those applying to high profile universities and to courses for which entry is extremely competitive. The key aim of Higher Studies it to offer students the opportunity to demonstrate their commitment and ability to study at a higher level or engage in more independent study. These include Advanced Extension Awards; the Extended Project; University subject aptitude tests; and the University of Northampton, through whom we are able to offer a business-based module on entrepreneurship. These courses provide the opportunity for students to complement their core studies by, in some cases, experiencing undergraduate study prior to university and also offering additional evidence for use in your personal statement.

Inspiration, Endeavour and Community (IEC) offers students the opportunity to participate in a wide range of activities including arts, music, sports, expeditions and voluntary work with the local or international community. We recognise this is an important stage in your life, where you are making the transition into adulthood. Therefore, we firmly believe that alongside your core studies programme, exposure to a broad-base of extra-curricular opportunities will enhance your opportunities of either university education or employment.


All students in the Sixth Form will undertake Core Academic Studies and IEC activities during Year 12 (IEC in Year 13 will be optional). Students are also actively encouraged to undertake aspects of Higher Studies and, in so doing, accumulate further points towards the Brooke Weston Diploma.

Why the Brooke Weston Diploma?Places at the best universities are becoming increasingly difficult to gain; it is no longer good enough to be predicted the highest grades at A Level. These universities are increasingly looking at the broader characteristics of a student to determine who should be awarded a place.

In the highly competitive job market which now exists, students need that something extra to help them stand out from the rest of the crowd.

The Brooke Weston Diploma is designed to give students a broad based education which will appeal to the most demanding of universities and employers. It builds on your core academic studies with higher studies that prove your academic credentials and a range of extra-curricular activities that demonstrate a breadth to your skills and experience.

Structure of the DiplomaThe diploma is structured around your core studies - either A Levels, the applied equivalent or a mixture of the two.

This core is complemented by a wider involvement in higher studies which go beyond those normally experienced in the Sixth Form and by a range of extra-curricular activities (Inspiration, Endeavour and Community) to build on other aspects of their character.

To complete the diploma, students will need to successfully complete each component of Core Studies, Higher Studies and Inspiration, Endeavour and Community. The diploma is awarded at Pass, Merit and Distinction levels.

Core Academic StudiesStudents aiming for a high profile university would normally study four A Levels in traditional academic subjects. These students would be aiming for a Distinction in their Brooke Weston diploma.

A student aiming for a Pass or Merit in their diploma would be well served by studying the equivalent of three A Levels or alternative applied courses through to the end of Year 13. This would enhance their employment opportunities and attractiveness to the recruiting universities.

All students also have four structured study lessons every week to support their academic studies.

Inspiration, Endeavour & CommunityThis aspect of the diploma emphasises the importance of life beyond academic studies. Most activities take place on a Wednesday afternoon.

Inspiration can be considered as any activity which allows a student to display creativity including any projects around the arts, music and performance. Endeavour can include participation in individual and team sports, taking part in expeditions and involvement in local or international projects. Community is involvement in helping others and would include any voluntary work the student takes part in.

For students intending to study law, medicine, dentistry or veterinary science there would be an expectation to carry out work experience in their chosen field. For social work or teaching, students might assist in lower school lessons, undertake peer mentoring or assist with our Masterclass programme.

The list that follows gives an indication of the main IEC programmes that we can facilitate. It is not exhaustive and students would be encouraged to approach the Head of Year 12 with ideas of their own.

Assessment for this aspect of the diploma is by the completion of a digital journal that encourages reflection and logs the time spent on each activity. It is expected that students will commit to 100 hours of IEC for the diploma.

Inspiration, Endeavour & Community Activities on offer in the Sixth Form at Brooke Weston Academy:

Professional Placement; Primary School Placement; Lower School Mentoring; Community and Volunteer Work; Young Enterprise; Duke of Edinburgh’s Award; Sports Teams; Charity Fundraising Team; Engineering Education schemes; Latin lessons; library internship; and the Corby Woodland Project.

Wednesday afternoon options

Professional PlacementAs a key component of any UCAS application, we encourage students to undertake their own work experience, particularly in their chosen profession. For students that have a clear idea of a specific profession or industry they wish to enter, this option will give them the opportunity to try it out first-hand over a meaningful period of time and in the process, gain experience which will strengthen any future applications for employment or university courses. The main aim of professional placements is to equip students with the necessary skills, experience and qualifications that will make them more ready for the workplace. Many employers today give preference to students who can supplement good grades with practical experience in the industry. Students are recommended to find, where possible, their own placements and transport.

Primary School PlacementStudents are provided with the opportunity to work in a primary school alongside a classroom teacher. This option enables students to develop their skills in a real life working scenario and fires their enthusiasm for working with children. Students adopt the role of ‘classroom assistant’ and will gain experience from observing lessons


and teaching and providing guidance, support and assistance to students and teachers.

Students will work with younger students of all abilities, including some who may need help to overcome obstacles that obstruct their learning. Students with an ambition to progress into the healthcare or teaching sector find this opportunity invaluable and to date, this has been a very successful option for Year 12 students.

In order to prepare students for this experience, we offer Classroom Support Training that focuses on enabling Year 12 students to become independent and proactive in the classroom. As part of this training, students gain an insight and build an understanding of differing educational needs and resources, student care responsibilities, phonics, lesson structures, planning and observations of lessons and general classroom management.

Lower School MentoringStudents are able to gain experience in mentoring younger students, particularly those in Years 7 and 8, in a range of subjects to support their development and university or career objectives. Students should be prepared to work with teachers to play an active role in the lesson; this could be creating and delivering starters/plenaries to the whole class as well as supporting individual students with specific needs.

Students selecting this activity should opt to provide support in lessons where they have achieved highly at GCSE. Students will have the opportunity to mentor within Brooke Weston Academy and in other Brooke Weston Trust schools.

In order to prepare students for this experience, we offer Classroom Support Training that focuses on enabling Year 12 students to become independent and proactive in the classroom. As part of this training, students gain an insight and build an understanding of differing educational needs and resources, student care responsibilities, phonics, lesson structures, planning and observations of lessons and general classroom management.

Community and Volunteer WorkThis option gives students the opportunity to achieve a nationally recognised V50 certificate (signifying the completion of 50 hours of voluntary work) or a V-Impact award signifying 100 hours completed. Both awards are great forms of accreditation for young people that tell recruiters a student has more to offer than just academic ability.

Young EnterpriseYoung Enterprise is a nationally-run scheme which gives students the opportunity to set up and run their own company. Support and guidance is provided by a volunteer adviser from industry, but it is the students who are expected to provide the drive, creativity, hard work and commitment required to achieve business success. Students will elect a board of directors, raise share capital, market and finance a real product or service of their own creation and sell it to the public. Through participation, students develop their talents

for enterprise, risk management and problem solving as well as skills including: teamwork; communication; creativity; innovation; and leadership, all in a real business environment.

Ultimately students will get the opportunity to take part in the prestigious Young Enterprise Company of the Year Competition, competing against other schools in the area. Young Enterprise is highly respected by university and industry recruiters alike. Students taking part in the scheme must be self-motivated and willing to make extra commitments beyond Wednesday afternoons in terms of their time, energy and enthusiasm to attend the weekly after school board meeting, trade fairs, presentations, etc.

Duke of Edinburgh’s AwardAmong university and industry recruiters alike, the Duke of Edinburgh’s award scheme is perhaps the most recognised and prestigious option offered by the IEC programme, aiming to provide an enjoyable, challenging and rewarding programme of personal development for young people. At Brooke Weston Academy, we offer the Silver award over 12 months (not just one academic year). The four areas within the award (Volunteering, Physical, Skills and Expedition) are assessed externally. Students spend at least 6 months volunteering and a minimum of 6 months on either Physical or Skills. The Expedition section involves planning, training for and completing a 3 day (2 night) expedition. This option requires an additional time commitment from the student and may incur some extra costs, although students can borrow most equipment which will minimise any expedition expenses. Students already involved in the DofE award scheme, or those who would like to take part in addition to another option, can enrol in the after school club instead, entitling them to additional BW Diploma points. Additional information can be found at: http://www.dofe.org

Sports TeamsStudents can participate in a wide range of sporting activities available on site with a view to creating elite match squads. Sports offered by the PE department include rugby, football, hockey and netball, although the exact combination depends on the uptake from students. The sports option offers a competitive team working environment, fostering hard work and commitment as well as leadership opportunities and many other qualities recruiters and admissions officers look for. Those choosing this option need to show commitment, dedication and an unstinting desire to achieve, aim high and succeed.

Charity Fundraising TeamThis option provides students with the opportunity to work together on innovative fundraising ideas. In addition to using Wednesday afternoons to plan, promote and run these initiatives, students will be expected to commit themselves to any additional time required in evenings or on weekends to carry out their fundraising activities if/when necessary. There is huge scope for creativity and undertaking a wide range of activities throughout the year with this option. Charitable activities also make an excellent addition to UCAS applications and CVs as


they show altruism, community spirit and a willingness to work hard as part of a team for the benefit of others. It may also be possible to qualify for the nationally recognised V50 awarded by our partner organisation, Northamptonshire Voluntary Youth Action. To date, the hard work of BW students in this field have raised almost £16,000 for Teenage Cancer Trust.

Available activities in addition to the Wednesday afternoon programme:

Engineering in Education SchemeThe Engineering Education Scheme provides participants with the opportunity to be involved with an engineering project in association with a local company. This allows students to gain accreditation for the BA CREST Gold award. This award requires around 100 hours of project work which also includes a 3-day residential programme at a local University. Students who are interested in this programme will go through a formal interview and selection process.

Masterclass Classroom AssistantsSixth Form students have an opportunity to support the Masterclass programme that is organised each academic year for over 300 local gifted and talented Primary school children. It runs for approximately 20 Saturdays, from September to March. During the academic year 2012-13, we offered Masterclasses in the following subjects: mathematics, English, science, ICT and performing arts.

Sixth Form classroom assistants are recruited each year to help the Masterclass teaching staff to deliver this programme. They are expected to attend each Saturday between 8:45am and 1:20pm and are paid for their support. Their duties include setting an example of excellence and behaviour for the participating students, helping to keep a register of their class, helping to maintain clean conditions in the restaurant and most importantly, directly supporting the children with their learning.

No accreditation is directly linked with this provision but past students have included their involvement in their University application personal statements.

Performing ArtsThe Performing Arts department offers a variety of extra-curricular activities for students in the Sixth Form. These activities take place every day after the formal taught lessons have finished and work towards an established annual concert programme. The Performing Arts department also arranges performances throughout the year, for example in showcase events, Prizegiving, choir concerts and assemblies.

Higher StudiesThese are a range of courses, normally externally accredited, that prepare students for the specific study style at University level or help prepare them for admission to more selective courses such as those offered by the Russell Group of Universities.

Subject Aptitude TestsThese studies will complement the core curriculum and give students a head start when making an application to university or applying for a job.

These are additional examinations often specified by Universities for entry onto courses for which there is considerable competition for places. They include:

� Thinking Skills Assessment Test (TSA);

� Bio-Medical Admissions Test (BMAT);

� National Admissions Test for Law (LNAT);

� History Aptitude Test; English Aptitude Test;

� Physics Aptitude Test;

� UK Clinical Aptitude Test (UKCAT);

� Generic and Reasoning Skills (uniTEST)

The Diploma programme will prepare students for these tests through tutoring, provision of resources, practice papers and external courses designed to improve performance in these areas. This support would normally be offered during Year 13 for those students applying for relevant courses.

Enterprise Module (University of Northampton)The University of Northampton Enterprise Module is open to Year 12 students who are interested in setting up their own business or who simply want to develop their entrepreneurial skills.

This undergraduate module gives students the opportunity to experience University level study in a University environment. Students will take part in three one-day workshops at the University and will be supported in the completion of their two assignments by online resources, email contact with their tutor and access to the University library, as well as guidance from teachers at Brooke Weston Academy.

In order to complete the module, students will write their own personal development plan and a business plan. Former students of the University are now running their own successful businesses using the business plans that they wrote as part of this module.

Extended ProjectThe Extended Project is the equivalent of an AS qualification and is accredited by an Examination Board. It is designed to either enhance a subject already being studied or give the opportunity to explore an area of personal interest.

Delivery of the Extended Project involves some teaching of the relevant skills plus mentoring and supervision of your progress. It will also involve extended independent work by the learner and will require 120 hours of study in total.

The course involves choosing an area of interest; drafting a project title; drafting aims of the project; planning, researching and carrying out the project;


providing evidence of the project production; delivering a presentation

It is assessed by a production log; a written report; evidence, as appropriate, depending on the topic or subject area chosen e.g. recording of a performance; a presentation.

Brooke Weston Diploma FAQQ: Who is the Diploma aimed at?A: The Diploma is suitable for any student in the Sixth Form. However, to gain a Distinction you are likely to be starting the course with at least 8 grade A/A* at GCSE. At this level, the diploma is a demanding course designed to allow access to the best universities in the world. The Merit grade is suitable for students with at least 5 Bs and 3 Cs at GCSE and is designed to complement applications to University or for employment.

Q: Why would I wish to study for a Brooke Weston Diploma?A: The Diploma has been carefully put together so that by completing it, you will significantly increase your chances of successfully applying to the best Universities in this country and internationally, including those in the Russell Group. It would also enhance any CV when applying for employment.

Q: What is the Russell Group of Universities?A: The Russell Group is an organisation of Oxford, Cambridge, the University of Birmingham, the University of Bristol, Cardiff University, the University of Edinburgh, the University of Glasgow, Imperial College London, King’s College London, the University of Leeds, the University of Liverpool, the London School of Economics & Political Science, the University of Manchester, Newcastle University, The University of Nottingham, Queen’s University Belfast, the University of Sheffield, the University of Southampton, University College London and the University of Warwick.

The aims and objectives of The Russell Group are to promote the interests of Universities in which teaching and learning are undertaken within a culture of research excellence and to identify and disseminate new thinking and ideas about the organisation and management of such institutions.

http://www.russellgroup.ac.uk

Routes of studyBrooke Weston Academy offers a range of courses to Sixth Form students, which will allow them to play to their personal strengths. Students with a grade profile of mainly grade Bs or higher are likely to follow an academic route studying four A Level courses.

The applied courses allow students to focus on areas in which they have a particular talent, for example in music or sport, or a particular career they wish to follow, for example health and social care or travel and tourism. Universities recognise these applied courses as excellent

preparation for most degrees. For many students, a combination of applied and academic courses would be most appropriate so that the demands of the two types of course are balanced.

The Nationals qualification is an applied course which includes the BTEC Nationals and Cambridge Technicals; they are internally assessed using coursework. They require continuous commitment over the two years as all work contributes towards the final grade. They would not suit students who struggle with meeting coursework deadlines. We aim to offer Art and Design; eBusiness; Health and Social Care; IT; Music Technology; Performing Arts; Sport; and Travel and Tourism using this type of qualification.

University ApplicationsIn order to obtain a place at University to study a specific Degree course you will normally be required to have studied facilitating subjects at A Level or equivalent. The Russell Group of Universities have issued, on their website, guidance to Sixth Form students as to the Advanced Level Qualifications which will either be essential or useful if you wish to pursue a Degree Course in a particular field of expertise. All prospective students are strongly advised to read the ‘Informed Choices’ document before making their A Level choices, which is available at no cost at http://www.russellgroup.ac.uk

The separate UCAS Website, available at http://www.ucas.ac.uk, also lists entry requirements for all University Courses under its ‘Course Search’ section and prospective students are advised to look on this website at the entry requirements for potential University Courses that they are interested in before finalising Sixth Form subject choices.


ArtThe Art department offers four exciting Post 16 courses. Students have the opportunity to experience every facet of artistic techniques ranging from 3-dimensional ceramic constructions to the expressive world of fine painting, from draughtsmanship to digitally manipulated imagery. The choice of materials is endless and the support of subject specialist teachers enables students to reach a new plethora of creativity.

The department contains a variety of specialist equipment, including a printing press, oil and acrylic paint, batik pots, silk screens and many more. Technology has become a main feature to the Art department with three colour printers, two of which are A3-sized including a professional photographic printer. All computers are installed with the CS5 Photoshop package, which is utilised in most of the specialist areas.

Photography students will find a new haven in their photography suite; the generously sized darkroom is fully fitted out and contains eight enlargers for the development of black and white photography. The department also benefits from the use of digital SLR cameras as well as a small library of digital and manual cameras, all of which can be borrowed for student use.

Creativity is fostered through exciting assignments that cater for individual interest. Students are encouraged to experiment with ideas and materials within a nurturing environment which promotes maturity. The transferable

skills learnt enable students to think imaginatively across their range of subjects.

Courses offered in Art:

� A Level Fine Art (with a Critical and Contextual element)

� A Level Photography

� A Level Art 3D

� Cambridge Technical Level 3 Subsidiary Diploma in Art and Design

Fine Art (Edexcel)

Entry:Open to students who have gained at least a grade B in GCSE Art and Design, 3D art or Fine Art.

Overview:Four units to be studied over a two year period; two coursework units and two controlled assignments. At the end of each year, students will hold an exhibition open to the public.

Unit descriptors:Unit 1: Coursework (30% of the total A2 marks)

The Year 12 Art and Design students select their own investigation for their coursework unit with guidance from their teachers. Students will experiment with a variety


of mark-making techniques to gain a full understanding of their chosen subject matter. Students will explore a number of materials during the first term to give a firm basis in the techniques involved at A Level and will make use of all the materials that the department has at its disposal. Students will select one of two awards; fine art painting, sculpture and printmaking or critical and contextual studies.

The study of artists and crafts people will aid understanding of the art world which will be enhanced by a trip to a major London art gallery. Written responses to such experiences will be of an A Level English format, requiring students to undertake several essays and written assignments throughout the course. Research and experimentation will culminate in the creation of a major final piece in reflecting the journey they have taken through their assignment.

Unit 2: Controlled assignment (20% of the total A2 marks)

Students will be given an externally set controlled assignment in term 3. They will have a finite time to prepare resources and studies on a given topic. Students will then undertake an 8 hour exam to create a major final piece which will be assessed by an external moderator.

Unit 3: Coursework (30% of the total A2 marks)

The Year 13 Art and Design coursework unit is completely individualised. Students will select a theme based on their own personal interests. They will maintain a high level of experimentation with materials and techniques over two terms. Students will build upon their existing contextual understanding of the art world through further exploration and examination of contemporary and historical art practitioners, culminating in a 1000-3000 word dissertation of English A Level quality. Students will consolidate their work into professional portfolios to showcase their abilities to prospective university interview panels.


The A2 controlled assignment will be distributed in Term 3 which again will require students to prepare resources and visual studies on a given topic. This unit will culminate in a 12 hour time frame in which students will be required to create a final piece based on their supporting work.

Assessment:The final assessment of students’ work in Year 12 will take place during a Sixth Form exhibition in Term 5. Students will be assessed on the basis of the evidence presented that they have fulfilled the four assessment objectives. An external moderator will view the entire body of work for each individual student and will award grades accordingly.

The assessment in Year 13 will also take place during the aforementioned exhibition in Term 5 by an external moderator.

Opportunities for Higher Education:Students will have the opportunity to follow many different routes at higher education. Students may wish to study degrees in fine art, jewellery design, automotive design, architecture, interior design, ceramic design, graphic design, illustration, photography, media studies, fashion design, fashion journalism, art history, art theory, product design and advertisement amongst others.

Career Opportunities:There are a wealth of career opportunities following art-based A Levels in the creative industries; art therapist, interior decorator, architect, automotive designer, teacher, University lecturer, art practitioner, freelance photographer, illustrator, fashion designer, fashion journalist, gallery curator, product designer, advertiser, graphic designer, layout designer, website designer, set designer, theatre designer and costume designer amongst others.

Photography (Edexcel)

Entry:Open to students who have gained at least a grade B in an art-based GCSE subject and a grade B in GCSE English. Students who have studied photography at GCSE would be at an advantage; however, this is not a prerequisite for the course.

Overview:Photography contains four units over a two year period; two coursework units and two controlled assignments. At the end of each year students will hold an exhibition open to the public. They will lead the displaying of their art work and the advertisement of the event to celebrate their achievements.


Photography students will explore the world of dark room and digital photography within the first term. They will be introduced to the CS5 Photoshop suite and will produce high quality imagery through a comprehensive investigation into chosen subject matters.

The study of artists and crafts people will aid student’s understanding of the art world which will be enhanced by a trip to a major London Art Gallery. Written responses to such experiences will be of an A Level English format, requiring students to undertake several essays and written assignments throughout the course. During the second term students will consolidate the knowledge gained and will select individualised projects to investigate. This will culminate in the creation of a major final piece in reflection of their journey they have taken through the programme.



Students will be given a controlled assignment in Term 3. They will be given a finite time to prepare resources and studies on a given topic. Students will then undertake an 8 hour exam to create a major final piece which will be assessed by an external moderator.


The Year 13 Photography coursework unit is completely individualised. Students will select a theme to investigate based on their own personal interests which will run over a two-term period. They will maintain a high level of experimentation with materials and techniques. Students will build upon their existing contextual understanding of the art world through exploration and examination of contemporary and historical art practitioners, culminating in a 1000-3000 word dissertation of English A Level standard. Students will consolidate their work into professional portfolios to showcase their abilities to prospective University interview panels.

Unit 4: Examination (20% of the total A2 marks)

The Year 13 externally set exam will be distributed in Term 3 which again will require students to prepare resources and visual studies on a given topic. This unit will culminate in a 12 hour time frame in which students will be required to create a final piece based on their supporting work.


The assessment in Year 13 will also take place during the before mentioned exhibition in Term 5 by an external moderator.

Opportunities for Higher Education:Students will have the opportunity to follow many different routes at higher education. Students may wish to study degrees in fine art, interior design, graphic design, illustration, photography, media studies, fashion journalism, art history, art theory, and advertisement amongst others.

Career Opportunities:There are a wealth of career opportunities following art-based A Levels in the creative industries; art therapist, interior decorator, architect, automotive designer, teacher, university lecturer, art practitioner, freelance photographer, illustrator, fashion designer, fashion journalist, gallery curator, advertiser, graphic designer, layout designer, website designer, set designer, theatre designer and costume designer amongst others.

Art 3D (Edexcel)

Entry:Open to students who have gained at least a grade B in GCSE Art and Design, 3D Art or Fine Art.

Overview:Four units to be studied over a two-year period; two coursework units and two controlled assignments. At the end of each year, students will hold an exhibition open to the public.


The Year 12 Art 3D students select their own investigation for their coursework unit with guidance from their


“ Students make outstanding progress because of consistently high-quality teaching, teachers’ exemplary use of assessment, rigorous tracking, sharply focused interventions, and excellent support and guidance.

”Ofsted 2011

teachers. Students will experiment with a variety of construction techniques to gain a full understanding of their chosen subject matter. Students will explore a number of materials during the first term to give a firm basis in the techniques involved at A Level and will make use of all the materials that the department has at its disposal. Students will select one of three disciplines; ceramics, performance design or jewellery design.

The study of artists and crafts people will aid understanding of the art world which will be enhanced by a trip to a major London Art Gallery. Written responses to such experiences will be of an A Level English format, requiring students to undertake several essays and written assignments throughout the course. Research and experimentation will culminate in the creation of a major final piece in reflecting the journey they have taken through their assignment.

Unit 2: The controlled assignment (20% of the total A2 marks)

Students will be given an externally set controlled assignment in Term 3. They will have a finite time to prepare resources and studies on a given topic. Students will then undertake an 8 hour exam to create a major final piece which will be assessed by an external moderator.


The Year 13 Art and Design coursework unit is completely individualised. Students will select a theme based on their own personal interests. They will maintain a high level of experimentation with materials and techniques over two terms. Students will build upon their existing contextual understanding of the art world through further exploration and examination of contemporary and historical art practitioners. Students will consolidate their work into professional portfolios to showcase their abilities to prospective university interview panels.


The A2 controlled assignment will be distributed in Term 3 which again will require students to prepare resources and visual studies on a given topic. This unit will culminate in a 12 hour time frame in which students will be required to create a final piece based on their supporting work.


The assessment in Year 13 will also take place during the aforementioned exhibition in Term 5 by an external moderator.


Career Opportunities:There are a wealth of career opportunities following art-based A Levels in the creative industries; art therapist, interior decorator, architect, automotive designer, teacher, University lecturer, art practitioner, freelance photographer, illustrator, fashion designer, fashion journalist, gallery curator, product designer, advertiser, graphic designer, layout designer, website designer, set designer, theatre designer and costume designer amongst others.

Cambridge Technical Level 3 Introductory Diploma in Art and Design (OCR)

Entry:Open to students who have gained at least a grade B in a Design Technology-based GCSE and an Art-based GCSE subject.

Overview:This qualification is a single award, equivalent to one A Level. It aims to develop a knowledge and understanding of the art and design sector and how to work autonomously and effectively in an art and design context. It is also relevant to employment situations, thereby enhancing employability within the art and design sector and application to university courses.

To achieve this qualification, students must complete a total of six units consisting of one mandatory unit, two school prescribed units and three units chosen by students to support specialist ambitions. There are no timetabled exams for this qualification.

Unit descriptors:Students must complete six units of work to gain the full qualification. Of the six units required, one is mandatory (prescribed by OCR and must be achieved by all students taking this qualification). Two units are prescribed by the school to ensure coverage of all assessment objectives. The remaining three units are chosen by students from a wide variety of topics.


The mandatory unit is:

Unit 1: Art and design in context

Prescribed units are:

Unit 12: Planning, researching and developing ideas for a specialist art or design brief

Unit 13: Realising an outcome for a specialist art or design brief

Students must then select three out of the available optional units to complete the course. Students can specialise in the following areas:

Graphic Design; Product Design; 3D Design; Fashion Design; Photography; Automotive Design; Architecture; Interior Design; Fine Art

Assessment:Students can achieve a Cambridge Technical Level 3 Introductory Diploma in Art and Design at grades Pass, Merit or Distinction; this is equivalent to one A Level at grades A-E. The final assessment of students’ work in Year 12 will take place during Term 5. The assessment in Year 13 will take place during a moderation session in Term 5 by an externally-set examiner. The Cambridge Technical qualification is 100% coursework based, requiring the completion of six portfolios (please note that this course requires consistent dedication and homework commitment). Students will not get any credit for completing only one year of this course.


Career Opportunities:There are a wealth of career opportunities following art-based Level 3 qualifications in the creative industries; art therapist, interior decorator, architect, automotive designer, teacher, university lecturer, art practitioner, freelance photographer, illustrator, fashion designer, fashion journalist, gallery curator, product designer, advertiser, graphic designer, layout designer, website designer, set designer, theatre designer and costume designer amongst others.


Design & TechnologyThe Design & Technology department has two well-equipped workshops; a specialist electronics room; excellent ICT facilities that include CAD/CAM; and a dedicated textiles suite and fully equipped Food Technology area which gives our students access to a wide variety of manufacturing and catering processes.

Optional courses offered in Design & Technology:

� A Level Design & Technology: Product Design - 3D

� A Level Food Technology

� A Level Design & Technology: Product Design - Textiles

Design & Technology: Product Design - 3D (AQA)

Entry: This course builds on the KS4 programme of study for Design and Technology and therefore it would be beneficial for students to have studied GCSE Product Design before commencing this course.

Overview: This course has been designed to encourage candidates to take a broad view of design and technology, to develop their capacity to design and make products and

to appreciate the complex relations between design, materials, manufacture and marketing.

Unit descriptors:

Controlled Assessment At both AS and A2 Level the controlled assessment consists of one unit of work that focuses on: research; development of design; making; testing and evaluation. The majority of marks are achieved through the developmental and design stages.

ExaminationAt AS and A2 Level the externally set examination will test the knowledge, skills and understanding that students have acquired throughout the course. This includes analysing and evaluating products and processes; engaging in focused tasks to develop and demonstrate techniques; engaging in strategies for developing ideas; planning and producing products; considering how past and present design and technology affects society; and recognising the moral, cultural and environmental issues linked to design and technology.

Assessment:

AS Examinations (Award 1551)

Unit 1: PROD1 Materials, Components and Application (25% of the total A2 marks) - 2 hour written paper worth 80 marks

Unit 2: PROD2 Learning Through Designing and Making (25% of the total A2 marks) - Coursework (electronic


portfolio & manufactured outcome) - approximately 50 hours and worth 80 marks

A Level Examinations (Award 2551)

Unit 3: PROD3 Design and Manufacture (25% of the total A2 marks) - 2 hour written paper worth 84 marks

Unit 4: PROD4 Design and Making Practice (25% of the total A2 marks) - Coursework - Written (or electronic) design folder with manufactured outcome: approximately 60 hours and worth 85 marks

Opportunities for Higher Education:Design and technology is a good complement to courses in mathematics, physics, art, business and ICT. It prepares students for a number of career paths in industry and business and gives access to further study at degree or HND level in some of the following areas: engineering/production/manufacturing design; fashion, textiles and 3D design; graphic and advertising design; landscape, environmental and architectural design; product and industrial design.

Career Opportunities:An A Level in product design opens up many opportunities for a career in various aspects of design and engineering; marketing and project planning.

Design & Technology: Food Technology (AQA)

Entry: This course builds on the Key Stage 4 programme of study for Design and Technology. It would be beneficial for students to have studied food technology at GCSE before commencing this course.

Overview: At AS, students study nutrition and design and making food products. Knowledge of food science and the wide range of materials and components used in the making of food products are developed. Students are given the opportunity to develop and solve a problem relating to food design and making in the coursework, whilst the examination tests knowledge, understanding and design skills. They gain an understanding of industrial and commercial practices within the area of Food Technology.

At A2, students build further upon the knowledge and practical skills gained at AS level. Students continue to develop design work, alongside an understanding of food science, processes and commercial food manufacture (the latter being focused upon in much more detail than at AS, where it is not a requirement of the coursework).

Assessment:

AS Award (1540)

Unit 1: (Food 1) - Materials, Components and Application (25% of the total A2 marks) - 2 hour written paper worth 80 marks

Unit 2: (Food 2) - Learning through Designing and Making (25% of the total A2 marks) - Coursework - Written (or electronic) design portfolio plus manufactured outcome - approximately 50 hours, worth 80 marks

A2 Award (2540)

Unit 3: (Food 3) - Design and Manufacture (25% of the total A2 marks) - 2 hour written paper worth 84 marks and based primarily on Design and Manufacture, consisting of two sections

Unit 4: (Food 4) - Design and Making Practice (25% of the total A2 marks) - Coursework - Written (or electronic) design folder plus manufactured outcome - approximately 60 hours, worth 85 marks


Career Opportunities:An A Level in food technology opens up many opportunities for a career in various aspects of design and manufacturing; marketing and project planning.

Design & Technology: Product Design - Textiles (AQA)

Entry: This course builds on the Key Stage 4 programme of study for Design and Technology. It would be beneficial for students to have studied Product Design or Textiles Technology at GCSE before commencing this course

Overview: A Level Design and Technology: Product Design (Textiles) helps students take a broad view of Design and Technology. The specification also helps them develop their capacity to design and make products


and appreciate the complex relations between design, materials, manufacture and marketing.

This four-unit specification requires students to develop their ability to design and make a product (or in the case of AS, a number of smaller products) in both years of the course.

Assessment:

AS Examinations (AS Award - 1561)

Unit 1: TEXT1 Materials, Components and Application (25% of the total A2 marks) - 2 hour written paper worth 80 marks

Unit 2: TEXT2 Learning Through Designing and Making (25% of the total A2 marks) - Coursework - Written (or electronic) design portfolio plus manufactured outcome(s): approximately 50 hours, worth 80 marks

A2 Examinations (A Level Award: 2561)

Unit 3: TEXT3 Design and Manufacture (25% of the total A2 marks) - 2 hour written paper worth 84 marks (Based primarily on Design and Manufacture, including synoptic assessment)

Unit 4: TEXT4 Design and Making Practice (25% of the total A2 marks) - Coursework - Written (or electronic) design folder plus manufactured outcome - approximately 60 hours, worth 85 marks


Career Opportunities:An A Level in product design opens up many opportunities for a career in various aspects of design and engineering; marketing and project planning.


“ Assessment, particularly in informing students on how well they are doing and what they need to do to further improve, is used by teachers to set suitably ambitious targets that are well matched to students’ different needs.

”Ofsted 2011

EnglishThe ability to communicate effectively in both speech and writing is a necessity for everyone in all aspects of life, not just for those students who are considering reading English at university. A Levels in English and Media Studies encourage students to explore the different ways in which we communicate meaning.

Our courses enable students to develop their critical and analytical reading and research skills; skills that are valid and important in any profession. We view A Levels as an opportunity for students to become independent learners who have the courage and conviction to have individual views. In all the courses we offer, we challenge our students to be creative thinkers and active participators; speaking and listening skills are an essential aspect of all the A Levels we offer.

Courses offered in English:

� A Level English Language

� A Level English Literature

� A Level Media Studies

English Language (AQA)

Entry:Open to students who have gained at least a grade B in both GCSE English Language and English Literature.

Overview:This course provides students with a natural progression from their GCSE study of English Language. The course encourages students to develop their interest in and appreciation of English through learning about its structures and its functions, its developments and its variations. Similarly, this course allows students to develop their ability to express themselves in speech and writing, producing texts for different audiences, purposes and in different genres.

Unit descriptors:Unit 1: Categorising Texts (30% of the total A2 marks)

Students will commence their studies by completing textual analysis on a range of texts from a variety of different modes, genres and styles. They will learn how to analyse by grouping and categorising the sources. In addition, students will study three linguistic social contexts: Language and Power; Language and Gender and Language and Technology.

Unit 2: Creating Texts (20% of the total A2 marks)

In this unit, students will be encouraged to develop their own writing skills by producing writing in different genres and styles and for different audiences and purposes. They will produce a commentary of their own pieces, analysing their own language choices. Coursework length will be between 2500-3500 words.


“ Assessment, particularly in informing students on how well they are doing and what they need to do to further improve, is used by teachers to set suitably ambitious targets that are well matched to students’ different needs.

”Ofsted 2011

Unit 3: Developing language (30% of total A2 marks)

Students will build on the textual analysis skills acquired at AS Level. They will also tackle two new language focuses. Students will explore the topics of Language Acquisition and Language Change.

Unit 4: Investigating language (20% of the total A2 marks)

Students are able to develop their own interests gained from the course so far. A linguistic investigation will be completed in which students will use the broad focus of their language investigation to produce a media text for a non-specialist audience. Coursework length: 2500-3500 words

Assessment:Units 2 and 4 are assessed through coursework, and Units 1 and 3 are assessed by means of an externally-set written examination paper.

Opportunities for Higher Education:This course is particularly suitable for those students who wish to study English Language, Linguistics or English Studies in higher education. It also combines very well with other subjects such as Business, Media Studies and Psychology. The subject encourages students to take responsibility for their own learning and gives them a strong grounding in the academic methods required at undergraduate level.

Career Opportunities:An A Level qualification in English Language is useful for students aiming to pursue a career in publishing, teaching, journalism and the media. Similarly, the skills developed through the study of English Language are marketable in a wide variety of professional sectors. Some areas which have traditionally attracted English Language students include advertising, marketing and PR, arts administration, library and information management, the legal profession and even speech therapy.

English Literature (AQA)

Entry:Open to students who have gained at least a grade B in both GCSE English Literature and GCSE English Language.

Overview:This two year course encourages students to develop interest in and enjoyment of English Literature, through reading widely, critically and independently, across centuries, genre and gender, and through experience of an extensive range of views about texts and how to read them.

Unit descriptors:Unit 1: Texts in Context (30% of the total A2 marks)

This unit will examine one set poetry text chosen from the topic ‘The Struggle for Identity in Modern Literature’ and three texts covering all three genres as wider reading. These three texts may be supplemented with a collection of relevant extracts and shorter pieces of writing.

The examination will take the form of a 2 hour paper. The paper will consist of two sections (Contextual Linking and Poetry) and students will answer one question in each section. Students may bring their set poetry text into the examination room. This text should be a clean text, free from annotation.

Unit 2: Creative Study (20% of the total A2 marks)

This unit is assessed by means of a coursework portfolio. The coursework folder will contain two pieces of writing; one will be on a selected prose text and the other will be a comparison of two selected drama texts. The two pieces of work should be 2000-2500 words in total.

Unit 3: Reading for Meaning (30% of the total A2 marks)

Unit Three has the theme ‘Love Through the Ages’ as its focus. In order to prepare students for the examination, teachers need to construct a course of reading and study which spans the centuries and explores the theme as it is expressed through all genres and by both genders. The examination paper will consist of unprepared texts, thematically grouped. Skills of close reading and analysis, interpretation, comparison and the ability to evaluate the influence of various contextual factors will be assessed.

The examination will take the form of a 2½ hour written paper. The paper will contain four unseen extracts. There will be two compulsory questions to answer. Each question will be marked out of 40.

Unit 4: Comparative Study (20% of the total A2 marks)

In their coursework, students will have the opportunity to write a sustained comparative essay on three texts of their own choice linked by the theme of “Love Through the Ages”. One text will be a Shakespeare play; the other two texts will be wider reading texts of any genre. Students will write an extended comparative essay on the three texts.

Assessment:Units 2 and 4 are assessed through coursework and Units 1 and 3 are assessed by means of an externally-set written examination paper.

Opportunities for Higher Education:Students of English Literature go on to study a wide range of subjects at degree level including English literature, English language, history, journalism, philosophy, law, sociology and media studies.


Career Opportunities:Many students find that their A Level in English Literature helps them to gain a career in publishing, teaching, journalism, literary criticism. Similarly, the skills you develop through the study of English literature (effective written and verbal communication, time-management, organisational skills, team-work, independent study and research, developing persuasive arguments to name but a few), are marketable in a wide variety of professional areas. Some areas which have traditionally attracted English literature students include: advertising, marketing and PR, arts administration, library and information management, the legal profession and the media.

Media Studies (OCR)

Entry:Open to students who have a grade B in English Language. Students who have studied GCSE Media Studies would be at an advantage; however, this is not a prerequisite for the course.

Overview:With a focus on innovation, creativity and enterprise, this two year course seeks to ensure that students have a full understanding of the new media which dominate the contemporary landscape by enabling students to use and produce such media in their coursework.

Unit descriptors: Unit 1: G321 Foundation Portfolio in Media (25% of total A2 marks)

This is a coursework unit where students must produce two paired media artefacts from a series of briefs. The purpose of the unit is to assess students’ ability to plan and construct media products, and to test their knowledge and understanding of how meaning and responses are created. The unit requires students to engage in contemporary media technologies, giving them the opportunity for development of skills in these technologies. The briefs offered are: print, video, audio and website. This unit is internally assessed and externally moderated.

Unit 2: G322 Key Media Concepts (TV Drama) (25% of total A2 marks)

This unit assesses students’ media textual analysis skills and their understanding of the concept of representation using a short unseen moving image extract. It also assesses their knowledge and understanding of media institutions, production processes, distribution strategies, use of technologies and related issues concerning audience reception and the consumption of media texts.

The examination is 2 hours. There are two sections to this examination paper, each of equal weighting: Textual Analysis & Representation and Institutions & Audiences.

Unit 3: G324 Advanced Portfolio in Media (25% of total A2 marks)

This is an engaging coursework unit which allows students to develop skills learnt in G321. It also enables them to develop the media skills to construct, present and evaluate work to a level that is required for further study at and in the workplace. Students will be set an exciting and stimulating brief and from this will produce a media portfolio comprising of main and ancillary media products. This portfolio will be produced through a combination of two or more of the following media: video, print, web-based and audio.

Unit 4: G325 Critical Perspectives in Media (25% of total A2 marks)

The purpose of this unit is to assess students’ knowledge and understanding of media concepts, contexts and critical debates, through their understanding of contemporary media issues and the ability to evaluate their own practical work in reflective and theoretical ways. The unit is excellent preparation for the critical and theoretical understanding required to begin studying the media and related subjects at university level.

The examination is 2 hours and students are required to answer questions from 2 sections of equal weighting: Theoretical Evaluation of Production and Contemporary Media Issues.

Assessment:Two units are assessed through coursework and two units are assessed by means of an externally-set written examination paper.

Opportunities for Higher Education:Students of Media Studies go on to study a wide range of subjects at degree level including: Media and Communication, English, Cultural Studies, History, Film Studies, Film production, Journalism, Marketing and more.

Career Opportunities:An A Level in Media Studies opens up many opportunities for students. It can help them to gain a career in advertising, marketing, web design, journalism, radio, television and new media. Similarly, key skills such as creativity, problem solving, time management, organisational skills, the ability to undertake independent research and the opportunities to learn about and understand ever-changing technology make Media students well-equipped for future study and employment.


HumanitiesThe Humanities department offers a range of humanities and social science subjects at GCE A level and also teaches the BTEC Level 3 Subsidiary Diploma in Travel and Tourism. The A level subjects taught in the department are traditional subjects which are held in high regard as academic disciplines and are, therefore, looked upon very favourably by both employers and universities.

All Humanities subjects focus on human behaviour and experience and through studying them, you will gain knowledge and understanding of different cultures and beliefs and a better understanding of current world issues. They also develop essential study skills such as critical and creative thinking, debating and evaluating. These skills are transferable and will provide a sound basis for further education or for entering the world of work.

Courses offered in Humanities:

� A Level Geography

� A Level History

� A Level Psychology

� A Level Philosophy and Ethics

� A level Sociology

� BTEC Level 3 Subsidiary Diploma in Travel and Tourism

Geography (AQA)

Entry:Open to students who have a grade B profile including either GCSE geography or English language. Students who have studied geography at GCSE would be at an advantage; however, this is not a prerequisite for the course.

Overview:This course encourages students to develop an interest in and enjoyment of the world around them. The course is varied and includes a residential experience and day field trips to a variety of locations. Please note that the field trips, including the residential, are mandatory and will incur a cost.

Unit descriptors:Unit 1: Physical and human geography (35% of the total A2 marks)

Students will study rivers, floods and management; population change, coastal environments, and energy issues or food supply issues.

Unit 2: Geographical skills (15% of the total A2 marks)

Students will study cartographic, graphical, ICT and statistical skills based on fieldwork investigations.


Unit 3: Contemporary geographical issues (30% of the total A2 marks)

Students choose three topics from the list below. At least one must be from the human options.

Physical options: plate tectonics and associated hazards; weather and climate and associated hazards; ecosystems: change and challenge

Human options: world cities; development and globalisation; contemporary conflicts and challenges

Unit 4: Geographical issue evaluation (20% of the total A2 marks)

This unit examines the synoptic links between the other geography units that have been studied. An advanced information booklet is pre-released two months prior to the exam to allow student research into the topic, which is then examined.

Assessment:Each of the four units is assessed by means of an externally-set written examination.

Opportunities for Higher Education:Geography students go on to study a very wide range of subjects at University as geography is seen as both a science and an arts subject.

Career Opportunities:Qualifications in geography allow students to gain a career in many professional areas. Geographers are highly prized by employers as they have scientific, written and verbal skills. They have the ability to research, work independently and develop arguments. Traditional areas which have attracted geographers are cartography including GIS, retail management, town planning, countryside management and journalism.

History (AQA)

Entry:Open to students who have gained a grade B profile including either GCSE history or English language. Students who have studied history at GCSE would be at an advantage; however this is not a prerequisite for the course.

Overview:This two year course focuses on the 16th century; a period of great change in the history of Europe. There is also an opportunity to study another historical period for the coursework unit.

Unit descriptors:Unit 1: Change and Consolidation - The Reformation in Europe C.1500 - 1564 (25% of the total A2 marks)

Students will study an overview of religious change and development in sixteenth century Europe, looking at the emergence of differing forms of Protestantism and efforts to renew the Catholic Church and focusing on the impact of Luther. In the course of their study, students will develop their ability to explain, assess and analyse events. This unit will be assessed in a 1hr 15min examination in which students complete two essay questions.

Unit 2: Historical Issues: Periods of Change - The Church in England: the Struggle for Supremacy, 1529-1547 (25% of the total A2 marks)

Students will investigate the reasons for, and the extent of, change in the English Church and State in the years 1529 to 1547. In the course of their study, students will develop their ability to explain, assess and analyse events and also to evaluate a range of appropriate source material with discrimination.

This unit will be assessed in a 1.5 hour written examination in which students answer two essay questions, one of which will be based on the evaluation of historical sources.

Unit 3: - The Triumph of Elizabeth: Change and Continuity (30% of the total A2 marks)

This is a synoptic unit. Students will need to establish historical patterns of change and continuity and to select appropriate exemplars to illustrate similarities and differences across the whole period. This unit will be assessed in a 1.5 hour written examination in which students answer two essay questions.

Unit 4: Historical Enquiry (30% of the total A2 marks)

This is a coursework unit which requires students to examine a 100-year period of history. Students will be expected to produce a 3500 word historical investigation which demonstrates understanding of synoptic themes and an awareness of changing historical interpretations. In addition, students will be expected to produce a 500 word critical evaluation of the sources used in their historical investigation.

Assessment:One unit is assessed through coursework and three units are assessed by means of an externally-set written examination paper.

Opportunities for Higher Education:History is useful for students planning to take higher-education courses in history, American studies, international relations and law. It is also recognised as important for developing research skills.


Career Opportunities:History A Level develops skills that can help you to enter many careers, some of which directly relate to history but many of which do not. These include law, journalism, broadcasting, civil service, teaching, police force, publishing, personnel work, banking, management, social work, insurance and accountancy.

Psychology (AQA)

Entry:Open to students who have gained at least a B grade in English Language and in either GCSE Biology or GCSE Additional Science.

Overview:In this two year course, students will develop a broad knowledge and understanding of the core areas of psychology (social, cognitive, developmental, biological and individual differences) through a range of topics, chosen for their accessibility and popularity.

Unit descriptors:Unit 1: Cognitive psychology, developmental psychology and research methods (25% of the total A2 marks)

This unit is assessed by means of a written paper of 1½ hours.

Unit 2: Biological psychology, social psychology and individual differences (25% of the total A2 marks)

This unit is assessed by means of a written paper of 1½ hours.

Unit 3: Topics in psychology (25% of the total A2 marks)

Students study such topics as biological rhythms and sleep, perception, relationships, aggression, eating behaviour, gender, intelligence and learning and cognition and development. The unit is assessed by means of a written paper of 1½ hours (Three essay style questions chosen from the eight topics).

Unit 4: Psychopathology, psychology in action and research methods (25% of the total A2 marks)

The topics covered include biological approach, behaviourism, social learning theory, cognitive, psychodynamic and humanistic approaches; comparison of approaches; debates in psychology; and methods in psychology, inferential statistics, and issues in research. The unit is assessed by means of a written paper of 2 hours.


Opportunities for Higher Education:Students of psychology go on to study a wide range of subjects at degree level including clinical psychology, forensics, counselling, health, occupational, sport & exercise and teaching and research.

Career Opportunities:There are now eight specialist areas of psychology that are recognised by the British Psychological Society that will lead to chartered status. These are clinical, forensic, educational, counselling, health, occupational, sport & exercise and teaching and research. The majority of chartered psychologists specialise in clinical but counselling and forensic psychologists are increasing in popularity. Most of these careers tend to involve working with clients on a one-to-one basis whilst others are more research based.


“ Classrooms are stimulating places to learn; lessons have a buzz of activity that reflect students’ excellent attitudes and teachers’ high level of commitment.

”Ofsted 2011

Religious Studies: Philosophy and Ethics (OCR)

Entry:Open to students who have gained at least a grade B in GCSE English language.

Overview:This is a two year course in philosophy and ethics based on religious and other theories.

Unit descriptors:Unit 1: Philosophy of religion (25% of the total A2 marks)

This unit includes a basic knowledge of Plato and Aristotle, arguments for the existence of God from Descartes to Kant and the problems of religion and science. The unit is assessed by means of a written paper of 1½ hours.

Unit 2: Religious ethics (25% of the total A2 marks)

This unit includes the ethical theories of Aquinas and Kant, Utilitarianism, and studies in applied ethics including medical ethics and war and peace issues. The unit is assessed by means of a written paper of 1½ hours.

Unit 3: Philosophy of religion (25% of the total A2 marks)

This unit involves the study of religious language and experience from Plato to Wittgenstein. There are also studies on life and death from Hume to Richard Dawkins. The unit is assessed by means of a written paper of 1½ hours.

Unit 4: Religious ethics (25% of the total A2 marks)

This unit involves the study of meta-ethics, free will and conscience from Augustine to Freud. There are studies in applied ethics concerning sexuality, environment and business. The unit is assessed by means of a written paper of 1½ hours.


Opportunities for Higher Education:Students completing philosophy and ethics papers in religious studies can go on to study a wide range of subjects at degree level, including English literature, history, philosophy, law, sociology and anthropology as well as theology and religious studies.

Career Opportunities:An A Level in religious studies is highly valued in personnel work, law, medicine, education, librarianship, media and social services, including the police force. As with any subject in the area of humanities, students acquire a great range of skills such as analysis, interpretation, critical

thinking and the ability to produce extended evaluative pieces of writing. These are skills very much appreciated in employment generally.

Sociology (AQA)

Entry:Open to students who have gained at least a grade B in either GCSE sociology or English language. Students who have studied sociology at GCSE would be at an advantage; however this is not a prerequisite for the course.

Overview:Sociology is the study of societies and the way that they shape people’s behaviour; beliefs, and identity. This two year course has been designed so that students will acquire a knowledge and understanding of central aspects of sociological thought and methods, together with the application of a range of skills that may be applied in other subject areas.

Unit descriptors:Unit 1: Families and households (20% of the total A2 marks)

For this unit students will study the role of the family in societies past and present, and also study how families and households are changing. The unit is assessed by means of a written paper of 1 hour.

Unit 2: Education plus research methods (30% of the total A2 marks)

This unit will involve both the study of the sociology of education and of sociological research methods. Students will develop an understanding of the role and purpose of education, reasons for differences in achievement, subcultures in schools and the significance of educational policies. They will also study the various research methods used by sociologists and carry out small scale research projects of their own. The unit is assessed by means of a written paper of 2 hours.

Unit 3: Beliefs in society; global development or mass media (20% of the total A2 marks)

For this unit, students will study one of the following topics, which will be assessed by means of a 1½ hour written paper. ‘Beliefs in Society’ looks at the sociology of religion. ‘Global Development’ considers sociological interpretations of the developed and developing worlds. ‘Mass Media’ looks at how the media affects and is affected by society.

Unit 4: Crime and deviance plus theory and methods (30% of the total A2 marks)

This is a synoptic unit, where students will be expected to show a knowledge and understanding of how crime and deviance in society links with sociological theories and research methods. The unit is assessed by means of a written paper of 2 hours.


“ Classrooms are stimulating places to learn; lessons have a buzz of activity that reflect students’ excellent attitudes and teachers’ high level of commitment.

”Ofsted 2011


Opportunities for Higher Education:Sociology is accepted for admission to a wide range of university degree courses in the social sciences (e.g. social policy, social work and education), the arts, humanities and business studies. It is also accepted for training courses in health and social care, personnel management, leisure and tourism, journalism, the police and legal professions.

Career Opportunities:Sociology A Level can lead directly to a career in social work, nursing, the police force or other professions where an understanding of people is an asset. The skills it develops are also valued for a variety of professions from human resource management to journalism.

BTEC Level 3 Subsidiary Diploma in Travel and Tourism (Edexcel)

Entry:Open to all students.

Overview: This is a two year course which enables students to gain an understanding of the travel and tourism industry. Students will develop a portfolio consisting of work based on each of the six topics listed below. Students will have an interest in the industry and the drive and motivation to complete in-depth, independently researched portfolio work.

Unit Descriptors:Unit 1: Investigating the Travel and Tourism Sector

This unit develops knowledge and understanding of the travel and tourism sector, its component industries, their role and the interrelationships within the sector. This includes how the sector has developed over the last 50 years, what it is today and how it is being affected by current trends and factors.

Unit 2: The business of Travel and Tourism

This unit develops knowledge and understanding of travel and tourism as a business. Students will demonstrate business skills in presenting a business case for a feasible business enterprise.

Unit 3: The UK as a Destination

This unit develops skills in locating destinations in the United Kingdom and also gives an overview of the UK tourism product and how it attracts and meets the needs of domestic and inbound visitors.

Unit 4: Customer Service in Travel and Tourism

This unit develops understanding of how excellent customer service contributes to the success of travel and tourism organisations. Students will develop knowledge and skills to provide customer service and achieve sales in travel and tourism situations.

Unit 5: European Destinations

In this unit students will gain skills to enable them to locate and explore the diverse destinations that make up the European travel market. They will develop their knowledge of the appeal of destinations for different leisure experiences and gain an understanding of the factors affecting the development and decline of selected destinations.

Unit 6: Retail Travel Operations

This unit develops knowledge of the retail travel environment and the operational practices necessary to meet the needs of customers. Students will gain an understanding of factors that are currently affecting retail travel organisations and will also develop skills in selecting and costing appropriate leisure packages.

Assessment:This is a two year course, assessed internally by portfolios of equal weighting which are then externally moderated. There are no formal examinations. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completing only one year of this course.

Opportunities for Higher Education:As well as supporting students with an application for a higher education course specifically in travel and tourism, this qualification also gives students a strong grounding in customer service and marketing which would support an application for a business related course.

Career Opportunities:The travel and tourism industry is the biggest employer worldwide, with careers ranging from events management to tour operations. In addition to providing students with an understanding of this interesting and diverse industry, this qualification also equips students with skills of analysis and independent research which can be applied to a variety of courses and future careers


ICT and BusinessThe ICT and Business department consists of a number of dedicated ICT suites, each containing up-to-date equipment including PCs, scanners, laser printers as well as a projector, interactive whiteboard with audio capability. The department also has an extensive library of software ranging from word processing, spreadsheet, presentation and database applications to audio visual, animation and desk top processing. This allows students a wide range of choice in how to produce work in order to satisfy learning outcomes.

For IT, we have also invested in a number of digital still and video cameras in addition to green screen capabilities allowing for special effects to be created. In addition to these resources, open study areas, the library and a wireless network allow students to access their work both in and out of lessons. The two business studies specialists also have experience of teaching and working in various industrial contexts.

Courses offered in ICT and Business:

� Cambridge Technical Level 3 Introductory Diploma/Diploma in IT

� A Level Business Studies

� A Level Economics

� BTEC Level 3 National Subsidiary Diploma in Business

Cambridge Technical Level 3 Introductory Diploma/Diploma in IT (OCR)

Entry:Open to all students who have studied a Level 2 ICT course and achieved at least a Merit or equivalent grade. Students wishing to do the Diploma (double) OCR award will need to select both the Introductory Diploma and Diploma options.

Overview:The Cambridge Technicals in IT encapsulates a wide range of vocational skills and is an ideal foundation for learners entering the workplace. It is delivered using real-world examples in which learners provide viable solutions for a commercially realistic organisation. The diploma course has greater emphasis on the more technical side of IT than the introductory diploma and therefore would suit those with a genuine interest in IT.

Unit descriptors:

Introductory Diploma: 6 units (Single Award) - equivalent to one A Level The single award covers a range of core skills in the two mandatory units (Units 1 and 2). The optional units


offered to complete this qualification are ones which, based on past experience, students find highly motivating.

Unit 1: Communication and employability skills for IT

This unit will equip students to use a variety of communication skills, and provide them with an understanding of the skills an employer wants and how to adapt the message to their audience.

Unit 2: Information systems

This unit demonstrates the types of information held in the workplace, how it can be used to gain a competitive edge and how it must comply with legislation.

Unit 6: eCommerce

Most businesses also operate on the internet; this unit gives students the opportunity to create an eCommerce strategy and the knowledge that underpins it.

Unit 12: Website production

A website can make or break a business; students will design, create and test a functioning website, including understanding architecture, design and security issues.

Unit 17: Interactive media authoring

Students will study the principles of interactive media before putting their creative skills to use by developing their own product.

Unit 18: Web animation for interactive media

Students will understand the skills that are required in the creation of an interactive animation that is designed to be delivered over the internet.

Diploma: 12 units (Double Award) - equivalent to two A Levels The double award covers a range of core skills in the two mandatory units. A large range of both specialist and optional units are offered, covering key areas of ICT, including computer games. IT systems and web-based work form a major part of this qualification. Students opting for double award, study the same six units of work as students following the single award plus:

Unit 3: Computer systems

This unit will provide students with an insight into the role of an IT support technician as they learn about working with software, including two types of operating systems.

Unit 5: Organisational systems security

Students will gain an understanding of the importance of securing organisational IT systems, the impact of the law and the application of security policies within the workplace.

Unit 9: Project planning with IT

Creating project plans, undertaking them and evaluating their success are the aims of this unit, which provides students with a valuable transferable skill.

Unit 10: Developing computer games

Students will gain an insight into the computer gaming industry as they understand the social impact of gaming and design, by developing and testing their own game.

Unit 14: Computer animation

Students will learn about different types of animation and how they can be used in different media; they will also create their own animation.

Unit 19: Spreadsheet modelling

Spreadsheets are an important tool in business; students will learn how to create a complex spreadsheet and use it to highlight information and solve problems.

Assessment:This is a two year course, assessed internally by portfolios of equal weighting which are then externally moderated. There are no examinations. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completing only one year of this course.

Opportunities for Higher Education:Students of ICT go on to study a range of subjects at degree level. Many university courses offer ICT modules for which this course would assist.

Career Opportunities:ICT is a valuable subject over a range of careers. There are very few careers for which ICT would not be a useful supporting qualification.

Business Studies (WJEC)

Entry:Open to students who have gained a profile of B grades at GCSE, including English Language and English Literature GCSEs at B grades. Students who have studied GCSE business studies would be at an advantage; however these are not prerequisites for the course.

Overview:This is a two year course which enables students to gain a broad understanding of business and how businesses operate in the wider world. Students will develop skills of analysis and evaluation as well as applying their knowledge to a variety of case study situations.

Unit descriptors:BS1: The Business Framework (20% of the total A2 marks)

The aim of this first unit is to give all students an introduction to business studies. It is recognised that not all of them will have studied the subject at GCSE and this unit will provide the necessary core subject knowledge, understanding and skills that will enable them to progress with confidence to Unit 2. Subject areas covered include basic marketing, producing goods and services, types of business organisation and external influences.


BS2: Business Functions (30% of the total A2 marks)

The aim of the second unit is to build on the knowledge, understanding and skills gained in Unit 1. Some topic areas are re-visited so that more complex concepts can be explored, e.g. extension strategies and the product life cycle. In addition, there are new and challenging areas of study, including the section on accounting and finance.

BS3: Business Decision-Making (20% of the total A2 marks)

The aim of this unit is to provide an overview of business strategy. Business organisations need to assess their own strengths and weaknesses and consider how they can best respond to the threats and opportunities posed by changes in the external environment.

Students will be expected to recognise the impact on various business stakeholders of a changing external environment. For instance, is the dominance of supermarket chains ultimately of benefit to society? What are the short-term and long-term consequences of the rapid industrial economic growth of countries such as China?

BS4: Business Strategy and Practice (30% of the total A2 marks)

The aim of this unit is to focus on how business objectives are to be achieved once they have been decided. This unit focuses on the methods that businesses can use in order to meet their objectives. It breaks these methods down into functional areas: marketing, finance, human resources and operations management (including purchasing and stock control).


Opportunities for Higher Education:Business studies and related subjects make up the largest range of higher education courses available at universities and colleges. In addition, there are many university courses which give students the opportunity to specialise in one particular area of business studies, such as marketing or marketing and finance. Students are also able to combine business studies with another subject such as a language.

Career Opportunities:Business studies students have a wide range of career opportunities available to them, from financial management to marketing and commerce and human resources management. Business studies provides students with an understanding of the way that businesses and organisations operate and could therefore be applied to virtually any career.

Economics (AQA)

Entry:Open to all students who have obtained a B level grade in GCSE mathematics and GCSE English language. Students who have studied business at GCSE would be at an advantage; however this is not a prerequisite for the course.

Overview:Students will learn about micro- and macro-economic models and apply these to current problems and issues. Students will need to become familiar with the various types of statistical and other data which are commonly used by economists.

Unit descriptors:Unit 1: Markets and Market Failure (25% of the total A2 marks)

Students will be introduced to micro-economics, covering models such as demand and supply, the operation of the price mechanism, and causes of market failure. Students will be provided with opportunities to use these models to explore current economic behaviour and will be able to apply their knowledge and skills to a wide variety of situations and to different markets and examples of market failure, including environmental market failures.


“ Exemplary care, guidance and support pervade all aspects of the academy’s provision.

”Ofsted 2011

Students will be encouraged to develop a critical approach to economic models and methods of enquiry. Throughout, students will need to be familiar with the various types of statistical and other data which are commonly used by economists.

Unit 2: The National Economy (25% of the total A2 marks)

Students will be introduced to macro-economics and will be required to acquire knowledge and understanding of AD/AS analysis and will be provided with opportunities to use this analysis to explore recent and current economic behaviour. They will need to understand, and be able to analyse and evaluate macro-economic policy. In order to be successful, they will gain a good knowledge of developments in the UK economy and government policies over the past ten years and investigate how the performance of the United Kingdom economy is influenced by its membership of the European Union (EU) and external events in the international economy.

Unit 3: Business Economics and the Distribution of Income (25% of the total A2 marks)

Unit 3 will require students to use the knowledge and skills they will have already acquired in Units 1 and 2. Students will learn to recognise both the value and limitations of economic models as a means of explaining and evaluating the conduct and performance of firms in the real world. They will be able to evaluate economic models in written, numerical and graphical forms.

Students will use and evaluate complex micro-economic models; for example, perfect competition, monopoly and oligopoly and will develop further their critical approach to such economic models and methods of enquiry. Students will need to demonstrate a realistic understanding of the decisions made by firms and how their behaviour can be affected by the structure and characteristics of the industry.

This Unit also requires candidates to understand the operations of the labour market and the factors which influence relative wage rates, poverty and the distribution of income and wealth.

Unit 4: The National and International Economy (25% of the total A2 marks)

Students should be able to apply the AD/AS analysis from Unit 2 to the issues raised in this unit. They should be able to analyse and evaluate the causes of changes in macro-economic indicators in greater depth. There is an emphasis in Unit 4 on the consequences of changes in macro-economic indicators. Students will learn to appreciate the ways in which developments in the United Kingdom economy can be related to the global and European Union (EU) contexts.

Assessment:Each of the four units is assessed by means of an externally-set examination.

Opportunities for Higher Education:Economics and business-related subjects make up the largest range of higher education courses available at universities and colleges. Students are able to combine economics with another subject such as a language.

Career Opportunities:Economics students have a wide range of career opportunities available to them, from financial management to marketing and commerce and human resources management.

BTEC Level 3 National Subsidiary Diploma/Diploma in Business (Edexcel)

Entry:Open to all students that have studied a Level 2 ICT course. Students wishing to do the Diploma (Double Award) BTEC will need to select both the Subsidiary Diploma and Diploma options.

Overview:This is an applied course designed to cover aspects of eBusiness within the UK. Some of the units involve practical “hands-on” use of ICT packages. The course encompasses areas of business studies that overlap with areas of ICT. There are no examinations in this course.

Unit descriptors:

Subsidiary Diploma - 6 units (Single Award) - equivalent to one A Level The single award covers a range of core skills in the four mandatory units. The optional units offered to complete this qualification are ones which, based on past experience, students find highly motivating.

Unit 1: The Business Environment

Students will look at different types of business activity and ownership, how they set strategic aims and objectives, what functional activities and organisational structure they have and at how external factors impact on business organisations. They will use real organisations and relate the theory learnt to these in a real world context.

Unit 2: Business Resources

Students will look at how human resources are managed, the purpose of managing physical and technological resources, how to access sources of finance and at how to interpret financial statements. Examples will be used throughout this module to enforce the taught theory.

Unit 3: Introduction to Marketing

Students will look at the concept and principles of marketing, how and why marketing research is conducted and used and how marketing techniques can be used to increase demand for goods and services. Real world


examples will be researched and used to enable students a real life view of the theory.

Unit 4: Business Communication

Students will look at the importance of employing suitable people, how to communicate within organisations using appropriate methods, how different types of information can be processed and analysed and at how to present information effectively through the use of different media and medium.

Unit 12: Internet Marketing in Business

Students will study how internet marketing is different to normal marketing and how certain techniques can lead to success of failure. Research will need to be carried out and examples used when justifying the theory learnt.

Unit 34: Website Design Strategies

Students will research how different website designs are used and why these lead to success of failure. Students will use real world research to back up their theory.


Opportunities for Higher Education:Students of ICT go on to study a range of subjects at degree level. Many university courses offer ICT modules for which this course would assist.

Career Opportunities:ICT is a valuable subject over a range of careers. There are very few careers for which ICT would not be a useful supporting qualification.


MathematicsThe Mathematics Department gives students the opportunity to study mathematics in the Sixth Form to AS /A2 level and also further maths, the latter being paramount if further study of mathematics to degree level is being considered.

Mathematics at A level is an important subject to have if also considering the sciences, including psychology. The study of mathematics lends itself to students who wish to develop skills in the following areas: problem solving; thinking skills; logic, perseverance; and algebraic manipulation. These skill areas are key transferable skills in preparation for working life.

Courses offered in Mathematics:

� A Level Mathematics

� A Level Further Mathematics

Mathematics (OCR-MEI)

Entry:Students who have gained a grade A or A* in GCSE mathematics are ideally suited to the course. Students who have obtained a grade B in GCSE mathematics are advised to talk to their teachers and may be allowed to join the course, but are advised that the level of algebra will be much more complex.

Overview:The two year course provides students with a thorough grounding in pure mathematics, mechanics and statistics which would support university applications not only for maths related subjects but also for engineering, science, and business studies courses. Two pure modules (C1 and C2) and one statistics module (S1) are studied in Year 12. Two more pure modules (C3 and C4) and one mechanics module (M1) are studied in Year 13 to complete the A2 course.

Unit descriptors:C1 Module: This takes elements of the GCSE syllabus and applies them to polynomials and coordinate geometry in more detail. All work is conducted without a calculator.

C2 Module: Students are introduced to basic differentiation and integration techniques, applying them to polynomials. Sequences and series are also investigated.

S1 Module: The techniques of single variable statistics are studied, including calculations of averages and measures of spread. The Binomial Distribution is applied to the study of probability and hypothesis testing.

C3 Module: Functions are defined and investigated in detail including exponentials and logarithms. Further differentiation and integration techniques are studied and applied to more complex functions. There is a piece of coursework on numerical methods for solving equations.

C4 Module: Students learn how to apply trigonometric identities to solving problems. The binomial expansion and partial fractions are applied to functions in order to


“ The staff work incredibly hard to meet the needs of every individual student regardless of their background.

”Ofsted 2011

differentiate and integrate them. A short comprehension paper on a mathematical problem concludes this module.

M1 Module: Newtonian mechanics is studied and applied to problems. There is a strong link to physics and problems involving simple forces and motion.

Assessment:All six units are assessed by means of an external examination paper, although the module C3 has a coursework component equivalent to 20% of that module.

Opportunities for Higher Education:Students of A Level mathematics go on to study a wide variety of subjects at degree level, ranging from law to languages. It is recommended that students wishing to study sciences at university have at least an AS Level qualification in mathematics.

Career Opportunities:Mathematics is a highly regarded qualification in most professions. The skills of logical thinking and an analytical approach to problem solving are sought after in most managerial posts. Careers in mathematics, finance,

science and engineering are open to students studying mathematics.

Further Mathematics (OCR-MEI)

Entry:Open to students who have gained at least a grade A in GCSE mathematics. It is not possible to study this course without studying mathematics as well.

Overview:The two year course provides students with the opportunities to study some wider aspects of mathematics. Matrices and complex numbers are just two areas which are investigated on this course. The applied units studied are designed to develop logical problem solving through the use of algorithms and to study mechanics at a greater depth.

Unit descriptors:D1 Module: Explores the application of mathematical modelling to solve real life problems. This unit investigates using algorithms and linear programming to solve problems involving networks, e.g. computer, road, rail and telephone networks.

D2 Module: This module builds on topics introduced in D1. Extensive use of computer software is used in order to solve more complex problems. Applications range from solving ‘The Travelling Salesman Problem’ to the use of logic, switching and combinatorial circuits.

FP1 Module: Develops an understanding of the rigour and technical accuracy needed for more advanced studies of mathematics. This unit studies complex numbers and matrices for the first time, as well as building on proof and graphs that are studied in C1 andC2.

FP2 Module: Builds and extends students’ knowledge of pure mathematics and associated techniques. In this unit students learn to make appropriate use of graphical calculators, and investigate inverse trigonometrical and hyperbolic functions.

M2 Module: Students will build on the work of the mechanics 1 module by extending the range of concepts. The rigid body model is introduced for use in cases involving moments.

M3 Module: Students will build further on the concepts of mechanics 1 and mechanics 2. The students will be introduced to circular motion and simple harmonic motion and use calculus to solve problems with solid bodies.

Assessment:Each of the six units is assessed by means of an externally-set written examination.

Opportunities for Higher Education:Further mathematics is a highly desirable qualification for students who wish to study mathematics or engineering


“ The staff work incredibly hard to meet the needs of every individual student regardless of their background.

”Ofsted 2011

at university. It is a requirement for those wishing to apply for mathematics at Oxford or Cambridge.

Career Opportunities:Further mathematics is a highly regarded qualification in most professions. The skills of logical thinking and an analytical approach to problem solving are sought after in most managerial posts. Careers in mathematics, finance, science and engineering are open to students studying mathematics.


Modern Foreign LanguagesSuccess in a Modern Foreign Language is becoming more and more important due to the rich and diverse culture around us. Having a language will improve your chances of getting a good job in the future and a place at a top university. The languages department will encourage you to work independently in preparation for Higher Education and will provide you with learning opportunities that enable you to showcase your talents. We expect you to be enthusiastic, hard-working and dynamic in your learning.

The Department offers A Level courses in French, German and Spanish and is fortunate in having an experienced staff, including native speakers. The Department also has the support of Language Assistants, who are able to give additional help with spoken language and conversation in their respective languages.

Each year, the department organises a series of trips to France, Germany and Spain. In previous years, students of French spent a week doing Work Experience in Brittany and there have also been Sixth Form trips to Berlin and Barcelona. In recent years, students of German have attended a one-week Language School course in Berlin, which has proved both popular and beneficial in preparing for the speaking examinations.

Courses offered in Modern Languages:

� A Level French

� A Level German

� A Level Spanish

French, German or Spanish (AQA)

Entry:Open to students who have gained at least a grade B in the relevant language at GCSE.

Overview:This course seeks to extend and develop the four skills learned at GCSE, namely Reading, Listening, Speaking and Writing. At the same time, and equally importantly, students are expected to develop their grammar skills and their knowledge of the societies in those countries where these languages are spoken and their understanding of the problems and challenges that these societies face. In this context, students will find themselves discussing such diverse topics as immigration and racism, Europe and the environment or wealth and poverty in modern Europe.

Unit descriptors:Unit 1: (35% of the total A2 marks)

The course is divided into four general topic areas, relating to:

The Media (including the role of advertising, television and communication technology in modern society); Popular Culture (including discussion of trends in cinema, music and fashion); Family Relationships (examining relationships within the family, marriage and other forms of partnership); Healthy Living/Lifestyle (looks at sport, holidays, health and well-being).


Unit 2: (15% of the total A2 marks)

This is a fifteen minute Speaking test that covers the same topics as Unit 1.


For this unit, students are expected to study two cultural topics relating to a target-language country and three additional subject areas relating to the Environment, Multiculturalism and Contemporary Social Issues.


This is a fifteen minute speaking test that covers the same topics as Unit 3.

Assessment:Units 1 and 3 are assessed by means of an externally-set written examination that test students’ skills in Reading, Listening and Writing. Units 2 and 4 are assessed in the form of 35 minute speaking tests, which involve discussion and conversation on subjects related to the course.

Opportunities for Higher Education:The range of courses available to students with A Level Languages has expanded greatly from the traditional honours degrees in one specific language and now includes such combinations as French and European Studies, Spanish with Law and even Biochemistry with German and many universities offer a range of other choices.

Career Opportunities:Recent research has shown that graduates with Modern Language degrees have the lowest level of unemployment of any discipline except medicine and education. In an increasingly globalised world, employers value not only the linguistic and communication skills, which are the backbone of the A Level course, but also the ability to understand other cultures and alternative ways of thinking, which is an integral part of language study.

Modern Languages give graduates highly marketable skills and languages graduates develop careers in many sectors of the economy, including marketing, business and commerce, finance and banking, advertising, public relations, communications and transport.


“ Because teachers consistently have high expectations of what students should achieve, lessons proceed at a brisk pace using activities that constantly engage and challenge them.

”Ofsted 2011

Performing ArtsA qualification from the Performing Arts Department would be an excellent qualification to have for many career paths as it shows total commitment to a particular study or hobby. Performers will have spent many hours on their own, and in groups, rehearsing to improve their skills. Of course, if you wish to teach music, dance or drama, or perform, it is a vital course to take. Music and performing arts have many transferable skills: your listening skills will enhance the aural perception needed in languages; your performing skills develop confidence in playing to an audience - very useful if you wish to pursue law or media; music and the arts also provide an excellent discussion point in interviews. Through devising and creating personal work, your abilities to sensitively critique, evaluate and act upon feedback to improve will be expanded; responsibilities and life skills essential for all career paths. All performing arts students are exposed to national professional performances, broadening their outlook on life and offering experiences to become a well-rounded individual. If you are creative and are looking for a BTEC or A Level to express yourself, that offers practical opportunities to devise and compose then you should consider a performing arts qualification at Key Stage 5.

Courses offered in Performing Arts:

� A Level Music

� BTEC Level 3 Subsidiary Diploma in Music Technology (Production)

� BTEC Level 3 Subsidiary Diploma in Performing Arts (Musical Theatre)

Music (Edexcel)

Entry:Open to students who play a musical instrument to ABRSM (or equivalent) Grade 5 and above and who are able to read music. Students who have studied music at GCSE would be at an advantage; however this is not a prerequisite.

Overview:The course demands performing, composing, listening and analytical skills in almost equal measure. You will improve your skills in performing and composing in a range of styles. You will listen to a wide variety of music and develop a more informed appreciation of how and why it was written and/or performed.

Unit descriptors:Unit 1: Performing Music (15% of the total A2 marks)

You can perform on any musical instrument or sing and you will have the opportunity to take part in ensemble performances as well as performing solo. You will perform one or two solo pieces of your choice, with or without accompaniment, lasting between five and six minutes.


“ Because teachers consistently have high expectations of what students should achieve, lessons proceed at a brisk pace using activities that constantly engage and challenge them.

”Ofsted 2011

As part of the performing during the course, you will be expected to play one of your own compositions either as a soloist or as part of an ensemble or group.

Unit 2: Composing (15% of the total A2 marks)

This unit encourages students to develop their composition skills leading to the creation of a three-minute piece in response to a chosen brief. Students also write a CD sleeve note to describe the aspects of their final composition and explain how other pieces of music have influenced it.

Unit 3: Developing Musical Understanding (20% of the total A2 marks)

This unit focuses on listening to familiar music and understanding how it works. Set works from an anthology provide the focus for the first two sections, through listening and studying scores. Students will learn to identify important musical features and social and historical context. Students will also use a score to identify harmonic and tonal features and then apply this knowledge in the completion of a short and simple passage for SATB.

Unit 4: Extended Performance (15% of the total A2 marks)

This unit gives students the opportunity to extend their performance skills as soloists and/or as part of an ensemble. Balanced performances can be in any style for any instrument and will be 12-15 minutes in duration.

Unit 5: Composition and Technical Study (15% of the total A2 marks)

This unit has two sections: Composition and Technical Study. The composition section further develops students’ composition skills, leading to the creation of a final three minute piece in response to a chosen brief. The technical study section builds on the knowledge and awareness of harmony gained in Unit 3 through the medium of pastiche studies.

Unit 6: Analysing Music (20% of the total A2 marks)

This unit focuses on listening to music, familiar and unfamiliar, and understanding how it works. Set works from the anthology provide the focus for much of the unit. Students will be expected to listen to a wide range of unfamiliar music which relates to two compulsory areas of study. Students will develop the ability to compare and contrast pairs of excerpts, contextualise music and identify harmonic and tonal features.

Assessment:There is a mix of assessment consisting of both practical skills and externally set written examination papers.

Opportunities for Higher Education:This A Level in music can lead to further study in music or performing arts in higher education at degree or HND level and may lead on to a career in the music industry.

Career Opportunities:Many students find that an A Level in music helps them to gain a career in performing, teaching, journalism, media and creative arts. It is also well noted that skills and personality traits developed through the practise of music (such as commitment, determination, teamwork, communication, time management, organisational skills and independent study) are desirable in a wide variety of professions.

BTEC Level 3 Subsidiary Diploma in Music Technology (Production) (Edexcel)

Entry:Open to students who have some musical ability or who are able to play a musical instrument or sing at some level. Students who have studied a music-related GCSE or equivalent qualification would be at an advantage; however this is not a prerequisite for the course.

Overview:This two year course is set to develop students’ awareness on how to produce a variety of musical recordings through the practical application and expansion of music technology skills. Students will experience the vocation of sound engineer with visits to professional studios and will study a variety of recording techniques and methods.

Unit descriptors:Unit 9: Delivering a Music Product

This unit will encourage students to undertake a range of roles in the studio as part of a team, with the aim of creating a product that satisfies current technical and creative trends whilst utilising the best of current technology by planning and creating an audio CD with a number of tracks.

Unit 14: Listening Skills for Music Technologists

The aim of this unit is to enable students to develop their listening skills, with a focus on the sonic and musical components particularly of interest to music technologists. Students will explore the potential of hearing by learning to listen actively instead of passively and will explore what it is that they need to be listening for and how sounds relate to each other musically and in the natural world.

Unit 17: Marketing and Promotion in the Music Industry

The aim of this unit is to enable learners to develop their knowledge of the types of marketing strategies used by music organisations. Learners will then apply their learning to the marketing of a recording production or event.

Unit 25: Music Production Techniques

This unit will develop students’ awareness of the equipment and techniques used in recording studios to the extent that they can produce a complete studio


recording. Students will be required to demonstrate every aspect of the recording process; setting up the chosen equipment to suit the musical situation, capture a range of musical sources for a multi-track recording and mix their recordings to a format suitable for distribution to a non-technical audience.

Unit 29: Live Sound Techniques

The aim of this unit is to develop skills in the use of live sound reinforcement equipment. Students will become familiar with the sound equipment used in a music venue and will set up a sound system, use outboard equipment and set up monitor mixes.

Unit 32: Sequencing Systems and Techniques

The aim of this unit is to develop students’ knowledge of music sequencing software and the transferable skills that facilitate the realisation of musical ideas in both audio and MIDI environments. Students will develop the skills to set up, use and discuss sequencing systems and techniques.


Opportunities for Higher Education:This BTEC in music technology can lead to further study in music technology at higher education or HND level and may lead on to a career in the music industry.

Career Opportunities:Many students find that a BTEC in music technology helps them to gain a career in sound engineering, recording, media, acoustic capture, sound manipulation, journalism and performing. It is also well noted that skills and personality traits developed through the practise of music (such as commitment, determination, teamwork, communication, time management, organisational skills and independent study) are desirable in a wide variety of professions.

BTEC Level 3 Subsidiary Diploma in Performing Arts (Edexcel)

Entry:Open to students who have gained at least a grade C in a dance and/or drama GCSE.

Overview:This two year course is set to develop students’ ability to perform in a variety of dance styles. Students should have a vested interest in performing and will look to be developing their practical skills as a performer in possibly the three disciplines of singing, acting and dancing. Students should consider themselves to be ‘independent’

students. There are six units that students must complete that will be chosen in conjunction with the course tutor from those listed below. This allows for an individualised programme in the students’ chosen disciplines of dance or drama.

Unit descriptors:Unit 7: Performing to an Audience

This unit focuses on the realisation of a rehearsed performance work to a live audience. Students will focus individual strengths in a performance role within the context of a theatrical performance. Students will gain a realistic experience of carrying out a defined performance role or roles, and of transferring and applying relevant performance skills.

Unit 19: Principles of Acting

Students will understand how to interpret and realise given texts and scripts through a creative and timely approach to the principles of acting. Principles will be studied theoretically and practically and students will be able to use these acting and rehearsal techniques to develop a performance. This unit will also enable students to evaluate their rehearsal and performance processes and to consider the relative success of different acting styles in communicating with an audience.

Unit 21: Drama Improvisation

This unit will allow students to explore fully how improvisation can work for an actor, what the techniques are, how to develop from a starting point and how not to come to a grinding halt through embarrassment or lack of ideas. There is an array of methods an actor can use to get over this and the more actors can employ them easily and to good end, the better the drama.

Unit 32: Developing Physical Theatre

Students will have opportunities to try out different styles of physical theatre, to interpret both contemporary and traditional texts. They will learn how to create appropriate work for different kinds of audiences; for instance pieces made specifically for children and young people, based on fairy tales, contemporary issues and themes. However, the main feature of this unit will be the exploration and acquisition of the very broad range of skills that help a performer work in this field.

Unit 38: Dance Performance

This unit is performance based and will require students to perform work from the tutor, professional repertoire and their own work. They will explore at least two different dance styles performing in large groups to duos or trios. They will be required to attend regular technique classes, including those outside of class time, and rehearsals where they develop a range of physical and expressive skills.

Unit 40: Choreographing Dance

Throughout this unit there will be opportunities for creating original work, from students’ own ideas, to a choice of accompaniment. There will be chances to


create dances for staged productions, musical numbers and dance showcases. Students are required to produce dance in more than one style and for different numbers of performers, from solos to small groups.

Unit 46: Applying Contemporary Dance Technique

This unit aims to give students the opportunity to recall combinations, sequences and phrases in order to build on movement memory and technical skills. Students will be encouraged to refine their skills as performers by challenging their movement memory and technical ability and extending their performance quality and focus. Working as a contemporary dancer in performance, students will improve their confidence, develop interpretative skills and enhance their communication between audience and performer.

Unit 104: Special Subject for Investigation

This unit aims to develop students’ independent learning and ability to work on a chosen subject within the performing arts industry. Students will pick a performing arts area of interest, through thorough research and understanding of this subject they will then write or present the results of these findings. This unit enables students to experience a mini dissertation with the support and guidance of the tutor.

Assessment:This is a two year course, assessed internally by portfolios of equal weighting, which are then internally moderated. There are no examinations. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completing only one year of this course.

Opportunities for Higher Education:This BTEC in performing arts can lead to further study in performing arts at higher education or HND level and may lead on to a career in the performing arts industry.

Career Opportunities:Many students find that a BTEC in performing arts helps them to gain a career in dance, drama or music related performing. It is also well noted that skills and personality traits developed through the practise of performing arts (such as commitment, determination, teamwork, communication, time management, organisational skills and independent study) are desirable in a wide variety of professions.


“ Technology is used exceptionally well by both staff and students to enhance the learning and well being of all concerned.

”Ofsted 2011

Physical EducationThe Physical Education department has a wide range of resources that fully meet the needs of students studying physical education at both core and examination level. In practical areas, students have access to a fully equipped sports hall, dedicated fitness equipment , two Astroturf pitches, a high quality rugby pitch, a high quality football pitch, five tennis courts, three netball courts and access to theatre for dance activities. Work in the classroom is supported by the latest technology to ensure the curriculum is developed to meet the learning needs of all our students and in addition the curriculum is supported by visits to performance level facilities at local Universities, local sports facilities and professional clubs.

Students who are enthusiastic about sport would be suited to studying the BTEC Level 3 Subsidiary Diploma in Sport, a course that involves theoretical and practical elements of sport and applies it to the vocational setting. We also offer a Cambridge Technical Level 3 Introductory Diploma in Health and Social Care and, like the qualification in sport, this is coursework-based and involves skills that are very transferable to further education courses and employment in the future.

Courses offered in Physical Education:

� BTEC Level 3 Subsidiary Diploma in Sport

� Cambridge Technical Level 3 Introductory Diploma in Health and Social Care

BTEC Level 3 Subsidiary Diploma in Sport (Edexcel)

Entry:Open to students who have an interest in or enthusiasm for sport. Students who have studied a sport-related GCSE or equivalent qualification would be at an advantage; however this is not a prerequisite for the course.

Overview:This two year course provides an introduction to a wide range of areas within the sporting sector. The course is taught through a practical and theoretical context and is suited to students looking to build a career in sport or to progress to Higher Education.

Unit descriptors:Unit 1: Principles of Anatomy, Physiology and Fitness in sport

This unit explores the structure and function of the skeletal, muscular, cardiovascular and respiratory systems and how each responds to exercise. To complete the unit each of the three energy systems used by athletes are examined in detail.

Unit 2: Assessing risk in sport

This unit analyses and promotes the culture of health and safety in sport. Students will study the key areas of National Health and Safety Guidelines and in addition will construct effective risk assessments to facilitate the planning of safe sporting activity.


“ Technology is used exceptionally well by both staff and students to enhance the learning and well being of all concerned.

”Ofsted 2011

Unit 3: Fitness training and programming

The first part of this unit analyses the skill related and physical fitness requirements of a range of sporting activities. The second part of the unit involves students in planning, performing and evaluating an effective fitness training programme.

Unit 4: Sports coaching

This unit analyses the roles, responsibilities and skills of successful sport coaches. It requires students to compare and contrast the methods of high performing coaches and also to plan, deliver and analyse practical coaching sessions.

Unit 5: Practical individual or team sports

This unit is delivered in a practical context. Students will study the skills, rules and tactics of two individual or team sports of their choice. During this module students will learn how to apply advanced match analysis techniques to enhance performance.

Unit 6: Fitness testing for sport and exercise

This unit will give learners the skills and knowledge to safely and effectively select fitness tests, carry them out and give feedback to an individual. The need for, and importance of, medical screening is covered. Sessions involve practical and theoretical elements.


Opportunities for Higher Education:Students of sports studies go on to study a wide range of subjects at degree level including, physical education, recreation management, sport science, teaching and social science.

Career Opportunities:The BTEC in sport will help students gain a career in all sports related vocational fields including, exercise and fitness, coaching and teaching, sports development and sports and leisure management.

Cambridge Technical Level 3 Introductory Diploma in Health and Social Care (OCR)

Entry:Open to students who have gained at least a grade C in both GCSE English language and a science.

Overview:A Cambridge Technical is a vocational qualification at Level 3 that is the equivalent of one A Level and provides a sound basis for those wishing to follow a career in health, social care or child care. The course develops skills and understanding that are directly relevant to these careers. This course is not considered to be a suitable route for those interested in gaining a nursing qualification.

Unit descriptors:Unit 1: Developing effective communication in health and social care (mandatory unit)

This unit aims to introduce learners to the many different forms of communication and consider what can help or hinder effective communication. Students will consider a wide range of communication skills and apply their knowledge to situations that could arise within a health and social care context.

Unit 3: Health, Safety & Security in Health & Social Care

The aim of this unit is to enable learners to gain an understanding of the importance of health safety and security within a health and social care environment. Students will be introduced to risk assessment and will learn how to identify some hazards and evaluate controls put in place to reduce the risk of harm or injury to themselves and others. Legislation and guidelines related to health, safety and security will be identified along with how this legislation is applied to ensure the health safety and security of everyone within the health and social care sector.

Unit 4: Developing through life stages

This unit will help students to discover the influences, factors and life events that shape people into the individuals they are. Students will realise that whilst we all share a common biological pattern of development our actual life course may differ considerably from what is expected. They will discover that we are all mosaics resulting from a myriad of influences and that everyone’s experiences of life will not only be different but how individuals respond to the various factors and events that shape us will also differ.

Unit 9: Caring for Children and young people

This unit will provide students with an understanding of the risks of abuse that some children and young people may experience both within the family and in the wider society.

Unit 10: Safeguarding Adults & Promoting Independence

This unit will help to broaden the students’ awareness of the different forms of harm and abuse that individuals may experience and why. Students will gain an appreciation of the adults most at risk of abuse, the types and effects of abuse and how the rights, independence and wellbeing of adults can be supported and protected.

Unit 14: Working in the Health Sector

Within this unit students will explore the current roles and responsibilities within the health care sector and


gain an understanding of some of the legislation that has influenced health provision.

Assessment:This is a two year course, assessed internally and then externally moderated, there are no examinations. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completing only one year of this course.

Opportunities for Higher Education:Students who achieve this qualification will be prepared to enter a variety of HND or degree level courses in health, social care and early years care-related subjects.

For example, a student achieving a Cambridge Technical Level 3 Introductory Diploma in Health and Social Care, supported by a suitable A Level subject, and wishing to progress to further qualifications in the health sector may undertake a qualification in one of the following areas: professions allied to medicine, complementary healthcare, sports health, dietetics. Similarly, a student wishing to progress to further qualifications in the social care sector may undertake a degree in social work at age 21+, NVQs to become home care organisers, teaching assistants, or working with people with disabilities.

Career Opportunities:The skills and knowledge acquired through study for the certificate can lead directly to employment in health work, social work and “early years” occupations.


“ Behaviour is outstanding, both in classrooms and around the academy.

”Ofsted 2011

ScienceThe Science department has a large number of subject specialists and is supported by a team of technicians. Learning takes place in a block of ten modern purpose built laboratories. All laboratories provide excellent facilities including built in video and Internet access and interactive white boards. There are two preparation rooms enabling the department to be fully stocked with the chemicals and equipment needed for Post 16 courses.

Biology, Chemistry and Physics are very popular choices amongst students at A Level. All three subjects adopt an applied approach, where every topic is set in the context of a real life situation. Students are encouraged to apply their knowledge and use it in context, a skill which is valuable in many careers. Students completing these courses will also have developed high levels of practical skills suitable for use in any type of laboratory work. The majority of students go on to study science-based degrees at university including medicine, dentistry and veterinary science.

Courses offered in Science:

� A Level Biology (SNAB)

� A Level Chemistry (Salters)

� A Level Physics (Advancing)

Salters-Nuffield Biology (EDEXCEL)

Entry:Open to students who have gained at least a grade B on higher papers in GCSE additional science or those that have studied Triple Science and gained at least a B grade in GCSE Biology, combined with a B grade in Chemistry. A grade B in English Language is also required. It is suggested that students who study Biology at A Level combine this subject with A Level Chemistry.

Overview:The course provides an exciting, innovative approach to teaching and learning biology. It achieves this by developing ideas and concepts which are taught through contemporary topics, designed to motivate students, in the context of real life applications of biology. Examples of the use of basic biological principals are taken from the contexts of health and everyday living, technology and the environment. The course is supported by an exclusive, dedicated website, multimedia resources and course texts. Online specifically designed activities are available to support learning in each topic as well as those to develop and support maths and ICT skills.

Unit descriptors:Unit 1: Lifestyle, transport, genes and health (20% of the total A2 marks)

Two topics: Topic 1 - Lifestyle, health and risk Topic 2 - Genes and Health.


This involves the study of: the structure and function of carbohydrates, lipids, proteins and cell membranes; passive and active transport; structure of DNA/RNA; replication, protein synthesis, monohybrid inheritance, gene mutations and gene therapy.

Unit 2: Development, plants and the environment (20% of the total A2 marks)

Two topics: Topic 3 - The voice of the genome Topic 4 - Biodiversity and natural resources.

This involves the study of cell structure and ultrastructure, meiosis, genotype and environmental influence, stem cell research, biodiversity, adaptations and natural selection, taxonomy, transport of water in plants and uses of plant products.

Unit 3: Practical biology and research skills (10% of the total A2 marks)

Students write a report of approximately 2000 words on an area of biological interest.

Unit 4: The natural environment and species survival (20% of the total A2 marks)

Two topics: Topic 5 - On the wild side Topic 6 - Infection, immunity and forensics.

This involves the study of photosynthesis, energy transfer, evidence for global warming, evolution through natural selection and speciation, nutrient recycling, DNA profiling and PCR, structure of bacteria and viruses, infectious diseases

Unit 5: Energy, exercise and co-ordination (20% of the total A2 marks)

Two topics: Topic 7 - Run for your life Topic 8 - Grey matter.

This involves the study of: ATP, glycolysis, anaerobic/aerobic respiration; control and functioning of the heart, ventilation and cardiac output, homeostasis, impact of exercise on the body, hormonal coordination, brain structure and development, imbalances in brain chemicals and the human genome project.

Unit 6: Practical Biology and Investigative skills (10% of the total A2 marks)

Students complete a written report of an experimental investigation which they have devised and carried out.

Assessment:Two units are assessed through coursework and four units are assessed by means of an externally-set written examination paper.

Opportunities for Higher Education:Biology is often an essential requirement for higher education courses in medicine, dentistry, agricultural sciences, anatomy, animal sciences, biochemistry, biological sciences, biotechnology, ecology, genetics, food

science, microbiology, natural sciences, occupational therapy, physiotherapy and veterinary science.

Career Opportunities:Careers directly related to biology include conservation officer, marine biologist, science writer, botanist, molecular geneticist, pharmacologist, environmental health officer, research, teaching and biological sales.

Many other careers are open to biology graduates such as law, journalism, librarianship, museum work and publishing.

Salters Chemistry B (OCR)

Entry:Open to students who have gained at least a grade B on higher papers in either GCSE additional science or GCSE chemistry and also a B in GCSE Maths.

Overview:The course provides an exciting, innovative approach to teaching and learning chemistry. It achieves this by developing chemical ideas in the context of real-life applications of chemistry. Examples of the use of basic chemical principals are taken from the contexts of industry, everyday life and the environment. The course is


“ In lessons, students are active participants and their positive attitudes contribute to their outstanding progress and achievement.

”Ofsted 2011

supported by a comprehensive set of student materials. The chemical ideas and skills are developed by means of a storyline, leading to activities which include laboratory practical work, research activities, group discussions, data analysis and applications of ICT. The course has been designed to build up understanding of chemical ideas in a gradual way, meeting a concept in more than one unit.

Unit descriptors:Unit 1: Chemistry for life (15% of the total A2 marks)

This involves the study of the Chemistry of Life and Developing Fuels.

Unit 2: Chemistry of natural resources (25% of the total A2 marks)

This involves the study of Elements from the Sea, The Atmosphere and Polymer Revolution. The unit serves to bridge the gap between GCSE and A level.

Unit 3: Chemistry in practice (10% of the total A2 marks)

Students are assessed on their practical work in five skill areas: competence, measurement, analysis and evaluation, observation and interpretation.

Unit 4: Chemistry of materials (15% of the total A2 marks)

This involves the study of What is in a Medicine?, The Materials Revolution, The Thread of Life and The Steel Story.

Unit 5: Chemistry by design (20% of the total A2 marks)

This involves the study of Agriculture and Industry, Colour by Design, The Oceans and Medicines by Design.

Unit 6: Chemistry individual investigation (15% of the total A2 marks)

Students carry out a single practical investigation taken from any aspect of chemistry.


Opportunities for Higher Education:Chemistry is almost always an essential requirement for higher education courses in: medicine, dentistry, agricultural sciences, animal sciences, biochemistry, biological sciences, biotechnology, chemical engineering, chemical physics, earth sciences, geology, human sciences, materials science, ecology, genetics, food science, microbiology, natural sciences, pharmacology, occupational therapy, physiotherapy, pharmacy and veterinary science.

Career Opportunities:These are many and varied and include subject related opportunities as well as those which rely on the processes met during the study of chemistry.

Advancing Physics (OCR)

Entry:Open to students who have gained at least a grade B on higher papers in either GCSE additional science or GCSE physics and GCSE Maths. If a student wishes to study a physics-related subject at university it is recommended that mathematics is also chosen at A Level.

Overview:The course provides an exciting, innovative approach to teaching and learning physics which is relevant to the modern world outside. It was developed by the Institute of Physics and is very well resourced including specially designed text books, CD ROMs and an Internet site.

Unit descriptors:Unit 1: Physics in action (15% of the total A2 marks)

This unit involves the study of modern images, sensing the real world electronically, digital signalling, testing materials and looking at their microscopic structure.

Unit 2: Understanding processes, experimentation and data handling (25% of the total A2 marks)

This unit involves the study of waves and quantum behaviour and then mapping space and time.

Unit 3: Physics in Practice coursework unit (10% of the total A2 marks)

This unit involves two pieces of coursework - a practical investigation called the Quality of Measurement plus Physics in Use which is a presentation on the use, properties and structure of a material.

Unit 4: Rise and fall of the clockwork universe (15% of the total A2 marks)

This unit involves the study of the very big (space and the whole universe) and the very small (molecules and energy).

Unit 5: Field and particle pictures (25% of the total A2 marks)

This unit involves the study of electromagnetic machines, the fundamental particles of nature and include nuclear fusion and fission.

Unit 6: Researching physics coursework (10% of the total A2 marks)

There are two coursework tasks in the A2 half of the advanced GCE course. One is a major practical investigation and the other is a piece of individual research.



Opportunities for Higher Education:Physics is very useful for courses in architecture, all types of engineering, computer science, instrument physics, materials science, mineral sciences, telecommunications science and technology.

Career Opportunities:These are many and varied and include subject related opportunities as well as those which rely on the processes met during the study of physics related subjects. Qualified physicists are highly valued by a surprising range of employers.


FAQs - Post 16

Will all the courses listed in this booklet take place?We hope to be able to offer all the courses listed in this booklet. However, if there are insufficient numbers to allow a course to run then we will endeavour, where possible, to offer an alternative. There may also be some changes to the offering as a result of staffing and timetabling constraints and changes made to specifications by the Awarding Bodies.

Is it possible to select two subjects from the same option block?Lessons in the same option block take place at the same time so it not possible to, for example, take two subjects in option block A. Where possible, we try to construct the blocks to maximise the choice and to suit the largest proportion of students. Unusual combinations of subject can result in a “clash” in this way.

When will I have to make my final option choices?Your final choices do not have to be made until you have your GCSE results. The Post 16 options day will allow you to attend subject presentations by departments to give you a feel for the subjects you are considering. You will also get the opportunity to attend a fifteen minute consultation session with your parent/guardian and a senior member of staff to ensure the choices made are the most appropriate for you and your future aspirations.

When do I have to attend?You should be in school from 08:30 until 16:05 every day in term time. You can arrive earlier (from 07:00) and stay later until 18:00 Monday-Thursday. Access is also possible during the holidays although access to certain areas may be restricted at times due to maintenance work.

Do we have to attend assembly and tutor time?Every day, you will be expected to attend your tutor time and an assembly. As a Sixth Form student you will attend both whole school assemblies in the Weston Theatre and individual Sixth Form Assemblies in the Lecture Theatre.

Is there anywhere to buy refreshments during the day?The coffee shop is open during the day until 16:30 (excluding breakfast and lunchtimes). There are a range of snacks and refreshments that can be purchased using cash. These must be consumed in the coffee shop. Please note that it is not possible to leave site during the day to purchase food and drink.

What happens if I have a driving lesson during school time?When you reach the age to begin driving lessons, you may arrange these during a non-contact lesson(s). These should not be arranged during timetabled lessons (this includes structured study lessons).

How do my parents get a message to me?If anyone needs to contact you during the day, they should ring the main reception and leave a message. Your name will appear on the screen so you can collect


the message. If the message is urgent, a member of the administration staff will attempt to locate you if you are timetabled to be in lesson.

How often will my parents be informed of my progress?You will receive an interim report at the end of each term, starting in Term 2. In addition to this, you will get a tutor report once in each year. We hold a parents’ consultation evening during the course of the academic year.

What after school clubs are available to Sixth Formers?There are a wide range of post 16:05 clubs and activities to take part in. As well as sports clubs and teams, there are offerings from different departments. A full list of current activities can be accessed on our website. They are also listed on the LCD screens each day.

Is there a Sixth Form common room?In line with our ethos, there is no Sixth Form common room. All the facilities are shared by all who work at Brooke Weston Academy.

Are Sixth Formers allowed to leave during the day?It is not possible to leave during the day unless you have a medical appointment or driving lesson. In both cases, a note from your parent/guardian will need to be shown to your tutor and reception in order to gain exit

Will I be able to take part in the residential programme?Students in Year 12 are able to take part in our varied residential programme which occurs each year at the beginning of July. We offer a range of active and cultural trips. Past trips have included water-based activities in Spain, mountain-based activities in the Alps, trips to Berlin, Barcelona, Paris, New York, Greece, Italy, London and a French chateau.

Is it possible to use my own laptop on the internal network?It is possible to use your own laptop on our network. There is a requirement to sign up to a set of terms and conditions to allow this to happen. Certain restrictions will be placed on what you are able to do. We reserve the right to remove this facility at any time in order to maintain the security of the network.

Where will I store all my personal property during the day?You will be allocated a locker where you will be expected to store all your personal belongings during the day. It is not possible to carry a bag around with you. You will need to provide your own padlock in order to secure your belongings in your locker.

Am I allowed to use my mobile phone?Mobile phones cannot be used inside the building. They should be switched off before entering and stored securely in your locker.

Am I allowed to use an iPod or other MP3 player?Sixth Form students are only allowed to use an iPod or other MP3 player when they are in an independent study lesson in the library. Students are not allowed to walk around listening to music.

What ICT facilities are available to me when I am not in lessons?We are lucky to have many ICT facilities for your use. The first point of call should be the library where there are banks of computers dedicated for Sixth Form use. Laptops can also be borrowed for use around the building on the wireless network. Study areas can also be used for work.

How will I access the ICT facilities?You will be issued with a unique username and password. This will give you access to our network, filtered Internet access and to your personal email account.

Who do I go to if I have a problem?There are many people to help you if you have a problem. In fact, anyone will be prepared to help or to point you in the right direction. Curriculum issues should be addressed to your teacher or to the Head of Department. Pastoral issues should be referred to your tutor. The Head of Year 12 is also able to help with any issues you might have.

What happens if I am unhappy with my subject choices after a short period of time?If you decide early during the first term of Year 12 that you may have made the wrong choices, you should discuss this initially with your subject teachers, tutor and Head of Year 12. In most cases, you will be able to change course without too much difficulty although, of course, you would need to catch up on work missed from the new course.

What advice is available to me in choosing a university course or career after the Sixth Form?Tutors, the Head of Year 12 and the careers advisor are all available to assist you in making choices. You will be guided and helped through the UCAS application process at every stage. Guest speakers will come to talk to you in assemblies, part of the tutorial programme will be devoted to this and you will have individual consultations with the careers advisor during your time in the Sixth Form.


How to find Brooke Weston

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For more information please visit: www.brookeweston.org

The BW App is available for iOS and Android

Any further questions please contact us on: 01536 396366

Brooke Weston Coomb Road Corby Northants NN18 8LA

KS5 Prospectus 2014

Documents

Transcript of KS5 Prospectus 2014