Subject Information Booklet - st-augustines.worcs.sch.uk€¦ · Subject Information Booklet Level...

Subject Information

Booklet

Level 3 Programmes

2019/20

Saint Augustine’s CATHOLIC HIGH SCHOOL & SIXTH FORM CENTRE

A Christ centred learning community committed to the development of the whole

person

In cases where a GCSE grade is required in the subject and the student has not previously

studied the subject the decision to admit to the course is dependent upon the discretion of

the Head of 6th form.

If group sizes are not viable the school reserves the right not to offer the course.

Subject: Specific requirements: Desirable:

Accounting Grade 6 in Mathematics

Applied Science Grade 5 in Science

Art and Design Merit if studied at KS4

Biology Grade 6/6 in Science GCSEs

Grade 6 in English Language & Mathematics

Grade ‘7/7’ in Science GCSEs

Business Grade 5/pass in Business

Chemistry Grade 6/6 in Science GCSEs


Grade ‘7/7’ in Science GCSEs

Design & Technology Grade 6 in Design Technology

Grade D* in Engineering

Grade 6 in Science and Maths

Economics Grade 6 in Mathematics

English Literature Grade 6 in Literature or Language Grade ‘6’ in Literature & Language

English Lang & Lit Grade 6 in Literature or Language Grade ‘6’ in Literature & Language

Forensic Investigation Grade 5 in Science

French Grade 6 in the subject

Geography Grade 6 in Maths/ English or Geography

German Grade 6 in the subject

Health and Social Care Merit if studied at KS4

History Grade 6 in Maths/ English or History

ICT Grade 5 in the subject Grade 5 in Mathematics

Mathematics Grade 7 in the subject Grade 8/9 in the subject

Music Grade 6 in the subject

Film Studies Grade 5 in Maths/ English or Media Studies

Further Mathematics Grade 8 in the subject

PE Grade 6 in Maths/ English or PE Grade 6 in a Science GCSE

Performing Arts Merit if studied at KS4

Physics

Grade 6/6 in Science GCSEs


Must be studied alongside A level Mathematics

Grade 7 in Mathematics.

Psychology Grade 6 in Maths/ English or Science

Theology Grade 6 in English Language and RE Grade 6 in Mathematics

Sociology Grade 5 in Maths/ English or Science

Sport Merit if studied at KS4

Saint Augustine’s Catholic High School Stonepits Lane Hunt End Redditch

B97 5LX

EXECUTIVE PRINCIPAL: A F QUINN BA (HONS) NPQH HEAD OF SCHOOL: G T O’CONNOR BSc (HONS) PGCE

Tel: 01527 550 400

Email: [email protected]

www.st-augustines.worcs.sch.uk

A Division of Our Lady of Lourdes Catholic Multi-Academy Company - Company Number: 9064485

General Entry Requirements

A Christ centred learning community committed to the development of the whole

person

Saint Augustine’s CATHOLIC HIGH SCHOOL & SIXTH FORM CENTRE

A level study programmes:

A minimum of five 9-5 GCSE grades including English & Maths

Mixed study programmes:

A minimum of five 9-4 GCSE grades including English & Maths

What the Subject is about:

Accounting A Level gives students the opportunity to develop accounting skills that are essential in the world of finance

and business.

How is the Subject Taught?

A variety of teaching and learning methods are used including lectures, small group discussions, seminars, practical’s,

outside speakers and visits.

Unit

Title

Description Weighting

Paper1:

Role and responsibilities of an Accountant. The types of Business organisations

their responsibilities and risks and their potential methods of finance.

Understanding of all financial documents, their books of prime entry and the

recording into the ledgers. Preparation of trial balance to then prepare the Income

statements and Financial statements for different types of companies. Calculate

and apply depreciation methods. Use verification techniques including control

accounts and bank reconciliations. Correction of errors from suspense through

journals. Understand accounting concepts and apply to given situations. Use IAS1

in preparation of Limited company accounts including the financial notes. Do

structure changes in limited companies and their impact on the financial

statements. Produce and evaluate a variety of ratios. Understand the difference

between cash and profit. Calculate profit from simple incomplete records.

Consider codes of conduct, ethical and legal factors that can impact on a business.

50% of A Level

3 hour paper

120 marks

Section A multiple

choice questions (30

marks)

Section B 2

questions (40 marks)

Section C two

extended answer


Paper 2: Role of accountant in developing accounting information systems. The risks and

benefits of financial reporting. Further aspects of double entry. Factors affecting

business performance. Preparation and analysis of zero and incremental budgets.

Calculating and utilising marginal costing, absorption caosting and activity based

costing to help desicion making and comparing their merits. Using capital

investment appraisal for decision making. Interpretations of ratios to give

stakeholders advice. Investigate the role of professional bodies in upholding

codes of conduct and course of action when they are broken.

50% of A Level

3 hour paper

120 marks

Section A multiple

choice questions (30

marks)

Section B 2


Section C two

extended answer


How the Subject is Assessed:

Assessment takes the form of two linear examinations at the end of the two years. There is no coursework

assessment.

What further opportunities are there after taking “Accounting”?

Accounting is a useful subject for careers in a wide range of jobs in commerce and industry. It is a recognised qualification

for entry to higher education. In addition, it leads to exemptions from certain professional accounting exams such as

ACA, CIPFA, CIMA and AAT.

For further information contact Mrs V Adey [email protected]

Accounting (Linear)

AQA – 712

What one of our students thought….. ‘I really enjoyed the challenge and variety of topics studied and the

satisfaction when you get a complex question correct.’ Christopher went onto to do an Accounting Apprenticeship at

Deloittes.

mailto:[email protected]

BTEC Level 3 National Extended Certificate in Applied Science

What the Subject is About: The BTEC Level 3 National Extended Certificate in Applied Science is intended

as an Applied General qualification for post-16 learners who want to continue their education through applied

learning and who aim to progress to higher education, and ultimately to employment or possibly in the applied

science sector. The qualification is equivalent in size to one A-Level (0.5 in AS and 0.5 in A2).

How is the Subject Taught? Through lectures, small group discussions, group presentations, ICT, problem

solving and practical sessions. These approaches will enable students to develop a number of skills that are

relevant to future successes.

How the Subject is Assessed: The new BTEC Nationals in Applied Science use a combination of assessment

styles to give the students confidence and they can apply their knowledge to succeed in the workplace – and

have the study skills to continue learning on higher education courses and throughout their career. This range

of vocational assessments – both practical and written – mean the students can showcase their learning and

achievements to the best effect when they take their next step, whether that’s supporting applications to higher

education courses or potential employers.

Unit Title & what is assessed Assessment Weighting

BTEC Level 3 National

Certificate in Applied Science

Year 12

Two units of which both are

mandatory and one is an

external exam

exam.

Practical Scientific Procedures and Techniques

(Coursework portfolio)

Principles and Applications of Science I

(external exam)

90 hours

delivery

90 hours

delivery

2 hour exam

90 marks


Extended Certificate in Applied

Science Year 13

Two units of which one is

mandatory (external task) and

the other, a selected unit from a

list of optional units

(coursework portfolio)

Science investigation Skills.

A task set and marked by Pearson and

completed under supervised conditions. The

supervised assessment is arranged over two

sessions in a three-week period timetabled by Pearson. The supervised assessment sessions

are 3 hours for Part A and 1.5 hours for Part B.

(External task)

Physiology human body systems (coursework

portfolio)

3 hours for Part

A and 1.5 hours

for Part B.

60 marks

60 hours

delivery

What further opportunities are there after taking BTEC Level 3 in Applied Science?

The requirements of the qualification will mean that students develop the transferable and higher order skills

which are valued by higher education providers and employers. Students will develop laboratory skills, including

collaboration and teamwork which support some of the skills students need to progress to higher education,

employment, self-employment or training.

For further information contact Mr D. Burke [email protected]

What one of students thought….’Studying BTEC Applied Science is an enjoyable challenge and there is a variety

of ways in which I can be assessed’. There are well structured tasks and deadlines are achievable. Hannah plans to

study Environmental Science at University.


Art and Design

BTEC Level 3 National Foundation Diploma PEARSON

What the Subject is About:

Students are introduced to a variety of experiences exploring a range of media, processes and techniques. Relevant

images, artefacts and resources relating to a range of art, craft and design disciplines are incorporated into the units of

work. Developing an individual style through the production of a portfolio is an important element showing the

creative process as well as product.


New media, processes and techniques are introduced to students through a series of workshops with a vocational

emphasis. Knowledge and understanding gained from these workshops can be applied to student’s individual focus within

a unit of work. Individual targets are set by the teacher and student to encourage independent learning.

How the Subject is Assessed: Foundation Diploma – 510 guided learning hours – equivalent to 1.5 A

level

Unit Title Description Weighting

Mandatory

Unit 1:

Visual Recording and

Communication

Unit set and assessed externally

Learners investigate, experiment and explore a range of visual

recording materials and methods to express and communicate ideas.

Learners will be provided with a theme and a task in January before a

supervised assessment period in order to carry out research and

preparatory work and prepare a response. The supervised

assessment period is a maximum of three hours where learners will

compile their work and respond to a set task.

120 Guided learning

hours

Mandatory

Unit 2:

Critical and Contextual

Studies in Art and

Design

Unit set and assessed externally

Learners develop skills in contextual research and visual analysis in

order to critically analyse the work of others and improve own

practice.

Learners will be provided with a research brief and a task before a

supervised assessment period and given five weeks in order to

prepare their response. The supervised assessment period is a

maximum of five hours and can be arranged over a number of

sessions. During the supervised assessment period, learners will

produce a written response to the task.

90 Guided learning

hours

Mandatory

Unit 3:

The Creative Process

Unit set and assessed internally

Learners explore and experiment with the stages of the creative

process to develop ideas and produce outcomes.

90 Guided learning

hours

Mandatory

Unit 4:

Materials, Techniques

and Processes in Art

and Design


Learners will explore and experiment with a range of art and design

materials, techniques and processes to develop their own visual

language and creative practice.

90 Guided learning

hours

Optional

Unit 12:

Fine Art Materials,

Techniques and

Processes


Learners are introduced to materials, techniques and processes used

in fine art.

60 Guided learning

hours

Optional

Unit 13:

3D Design, Materials,

Techniques and

Processes


Learners explore a range of 3D materials, techniques and processes.

They will develop their skills through thorough investigation, and

apply them to produce a final piece in response to a 3D brief.

60 Guided learning

hours

What further opportunities are there after taking “Art and Design”?

Local and national colleges offer a year’s BTEC Foundation Diploma in Art and Design. Also a wide range of degree

courses are available in specific Art and Design disciplines. For creative careers ideas take a look at the list in the Art

Department.

What one of our students thought….’I enjoy the exploration and freedom of being creative’. Lizzie plans to attend an

Art Foundation course in Bournemouth or Loughborough.

For further information contact Mrs C Jack [email protected]

Biology AQA – 7402


Biology involves the study of a wide range of exciting topics that are related to living organisms and their

environment. Students are encouraged to develop essential knowledge and understanding of different areas of

biology and how they relate to each other. An appreciation of how society makes decisions about biology-

related issues and how biology contributes to the success of the economy and society is a key element of the

course. This specification builds upon the concepts and skills that will have been developed in the GCSE Science

specification and aims to inspire students, nurture a passion for Biology and lay the groundwork for further study

in courses like biological sciences and medicine.

How is the Subject Taught? Through lectures, small group discussions, group presentations, ICT, problem solving and practical sessions.

These approaches will enable students to develop a number of skills that are relevant to future successes. The

scheme of assessment will not only enable students to show what they know and what they can do, but also

allow for stretch and challenge for the most able students.


Through externally assessed written papers and internally assessed practical investigative and research skills.

Unit Title & what is

assessed

Assessment Weighting

Paper 1: assessing content of

the first 4 topics including

relevant practical skills

Written exam: 2 hours, made up of:

76 marks of a mixture of short and long answer questions

15 marks of extended response questions

35% of A level

mark.

(91 marks)


the remaining 4 topics, including

relevant practical skills


76 marks of a mixture of short and long answer

questions

15 marks of extended response questions

35% of the total

A level

(91 marks)


all 8 topics, including relevant

practical skills


38 marks of structured questions, including practical techniques

15 marks of critical analysis of given experimental

data

25 marks of one essay from a choice of two titles

30% of the total

A level marks.

(78 marks)

What further opportunities are there after taking “Biology”?

A-level Biology is one of the most challenging but rewarding of subjects. It is recognised that successful candidates

have demonstrated skills in recall, numeracy, literacy, practical, research and analytical skills. It is a stepping stone

to future study and it provides students with access to a wealth of careers. Biology is desirable for many science

based degree courses, including Biological sciences, Healthcare, Medicine, Dentistry and Veterinary Science. It

may also be used for entry onto Arts degree courses, including Law. Many prominent companies value highly

students who have followed Science subjects to ‘A’ and degree level.

For further information contact Mrs S Whitlock [email protected]

What one of students thought….’Studying all the sciences is an enjoyable challenge and there are lots of crossovers

between the three subjects. All 3 are interesting and vital for anyone considering a career in science’. Daniel plans to study

Medicine at University



Extended Certificate in

Business

(Edexcel)


The Extended Certificate is for learners who are interested in learning about Business alongside other fields of

study, with a view to progressing to a wide range of higher education courses, not necessarily in enterprise-

related subjects. It is designed to be taken as part of a programme of study that includes other appropriate

BTEC Nationals or A Levels.


Through lectures, small group discussions, group presentations, ICT, problem solving and practical

sessions. These approaches will enable students to develop a number of skills that are relevant to future

successes.


The BTEC National in Business uses a combination of assessment styles to give the students confidence and

they can apply their knowledge to succeed in the workplace – and have the study skills to continue learning on

higher education courses and throughout their career. This range of vocational assessments – both practical

and written – mean the students can showcase their learning and achievements to the best effect when they

take their next step, whether that’s supporting applications to higher education courses or potential employers.

On completion of the course students will be graded either a Pass/Merit/Distinction or Distinction*

Unit Title & what is assessed Assessment

BTEC Level 3 National Certificate in Business Year 12

Two units of which both are mandatory exams.

exam.

Unit 1 – Exploring Business (90 GLH)


Unit 2 – Developing a Marketing Campaign (90 GLH)

(External examination)

BTEC Level 3 National Extended Certificate in

Business

Two units of which one is mandatory and the other,

a selected optional unit (coursework portfolio)

Unit 3 – Personal and Business Finance (120 GLH)

(External examination)

Unit 8 – Recruitment and Selection Process (60 GLH)


What further opportunities are there after taking BTEC Level 3 in Business?

Students choose to use their qualification to go to University or straight into employment. BTEC National

Extended Certificate in Business is an excellent course which prepares students for the demands of University.

Students learn the essential organisation, time management and research skills required to achieve a degree.

Business students develop transferable skills and key skills that employers are looking for and they can lead to

a wide range of employment opportunities. This can include areas such as Financial Management, Marketing,

Production Management, Human Resource Management and Retailing.

For further information contact Mr T Grogan [email protected]


Chemistry AQA – 7405


Chemists have greatly improved the quality of life for the majority of people. This new Chemistry specification

is a stepping stone to future study and will allow students to develop the skills that universities want to see. This

approach will help to inspire students, nurture their passion for chemistry and lay the groundwork for further

study in courses such as chemistry, medicine and pharmacy.

We believe that chemistry is fundamentally an experimental subject. This specification provides numerous

opportunities to use practical experiences to link theory to reality, and equip students with the essential

practical skills they need.

The A-level content has been created with AQA’s GCSE content in mind, to make sure that there is a seamless

progression between qualifications. It also follows the Association for Science Education (ASE) guidance on use

of scientific terminology across our science subjects.


Our aim is to complete the teaching of the three units by February half-term, with a mock examination to

provide useful feedback to teacher and student alike. All Units will be externally examined at the end of the

year. Practical work is considered an essential part of the course and is assessed throughout the year with a

formal practical assessment and written examination in the second half of the Spring term. In addition students

are expected to read around the subject, looking at publications such as New Scientist.


Through externally assessed written papers and internally assessed practical investigative and research skills.

Unit title & what is assessed Description Weighting

Year 2 Paper 1:

Relevant physical chemistry topics

(sections 3.1.1 to 3.1.4, 3.1.6 to 3.1.8

and 3.1.10 to 3.1.12)

Inorganic chemistry (section 3.2)

Relevant practical skills


105 marks of short and long answer

questions

35% of the A

Level mark.

(105 marks).

Paper 2:

Relevant physical chemistry topics

(sections 3.1.2 to 3.1.6 and 3.1.9)

Organic chemistry (section 3.3)

Relevant practical skills


105 marks of short and long answer questions

35% of the A

Level mark.

(105 marks).

Paper 3:

Any content

Any practical skills


40 marks of questions on practical techniques and data analysis

20 marks of questions testing across the

specification

30 marks of multiple choice questions

30% of A-level

(90 marks)

What further opportunities are there after taking “Chemistry”?

Chemistry is now viewed as the ‘hardest’ linear subject available and consequently it is perhaps the most valuable

‘currency’ to have in the careers market. It is recognised that a successful candidate has demonstrated skills in

recall, numeracy, literacy, dexterity (motor skills) and lateral thinking.

Successful candidates can expect to succeed in careers as diverse as medicine, chemical engineering, materials

science, environmental research and improvement (a major growth area at present) and law. Careers in ‘the

City’ are available as knowledge of Science, along with the skills mentioned above, are much sought after.

When Chemistry is combined with other sciences, maths and modern foreign language, then career opportunities are greatly magnified. Our country lacks workers skilled in Science who are able to ‘sell’ in a foreign country.

For further information contact Miss Nazir [email protected]


Design & Technology:

Product Design AQA – 7552


A-level Design and Technology: Product Design requires students to engage in both practical and theoretical

study. This specification requires students to cover design and technology skills and knowledge in two areas:

• technical principles

• designing and making principles.

The subject will build on your experience of GCSE Product Design. It will develop existing designing and

making skills and introduce you to modern designing and manufacturing techniques. You will have the

opportunity to study, propose and realise prototype solutions to designing and making opportunities closely

linked to the real world of product design and manufacture.


The subject is taught in a variety of methods which can include lectures, prepared seminars, research tasks,

discussions, practical sessions, individual project work, visiting speakers etc.

Why choose A-level Design and Technology: Product Design?

This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and

confidence to succeed in a number of careers. Especially those in the creative industries.

Students will investigate historical, social, cultural, environmental and economic influences on design and

technology, whilst enjoying opportunities to put their learning in to practice by producing prototypes of their

choice.

Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills

sought by higher education and employers.

Unit title Description Weighting

Technical

principles

Mixture of short answer and extended response. • Written exam: 2

hours and 30 minutes

• 120 marks

• 30% of A-level

Designing and

making principles

Mixture of short answer and extended response questions.

Section A:

• Product Analysis: 30 marks

• Up to 6 short answer questions based on visual stimulus of

product(s).

Section B:

• Commercial manufacture: 50 marks

• Mixture of short and extended response questions

Written exam: 1 hour

and 30 minutes

• 80 marks

• 20% of A-level

Non-exam

assessment (NEA)

Written or digital design portfolio and photographic evidence

of final prototype.

• Substantial design and

make project

• 100 marks

• 50% of A-level

What further opportunities are there after taking “Design and Technology”?

With this qualification you could go on to Higher Education or work in the engineering, manufacturing or

design industries.

For further information contact Mr Jones [email protected]

What one of our students thought…..’I love this subject as it has opened me up to the world of design. It

has taught me how to utilize all my creative skills to create successful pieces for my coursework projects’. Zoe is

currently studying Product Design at Plymouth University.


Economics AQA

AS 7135 - A2 7136

What the Subject is About?

We study how a market economic system works and look at the role of the firm, the workers, consumers

and Government. We consider the problems that such a system can create such as poverty, inflation,

unemployment and environmental hazards. International Trade and the role of the European Union are also

studied.

How is the unit assessed:


A2 level

Paper 1:

Business

Economics and the Distribution of

Income

This unit builds on the basic models introduced above.

The operation of firms and labour markets are analysed

more fully and issues of market failure are revisited,

including welfare economics.

33.3% of A Level

2 hour examination

Paper 2:

The National and

International Economy

In this unit students are expected to develop their critical

approach to the macroeconomic models previously

introduced. The topics covered in the AS unit are revisited and analysed using more complex models and

economic cycles are also introduced.

33.3% of A Level

2 hour examination

Paper3:

Economic

principals and

issues.

Synoptic assessment based on a case study. 33.3% of A level

2 hour examination

What further opportunities are there after taking economics?

The skills acquired during a one or two-year course of study are transferable into many different career

options.

Economics is particularly useful for those considering degrees and careers in Law, Management, Accountancy

or Business.

For further information contact Mrs S Atherton [email protected]

What one of students thought…….’ Economics is an enjoyable subject which allows you to have an understanding

of the world which surrounds us and to understand how the whole economy works’. Joe plans to go to University to do

Business management with economics.


English Language & Literature AQA 7706/7707

(New course 2016)


This specification draws on the field of Stylistics in order to create an integrated English Language & Literature

course which brings together literary and non-literary discourses. It offers opportunities for students to

engage creatively and critically with a wide range of texts.

Using literary and linguistic concepts and methods, students analyse literary and non-literary texts in a

range of modes and genres, in the process gaining insights into the nature of different discourses and

ideas about creativity.

Students develop skills as producers and interpreters of language by creating texts themselves and critically reflecting on their own processes of production.


A range of teaching strategies is being employed, including whole group discussions, smaller group work or seminars

and individual presentations. When available and appropriate theatre visits are also used.

What is assessed:

A Level


Paper 1: Methods

of language

analysis

Remembered places – the representation on place. One compulsory

question on the AQA Anthology: Paris (40 marks) CLOSED BOOK

Imagined worlds – point of view and genre in prose. One question from

a choice of two on prose set texts (35 marks) The Lovely Bones by Alice

Sebold OPEN BOOK

Poetic voices – the forms and functions of poetic voice. One question

from a choice of two on poetry set texts (25 marks) Carol Ann Duffy

(selected from Mean Time ) OPEN BOOK

Methods of language analysis are integrated into the activities.

100 marks.

40% of A Level

Written exam 3 hours.

Paper 2:

Methods of

language analysis

Writing about society – the role of the individual in society, and re-

creative writing based on set texts. The Great Gatsby by F. Scott

Fitzgerald (25 marks)

Critical commentary – evaluating own writing. (30 marks)

Dramatic encounters – conflict in drama. One question from a choice

of two on drama set text. A Streetcar Named Desire by Tennessee

Williams (45 marks)

Methods of language analysis are integrated into the activities.

100 marks.

40% of A Level

Written exam 2 hours

30 minutes.

Non-exam

Assessment

Making connections – investigation on a chosen theme and texts.

Methods of language analysis are integrated into the activity.

A personal investigation that explores a specific technique or theme in

both literacy and non-literacy discourse (2500-3000 words).

50 marks.

20% of A Level.

Assessed by teachers.

Moderated by AQA

What further opportunities are there after taking “English Language and Literature”?

Whilst the more obvious future opportunities might lie in journalism, law, management and teaching, the subject

prepares one for a wide range of areas in an ever-changing employment market. In the past it has been combined with

just about every other subject offered at this school.

What one of our students thought…..’a very enjoyable subject; that enables you to learn and develop many

new skills, along with a variety of texts.’ Aimee plans to attend University and then train as a primary teacher.

For further information contact Mrs F Lake [email protected]


English Literature (new course 2016)

AQA – 7716/7717


Genre study is at the heart of the AQA Specification B, which encourages the exploration of texts in a number of

different ways:

1. The study of texts, both singly and connectively, some chosen from set text lists and some chosen independently

2. The study of texts within specific genres, such as tragedy and political and social protest writing

3. The study of texts through engagement with a range of theoretical ideas

4. Writing about texts in a number of different ways


A range of teaching strategies is employed, including whole group discussions, smaller group work (e.g. for coursework)

and individual presentations. When available and appropriate, theatre visits are also used.


A Level

Unit Title

Literary Genres


Section 1A:

Section1B:

Section 1C:

Aspects of tragedy. One passage-based question on a

Shakespeare text (25 marks) Othello

Essay question on Shakespeare text (25 marks) Othello

Essay question on two texts: one drama and one poetry (25

marks) Death of a Salesman by Arthur Miller and Keats’ Poetry

75 marks

40% of A-level.

Written exam 2 hours and 30

minutes.

CLOSED BOOK

Texts and Genres

Section 2B: Elements of political and social protest writing.

One compulsory question on an unseen passage (25 marks)

Study of three texts: one post-2000 prose text; one poetry and

one further text, one of which must be written pre-1900.

Examination will include an unseen passage.

The Kite Runner by Khaled Hosseini, A Doll’s House by Henrik

Ibsen and Songs of Innocence and Experience by William Blake

75 marks

40% of A level.

Written exam 3 hours.

OPEN BOOK

Non-exam

Assessment

Study of two texts; one poetry and one prose text, informed by

study of the Critical Anthology.

Two essays of 1250-1500 words, each responding to a different

text and linking to a different aspect of the Critical Anthology.

One essay can be re-creative. The re-creative piece will be

accompanied by a commentary.

50 marks

20% of A level assessed by

teacher.

Moderated by AQA.

What one of our students thought…..’the subject relies a lot more on independence and use of resources, which I enjoy.

It also makes you look closer and understand writers through context and features of their text, which is very interesting to study.’

Charlotte went on to do a Law Degree at Manchester University.

What further opportunities are there after taking “English Literature”?

Whilst the most obvious future opportunities might lie in journalism, law, management and teaching the subject prepares

one for a vast range of areas. In the past it has been combined with just about every other subject offered at this school.

For further information contact Mrs F Lake [email protected]


BTEC Level 3 National Foundation Diploma in Forensic Investigation

What the Subject is About: The BTEC Level 3 National Foundation Diploma in Forensic Investigation is

intended as an Applied General qualification for post-16 learners who want to continue their education through

applied learning and who aim to progress to higher education, and ultimately to employment or possibly in the

applied science or forensics sector. The qualification is equivalent in size to 1.5 A-Levels.

How is the Subject Taught? Through lectures, small group discussions, group presentations, ICT, problem

solving and practical sessions. These approaches will enable students to develop a number of skills that are

relevant to future successes, especially in the forensics and criminology sector.

How the Subject is Assessed: The new BTEC National in Forensic Investigation uses a combination of

assessment styles to give the students confidence and they can apply their knowledge to succeed in the

workplace – and have the study skills to continue learning on higher education courses and throughout their

career. This range of vocational assessments – both practical and written – mean the students can showcase

their learning and achievements to the best effect when they take their next step, whether that’s supporting

applications to higher education courses or potential employers.

Unit Title & what is assessed Assessment Weighting

Year 12: BTEC Level 3 National

Foundation Diploma in Forensic

Investigation

Three units of which all are

mandatory and one is an

external exam

exam.

Unit 1: Principles and Applications of

Science I (external exam)

Unit 2: Practical Scientific Procedures and

Techniques (Coursework portfolio)

Unit 4: Forensic Investigation Procedures

in Practice (Coursework portfolio)

2 hour exam

90 marks

90 hours delivery

90 hours delivery

Year 13: BTEC Level 3 National

Foundation Diploma in Forensic

Investigation

Three units of which one is

mandatory (external task) and

the others, a selected units

from a list of optional units

(coursework portfolio)

Unit 3: Science investigation Skills.

A task set and marked by Pearson and

completed under supervised conditions.

(External task)

Unit 10: Forensic Fire Investigation


Unit 11: Forensic Traffic Collision

Investigation (Coursework portfolio)

120 hours delivery

Examination: 3

hours for Part A and

1.5 hours for Part B.

60 marks

60 hours delivery

60 hours delivery

What further opportunities are there after taking BTEC Level 3 in Forensic Investigation?

The requirements of the qualification will mean that students develop the transferable and higher order skills

which are valued by higher education providers and employers. Students will develop laboratory skills, including

collaboration and teamwork which support some of the skills students need to progress to higher education,

employment, self-employment or training.

For further information contact Mr D. Burke [email protected]

What one of students thought….’Studying a BTEC in Forensic Investigation allows me to pursue my dream of

becoming a policeman. It is an enjoyable challenge and very interesting’. There are well structured tasks and the

deadlines are achievable”.

Luke plans to become a policeman within the West Mercia police force. .


Film Studies (Linear)

Eduqas


Film is an important part of many people's lives. Those who choose to study it characteristically bring with them a huge enthusiasm and

excitement for film which constantly motivates them in their studies. They experience a powerful medium which inspires a range of

responses from the emotional to the reflective as they are drawn into characters, their narratives and the issues films raise. The root of

that power is the immersive audio-visual experience film offers – one which can exploit striking cinematography, composition and

locations as well as powerful music and sound. It is not surprising that many consider film to be the major art form of the last hundred

years and that many feel it important to study a medium which has such a significant influence on the way people think and feel.


The WJEC Eduqas specification is designed to introduce A level learners to a wide variety of films in order to broaden their knowledge

and understanding of film and the range of responses films can generate. This specification therefore offers opportunities to study

mainstream and independent American and British films from the past and the present as well as more recent global films, both non-

English language and English language. The historical range of film represented in those films is extended by the study of silent film and

significant film movements (such as European avant-garde and new wave cinemas in Europe and Asia) so that learners can gain a sense

of the development of film from its early years to its still emerging digital future. Studies in documentary, experimental and short films

add to the breadth of the learning experience.

Production work is a crucial part of this specification and is integral to learners' study of film. Studying a diverse range of films from

several different contexts is designed to give learners the opportunity to apply their knowledge and understanding of how films are

constructed to their own filmmaking and screenwriting. This is intended to enable learners to create high quality film and screenplay

work as well as provide an informed filmmaker's perspective on their own study of film. How the Subject is Assessed:


Component 1:

American and British

film.

Written examination.

This component assesses knowledge and understanding of six feature-length films.

Section A: Classical Hollywood: One question from a choice of two, requiring reference

to one

US Hollywood Studio film.

Section B: Hollywood since the 1960s (two-film study)

One question from a choice of two, requiring reference to two American films, one

produced between 1961 and 1990 and the other more recent.

Section C: Contemporary American independent film

One question from a choice of two, requiring reference to one American independent

film.

Section D: British film (comparative study)

One question from a choice of two, requiring a comparison of two British films, one

produced between 1930 and 1960 and the other more recent.

35% of qualification.

3 hours.

Component 2:

Varieties of film.

Written examination.

This component assesses knowledge and understanding of five feature-length films and

one compilation of short films.

Section A: Film movements (two-film study)

One question from a choice of two, requiring reference to at least one film from the

silent era.

Section B: Documentary film

One question from a choice of two, requiring reference to one documentary film.

Section C: Global film (two-film study)

One question from a choice of two, requiring reference to two global films, one European

and one produced outside Europe.

Section D: Short film

One question from a choice of two, requiring reference to a compilation of short films

35% of qualification.

3 hours.

Component 3:

Production

Non-exam

assessment

This component assesses one production and its evaluative analysis. Learners produce:

either a short film (4-5 minutes) or a screenplay for a short film (1600-1800 words)

and a digitally photographed storyboard of a key section from the screenplay

an evaluative analysis (1250-1500 words).

30% of qualification

What further opportunities are there after taking “Film Studies”?

There are Film based degrees and Film is also a part of many other courses. Film Studies will by its nature ensure the student acquires

excellent analytical skills which will complement a number of other subjects and degrees. Career wise there are many branches of the

Film and Media industry and this course introduces many theoretical and technical elements. The subject requires creative technical skills

such as camera operation and digital editing. These skills show a technical proficiency and are transferable to a number of unrelated

careers.

For further information contact Mr Hutchison [email protected]

What one of our students thought…. “I have really enjoyed this new subject choice as there is so much room for creativity and hope to

go on to study within this field at University”.


Further Mathematics

Edexcel

What will you study?

If you choose to take A Level Further Maths you will sit 4 exams (1.5hrs each), two pure and two applied.

You will study

1) Further Pure Mathematics 1 (as above, but assessed at A Level Standard)

2) Further Pure Mathematics 2 (FP2) which will build on areas covered in FP1 as well as introducing new

topics such as Polar coordinates, Hyperbolic Functions and Differential equations

3) Decision Mathematics (as above)

and either

4) Further Mechanics 1 (FM1) which will cover areas such as Momentum and impulse, Collisions,

Centres of mass, Work and Energy, Elastic strings and springs

or

Further Statistics 1 (FS1) which will cover areas such as Linear regression, Statistical distributions

(discrete and continuous), Correlation, Hypothesis testing and Chi squared tests

Duration: 2 Years

Course Requirements

We anticipate that students to undertake the two year Further Mathematics programme will be expected to

have obtained at least a grade 8 in GCSE Mathematics.

WHY STUDY FURTHER MATHEMATICS

BECAUSE MATHEMATICS IS SO IMPORTANT - It is the only subject with a second AS and A level, which

extend the standard A level Mathematics in both breadth and depth.

By taking an A2 level in Further Mathematics you will;

Deepen your knowledge and understanding of pure mathematics

Be able to study a wider range of applied mathematics relevant to your future choice of

degree/employment.

Develop your problem-solving and analytical skills, which are so valued by employers,

Increase your success at university in maths-based subjects like Engineering, Sciences, Computing, Economics, and of course Mathematics itself.

MATHEMATICAL ABILITY IS A VERY VALUABLE ASSET: if you have some, make the most of it!

Studying Further Mathematics will;

Boost your performance in your standard A level Mathematics, making topics seem easier.

Provide a more stimulating experience than the standard A level Mathematics on its own.

Develop areas of the brain untouched by other subjects, which will probably mean you end up earning

more than the rest of us!

WHAT IS MORE;

A2 level Further Mathematics carry UCAS points in exactly the same way as other such qualifications.

The government has recognised the importance of Further Mathematics and is supporting the national

Further Mathematics Network to ensure that ALL students are able to access it.

For further information contact Mrs J Wheatley [email protected]


French

Edexcel

What the subject is about:

French at AS builds upon achievement at GCSE. The four skills are taught through topics such as: social issues

and trends (family life, education and the world of work) as well as artistic culture in French-speaking society

(festivals and traditions, music and media). Students will also study a film in French. Much use is made of

authentic materials and emphasis is placed on developing the students’ confidence in communication. Students

have access to materials to expand the skills of Listening and Reading.

Topics studied at A2 include: aspects of French-speaking society, artistic culture, multiculturalism (immigration,

integration and racism) and The Occupation of France as well as The French Resistance. Students will also study

a literary text.

How the subject is taught:

French is taught in small groups and students are expected to take part in discussions and role-plays. Lessons

are varied with listening activities completed using ICT on an individual basis. Students use laptops for the final

Listening examination. We strongly advise that students take part in visits abroad and a work experience

placement can be arranged. Students have the opportunity to gain a greater understanding of other cultures to

prepare them to be well-informed and effective communicators.

Assessment: assessed internally


Paper 1:

Listening,

reading

and

translation

A Listening – students will respond to comprehension questions

based on a variety of contexts and sources.

B Reading – students will have to respond to comprehension

questions based on a variety of text-types and genres.

C Translation into English.

This paper draws on vocabulary and structures across all four Themes.

Written examination:

2 hours

40% of the qualification

80 marks

Paper 2:

Written

response

to works

and

translation

into

French

Students translate a text into French.

Students answer one question in French on a set literary text from a

choice of two questions and one question in French on a set film from

a choice of two questions.

The works must be taken from the list provided by the examination

board.


2 hours and 40 minutes


120 marks

Paper 3:

Speaking

Task 1 requires students to discuss one Theme from the specification

based on a stimulus containing two different statements.

Task 2 requires students to present a summary of the key findings of

the written sources they have used for their research and answer

questions on this. They then have a wider discussion on their research.

Speaking examination:

16-18 minutes (plus 5

minutes of preparation

time)


72 marks

What further opportunities are there after studying French at A-Level?

Opportunities with a language are numerous from Business courses to Combined Honours degrees, Single

Honours degrees or even French with a new additional language. Most subjects can be studied with French such

as Science, Maths, Art, Media or History to mention a few. Industries such as Banking, Management, Computer

Technology, Customs and Excise, Accountancy etc. are keen to recruit employees with French skills.

For further information, please contact Miss Mushen [email protected]


German

AQA

What the subject is about:

German at AS builds upon achievement at GCSE. The four skills are taught through topics such as: social issues

and trends (relationships with family and friends, partnerships and marriage, the Internet and the digital world,

fashion and trends, music and TV) as well as artistic culture in German-speaking society (festivals and traditions,

art and architecture, cultural life in Berlin, past and present). Students will also study a film in German. Much

use is made of authentic materials and emphasis is placed on developing the students’ confidence in

communication. Students have access to materials to expand the skills of Listening and Reading. Topics studied

at A2 include: aspects of German-speaking society, artistic culture, political life (Germany and the EU, youth and

politics and German re-unification and its consequences) and multiculturalism (immigration, integration and

racism). Students will also study a literary text.

How the subject is taught:

German is taught in small groups and students are expected to take part in discussions and role-plays. Lessons

are varied with listening activities completed using ICT on an individual basis. Students use laptops for the final

Listening examination. We strongly advise that students take part in visits abroad and a work experience

placement can be arranged. Students have the opportunity to gain a greater understanding of other cultures to

prepare them to be well-informed and effective communicators.

Assessment: assessed internally


Paper 1:

Listening,

reading

and

translation

A Listening – students will respond to comprehension questions

based on a variety of contexts and sources.

B Reading – students will have to respond to comprehension

questions based on a variety of text-types and genres.

C Translation into English and translation into German.


2 hours and 30 minutes

50% of A-Level

100 marks

Paper 2:

Writing

Students answer one question in German on a set literary text from a

choice of two questions and one question in German on a set film

from a choice of two questions. The works must be taken from the

list provided by the examination board.


2 hours

20% of A-Level

80 marks

Paper 3:

Speaking

Students discuss a sub-theme based on a stimulus card (5-6 minutes).

Students study the card for 5 minutes before the test.

Students present (2 minutes) and discuss (9-10 minutes) their

individual research project from one of the four sub-themes.

Speaking examination:

16-18 minutes (plus 5

minutes preparation

time)

30% of A-Level

60 marks

What further opportunities are there after studying German at A-Level?

Opportunities with a language are numerous from Business courses to Combined Honours degrees, Single

Honours degrees or even German with a new additional language. Most subjects can be studied with German

such as Science, Maths, Art, Media or History to mention a few. Industries such as Banking, Management,

Computer Technology, Customs and Excise, Accountancy etc. are keen to recruit employees with German

skills.

For further information, please contact Miss Mushen [email protected]


Geography AQA 7037

What the Subject is About: AQA’s A Level in geography will excite your minds, challenge perceptions and stimulate a range of investigative and

analytical skills. Geography is the study of how people interact with their environment. The subject examines how

different natural and human environments and places provide both opportunities and problems for people. Students

of geography also investigate and evaluate how environments and resources are managed and how problems are

reduced. How is the Subject Taught? Through lectures, small group discussions, group presentations, ICT, problem solving and practical sessions. These

approaches will enable students to develop a number of skills that are relevant to future successes. The scheme of

assessment will not only enable students to show what they know and what they can do, but also allow for stretch

and challenge for the most able students.


Unit Description Weighting

Unit 1:

Physical

Geography

Compulsory topics:

Water and carbon cycles

Coastal systems and landscapes

Hazards

Unit test – 2hrs 30 minutes

40% of total A Level

96 marks

Unit 2:

Human

Geography

Compulsory topics:

Global systems and global governance

Changing places

Contemporary urban environments

Unit test – 2hrs 30 minutes

40% of total A Level

96 marks

Unit 3:

Geographical

Investigation

Students complete an individual investigation which must

include data collected in the field. The individual

investigation must be based on a question or issue defined

and developed by the student relating to any part of the

specification content.

3000-4000 words

36 marks

20% of A Level

Marked internally, moderated by

examination board

What further opportunities are there after taking “Geography”?

Geography is a challenging and highly respected academic subject. Geographical study develops a wide range of

intellectual and practical skills and a substantial body of knowledge and understanding which are of value in a variety

of higher education courses and careers. In addition to taking degrees in the subject itself, many A-level geography

students have gone on to complete degree courses in linked disciplines such as town and country planning,

landscape architecture, environmental management, estate management and recreation management.

For further information contact Mr R Morris [email protected]


History Edexcel 9H10


“Those that forget history are doomed to repeat it” George Santayana.

History at A level is designed to develop a range of historical perspectives and skills. You will analyse and

critically assess a wide range of source materials. Discussions and debates are a feature of work at 'A' Level

and you will be encouraged to form your own opinions. History develops a breadth of knowledge by

examining the history of different countries and societies during different periods. History allows pupils to

appreciate the society in which they live, and develops an understanding and awareness of the world around

them today.


A variety of teaching and learning methods are used to deliver the modules. Some of these include teacher

presentation, paired and group work, student seminars and discussion. At the heart of everything we do is

enjoyment of the subject, and a passion to discover our own opinions.

How is the subject assessed:

Assessment is via document questions, essays and coursework.

Unit Title


Paper 1 option:

Democracies in Change: Britain

and the USA in the C20th

Britain transformed, 1918-97 2 hour 15 mins (30%)

Paper 2 option:

Democracies in Change: Britain

and the USA in the C20th

The USA, c1920-55: boom, bust and recovery 1 hour 30 mins (20%)

Paper 3 option:

The witch craze in Britain, Europe and North

America, c1580-c1750

2 hours 15 mins

(30%)

Coursework Topic related to Paper 2 option. 3-4,000 words (20%)

What further opportunities are there after taking History AS/A2

A History qualification opens doors rather than shuts them. History develops such a broad range of skills

that it is highly regarded by employers and universities alike. Studying History A Level doesn’t just lead to a

degree in History. It can lead to courses as wide ranging as Law, English, Sociology, Media Studies and many

more. And you don’t just have to become a History teacher! Careers from accountancy to media and law

value the historian’s way of thinking. Students of History have become Presidents and Prime Ministers, heads

of corporations and business, Head of MI5, members of the police, lawyers and judges, social workers,

soldiers and generals. In fact Historians can become anything at all!

For further information contact Mr Foley [email protected]

What one of our students thought…’the course is challenging and hard work at times but thoroughly equips

you with evaluative skills, research skills and the ability to use sources and information. The course teaches you to

write well and to be organised and prompt with your work. Overall the course has been very enjoyable and has

prepared me well to study the subject at degree level.’ Jess has since gone to study History at Birmingham University.


Health & Social Care

BTEC Level 3 National Extended Certificate Pearson

QAN: 601/7197/2


The Pearson BTEC Level 3 National Extended Certificate in Health and Social Care aims to provide an

introduction to the sector. It is for learners who are interested in learning about the health and social care sector as part of a balanced study programme. It is equivalent in size to one A Level.

Learners cover:

1. Physical, intellectual, emotional and social development across the human lifespan, and the

factors affecting development and the effects of ageing.

2. What it is like to work in the health and social care sector, including the roles and

responsibilities of workers and organisations.

3. The principles and practicalities that underpin meeting individuals’ care and support needs,

which are the foundation of all the care disciplines.

4. Types of physiological disorders, the procedures for diagnosis, and the development of a

treatment plan and provision of support for service users.

What do students learn about?

Students complete two external exams and two coursework units.

The content of this qualification has been developed in consultation with higher education to ensure it

supports progression towards higher study. In addition, employers and professional bodies have been

involved, in order to confirm that the content is also appropriate for those interested in working in the

sector.

The mandatory units for the qualification are:

Human Lifespan Development: Unit 1 (External Exam)

Working in Health and Social Care: Unit 2 (External Exam)

Meeting Individual Care and Support Needs: Unit 5 (Coursework)

The additional (optional unit) is:

Physiological Disorders and their Care: Unit 14 (Coursework)

How is the subject taught?

A variety of teaching and learning activities are used including: class discussions, group work and presentations, guided

research using texts/internet, note taking/lecture, DVD presentations, visiting speakers.


Equivalent in size to one A Level.

4 units of which 3 are mandatory and 2 are external.

Mandatory content (83%). External assessment (58%).

The course is assessed via external assessment and coursework which is marked in line with submission deadlines

across both course years.

It is essential that students pass the external units to pass the course.

The external units can be attempted twice.

What further opportunities are there after taking “Health and Social Care”?

This qualification provides foundation for students interested in a career in health, social services or child care. It also

provides a broad introduction to further/higher education vocational pathways in:

Health Care: nursing, laboratory technician, dental nurse, complementary medicine

Social Care: social work, residential care, occupational therapy, child protection

Early Years: teaching, speech and language therapy

For further information contact Mrs Waite [email protected]


IT BTEC Level 3 Extended Certificate in IT

(Edexcel)


This qualification is designed for learners who are interested in an introduction to the study of creating

IT systems to manage and share information, alongside other fields of study, with a view to progressing

to a wide range of higher education courses, not necessarily in IT.


Whole class lessons, small group discussions, paired activities, individual tasks, guest speakers.

How the subject is assessed:

Mandatory:

Unit 1: Information Technology Systems (120 GLH)

Unit 2: Creating Systems to Manage Information (90 GLH)

Unit 3: Using Social Media in Business (90 GLH)

Optional:

Unit 6: Website Development (60 GLH)

The following grades can be awarded:

Distinction star (D*)

Distinction (D)

Merit (M)

Pass (P)

What further opportunities are there after taking BTEC Extended Certificate in ICT?

After successfully completing this course many students go straight into employment / university.

Regarding the latter, the BTEC Extended Certificate in ICT provides a good stepping stone for the

demands of university. ICT students learn very practical skills, i.e., Unit 1 - and can lead to a range of

employment opportunities. The skills learnt during the course are also transferrable to other subjects and

careers, such as, development of spreadsheet skills, multimedia and image manipulation.

If you would like information regarding the specification, please visit:

http://qualifications.pearson.com/en/qualifications/btec-nationals/information-technology-2016.html#tab-1

For further information please contact Ms J Walkley [email protected]

What one of our students thought… “A challenging but rewarding subject. I have learned useful and up to

date skills that I will require going forward and in my pursuit of a satisfying career.”

Rachael plans to go into Forensic Computing at University

http://qualifications.pearson.com/en/qualifications/btec-nationals/information-technology-2016.html#tab-1

Mathematics Edexcel

9MAO/01

8MAO/01

What will you study?

If you choose to take A Level Mathematics you will sit 3 exams.

Paper 1 Pure Mathematics (2 hours, 33.3% of qualification)

Topics studied:

Proof, Algebra and Functions, Coordinate Geometry, Sequences and Series, Trigonometry, Exponentials

and Logarithms, Differentiation, Integration and Vectors.

Paper 2 Pure Mathematics (2 hours, 33.3% of qualification)

Proof, Algebra and Functions, Coordinate Geometry, Sequences and Series, Trigonometry,

Differentiation, Integration and Numerical Methods.

Paper 3 Statistics and Mechanics (2 hours, 33.3% of qualification)

Topics studied:

Statistical Sampling, Data Presentation and Interpretation, Probability, Statistical Distributions, Statistical

Hypothesis Testing, Quantities and Units, Kinematics, Forces, Newton’s Laws and Moments.

Course Requirements We anticipate that students wishing to study Mathematics will be expected to have obtained at least a

grade 7 in GCSE Mathematics.

WHY STUDY MATHEMATICS

Mathematics is a versatile qualification, well-respected by employers and it is a facilitating subject for

entry in to higher education. Careers for men and women with good mathematics skills and qualifications

are not only well paid, but they are also often interesting and rewarding. People who have studied

mathematics are in the fortunate position of having an excellent choice of career. Whilst the number of

young people studying A level Mathematics is increasing there is still a huge demand from science,

engineering and manufacturing employers.

The reason why so many employers highly value a mathematics qualification is that mathematics students

become better at thinking logically and analytically. Through solving problems you develop resilience and

are able to think creatively and strategically. The writing of structured solutions, proof and justification of

results help you to formulate reasoned arguments. Also of great importance is that you will have

excellent numeracy skills and the ability to process and interpret data.

For further information contact Mrs J Wheatley [email protected]


Music (new course 2016)

EDEXCEL A LEVEL


The course covers a wide range of music in different areas of study including vocal music, music for film,

Instrumental music, fusions and popular music and jazz. Compositions and the appraising exam are related

to set pieces of music in each area of study.


Lessons vary depending on the skills being taught.


The course is split into three areas: performance, composing and appraising. Performances are recorded in

public and can be completed at any point during the course. Two compositions are submitted to the exam

board. The brief of one of these compositions is set by the exam board. There is a two hour listening exam

that is based on the study of several set works during the course.

Component 1

Performing

An 8 minute public performance of one or more pieces

of music.

Performances can be solo, ensemble, or realised through

the use of music technology.

30%

Externally assessed

Component 2

Composing

Two compositions which must last a total of six

minutes combined.

Total of two compositions, one to a brief set by

Pearson and one either free composition or also to a

brief.

30%

Externally assessed

Component 3

Appraising

Section A: Areas of study and dictation (50

marks)

Three questions related to the set works (audio and

skeleton score provided).

One short melody/rhythm completion exercise.

Section B: Extended response

Two essay questions – essay one (20 marks) and

essay two (30 marks) Essay one asks students to draw links from their study

of the set works to the music heard as an unfamiliar

extract.

Essay two gives a choice of three questions that

ask students to evaluate the musical elements.

40%

One written paper

of 2 hours (100

marks total)

For further information contact Mr Long [email protected] or Mrs Wright [email protected]



Performing Arts OCR CAMBRIDGE TECHNICAL DIPLOMA


The course covers a wide variety of performance arts skills. Music performance, Music technology, Drama,

Dance, Stage Management, Sound and Lighting, are all covered by the course. The Cambridge Technical

Diploma is has the same UCAS accreditation as a full A level.


The course is taught by several subject specialists.


The course is assessed through a portfolio of work which is collated during the year. This includes written

reflection on practical work, as well as the performances themselves. Each year there are many

performance opportunities that students can use as assessed work.

Students must study the three mandatory units. The remaining units are then made up of a mandatory

pathway unit and optional units. Students will be advised as to which optional units are available at the start

of the course

as the skills and ability of any performing arts group will determine what we can offer.

Mandatory Units

All students complete these units.

Externally assessed

Optional Units

Students on any performance pathway my choose up

To four of the following units to combine with their

Pathway units

Prepare to work in the Performing Arts

Sector

Combined Arts

Proposal for a commissioning brief Current Issues in Performing Arts

Influential performance practice Improvisation

Health and Fitness for Performance

Performing Repertoire

Acting Pathway Music Pathway Production Pathway

Acting technique

(mandatory)

Create music to perform

(mandatory)

Production and stage management

process (mandatory)

Classical theatre performance Instrumental music technique Stage lighting design and operation

Script writing Music performance Stage sound design and operation

Theatre directing Singing technique Character design and realisation

Singing performance Set design and realisation

Song writing

Musicianship

Produce music using

technology

Technical management

For further information contact Mr Long [email protected] or Mrs Wright [email protected]

What one of our students thought…’both the practical and theoretical aspects of performing arts are

fascinating. Studying this subject has developed me into a confident performer’. Sophie plans to take English

Literature and Drama at University.



OCR A Level Physical Education (H555)

QAN: 601/8322/6


OCR’s A Level in Physical Education will equip learners with both a depth and breadth of knowledge, understanding

and skills relating to scientific, socio-cultural and practical aspects of physical education. The content has been

designed to allow learners to study Physical Education in an academic setting, enabling them to critically analyse and

evaluate their physical performance and apply their experience of practical activity in developing their knowledge and

understanding of the subject. The examined components will provide the knowledge and understanding which

underpin the non-exam assessment (NEA). The NEA within this specification allows learners to explore an activity

(sport) in detail as a performer or coach, chosen from a wide variety of sporting activities. Learners will also analyse

and evaluate performance in a chosen activity as part of their NEA.


Through a combination of classroom based and practical activities. Students complete at the end of year 13 – three

theory exams; assessed as a performer in one activity area and complete an analysing and evaluating performance task

in their chosen activity area.

How the subject is Assessed:

Units Description Weighting

Physiological factors

affecting

performance

(01)

Written examination (2 hours: 90 marks):

• Applied anatomy and physiology

• Exercise physiology

• Biomechanics

Physiological factors affecting performance, focuses on developing the

learner’s knowledge of the science behind physical activity. This

includes the structure and function of key systems in the human body,

the forces that act upon us and the adaptations we make to our bodies

through diet and training regimes.

30% of total A

Level

Psychological

factors affecting

performance

(02)

Written examination (60 marks 1 hour written paper):

• Skill acquisition

• Sports psychology

This component focuses on the psychological factors affecting physical

activities and sports. This includes models and theories that affect

learning and performance in physical activities, how different methods

of training and feedback work and why their effectiveness differs from

person to person. It also includes psychological factors affecting group

dynamics and the effects of leadership and stress on performers.

20% of total A

Level

Socio-cultural issues

in physical activity

and sport

(03)

Written examination (60 marks 1 hour written paper):

• Sport and society

• Contemporary issues in physical activity and sport

This component focuses on the sociological and contemporary issues

that influence and affect physical activity and sport for both the

audience and the performer and how sport affects society.

20% of total A

Level

Performance in

physical education

(04)

Non Exam Assessment (NEA):

• Performance or Coaching

• Evaluation and Analysis of Performance for Improvement

(EAPI)

Learners are internally assessed through the NEA in one practical

activity (either performing or coaching one chosen activity from the

approved lists) and the Evaluation and Analysis of Performance for

Improvement (EAPI).

30% of total A

Level

What further opportunities are there after taking “A Level Physical Education?”

This course will prepare learners for the further study of PE or sports science courses as well as other related subject

areas such as psychology, sociology and biology. Learners will also develop the transferable skills that are in demand by

further education, Higher Education and employers in all sectors of industry.

For further information contact Mr S. Ross (Acting Subject Leader for PE & Sport) on:

[email protected]


Physics AQA 7408


Physics is about the fundamental principles which govern the behaviour of our world and universe. Topics

include particles, waves, electricity and mechanics. Physics principles are related to real contexts such as

medicine, communications, transport and sport.

How the Subject is taught?

Discussion, demonstration and questioning are common features of class teaching. Problem solving and

practical work (singly or in small groups) are also very important. The relevance of physics in the modern

world is emphasised throughout the course.


Through externally assessed written papers and internally assessed practical investigative and research

skills.

Unit title & what is assessed Assessment Weighting

Year 13:

Paper 1: assessing sections 1-5 and

6.1 (Periodic motion).


60 marks of short and long answer questions.

25 multiple choice questions on

content.

34% of A-level

mark

(85 marks)

Paper 2: assessing sections 6.2

(Thermal Physics), 7 and 8.

Assumed knowledge from sections 1

to 6.1.


60 marks of short and long answer questions.

25 multiple choice questions on

content.

34% of A-level

mark

(85 marks)

Paper 3: assessing practical skills and

data analysis in section A.

Section B is one of sections 9, 10, 11,

12 or 13.


45 marks of short and long answer

questions on practical experiments and

data analysis.

35 marks of short and long answer questions on optional topic.

32% of A-level

mark

(80 marks)

What further opportunities are there after taking ‘Physics’?

Physics is considered important in many careers, such as medicine and veterinary science, and is essential

for engineering. In addition, the logical way of working and mathematical skills which Physics encourages

makes it highly valued for a wide variety of other courses and careers such as Computer Science, Business

Management, Law, Accounting and Economics.

For further information contact Mr O’Connor or Miss Syvret [email protected] or

[email protected]

What one of our students thought…. ‘Studying all the sciences is an enjoyable challenge and there are lots

of crossovers between the three subjects. All 3 are interesting and vital for anyone considering a career in science’.

Daniel plans to study Medicine at University



How is the subject taught?

A variety of teaching and learning activities are used: class discussion, group work, guided research

(texts/internet), note taking, DVDs, replication of key studies in psychology, workshops for basic statistics.


Completed over two years; THREE x 2 hour exams (96 marks each) taken in May/June of the final year.

Each paper contains separate examined elements (see above), each totalling 24 marks, with the exception

of Section C of Paper 2 (research methods) which is worth a total 48 marks. But ALL are made up of:

multiple choice; short answer questions and extended writing.

What further opportunities are there after taking Psychology?

Psychology can lead to a range of Higher Education degrees including: psychology, health, social science

subjects and many others that require academic, science A-levels for entry. Psychology is useful for many

careers such as professional psychologist, business management, teaching, and health and social care careers

e.g. midwifery.

For further information contact Mrs J Larkin [email protected]

Psychology AQA

A-level: 7182


An academic and applied science involving the systematic study of human and animal mental functions and

behaviour. Psychologists are interested in how people act, react and interact as individuals and in groups.

What do students learn about?

Compulsory

PAPER 1 – INTRODUCTORY TOPICS IN PSYCHOLOGY

Social Influence: types of conformity; social roles; explaining obedience/resistance; minority influence; social change

Memory: memory models; types of long-term memory; forgetting, eyewitness testimony and improving it

Attachment: caregiver-infant interactions; explanations; types; maternal deprivation; impact on adults

Psychopathology: defining abnormality; approaches/characteristics of mental illness

PAPER 2 – PSYCHOLOGY IN CONTEXT

Approaches: learning; cognitive; biological; psychodynamic; humanistic

Biopsychology: nervous/endocrine system, fight/flight, brain function/research, bio-rhythms

Research methods: experiments; observations; self-reports; correlations; content analysis; case studies;

scientific processes; data handling and analysis; inferential testing

PAPER 3 – ISSUES AND OPTIONS IN PSYCHOLOGY

Issues and debates: gender, culture, freewill v determinism, nature-nurture, holism/reductionism, approaches (ideographic and nomothetic), ethical implications of research studies and theories

Gender: sex and gender; the role of chromosomes and hormone; explanations of gender development

including atypical gender development

Stress: physiology; illness; sources; measuring; individual differences; managing and coping with stress

Aggression: neural and hormonal mechanisms; ethological and social psychological explanations; institutional aggression and media influences including computer games


Religious Studies:

Philosophy of Religion, Religion and Ethics and

Developments in (Christian) Thought (new course 2016)

OCR A2: H573


Within Ethics, students examine the morality of a range of ethical issues, such as euthanasia and how

different scholars approach and justify their attitudes to such dilemmas.

Philosophy covers the big questions of life, such as ‘how did the universe come to be here?’ and how we

can attempt to justify God’s existence despite the vast amount of evil and suffering in the world.

Developments in (Christian) Thought is a new area of the A2 course and is an opportunity to study how

religion relates and responds to society today. In this topic, we will cover issues such as religious

pluralism, the nature of humans, psychology, society and secularism.


A variety of teaching/learning methods are used: PowerPoints, worksheets and group tasks, student-led

presentations, discussion, debate and modelling, and completing, timed exam questions.

How is the subject assessed?


01 - Philosophy

of Religion

1: Philosophical Language and Thought. 2: The Existence of God. 3: God and the World. 4: Theological and Philosophical Developments.

5: Religious Language.

2 hour written

paper.

120 marks.

33.3% of total

A2.

02 - Religion

and Ethics

1: Religious Ethical theories. 2: Normative Ethical Theory.

3: Applied ethics.

4: Ethical theory: meta-ethics.

5: Aquinas and Freud.

6: Developments in ethical thought: sexual and business ethics.

2 hour written

paper.

120 marks.

33.3% of total

A2.

03 -

Developments

in (Christian)

Thought

1: Insight. 2: Foundations. 3: Living. 4: Development.

5: Society.

6: Challenges.

2 hour written

paper.

120 marks.

33.3% of total

A2.

What further opportunities are there after taking Religious Studies?

Many students go on to study Philosophy, Theology or Ethics at University. There are a number of

combination courses i.e. Theology and English Literature.

Careers which this subject contributes to include: Law, Teaching, the Media, Social Services; Medicine, the

Police, Research, Religious Vocations, Journalism, any career which requires a high degree of

communication skills both oral and written.

For further information contact Miss E Beaman [email protected] or Miss C Martin

[email protected]



Sociology AQA AS-7191

A2- 7192


Sociology is about you. It is to help you have a wider knowledge and understanding of the society in

which you live. It involves studying human beings and their patterns of behaviour. In order to do this, we

focus on the way people form relationships and how these relationships, considered in their totality, are

represented by the concept of a “society”.

In this respect, the focus of the sociologist’s attention is group behaviour. That is, the effect that the

groups people join or are born into (family, work, education and so forth) have upon people’s social

behaviour.


Sociology lessons require you to think, question and consider new ways of looking at the society you live

in. Sociology lessons will be delivered in a number of ways, including group work, discussion, research,

visual and written stimuli and data analysis. The use of ICT is inherent within the course and you will be

asked to make presentations, carry out sociological research and take an active interest in the issues that

face us in society today. No prior learning is necessary for candidates to undertake this course of study.


Unit level Description Weighting

Paper 1 :

Education, Methods in

Context AND Theory

& Methods

Education: short answer and extended writing – 50 marks

Methods in Context: extended writing 20 marks

Theory & Methods: extended writing – 10 marks

2 hour written

paper

80 marks

33.3% of A level

Paper 2:

Families & Households

AND Beliefs in

Society

Section A: extended writing 40 marks

Section B: extended writing 40 marks

2 hour written

paper

80 marks

33.3% of A level

Paper 3:

Crime & Deviance

AND Theory &

Methods

Crime & Deviance: short answer and extended writing – 50

marks

Theory & Methods: extended writing – 30 marks

2 hour written

paper

80 marks

33.3% of A level

What further opportunities are there after taking “Sociology”?

There are numerous Sociology based degrees and it is often combined with Psychology or Criminology. It

can be combined with a large variety of subjects. Career wise there are many opportunities open to

graduates such as careers in Teaching, Journalism, the Police, the legal profession, Social Work, Public

Relations and Personnel Management. Much of the research into what is happening in our society is carried

out by people with a sociological qualifications. Sociologists are found in local Government, the Civil Service

and advising the Prime Minister, his government and the other major political parties.

For further information contact Mr S Ahmad [email protected]

What one of our student thought…’Studying this subject has enhanced my opinion on the way society works

and has inspired me to use some of this knowledge for my future career. I find this subject extremely interesting

and inspiring’. Ella wishes to attend University to study social work in order to become a social worker specialising

with children and families.


Pearson BTEC Level 3 National Extended Certificate in

Sport

QAN: 601/7218/6


The Pearson BTEC Level 3 National Extended Certificate in Sport is an applied general qualification for post 16

students who want to continue their education through applied learning, and who aim to progress to higher education

and ultimately to employment, possibly in the sport sector. The qualification is equivalent in size to 1 A Level and aims

to provide a coherent introduction to the study of the sport sector at this level. Students wishing to take this BTEC

will have successfully completed a level 2 programme of learning with GCSE’s or vocational qualifications.


Through a combination of classroom based and practical activities. Students complete assignments independently

throughout the course (Two units) and prepare for two external exams (one in year 12 and one in year 13).

How the subject is Assessed:

Students will complete the following units:

Units Description Weighting

1: Anatomy and

Physiology

Written examination (1 hour 30 minutes) set and marked by

Pearson. A mix of short and long answer questions. The exam will

aim to assess students understanding of the Skeletal System; the

Muscular System; the Respiratory System; the Cardiovascular

System and the Energy Systems for Sports Performance. The

exam will test understanding to determine the interrelationships

between the body systems for sports performance.

120GLH – Mandatory

external unit.

2: Fitness Training and

Programming for

Health, Sport and

Wellbeing.

Students are assessed on their ability to interpret lifestyle factors

and health screening data in order to develop and justify a fitness

training programme and nutritional advice for a hypothetical

scenario.

Students are presented with their scenario in part A and are then

allocated 6-8 hours to research and prepare notes for the final

assessment. Part B – Students will be issued more supplementary

information and will use this and their research to produce their

final plan.

120GLH – Mandatory

Synoptic external unit.

3: Professional

Development in the

Sports Industry

Learners explore the knowledge and skills required for different

career pathways in the sports industry. Learners will take part in,

and reflect on, a personal skills audit, career action plan and

practical interview assessment activities.

60GLH – Mandatory

Internal Unit.

7: Practical Sports

Performance.

Learners study the skills, techniques, tactics and rules of selected

sports through active participation in individual/team sports.

Examine National Governing Body rules/laws and regulations for

selected sports competitions. Examine the skills, techniques and

tactics required to perform in selected sports. Develop skills,

techniques and tactics for sporting activity in order to meet sport

aims. Reflect on own practical performance using selected

assessment methods.

60GLH – Optional

Internal Unit.

All units are subject to change depending on the strengths of the students studying the course. Students will achieve

either a pass, merit or distinction for each assignment and will achieve a total which will be either a pass, merit,

distinction or distinction* level.

What further opportunities are there after taking “BTEC Level 3 National Extended Certificate in

Sport”?

BTEC Level 3 in Sport is desirable for pupils looking for a career related to either sport, nutrition, leadership or

coaching.

For further information contact Mr S. Ross (Acting Subject Leader for PE & Sport) on:

[email protected]


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