P16 subject prospectus

Tuxford Post 16 Centre

Tuxford Post 16 Prospectus - 2 - January 2012

PROSPECTUS Contents LEVEL 3 Page Applied Business AS and A2 20-21 Biology AS and A2 22 Chemistry AS and A2 23-24 Communication & Culture AS and A2 25-26 Critical Thinking AS 27 Design & Technology: Graphic Products AS and A2 28-29 Design & Technology: Textiles AS and A2 30-31 Drama & Theatre Studies AS and A2 32-33 English Language AS and A2 34-35 English Literature AS and A2 36-37 Extended Project AS 38-39 Fine Art AS and A2 40-41 French & Spanish AS and A2 42-43 General Studies AS and A2 44-46 Geography AS and A2 47 Government & Politics AS and A2 48 History AS and A2 49-50 ICT AS and A2 51 Mathematics AS 52 Further Mathematics AS 53 Mathematics A2 54 Further Mathematics A2 55 Music Technology AS and A2 56-57 Philosophy and Ethics AS and A2 58 Physical Education AS and A2 59 Physics AS 60-61 Physics A2 62-63 Psychology AS and A2 64 Sociology AS and A2 65-66 Univ Award (Certificate of Personal Effectiveness) AS equivalent 67 Use of Mathematics AS 68-69 BTEC Health & Social Care Level 3 70 BTEC National Award in Medical Science Level 3 71-72 BTEC National Award in Engineering Level 3 73 BTEC National Award in IT Level 3 74 BTEC Subsidiary/Diploma in Sport Level 3 75 BTEC Subsidiary Diploma in Travel & Tourism Level 3 76-77 BTEC Public Services Level 3 78

LEVEL 2 English Language GCSE 80 Functional Mathematics Level 2 81-82 Literacy – Functional Skills Level 2 83 Mathematics GCSE 84 BTEC First Certificate in ICT Level 2 85 BTEC Diploma in Public Services Level 2 86 BTEC Extended Certificate in Sport Level 2 87 Student Destinations – 2011 89-90 Graduates of 2011 91



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

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

Our Post 16 team is dedicated to ensuring an effective climate for learning and maximizing student progress. The new school building has given us excellent facilities to help us build on our first class teaching and learning provision.

Paul Simpson, Assistant Principal (Post 16)

Applying for a place at

Tuxford Post 16 Centre:

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

Come for a tour of the centre

Speak to our Post 16 Secretary or one of the tutors about the choices available

Read our colour brochure as well as this prospectus

Come along to our Information Evening

If you are considering a course at Tuxford Post 16 Centre arrange a visit to Tuxford by telephoning Gillian Cupit to make an appointment – 01777 870001, Ext 578.

If you have decided already that you will be joining us, please confirm this in writing to Paul Simpson, Assistant Principal (Post 16).

We hope to run the courses listed providing there is sufficient demand.

Please note:

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

2. These course options are provisional, depending on demand they may change 3. Entrance criteria may change depending on demand (if a course is over-subscribed, priority will be

given to students with the highest grades)



The transition process It is vital students have a clear vision of their next steps following their GCSE examinations. We take great care in guiding you into the correct path. Step 1: Tuxford Year 11 students have assemblies to improve their knowledge

of the types of courses available. Visits around the Centre can be arranged for other prospective students and their parents – please contact Gillian Cupit on 01777 870001.

Step 2: A Post 16 Open Evening takes places on Thursday 9th February 2012 to give parents and

prospective students information on the subjects available. Step 3: Induction Event in July for prospective students on Thursday 5th July 2012. Step 4: On GCSE Results Day on Thursday 23rd August 2012, staff will be available to give advice on

the best route forward once students receive their results. Step 5: On Tuesday 4th September 2012 students should arrive at the Post 16 Centre for enrolment

and counselling about an individual curriculum to suit their needs. Sessions on study skills and time management will be delivered to prepare students for the more independent learning style needed at Post 16. Formal lessons begin on Monday 10th September.

On the evening of Tuesday 4th September 2012 parents are invited to an Induction Session to

outline our expectations and answer any questions. We expect as part of an agreement when accepting students, that parents attend this evening.

Data from all subjects is reviewed every term. Parents are kept informed of progress via

Review Reports and Parent Consultation Evenings.

We look forward to seeing you in September! If you have any questions please telephone Gillian Cupit at the Post 16 Centre or make an appointment.

For further information why not visit the school’s website at: www.tuxfordschool.com



Choosing the right course for you ....

A levels or BTECs?

Did you know?

42% of 18 to 30 year olds believe they took the wrong educational path and say their parents were one of the groups that influenced them

More than 100,000 students have gained university places. 95% of Higher Education Institutions accept BTEC students (including Russell Group universities)

Guide your child in the right direction GCSEs and A levels need not be the only education route that leads to university or a successful career. A BTEC course offers applied learning related to work which may be best for your learning and development.

What is a BTEC? BTECs are work related qualifications suitable for a wide range of students, built to accommodate the needs of employers and allow progression to university. They provide a more practical, real-world approach to learning alongside a key theoretical background. They can be taken as well as, or in place of, GCSEs and A levels in schools and colleges. BTECs are recognised by schools, colleges, universities, employers and professional bodies across the United Kingdom and in over 100 countries worldwide.

How are BTECs assessed? BTECs are not exam-based qualifications. Exams work well for some students but others find them rather daunting and struggle to see how they fit into the real world of work. Instead, students study real-life, work-based case studies and complete projects and assessments, which contribute to achieving each unit studied. Each BTEC is made up of units. The number of units is dependent on the level and size of BTEC being studied. In order to complete each unit, students must achieve against a set of outcomes. The assessment criteria address theory with practical exercises. The assessment process is ongoing, so it allows the student to analyse and improve their own performance through their course in much the same way as they would in a real workplace. The projects that students undertake form the basis of their unit results which are graded as a Pass, a Merit or a Distinction.



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

Options Policy All students in Year 12 are expected to take the equivalent of 4 AS courses (e.g. 4 AS levels, 2 AS levels + 2 BTECs, 4 BTECs). Students will not be able to drop a subject half way through the year. Research suggests that this enables students to achieve higher grades overall. Exceptions to this rule will only be made in extenuating or special circumstances.

Russell Group Universities The Russell Group represent 20 leading universities across the UK. They have published a guide to Post 16 choices. For information and guidance visit: www.russellgroup.ac.uk



UCAS POINTS

BTEC Nationals

UCAS

points

AS Level

A Level Award

(6 units)

Certificate

(12 units)

DD 240

DM 200

MM 160

140 A*

D MP 120 A

100 B

M PP 80 C

60 A D

50 B

P 40 C E

30 D

20 E

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

What is available?

Qualification Units Duration (hours) Equivalent to

Introductory Certificate 4 180 2GCSEs D – G

Introductory Diploma 8 360 4 GCSEs D – G

First Certificate

(available in Year 12)

3 180 2 GCSEs A* - C

First Diploma


6 360 4 GCSEs A* - C

National Award *


6 360 1 A level

National Certificate * 12 720 2 A levels

National Diploma * 18 1080 3 A levels

*BTEC National qualifications now qualify for UCAS points



Choosing the right course for you

LEVEL 3 COURSES

Level 3 courses are modular i.e. they are divided into units. The first 2 units make up the AS level; 2 further units making up the A2 part. To obtain a full 'A' level qualification, students have to complete 4 units. BTEC courses are assessed via portfolio evidence, assessed practical work and witness statements.

Level 3 Entry Requirements

Students wishing to study ‘AS’ qualifications will usually need to have achieved at least a grade ‘B’ in their chosen subject. Students with grade Cs may be considered on a one by one basis. Students following a full package of ‘AS’ qualifications will normally also have at least 5 GCSEs at grade ‘C’ or above. Where students have fewer grades at this level, a personalized package of both Level 3 and 2 qualifications can be put together to suit the learners profile

BTEC Level 3 courses will require students to attain a range of about 4 grade ‘C’ GCSE passes

Level 2 Entry Requirements

Level 2 courses are available to students who have demonstrated a good attitude to learning and a willingness to succeed having achieved a range of GCSE passes mainly at grade ‘D’ and below. Alternatively, they offer the chance to retake one or more subjects such as English that needs to be achieved at grade ‘C’ or higher to enter University

Student Choice

Students choose a maximum of 4 AS levels in Year 12. Usually three of these subjects will be taken at A2 level in Year 13. It will be possible for new AS subjects to be taken in Year 13.

Alternatively, students may choose Level 3 BTEC courses or a combination of AS level and BTECs.

You should research the combinations that you propose to study before committing yourself.

You should look at the likely subject requirements of future employers or university admissions tutors. It is important you choose subjects in which you have a genuine interest.



LEVEL 2 COURSES

BTEC Level 2 courses / GCSEs

These are attractive to students who do not have 4 or 5 GCSEs at grade C or above. This one year course allows students to attain the Level 2 Threshold valued as being the pathway to employability. It also allows students to move up to advanced Level 3 courses, either at school, or elsewhere in the following year. Students studying a Level 2 course may also undertake a one day work placement each week and will probably have the opportunity to improve their grade in English and Maths. These courses will be delivered in mixed KS4/KS5 classes.

Entry requirements This will depend largely on your level of commitment. You will need to be motivated if you want to improve your range of qualifications and to develop the skills needed to be successful in the workplace. The course will best suit students whose GCSE grades are predominantly in the range D-F.

Student choice Level 2 courses are based around a ‘whole week’ package. Students who have not achieved a grade C in English and/or Maths will be expected to take a GCSE resit or an alternative Level 2 course in these subjects.

1. A BTEC and/or GCSE qualifications

2. Full access to the ‘Core Curriculum’ in school

3. The possibility of a one full day work placement every week, with the possibility of gaining NVQ qualifications in the workplace

4. The development of Key Skills particularly in Communication, Application of Number and IT



Helping you to stay on track Our monitoring and tracking system has been developed at Tuxford to ensure all students are carefully guided throughout their studies. This involves using Personal Tutors who meet students on a one to one basis throughout the year to discuss data collected from each department about attendance, attainment and attitude. This is carefully checked against target grades set for all students based on their prior attainment. Students are then assigned a monitoring level based on this profile. In Year 13, excellent performers control their own study time, whilst students who are found to be underachieving are given extra support and guidance to help them improve their performance to expected levels. Parents are regularly contacted via termly reviews and meetings. Any concerns are quickly relayed to the home via tutors and pastoral leaders.

Higher Education guidance Our Higher Education adviser works with students to ensure successful applications are made to colleges and universities. We regularly get students accepted at Oxford, Cambridge and other top Universities. A one week residential course on higher education (e.g. at the University of Lancaster) is offered at the end of Year 12. Students are also taken to higher education fairs and open days. Destinations of past students are printed on page 90 and 91 of this prospectus.

Careers advice Please see Connexions website for details: www.cnxnotts.co.uk



Expectations

Commitment

A successful career Post 16 is dependent upon:

Commitment to the course, e.g. effective use of private study time

High standard of attendance - the School expects a minimum of 95% attendance (No study leave in Year 12)

Punctuality to school and lessons

Support for the school in its standards of dress and behaviour

There is a dress code, where the emphasis is on smart-casual

Post 16 students have use of the Conference Room, Study Rooms, Higher Education Room and access to the LRC

An awareness of the needs of all who use the Post 16 Centre is the key to success here IT areas and separate study rooms provide excellent research and study facilities.

Student performance Students on the school roll are still in full-time education and full attendance is required for all sessions. Punctuality and registration is part of your personal responsibility. There is a 'signing-out' system. This is used by those students who wish to be off-site for part of the school day for any reason. The signing out system enables the school to check for fire regulation purposes when students are out of school at any particular time. Student performance is regularly monitored and reviewed with the Tutor.



Enrichment In addition to the four option subjects, we offer a selection of enrichment subjects and activities. These are offered to give our students an advantage when they move on to Higher Education or employment. Increasingly the competition for university places and employment is becoming more intense. Many students are academically well qualified and institutions look for aspects that set them apart. The enrichment programme is accredited either through ‘AS’ Level General Studies or, ‘The University Award (which awards 40 UCAS points).

The Enrichment Options may include:

AS General Studies (compulsory for students studying two or more AS subjects)

University Award

Sports Leader Award

Young Enterprise Initiative

Charity work and fundraising

Duke of Edinburgh Award

Recreation: activities range from working out in the fitness suite to gaining a Community Sports Leader Award

Enterprise: Play the stock market in a share-dealing game

Events committee: Help plan the Christmas Party and Summer Prom

Drama: participate in drama presentations throughout the year

Paired reading in primary school: help primary school children practise their reading

Charity Fair stall: organise a stall to raise funds for your favourite charity

Old People’s Christmas Party: put on an afternoon to remember for the elderly

Teaching Assistant: help students in Year 7 at Tuxford

World cinema: widen your outlook through some of the world’s best films

Amnesty International: participate in campaigning for liberty

Cooking survival guide: improve your culinary skills



Extra curricular activities and visits: At Tuxford we believe in increasing the experience of our students through running numerous trips and social events. These in the past have included:

Polish Exchange

Berlin trip

Ski trips and Dry Slope Skiing at Sheffield

Tours of the House of Parliament with an MP

Visits to Brazil linking with a school there

A week at The University of East Anglia

A week at Lancaster University

Outward bounds weekends and activities

Christmas Party

End of Summer Prom

The Post 16 Forum

This is a self-governing body elected by the students for the students. They contribute to the organisation of numerous social events throughout the year, culminating in the Year 13 Prom, and also plan and carry out fund raising activities for charity. Additionally, the forum meets regularly with the Head of Post 16. This provides an excellent channel for communication and discussion to take place on Post 16 issues, leading to some major improvements. The Forum also plays a prominent role in the annual Post 16 Open Evening for students and parents, and act as mentors for the new students.



How is ‘Life’ in Post 16 different? There are many differences which will make studying in the Post 16 a rewarding and enjoyable experience. It is important to make the most of your time, and this means not only working hard with your academic studies, but also becoming involved in the many other opportunities on offer. Today, both universities and employers prefer to see evidence of students demonstrating leadership skills or having participated in activities in the school or wider community. Some of the differences from 11-16 education include:

You will be treated as an adult by the staff and also be expected to take more responsibility and control over your studies.

You will not be expected to wear school uniform, but we request that you dress appropriately.

There is a purpose built Post 16 Centre where you can study and socialise with the rest of the students.

You will be focusing on fewer subjects but studying in far greater depth. In order to do this you will have study periods on your timetable, to provide you with the opportunity to do additional research with the excellent facilities provided.

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

Your tutor will mentor you throughout your time in the Post 16 through an individual interview process.

You will participate in an enrichment programme which offers a range of sporting options, leadership and recreational activities and work experience. The activities help you to develop skills and are a valuable addition to your CV and/or UCAS personal statement. They will also help you to relax from your studies.

Lunch facilities are available from the refectory.

You will be given the opportunity to be involved in the various leadership awards offered e.g. CSLA. You will be involved in a peer mentoring scheme assisting students in Key Stage 3

and 4.



Frequently asked questions

Do I have to stay in the Post 16 for two years to gain advanced qualifications? Depending on your courses, you may stay in the Post 16 for one, two or three years. e.g. One year to gain Level 2 qualifications or, two years to gain A levels or, two years to gain BTECs or, 3 years to gain Level 2 qualifications and Level 3 qualifications.

Do I need any particular level of GCSE success to take Advanced Courses?

There is no hard and fast answer to that question. Different courses have varying demands in terms of GCSE. We have found that students who offer around 5 GCSE grades at C or above are most likely to succeed on Advanced courses, certainly at the A2 level. The usual baseline for students wishing to join any AS course is a minimum average GCSE points score of 40 points (grade ‘C’ average across all subjects) and a grade ‘B’ or above in the chosen subject. This may change depending on demand.

Must I have studied a subject at GCSE before starting AS level?

Not necessarily. Some subjects demand specialist knowledge and skills only found by following a GCSE course e.g. Mathematics, Modern Languages, the Sciences etc. Others e.g. Psychology requires you to demonstrate generic skills which could have been gained in a number of areas.

So how many advanced subjects will I study in Year 12?

Your choice of subjects will depend on your GCSE results, and we expect to see students choose the equivalent of FOUR subjects for study in Year 12.

How many advanced subjects will I study in Year 13?

At the end of Year 12 you will make choices that might include:

To continue with 3 subjects at A2 level (Very able students may choose 4 subjects)

To continue with BTEC Level 3 courses

To take up further AS level courses alongside your studies to A-level/AVCE in other subject

How do I choose my combination of subjects?

There is a wide choice of subjects at Level 2 and 3. You will receive advice about subject combinations since experience has shown that some subjects support each other.



How many students are in a class? The maximum group size depends on subject studied, practical subjects need smaller groups. In general the maximum group size is between 20 → 30 students. More detailed information can be obtained from the Curriculum Leaders.

What should I be planning?

By Summer 2012 I will have:

In September 2012 I should be planning to:

Five or more GCSEs mostly at grade ‘C’ and above

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

Start a Diploma at Level 3

A range of GCSEs, mostly at grade C

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

Consider an Advanced Apprenticeship

Some GCSE passes, mostly at grade D or below

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

Consider a Modern Apprenticeship

A few GCSEs, mostly at grade F or below

Start Level 1 or Level 2 courses to build up over time to achieve the Level 2 Threshold.

Possibly linked to work-based learning

Not much in the way of exam results but the offer of a job

Be very careful about a job that does not provide work-based learning. Any decent employer will make it possible to get you qualified. This is vital if you wish to progress through your career to higher earnings



“What to do now ....”

Option forms You will receive a draft option form. Completing and returning this form as soon and as accurately as you can is extremely important. We will analyse the choices all students make and may re-arrange the option blocks you see here to meet student need. Therefore, your returns DO influence what we do. It is important to indicate interest in a subject early. Nil returns for a subject, or a very small number of students indicating that they wish to opt for a subject means the subject may not run in that year.

Dates of Year 11 Post 16 Options Evening

Tuxford Academy: Thursday 9th February 2012

Who to contact

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

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

Mr D Cotton: Vice Principal, Tuxford Academy (tel 01777 870001)

Tuxford Academy Post 16

All teachers based on one site, available to help all day

AS, A2, BTEC Level 2 and 3 and GCSE courses

A commitment to personalized learning

Over 250 students on roll

A high success rate with very low drop out

Friendly and supportive staff

Excellent facilities and equipment



Choosing your courses

Your choice of Post 16 course(s) depends on a range of considerations such as:

Your GCSE qualifications

Your career aspirations

Your subject interests

The rest of this brochure contains information about the courses offered and is divided into three major groups:

Level 3 (AS, A2 and BTEC courses) See pages 20 - 78

Level 2 (GCSE and BTEC courses) See pages 80 – 88



LEVEL 3 COURSES



APPLIED BUSINESS AS and A2

EXAMINATION BOARD: AQA SPECIFICATION NUMBER: AS – 8611 A2 – 8616

Why study Applied Business?

Business Studies is about how businesses and organisations make decisions and operate in an ever-changing environment. This subject will interest you if you have a genuine interest in what is happening in the world of business and you want to know why businesses make the decisions that they do. This course shows business principles being applied to real organisations.

What will I learn about? Three units are covered in the AS course:

Unit 1 - Investigating Business This looks at a broad range of internal and external factors affecting the success of the business.

Unit 2 - People in Business This considers the roles, responsibilities and qualities of people within a business and investigates recruitment procedures and training methods.

Unit 3 - Financial Planning & Monitoring This unit considers how businesses plan their finances and monitor their financial performance.

At A2 there will be a further three units:

Unit 8 - Business Planning Candidates produce a structured business plan for a new product or service.

Unit 10 - Promotional Activities Candidates develop a promotional campaign for a business they know.

Unit 12 - Managing People This unit investigates how different types of management style impact upon the way in which a business operates and upon the staff who work in it.



How is Applied Business taught?

You will be provided with a broad introduction to business in realistic contexts through visits to organisations, video, Internet, newspaper articles and business case studies. Discussion and interaction is expected and some group work is essential as you progress through the course.

How will I be assessed?

AS Assessment

Unit 1 - Portfolio 33⅓% of the total AS marks Unit 2 - Portfolio 33⅓% of the total AS marks Unit 3 - 1 hour examination 33⅓% of the total AS marks

A2 Assessment

Unit 8 - Portfolio 16⅔% of the total A2 marks Unit 10 - Portfolio 16⅔% of the total A2 marks Unit 12 - 1 ½ hour exam 16⅔% of the total A2 marks

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



BIOLOGY AS and A2 EXAMINATION BOARD: EDEXCEL COURSE TITLE: Salters-Nuffield Biology

The Course

The new Biology A-level course is taught through eight contemporary topics to help motivate students. These are context orientated and link many of the concepts studied to real life examples to try and ensure a high level of interest for the students. The course also has an exclusive dedicated website that students can log into and download resources to inform their learning.

The content:

AS Biology

Unit 1: Lifestyle, Transport, Genes and Health

Unit 2: Development, Plants and Climate Change

Unit 3: Issue Report

A2 Biology

Unit 4: Environment and Survival

Unit 5: Energy, Exercise and co-ordination Coursework

Unit 6 Individual Investigation

Assessment

The course takes a modular approach with unit 1 and unit 4 being assessed in January and the Unit 2, 3, 5 and 6 taking place in the summer. The coursework components are completed throughout the year. Progress is tracked throughout the course.

Future careers

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



CHEMISTRY AS and A2

EXAMINATION BOARD: OCR SPECIFICATION NUMBER: AS Level – H035 A2 Level – H435

Why study Chemistry?

A qualification in AS/A2 Chemistry demonstrates that you have:-

- good analytical skills

- ability to learn high level information

- organised and logical approach to problem solving and practical situations

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

What I will learn about?

The Chemistry course is related to everyday life. At AS you will learn about ‘Chemistry for Life’ and ‘Chemistry of Natural Resources’. This knowledge and understanding will enable you to answer questions like:

‘Where did the chemical elements in the universe come from?’ ‘Why do aerosols harm the ozone layer?’

At A2 industrial aspects of Chemistry are looked into, this involves ‘Chemistry of materials’ where you will study about medicine, polymers and proteins and steel and ‘Chemistry by design’ which includes the methodology by which new drugs are developed, how we see different colours and the chemistry which determines the structure of DNA.

How is it taught?

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

Follow the Salters’ Scheme which uses 2 text books and practical activities:- Texts: ‘Chemical Ideas’ contains explanations of chemical concepts backed up with exercises to ensure understanding is complete ‘Chemical Storylines’ relates the chemical concepts to life and contains small assignments to consolidate understanding

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




Unit 1 (AS)

Chemistry for Life

The Elements of Life

Developing Fuels

Examination: 1 hr 15 min, compulsory short answer questions and questions requiring a longer answer. AS = 30% A Level = 15%

Unit 2 (AS)

Minerals to Medicines

Elements from the Sea,

The Atmosphere

The Polymer Revolution

Examination: 1 hr 45 mins, compulsory short answer questions and questions requiring a longer answer. AS = 50% A Level = 25%

Unit 3 (AS)

Chemistry in Practice

Internal assessment

Internal Assessment: Completed at intervals throughout the course. 5 different skill areas are assessed. AS = 20% A Level = 10%

Unit 4 (A2)

Chemistry of Materials

What’s in a Medicine?

The Materials Revolution

The Thread of Life

The Steel Story

Examination: 1 hr 30 min, compulsory short answer questions and questions requiring a longer answer. A Level = 15%

Unit 5 (A2)

Chemistry by Design

Agriculture & Industry

Colour by Design

The Oceans

Medicines by Design

Examination: 2 hr, compulsory short answer questions and questions requiring a longer answer. A Level = 20%

Unit 6 (A2)

Chemistry Individual Investigation

Internal assessment

Coursework: Assessment of 4 practical skill areas in the context of a single extended practical investigation A Level = 15%

Pathways to future careers/courses:

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



COMMUNICATION and CULTURE AS and A2

EXAMINATION BOARD: AQA

Why study Communication and Culture?

Programmes of study in Communication and Culture at this level will provide many opportunities for students to relate their own life experiences to contemporary academic debates. The specification requires the close examination of cultural practices, cultural products and the ways in which cultural meanings are communicated. Key features:

A dynamic area of study with a strong contemporary orientation

Excellent preparation for further study

Transferable academic, work-related and personal development skills

A framework for creative and stimulating case study work

Opportunities for independent and autonomous study as well as teacher-led case studies

An integrated programme of practical and academic activity

A valid and coherent AS qualification

Clear development and progression from AS to A2

A choice of coursework topics set in advance

What I will learn about?

At AS the focus is on the understanding of communicative codes in a cultural context. At A2 the focus shifts to the application and critical evaluation of these codes.


AS Unit 1-COMM 1: Understanding Communication and Culture

Examination: Four compulsory questions

This introductory unit looks at communication at a personal level and in the range of your own experience of culture and practices within our culture such as weddings, festivals, food, customs etc.

By the end of your first year you will need to be able to show that you can analyse and interpret such practices - what do you they mean, what do they tell you and other people about the beliefs and values of our culture and other cultures? What do 'cultural products' such as images, art, books, film, music, clothes and performances mean and communicate about ourselves and others?

In order to do this analysis you will need a 'toolkit', a set of methods for understanding what things mean. You will be taught these methods during your AS Level course and extend your knowledge of them in the second year of the course.



AS Unit 2-COMM 2: The Individual and Contemporary Culture

Coursework: 3 pieces of work

One written personal investigation 500 words

One written exploration 1000 words

One creative presentation for 8 minutes consumption

A2 Unit 3-COMM 3: Written examination paper: Two questions

Content There are three areas you will be expected to know and use:

• Theoretical Approaches e.g Feminist, Marxist, Post Modernist

• Key Concepts e.g. ideology, power, technology, discourse

• Sites of Culture e.g. Spaces and Places, Fictions and Objects of Desire

A2 Unit 4-COMM 4:

Coursework: two pieces of work One academic written response 2000 words One creative presentation (ICT) of 8 minutes consumption

Content

The Person is about the construction and maintenance of our personal and social identities, and in the ways in which these are communicated. The idea is to explore and investigate issues such as ‘body' image’,‘masculinity/femininity’, ‘bodily adornment’ and ‘body modification’.

Cultural Practice relates to the ‘Meanings and Practices of Everyday Life’. Here, social and cultural ‘rituals’ such as religious/secular festivals, school prize days, a day out to the seaside or shopping are analysed.

For each of those two contexts there will be a topic (which will change each year). This year (2010-11) the students are studying cinema and holidays as cultural products and practices.

Course requirements:

C grade in English Language



CRITICAL THINKING AS

EXAMINATION BOARD: OCR

Critical Thinking is the ability to interpret, analyse and evaluate ideas and arguments. It is skills based.

Why do Critical Thinking?

Captivates interest through innovative subject content

Helps develop thinking in any subject

Builds confidence and shapes opinions

No coursework

No revision overload

It teaches you, an invaluable lesson, how to think

Critical Thinking can now be taken as an AS and A2 exam

How it is taught?

You will be taught two or three lessons a week

You will develop the key skills and concepts in lessons. These will be tested every half-term by completing past exam questions

The lessons will normally be based around some topical issue in the news e.g. the right of a 66 year old woman to become a mother

You will learn the key skills of:

a) the ability to identify the structure of arguments b) the ability to recognise the value and limitations of assumptions and analogies c) the ability to support and challenge a range of arguments d) the ability to judge the credibility of evidence

Further information about the Critical Thinking AS Level is also available on the OCR website: www.ocr.org.uk



DESIGN AND TECHNOLOGY PRODUCT DESIGN (GRAPHIC PRODUCTS)

Examination board: EDEXCEL Specification Number: AS 8GR01

A2 9GR01

Why study Product Design?

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

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

James Dyson, Chairman, Dyson Ltd.

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

Freda Slack, Type Designer and Typographer, The Foundry.

What will I learn about?

The AS product design course is divided into 2 units:

AS

Unit 1 Portfolio of Creative Skills (Coursework)

In this unit students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation, design and manufacturing activities. Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making products.

Unit 2 Design and Technology in Practice

In this unit students will develop a knowledge and understanding of a wide range of materials and processes used in the field of design and technology. It is important for students, as designers, to learn about materials and processes so that they can develop a greater understanding of how products can be designed and manufactured. Students will also learn about industrial and commercial practices, and the importance of quality checks and the health and safety issues that have to be considered at all times.



A2

Unit 3 Designing for the Future

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

Unit 4 Commercial Design (Coursework)

In this unit, students are given the opportunity to apply the skills they have acquired and developed throughout this course of study, to design and make a product in collaboration with a real client/user group. Graphic Products has two clearly defined pathways, either ‘conceptual design’ (packaging/vehicle/products/point of sale design) or ‘the built environment’ (Architecture/Interior, Garden/Exhibition/Theatre design).

How is it taught?

There will be two teachers who will be jointly responsible for your progress. They will teach you in 5 lessons but you will be expected to advance your coursework projects in your own time as well. You will be encouraged to explore new technologies to develop your work such as 3D CAD packages or autoclaving composite materials (carbon fibre).

Pathways to future careers/courses

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



DESIGN AND TECHNOLOGY PRODUCT DESIGN (TEXTILES)


Why study Product Design (Textiles)?

D & T Textiles gives you the opportunity to develop your capacity to design and make textile products and to appreciate the relations between design, materials, manufacture and marketing. The subject will enable you to develop a wide range of skills, including working with others, thinking creatively and making quality products.


The AS product design course is divided into 2 units:

AS

Unit 1 Materials, components and application

This unit builds on the work that you did at GCSE and introduces you to subjects like understanding materials, production processes, the impact of cost and design and the history of design. This unit leads to a two hour examination which is 50% of the AS marks (25% of the full A level marks)

Unit 2 Learning through designing and making (coursework) This unit is the practical coursework . You will work on your own design with a range of materials and media to produce a portfolio of work and a textile product (s). The coursework accounts for the other 50% of the AS marks (25% of the full A level).

A2

Unit 3 Design and manufacture

This unit develops your holistic appreciation of the relationship between design and technology, or form and function. It is the academic part of year two and leads to a two hour written paper accounting for 25% of the total A level marks.

Unit 4 Design and making in practice

This is the practical coursework part of year two. You will create a textile project and record the processes you went through. Unit 4 accounts for the final 25% of the A level marks.



How is it taught?

You will have 5 lessons per week but you will be expected to advance your coursework projects in your own time as well.


Textile design could take you in to a number of exciting career paths such as being a textile designer, working as an interior designer, or in fashion merchandising and buying. The advertising and marketing profession always needs creative people too as does the manufacturing industry. You could also apply this A level to your portfolio of skills as a teacher! Textiles design goes well with other subjects. If you want a career in design you might also consider Art and Design, Business Studies or Computing as companion A levels.



DDRRAAMMAA AANNDD TTHHEEAATTRREE SSTTUUDDIIEESS AASS aanndd AA22

EXAMINATION BOARD: EDEXCEL Why study Drama and Theatre Studies

You enjoy Drama or have a genuine interest in theatrical arts

You are interested to explore how theatre is created from a technical perspective

You want a career in the arts / intend to study Drama in further education

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

It provides you with the tools to speak with confidence, enthusiasm and flare – an essential life skill in any career path

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

AS Level Unit 1: Exploration of Drama and Theatre A detailed exploration of two plays from the point of view of performers, designers and directors. You will perform extracts of both plays and will explore elements of the pieces through a series of practical workshops. You will record your work as a set of exploration notes (3000 words) drawn from practical and discussion work. You are also required to experience a piece of live theatre and submit a performance evaluation (1000 words). Unit 2: Theatre text in performance You will undertake a role in a production of a play. You will be assessed on the strength of your individual performance(s). The play you perform will be an exciting, contemporary play and will encourage you to explore new genres and ways of working. You will also be required to select and perform a monologue. You will be expected to rehearse this yourself. You will be assessed on the quality of your performance; voice, characterisation, expression etc, your understanding of the character you are portraying.



A2 Level Unit 3: Exploration of dramatic performance You will be required to create an original and unique piece of theatre from a given stimulus. Through a series of practical workshops and viewing a professional piece of live theatre, you will explore the work and style of a theatre practitioner. You will then be expected to create your performance in a similar style as the studied practitioner. You will be assessed on the research, development and analysis of your work as well as your performance. Unit 4: Theatre text in context Through a series of practical workshops, presentations and discussions, you will explore a text from the perspective of a theatre director. You will be supported in creating a unique concept for the studied text and will be expected to communicate your ideas through presentations, rehearsals and through written essays. You will work as a group to create, design and rehearse a brand new interpretation of the text for a performance. You will also explore a period of theatre history, focussing on a play from the given period. You will see a professional production of the play and compare and contrast how it would have been performed originally and how it is being performed today. You will communicate your ideas through presentations and through written essays. This unit is assessed in the form of a written exam. How will I be assessed? Unit 1: 20% Internally assessed Unit 2: 30% Externally assessed Unit 3: 20% Internally assessed Unit 4: 30% Externally assessed Pathways to future/careers/course This qualification has the support of higher education institutions as a specialist qualification for drama and theatre related courses, but equally it provides a worthwhile experience for students wishing to use it as part of the entry requirements into other subject areas. There are credible links with English Language, English Literature and Media and Communication courses. It is a useful qualification for students wishing to pursue a career that involves communication, people orientated skills and creativity.



ENGLISH LANGUAGE AS and A2

EXAMINATION BOARD: AQA SPECIFICATION: B

Why study English Language? At AS, this specification will enable candidates to explore the fundamental structures and functions of writing, speech and conversation and how language functions in different social contexts. At A2, the specification explores the nature and functions of language, how its key constituent parts have developed under the influence of a variety of contextual factors and how these changes may be analysed and evaluated creatively. The AS specification has 2 units:

Unit 1: Categorising Texts

Exploring and understanding spoken and written language in use

The roles of purposes, audiences and contexts and the impact of these pressures upon language

production and reception

An analysis and investigation of a variety of extracts taken from everyday sources

Unit 2: Creating Texts

Development of personal writing expertise through individual coursework

Writing to entertain, to persuade, to inform and to instruct

The use of register and style; characteristics of genres and sub-genres; the impact of language

choices (lexis and grammar) and discourse strategies; the purposes and skills of planning,

drafting and redrafting; the use of primary sources and of clear referencing of these materials;

skills associated with analysing and reviewing the writing process and the reception of their own

texts

The A2 specification has 2 units:

Unit 3: Developing Language

Language acquisition – the nature and functions of language acquisition and social development

of children from 0 – 11 years

Language change – historical and contemporary changes in the English Language from Late

Modern English (1700+) to the present day



Unit 4: Investigating Language

Coursework exploring and analysing language data

Data collection methodology

Analysis and interpretation of data using appropriate linguistic methods and techniques

Evaluation and investigative conclusions

In addition, you will be expected to produce a media piece based upon the research and findings of

your investigation, aimed at a non-specialist audience.

How will I be assessed? AS Unit 1 External exam: 1 hour 30 minutes Weighting: 60% of total AS/30% of total A Level marks AS Unit 2 Coursework Weighting: 40% of total AS/20% of total A Level marks A2 Unit 3 External exam: 2 hours Weighting: 30% of total A Level marks A2 Unit 4 Coursework Weighting: 20% of total A Level marks


2 x B grades at GCSE



ENGLISH LITERATURE AS and A2

EXAMINATION BOARD: AQA SPECIFICATION: A

Why study English Literature? At AS, this specification will allow centres to construct a coherent course of study in The Struggle for Identity in Modern Literature. Candidates will study three texts (one of each genre) in detail, plus three texts for wider reading and contextual support. A suggested wider reading list is provided. At A2, the specification synthesises the skills and learning of the whole course. Candidates will prepare for a paper which will contain unprepared passages for close study, comparison and critical commentary on a theme (for the next five years this will be ‘Love Through the Ages’). In Unit 4, candidates will be encouraged to reflect on ways of reading and writing about texts.

What will I learn about? AS Unit 1 - Texts in Context

This unit assesses the poetry set text plus candidates’ wider reading in their chosen area of study. Candidates answer two questions: one on the poetry text, the other linking their wider reading to the focus of a given extract. AS Unit 2 - Creative Study

This unit assesses the set prose and drama texts. Candidates produce a coursework folder containing two pieces of writing comprising 2,500 words in total. A2 Unit 3 - Reading for Meaning

Literature of Love on the theme Through The Ages, including the three genres of prose,

poetry and drama

Literature written by both men and women

Literature through time (from Chaucer to the present day)

Some non-fiction texts

A2 Unit 4 - Extended Essay and Shakespeare Study

The study of three texts, none of which will have been studied at AS and one of which will be a

Shakespeare play

An extended essay which will compare the three texts of the candidate’s choice



How will I be assessed? AS Unit 1 Written paper: 2 hours Open book Weighting: 60% of total AS marks 30% of total A level marks AS Unit 2 Coursework Weighting: 40% of total AS marks 20% of total A level marks A2 Unit 3 Written Paper: 2 hours 30 minutes Closed book Weighting: 60% of total A2 marks 30% of total A Level marks A2 Unit 4 Coursework Weighting: 40% of total A2 marks 20% of total A Level marks


The skills of analysis, perception and communication you develop during this course are important in many fields of employment and are highly regarded by institutions of higher education. Your increased confidence in speaking and listening situations within a group and individually will be valued and extremely useful beyond school.


2 x B grades at GCSE



WHAT IS THE EXTENDED PROJECT QUALIFICATION?

What is it worth? It gives a graded qualification which is the equivalent of an AS level. It is like all other AS levels but you can achieve an A* in it.

Why might I enjoy the extended Project? · Inspiration - You have the freedom of choice to selecting your Project topic, which can relate to an

area of study or an area of wider personal interest. · No exams - The Project offers students a new method of study, allowing you to demonstrate your

abilities using the approach you prefer. There are no exams, so it will appeal to you if you are better suited to coursework.

· Skills - The Project encourages you to develop a broad spectrum of skills, such as independent

learning; initiative; project management; planning; research; problem-solving; and presentation skills. These skills will be used over and over again in the worlds of work and higher education.

· Challenge - It will challenge you as it will probably be longest project you have ever done. The best

projects are considered to be as good as a University dissertation. · University style teaching - It gives you the chance to experience one-to-one tutorials and seminar

teaching.

What do I actually have to do?

Choose a topic to study

Complete a Production Log to document the project process

Plan, research, carry out and evaluate your project

Prepare and deliver a presentation on the outcome

The Extended Project provides you with an opportunity to carry out an in-depth study into an area of interest to. In doing this you could write a dissertation, write a report, or create an artefact and accompanying essay



Some examples of projects students have completed before:

What are the chances for peace in the Middle East? (Dissertation)

Was the British Empire a mistake? (Dissertation)

'Communism, even at its worst, was better than Nazism because it was an enlightened philosophy'. Do you agree? (Dissertation)

Is there a perceptible difference between organic and non-organic food? (Investigation)

Does sexism still exist? (Investigation)

Portrait and personality - make a series of 2D or 3D images that are based on the theme of

portraiture (Artefact)

Recycled – design and make a collection of sophisticated jewellery or body adornment from unconventional recycled materials (Artefact)

Why do universities value this qualification?

Top universities have been very supportive of the Extended Project, with many stating how much they value the skills it develops. Students who have already completed it report that it proves very valuable and is a contributing factor towards university offers being made. Students not only can talk in their personal statements and at interviews about their own original research, they are far better prepared for the demands made on them when they eventually enter university.

There are several reasons why universities value the Extended Project:

It shows you are able to pursue your own academic interests beyond the confines of the school curriculum (as you do at university)

It demonstrates that you are capable of undertaking exactly the kind of independent research and writing that will be part of your university study

It shows that you can benefit from one-to-one tutoring and seminar teaching, both of which are central to university teaching (especially at Oxbridge)

It makes you stand out from other candidates: with increasing numbers of students reaching the top grades in their AS and A2 exams, it is helpful for universities if you can differentiate yourself

What do universities say about the Extended Project:

Newcastle University: ‘We value the skills or research and independent learning that the Extended Project is designed to develop. We welcome applications from students offering the Extended Project alongside A levels’.

Cambridge University: ‘The Cambridge Colleges welcome the introduction of the Extended Project … primarily because of the benefit we recognise in the skills it will develop in learners and the consequent easing of the transition from study in secondary to higher education.’

Glasgow University: ‘The University very much values the Extended Project and its role in preparing students for a successful higher education experience…in highly selective areas preference may be given to students entering from 2010 with A-levels, who also offer the Extended Project for entry.’

Warwick University: ‘Warwick welcomes the development of the Extended Project and we anticipate that this qualification will assist in our assessment of an applicant’s potential to succeed at undergraduate level study.’



FINE ART AS and A2

EXAMINATION BOARD: EDEXCEL (FINE ART ENDORSED) LENGTH OF COURSE: 1/2 Years

Why Study Art?

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

‘AS Level’

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

Aims:

The aims of the Advanced Subsidiary and Advanced Edexcel GCE in Art and Design are to encourage students to develop, intellectual, imaginative, creative and intuitive powers investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement. An independence of mind in relation to developing ideas, refining intentions and personal outcomes, and enjoyment of art, craft and design are crucial. The experience of working with a broad range of media, including traditional and new media technologies, understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate are to be analysed. Also an understanding and application of art, craft, design and media in contemporary and past societies should be evident.

Course Content:

Unit 1: Coursework – Thematic Enquiry: (AS 60% / A LEVEL 30%). Internally set and marked. Externally moderated. Students will have the opportunity to generate practical work, ideas and research from primary and contextual sources. They will experiment with media and processes, and develop and refine their ideas, presenting final outcomes.

Unit 2: Externally Set Assignment: (AS 40% / A LEVEL 20%).Externally set. Internally marked. Externally moderated. The paper consists of one broad based thematic starting point. The aim is to encourage independence in the development of their ides, intentions and response.



Unit 3: Coursework (Thematic Enquiry) and Contextual Study: (A LEVEL 15%). Internally set and marked. Externally moderated.

(a) Students will have the opportunity to generate practical work, ideas and research from

primary and contextual sources. They will experiment with media and processes, and develop and refine their ideas, presenting final outcomes.

(b) Students should submit a linked personal study of 1000-3000 words based on themes and starting matter developed from the practical work.

Unit 4: Independent Study: (A LEVEL 20%). Externally set. Internally marked. Externally moderated. The paper consists of one broad based thematic starting point. The aim is to encourage independence in the development of their ides, intentions and response.

Assessment Objectives A01 Develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. A02 Experiment with and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work develops. A03 Record in visual and/or other forms ideas, observations and insights relevant to their intentions, demonstrating an ability to reflect on their work and progress. A04 Present a personal, informed and meaningful response demonstrating critical understanding, realising intentions and, where appropriate, making connections between visual, oral or other elements.

Career Opportunities

There are many careers for which an Art background is essential or relevant so students may wish to study Art to support a future career choice such as advertising, publishing, the media, architecture, museum and art gallery work, photography, film-making, animation, three dimensional design, ceramics, fashion, textiles, interior design, landscape gardening, illustration and the teaching of art at any level.

Requirements

Students must have studied Art at GCSE level and have achieved at least a grade ‘B’. This will provide the appropriate foundation for success at AS and A level. Students must also have an open mind and be positive in studying fresh and exciting ideas, techniques, whilst critically analyzing artists both Historical and Contemporary.



FRENCH & SPANISH AS and A2

EXAMINATION BOARD: AQA SPECIFICATION NUMBERS: French AS/A2 Level - 2650 Spanish AS/A2 Level - 2695

Why study French and/or Spanish?

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

What will I learn about? The AS courses for French/Spanish have two units and cover:

Media: TV, advertising and communication technology

Popular culture: cinema, music and fashion/trends

Healthy living/lifestyle: sport/exercise, health and well-being and holidays

Family/relationships: relationships within the family, friendships and marriage/partnerships

A Level consists of the two AS units studied in the first year plus A2 units in the second The A2 courses for French/Spanish have two units and cover:

Environment: pollution, energy and protecting the planet

The multi-cultural society: immigration, integration and racism

Contemporary social issues: wealth and poverty, law and order and the impact of scientific and technological progress

A cultural topic: the study of a target language speaking region/community or the study of a period of 20th century history from a target language-speaking country/community or the study of a novelist/dramatist/poet from a target language-speaking country/community or the study of a director/architect/musician/painter from a target language-speaking country/ community



How are the languages taught?

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


AS = units 1 and 2 A2 = units 3 and 4 A Level = units 1, 2, 3 and 4 Unit 1: Listening, Reading and Writing

Externally Examined Written Paper: 2 hours Weighting: 70% of total AS/ 35% of total A Level marks

Candidates answer a range of questions based on approximately 5 minutes of heard material and on a selection of written stimulus texts. They also respond in writing to a question based on one of the AS topics.

Unit 2: Speaking Test

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

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

Unit 3: Listening, Reading and Writing

Externally Examined Written Paper: 2 hours 30 minutes Weighting: 35% of total A Level marks

Candidates answer a range of questions based on approximately 6 minutes of heard material and on a selection of written texts. They also respond in writing to a question based on one of the four A2 cultural topic areas.

Unit 4: Speaking Test

Speaking Test: 35 minutes (including 20 minutes preparation time) Weighting: 15% of total A Level marks

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

Interested? Want to gain a highly respected qualification in a faculty which has a proven track record of success at all levels? See Mr Creegan in L6 or your modern languages teacher for more information about the French and Spanish AS and A2 courses.



GENERAL STUDIES AS and A2 EXAMINATION BOARD: AQA SPECIFICATION NUMBER: AS level 1761 1 level 2761

Why General Studies?

General Studies is part of the additional curriculum provided for Post 16 students. Due to the extensive range of the syllabus, it will support your programme of AS and A level study in other subjects and in turn will be supported by them. It will give you an additional AS and A level qualification which is obviously a marketable commodity for them applying to university. It is allocated two lessons in the lower sixth and one in the upper sixth. All Higher Education provision and preparation is through the General Studies programme and is therefore, compulsory for all lower sixth students who are intending to apply to university. It is optional for upper sixth students although most university candidates continue with the subject.

What will I be taught?

Much of the course is current affairs and therefore, the content will change and respond to international and national events. However, it is likely that the following topics will be addressed. Israel and the Middle East, Zimbabwe, Role of Charities, Britain and Europe, Animal Experimentation, British Political System, North Korea and Environmental Issues. We would expect students of their age and ability to be interested in the world around them and they are provided with Time and Newsweek periodicals, The Guardian, Daily Telegraph and The i. It is also recommended that students regularly watch an in depth news programme such as Newsnight on BBC2 or Channel 4 News.

Summary of Subject Content

Unit 1: AS Culture & Society

The similarities and differences between cultures, nature and use of language

The role of artists and art in society, examples of art works and major artistic movements

The role of religious and value systems, beliefs and values, tolerance and moral issues

Freedoms, rights and responsibilities

Evaluating the media and recognising bias

The British political system and the role of the monarchy



Unit 2: AS Science and Society

The origins of the universe, natural forces and sources and forms of energy

Human and social behaviour and approaches to social studies and policy

Commerce and industry and the impact of political and economic issues on science, society and the environment

Mathematics in science and society

The impact and implications of new inventions

Moral dilemmas surrounding the work of scientists

The impact and social, ethical and environmental implications of scientific discoveries and inventions

Research methods in science and social science

Unit 3: A2 Culture and Society

The role and responsibility of artists

The dilemmas and complexity of a multi-faith and pluralist society

The power of language and images to transmit, persuade or distort; ‘spin; and propaganda

Processes, problems and responsibilities of a democracy

Social interaction at personal, local, national and international levels

Unit 4: A2 Science and Society

The concept of life and matter

The approach of different social sciences to our understanding of people and problems

Solving world problems; co-operation and intervention

The nature of hypothesis and theory in scientific development

Commenting on data and representations of data; interpreting results and assessing implications

The contribution of science and technology to lifestyles in different societies


Unit 1: AS Culture and Society Written paper, 1 hour 30 minutes 50% of total AS marks, 25% of total A Level marks Two sections:

Section A – 30 objective test questions

Section B – compulsory source analysis questions



Unit 2: AS Science and Society Written paper, 1 hour 30 minutes 50% of total AS marks, 25% of total A Level marks Two sections:

Section A – 30 objective test questions

Section B – optional source analysis questions

Unit 3: A2 Culture and Society Written paper, 2 hours 25% of total A Level marks Three sections:

Section A – compulsory source evaluation exercise

Section B – choice of one essay on culture

Section C – choice of one essay on society

Unit 4: A2 Science and Society Written paper, 2 hours 25% of total A Level marks Two sections:

Section A – short answer questions based on pre-released case study and unseen extracts in the exam paper

Section B – choice of one essay on science and society



GEOGRAPHY AS and A2


Why study geography?

Students with AS or A2 Geography have access to a wide range of possible careers and higher education opportunities. You learn a wide range of transferable skills through the course including collecting, analysing, and interpreting data and identifying and developing skills between different parts of the subject. The skills are in great demand and are recognised by employers and universities as being of great value. Geography combines well with most other subjects and supports applications for almost any science or Humanities course at university.


The course is divided into 4 units. At AS students will study units 1 and 2, these include both Human and Physical Geography. In each students will consider their own values and attitudes to the issues being studied and support their study Case studies. Candidates will also develop a variety of geographical skills, which will broaden and deepen existing knowledge and be employed with a greater degree of interdependence. At A2, candidates will continue to study both Human and Physical geography.

Unit 1 Physical and Human

Geography

Unit 2 Geographical skills

Unit 3 Contemporary

Geographical Issues

Unit 4 Geography Field

work investigation

Externally assessed

Externally assessed Externally assessed Externally assessed

70% of AS marks and 35% of A2 marks

30% of AS marks and 15% of A2 marks

30% of total a level 20% of total A level marks

Rivers and Coasts. Population and Health Issues

Basic investigative, ICT, graphical,

cartographical and Statistical skills.

Research skills and fieldwork

Three of the following: Hazards

Weather and climate Ecosystems World cities

Development and Globalisation

Candidates conduct their own fieldwork

and answer questions on it

Pathways to future careers and courses

Geography can be taken at university in many different forms and can lead to either a BA or a BSc. In its own right Geography can lead to careers in many different areas. The skills learnt in Geography are recognised by employers in all areas such as accountancy, lawyers and education. Geography does not limit or narrow your choices. It is a superb opportunity to learn about the world as a whole. I believe it is the one subject which links or connects all others. Anything or anyone that impacts on our world is of concern to the Geographer.



GOVERNMENT AND POLITICS

EXAMINATION BOARD: OCR (H095)

Entry Requirements

You do not need to have studied Government and Politics at GCSE in order to take an AS or A2 GCE course in the subject. It is more important that you should have a lively and enquiring mind, an interest in politics and current affairs, a desire to explore new ideas and an ability to communicate your ideas effectively.

This course will appeal to students who:

Enjoy debating current affairs and politics generally Have a keen appreciation of the need to participate in the decision-making process Like doing a subject that affects your everyday life Like doing a subject that offers the opportunity to progress to a career in politics Want to keep your options open. Politics can be a useful choice for a wide range of careers and

can be combined with a wide range of science, social science and humanities subjects

What could I go on to do at the end of my course?

Students with AS or A2 GCE Government and Politics have access to a wide range of possible career and higher education opportunities. You learn and use a variety of transferable skills throughout the course. These include collecting and analysing information and evaluating different political ideas and systems. Your written communicational skills will develop greatly as will your ability to question information given to you. These skills are in demand and are recognised by employers, universities and colleges as being of great value.

Government and Politics combines well with a range of science, social science and humanities subjects to lead to University courses in such areas as business, economics, law, media, philosophy and of course, politics.

Students who choose not to go on to higher studies will have well developed transferable skills that will allow them to explore a wide range of employment opportunities.

AS Level Units

Unit 1: F851 – Contemporary Politics of the UK Unit 2: F852 – Contemporary Government of the UK

Advanced (A2) Level Units

To be confirmed at a later date



HISTORY AS and A2

EXAMINATION BOARD: EDEXCEL

What is History?

History is broad and diverse, it is as long ago as the most ancient civilizations or as current as yesterday's newspaper. Every moment but the present moment is part of the past and each can be the object of historical study. History encompasses every dimension of human interaction, including social life, the economy, culture, war, thought, and politics. AS and A2 History students study individuals, groups, communities, and nations from every imaginable perspective-employing all the techniques of the humanities and social sciences to raise questions and probe for answers.

Why is History useful?

As a History student you will learn to examine issues critically and creatively, grasp details while seeing the big picture, and think boldly but flexibly enough to change your opinions when change is warranted. You will become better at evaluating critically the significance and usefulness of primary and secondary material. You will gain confidence as a self-directed learner: defining your own questions and setting your own goals. You will learn the importance of assembling, organising and presenting your ideas, clearly and coherently. Moreover, studying History will provide you with a multifaceted insight into human experience and help you to make sense of a complex, globalising world.

What will I study?

Our AS and A2 History course offers both breadth and diversity covering many time periods, countries and topics. At AS you will study:

Pursuing Life and Liberty: Equality in the USA, 1945-68 (Social History)

Ideology, Conflict and Retreat: the USA in Asia, 1950-73 (Military and political History)

Britain, c1860-1930: The Changing Position of Women and the Suffrage Question (Social and political History)

At A2 you will study:

Rebellion and Disorder in Tudor England, 1485-1587 (Religious, political and social History)

Britain and the Challenge of Fascism: Saving Europe at a Cost? c1925-60 (Military, political, social and economic History)



How will I be taught?

You will be encouraged to ask questions and develop informed opinions based upon wide reading coupled with the ability to write clear, literate, analytical accounts. A variety of teaching methods will be utilised including seminars, debates, one-to-one conversations, quizzes, group-presentations and teacher-student discussions. Your ability to work independently and form your own understanding and interpretations will be constantly promoted.


The two AS Units in Year 12 will be assessed by two written exams; both will be 1 hour 20 minutes in length. At A2, candidates will sit one written 2 hour examination on the topic ‘Britain and the Challenge of Fascism’ (60% of total A2 marks) and complete coursework (2 x 2000 words) on ‘Rebellion and Disorder in Tudor England, 1485-1587’ (40% of total A2 marks).

Where will History take me?

The skills and knowledge you learn when studying History are valuable in themselves. They are also highly sought after by employers. A number of students each year choose to continue their enjoyment of History at university by taking a History or a History related degree. History graduates gain employment in a range of fields. The most popular of these are currently law, business and finance, national and local government, non-governmental organisations (both national and international), journalism and publishing, teaching, library and museum work, and research-based careers of all kinds. Famous History graduates include ex-Prime minister Gordon Brown, QC Michael Briggs, Prince Charles, writer Salman Rushdie, general of the National Criminal Intelligence Service John Abbot, chairman of the Sony corporation Sir Howard Stringer, head of the press office for ITN Lesley Anne Dawson, chairman of Manchester United, Gerald Corbett comedian Sacha Baron Cohen, aka Ali G and presenter Jonathan Ross.

Where can I find out more information on the course?

You can visit the History pages on the Tuxford Academy website, speak to your history teacher or attend an open evening.

What do current History students say about the course?

Y13 Lauren: “I really enjoyed the course, as both years have been very insightful and the skills I have learnt will benefit me in the future.”

Y12 Andy: “Apart from being intensely interesting, I feel justified in saying that having an A-Level in History opens many doors in the future.“



ICT AS and A2

EXAMINATION BOARD: WJEC SPECIFICATION NUMBER: AS Level - 2241 A2 Level - 3241

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

What will I learn about? During this course you will:

Gain advanced skills in a wide variety of software packages

Develop strong problem solving skills

Learn essential report writing and research skills

Create an interesting project that covers, DTP and Web design

Obtain a qualification that will make you attractive to future employers

Develop the ability to analyse, appraise and make critical judgements in using ICT

How is it taught? There is no requirement to have taken ICT at GCSE level although the standard competence at Maths and English is required. Therefore, there will initially be some up skilling so that all pupils have a basic ability. Beyond this, the course at both AS and A2 is based around coursework, which, will be worth 40% of the final mark.

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

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

How will I be assessed? AS module 1 – 60% Exam – Information Systems AS module 2 – 40% Project Work – Presenting Information

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



MATHEMATICS AS

EXAMINATION BOARD: OCR SPECIFICATION NUMBER: 3890 Why study Mathematics? If you wish to follow

an Engineering course at university

a Mathematics related degree

any Medical course

any Science related course

Accountancy/Economics

If you are good at it and are likely to achieve at least a good grade B at GCSE If you enjoy the challenge of working through logical tasks


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

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

Mechanics – further work on understanding how a mass is used to model real life situations.


Statistics 1 exam in January Core 1 and Core 2 (Pure Maths) exam in June


An AS level in Mathematics is highly regarded by all universities and any future employment.

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

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



FURTHER MATHEMATICS AS

EXAMINATION BOARD: OCR SPECIFICATION NUMBER: 3892

Why study Further Mathematics?

If you wish to follow:-



any Medical course



If you are good at it and are likely to achieve at least a good grade B at GCSE. If you enjoy Mathematics and have already decided to follow the AS course.

Quote in The Times following the discussion on raising tuition fees:

“Universities are looking for Further Maths as well as A* grades at A2 to help them decide which students to offer their places to.” (The Times weekend of 12th November 2010).


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

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


Decision 1 in January Further Pure 1 and Decision 2 in June


An AS level in Further Mathematics is highly regarded by all universities and any future employment.

AS level Further Mathematics will put you in a very strong position when applying for a place on a degree course in any type of Engineering, Accountancy and any Science based course at university.

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



MATHEMATICS A2 EXAMINATION BOARD: OCR SPECIFICATION NUMBER: 7890 Why study Mathematics? If you wish to follow



any Medical course



If you are good at it and are likely to achieve at least a grade D at AS. If you have enjoyed the challenge of working through logical tasks.


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

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


Mechanics 1 in January. Core 3 and Core 4 (Pure Maths) in June.


An A2 level in Mathematics is highly regarded by all universities and any future employment.

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

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



FURTHER MATHEMATICS A2


Why study Further Maths? If you wish to follow:


a maths related degree

any medical course

any science related course

accountancy

If you have achieved at least C in both Maths and Further Maths AS. If you enjoy the challenge of a logical task. Further Mathematics is a highly prestigious A2 which will enable you not only to optimize your A2 Maths grade but also to enhance chances at any university course


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

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


Statistics 2 in January Further Pure 2 & 3 in June or, Further Pure 2 and Mechanics 2 in June

Pathways

An A2 in further maths is even more highly regarded by universities and any future employment.

Universities are likely to reduce requirements for conditional offers if you have A2/ F maths by at least a grade; AAA - ABB.

Future promotion in reputable companies/firms.



MUSIC AS & A2 Level EXAMINATION BOARD: OCR SPECIFICATION NUMBER: H142: AS Level H542: A2 Level

Why study Music?

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

The Course at AS Level

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

120 marks

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

90 Marks

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

90 Marks



The Course at A2 Level G354: Performing Music 2 (Interpretation): Candidates are required to demonstrate interpretative skills and understanding through performing and in discussion with the examiner. The performance will be a focussed recital, performed as a soloist, a member of an ensemble, or as an accompanist, but not a mixture of these roles. Candidates are required to have listened to, and compared, at least two interpretations of music relevant to the style or genre that is the focus of their Recital in and to have supported their study by appropriate research. Candidates will be questioned on their listening, composition and research as part of a viva voce interview. 120 Marks

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

G356: Historical and Analytical Studies in Music: Candidates should develop their knowledge and understanding of the two Areas of Study, Tonality and Interpretation. They should become familiar with the expressive features found in music that interpret text or other subject matter and with the ways in which this interpretation can create dramatic tension, characterisation, mood or feeling as appropriate to the genre, within the structural integrity of the whole. Candidates should also study the expressive use of tonality in response to words or other stimulus. 90 Marks

Assessment of the course Performing is assessed by visiting examination through recital and a short viva voce interview. Composing is assessed through a centre marked portfolio (part of which is compiled under controlled conditions), which is externally moderated. Listening/Analysing is assessed by an externally set and marked examination.



A LEVEL PHILOSOPHY & ETHICS

The course followed is OCR Religious Studies: Philosophy & Ethics

Philosophy and Ethics is the fastest growing A level subject in the country. It is a useful stepping stone to many careers (for example, medicine, social work, law, the armed services, police force, journalism, teaching and many more) as it helps to understand what people believe and how these beliefs affect their lives.

The units studied at AS are:

Philosophy

Plato: the analogy of the cave; the concept of Forms Aristotle: ideas about cause and purpose in relation to God The concept of God as creator The goodness of God Traditional arguments for the existence of God Challenges to religious belief: problem of evil; religion and science

Ethics

Absolute and Relative Morality Natural Law Kant and the Categorical Imperative Utilitarianism: the views of Bentham and Mill Christian Ethics Medical ethics: abortion, euthanasia, the right to life, the right to a child; genetic engineering and embryo research Peace & Justice

The course is assessed by 2 exams, 90 minutes each. These are taken in June. There is no coursework element

Students are encouraged to have Full Course GCSE RS, although students will be accepted with a grade B at short course

We recommend students have a B in English to ensure they can access the reading/writing that comes with the subject

The course will continue onto A2, so don’t hesitate to ask about course content for the 2 years



PHYSICAL EDUCATION AS and A2

EXAMINATION BOARD: OCR SPECIFICATION NOS: G451, G452, G453, G454

Content During the AS course you will develop knowledge and skills to help you understand the impact of physiology in sport; you will also look at how we acquire movement skills and the impact this can have on sporting performance. You will be given excellent opportunities to build on your practical experience and improve your skills and techniques across a variety of roles.

The A2 course enables you to further develop your understanding of physiological and historical aspects of sport. You will be given the opportunity to utilise the knowledge and understanding developed during the course to improve your own personal performance as a performer, coach/leader of official.

Assessment AS: Section 1 consists of 3 theory units which include Anatomy and Physiology, Acquiring Movement Skills and Socio-Cultural Studies (60%)

AS: Section 2 consists of; - Personal Performance - Assessment in 2 activities or performance of one activity and coaching/officiating in another - Evaluating and Planning to Improve Performance (EPIP) The AS course is assessed in the following way – 60% Theory (exam) & 40% Practical (note this is very different to GCSE where the assessment is 40% Theory & 60% Practical).

A2: Section 1 of A2 consists of 2 theory units, including; Historical and Comparative Studies and Exercise Physiology.

A2: Section 2 consists of:

- Personal Performance - Assessment in only 1 practical activity - Continued evaluation and planning to improve performance

The A2 course is assessed in the following way – 70% Theory (exam) & 30% Practical.

How is AS/A2 PE taught? Delivered over 5 lessons, of which at least 1 will be devoted to practical work.

Entry Requirements - 6 GCSEs at A*-C including B grade or higher in GCSE Physical Education - Player/official/choreographer at a club level

Contact Teacher Mr Longmore: Head of Physical Education/Progress Leader Miss Aisthorpe: Curriculum Teaching & Learning Leader/AS co-ordinator



PHYSICS AS


Why study Physics?

Physics explores our understanding of the physical phenomena of our environment, from sub atomic particles to the actions of the Universe. It challenges the mind to look beyond its usual parameters. Physics is classed as a blue ribbon qualification; it is highly respected by top Universities and Professional Institutions. Physics develops the problem solving skills that are sought by employers and research establishments. It also develops practical and ICT skills whilst opening up the world of technology.


The AS Physics course is divided into 3 modules:

Mechanics – which explores kinematics and the motion of vehicles such as cars, aircraft and trains, including safety advances in their designs. Dynamics and an explanation for why objects move in the ways they do. Work, energy, power and pressure. Materials are also examined

Electrons, Waves & Photons – electrical principles are investigated and an understanding of the operation of electronic and electrical circuits. The modern quantum theories of Einstein and wave- particle duality are examined using wave and particle models, leading to an understanding of how the make up of stars can be found. Electromagnetic waves are investigated; wave behaviour is explored. Research into the advances in technology achieved through digital communication and fibre optics, as well as music technology

Practical Skills - internal assessments testing qualitative (without numbers), quantitative (with numbers) and evaluative skills are carried out

How is it taught?

At Tuxford our record of success can be held up with pride against any school or college in the County. At present we have 31 students studying Physics at AS/A2 level! Over the last 11 years we have a 100% pass rate at A2 level achieving 18 grade ‘A’s. Two students have moved on to Oxford, many others to the top 10 Universities. We value all our students and have enabled each to achieve excellent results compared to their predicted grades. Our teaching ethos is to focus on the individual in a very supportive, good humoured and caring environment. Extra study clinics are regularly put on to enable students to learn using the very latest techniques.



How will I be assessed? Mechanics - 30% of AS (June Module) 1 hour written paper. 60 marks Electrons, Waves and Photons - 50% of AS (June Module) 1¾ hour written paper, 100 marks

Practical Skills - 20% of AS (Continuous Assessment) Internal assessment. 40 marks Resit opportunities are available throughout the second year.


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



PHYSICS A2


Why study Physics at A2? Physics at A2 builds on the knowledge gained from the AS course, the final grade is a combination of the two years, 50% of the marks combine from each year to give a final grade. The modules studied are much deeper and stimulating. They challenge our minds to look further than the familiar. Clear understanding is achieved from the scale of sub atomic particles such as quarks to the vast expanses and mysteries of our Universe. Are you up to the challenge?


The Newtonian World Orbits and circular motion are investigated. Momentum and Newtons laws are tested for different objects. Gravitational fields, SHM and thermal physics are also considered.

Fields, Particles and Frontiers of Physics Electric and magnetic fields are compared. The nuclear atom, fissia and fusia are studied. Medical imaging includes an assessment of X rays, ultrasound, MRI and PET scanning. In modelling the universe we look at the structure of the universe, astronomical distances, modern cosmology, the evolution and future of the universe.

Practical Skills Internal assessments testing qualitative (without numbers), quantitative (with numbers) and evaluative skills are carried out.

How will I be taught?

As stated in the AS information, our record is one to be proud of. All students passing successfully from the AS course achieve excellent results compared to their predicted grades. Over the last 9 years 100% of the students passed their A2 qualification, 17 students achieving grade ‘A’s. Two students have moved on to Oxford, many others to the top 10 Universities. Lessons use a wide variety of resources, with extensive use of practical and ICT to reinforce knowledge. Our teaching ethos is to focus on the individual in a very supportive, good humoured and caring environment. Extra clinics are regularly put on to increase achievements in module examinations and coursework.



How will I be assessed? As provider 50% of AS marks

The Newtonian World - 15% of A2 (January Module) 1 hour written paper 60 marks

Fields, Particles and Frontiers of Physics - 25% of A2 (June Module) 1¾ hours written paper 100 marks

Practical Skills - 10% of A2 (Continuous Assessment) Internal assessment 40 marks


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



PSYCHOLOGY AS and A2

EXAMINATION BOARD: OCR SPECIFICATION NUMBER: AS Level – H168 A2 Level – H568 Why study Psychology? Psychology is the scientific study of behaviour and experience. The AS and A2 courses are a refreshing and stimulating alternative to the traditional GCSE subjects and students enjoy the demands of this challenging course. Now one of the most popular choices of degree at university, it embraces a wide range of disciplines complementing both science and arts based subjects.

What will I learn about? In Year 12 we learn about 15 core studies and what they tell us about our behaviour and experience. These illustrate the scope of psychology and the range of methods that psychologists use to gather their evidence. They include:

a study that looks at addiction to gambling on fruit machines

an account of the first successful attempt to teach a form of language to a chimpanzee

one of the first accounts of the phenomenon of multiple personality

a study that creates a mock prison to see how everyday people behave when asked to take on the roles of guards or prisoners

an experimental study that explores the world of people with autism

In Year 13 we look at two areas of psychology in detail:

Forensic psychology e.g. how we can create criminal profiles

Health and clinical psychology e.g. how can depression be treated?

How is it taught? Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. Discussions, debating, presentation, videos, lectures, research, experiments and study visits offer a varied and interesting approach.

How will I be assessed? Work is examined at the end of Year 12 for the AS level. Successful students will be able to progress to the A2 course which will be examined at the end of Year 13. The style of exams incorporates essay writing and short answer questions. A practical project is designed in Year 13.

Pathways to future careers/courses An A level in psychology is taken as seriously as an A’ level in other subjects when applying to universities. This is a popular course which students enjoy but it is also a serious subject.

Employers like students with a qualification in psychology because it demonstrates a high level of analytical thinking along with a good knowledge of people skills. Psychology graduates are valued for their strong communication skills. It is a subject which is useful in just about all fields of work so by choosing to study psychology now you are not limiting your future options. Entry requirements: 5 GCSEs A* - C including a grade B in English (Language or Literature).



SOCIOLOGY AS and A2 The sociologist is someone concerned with understanding society in a disciplined way. They will naturally be interested in the events that engage people’s ultimate beliefs, their moments of tragedy, grandeur and ecstasy, but they will also be fascinated by the commonplace, the everyday. It can be said that the first wisdom of sociology is this – things are not what they seem. Social reality turns out to have many layers of meaning. The discovery of each new layer changes the perception of the whole.

The AS unit consists of two modules-

AS Unit G671: Exploring Socialisation, Culture and Identity

This unit introduces candidates to key concepts associated with developing a sociological understanding of the contemporary social world. It is intended to introduce the AS core themes of culture, socialisation and identity, whilst concurrently introducing and exploring how sociologists collect their data. Links between methods of sociological enquiry, contemporary social policy and the core themes are encouraged throughout the teaching of this unit.

There are seven key issues to consider:

1. The formation of culture

2. The process of socialisation

3. The role of socialisation in the creation of identities

4. Exploring the research process

5. Exploring the use of quantitative data-collection methods and analysis in the context

of research

6. Exploring the use of qualitative data-collection methods and analysis in the context

of research

7. Exploring the use of mixed methods in the context of research

AS Unit G672: Sociology of the Family

The family is a central institution of socialisation and a main transmitter of culture in the contemporary UK. Studying this option should allow candidates to explore contemporary family structures, relationships and changes and offers a real opportunity for them to reflect on their own social experiences of family life, culture and socialisation.

There are four key issues to consider:

1. Key concepts and key trends within the family

2. The role of the family in society

3. Family diversity

4. Roles, responsibilities and relationships within the family



The A2 unit also consists of two modules-

A2 Unit G673: Power and control - Sociology of Crime and Deviance In this option, candidates explore issues of power and control through a detailed study of crime and deviance. The social construction of crime and deviance are emphasised and the role of agencies of social control and the law are explored. It aims to give an overview of different theoretical approaches to the study of crime and deviance. It explores the following five key issues: 1. The definition and measurement of crime and deviance

2. Trends, patterns and explanations of crime and deviance

3. Patterns and explanations of victimisation

4. The role of agents of social control in the construction of crime and deviance

5. Solutions to the problem of crime

A2 Unit G674: Exploring Social Inequality and Difference This unit builds on the knowledge and skills acquired in the AS units and seeks to develop links between the nature of sociological thought, the methods of sociological enquiry and the core sociological themes of power, social inequality, socialisation, culture and identity. Candidates study and explain patterns of inequality in the contemporary UK. There are two key issues to consider: 1. Social inequality and difference illustrated by the study of gender, class, ethnicity and age

2. Exploring sociological research on social inequality and difference

3



UNIVERSITY AWARD

(Certificate of Personal Effectiveness AS)

This programme aims to provide a way in which you cam gain extra credit for enrichment and study activities you are undertaking as part of your Post 16 course. The University Award is based on portfolio evidence of achievement and completion of a variety of challenges. You can choose from the challenges below to help broaden your horizons and develop your skills and knowledge: Active Citizenship Work Related Activities Career Planning Global Awareness Enrichment Activities Extended Project This qualification offers lots of choice, is challenging and contributes to successful Higher Education and Career Applications.



USE OF MATHEMATICS AS An applied Maths course equally rated at

A level status

This subject is still in its pilot stage and there is therefore limited information.

The QCDA directives are clear, however and the aim of this new qualification is as follows:-

GCE AS use of mathematics is designed to encourage more students to continue with appropriate study of mathematics beyond the end of compulsory schooling at age 16. Mathematics qualifications empower those that have them, providing greater opportunities in employment and greater earning potential.

About AS use of mathematics

AS use of mathematics is designed for hard working students with GCSE mathematics at grade C or above. The qualification is for those not intending to take the year as far as GCE A level mathematics, yet who would wish to understand and apply mathematics to a range of real situations. It concentrates on developing process skills of application, understanding (including understanding mathematical texts written by others), reasoning, explanation and communication. In statistics, for example, students will work with realistic data sets and use ICT throughout the course and its assessment. Traditional AS mathematics has slightly more emphasis on mathematical content, but concentrates less on process skills. The demands of the two AS qualifications are similar, but the nature and assessment of the courses are different. AS use of mathematics will be awarded one of five pass grades A-E, or an unclassified, U.

Entry Requirements:

You should have gained a high Grade C or above in GCSE Mathematics and be hard working.

About the Subject:

AS Use of Mathematics is a relatively new AS qualification. It is very different from other AS qualifications in Mathematics because there is less emphasis on content and more on applying, understanding, reasoning and communication. You will find it especially useful if you do not intend to study Mathematics to A2 level but want to continue studying it beyond GCSE, perhaps to support other subjects.

Suitable Subject Combinations:

AS Use of Mathematics can combine with most courses, but may be particularly relevant to subjects such as the Sciences, Technology, Business Studies, Psychology, Sociology or Geography.



Course Content / Assessment:

AS Use of Mathematics consists of three units:

Algebra USE1 One written paper with pre-release data sheet; calculators allowed 1 hour

Plus any two of the following:

FSMQ Data Analysis 9993 * One written paper with prerelease data sheet; calculators allowed 1 hour

FSMQ Hypothesis Testing 9994 * One written paper with prerelease data sheet; calculators allowed 1 hour

FSMQ Dynamics 9995 One written paper with prerelease data sheet; calculators allowed 1 hour

FSMQ Mathematical Principles for Personal Finance 9996 One written paper with prerelease data sheet; calculators allowed 1 hour

FSMQ Decision Mathematics 9997 One written paper with prerelease data sheet; calculators allowed 1 hour

Progression:

AS Use of Mathematics is suitable for a wide range of students, helping you to go on to university to study a variety of courses where Mathematics is not required but would be useful.

*(AS Use of Mathematics is only available at AS Level). If numbers are not enough, students may be offered the opportunity to join a nurture group doing AS maths.



BTEC HEALTH & SOCIAL CARE

EXAMINATION BOARD: Edexcel

Specification - BTEC Level 3 Subsidiary Diploma – 60 credits

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

Why study Health and Social Care?

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

What will I learn about? Over the course of a year you will do the following units:

Unit 1 - Developing Effective Communication

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

Unit 3 - Health, Safety and Security in Health and Social Care

Unit 4 - Development through the life stages

Unit 7 - Sociological Perspectives in Health and Social Care

Unit 8 - Psychological Perspectives in Health and Social Care

Unit 23 - Complimentary Therapies

How is it taught?

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


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

Pathways for the future careers/courses

Progression through the BTEC course will allow students to apply for further education course and vocations in health and social care, including careers in; health, social and early years settings.



BTEC NATIONAL AWARD in APPLIED SCIENCE

MEDICAL SCIENCE

The BTEC National Award in medical science provides a more vocational emphasis for students wishing to study science at GCE level. The course is aimed to be delivered in one year over two option blocks, and will provide learners with a qualification equivalent to that of an A-level. The basic learning outcomes for each of the units are below to give students a chance to see the general content that will be covered by the course. This course would be suitable for students who gained a C grade at Science GCSE (Core or Additional), or who completed a BTEC in science. Unit 1: Fundamentals of Science

Understand the quantities involved in chemical reactions

Understand structures in biological systems

Understand types of energy and their inter conversions

Know the basic principles of electricity and electromagnetic radiation

Unit 2: Working in the Science Industry

Know how procedures are followed and information passed on in the laboratory

Understand the design of a workplace with respect to its efficiency, effectiveness, safety and security

Understand laboratory management information systems and a range of scientific computer applications

Be able to demonstrate and understand safe working practices in the laboratory

Unit 4: Scientific practical techniques

Be able to use analytical techniques

Be able to use scientific techniques to separate and assess purity of substances

Be able to use instruments/sensors for scientific investigations

Unit 5: Perceptions of Science

Know how scientific ideas develop

Understand the public perception of science, as influenced by the media

Be able to investigate the ethical and moral issues associated with scientific advances

Know the relationship between science, commerce and politics



Unit 41: Clinical Psychology

Know the explanations that exist to explain mental disorder

Understand issues around diagnosing mental disorder

Know how mental disorders can be treated

Be able to carry out an ethical investigation into the area of mental health.

Unit 43: Diseases and Infections

Know the different types of diseases and infections

Understand the factors that can influence the development of diseases and infections

Be able to investigate the spread of diseases and infections

Know some of the impacts that diseases can have upon people, society and the environment

Understand ways in which diseases can be treated, cured or eradicated



BTEC NATIONAL AWARD in ENGINEERING

What is the Level 3 BTEC National Award in Engineering? The BTEC National Award in Engineering will give you an understanding of the practical skills and knowledge needed to begin professional work in the engineering industry or move on to further study. You will discover what career opportunities are available, helping you to choose your preferred area of work, and if already in employment, progress within your chosen field. The course is flexible and you can adapt it to your abilities and needs. It consists of two core units plus a choice of up to four specialist units totalling 360 guided learning hours. The structure of the course allows you to focus on your interests or introduce yourself to new areas, such as engineering drawing for technicians, metallurgical techniques application of computers in engineering.

Where will this qualification take me? Employment opportunities With the international recognition of BTEC courses such as this, you can progress straight into employment. If successful, there are a range of potential careers to explore, for example: mechanical engineer, electronic engineering technician or mechanical engineering technician.

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

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



BTEC NATIONAL AWARD in IT

What is the Level 3 BTEC National Award for IT Practitioners?

The BTEC National Award for IT Practitioners will give you the knowledge to progress into a specific area of employment within the IT sector, or progress to a more responsible job if you are already in employment.

The nature of the course structure allows the qualification to be flexible and adapted to meet your interests and aspirations.

The advantages of taking this type of course is that the assessment is purely based on practical IT skills and written explanation of the use of ICT. It has no examination! It will therefore suit hardworking independent students who may find examinations more challenging The course can also be expanded to include further units and access to a double or triple A Level equivalent award

Employment opportunities

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

Further vocational and academic qualifications

The BTEC National Award for IT Practitioners has the equivalence of one GCE A Level, and it is possible for you to progress further into higher education, as successful BTEC National qualifications give UCAS points for university applications.

How long will it take me to complete this qualification?

The length of the course is dependent on the centre. Normally, it will take one academic year to complete but it can be studied for two years or more.

What are the entry requirements?

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



BTEC SUBSIDIARY/DIPLOMA IN SPORT

EXAMINATION BOARD: EDEXCEL Level 3 (Equivalent to A-Level)

Content The BTEC course can be studied over 1 year (Subsidiary & equivalent to 1 A-Level) or 2 years (Diploma & equivalent to 2 A-Levels). It is a practical, work related course, where you learn by completing projects and assignments that are based on realistic workplace situations, activities and demands. At the end of the course you will be prepared to start a career in sport or move into further education. Lots of Universities now recognise the BTEC as an outstanding qualification in its own right.

Assessment The course assessment consists of 60 credits (1 year) and 120 credits (2 years);

The following units are studied in the first year:

Unit 1 Principles of Anatomy and Physiology in Sport (5 credits) Unit 2 The Physiology of Fitness (5 credits) Unit3 Assessing Risk in Sport (10 credits) Unit 7 Fitness Testing for Sport & Exercise (10 credits) Unit 8 Practical Team Sports (10 credits) Unit 9 Practical Individual Sports (10 credits) Unit 11 Sports Nutrition (10 credits) Unit 13 Leadership in Sport (10 credits)

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

The Units for the second year can be discussed with Mr Marshall and the PE Faculty during year 1.

There are 3 levels of accreditation; Pass, Merit and Distinction

No pass = Fail Pass = Grade C at A-Level Merit = Grade B at A-Level Distinction = Grade A at A-Level

The BTEC course is assessed in the following way – 100% coursework (no exam)

Entry Requirements - 5 GCSEs at A* - C including a C grade or higher in GCSE Physical Education - At least a PASS grade in a BTEC Extended Certificate in Sport - Involvement in leadership courses either before joining or at some stage during the course

Contact Teacher Mr Marshall: BTEC co-ordinator/Progress Leader Mr Longmore: Head of Physical Education/Progress Leader Miss Aisthorpe: Curriculum Teaching & Learning Leader

Please note this is a level 3 course and the equivalent to A-Level courses



BTEC SUBSIDIARY DIPLOMA IN

TRAVEL AND TOURISM

EXAMINATION BOARD: EDEXCEL

Why study Travel & Tourism?

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


The BTEC Level 3 Subsidiary Diploma in Travel and Tourism is broadly equivalent to one GCE ‘A’ Level. It consists of 6 modules of equal weighting. These include the following core units:

1. Investigating travel and tourism 2. The business of travel and tourism 3. The UK as a destination 4. Customer service in travel and tourism

In addition to this, two specialist units will be studied:

Long Haul Travel Destinations

Preparing for Employment in Travel and Tourism

How is Travel & Tourism taught?

The very nature of the BTEC qualification supports the practical nature of the delivery of this course which mirrors the industry itself. Students will be researching into the travel and tourism sectors by studying real life organisations. Teaching methods include:

Video

Role play

Discussion

Case studies

Written tasks

Full interaction and participation is expected throughout the course.



How will I be assessed? All of the six units are assessed via portfolio work. The tasks included in the portfolios will be varied and may include presentations, practical activities, research projects and displays as well as more formal written assignments.

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



BTEC PUBLIC SERVICES

This course will run if there is sufficient demand Below is a general overview of what might be covered

How and what will I learn?

Below are a list of units. You will complete these units via a combination of lectures, personal research, talks and visits, residential and practical sessions.

Mandatory units:

Government, Policies Team Development Team Leadership Citizenship Diversity and the Public Services Understanding Discipline

Specialist units:

You will study some units from the following

Physical Preparation for the Public Services Outdoor and Adventurous Expeditions Human Behaviour Teamwork International Perspectives Skills Land/Water Based Activities Public Services Employment Criminal Justice Systems Health & Fitness Responding to Emergency Service Incidents Crime and its Effects on Society Major Incidents Command and Control in the Uniformed Public Services Custodial Care

Will I have to take an exam?

No. The assessment method is by coursework to strict deadlines and through practical assessment on the BTEC Public Services course.

Progression on completion & career opportunities

Move directly into the Uniformed Public Services (assuming you meet the eligibility criteria e.g. age, health criteria)

Working for the Uniformed Public Services in a civilian capacity Higher Education, you can choose from a variety of University courses



LEVEL 2 COURSES

Some of these courses will be delivered in mixed KS4 and KS5 classes



ENGLISH LANGUAGE GCSE EXAMINATION BOARD: AQA SPECIFICATION NUMBER: 3702 Why study English Language? Disappointed with your grade in English Language? This one-year course will help you improve the quality of your coursework and examination skills. What will I learn about?

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

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

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

How is it taught?

The course will involve attendance, at least twice a week, at lessons specifically timetabled and prepared for the Post 16 student. Lessons will involve groups and individual work. You can expect to redraft your Year 11 written coursework and complete more demanding speaking and listening assignments. Lessons targeted at improving examination skills will be delivered. How will I be assessed?

Coursework – 40% 20% Speaking & Listening 20% Reading & Writing Final examination – 60% Pathways for future careers/courses

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



FUNCTIONAL MATHEMATICS The term ‘functional’ should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities everyday life, the workplace and educational settings. Functional Mathematics requires learners to use mathematics in ways that make them effective and involved as citizens, to operate confidently in life, and to work in a wide range of contexts.

Functional mathematics – process skills

Fundamental to individuals being able to use mathematics effectively in life and work is their ability to understand and make sense of mathematical information, to use and process that information, to interpret and analyse the results of their activity, and to present this to others. These process skills form the basis of the functional skills standards for mathematics and apply at all levels.

Functional mathematics – level differentiation

Levels are differentiated by the following:

Complexity

Real-life situations, as they arise, are often quite complex. Identifying the separate areas of knowledge needed to tackle a situation, the steps needed to solve the problem and the accessibility of the problem itself (routine or non-routine) determines the level of complexity.

Representing Analysing Interpreting

Making sense of situations and representing them Processing and using mathematics Interpreting and communicating the results of the analysis

Familiarity

This reflects the extent to which a problem or situation requires an individual to relate skills and understanding developed in other contexts to make sense of a new situation.

Technical demand

This reflects the range of knowledge, skills and techniques that an individual is required to draw on in order to tackle a problem.

Independence

This relates to the level of autonomy that learners apply to tackling a problem at each stage.



Entry requirements

You should be well motivated to develop further mathematical skills and have a positive report from your KS4 Maths Teacher i.e. your review grades at KS4 should be 1s or 2s. Since this course requires commitment and a considerable measure of independent study, no negotiation on these requirements can be made. You should also have a record of achievement at least equal to your predicted grade at GCSE. This will be verified from school data.

Functional skills mathematics – qualification

Assessment is by examination of practical mathematical tasks Entry Level may be available on application Level 1 is equivalent to grades D to G Level 2 shows achievement equivalent to grade C and above

Progression

Level 1 is a gateway to Level 2 Achievement of Level 2 will enable you to access the diploma courses as well as verify to future employers your competence with a range of mathematical applications. N.B. This course will run alongside KS4 lessons and you will have the opportunity to join these classes for the timetabled lessons. In 2010-11, this was 1 lesson with Year 11.



LITERACY – FUNCTIONAL SKILLS


Functional Skills

Functional skills help young people to take a more active and responsible role in their communities, to be more alert and responsive to changes in technology, to communicate effectively and be literate in the broadest sense. The functional skills standards require learners to be able to make sense of their world and to develop their own perspectives. The key concepts of competence and critical understanding underpin these aims.

Functional English skills (Level 2)

Students studying Functional English skills will develop their ability to become confident and capable when using the skills of speaking, listening, reading and writing. They will learn to:

Communicate effectively, adapting to a range of audiences and contexts

Explain information clearly and succinctly in speech and writing

Express a point of view reasonably and persuasively

Use ICT to communicate effectively

Read and understand information and instructions, then use this understanding to act appropriately

Analyse how ideas and information are presented, evaluating their usefulness, for example in solving a problem

Make an oral presentation or write a report

Contribute to discussions and use speech to work collaboratively to agree actions and conclusions

Students with GCSE grade U-E will benefit from studying this course.



MATHEMATICS GCSE

EXAMINATION BOARD: OCR

Syllabus Aims:- to consolidate basic skills and meet appropriately challenging work apply mathematical knowledge and understanding to solve problems think and communicate mathematically, precisely, logically and creatively appreciate the place and use of maths, in society and apply maths concepts to situations arising in

everyday life work co-operatively, independently, practically and investigatively

Scheme of Assessment:- The assessment consists of a Linear Exam taken in January so the course is involved in reviewing and practising previously learned skills. 2 exams equally weighted. Entry requirements: Students who were very close to attaining a C grade in Year11. This course is not suitable for students who attained E or below. Students must have already achieved grade D on any previous GCSE Maths exams. Students who have a previously unblemished record of effort from KS4 (ie 1s and 2s) but have only attained E grade, will be considered on application. Do I need a 'C' in Mathematics? Many universities specify a minimum grade C in Mathematics. The following professions usually request a minimum grade C in Mathematics:

Accountancy, banking, law, civil service, teaching, nursing and many management training schemes.



BTEC FIRST CERTIFICATE in ICT

Do you prefer coursework to exams? Then this could be the option for you! This course is the equivalent of two GCSEs and is 100% coursework – no exams! You will develop excellent ICT skills including web design, computer graphics, Desk Top Publishing (e.g. leaflets), business document creation and spreadsheets - benchmark skills required in the workplace.

You could potentially gain the equivalent of 2 x A grade GCSEs if you achieve a distinction, or 2 x Bs if you achieve a merit, or a pass will get you the equivalent of 2 x Cs. If you would like anymore information about the course, pop into the ICT office and have a chat with an ICT teacher who would be more than happy to explain the course further with you.



BTEC FIRST DIPLOMA in PUBLIC SERVICES This course is designed to give you the knowledge and skills required by people who would like to pursue a career in the Armed Forces, Police, Fire Service and Ambulance Service. This course is also good for anyone who is unsure what they would like to do in the future and does not want to follow the traditional A level route. At the end of this course students will possess a number of transferable skills that are valuable to employers. Some of the skills you will be develop are:

Team working

Communication

Research

ICT

Strategic thinkers

Organisation skills This course is a nationally recognised qualification and the personal qualities are essential for successful performance in working life. The kind of areas you will study are:

1. Uniformed Public Services Employment

2. Public Service skills

3. Uniformed Public Service Fitness

4. Adventurous Activities and teamwork

5. Crime and effects on Society

6. Land Navigation by Map and compass

7. Expedition skills

The course is assessed internally through set assignments and is therefore mostly coursework. The work is then externally verified through National Standard sampling. Please note due to the nature of the course, there will be a cost for some of the activities and students will be required to go on fieldwork for navigation skills, expedition skills and adventurous activities.



BTEC EXTENDED CERTIFICATE IN SPORT

EXAMINATION BOARD: EDEXCEL Level 2 (equivalent to GCSE)

Content This is a one year work related course, where you learn by completing projects and assignments that are based on realistic workplace situations. It can be completed over two years and in this case is equivalent to 2 GCSEs.

Assessment The course assessment consists of 30 credits from the following units; Unit 1 – Fitness Testing & Training (5 credits) Unit 2 – Practical Sport (10 credits) Unit 4 – Anatomy and Physiology for Sport (5 credits) Unit 5 – Injury in Sport (10 credits) There are 3 levels of accreditation; Pass, Merit and Distinction No pass = Fail Pass = Grade C at GCSE Merit = Grade B at GCSE Distinction = Grade A at GCSE The BTEC course is assessed in the following way – 100% coursework (no exam)

Entry Requirements - A devoted interest to sport and all that is associated with physical activity - An enthusiastic approach to practical and theoretical situations in relation to sport - Able to work independently and use private study time effectively - Involvement in leadership courses either before joining or at some stage during the course

Contact Teacher Mr Marshall – BTEC co-ordinator/Progress Leader Mr Longmore – Head of Physical Education/Progress Leader Please note this is a Level 2 course and is the equivalent of a GCSE qualification



STUDENT DESTINATIONS &

GRADUATES

2011



Student Destinations - 2011 Joseph Allsop Wildlife Management Leeds University

Grace Andrews Audiology Manchester University

Victoria Banks Psychology Huddersfield University

Alexandra Bartle Criminology & Sociology Leeds Metropolitan University

Victoria Bartle Sociology Sheffield Hallam University

Faye Baugh Events Management East London University

Jesse Beaman Wildlife & Media Cumbria University

Lucia Biddle Forensic Science Lincoln University

Lauren Bolus History Sheffield Hallam University

Rachel Bovill Physics with Forensic Applications Nottingham Trent University

Rosie Bown Equine Studies Writtle University College

Kirsty Bradshaw History & Archaeology Hull University

Jessica Bramley Marine & Composites Technology Plymouth University

Hannah Calverley Sport Development with Coaching Northumbria University

Fiona Campbell History & Politics Northumbria University

Sebastian Chesney Physics Leeds University

William Clark Business Studies Leeds Metropolitan University

Rebecca Cottrell Counselling & Therapeutic Studies Leeds Metropolitan University

Connor Cree Environmental Science Sheffield Hallam University

Russell Critchley Biological Sciences Plymouth University

Samantha Cole Food and Nutrition Sheffield Hallam University

Alicia Dickenson History & American Studies Manchester University

Samuel Dixon Audio Production Lincoln University

Joseph Dodd Politics Newcastle University

Beth Dunn English Literature Northumbria University

Bryony Fenton Psychology Nottingham University

Samuel Gethings Animal Behaviour & Wildlife Wolverhampton University

Amman Gill Computing Central Lancashire University

Rebecca Greenhalgh Management & Marketing Lincoln University

Mark Griffiths Business & French Leeds Metropolitan University

Jo Grimwood Early Years Education with QTS Sheffield Hallam University

Tom Hague Games Software Development Sheffield Hallam University

Abigail Hall Chemistry Hull University

Stevie Hall English Literature with Creative Writing York St John University College

Charlotte Hancock English Lincoln University

Isaac Hardman Physics Nottingham Trent University

Louise Hesketh Psychology Hull University

Alice Hindle Business & Human Resource Management Sheffield Hallam University



Student Destinations - 2011

Annabel Hough French & Spanish Hull University

Olivia Hudson Children’s Nursing Sheffield Hallam University

Michael Hutchinson Aeronautical Engineering Loughborough University

Kirsty Jackson Spanish with Business Hull University

Elijah Kettle Equine Science Lincoln University

Warwick Lane Sport Journalism Brighton University

Witney Luke Physical Education Leeds Metropolitan University

Samuel Martin Agriculture with Crop Management Harper Adams University College

Poppy Micklethwaite Education Studies Leeds Metropolitan University

Gemma Needham Environment & Sustainability Keele University

Jacob Noble Biology with Forensic Biology Northumbria University

Oliver Noble Civil Engineering Dundee University

Elizabeth Parkinson Forensic Science Bournemouth University

Laura Pearson Law Northumbria University

Daniel Phillips Professional Sound & Video Technology Salford University

Harry Pickard Economics Greenwich University

Jonathan Priddle Physics with Space Science & Technology Leicester University

Emma Raynor English Exeter University

Sophie Reed Animal Behaviour Science Lincoln University

Eleanor Richards Theology Chester University College

Charlotte Rigby English & American Literature Keele University

Connor Robb Medical Biochemistry Sheffield University

Isobel Sheldon Physical Education and Youth Sport Sheffield Hallam University

Alex Smedley Business Management London Metropolitan University

William Smith Biomedical Science Sheffield Hallam University

Matthew Stacey Sport Development & Coaching Sheffield Hallam University

Philippa Stutt Sport Coaching East London University

Rhys Swales Sport Development & Coaching Lincoln University

Emily Taylor Primary Education York St John University College

Beth Tookey Anthropology Kent University

Harriet Towle Psychology Nottingham Trent University

Emily Warriner Agri Business Harper Adams University College

Charlotte Waters Sports Horse Management & Training Nottingham Trent University

Sarah Whitesmith Product Design Coventry University

Lauren Whitfield Law with Spanish Hull University

Aaron Wood Sport Business Management Leeds Metropolitan University

Adam Woolley Sport Business Management Leeds Metropolitan University



Selection of Graduates of 2011

Steffi Ashford Sheffield Hallam University BA Hons 1st

Class in Adult Nursing

Kitti Bartholomew University of Hull BSc Hons 2.1 in Psychology

Rebecca Gardiner University of Northumbria at Newcastle BA Hons 2.1 in French & Spanish

Charles Geeson Loughborough University MEng Hons 2.1 in Aeronautical Engineering

Michael Handy Sheffield Hallam University BSc Hons 2.1 in Sport Development with

Coaching

Andrew Greenhalgh University of Sheffield BSc Hons 2.1 in Biomedical Science

Suzy Grimwood Sheffield Hallam University BSc Hons 1st

Class in Forensic Science

Sarah Hill Nottingham Trent University BSc Hons 2.1 in Mathematics

Katherine Hilton University of Sheffield MPhys Hons 2.1 in Physics with Medical

Physics

Emily Hutson University of Derby BA Hons 2.1 in Textile Design

Chantelle Lindley Sheffield Hallam University LLB Hons 1st

Class in Law

Ian Keeling University of Lincoln BA Hons 2.1 in Architecture

Nick Martin University of Leicester MSc Distinction in Cancer Chemistry

David Newman University of Manchester BA Hons 2.1 in History

Chris Patuzzo University of Southampton BSc Hons 1st

Class in Computer Science

Ben Pitcairn University of St Andrews BSc Hons 2.1 in Mathematics

Emma Slack University of Lincoln BA Hons 2.2 in Fashion Studies

Amelia Storer University of Lincoln BA Hons 2.1 in Fine Art

Sarah Taylor University of Sheffield MBCHB in Medicine

James Wallace University of Lincoln BSc Hons 2.2 in Computer Science

Jillian Warren University of Sheffield BA Hons 1st

Class in Journalism

Jessica Witton Leeds Metropolitan University BSc Hons 2.2 in Sport and Exercise Science

Claire Siddons Teeside University BSc Hons 2.1 in Criminology and Sociology

Michael Ward Oxford Brookes University BSc Hons 2.1 in Multimedia Computing

Katherine Warwick-Adkins Leeds College of Art & Design BA Hons 1st

Class in Fashion



To visit or for further information regarding Post 16, please contact Gillian Cupit, Post 16 Centre. Tel 01777 870001 ex 578 Marnham Road Tuxford Newark, Notts NG22 0JH [email protected]

P16 subject prospectus

Documents

Transcript of P16 subject prospectus