Sixth Form College Prospectus by British School of Beijing

The British School of Beijing Sixth Form College Prospectus

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Welcome

Welcome to the British School of Beijing Sixth Form College. Choosing the right Sixth Form college is a very important decision and is the first step towards pursuing a University degree, and a career. We are delighted that youâ&#x20AC;&#x2122;re considering Beijing as the place where you will spend two of the most important years of your life. The British School of Beijing is internationally accalimed and is at the heart of learning in Beijing, one of Asias most inspiring, vibrant and dynamic cities. Welcome to Beijing. Welcome to The British School.

The British School of Beijing Sixth Form College Prospectus

Medical Sciences

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Contents Welcome to the Sixth Form College................................. 6 Broadening Horizons.........................................................8 Stretch and Challenge.......................................................9 Links with Parents.............................................................10 Helping our students succeed.......................................... 11 Enrichment Programme....................................................12 Gifted & Talented..............................................................14 What we offer................................................................... 16 Expectations......................................................................17 Dress Code....................................................................... 19 Expanding your Horizons..................................................20 Choosing your course....................................................... 22 Art and Design.................................................................. 24 Applied Information and Communication Technology........................................................................26 Biology.............................................................................. 28 Business Studies............................................................... 30 Chemistry..........................................................................32 Chinese............................................................................. 34 Critical Thinking................................................................ 36 English Literature..............................................................38 French...............................................................................40 Geography.........................................................................42 History...............................................................................44 Mathematics.....................................................................46 Music................................................................................ 48 Performing Arts................................................................ 50 Physics...............................................................................52 Spanish.............................................................................. 54 University Entrance...........................................................56 UK University Entrance.....................................................58 American University and College Entrance...................... 62 Australian University Entrance......................................... 66 Canadian University Entrance...........................................67 Recognition in Europe.......................................................68 Universities and Career information.................................69 How do I apply.................................................................. 70 Calendar............................................................................71 Map and Directions.......................................................... 72

Welcome to The Sixth Form College The Sixth form College at the British School of Beijing is in many ways a stepping stone. A British Education forms the basis of a student’s future opportunity and pathway way through life. The Advanced level qualifications from the University of Cambridge form one of the most prestigious University entry qualifications in the world. Highly respected in the UK, Europe, Australia, Canada and the USA, where they can count towards the first years credit. However, this is not enough on its own. The curriculum offered by the British School of Beijing must be accepted worldwide, it is part of our reason to be. However, we must go beyond this to fully address the needs of the young adults taking their first steps into the adult world. Support, careful monitoring, expert advice and guidance are all key to the critical choices being made at this crucial juncture. And then there is fun. Although it might be slightly non-traditional to talk about fun in a highly academic environment, it is important to be aware that a socially supportive, and responsible environment within the school ensures the enjoyment and hence the success of our students. Be it sports, music or adventure activities we are keenly aware that challenge and opportunity breed confident and successful adults. Welcome to the Sixth Form College of the British School of Beijing Michael Embley Executive Principal

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We cannot thank you enough for the welcome you and the school have offered our family. It really makes everything easier! We already feel at home. Olga and Alexis Brunel

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Stretch & Challenge who wish to stretch and challenge themselves, for example for help with preparing for Oxbridge or Ivy League entrance and university applications, support and extension classes run by departments, supported classes in a number of AS subjects and one-to-one learning support and help with study skills. Our tutorials and report and review systems are aimed at students taking responsibility for setting realistic and challenging targets, reviewing their progress and taking responsibility for their learning and planning for the next step after Sixth Form. We challenge students to work with staff to help them to develop the resilience and skills required to complete their courses and be successful.

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BSB offers me everything I would ever want from a school, friends and great teachers, plus my good grades keep my parents happy!

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The British School of Beijing Sixth Form College provides a broad, relevant curriculum and general education for its students, providing stretch and challenge in a context of high expectations in line with its mission statement. A wide range of academic programmes and course choices, together with options from a large choice of additional and complementary studies, clubs, societies and other extracurricular activities (such as fieldwork and visits), enable our students to devise personalised programmes which suit their individual needs and aspirations. We encourage our students to set their sights high and expect them to study relatively demanding programmes. Additional support is offered to students

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The British School of Beijing Sixth Form College Prospectus

Broadening

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Horizons

Links with Parents We encourage regular contact with parents, from the initial application interview through to successful course completion. We recognise that working in partnership with parents to support the individual student is critical to their success on the course. Parents’ evenings There are two full parents’ evenings in the year, when parents are invited in to discuss their son or daughter’s individual progress and the outcomes of the latest target setting activity. In addition regular written reports communicate the progress of each individual student. Regular parent contact Parents are encouraged to contact their son or daughter’s personal tutor regularly during the year either through e-mail, phone, in writing or individual appointment.

Daily email Each day our parents receive an email notifying them of the classes their child has taken and any homework requirements.

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I am very happy with the level of education provided by BSB, I feel the relationship between staff and students creates a very positive learning environment.

M.Baxtrem

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Regular newsletter A newsletter is produced and sent to parents and students in order to update them on key dates, forthcoming events and latest news.

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Helping our students succeed

Our internal quality system includes the observation and grading of a range of lessons. The feedback from these observations show that the percentage of lessons that are graded good or better is substantially above benchmark for the sector. Regular inspections from the UK inspection body Ofsted also ensure the provision of a top quality education. Target Setting In order to help students fulfil their academic potential, we have a target setting process, which all students participate in. At the start of the course all students are set initial target AS level grades based on their IGCSE results, or 10th grade/Year 11 results if coming from another educational system. Following on from this initial target setting process, students have individual discussions with subject lecturers about how they can improve their current and target grades. The target setting reviews take place in November and February each year, and feedback is provided at Parents’ Evenings.

Individual learning plans As a result of the target setting process, students agree specific actions with their subject lecturers about how to improve their grades. The Specialist Personal Tutor then meets the student and an individual learning plan is written. The plan is reviewed during the year at one to one tutorial meetings between the student and the tutor. Valuing each individual At the Sixth Form College, the student is at the heart of everything that we do. The support for the individual to achieve their potential is exceptional. Experienced and dedicated staff The team consists of experienced specialists who are passionate about supporting and helping students with their studies.

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At the college I know that I have a solid foundation to pursue my education in university and beyond.

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All the Sixth Form staff are qualified teachers with a degree in their teaching subject; many staff also hold a further postgraduate qualification in their subject area. All of our staff are therefore subject specialists with several years of experience in preparing students for AS and A level public exams. Many staff also work as examiners for the major exam boards, and are in an ideal position to prepare students for coursework and examination success.

Enrichment Programme

Sport

BSB Sixth Form College offers a wide range of sport and other physical activities and the majority of our students choose to participate in one or more of them. Many take part for exercise and enjoyment alone, whilst others are members of one or more of our successful teams. Team sports at the School go from strength to strength. We offer, handball, soccer, badminton, cricket, table tennis, basketball, hockey, rounders, netball, track and field and swimming.

The Performing Arts

Performing arts is a thriving subject at The British School of Beijing. Our extensive range of creative arts allows us to boast a plethora of quality performances for our Sixth Form, producing whole school productions annually, dance festivals, and various performances to name but a few. We endeavor to ensure our creative curriculum of drama and dance provides opportunities to extend the learning experience beyond the classroom. Alongside this, we have hosted a number of arts festivals to provide inspiration to our ever-growing body of talent. Our sophisticated and high tech facilities are a mere backdrop to the standards of artists and performers to tread our boards, with further exciting collaborations on the horizon.

Drama

Drama aims to support and develop

a diverse cross curricular experience, particularly through use of English speaking and listening skills. The breadth and balance of drama endeavors to ensure students are taught how to create, perform and respond to drama by working with a variety of stimuli from different sources and traditions and students are given opportunities to watch and learn from peers and professionals. It aims to give students new insights into the world and the means to communicate their personal responses to issues in creative and effective ways.

Dance

The British School is leading the way by hosting annual dance competitions and preparing students for performance opportunities. Dance provides the students with an experience like no other. It promotes self-discipline, integrity and the conviction to strive for perfection. Our Dance Studio offers a range of classes across different genres and styles, taught by teachers qualified under examination boards recognised by the Theatre Dance Council International .

Music

Our line-up of talented music specialists strives to produce work of the highest quality while fostering a deep appreciation and love of a wide variety of musical styles. Our Music Department runs a wide range of instrumental and vocal ensembles, enabling students to perform with their peers, including Girl

Bands/Boy Bands, Jazz Orchestra, Jazz Ensemble, Senior Chamber Choir, Senior Choir and Advanced Wind Ensemble. The work they do is supported by visiting instrumental tutors, who deliver private lessons on site as part of our Individual Music Programme. This Programme enables any student within the Sixth Form to receive tuition on an instrument of their choice; the student receives one thirty-minute lesson per week, equating to ten lessons every term.

Art

Students are actively encouraged to think and work in a creative manner; exploring the potential of a variety of media and processes. The skills that the students employ are designed not only to develop fine motor skills; their ability to make and interpret a range of arts and crafts is refined and extended across the Sixth Form College; but, essentially art encourages a creatively strong thinker, a student who can solve design issues and increasingly become a more independent learner. Technicalities aside; students learn to paint, draw, and print, sculpt, use clay and work with mixed-media. Students will visit galleries, landscapes and experience arts and crafts in a manner of ways; exploring techniques and methods whenever opportunities arise. Increasingly when students select to study art at A Level their research, depth of art history and contextual studies knowledge becomes broader. Their skills are challenged and they are expected to express, justify and produce work that

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The British School of Beijing Sixth Form College Prospectus

All students follow an individual Enrichment programme made up from some of the activities described over these pages. Such activities extend and broaden your A Level programme.

Enrichment Programme reflects their experiences. Students can expect a course that challenges their preconceptions of art and encourages independent and creative thinking. Workshops, excursions, hands on practical experience, hosting arts festivals all compliment the arts at BSB!

International Award

The British School of Beijing offers the opportunity to obtain this world recognized award, also known as the Duke of Edinburgh’s Award in the United Kingdom. Young people between the ages of 14 and 25 can work towards gaining the 3 levels of award; Bronze, Silver and Gold. The award recognises dedication and commitment in the areas of learning and improving skills, physical recreation and community service. There is also an element of adventure when participants undertake an adventurous journey. The award is a challenge and at the Bronze level participants have to undertake a commitment of a minimum 3 months (one for a minimum 6 months) in each area of skills, physical recreation and community service. The adventurous journey includes at least one practice and an overnight trip with at least 6 hours of activity on each day. The adventurous journey has in the past included trips to Longshen, Xingping, and Guizhou. Future journeys may include places such as the Jungles and mountains of Sanya or even further afield to Cambodia. The award is recognized by Universities and employers as a demonstration of an individuals’ character, commitment,

teamwork and leadership skills.

Skiing

We go to the internationally renowned resort of Verbier in the Swiss Alps. The resort has excellent facilities for both beginners and experienced skiers. In January the ski season in Switzerland would be at its peak so there is plenty of snow to enjoy. There are also some opportunities for cultural and educational activities around the resort, without mentioning the tremendous opportunity for students taking French to practice of course! Verbiers is an outstanding international resort.

Robotics

All our students get to build, programme and test their own robots right here in the school. The Lego Mindstorms system has been called “possibly the most important development in

education of the 21st century.” We can only agree and the faces of the students as they watch and learn would verify our assessment. We are proud or our work and, more importantly, the students are proud of theirs. We might not yet have the secret to the perfect Robot guardian of humanity, but perhaps one day it will be a British School student that brings Isaac Asimov’s vision to fruition.

Community & Service

Students in the Sixth form are involved in a range of Charity Work. Fund raising events for specific causes or charitable organisations are held at the school several times a year. The school also regularly donates funds and materials to underprivileged schools in China and uses these links to raise awareness of poverty among the members of the school. Students have a variety of opportunities to get involved in our school community and outreach programs.

The British School of Beijing Sixth Form College Prospectus

Gifted & Talented We recognise that within our student population there will be individuals with outstanding abilities in a specific area of their experience or in several areas of their experience. It is our responsibility to ensure students are given the support and encouragement needed to develop their abilities and full potential. This support can come through extension work, advice and guidance. Students may exhibit giftedness and talent in a range of areas: Science, the arts and or in sport / music. We offer: • • • • • • • •

Individual support for University entrance One-to-one UCAS support Work experience Preparation for the Oxbridge programme University presentations and tutorials Individualised learning programmes Trips/events focused on increasing aspiration to elite universities Make best use of new technologies to enhance learning and autonomy.

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Our Sixth Form College offers: • • • • • • • • • • • • • • • • •

a state-of-the art building, built for 21st century learning sophisticated learning resources including wireless technologies arts, sports and enterprise education, as enrichment activities an entitlement to internships and work experience opportunities for voluntary work in the Sixth Form and the community national and international educational visits, conferences and workshops small class sizes, leading to personalised learning Careers Education, Information, Advice and Guidance (IAG) a careers library and access to careers fairs and university workshops routes to university entrance and Higher Education links with Oxford and Cambridge a personal tutor with one-to-one tutorial sessions electronic, personal, individualised learning plans progress checks, including reports and parents’ evenings opportunities for Gap Years a Sixth Form ‘lounge’ Chatterbox Cafe serving fresh cakes and coffee each day.

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We expect our students to: • • • • • • • •

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achieve 100% attendance aim for a perfect punctuality record behave appropriately at all times show respect towards students and staff meet targets and deadlines work independently demonstrate the ability to work in groups understand that success in the Sixth Form depends on a high level of commitment to studying ‘out of hours’ prioritise work over and above parttime employment hold positions of responsibility in the Sixth Form College take responsibility for your own

• • • •

learning and career development come to school fully equipped with the correct stationery show organisational ability by keeping up-to-date with filing work and maintaining portfolios follow the dress code

If you do not possess these attributes, then studying at The British School of Beijing’s Sixth Form College may not be for you. The difference between the nature of work in Year 11 and Sixth Form is wide, and two points are worth identifying: • The pace of work required can be

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deceptive. Although the number of subjects studied is less than in Year 11, each is covered in far greater depth and detail with an emphasis on analysis and evaluation. The need for self management is probably the most important feature distinguishing Year 11 from Sixth Form. Although the academic curriculum is time consuming, you will be expected to put just as much time into private study.

Essentially my happy and thriving children are the proof of an excellent and seamless integration into BSB where the vibe is academic success, life enrichment and fun. Mrs Martell

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enjoyment

opportunity

ability

The British School of Beijing Sixth Form College Prospectus

Dress Code The Sixth Form Dress Code gives students particular freedom with regard to their dress. Instead of school uniform, students are permitted to dress in a similar manner to adults in a professional business environment i.e. to wear what may be termed ‘professional business dress’. Boys: a hard-collared shirt with tie, with a black, navy or dark grey/pinstriped suit Girls: a blouse with a black, navy or dark grey/pin-striped suit (skirt suit or trouser suit). NB A suit means that the jacket and skirt/trousers must be identical in colour and fabric. For clarification, the following rules apply: • Shoes should be formal and suitable for a professional business environment e.g. no sandals, winter

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boots, high heels or bright colours Colours and fabric patterns are to be conservative enough to be suitable for a professional business environment. No bare shoulders, thighs or stomachs are to be on display No denim No logos or slogans No sports clothing, unless participating in sports activities No outdoor items e.g. scarves or coats No item of clothing which might be described as casual Jewelry and makeup may be worn, provided that both are discrete and suitable for a professional business environment. No dying of hair to unnatural

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colours e.g. red, blue, purple No facial hair: students should be clean shaven.

Students are expected to approach the dress code in a mature manner and to dress within the limitations of the code at all times. As is the case with all issues to do with student dress, the Head of Secondary holds final judgement over whether a particular item is suitable or not. A series of sanctions exists for students who repeatedly do not comply with the above dress code, although it is hoped that Sixth Form students are sufficiently mature for these measures not to have to be used.

Expanding your Horizons with Nord Anglia Education BSB offers the opportunity for student exchanges around the world.

Asia

Europe

Middle East

Shanghai Pudong Shanghai Puxi Shanghai Nanxiang

Bratislava Budapest Lausanne Prague Warsaw

Abu Dhabi

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Choosing your course Choosing your AS level subjects can be a daunting prospect, not least because there are so many to choose from. Whatever your final decision, you need to have considered the following: • • • •

what subjects you enjoy what subjects you are good at the career implications of your choice your predicted grades; do they qualify you to study that subject?

The first two points are self explanatorymost of us enjoy things we are good at and are good at things we enjoy – try and keep this in mind when researching which subjects to study. For a subject which is new to you, do your research! Talk to people who are already doing it or have done it; find out about what kind of topics you will cover (the specifications will be on the exam boards’ websites); find out what career options it opens

up. It is also very important to talk to your tutor and teachers, careers staff, parents and friends who know you well; their advice is important. Another very important source of information is Open Evening -make sure that you come to one of our open evenings that are held several times a year. You will also get an opportunity to discuss further your choice of subjects at your interview. Some students may wish to discuss the possibility of taking 5 AS subjects. It is important to make sure that you fulfil the entry requirements for each subject. We will base your predicted grades on your performance in the mock IGCSE exams in Year 11 or alternative examinations that your school offers – these are therefore very important!

The Wider Curriculum In addition to their AS and A level courses, students also select courses from the Wider Curriculum. These courses provide a valuable opportunity for students to develop transferable academic skills, to make links between their studies and the contemporary world, and to develop new areas of personal and academic interest, always an exciting challenge. Participation in the Wider Curriculum is a central feature of a student’s time at The Sixth Form College. The Wider Curriculum contains a mixture of compulsory and voluntary courses, and some of these courses are accredited. All parts of the Wider Curriculum share in common an immediate relevance to developing the skills required for successful study at A level, while also providing access to new skills and interests to be taken forward into the world of work or further study.

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The AS and A2 level explained The AS level The first year is a qualification in its own right called the AS level. You must complete three units in order to gain the qualification. The AS level provides half the UCAS points of a full A level. The A2 level The second year, known as the A2 year, combines with the AS level to produce a whole A level. You must complete a further three units in this second year. AS units and A2 units count equally towards the A level qualification. The A2 level is more difficult than the AS level. This means that students who might find the A level as a whole too difficult may still be able to achieve an AS level qualification.

AS Level (Year 1) Unit 1/ Unit 2 / Unit 3

Qualification in its own right

Every subject we offer is available at AS level and most are available at A2 level. To progress from AS level to A2 level, you will need to gain a minimum of a D grade at AS level. Typical pattern of study 4 AS level Subjects + 3 A level Subjects =3 A levels and 1 AS level

A2 Level (Year 2) Unit 4/ Unit 5 / Unit 6

Whole A Level Qualification

Art and Design

Why?

Having achieved a good IGCSE grade, students can expand and delve further into their art studies extending their understanding of art and exploring further their skills and understanding of art history and movements.

Key Features and Assessment Year 12 Unit 1- Course Work It is anticipated that students will pursue their own area of interest within art and design. Students will propose an area of study and will be expected to research, analyse and develop a visual response to their chosen theme; developing a coherent personal response. Unit2 - Externally set assignment This is an externally set assignment, a thematic enquiry. Students will receive the paper at the beginning of February and begin their research and image development. The preparation time is not limited, but a final piece is created during an eight hour examination. Year 13 Unit 3- Practical and personal study. This is assessed as one unit of work; they will be developed alongside each other. Student will be required to submit a propose theme/ question to Edexcel for approval. Practical part of the unit will require students to identify and create a

The British School of Beijing Sixth Form College Prospectus

personal response to their selected theme of enquiry. The personal study is an illustrated dissertation on selected aspects of other artists work. There will be a sustainable link to their own personal study, with historical and contemporary references. Students can choose from a number of options as to how they wish to submit their personal study; minimum requirement is 1000 words. Unit 4- Externally set assignment Again a theme/question set by Edexcel. A suitable preparatory period is given before a 12 hour examination.

Where next?

BA Hons Architecture, BA Hons Contemporary Film and video, BA Hons Creative practice, BA Hons Fine Art, BA Hons Film and media, Ba Hons Graphic design, BA Hons History of art, BA hons Illustration with animation, BA Hons Interactive art, BA Hons Interior design, BA Hons Landscape architecture, BA Hons Photography, BA Hons Three dimensional art, BSc Product Design technology.

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Applied Information and Communication Technology

Why?

The GCE in Applied ICT has been designed to provide a broad educational basis for further education or for moving into employment within the ICT sector. This is achieved by ensuring that learners develop the general skills, knowledge and understanding needed within the sector. Students will learn how to use appropriate ICT tools and techniques to carry out investigations, handle data, solve problems and manage projects. The qualification also develops studentsâ&#x20AC;&#x2122; communication and decision-making skills.

Key Features

The AS course is the first half of a GCE course and it contributes 50% of the total Advanced GCE marks. The 3 compulsory units are: Unit 1: The Information Age Unit 2: The Digital Economy Unit 3: The Knowledge Worker At the end of the AS course students can continue to take A2 units for the full Advanced qualification. The A2 units are: Using Database Software Managing ICT Projects Communications and Networks Using Multimedia Software Using Spreadsheet Software Customising Applications

Assessment

AS-Level students will need to complete

Where next?

Students who successfully complete this course can move on to study for a degree or BTEC Higher national Diploma in related subjects such as: ICT, Computer Science, Information Systems, Multimedia, Software Engineering, Computer Networking, e-Business and Information Management. They can also go on to work-based training such as ICT User/Practitioner NVQs or vendor specific qualifications.

3 compulsory units. The units, The Information Age and The Digital Economy will require sudents to collect evidence in the form of e-portfolios. This will be assessed internally and moderated by Edexcel. The final compulsory unit, The Knowledge Worker will be assessed through an external examination set by the Edexcel Examinations Board which will require students to carry out practical ‘hands on’ tasks. At A2 level, the unit Using Database Software is assessed though an external examination while the remaining units are internally assessed.

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I have found that studying ICT helps me enourmously in my other subjects.

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Biology

Key Features

Students will take 3 units of study during the AS Level Biology course; UNIT 1: Lifestyle, Transport, Genes and Health Topic 1: Lifestyle, health and risk • Circulatory system • Lifestyle factors (role of diet, exercise, smoking) in relation to cardiovascular disease • Correlation, causation and concept of risks to health • Structure and function of molecules, eg carbohydrates Core practicals • Effect of caffeine on Daphnia heart rate • Vitamin C content of food and drink Topic 2: Genes and health • Properties and transport of • materials across cell membranes; • osmosis, passive and active • transport • Structure and function of carbohydrates, lipids and proteins; enzyme action • Structure and role of DNA and RNA • DNA replication; protein synthesis • Meselson and Stahl’s classic experiment • Monohybrid inheritance • Cystic fibrosis • Gene mutations • Principles of gene therapy; social and ethical issues

Core practicals • Effect of Alcohol concentration or temperature on membrane permeability • How enzyme concentration affects the rate of reactions UNIT 2: Development, Plants and the Environment Topic 3: The voice of the genome • Development of multicellular organisms from single cells • Cell structure and ultrastructure of eukaryote and prokaryote cells • Cell differentiation • Cell division • Fertilisation • Tissue organisation • Genotype and environmental influence on phenotype • Stem cell research and its implications Core practicals Staining root tip to observe mitosis Plant tissue culture to demonstrate totipotency Topic 4: Biodiversity and natural resources • Biodiversity, endemism, adaptations and natural selection • Principles of taxonomy • Plant cell structure and relationship to function • Structure and role of cellulose, starch, inorganic ions • Transport of water • Traditional and novel uses of plant products, natural resources • Role of zoos and seed banks in

conservation of endangered species Core practicals • Determining tensile strength of plant fibres • Investigating plant mineral deficiencies • Investigating antimicrobial properties of plants UNIT 3: Practical Biology and Research Skills Part 1: Practical biology skills Students will carry out practical work during the GCE Biology AS course, which will be verified by the teacher using the criteria below. Use apparatus skilfully and safely. Produce and record reliable and valid results. Present and analyse data. Students then will sit a one and a half hour exam based on practical investigation.

Assessment

Students will sit 2 papers of 1hour 15minutes for each of units 1 and 2. Units 1 and 2 each account for 40% of the AS marks. Unit 3 will either be assessed on a written report or an externally assessed 1hr 30mins practical paper. Unit 3 accounts for 20% of the AS Marks.

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Business Studies

Why?

The Business and Economics A-Level presents students with an introduction to the world of business and Economics. It is the ideal course both for students who have completed a Business IGCSE or students who are new to the subject as no prior knowledge is required. It provides an insight to the functional areas of a business and how the economy can affect the decisions taken by a business. The course aims to create an enquiring, critical and thoughtful approach to the study of economics and an ability to think as an economist.

Key Features

The course is divided into 4 main units which are examined separately. The first 2 units are taught in Year 1 and the second 2 units in Year 2. The units are: Developing new Business Ideas This unit covers the characteristics students would need to develop to be successful in business and how new or existing businesses generate their product or service ideas and test them through market research. Students should also consider the competition in the market; the economic climate; how the business might be financed and how much revenue the idea might generate. Business Economics This unit considers the market that the business may be operating in; how competition in the market and macroeconomic change is likely to affect it and how businesses can seek

to minimize uncertainty through their actions.

mixture of supported multiple choice questions and case study analysis.

International business The aim of this unit is to introduce the student to the world of international business and issues which a company trading internationally would have to consider. There is an emphasis on the economies of China and India.

Students will take 2 external exams lasting 1 hour 30 minutes each during Year 2. The examinations will be a mixture of questions based on data, case study material and for unit 4 a prereleased report.

The wider economic environment & business In this unit, students consider why certain markets fail; how government decision making affects the economy and markets in which companies operate, and the income and welfare of private individuals. The unit should enable students to assess why government economic policy can succeed or fail and why regulation of some markets is necessary.

Assessment

Students will take 2 external exams lasting 1 hour 15 minutes each during Year 1. The examinations will be a

Where next?

A-Level Business and Economics is the ideal starting point for studying Business, Finance, Management or Economics at University level. Most business related courses at university expect no prior knowledge however a strong grade in this course will usually put you above students who have not studied Business and Economics at A-Level standard. Universities will ideally expect an A or B grade. This course does not however prevent students from completing degrees in other non related subjects, as universities like to see the skills associated with Business and Economics.

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Chemistry

Key Features

Students will take 3 units of study during the AS Level Chemistry course; Unit 1: The Core Principles of Chemistry This unit provides opportunities for students to develop the basic chemical skills of formulae writing, equation writing and calculating chemical quantities. The study of energetics in chemistry is of theoretical and practical importance. In this unit students learn to define, measure and calculate enthalpy changes. They will see how a study of enthalpy changes can help chemists to understand chemical bonding. The study of atomic structure introduces s, p, and d orbitals and shows how a more detailed understanding of electron configurations can account for the arrangement of elements in the periodic table. The unit introduces the three types of strong chemical bonding (ionic, covalent and metallic). Organic chemistry is also introduced with students studying alkanes and alkenes. Unit 2: Application of the Core Principles of Chemistry This unit develops the treatment of chemical bonding by introducing intermediate types of bonding and by exploring the nature and effects of intermolecular forces. Study of the periodic table is extended to cover the chemistry of groups 2 and 7. Ideas about redox reactions are applied, in particular, to the reactions of halogens and their compounds. The unit develops a largely qualitative

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understanding of the ways in which chemists can control the rate, direction and extent of chemical change. Organic chemistry in this unit covers alcohols and halogenoalkanes. The treatment is extended to explore the mechanisms of selected examples. Students have to use formulae and balance equations and have an understanding of chemical quantities. Aspects of green chemistry and climate change are also studied. Unit 3: Chemistry Laboratory Skill This unit contains practical assessments that cover the content of Units 1 and 2. There is no specific content for this unit. The practical assessments cover the areas of physical, organic and inorganic chemistry. The types of practicals that students must complete are qualitative observations, quantitative measurements and preparations.

Assessment

Students take a 1 hour 15 minute exam for each of Units 1 and 2. Each accounts for 40% of the AS mark. For unit 3 students are assessed on three separate activities testing studentsâ&#x20AC;&#x2122; laboratory skills in three different ways. The three activities must cover the areas of physical, organic and inorganic chemistry. As an alternative students can take an externally assessed 1 hour 15 minute practical exam.

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Chinese

Why?

During the Edexcel Advanced Subsidiary GCE course, student will prepare for 2 units: Unit 1: Spoken Expression and response in Chinese. This unit rewards students for their ability to converse in French on a general topic area that they have chosen in advance. Students will be expected to give relevant information, convey opinions, interact and respond to a range of questions. They must choose one of the following general topic areas: Food, diet and health Transport, travel and tourism Education and employment Leisure and Chinese festivals New year, Mid autumn festival, dragon boat festival, Ching Ming [Qing Ming] Unit 2: Understanding and written response in Chinese. This unit requires students to understand and convey their understanding of Chinese. In addition, students will need to produce an essay to demonstrate an ability to manipulate the Chinese language in continuous writing. The unit draws upon the same four general topics quoted above. Food, diet and health Transport, travel and tourism Education and employment Leisure and Chinese festivals New year, Mid autumn festival, dragon boat festival, Ching Ming [Qing Ming] For Advanced Chinese GCE, students will

need to prepare an additional unit 3: Unit 3 Understanding, Written Response and Research in Chinese The unit draws upon the same four general topics quoted above. • Food, diet and health • Transport, travel and tourism Education and employment • Leisure and Chinese festivals* • Environment (energy, pollution, and environmental campaigns) *New year, Mid autumn festival, dragon boat festival, Ching Ming [Qing Ming]

Key Features and Assessment

Section A: Reading Students will be required to read a piece of authentic Chinese written text and to retrieve and convey information from this via questions and answers in Chinese. Section B: Translation Students will be assessed for their ability to transfer meaning from a short passage written in English into Chinese. Section C: Research-based essay Students will write an essay (500—1000 characters) in Chinese that relates to individual research undertaken and which links to Chinese culture and/or society. A list of essay topic areas/films/ books is specified in the unit. Students must take a completed essay plan into the examination using a pro-forma

Resources

Advice on a range of resources, including website, printed materials and organizations will be provided. Edexcel endorses published materials which are tailored to this qualification.

Where next?

Some people think that the only jobs available using languages are in translation, interpreting or teaching, but in fact, languages can be helpful in lots of different jobs and many employers reward people with language skills with extra salary because they know they are useful in today’s international business world. Here are just a few jobs where languages are important: diplomatic service, civil service, air traffic controller, air cabin crew, travel and tourism industry, hotel management, importing and exporting, international marketing, recruitment consultant, accountancy, engineering and journalism.

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Critical Thinking All Critical Thinking classes involve 2 lessons per week. This course is different from all other subjects in that it doesnâ&#x20AC;&#x2122;t involve learning any facts. It is about learning how to think and reason, as well as how to write in a coherent and logical way. Increasingly critical thinking type skills are required as part of the admissions procedure for the more traditional university. This course would be advantageous to those considering an Oxbridge application or for those applying for places in competitive courses, such as Law and Medicine. This course will be studied at an accelerated pace and will be taken as a fifth AS/A Level. Students will also be able to study Critical Thinking in year 2 as an accelerated one year course leading to AS Level.

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purposeful &

reflective judgement

English Literature

Why?

Successful English Literature students develop an understanding and enjoyment of literary texts that is a pleasure for life, and in addition gain skills for life, including the ability to write clearly and effectively. Students will build skills in developing arguments and in researching and managing information. Furthermore, they will develop their ability to analyse complex texts in different forms and styles.

Key Features

Students following the A and AS Level English syllabus will study a range of texts in the three main forms: prose, poetry and drama. Set texts are offered from a wide range of different periods and cultures. Students will develop skills of reading and analysis of texts, and are encouraged to undertake wider reading to aid understanding of the texts studied. They will learn skills of effective and appropriate communication including the ability to discuss the critical context of texts. In the first year of study, students will study four texts in the three main forms of different types and from different cultures. They will explore the ways in which writersâ&#x20AC;&#x2122; choices of form, structure and language shape meanings. The course encourages students to produce informed, independent opinions and judgments on literary texts, and to communicate clearly the knowledge, understanding and insight appropriate for literary study.

At A level the students will build on skills developed in the AS section of the course, and in addition focus on the ability to appreciate and discuss varying opinions of literary works. Students will study a Shakespeare play, one other pretwentieth century text and two 20th century texts.

Assessment

Final assessment at both AS and A level is based on end of year examinations in which students will be asked to write essays and passage-based questions on the texts that they have studied during the year. All examinations carry equal marks.

Where next?

The skills acquired during this course are transferrable in most career areas, but in particular the following: Journalism, Advertising, Public relations, Marketing executive, Local, regional and national government, Education, Charity or non-profit sector, Media â&#x20AC;&#x201C; newspaper, television, Publishing. An A level in English Literature is also seen as a good pre-university course as it demonstrates that students are well-equipped to confidently succeed in acheiving their best at university.

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French

Why?

The course is designed to give students a profound understanding of their chosen language. Not only will they learn more about the mechanics of the language – like grammar and vocabulary – but also about how people live and use language on a day to day basis. Overall, the focus in languages at A level shifts towards a greater understanding of the people and what really makes them tick. By exploring how other nations and cultures deal with hot issues such as teenage pregnancy, racism, the endangered environment and euthanasia, many students also come to discover their own attitudes, principles and, perhaps, prejudices. As you might expect when studying a civilisation, the course covers a wide range of disciplines. Language students can expect to dip their toes into aspects of other courses such as health, politics, media, ethics, geography, history, art, music and literature – in fact, this overlap works well for students as they practice expressing their worldview and opinions in the foreign language.

Key Features and Assessment

The course is divided into 4 main units which are examined separately and externally. The first 2 units are taught in Year 12 and the second 2 units in Year 13. The units are: Unit 1: Spoken Expression and response in French. 8-10 minute assessment in two sections. (Yr12)

This unit rewards students for their ability to converse in French on a general topic area that they have chosen in advance. Students will be expected to give relevant information, convey opinions, interact and respond to a range of questions. They must choose one of the following general topic areas: • Youth culture and concerns • Lifestyle: health and fitness • The world around us: travel, tourism, environmental issues and the French-speaking world. • Education and Employment. Unit 2: Understanding and written response in French. 2 hour 30 minute paper in three sections.(Yr12) This unit requires students to understand and convey their understanding of French. In addition, students will need to produce an essay to demonstrate an ability to manipulate the French language in continuous writing. The unit draws upon the same four general topics quoted above. Unit 3: Understanding and spoken response in French. 11-13 minute assessment.(Yr13) This unit requires students to demonstrate the effectiveness of their French-language skills by presenting and taking a clear stance on any issue of their choice. They will be expected to interact effectively with the teacher/ examiner, defend their views and sustain discussion as the teacher/ examiner moves the conversation away from their chosen issue. They will be expected to use the language of debate and argument to discuss the issue and

will also be assessed for understanding as well as communication and quality of spoken language. Unit 4: Research, understanding and written response in French. 2 hour 30 minute paper in three sections.(Yr13) This unit requires students to demonstrate skills in advanced-level French writing (discursive or creative essay) and translation from English into French. The unit also requires students to demonstrate evidence of independent, advanced-level French language reading and research of a chosen text, play, film or topic area that links to the culture and/or society of a French-speaking country, countries or community. The content of this unit will be linked to the following general topic areas: Youth culture and concerns Lifestyle: health and fitness The world around us: travel, tourism, environmental issues and the Frenchspeaking world Education and employment Customs, traditions, beliefs and religions, National and international events: past, present and future Literature and the arts.

Where next?

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as politics, history, geography, psychology, or English, where discussion of similar issues is also central to the course. Surveys indicate that language students and graduates are highly sought after in the current climate. Employers need staff who can communicate effectively and show attention to detail, as well as having the specialist ability to deal with overseas contacts in their native tongue. The course trains students to present a coherent argument, use evidence correctly and succinctly, empathise with others and use advanced level thinking skills to find solutions – in short, all skills which lend themselves to working in, and managing, a successful team.

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Ce n’est pas assez d’avoir l’esprit bon, mais le principal est de l’appliquer bien. René DESCARTES, /Discours de la Méthode, 1re partie/* It’s not enough to have a good mind; the most important thing is to use it well.

Geography

Why?

Geography occupies a pivotal position in the understanding and interpretation of social, economic, political and environmental conditions and change. The syllabus progresses from IGCSE and looks into issues in greater depth. During the two years, the environment and manâ&#x20AC;&#x2122;s impact upon it as well as an understanding of the complexity of systems and their linkages are studied in topics that enable the student to look closely at contemporary issues and be able to analyse and compare situations in different countries and find possible solutions.

Course outline

A diverse range of themes are studied which include physical geography topics such as fluvial geomorphology and climate change as well as human geography topics which deal with contemporary issues such as migration and population policies which are studied alongside issues about global interdependence and economic and developmental transition. In the first year, students study all the components that make up the physical and human core. A lot of the content will be familiar from the IGCSE, however there are unfamiliar topics also, such as local and global energy budgets and atmospheric moisture. In the human core, some content again will be familiar alongside new content such as the links between population and development and concepts of population adjustments over time.

In the second year, there are options to study two out of four physical and human geography themes. For physical geography, the themes look in great detail into tropical, coastal, hazardous or arid environments and in human geography the themes are production, location and change, environmental management, global interdependence or economic transition. Geographical skills will also be assessed in paper one with options to analyse graphs, diagrams, photographs, cartoons or maps.

Assessment

Paper 1 can be set as an Advanced Subsidiary paper in year one. This includes a core section and an advanced section. The paper is 3 hours long and counts for 50% of the total Advanced level mark. Papers 2 and 3 are set in year two and consist of an advanced physical geography paper and an advanced human geography paper. Papers two and three are separate but are taken at the same time with only a short break between them. Each paper is 1 hour and 30 minutes long and counts for 25% of the total mark.

Where next?

Universities offer pure geography degrees leading to either a BA or a BSc. These three year courses are highly sought after as they combine a wealth of fieldwork opportunities, thereby bringing the classroom outside. Other options include combining a geography degree with an alternate such as

International Relations, journalism or a language such as Spanish. As more and more universities diversify, the range of options becomes greater. Other options include specializing in geology or urban planning or even meteorology (these can also be studied as part of a post-graduate degree). Therefore the range of careers is immense depending on whether you opt for human or physical geography, and the skills that geographers have (analytical, problem solvers, flexible thinkers) are sought after by most employers.

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History

Why?

History helps us to understand and interpret the political, social, economic, religious and cultural aspects of the 20th Century. The syllabus progresses from IGCSE and looks at new topics and a few that we have studied but in greater depth. It is the ideal course both for students who have completed a History IGCSE or students who are new to the subject. The course aims to create an enquiring, critical and thoughtful approach to the study of History and an ability to think as an historian.

Course outline

A diverse range of topics are studied. In the first year, students study Units 1 and 2 and in the second year Units 3 and 4. Unit 1 – is a Historical Theme in Breadth study. The students will study Russia from 1881 to 1924 (From Autocracy to Dictatorship) and from 1924 to 1953 (Stalin’s Russia).

Unit 2 – is a British History Depth Study. The students will study British political history from 1945 to 1990 – Consensus and Conflict. Unit 3 – is a Depth Study Associated with a Historical Controversy. The students will study 20th Century International Relations – A World Divided: Superpower Relations 1944 to 1990. Unit 4 – is a Historical Enquiry. The students will study The Middle East and the Arab Israeli Conflict - 1900 to 2001

Assessment

Unit 1 - Russia, is completed as an Advanced Subsidiary paper in year one. The paper is 1 hour and 20 minutes long, counts for 25% of the total Advanced level mark and is externally assessed. Unit 2 - British History, is completed as an Advanced Subsidiary paper in year one. The paper is 1 hour and 20 minutes long, counts for 25% of the total Advanced level mark and is externally assessed. Unit 3 – 20th Century International Relations, is completed as an Advanced paper in year two. The paper is 2 hour long and counts for 30% of the total Advanced level mark. Unit 4 – The Middle East and the Arab Israeli Conflict, is completed as an Advanced component in year two. The assessment is in the form of an extended essay, counts for 20% of the total Advanced level mark and is internally

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assessed.

Where next?

Success at A Level can take one to university. History graduates are valued and can find employment and careers in a wide variety of professions - e.g. law, research and resources, archaeology, librarianship, architecture, the civil service, politics, journalism, economics, finance and accountancy, personnel management, education, the military, the print and electronic media.

Mathematics Why?

Mathematics is seen as one of the most important school subjects by all schools and universities. It is also highly valued by employers and is essential for many careers. A strong grade in mathematics will move you to the top of any university entry list.

Key Features

The A-Level Mathematics course is split into 4 compulsory core units and 2 optional units. To complete the AS Mathematics course students need to complete Core 1 and Core 2 plus a choice of either Statistics or Mechanics 1. To complete the full A-Level course students must then complete Core 3 and 4 plus a choice of either Mechanics or statistics 1 or 2. A student could complete 1 mechanics and 1 statistics module. Below is a breakdown of each of the units: Core Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; differentiation; integration; trigonometry; exponentials and logarithms; numerical methods; vectors. Statistics 1 Mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random variables; discrete distributions; the Normal distribution.

Statistics 2 The Binomial and Poisson distributions; continuous random variables; continuous distributions; samples; hypothesis tests. Mechanics 1 Mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line; dynamics of a particle moving in a straight line or plane; statics of a particle; moments. Mechanics 2 Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies.

Assessment

Students will take a 1 hour 30 minute examination for each unit. The AS result will be dependent on the combined results for the first 3 units and the A-Level result will be dependent on the combined result for all 6 units. Each unit has an equal weighting.

Where next?

Mathematics can also be studied at degree level as a subject in its own right, however the majority of students go on to choose degrees such as Engineering, Business or Economics.

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Music

Why?

Music A level provides an excellent all-round education in the varied aspects of music-making. Skill areas cover performing and composing as well as aural and historical analysis. It is a creative subject which provides opportunities to work in your own preferred styles, whilst retaining a focus on traditional Western classical music.

Key features

The course has a large coursework element which enables students to work at length and in detail on their coursework submissions. Practical music-making is integral to the course; solo and/or ensemble playing are/is required. Excellent extra-curricular programme with regular concerts, both formal and informal, including many different styles of music. Music students will receive weekly lessons in the different skill areas of the course: aural, history, harmony and composition. Excellent facilities including a suite of practice rooms, a teaching room and a resource area with access to computers with music software (one student per computer) and recording facilities. Regular extension events designed both to stretch the most able students and also to broaden the cultural and musical experience of all students.

Assessment

Awarding body: Edexcel The course includes the following units:

Performing – students will be assessed in solo or ensemble performance in both AS and A2 years (coursework: 30%). Composing – students will be assessed in composition (either stylistic or free) in both AS and A2 years (coursework: 30%). Analysing – students’ understanding of harmony, theory, history and aural will be assessed in both AS and A2 years (exam: 40%). There will also be coursework performance assessments. Each skill area is likely to have a weekly homework assignment set, although in composition this will become a longer coursework project.

Teaching and learning methods

There is a large variety of approaches to teaching and learning. Sometimes this will involve traditional lecture-style sessions. At other times there will be individual work on coursework items, as well as occasional group work. There is a primary focus on classical music styles and conventions, with the study of traditional theory and harmony providing the backbone of the course delivery.

Where next?

The subject provides an essential foundation for students considering a career within music but can also act as a supporting subject for other career options.

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nurturing

talent

Performing Arts

Why?

In addition to specialist staff in dance, drama and music, the Sixth Form boasts excellent performance facilities in the fully-equipped Theatre and a full-sized hall with sprung flooring for dance. There are additional rehearsal spaces, scenery and wardrobe stores, plus workshops and technical staff support. Students on our dance, theatre and performance courses contribute enormously to the rich and varied performing life of the Sixth Form, either on stage or as designers and technicians. In addition to the many staffdirected productions, students participate in professional workshops, theatre, music and dance visits, and in creating their own performances.

Key Features & Assessment

AS level Unit 1: Live theatre production and prescribed play (written paper 1hr 30 mins) 60%. Unit 2: Presentation of an extract from a play (practical exam) 40%. A2 level Unit 3: Further prescribed plays (written paper 2 hrs) 60%. Unit 4: Presentation of devised drama (practical exam) 40%. •

Explore plays through practice you will study a selection of set

•

plays from different periods, always understanding them in practical, production terms through your own stagings. You are the critic - you will watch and critically review a range of professional performances in different styles that will also stimulate your own production work. Create theatre - in groups you will stage a play that will develop and display your performance and/or technical skills. Learn from the best - you will explore the ideas of the twentieth century’s most influential theorists of the stage. Devise and work together – you will

•

create, in groups, your own devised play inspired by the work you have studied and seen on the course. Work with professionals - all of this will be supported by a lively programme of trips to see professional performance with additional workshops from visiting directors and performers.

Where next?

Drama & Theatre Studies provides invaluable training for both work and life - students with drama degrees have one of the highest graduate employment rates within a year of leaving university.

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Physics

Key Features

Students will take 3 units of study during the AS Level Physics course; Unit 1 Physics on the go Mechanics • velocity • acceleration • forces • equilibrium • energy • power Materials • fluid flow • elastic/plastic deformation properties • compression Unit 2 Physics at work Waves • characteristics • standing waves • refraction • diffraction • polarisation Electricity • series/parallel circuits • Ohms law • resistivity • potential divider • emf and internal resistance • negative coefficient temperature thermistors Nature of light • photons • Einstein’s photoelectric equation • efficiency

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Unit 3 Exploring Physics • Students must undertake either a case study involving an application of physics and a related practical, or a physics-based visit and a related practical. • All students can do the same case study or the same visit; however, it is vital that students are able to demonstrate that the assessed work they produce is entirely their own. • Students must produce a report on their case study or visit; the overall length of this report should be between 1,200 and 1,400 words, including a summary of the case

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•

study or visit that is between 500 and 600 words. Unit 3 can be completed at any time during the AS course, although you may find it most appropriate to conduct the assessment towards the end of the AS year.

Assessment

Students will undertake two 80minute exams for each of Units 1 and 2, each accounting for 40% of the AS marks. Unit 3 will either be a written report or a 1hour 20minute exam, accounting for 20% of the AS mark.

Spanish

Why?

The course is designed to give students a profound understanding of Spanish. Not only will they learn more about the mechanics of the language – like grammar and vocabulary – but also about how people live and use language on a day to day basis. Overall, the focus in languages at A level shifts towards a greater understanding of the people and what really makes them tick. By exploring how other nations and cultures deal with hot issues such as teenage pregnancy, racism, the endangered environment and euthanasia, many students also come to discover their own attitudes, principles and, perhaps, prejudices. Spanish students can expect to dip their toes into aspects of other courses such as health, politics, media, ethics, geography, history, art, music and literature – in fact, this overlap works well for students as they practice expressing their worldview and opinions in the foreign language.

Key Features and Assessment

two sections. (Yr12) This unit rewards students for their ability to converse in Spanish on a general topic area that they have chosen in advance. Students will be expected to give relevant information, convey opinions, interact and respond to a range of questions. They must choose one of the following general topic areas: Youth culture and concerns Lifestyle: health and fitness The world around us: travel, tourism, environmental issues and the Spanishspeaking world. Education and Employment. Unit 2: Understanding and written response in Spanish. 2 hour 30 minute paper in three sections. (Yr12) This unit requires students to understand and convey their understanding of Spanish. In addition, students will need to produce an essay to demonstrate an ability to manipulate the Spanish language in continuous writing. The unit draws upon the same four general topics quoted above. Unit 3: Understanding and spoken response in Spanish. 11-13 minute assessment. (Yr13) This unit requires students to demonstrate the effectiveness of their Spanish-language skills by presenting and taking a clear stance on any issue of their choice. They will be expected

to interact effectively with the teacher/ examiner, defend their views and sustain discussion as the teacher/ examiner moves the conversation away from their chosen issue. They will be expected to use the language of debate and argument to discuss the issue and will also be assessed for understanding as well as communication and quality of spoken language. Unit 4: Research, understanding and written response in Spanish. 2 hour 30 minute paper in three sections. (Yr13) This unit requires students to demonstrate skills in advanced-level Spanish writing (discursive or creative essay) and translation from English into Spanish. The unit also requires students to demonstrate evidence of independent, advanced-level Spanish language reading and research of a chosen text, play, film or topic area that links to the culture and/or society of a Spanish-speaking country, countries or community. The content of this unit will be linked to the following general topic areas: • Youth culture and concerns • Lifestyle: health and fitness • The world around us: travel, tourism, environmental issues and the Spanish-speaking • world • Education and employment • Customs, traditions, beliefs and religions • National and international events: past, present and future • Literature and the arts.

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“ Where next?

A-Level language combines well with most subjects, as it will give you an extra edge in all professional areas in the future. As the subject is often centred around expressing opinions and analysing current social and cultural phenomena, some students find a useful overlap with social science subjects such as politics, history, geography, psychology, or English, where discussion of similar issues is also central to the course. Surveys indicate that language students and graduates are highly sought after in the current climate. Employers need

staff who can communicate effectively and show attention to detail, as well as having the specialist ability to deal with overseas contacts in their native tongue. The course trains students to present a coherent argument, use evidence correctly and succinctly, empathise with others and use advanced level thinking skills to find solutions – in short, all skills which lend themselves to working in, and managing, a successful team.

One of the things I like best about the A Level’s is that our subject choices are not pressured and that we get to choose what we are best at or have an interest in. There is no cumbersome adamancy to what classes we are supposed to do unlike the IB or AP where there has to be a math class, or English, or a science. There is a broader range of subject choices, which suit me well for the more forced I am, the worse I tend to do. Didi Sartat, Y12

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University Entrance

Medical Sciences

Introduction In order to assist our students and their families in the process of applying to University we have developed a comprehensive program that guides students from selecting their choice of University to the ultimate goal of being accepted to an appropriate university. Sixth Form College teachers and University advisors assist in this process. However, the student must take the lead in the research, planning and decision-making. Parents, teachers and advisors will be involved in the process but the student must take ownership of the process. Please see the following pages for more specific information on applying to University. If your country of choice is not shown here then please ask. Students requiring to sit the SATâ&#x20AC;&#x2122;s for American Universities and Colleges can do so with BSB.Â Â

UK University Entrance Applications for most full-time university or college places are made through UCAS. Make sure you know the relevant deadline - for some courses and colleges, it’s earlier than others. Applications to UCAS can only be made online. To register an application through school, you will need the ‘buzzword’. After registering you will be given a username and asked to enter your own password. You can register in the summer before you plan to make your online application. The earliest you can submit a finished application is the September before you want to start your course, unless you are applying for deferred entry (for example, applying in the 2010 cycle for 2011 entry). If you choose to defer your place until 2011, you will still need to meet any conditions (for example, qualification grades) by the end of August 2010. There are seven sections on the application: personal details, additional information (for UK applicants only), choices, education, employment, personal statement and reference. In the choices section, you can list up to five courses. The application has an A to Z list of universities and higher education colleges, and also course codes, so you just have to click and select.

Personal statement & employment sections

Your personal statement should cover why you are interested in the courses

you’ve applied for, and what you hope to do after your studies . In the employment section, you can list your part-time or summer jobs

UCAS deadlines

Make sure you’re aware of the application deadlines. For most courses, you’ll need to get your application to UCAS by 15 January in order to be considered ‘on time’ (so about nine months prior to courses starting in September). However, you must apply by 15 October if you’re studying medicine, dentistry, veterinary medicine or veterinary science, or if you’re applying to the universities of Oxford or Cambridge. The deadline for some art and design courses is 24 March. Whichever course you’re applying for, UCAS advises students to apply well before the deadline. However, you can still apply through UCAS up to the end of June. Universities and colleges may still consider your application, but the most popular courses may already be full. If you apply after the end of June, you’ll automatically go into Clearing.

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UK University Entrance

Tracking your offers online

If you submit your UCAS application by the 15 January deadline, you will usually receive offers from your universities by the end of March, although for popular courses you may not hear until May. You can track the progress of your application through the Track service on the UCAS website. For this you need your Personal ID, username and password. You can also use this service to check for any offers and reply to them.

Conditional or unconditional

Conditional offers are tied to you achieving certain grades in your exams, or a certain number of points in the UCAS Tariff. If you donâ&#x20AC;&#x2122;t secure high enough grades or donâ&#x20AC;&#x2122;t score enough Tariff points, you may not be accepted. Financial help for EU students studying in England, Northern Ireland or Wales. If you a British student but you live outside the UK or you are an EU citizen, you may be eligible for financial help to cover the cost of tuition fees for studying in England, Northern Ireland or Wales. The www.direct.gov.ukwebsite has further information. You may be eligible to apply for financial help to cover the cost of your tuition fees if: you are an EU national or a family member of an EU national (The 27 EU countries are: Austria, Belgium, Bulgaria,

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Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Poland, Portugal, Romania, Slovakia, Slovenia, Spain,Sweden, The Netherlands, United Kingdom) and you have been living within the EEA or Switzerland for the three years immediately before the start of your course as long as your main reason for being in the EEA or Switzerland is not to receive full-time education. In some circumstances, students from EEA countries or Switzerland may also be able to apply for help with living costs. If you or your parent, guardian or partner were temporarily employed outside the EEA and Switzerland for all or part of the three-year period, you may still qualify for finance. Check with individual universities for information about their requirements. www.salford.ac.uk/international/ scholarships www.londonmet.ac.uk/international/ howtoapply/scholarships/scholars.cfm www.scholarships.ed.ac.uk/awards www.scholarship-search.org.uk www.studentcalculator.org.uk/wiki (This is an interactive university guide which allows students to view and edit articles about their town, University, living costs, and much more)

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American University and College Entrance Have a look at www.petersons.com as well as www.internationalstudent.com and www.collegeboard.com For American universities you apply directly to the admissions section. Normally students will make 6-8 applications. You can apply directly through the Universityâ&#x20AC;&#x2122;s website. An essay is also required. Many but not all Universities in the US typically require SAT (Scholastic Aptitude Test) or ACT (American College Testing) examination scores in order to apply. Therefore, it is important for you to take one (or both). There are testing dates throughout the year, with registration deadlines generally a month prior. It is recommended that you take them for the first time in Spring of Y12 and then again in the autumn. Deadlines for applications tend to be around January each year. However, it is advisable to make your application during the autumn term. Some Universities have earlier deadlines. Make sure you find out when the deadline is for your choices. Financial support: www.soros.org/initiatives/ scholarshiprotary.org www.internationalstudentloan.com

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MIT states: Cambridge International A levels are recognised for matriculation purposes. Between 9 and 12 credit units are awarded to A-Levels at grade A or B in Biology, Chemistry, Mathematics, Physics, Humanities and Social Sciences.

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When looking at Universities in the US you need to make sure you are fully informed.

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Harvard College states: ‘Cambridge International A Levels in 3 subjects at grades A or B are required for matriculation purposes. [We] value predicted A Level results along with any information that helps to form a complete picture of an applicant’s strengths.

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University of Alberta States:

The A-Level is one of the most internationally recognised systems of secondary education.

Universities recognise the level of commitment and excellence required for those who have

completed A-Level subjects. Transfer credits and the

opportunity to earn credit by special assessment are available for students who have completed specific A level subjects with grade A or B.

Australian University Entrance In order to be accepted on to a degree programme, Australian universities ask international students to have qualifications that are equivalent to their Year 12 studies. In the UK, the equivalent is GCE A levels – therefore, if you have done A levels, you should be considered for an undergraduate course at an Australian university. Most institutions will ask for a minimum of 2 A levels and a maximum of 2 AS levels. Australian universities have two semesters a year – the first one usually starting in February, and the second one starting in July. You can apply to begin your degree in either semester. If you course starts

in February 2010, you will finish in December 2012. If you course starts in July 2010, you will finish in June 2013. The exact starting dates for each semester vary between different universities, so it’s important to check these to make sure you get your application submitted in plenty of time. As it takes a while to complete the application process, plus the time it takes to apply for a visa and make other preparations for moving overseas, we recommend you start researching and applying to universities you would like to attend at least 12 months before you are due to start your degree. Applying to Australian universities will take longer than if you are applying

as an undergraduate in the UK. To apply for an Australian undergraduate programme, you must submit your application directly to the individual university rather than a centralised body such as UCAS. Once you have made a shortlist of universities in Australia you are interested in attending, go to the university’s website homepage and click through to their section for international students. There should be a page that provides all the information you need to know about applying to that particular institution. If their website doesn’t answer any queries you may have, or you are confused about some aspect of the application process, contact their admissions office for help. Check deadlines for applications carefully, and remember that the process can take a long time, so make sure to fill in and submit your application as early as possible. You will find tuition fees and the cost of living in Australia much lower than in the UK and USA. This makes it more affordable for undergraduates to attend a university in Australia and sill have a very good standard of living. Scholarships are available check out: www.studyinaustralia.gov.au/Sia/en/ CourseSearch/ScholarshipSearch.htm

The British School of Beijing Sixth Form College Prospectus

admissions@britishschool.org.cn

Canadian University Entrance

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International students must also show that the quality of the education they received is comparable to that of Canadian institutions. Universities in Canada each have their own criteria for recognizing international student qualifications. Therefore, applicants should contact the university’s admissions office to ask about assessing international qualifications.

•

• • •

Examples of some international student scholarships available at Canadian universities:

•

Canadian Commonwealth Scholarship Program is available to citizens of Commonwealth Countries for study and research in Canada. International Student Humanitarian Award awarded to a student from impoverished or war-torn areas. International Leader of Tomorrow Award National Sciences and Engineering Research Council of Canada Ambassadorial Scholarships are awarded through the Rotary Foundation

McGill University states: The minimum requirements are: three A-Levels with predicted and final grades of BBC or better, or two A-level and two AS subjects with grades of BBCC or better, or BBBC or better. However, many programs are more competitive and require higher grades for GCSEs, AS and A-levels. A maximum of 30 credits of advanced standing may be granted for final official A/AS Level results.

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Universities in Canada each set their own admission requirements. Once you have decided where to apply, contact the registrar or admissions office at each institution to find out exactly what’s required in their application package. Most Canadian universities provide this information online, and usually have a special website section for international student admission requirements. SATs are not required in Canadian Universities. They look at specific subject grades.

European University Entrance The European Unionâ&#x20AC;&#x2122;s Lisbon Agreement states that each signatory country recognises the access qualifications for universities that are valid in an applicantâ&#x20AC;&#x2122;s home country. The value of this agreement is that Cambridge International A/AS Levels become an almost worldwide passport to higher education. There are currently around 50 signatories to the Lisbon Agreement. They range as far and wide as the US, Switzerland and Kazakhstan. Cambridge International A/AS Levels are accepted as entry qualifications by all universities of the European Union.

The British School of Beijing Sixth Form College Prospectus

admissions@britishschool.org.cn

More University and Career Information The websites below will provide additional support and advice about choosing and applying to University. UK www.ucas.ac.uk www.ukcoursefinder.com www.push.co.uk www.nusonline.co.uk www.hero.ac.uk www.accommodationforstudents.com www.roughguides.co.uk www.studentuk.com education.guardian.co.uk Germany www.daad.de/deutschland/en/index. html France www.culturel.org USA www.usastudyguide.com www.collegeboard.com educationusa.state.gov www.petersons.com Canada www.aucc.ca

www.cicic.ca www.destineducation.ca www.schoolfinder.com www.macleans.ca/universities/index. jsp www.schoolsincanada.com Australia www.hyperstudy.com www.idp.com www.avcc.edu.au www.studyinaustralia.gov.au www.myfuture.edu.au www.futurefinder.com.au www.ozunistudent.com.au www.unimelb.edu.au/international

For Gap Year students www.gapyear.com www.world-challenge.co.uk www.yearoutgroup.org www.gap.org.uk www.teaching-abroad.co.uk www.worldwidevolunteering.co.uk Careers www.careers.com www.connexions.gov.uk/jobs4u www.mapping-your-future.org www.careerkey.org/english www.bbc.co.uk/radio1/onelife/work/ index.shtml?options

New Zealand www.nzvcc.ac.nz www.kiwicareers.co.nz

SAT Information www.princetonreview.com www.number2.com ( SAT free test preparation )

Rest of the World www.studyoverseas.com www.intstudy.com

English Language Tests www.toefl.org www.ielts.org

How do I apply to The Sixth Form College at BSB? Contact our admissions department

When we are considering your application we shall look carefully at all the following factors: • •

Visit our campus

• • • •

Fill out an Application Form

The recommendation you have for the course from your previous school/college. Your general school/college report or record of achievement. Your estimated (or actual) examination grades The contribution you are likely to make to the life of the Sixth Form College. The number of places available on the course for which you apply. Any verified medical and special needs you may have.

If you have any questions at all concerning applications to The British School of Beijing Sixth Form College, you are welcome to contact: Chiara Marini Admissions Officer and Family Liaison on 010 8047 3588/605 chiara.marini@britishschool.org.cn Or Sally Embley Family Liaison on 010 8047 3588/610 sally.embley@britishschool.org.cn

The British School of Beijing Sixth Form College is proud to be part of the following organisations;

Invited for a personal interview

Place offered

admissions@britishschool.org.cn

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The British School of Beijing Sixth Form College Prospectus

making

opportunities

Calendar Autumn Term

Spring Term

Summer Term

30th August First Day of Autumn Term

5th January First Day of Spring Term

2nd May 1st Day of Summer Term

22nd September Mid Autumn Festival

31st January – 5th February Chinese New Year Holiday*

6th June Dragon boat festival

1st – 8th October National Holiday

7th February School Resumes

6th May School Resumes

11th-12th November School Closed for two days

4th – 5th April Tomb Sweeping

1st July Last Day of Summer Term

10th December Last Day of Autumn Term

22nd April Last Day of Spring Term

The British School of Beijing Sixth Form College Prospectus

admissions@britishschool.org.cn

Map and Directions The British School of Beijing South Side, No.9 An Hua Street, Shunyi District Beijing 101318, China 北京市顺义区天竺开发区安华街9号南院，邮编：101318 Directions to the Shunyi Campus Shunyi Campus: No.9 An Hua Street, 机场高速 (Airport Expressway) Shunyi District Beijing 101300, 杨林出口（7号口）——过马连店十字路口往西走上天北路到新国展前行1公里。第4个红绿灯左转( China

安华街)——前行800米右转即到英国学校（尤山美地对面） Tel: (+8610) 8047 3588 Once on the Airport Expressway take exit No.7 (Yang Lin Exit). Follow the road around (Tian Bei Road), for Fax: (+8610) 8047 3598/99 aprox 1 km heading towards the New China Exhibition Centre. Carry on for another 1 km and then turn Please contact our admissions officer, Chiara Marini for more information: left at the fourth set of traffic lights onto An Hua Street. Carry on for aprox 800 meters and turn left. (Our chiara.marini@britishschool.org.cn school is opposite to Beijing Yosemite Villas.) admissions@britishschool.org.cn 京顺路顺义方向 (Jingshun Road) 马连店十字路口红绿灯（临空皇冠假日酒店）左转上天北路——第4个红绿灯左转(安华街)——前行 800米右转即到英国学校（尤山美地对面） Once on the Jingshun Road, Turn left at Ma Lian Dian crossing (Crown Plaza International Airport Beijing) and go head towards the New China Exhibition Centre (Tian Bei Road). Turn left at the fourth set of traffic lights onto An Hua Street. Carry on for aprox 800 meters and turn left. (Our school is opposite to Beijing Yosemite Villas.) 京承高速(Jingcheng Expressway) 火沙路（后沙峪）出口右转——第4个红绿灯再右转(安华街)——前行1公里即到英国学校（尤山美地对面） Once on the Jungcheng Expressway, take exit No.6 (Hou sha yu Exit) and then turn right at Huo sha Road. Then turn right again at the fourth set of traffic lights onto An hua Street. Carry on for 1 km and turn left at the first crossing. (Our school is opposite to Beijing Yosemite Villas.)

There are very few aspects of a parentâ&#x20AC;&#x2122;s responsibility that are more important to the growth and development of their children than the school that they choose. The British School of Beijing offers a superb, forward looking education featuring the very best of the British educational system.

Shunyi Campus South Side, No. 9 An Hua Street, Tianzhu Development Zone, Shunyi District, Beijing, China 101318 Tel: +8610-8047-3588

Fax: +8610-8532-3089