Riddlesdown Post 16 Handbook by Cleverbox UK Ltd

Riddlesdown Collegiate

college VI Handbook

Learners of today. Leaders of tomorrow.

Contents Introduction

College VI Pastoral Care Choosing Subjects

03 04

Courses A Level Accounting 06 Art and Design 07 Biology 08 Business Studies 09 Chemistry 10 Classics 11 Computing 12 Dance 13 Design Technology: Product Design 14 Drama and Theatre Studies 15 Economics 16 English Literature 17 French 18 Geography 19 Government and Politics 20 History 21 ICT 22 Latin 23 Mathematics 24 Media Studies 25 Music 26 Photography 27 Physical Education 28 Physics 29 Psychology 30 Sociology 31 Spanish 32 Level 3 BTEC National in Sport 33 Business Studies Cambridge Level 3 Technical Extended Diploma 33 AQA Extended Project

Extra Curricular Activities Bursaries Admission Criteria Term Dates Examination Results

35 35 35 36 37

Dear Students You are about to take momentous but exciting decisions about your education. For the first time, you are being asked to choose the subjects you would like to study. From this point onwards, you will have control over your learning â&#x20AC;&#x201C; not just what you learn but how you learn and when you learn. There are plenty of people around to advise you. Listen to them. Read our handbooks carefully. However, ultimately, the decision will be yours. You need to consider your options carefully as they will impact on your future. We will have high expectations for your academic progress. You will have regular meetings with your personal Tutor to discuss your academic performance and to ensure you are receiving appropriate advice and guidance. We have a well-established tracking system which informs our reporting and mentoring. If you are on the Gifted and Talented programme, this will continue in to College VI. Similarly, if you have additional needs, you will be entitled to support from the MacKay College. We will expect you to take responsibility for your learning and strive for independence.

However, College VI is not just about examination results. We believe it is vital that we help you to develop as a person. We want to encourage you to take risks, not be afraid to make mistakes, deal with adversity and love learning. In order for you to make decisions and manage your learning effectively, we believe you need to feel secure and feel as if you are part of a wider, caring community. We take pride in the level of pastoral care we offer to our students in College VI. Whether you are transferring from our own Year 11 or are an external applicant, you will quickly become a valued member of College VI. We will encourage you and indeed expect you to maintain a high level of involvement within the College and the Collegiate. You will find numerous opportunities on offer for extracurricular involvement and leadership. These are as vital to your future as your final examination results. There are a great many courses to choose from and many excellent reasons why you should join us. We look forward to answering your questions and welcoming you in to the College VI family in September. Sarah Chant

Introduction This Handbook provides a range of information which should be read in conjunction with the College VI Prospectus. That Prospectus provides a flavour of work in the College; this Handbook outlines the content of each course, and complements the information provided at the College VI Open Evening. Choosing the right courses for College VI is a crucial factor in every studentâ&#x20AC;&#x2122;s success. Every Year 11

student applying to College VI is given a personal meeting with a senior member of staff to discuss choices and plans for the future. GCSE grades are the most reliable indicator of success on any post 16 course. We want our students to enjoy their courses and achieve their full potential. For these reasons, grade requirements are set for entry into College VI.

College VI Pastoral Care We have a strong pastoral ethos and have a dedicated team of post-16 Tutors. We operate a vertical tutoring system â&#x20AC;&#x201C; groups are formed of both Year 12 and Year 13 students. This provides a great opportunity for students to become involved in peer mentoring and work together to learn from each others experiences. All Year 12 students also have one hour of PSHEE per week. This course does not lead to a formal qualification. The syllabus is designed to make you think outside of your chosen subjects and ensure that you are receiving a broad, general education. Classes are discussion based and designed to encourage critical thinking. They will involve outside speakers. Over the course of Year 12 you will also receive careers, health and financial education and be guided through the UCAS process in these lessons.

All students are allocated to a Tutor with whom they meet and register twice a day. This Tutor will also arrange various one to one mentoring sessions with students throughout the course of the year. In addition, we have a Senior Tutor whose role is dedicated to the guidance and support of our students. Pastoral time is used to reflect upon progress as well as address any issues pertaining to College VI life and the wider community. The relationship between students and their Tutors is fundamental when it comes to progression beyond College VI. Tutors act as mentors throughout the UCAS application process and provide careers advice and guidance. In Year 13, students are given the opportunity to study the AQA Extended Project should they wish to do so. Details of the Extended Project can be found on page 34 of this handbook.

Choosing Subjects Please be aware that subject content is dependent on changes to national policy. Any changes made to your chosen subject will be discussed in your interview.

need to think about studying English, a foreign language or a humanities subject as well, in order to prove that you have good communication skills. Universities and employers like to see a breadth of subjects.

To minimise the chances of choosing the wrong course you should:

• Find out as much as you can about the courses. Speak to current College VI students and staff, family members and your Tutor.

• Be aware of your particular skills and talents. Read the subject entries carefully and make sure you could cope with the demands of the course. Be honest with yourself – have you really got good time management skills? Could you honestly cope with 50% coursework?

Course Structure A Level

• Be realistic about your ability. You will be miserable if you pick a subject that you are likely to struggle with. Find out about your predicted grades for exams and coursework. Speak to your teachers about the requirements of their subject at Key Stage 5.

Year 12: Choose 4 AS Level courses, sitting examinations at the end of the year. Students are taught for 21 hours per week, with the remaining time spent on private study and enrichment. Some students may choose 3 AS Level courses after consultation with senior College VI staff.

• Be aware of your interests. The more interested you are in the subject, the more likely you are to succeed.

Year 13: Specialise by cashing in 1 AS Level and following the other 3 at A2 to complete 3 full A Levels. Students are taught for 15 hours per week, with the remaining time spent on private study and enrichment. Gifted and Talented students are encouraged to continue with 4 A Levels.

• If you are lucky enough to know what career you would like to follow; find out as much as you can about the qualifications you will need. You will still have room to study at least one subject just for the love of it.

BTEC National Diploma / A Level

• Do you want a broad range and variety of subjects in order to give yourself a wider choice of options for your future or do you want to pick subjects which complement each other? If you are picking two science subjects and Maths, why not do something totally different for the fourth A Level? If you are considering Medicine, you

Year 12 & 13: Choose BTEC Sport or Cambridge National in Business, plus one AS Level if appropriate to your ability. Students are taught up to 21 hours per week, with the remaining time spent on private study and enrichment. Both courses are continued for two years.

This table shows how we expect to group A Level and National Diploma subjects in 2015. Students studying A Level should choose four subjects in total, with no more than one from each block. Students studying National Diploma should choose their preferred subject in the two blocks in which it appears, and then an A Level subject from one other block.

A Level A Classics Economics Geography History ICT Mathematics Photography Spanish

B English Literature Dance French Government & Politics Physics Psychology

C Chemistry Computing Design Technology Drama & Theatre Studies English Literature Geography ICT Physical Education

D Art Biology Business Studies Further Mathematics History Music Sociology

Level 3 Vocational Courses Cambridge National in Business BTEC National In Sport

E Accounting Biology Business Studies Latin Mathematics Media Studies Psychology

Courses

Accounting Why study accounting? The world of finance and investment banking attracts many students. Household names such as J P Morgan, Merrill Lynch, CSFB and Morgan Stanley are synonymous with exciting assignments and glamorous lifestyles. Meanwhile, financial scandals such as Enron and Global Crossing have placed accounting at the top of the business agenda. Careers in accounting and finance are associated with very high salaries. A National Institute study identified accounting as the most lucrative of all degree courses in terms of graduates’ lifetime earning capacity (The Times 28th July 2005). Many accountants move into senior management positions in large firms. The Chief Executive Officers (CEOs) in many of the UK’s leading companies are qualified accountants. All Finance Directors (the step down from the CEO in the corporate hierarchy) are accountants.

Content of Course Year 12 Unit 1 – Introduction to Financial Accounting This unit covers the purposes of accounting, accounting records: subsidiary books and ledger accounts and the preparation and verification of accounting records. Unit 2 – Financial and Management Accounting As part of this unit you will learn about the types of business organisation, accounting concepts, further aspects of the preparation of the final accounts and balance sheets of sole traders, ratio analysis and the assessment of business performance, an introduction to budgeting and budgetary control and finally an understanding of the impact of ICT in accounting.

Year 13 Unit 3 – Further Aspects of Financial Accounting This unit extends your understanding of financial record keeping including sources of finance, incomplete records, partnership accounts, published account of limited companies, accounting standards and stock valuation. Unit 4 – Further Aspects of Management Accounting This unit covers manufacturing accounts, costing methods and variance analysis, capital investment appraisal and finally budgeting and social accounting.

Skills Required

• Confident in the use of numbers • A high standard of literacy • A logical approach

Progression

University courses in a variety of subjects can be taken. Related subjects are; Business Studies, Economics, Administration, Management, Marketing. In addition, if you wish to take up a management training course, many of the well known accountancy firms take A Level students onto their management training course. These courses offer a well structured, and well rewarded career opportunity.

Links with other Courses

Business Studies, Economics and Maths.

Art and Design Students will continue to develop their basic drawing and painting skills. Alongside these foundation skills, you will be given the chance, through a series of workshops, to develop their life drawing, screen printing, sculpture and textile skills. Using your knowledge and understanding, through independent research and contextual analysis, you will be encouraged to drive your own ideas, direction and format of their coursework. As this course is 100% coursework, one of the most important skills that you must have is good time management skills. You must also have good technical skills and understanding of the formal elements of creating art. You must be passionate and willing to use ideas inspired by social, political and environmental events and willing to seek new ideas and concepts through the work of other artists by visiting galleries and exhibitions.

Content of Course Year 12 Unit 1 is an umbrella thematic project called ‘Body Beautiful’. You are encouraged to make a personal response to the title, using your own experiences, ideas, feelings and observations as a spring board. Some of the possible themes that you may wish to explore are; ‘The Perceptions of Beauty’, ‘Movement’, ‘Disfigurement’, ‘Obesity’, ‘Proportion’ and ‘Physical space’, ‘Age, Death and Birth’ and ‘Cultural Differences’.

Skills Required

• An ability to work independently • Attention to detail • Creativity • P roduction of a portfolio requires good time management skills

Progression

A qualification in Art and Design will allow you to progress onto many creative University courses like fashion, animation, interior, environmental design etc. It will also enable you to apply for foundation courses and also other creative vocational courses.

Links with other Courses

The Art and Design course has strong links with Design Technology, where the ability to draw, design and create 3D forms and the use of certain materials translate from each subject. Both subjects require the students to complete a good proportion of coursework. This subject also has some links with Drama. This is predominantly connected with set and lighting design and costume design, but also the ability to use conceptual ideas and life experiences as a resource for ideas.

Year 13 Unit 3 is an umbrella thematic project where you get the opportunity to visually explore the meaning of ‘Construct, Destruct, Deconstruct’. Again, you are encouraged to make a personal response to the title using their own visual language and interpretation of the theme. You will explore relevant media and methods, partake in contextual analysis and are encouraged to select and refine ideas for effective development.

Biology Do you wonder at the complexity of life on this planet? Are you interested in how all this life has evolved from a universal common ancestor? Do you want to understand how living things harness the Sun’s energy to sustain this life or how the human body works to maintain heath and prevent disease? Biology is the scientific exploration of the vast and diverse world of living organisms; an exploration that has expanded enormously within the last four decades revealing a wealth of knowledge about ourselves and about the millions of other organisms with whom we share this planet. The subject is held together by the five unifying principles; Cell Theory, Gene Theory, Evolution, Energy and Homeostasis, all of which are studied in detail over the two year course. Some of the most enjoyable aspects of the course are the opportunities to develop practical skills in observation and experimentation. It is also interesting to discuss of the application of this dynamic subject in recent news and events and the subsequent controversy and ethical implications. This fascinating and relevant subject can lead the way to further biological research which spans an almost infinite spectrum of studies from small molecules to whole ecosystems.

Content of Course Year 12 The course centres on the study of ‘Cells, Exchange and Transport’ and ‘Molecules, Biodiversity, Food and Health’. The two theory papers will both be sat in June. The remaining 20% of their grade will be made up from ‘Practical Skills in Biology’. For this part of the course, you will be assessed through practical activities in class and through an internal examination.

Year 13 For the A2 course, you will study ‘Communication, Homeostasis and Energy’ and ‘Control, Genomes and Environment’, these will both be examined in June. Again 20% of your grade will come from ‘Practical Skills in Biology’. It is advisable to have achieved an A* or A grade at GCSE should you wish to progress to Year 13.

Skills Required

• A high standard of literacy and numeracy • T he ability to hypothesise, research, draw conclusions and evaluate work • T he ability to interpret and analyse information presented in a range of contexts • G ood practical skills and a logical approach to practical activities • A love of reading • An inquisitive and enquiring mind • S tudents are only recommended to continue to Year 13 if they have achieved A/A* at GCSE

Progression

With a qualification in Biology, you could go on to study a variety of subjects at university, such as: Environmental Science, Pharmacology, Medicine and Dentistry. From there, you might enjoy a career in Biotechnology, Health Care, Food Sciences or Medicine. Amongst the most dynamic and popular fields, at the moment, are to be found in Embryology and Genetics.

Links with other Courses

There is a large amount of Biochemistry in the Year 12 course and students who also study chemistry do find it extremely useful, but this is not compulsory. Throughout the course there are underlying Mathematical principles and students need to evaluate and analyse data so many find Maths A Level useful. Some of the behavioural aspects of Biology are also taught in Psychology.

Business Studies Business Studies is a subject of great relevance in a period of rapid change. Business Studies emphasises the diverse nature of business enterprise, the ever-changing character of business and the interdependence of the various parts of the business world. It is concerned with themes such as innovation and change, social and environmental responsibilities, take-overs and mergers and ethical considerations. It provides a unique insight into the world of work. You will discover how businesses operate and learn about their key elements and essential business functions. This knowledge, and the holistic understanding that develops, is invaluable and it offers an excellent foundation for those wishing to pursue careers in management, marketing, project management, business accounting, management consultancy, human resources, and business journalism as well as those interested in continuing further study at University.

Content of Course Year 12 Unit 1 – Planning and Financing a Business This unit considers the challenges and issues of starting a business and the essential financial concepts needed to start a business including calculating costs, revenues and profits.

Skills Required

• The ability to carry out research • Confident in the use of numbers • The ability to transfer an understanding of theoretical concepts to real business practice • A high standard of literacy

Progression

University courses in a variety of subjects can be taken. Those who wish to take Business Studies at degree level will find that all universities offer courses. Professional and vocational courses are also offered at most universities. Related subjects are: Economics, Accountancy and Finance, Administration, Management, Public Administration including advertising, marketing, public relations and retailing. Many people who have studied Business Studies find jobs in areas as varied as administration, advertising, financial services, marketing, personnel, teaching, and in local and national government.

Links with other Courses

Business Studies links well with Accounting and Economics.

Unit 2 – Managing a Business This unit develops further an understanding of the financial and organisational issues encountered as a business develops. In addition this would involve an introduction to Marketing and Human Resource Management concepts.

Year 13 Unit 3 – Strategies for Success Within this unit the focus is on devising and implementing business strategy. Specifically you will be focusing on the areas of finance, operations and marketing. Unit 4 – The Business Environment In the final unit you will develop a greater understanding of the impact of social, political, economic, technological and ethical issues on the business and how businesses need to respond to these developments.

Chemistry You will get to wear a white coat – we are the only science subject that actively encourages it. You will find out how to name, as well as make, some of the chemicals you find in shower gel as well as making substances that are used as flavourings, fragrances, and pharmaceuticals. You will learn why water has odd properties, how greenhouse gases are formed, how to make the flavouring found in pear drops, how to tell whether a substance is washing powder or a Class A drug, the many uses of crude oil, and much, much more.

Content of Course

The course will be assessed at the end of Year 12 as an AS qualification, or at the end of Year 13 for the full A Level, with a practical skills endorsement as well. The AS content will be taught during Year 12 at which point the AS examination can be taken. The further content is taught in Year 13 with examinations on the content from both years at the end of this. Assessment at both levels involves two written papers on the theory taught in the course, with the A Level having an additional Practical Skills paper.

Physical Chemistry

Students will look at the nature of atoms, molecules and bonding. They will investigate rates of reactions, thermodynamics and equilibrium constants.

Inorganic Chemistry

Students will discover the trends in the Periodic Table and explain the properties of transition metals and reactions of ions.

Organic Chemistry

Students will look at a range of organic molecules from alkanes and alkenes to alcohols and polymers. There is an introduction to Biochemistry through the study of proteins and DNA. Students will learn the different techniques used by Scientists to analyse molecules.

Skills Required

• A high standard of literacy and numeracy • The ability to hypothesize, research, draw conclusions and evaluate work • The ability to interpret and analyse information presented in a range of contexts • Good practical skills and a logical approach to practical activities • A love of reading • An inquisitive and enquiring mind • Students are only recommended to continue to Year 13 if they have achieved A/A* at GCSE

Progression

Chemistry is a subject that opens doors to many different career paths and it is now almost compulsory for anyone who wants to study Medicine. People with a degree in Chemistry go on to work in many diverse fields including the pharmaceutical industry, oil industry, accountancy, marketing, publishing, the civil service and law.

Links with other Courses

Chemistry often goes well with other logical and analytical subjects such as Physics, Biology and Maths. Also, Chemistry students will choose Chemistry as their single Science at A Level since the skills learned are easily transferable.

Classics Although the empires of Greece and Rome fell hundreds of years ago, their influence and impact has never truly gone away.

Herculaneum and Ostia through written evidence and archaeological sources.

The worlds of film and literature are filled with examples based on Classical history and mythology. The last ten years alone has given us Troy, 300, Percy Jackson, The Immortals and Clash of the Titans, as well as many other films and books indirectly influenced by the ancient world.

Comic Drama: You will read the satirical comedies of Aristophanes as well as a selection from later playwrights, Menander and Plautus. As well as studying the plays for their literary and humorous value, you will consider the context in which the plays were written. This includes: social status in Athens and Rome, Including the position of women and slaves; religious practice and belief; the place of drama in Athenian and Roman society; the serious messages behind the plays and their political and historical background. There are plenty of opportunities to consider what makes us laugh and draw parallels with modern comedy.

However, Classics does not just influence the world of entertainment. Many of our modern political concepts come from the ancients: democracy is an Ancient Greek term literally meaning “rule by the people” and the US government went as far as naming one of its ruling bodies after the Roman equivalent: the senate. At Riddlesdown, you will have the opportunity to access this ancient world. In the first year, we study Homer’s epic poem, the Odyssey, and city life in the Roman Empire. In the second year, we focus on conflict and culture within ancient Athens and the comic dramas of Aristophanes and Plautus.

Content of Course Year 12 Homer’s Odyssey and Society: The epic tale of Odysseus and his journey home after the Trojan War is one of the earliest and greatest works of Western literature. Confronted by natural and supernatural threats – shipwrecks; battles; the angry sea god, Poseidon; monsters and seductive women – his bravery and natural cunning are tested to the limit before he reaches his homeland. Upon arrival, he faces the suitors who have been planning to marry his wife and ‘steal his world’. This chimes well with our modern issues of ownership and invasion. The concluding confrontation is as gruesome as any battle fought at Troy. The epic is studied as a literary text but you will also explore the values of Mycenaean society such as attitudes to the gods, women and slaves and what it means to be a hero. You will also have the chance to study the history and archaeology behind the epic. City Life in Roman Italy: The principal focus of this module is on Roman society and values. You will learn about social identity; Roman houses; Roman entertainment such as gladiators and baths; Roman religion and the introduction of foreign cults such as the worship of Isis and Mithras and what life was like for those on the fringes of society such as women, freedmen, and slaves. The module covers art, architecture, archaeology and a wide range of literary sources. In addition to learning about Roman culture, you will become familiar with the ancient cities of Pompeii,

Year 13

Greek History Conflict and Culture: The focus of this unit is the cultural and intellectual life in Fifth Century BC Athens. This involves an examination of the birth of democracy and the changing intellectual climate in Athens. You will consider the impact of new scientific and philosophical ideas on ancient Athenian society and on Western thought; dramatic festivals and the theatre; religious festivals, gods and sanctuaries; Athenian views of themselves and non-Athenians including the relationship between Athens and Persia and Athens and Sparta; art and architecture in their political and social contexts. You will consider a variety of ancient texts ranging from the histories of Herodotus and Thucydides, to the comic plays of Aristophanes. You will also read secondary sources and consider visual material and physical artifacts.

Skills Required

• A high standard of literacy • T he ability to research, make connections and draw parallels • A love of reading and analysing texts • An open, inquiring mind and a love of debate

Progression

University graduates in Classics have found careers in law, journalism, research, administration, media, museums, art galleries and heritage management, the Civil Service, accountancy, computing, commerce and industry as well as in teaching.

Links with other Courses

Classics fits very well with History, English, Government & Politics and Drama. However, it works well as a contrast to scientific subjects.

Computing You will be will encouraged to develop the capacity to think creatively, innovatively, logically and critically. It will provide you with an understanding of the organisation of computer systems, including software, hardware, data, communications and people. The course will teach you the ability to apply skills, knowledge and understanding of computing, including programming, in a range of contexts to solve problems. You will investigate the relationships between different aspects of the subject, perceive the field of study in a broader perspective resulting in an understanding of the consequences of using computers socially, legally and ethically.

• Databases

Through the study of programming languages you will learn to write basic computer programs to fulfil specific functions. In addition you will learn how programs are structured, the types of data and data structures to be used, how to write maintainable programs and how to test and run solutions. Through the production of coursework you will learn how to produce a written report to document the development of a system from the design phase through to evaluation.

• Maintenance

Content of Course Unit 1 • Fundamentals of Problem Solving • Fundamentals of Programming • Fundamentals of Data Representation • Systems Development Life Cycle Examined through a 2 hour practical programming task based on pre release material. Unit 2 • Fundamentals of Computer Systems • Fundamental Hardware Elements of Computers • Machine Level Architecture • Hardware Devices • The Structure of the Internet • Web page design • Consequences of the Uses of Computing Assessed through a 1 hour traditional written theory paper. Unit 3 • Problem Solving • Programming Concepts • Real Numbers • Operating Systems

• Communication and Networking Assessed through a 2.5 hour written theory exam paper. Unit 4 • Systems Development • Analysis • Design • Construction / Implementation • Testing • Training • Evaluation An internally assessed unit that comprises a report written by the candidate documenting a programmed solution to a real problem associated with a user whose realistic needs should be taken into account when specifying, designing and implementing the solution.

Skills Required

• A high standard of both literacy and numeracy • An ability to problem solve independently • A love of computers and an interest in computer programming • A n ability to use precision in language and to trouble shoot to find errors

Progression

This course is suitable for people looking to go on to a degree in computing. Universities will appreciate your ability to breakdown and solve problems by using innovative and logical solutions. Students will be well suited in any computing degree whether the focus be programming for the web, programming for computer games, computer science, networking or databases. This A Level would also be suitable for students thinking of a career in programming or software development.

Links with other Courses

Physics – knowing the rules of how the world reacts will better allow you to model them on a computer. Mathematics – the logical approach used in maths is key to becoming a good programmer.

Dance Dance focuses on the development and performance of choreographic skills. Students will receive training on technique and the health and safety of the dancer. Critical skills will be developed in terms of analysis of choreography and performance within their own work and professional repertoire. In Year 13 students will develop knowledge and understanding of a specific area of study as well as an analytical study of one set work and its cultural and artistic context. The heavy proportion of practical coursework means students must be well organised and able to plan their time effectively if they are to be successful in this A Level.

Content of Course Year 12 Unit 1 – Written paper 1.5 hours: Understanding Dance Performance/ Choreography/Significance of dances (40%). Unit 2 – Practical coursework: Solo choreography from investigation and research of ideas through to outcome. Performance skills within a duo/trio performance context.

Skills Required

• A n interest in widening your knowledge Dance and Performing Arts • The ability to analyse and critique professional work • The ability to work effectively within a group • The ability to work independently • Self motivation • T he ability to form in-depth opinions and express them during class discussion

Progression

Dance will allow students to gain entry to university to study Dance at degree level. It will also be useful for degrees in Sport Science and other Performing Arts. Students seeking careers in the Arts – including teaching, marketing, journalism, movement therapy and theatre management, would gain from having an A Level in this subject.

Links with other Courses

Dance complements the knowledge and skills developed in Physical Education, Music and Drama.

Year 13 Unit 3 – Written paper 1.5 hours: Critical analysis of set work. An investigation of one area of study – ballet, modern or jazz. (25%). Unit 4 – Practical Examination: Group choreography from investigation. Solo performance skills in relation to a specific practitioner.

Design Technology: Product Design This Design and Technology course is designed to offer students the opportunity to study, propose and realise prototype solutions closely linked to the real world of product manufacture in a range of material areas. You can continue with your previous specialism from GCSE or combine other focus materials. Students are encouraged to develop design solutions, test and trial working models and prototypes; develop imagination, innovation and flair when working, develop an understanding of contemporary design and technological practices and consider the uses and effects of new technologies.

Content of Course Year 12 Advanced Innovation Challenge: Students take part in a timed design challenge based on a pre-released theme, under examination conditions. The challenge consists of a design and modeling exercise. The Product Study: Students carry out an indepth product analysis resulting in suggestions for improvements. This is a coursework component.

Year 13 Design, Make and Evaluate: Students produce a portfolio and product. The project is marked by the teacher. Product Design is a written paper that consists of two components. Students are able to select questions across the focus material areas if they wish.

Skills Required

• The ability to conduct independent research • The ability to generate and develop design ideas • A re confident with a range of workshop tools, machinery and resistant and compliant materials • A re able to critically evaluate and improve your own design ideas and products

Progression

The most common progression from Design Technology is on to courses in Product Design, Engineering and Manufacture, Construction, Advertising, Graphic Design, Architecture and all other Design related careers. In addition, Design Technology has strong links with other Science, Engineering and Mathematics based careers.

Links with other Courses

Design Technology links well with Art, Business Studies. Being a STEM subject, Design Technology also has direct skills crossover with Science and Mathematics with analytical thinking, problem solving and the generation of ideas.

Drama and Theatre Studies Drama and Theatre Studies requires students to explore a variety of play texts, create original performances, analyse theatre and production values and critically evaluate the work of practitioners and playwrights. In Year 12 you will study play texts from the perspective of actors, designers, directors and reflective audience members. In Year 13 you will devise your own work and consider how to approach existing texts as a director. The course culminates in a written exam in which you are required to write from the perspective of a director and producer. Throughout the course you will study and apply the ideas of significant theatre practitioners such as Stanislavski, Brecht and Artaud, developing your knowledge of the history of theatre. The course encourages you to experience a range of opportunities to develop your dramatic and theatrical skills and to utilise these through devised and scripted work.

Content of Course Year 12 Unit 1 – Exploration of Drama & Theatre You will study two contrasting play texts and explore these practically. You will be assessed on the practical work undertaken in the lessons and a set of written exploration notes which analyses your practical work and demonstrates your understanding of the texts. This unit is internally assessed. Unit 2 – Text in Performance You will participate in a full length production, directed by your teacher and you will also work independently on a chosen monologue or duologue. This unit is assessed by an external examiner who will assess you individually on the performance of both.

Skills Required

• An enthusiasm for practical work • A willingness to develop as a performer • An enthusiasm for performing • A high standard of literacy • T he ability to research and make connections between the theatre and performing for a modern audience • T he ability to produce a high standard of work independently • Discipline to research independently • A n open, inquiring mind and an ability to discuss Drama in an intellectual way

Progression

Typical career paths arising from this course are jobs in the performing arts industry, the media, teaching and literary fields. There are many courses at University that approach the subject from both a practical and theoretical basis and many will combine other subjects such as History or English. There are a number of specialised Drama Schools that offer performance or technical based courses, such as RADA, The Central School of Speech and Drama and East 15; these types of courses could lead to work in the professional theatre or television.

Links with other Courses

Drama and Theatre Studies would complement a range of subjects, in particular Music, Dance, Classics, History, Art and English Literature.

Year 13 Unit 3 – Exploration of Dramatic Performance You will work in groups to collaboratively create a unique and original piece of theatre. You will record and evaluate the development of your piece and its impact on your target audience as coursework which contributes towards your final mark. This is internally assessed. Unit 4 – Theatre in Context You will study Aristophanes’ Lysistrata and a Shakespearian text. You will explore the texts from the point of view of a director and a critical audience member. You will work both practically and theoretically in lessons. At the end of the course you will sit a two and a half hour written examination, which is externally assessed.

Economics With the World in the midst of its biggest economic crisis for decades we are in need of some direction from the brightest and best talent available. We have a worldwide recession, the banking sector is in turmoil and the Government is heavily in debt. Is it all down to the bankers and their multi million pound bonuses? Who is giving us the right direction? A more difficult question, which is beginning to emerge is the political and moral one: Does the solution lie in markets or with governments? Interesting times lie ahead. After years of steady growth and rather boring consensus we have now entered a new era of intellectual debate and no doubt lots of political argument. A key to understanding all of this is to understand how markets work and their role in the allocation of resources. Economics is about choice and the impact of our choices on each other. It relates to every aspect of our lives, from the decisions we make as individuals or families to the structures created by governments and firms. The economic way of thinking can help us make better choices.

Content of Course Year 12 Markets and Market Failure: the economic problem, the allocation of resources in competitive markets, production and efficiency and market failure, government intervention in the market. The National Economy: the measurement of macroeconomic performance (GDP, unemployment, inflation) Aggregate Demand/Aggregate Supply analysis, the circular flow of income, and related concepts, macroeconomic policy (monetary, fiscal and supply side policies.

Year 13 Business Economics and the Distribution of income: The firm: objectives, costs and revenues, competitive markets, concentrated markets, unfair competition, the labour market, government intervention in the market. The National and International Economy: Macroeconomic indicators, managing the national economy, the international economy.

Skills Required

• A genuine interest in government economic policy and strategy • Confident in the use of numbers • A high standard of literacy • A logical approach

Progression

University courses in a variety of subjects can be taken. Depending on the combination of A Levels studies, courses in many areas are possible. Those who wish to take Economics at degree level will find that all universities offer courses.

Links with other Courses

Economics links well with Business Studies and Accounting.

English Literature English Literature is a course for those who enjoy reading fiction and take pleasure in exploring the variety of interpretations different readers bring to texts. The course will develop a range of key skills: how perceptively you analyse the way in which writers craft texts, how fluently and confidently you communicate personal insights, how adept you are at assimilating and synthesizing ideas from a wide range of sources. You should be prepared to approach texts with an open mind, listening critically to the ideas of others, whilst formulating and voicing your own opinions about the texts you are investigating.

Content of Course A Level Students are required to study a total of eight texts over the full A level but the selection must include at least: two plays, two novels, two poetry anthologies, three texts published before 1900, one play by Shakespeare and one text published after 2000. This is a possible selection that suggests the range of literature the course will cover: The Tempest by Shakespeare; Paradise Lost by Milton; Tennyson’s poetry; The Great Gatsby by Fitzgerald; Jane Eyre by Bronte; Feminine Gospels by Duffy; The Elephant Vanishes by Murikami; All My Sons by Miller; Cat on a Hot Tin Roof by Williams. The final text selection will only be made after careful consideration of the strengths and interests of students and teachers in a particular year. Although 20% of the course (two texts) is assessed through the completion of a piece of coursework, most of the content is assessed in two exams at the end of the two years of study.

Skills Required

• A love of reading really is essential for you to successfully complete the course and you will be expected to complete a significant part of the reading outside of lessons. • T he ability to analyse a text convincingly whilst considering a variety of different possible readings. • T he potential to formulate an argument in the construction of well-written essays. • T he capacity to explore the links and connections between texts. • B eing able to comment meaningfully on the way literary texts reflect and comment on the social and cultural contexts in which they are conceived and appreciated. • T he talent for applying your analytical skills to unseen texts.

Progression

Universities and potential employers alike appreciate the range and depth of skills you develop during the study of English Literature at A Level. The course will prepare you well for any role or degree which requires you to analyse information, communicate effectively and work with others. It is also particularly useful for enhancing your extended writing skills and will, therefore, be beneficial to the study of any subject at degree level.

Links with other Courses

English Literature matches well with all other A Level subjects as the skills learnt and developed here are highly inter-changeable.

AS If offered, the AS option includes four texts and will only be assessed through two exams at the end of one year of study. The course content may then include a range of literature such as: The Tempest by Shakespeare; Paradise Lost by Milton; The Great Gatsby by Fitzgerald; Cat on a Hot Tin Roof by Williams.

French French has a wider currency as a language than is often realised. It is spoken as a first language in many parts of the world and is also one of the main languages of diplomacy within the EU. The French language possesses a heritage of great literature and includes works by authors as diverse as Molière, Proust and Sartre and by more contemporary writers such as Lévy and Le Clézio. Equally well regarded is the French philosophical tradition including such seminal figures as Descartes, Voltaire or Bourdieu. When it comes to the ‘7ème Art’, French directors such as Pagnol, Truffaut and Cocteau have influenced the world’s cinematography as well as offered relevant and deep analysis of the French society. France is our nearest neighbour in Europe and the one with which our history is most closely tied. In this sense, the study of French is also the study of us, in so far as the examination of French culture illuminates the similarities between Britain and France as well as the differences.

Content of Course Year 12

This is taught through listening, speaking, reading and writing skills and covers the following contemporary topics:

• M edia: TV, advertising and communication technology • P opular culture: cinema, music and fashion/trends • H ealthy living/lifestyle: sport/exercise, health and well-being and holidays

• F amily/relationships: relationships within the family, friendships and marriage/partnerships

Year 13

This is again delivered through listening, speaking, reading and writing skills and embraces the following current social issues:

• E nvironment: pollution, energy and protecting the planet

• T he multi-cultural society: immigration, integration and racism

• C ontemporary social issues: wealth and poverty, law and order and the impact of scientific and technological progress

• C ultural topic: at present the two cultural topics

chosen are a French Region (La Bretagne) and a French Film Director (Mathieu Kassovitz) through the in-depth study of La Haine

Skills Required

• A strong drive to communicate clearly and effectively • The confidence to engage in oral work • A fascination for the French and francophone cultures • An inquisitive and curious mind • A high standard of literacy • Highly self-motivated • T he willingness to take risks and make mistakes as part of the learning process • A n ability to manage time effectively and meet deadlines • An ability to use reference materials effectively

Progression

Most universities offer French and the subject can be studied either on its own or together with a range of other disciplines.

Links with other Courses

Some students may choose to study two languages and decide to take German with French. English may also provide an ideal link and support with the understanding of grammar.

Geography Geography is concerned with the interface between people and their varied environments. In particular, geographers seek to explain human and physical processes and the interaction between them. A considerable amount of modern Geography is based upon current issues and decision-making. Geographers attempt to understand people’s differing values and attitudes, and their interaction with both the human and natural environments. Moreover, they endeavour to understand and explain both physical and human processes as a means of making predictions and judgements. The Geography course is designed to meet this challenge and create an engaging and dynamic curriculum that is relevant and appropriate to learners of today.

Content of Course Year 12 Global Challenges: a study that will develop understanding of the meaning, causes, impacts and management of global challenges. How humans influence processes such as global warming, natural hazards, globalisation and migration. Geographical Investigations: a study of how physical and human issues influence lives and can be managed. Topics studied include; extreme weather examining their ferocity and frequency and how they threaten people; rebranding place focusing on how we need to re-image and regenerate rural and urban places, using appropriate strategies.

Year 13

Skills Required

• A n ability to undertake individual research/ investigative work, including fieldwork • A willingness to extend your understanding of geographical ideas, concepts and processes • A n ability to identify and analyse the connections between the different aspects of geography • A n ability to analyse and synthesise geographical information in a variety of forms and from a range of sources • A willingness to consider new ideas and developments about the changing nature of the globe in the 21st century • A n ability to critically reflect on and evaluate the potential and limitations of approaches and methods used to research different theories

Progression

Those who wish to take Geography at degree level will find that most universities offer courses. Related subjects are Surveying, Geology, Meteorology, Environmental Management and Social Services. Geography incorporates a tremendous variety of aspects with an enormous range of skills and techniques. The range of careers of interest to geographers is correspondingly large: from surveying to planning, map making to education.

Links with other Courses

Most subjects provide an ideal link and support for Geography. Those which are particularly useful are Economics, Biology, History and English.

Contested Planet: The use and management of resources is a key issue in today’s world. Consumption patterns highlight stark inequalities between regions, countries and groups of people. Many resources are finite, and rising consumption means that difficult decisions over the use of resources will have to be taken more frequently. There are six compulsory topics; Energy Security, Water Conflicts, Biodiversity Under Threat, Superpower Geographies, Bridging the Development Gap and The Technological Fix. Geographical Research: Students undertake a piece of their own geographical research and then answer an exam question based on this. The main topic focus is Tectonic Activity and Hazards.

Government and Politics “I don’t do politics!” Really? Who says you can’t buy alcohol under 18? Who says you have to stay in education until 16? Politicians. Who chooses politicians? Does Parliament truly reflect society? What makes the parties different from each other? Where do their ideas come from? Why is the UK involved in conflicts around the world? Through discussion, study of current affairs, independent research, interpreting the words and acts of politicians in an objective way, you will reach a clear understanding of a range of political issues and how they are linked.

Content of Course Year 12 Unit 1 – People and Politics Students study Democracy and Participation, Party Policies and Ideas, Elections and Voting and Pressure Groups. Unit 2 – Governing the UK Students look at a range of issues including the UK Constitution, Parliament, Prime Minister and Cabinet and Judges and civil liberties.

Year 13 Unit 3 – Structures of Global Politics Areas covered include: theories of Global Politics, globalisation, the use of power on a global scale, nationalism. International organisations such as the UN, NATO and the EU; relationships between different countries and regions around the world. Unit 4 – Global Political Issues Areas covered include: Conflict, war and terrorism; poverty and development; environmental issues; human rights.

Skills Required

• A high standard of literacy • The ability to research and make connections • A love of reading and analysing texts, philosophical ideas • An open, inquiring mind and a love of debate • A fascination for international developments and ideas of other people and their views about society • A n ability to draw parallels between ideas and theories and the application in the modern world

Progression

Politics and International Relations are popular degree courses offered by many universities. It lays a good foundation for courses in Law, Sociology, Economics, History and Philosophy amongst others. Career opportunities are wide and varied including teaching, national and local government, research, journalism, legal profession and further study. Many students who have studied Politics at Riddlesdown have gone on to study it at university either on its own or alongside another subject or as part of an International Relations course.

Links with other Courses

Government and Politics links well with Law, Sociology, History, Economics and English.

History Henry VIII was a fat, unattractive adulterer, right? So why did they cast the dashing Jonathan Rhys Meyers as Henry VIII in ‘The Tudors’ and not someone like Steve McFadden (Phil Mitchell) in ‘Eastenders’? It turns out the traditional image of Henry VIII is not that accurate and actually he was rather handsome and a champion wrestler (he must have had something about him, after all he had six wives!) Have you thought to yourself why Hollywood continue to make films about events in the past. It’s because they are important. To be able to understand where we come from and our position in the world we need to know what happened in the past to be able to learn lessons for the future. History broadens the mind. It allows us to fulfil our natural inquisitiveness. It’s concerned with the ‘hows’ and, more importantly, the ‘whys’. Interest in the past stems from the needs of people to discover a sense of their own identity and an awareness of their own culture, as well as that of other societies. The study of History is pursued through the examination of a wide range of evidence. The Historian’s skill lies in the ability to evaluate and interpret this evidence and to present clear, concise and relevant arguments in support of conclusions about the past.

Content of Course

Skills Required

• Good organisation and time management • Self-motivation, initiative and perseverance • The ability to research, read and make notes • A high level of literacy essay writing; an ability to convey opinions and self-motivation • The ability to debate and challenge other’s views • The ability to write coherently and with confidence using knowledge and sources to support an argument

Progression

Those who wish to take History at degree level will find that most universities offer courses. Related subjects at university are American studies, Archaeology, Classical Civilisation, English, History of Art, Law, Politics, Philosophy and Sociology. Careers can be pursued in a number of fields, not just those relating to History. Graduates in History find employment in all types of areas.

Links with other Courses

History links well with Geography, Sociology, Government & Politics, Law, Classics, English, and Economics.

Year 12 Communism and Democracy in the Twentieth Century: a study of contrasting ideologies focusing on Civil Rights in the USA and China under Chairman Mao. Henry VIII: a study of late medieval Britain and Henry VIII’s relationships in international affairs, the Church and Parliament.

Year 13 From Kaiser to Führer in Germany: a study which starts with the causes and consequences of World War One; failure of democracy and the rise of the Nazi Party; life in Nazi Germany, opposition, collaboration, race and economic policy. Ireland: 1801 and 1922: the formation of the Union and subsequent conflicts. This is a coursework unit. You will design the coursework questions by choosing areas of significance within this topic.

ICT In today’s world, where ICT is constantly changing, individuals will increasingly need technological and information literacy skills. These skills are now as essential as the traditional skills of numeracy and literacy. As well as the rapid development of new technologies, familiar technologies like television, telephone and computers are evolving and being expanded by digitized information. As a result of this, there is a growing need for individuals who can master and manipulate these new technologies. A Level ICT encourages students to become discerning users of ICT. It allows them to develop a broad range of ICT skills including theory based knowledge as well as a range of practical.

Content of Course Year 12 Information, Systems and Applications This is a theory unit where the topics covered include:

• Data, information, knowledge and processing • S oftware and hardware components of an information system

• Spreadsheet & relational database concepts • A pplications software used for presentation and communication of data

• T he role and impact of ICT – legal, moral and social issues

Structured ICT Tasks This is a practical unit that gives you the opportunity to explore various software including design, development, testing and documentation programs. The tasks are set by the exam board and vary from year to year but always include a high level spreadsheet and database problem.

Year 13 ICT Systems, Applications and Implications This is a theory unit where you will gain an understanding of:

• T he systems life cycle • D esigning computer-based information systems • N etworks and communication • Applications of ICT • I mplementing computer-based information systems • I mplications of ICT

ICT Project This is a coursework unit where you will explore software to a higher level. You will be given the opportunity to choose your own project and therefore which software you would like to work with. Skills include design, software development and implementation, documentation and evaluation.

Skills Required

• A high standard of literacy • The ability to carry out independent research tasks • A n interest and ability to use software to produce documents and systems to a given specification • A n ability to work under pressure to complete practical assignments to strict deadlines • A n ability to make connections between theoretical concepts and practical solutions

Progression

This qualification is the ideal basis for students wishing to go on to study ICT at degree level but it will also open the door to a whole range of careers. The skills developed in these courses are important and provide opportunities for wider study in a range of areas.

Links with other Courses

This course links well with most subjects as the skills are easily transferable to other subjects.

Latin Latin is the study of the Ancient Roman world through its language and literature. The course provides a chance for students to extend the skills they developed at GCSE and approach much more challenging texts. In the first year we continue to hone language skills, while focusing on the love poetry of Ovid and the legal speeches of Cicero. In the second year, there is an even greater focus on the original texts, by looking at the tragic love story of Dido and Aeneas from Virgil’s Aeneid. In terms of prose, we focus on the Roman histories of Tacitus and his depiction of the Emperor Nero. Along the way, students will be able to appreciate how the ancient world influences our own both in terms of culture and language.

Content of Course Year 12

Latin Language: this unit tests candidates’ ability to translate unseen Latin prose. It takes the form of a 90 minute translation paper, which makes up 50% of the student’s AS Level and 25% of their total A Level. Candidates will need to be familiar with the Latin of authors from the 1st century BC and the 1st century AD. They will need to be able to recognise, analyse and translate grammar and vocabulary that they have learnt throughout the year. Latin Verse and Prose Literature: this unit tests candidates’ ability to translate and discuss both prose and verse texts which they have studied throughout the year. It also takes the form of a 90 minute paper, which makes up 50% of the student’s AS Level and 25% of their total A Level. Candidates will need to demonstrate knowledge, understanding and appreciation of Latin texts within their literary, social and historical contexts. The verse extracts will be from Ovid’s Amores III and the prose will be from Cicero’s In Verrem II.

Year 13

Latin Verse: Virgil’s Aeneid IV and unseen comprehension and translation from Ovid’s Metamorphoses. It takes the form of a 120 minute translation paper, which makes up 50% of the student’s AS Level and 25% of their total A Level. Latin Prose: Tacitus’ Annals XV and unseen comprehension and translation from Livy. It also takes the form of a 120 minute translation paper, which makes up 50% of the student’s AS Level and 25% of their total A Level.

Skills Required

• T he ability to learn and retain large amounts of vocabulary and grammatical knowledge, building on what has been learnt at GCSE • A willingness to revise personal knowledge and fill gaps in understanding • T he ability to translate Latin passages accurately and thoroughly, not giving up when things become challenging • T o be able to analyse ancient literature and talk about it in an educated fashion • T he ability to see how a writer’s surrounding can affect their work • T o be able to compare and contrast different passages and see how the work of one author can influence another

Progression

Those who wish to continue studying Latin at degree level have a variety of options open to them. Many universities run courses in Classics, where a student’s knowledge of Latin language and literature can be more fully combined with ancient philosophy, history, archeology, art and linguistics, in whatever format suits the individual learner. There are also numerous dual honours courses, where Classics can be combined with other subjects. A degree in Classics can be useful for jobs in law, the civil service, the foreign service, academia, education, archeology and many other professions. Because of the challenging nature of the subject and large number of interdisciplinary skills it requires, many Classicists go onto jobs in the public and private sectors, such as consultancy and finance.

Links with other Courses The most obvious link to Latin is Classics, since they both deal with the ancient world, although Latin focuses mainly on the language, whereas Classics is taught and studied entirely in English and focuses on the history, literature and culture of the ancients. Latin is also useful for the study of modern languages, since many are derived from Latin. It helps with general English language skills and the study of texts can help with English literature. The background material ties in well with History. Finally, the problem solving aspect of translation can be similar to Mathematics.

Mathematics Mathematical skills foster clarity of thought, powers of analysis and evaluation, as well as reasoned judgement and the ability to provide solutions to problems in a structured and logical way. Students will study two main elements: Core Mathematics and Applied Mathematics. The core modules cover Algebraic processing skills, Functions, Sequences and Series, Co-ordinate Geometry, Trigonometry and Calculus. The applied modules consist of three main areas of expertise: Mechanics, Statistics and Decisions. Mechanics considers topics such as Forces and Dynamics, Kinematics, Equations of Motion and Moments. Statistics examines areas such as Probability, Graphical Representation of Data and Sampling Methods. Decision Mathematics deals with graph theory, linear programming, allocation and transportation problems. This is a challenging course which requires a high level of commitment from all who study it, regardless of ability. Those who are especially gifted in mathematics may wish to seek a further challenge by enrolling on the Further Mathematics A-Level course. Here, a further 6 modules, made up of Further Core modules and extra applied modules, will be completed. This is a completely separate qualification from A-Level mathematics.

Content of Course Year 12 3 units are studied: Core 1 and Core 2 Decisions 1

Year 13 3 Units are studied: Core 3 and Core 4 Either Statistics 1 or Mechanics 1

Skills Required

• A high level of algebraic ability • Good problem solving skills • A determination to master complex concepts • A commitment to extensive independent study • Students are only recommended to continue to Year 13 if they have achieved A/A* at GCSE

Progression

Mathematics courses are offered at all universities and there are many different types of such courses available. Mathematics is probably the single most useful A Level qualification and is highly respected by establishments. It is acceptable for degree courses in the Social Sciences, the Arts and Humanities as well as for Science-based courses. The versatility and applicability of the skills and knowledge which Mathematics provides ensures that there is a constantly high demand from employers for people who have studied the subject.

Links with other Courses

Mathematics lies at the heart of a wide range of disciplines, especially in the Sciences. The subject plays an important role in other disciplines too, in areas such as ICT, Business, Geography and Social Sciences.

Media Studies Media Studies at A Level gives students the skills to explore and analyse the language, purposes and implications of media texts using examples from film, television, advertising, magazines, newspapers and radio, as well as from a variety of the emerging new media forms. As the course is 50% coursework based, you will become proficient at researching, planning and working creatively to produce your own media texts in print, broadcast or e-media formats; becoming familiar with a variety of software packages and thereby gaining skills which are transferable to many jobs, and hobbies, inside and beyond the media sector.

Content of Course Year 12 50% examined 50% coursework You will develop textual analysis skills as you learn about the codes and conventions, representations, audiences and institutions related to the media. For the coursework assignment, you will demonstrate your understanding by producing your own media texts – using print, website or film software.

Year 13 50% examined 50% coursework During the second year you will explore the wider historical, political, social and economic contexts which shape the media as well as the issues, debates and theories which surround it.

Skills Required

• A curiosity about the contemporary media landscape • An interest in what shapes a media text • An ability to analyse texts and look for layers of meaning • T he enthusiasm and commitment to plan and develop your own productions • E xcellent time management skills and an ability to work under pressure as the coursework is exciting but very demanding • S ome skill in creativity and design and reasonably good ICT skills

Progression

Many universities offer a range of courses related to the media – depending on where your interests lie and what you would want from a career. The media industry itself encompasses a wide range of different careers and has expanded even more with the recent and rapid growth of digital media. Possible careers are in areas such as radio and TV, animation, computer games authoring, advertising, journalism, web design, interactive media and photo imaging.

Links with other Courses

Media Studies develops many of the skills which are also used for English, Photography and ICT.

For the coursework module, you will research and produce a critical investigation on a topic relevant to the contemporary media landscape. A production piece will develop from that investigation.

Music Music is a subject which draws together a wide variety of skills which are able to help create the confident, able and responsible student Universities are looking for. You will develop performance skills (solo and/or ensemble), compose music and learn about harmony. They will build up their aural and analytical skills by studying selections of set works from all different genres of music, from Renaissance to Jazz. The full course is excellent preparation for higher education courses in music, but is equally valuable for non-specialists as a second or third area of study. Year 12 alone can offer a broad and satisfying experience for those who want to conclude their musical studies at this point. We run a very full and varied extra-curricular programme which supports the performance element of the examination, which itself makes up 30% of the overall weighting. You will have the opportunity to enhance your ICT skills through use of both score-writing software and sequencing programmes and recording equipment in the purpose-built music technology suite.

Content of Course Year 12 Unit 1: This unit gives students the opportunities to perform as soloists and/or as part of an ensemble. Unit 2: This unit encourages students to develop their composition skills leading to the creation of a threeminute piece in response to a chosen brief. Students also write a CD sleeve note to describe aspects of their final composition and explain how other pieces of music have influenced it. Unit 3: This unit focuses on listening to familiar music and understanding how it works. Set works from the anthology provide the focus for the first two sections, through listening and studying scores. Students will also work on harmony skills.

Year 13 Unit 4: This unit gives students the opportunities to extend their performance skills as soloists and/or as part of an ensemble. Unit 5: This unit has two sections: composition and technical study. It further develops students’ composition skills, leading to the creation of a final three-minute piece in response to a chosen brief.

Unit 6: This unit focuses on listening to music, familiar and unfamiliar, and understanding how it works. Set works from the anthology, using different selections from those in Unit 3 – provide the focus for much of the unit.

Skills Required

• I f you have not got a Grade B in GCSE Music you should be working towards, or have achieved, Grade 5 music theory, instrument or voice • A high standard of literacy • The ability to research and make connections • A love of reading about, listening to and analysing music • An open, inquiring mind and a love of debate • An ability to draw parallels

Progression

University degree courses in Music; these fall into two main categories: Music Performance, at music colleges such as the Guildhall School of Music and Drama and the Royal Academy of Music, and the more academic-based courses in Music. Career pathways are very varied in the wider world of music. The majority of career pathways lean toward performing. Here there are a huge variety of different genres and styles from orchestral to pop to the West End. In addition students could follow other primarily freelance pathways in amongst others composition, arranging, management, music therapy, musicology, academic research and teaching.

Links with other Courses

Music would combine well with all subjects, but would go well with particularly Theatre Studies and Dance A Level, as well as History and English Literature.

Photography Photography is a fantastic opportunity to study a practical subject which is applicable to both arts and sciences. It is a rewarding experience in which you develop skills of analysis, exploration and production. Photography will provide you with the opportunity to employ different creative approaches and to establish a means of self-expression. You will learn to apply technical skills by using traditional chemical and digital methods. This course is ideally suited to those who have previously studied practical subjects and, as such, you will be required to present a portfolio of your photographs in order to be accepted onto the course.

Content of Course

The course is made up of two sections; Unit 1 – Coursework (60%) The aim of this unit is to develop your knowledge and critical understanding of Photography. It gives you the opportunity to generate practical work, explore your ideas on a given theme and to refine the skills needed to research effectively. You will experiment with equipment and processes, and develop and refine your ideas, in order to present the final body of work.

Skills Required

• Ability to work independently • Attention to detail • Creativity • P roduction of a portfolio requires good time management skills

Progression

A qualification in Photography will allow you to progress onto a number of creative higher education courses such as Fashion, Animation and Media.

Links with other Courses

Photography has close links with Art and Design, as well as complementing other creative subjects such as Media Studies and subjects which require analytical skills such as English Literature.

Unit 2 – Externally Set Assignment (40%) Given a broad theme as a starting point, you are required to prepare your ideas, intentions and a final response. There will be a preparatory period in which you are given the theme and some stimuli. During this time, you should develop your ideas, making links with other photographers, to prepare a personal response. The outcome should be produced within a set period, under exam conditions. You will produce a work journal for each unit throughout the Year 12 and Year 13 courses.

Physical Education This course builds on experiences from GCSE, to enhance your knowledge and increase your understanding of the factors that affect performance and participation in physical education. PE offers you the opportunity to experience a variety of different practical roles including, performer, coach and official, as well as looking into the physiological and psychological effects sport can have on the performer.

Content of Course Year 12 Applied exercise physiology, skill acquisition and opportunities for participation and the effects they have on sport. How the mind and body are affected by exercise and how these can affect sporting performance. This makes up 60% of the AS and contributes to 30% of the A Level. Analysis and evaluation of physical activity as a performer and/or in adopted role/s. Practical performance in one sport and either, coaching or officiating role. 40% of AS, and 20% of A Level.

Year 13 Optimising performance and evaluating contemporary issues within sport. 30% of A Level. Optimising practical performance in a competitive situation 20% of A Level.

Skills Required

• A s the course is 40% practical, you must be strong in two of the three following categories: performer/ coach/official • T he practical assessment is a huge step up from GCSE, and you will need to be close to county standard or above, to score full marks • The ability to research and make connections • K een interest/passion for at least one sport, to help with analysis of performance • Y ou will need to be competent in Biology and be able to relate to the physiological and psychological effects of exercise

Progression

You can use A Level PE for a variety of different higher education courses, but the most common ones generally lead to sports science, and students hoping to become physiotherapists. There are also links with the media, coaching and teaching roles, with popular courses being offered for all of the above.

Links with other Courses

Biology is a subject that links well with A Level PE, as both subjects cover the human body in depth and students studying Biology always find covering the same things in both subjects useful. Psychology also plays a role during Year 12, as students must consider the effect the mind has on performance.

Physics Have you ever wondered where the elements that make you were formed or why the sun shines? Physics is our attempt to explain these and the laws governing the behaviour of all matter and energy in the Universe. It encompasses the unimaginably small, in the study of fundamental particles and quantum mechanics, and the nature of galaxies and the Universe itself, shaped by gravity. This course provides a grounding of the fundamental ideas of Physics and the theoretical and experimental methods used in trying to explain our Universe. The study of Physics provides a foundation for many areas vital to our modern world such as engineering, communications, scientific research and development, computing and manufacturing. Without Physics you would be without the computer, the World Wide Web and the mobile phone on which we all rely.

Content of Course Year 12 Unit 1: Particles, Quantum Phenomena and Electricity Unit 2: Mechanics, Materials and Waves Unit 3: Investigative and Practical Skills

Year 13 Unit 4: Fields and Further Mechanics Unit 5: S ection A Nuclear and Thermal Physics Section B One topic from i) Astrophysics ii) Medical Physics iii) Applied Physics or iv) Turning Points in Physics Unit 6: Investigative and Practical Skills

Skills Required

Progression

Physics provides students with the tools and experience in solving problems in a logical way to explain why things work the way they do. This is well known by universities and industry. It provides access to many university courses and careers in the fields of the Sciences, Engineering, Electronics, Medical Sciences, Computing, Mathematics, Economics, Accounting, Architecture and many more.

Links with other Courses

Physics relies heavily on Mathematics; in fact there is some overlap in the course with Mechanics. It is recommended that students who take Physics also study AS Mathematics in Year 12. Physics is also useful in the study of the other Sciences as it provides Students with an understanding of the Scientific Method.

Units 1, 2, 4 and 5 carry 20% each of the overall A Level and the Investigative and Practical units, 3 and 6 carry 10% each.

Psychology You are already an amateur psychologist – we are all interested in what makes people tick and how this understanding can help us to solve problems. Are criminals born or made? Why do people become bullies? What causes phobias? Why do people become regular gamblers? How reliable is your memory? We need psychology because many of the problems faced by the modern world are rooted in human behaviour, so psychological knowledge can help us to find solutions. For example we know that mental health has an impact on physical health, and that psychological insights can help us in our personal and professional relationships and activities. On the other hand the greatest authors and playwrights have an instinctive understanding of psychology, which they use to great effect in their writing, engaging their audiences with their interpretations of the human condition – just think of Shakespeare’s Hamlet and his famous “To be, or not to be...?”. Psychology is the scientific study of human mind and behaviour: how we think, act, react and interact both individually and in groups. Psychology is concerned with all aspects of behaviour and the thoughts, feelings and motivations underlying such behaviour. Psychology provides many explanations of how people process information and why they act a certain way under given circumstances. Psychology pushes us towards greater self-knowledge by making us more aware of our actions and personalities.

Content of Course

From 2015 Psychology is a two year course. There may be an option to study standalone As Psychology alongside the full A level. There are three 2 hour exams at the end of the two year course. Research methods – You will use your skills to learn how Psychologists carry out research and actually carry out your own research incorporating the four main methods of collecting/analysing data-self report, experiment, observation and a correlation. Psychological themes through Core studies – You will study 10 of the most influential and 10 of the most modern cutting edge Psychological studies that have taken place within a range of approaches, Social, Cognitive, Developmental, Physiological, Psychodynamic and Learning. You will also consider issues, debates, perspectives and methods arising from the studies.

Applied Psychology – Psychological theory in the real world. You will have the opportunity to study issues in Mental Health and the choice of the following options, Criminal psychology, Environmental and Child Psychology.

Skills Required

This course is 100% examination you will therefore need to have the following skills: • A high standard of literacy and basic mathematical skills in the analysis and presentation of data • The ability to research and make connections • The ability to use the experimental method and to carry out your own investigations • An open and inquiring mind with the ability to analyse, evaluate and debate

Progression

Psychology is regarded as a science by university entry requirements. Psychology is a flexible subject which supports the choice of a wide range of university courses including Psychology itself, Counselling, Forensics, Criminology, Nursing, Medicine, Law, Politics, Anthropology, Sociology, Social Policy and all other academic subjects. Due to this flexibility there are many career pathways including Medicine, Chartered Psychology, Law enforcement, Nursing, Counselling, Social work, Child services, occupational Psychology, Custodial services and Management.

Links with other Courses

Psychology has many links with a range of different courses and fits in well with the following subjects, having both scientific content and studies relating to society, Anthropology, Biology, Sociology, Law, and English are particularly well suited to Psychologists.

Sociology Sociology provides valuable insights into our society and our place within it. This academic discipline involves the organised study of human social life, groups and societies. Sociologists seek to research and explain the processes which create, sustain, and occasionally fragment and destroy structures and institutions such as the education system, media, the family, and religion. You will also investigate the nature of culture and identity and the influences of social class, gender, ethnicity and age on your opportunities and choices.

Content of Course Year 12 Families and Households: This unit focuses on the changing nature and power relationships within the family. You will also explore the nature of childhood and reasons for growing levels of family diversity (marriage, divorce, single parents etc) within contemporary society. Education and Methods in Context: You will examine the effects of social class, gender and ethnicity on academic achievements and the relationship between education, the government and the economy. You will also conduct your own piece of research within College in order to identify and evaluate the practical, ethical and theoretical implications of different sociological research methods.

Skills Required

This course is 100% examination you will therefore need to have the following skills: • A high standard of literacy • The ability to research and make connections • A passion for reading, analysing and evaluating contemporary articles, studies and perspectives • An open, inquiring mind and a love of debate • An ability to draw parallels between different perspectives • A high level or organisation • Ability to meet deadlines • Willingness and commitment to exploring, identifying and implementing revision techniques well in advance of your exams

Progression

University courses in a variety of subjects can be taken. For example Criminology, Social Anthropology, Social Administration, Social Policy, Social Science, Social Work, and Public Health. Careers can be pursued in a number of fields not just the obvious ones of social work, nursing or medicine. Many people who have studied Sociology find jobs in areas as varied as administration, business, financial services, law, marketing, advertising, public relations (PR), teaching, law, journalism, law enforcement.

Year 13 Beliefs in Society: This unit questions the role of religion within society and the nature and extent of secularisation – Do you ‘believe without belonging’? Is religion disappearing within our fragmented consumer orientated society? Or do we have more choices than ever before? Crime and Deviance with Theory and Methods: This unit examines the true nature of crime in our society. You will assess different sociological theories on why people commit crimes and how social control agencies such as the media, police and government create, manipulate and prevent crime within our society. Your application of Sociological Theory and Methods will also be assessed in this unit. You will conduct your own piece of research on crime in order to identify and evaluate the practical, ethical and theoretical implications of sociological method.

Spanish Spanish is spoken in 23 countries and is also one of the official languages of the European Community. There are more than 300 million native speakers of Spanish throughout the world and as a language it is therefore vastly more important than many people realise. It is the fourth most spoken language worldwide and is often regarded as the second most important one in international communication. Each of the 23 Spanish speaking countries has valuable contributions to make in the fields of commerce, industry and culture. Spain is currently one of Britain’s most important trading partners and to ensure success in the Spanish-speaking market, firms currently need to promote their products in Spanish. The ability to use modern languages has therefore become a highly valued skill in a wide range of careers and indeed an essential qualification for some. Moreover, speaking Spanish offers the key to the rich artistic and cultural heritage of Spain and Latin America which includes works by authors such as the Colombian García Márquez who won the Nobel Prize in Literature, the Chilean writer Isabel Allende and the classical Spanish novelist Miguel de Cervantes, known internationally for his novel ‘Don Quixote’. Within the world of cinematography, we also find the Spanish filmmakers Luis Buñuel and Pedro Almodóvar.

Content of Course Year 12 This is taught through listening, speaking, reading and writing skills and covers the following contemporary topics: • M edia: TV, advertising and communication technology • Popular culture: cinema, music and fashion/trends • Healthy living/lifestyle: sport/exercise, health and well-being and holidays • F amily/relationships: relationships within the family, friendships and marriage/ partnerships

Year 13 This is again delivered through listening, speaking, reading and writing skills and embraces the following current social issues: • E nvironment: pollution, energy and protecting the planet

•T he multi-cultural society: immigration, integration and racism •C ontemporary social issues: wealth and poverty, law and order and the impact of scientific and technological progress •C ultural topic: at present the two cultural topics chosen are the Spanish Civil War and the Spanish Director (Pedro Almodóvar) through the Oscar winning films ‘Todo sobre mi madre’ and ‘Volver’

Skills Required

• A strong drive to communicate clearly and effectively • The confidence to engage in oral work • A fascination for Spanish and Latin America culture • An inquisitive and curious mind • A high standard of literacy • Highly self-motivated • The willingness to take risks and make mistakes as part of the learning process • An ability to manage time effectively and meet deadlines • An ability to use reference materials effectively

Progression

Most universities offer Spanish and the subject can be studied either on its own or together with a range of other disciplines.

Links with other Courses

Some students may choose to study two languages and decide to take French with Spanish. English may also provide an ideal link and support with the understanding of grammar and should you wish to follow a career in commerce, then studying A Level Spanish alongside Business Studies may provide you with an advantage over other candidates in the future.

Level 3 BTEC National in Sport Sport can lead to many opportunities in life and this course is designed to inform students of the different routes and careers available to them. The BTEC course builds on knowledge learnt through GCSE Physical Education but students will also have the opportunity to take part in practical activities. Each unit will be assessed through assignments which will be based on the units covered. This course is ideal for students who have a real passion for sport and enjoy both the practical and theoretical aspect. We offer the BTEC level 3 Extended Diploma, which is equivalent to 3 A Levels.

Content of Course Year 12 Unit 1: Principles of Anatomy and Physiology in Sport Unit 2: The Physiology of Fitness Unit 3: Assessing Risk in Sport Unit 4: Fitness Training and Programming Unit 5: Sports Coaching Unit 6: Sports Development Unit 7: Fitness Testing for Sport and Exercise Unit 8: Practical Team Sports

or Unit 9: Practical Individual Sports

Skills Required

The BTEC course is 100% coursework and will therefore require certain skills. • Good time management • The ability to work independently • Motivation • The ability to work as part of a team • The ability to take on both positive and negative feedback allowing you to review and improve assessed work

Progression

Students can use BTEC Sport as a basis for a variety of different courses at University including sport science, sports development and PE teaching. Alternatively students can also use the course for a pathway into a career for example fitness instruction, personal training, sports partnerships, coaching and sport development officers.

Business Studies Cambridge Level 3 Technical Extended Diploma The Cambridge Technical Extended Diploma has been devised in collaboration with leading businesses and explores all aspects of the business world. This course is ideal for students who prefer a more practical approach to study. Assessment on this course is through the completion of coursework which included hands-on practical experience based on real life scenarios – there are no formal exams. The Cambridge Extended Diploma provides a unique insight into the world of work and covers all the core business functions, planning, human resources, production and marketing. Career Development planning and interview skills are also included in this course.

Content of Course

This qualification requires you to complete 5 Mandatory and 13 Optional Units over the 2 year period.

Year 12 In your first year you will study the 5 Mandatory units and 4 Optional units. The Mandatory units are as follows: Unit 1 – The Business Environment. This unit provides you with an understanding of the range of different businesses that can exist in an economy, their purposes and ownership types. Unit 2 – Business Resources. This unit looks at how resources, human, physical, technological and financial are used and managed. Unit 3 – Introduction to Marketing. This unit will develop your understanding of the key concepts of the marketing mix, marketing planning and marketing research.

Unit 4 – Business Accounting. This unit will introduce you to the most common financial accounts and their related documents. Unit 5 – Human Resource Management in Business. This unit provides an overview of some of the key aspects of human Resource management The Optional Units are: Unit 6 Business Communication Unit 7 Financial Accounting Unit 9 Creative Product Promotion Unit 16 Aspects of Contract and Business Law

Year 13 In year 13 you will study a further 9 optional units. The units on offer will be open to negotiation.

Skills Required • The ability to carry out research • The ability to work independently • Confident in the use of numbers • The ability to transfer an understanding of theoretical concepts to real business practice • A high standard of literacy

Progression The Cambridge Extended Diploma is designed to enable learners to enter employment. The Cambridge Extended Diploma has been designed to develop the skills, knowledge and understanding required to enable progression to either Further or Higher Education. The progression routes available will depend on the attainment. Students gaining D*D*D* earn the equivalent of 420 UCAS points whilst a PPP result is the equivalent to 120 UCAS Points. University courses in a variety of subjects can be taken. Those who wish to take Business Studies at degree level will find that all universities offer courses. Professional and vocational courses are also offered at most universities. Related subjects are: Economics, Accountancy and Finance, Administration, Management, Public Administration including advertising, marketing, public relations and retailing. Many people who have studied Business Studies find jobs in areas as varied as administration, advertising, financial services, marketing, personnel, teaching, and in local and national government.

Links with other Courses Business Studies links well with Accounting and Economics.

AQA Extended Project The AQA Extended Project is a course that you can take in addition to your A Levels in Year 13. It is not a course that you opt for in Year 12. The Extended Project provides you with an opportunity to exercise your abilities beyond the A Level syllabus and prepare for university or your future career. You can also use it to earn extra UCAS points. You are given the opportunity to research and write an essay of up to 5,000 words on a topic of your choice. You can produce an artefact or a piece of music, art or drama as part of your project. You will be allocated a personal Tutor to guide you through the process. The qualification counts as an AS but as it is expected to be at A2 standard, the actual project is written in Year 13. Many universities are prepared to include the Extended Project qualification in the offers they make.

Content of Course Completely student driven.

Skills Required

• Good time management • T he ability to be a critical, reflective and independent learner • The ability to make decisions and solve problems • T he ability to plan, research, analyse, synthesise, evaluate and present to groups • The ability to apply new technologies confidently • T he ability to demonstrate creativity, initiative and enterprise

Progression

Universities and potential employers alike appreciate the range and depth of skills you will develop during the project. The skills you acquire during the project will be useful for your other studies and transferable across a range of subjects. It is also excellent preparation for essay based university courses, since it teaches the kind of in depth research and analysis that Is vital for further education theses and dissertations. Many universities are now adapting and lowering offers for students who do the Extended Project.

Extra Curricular Activities College VI provides students with numerous opportunities to get involved with the general life of the Collegiate and amass evidence for Leadership. All Year 12 students are expected to join a society and contribute to the running of the college and to maintain links with their former colleges through a ‘buddying’ scheme. In addition, there are clubs such as rugby, football and netball. Students have access to the Gym and to the Sports

Hall. There is a College VI debating society which takes part in competitions. Students can join the Business Enterprise scheme. There are theatre trips and ski trips and subjects run their own subject specific trips. College VI is a member of the Institute of Ideas. In Year 13, students will have the opportunity to apply for Head Boy/Girl of College VI and to be a member of the Executive Committee.

Bursaries A limited number of bursaries for educational purposes are available upon application. Decisions will be made at the discretion of the Head of College.

Admission Criteria The admission number for Riddlesdown College VI (Year 12) is 40 (external candidates). Candidates who currently attend Riddlesdown and who meet the entry criteria for the appropriate level of study will be admitted to College VI. Applications should be made on the Riddlesdown College VI Application Form available at www.riddlesdown.org or at the College VI Open Evening in October. Hard copies of the form can be requested by calling the College VI administrator at the Collegaite.

1. To study the A Level route

• Seven or more GCSE (or equivalent) passes at the highest grades (A*–C)

• G rade A*–B in the subject to be studied, or the most similar subject • G CSE A*–C in English and Mathematics (students who have not achieved this will be required to resit the examination)

2. To study BTEC National Diploma

• F ive or more GCSE (or equivalent) passes at the highest grades (A*–C)

• GCSE A*–C in English and Mathematics (students who have not achieved this will be required to resit the examination)

In the event of applications exceeding the number of available places, the following criteria will be applied.

1. Looked After Children

Priority will be given to students in the care of a local authority.

2. Medical Reasons Places may be offered to any students whose parents are able to provide medical evidence from a registered health professional that entry to this College rather than any other is essential.

3. Geography

All remaining places will then be allocated to students on the basis of distance from the Collegiate. This distance will be measured as a direct line from the front gate of the Collegiate to the front door of the home at which the student normally resides. If a student splits their time between separated parents, the home address is deemed to be that of the parent who receives the Child Benefit payment. In the event of a tie, priority will be given to the student whose journey to school via public transport is more direct. A map is available from the website showing the area from which places have been offered to students in previous years. An address within this area does not guarantee a place at the Collegiate.

Operation of Waiting List

Riddlesdown operates a waiting list whenever there are more applicants than places. The list will operate from the day after offers are made. A student’s position on the waiting list will be determined solely in accordance with the admissions criteria. Where places become vacant they will be allocated to students on the waiting list in accordance with the criteria.

Appeals Arrangements

Parents have the right of appeal to an Independent Appeal Panel if they are dissatisfied with a decision made by the Admission Authority. Appeals are conducted in accordance with the Code of Practice on School Admission Appeals published by the Department for Education as it applies to Trust schools. The determination of the appeal panel is binding on all parties. The Collegiate will provide guidance for parents about how the appeals process works. The contact for this is the Clerk to the Board of Governors at the Collegiate.

Term Dates for 2015 – 2016 Autumn Term First Day of Term

3rd September 2015

Half Term holiday begins 19th October 2015 Last Day of Term

18th December 2015

Spring Term First Day of Term

4th January 2016

Half Term holiday begins 15th February 2016 Last Day of Term

24th March 2016

Summer Term First Day of Term

11th April 2016

Half Term holiday begins 30th May 2016 Last Day of Term

22nd July 2016

Parents should take careful note of the above dates before arranging family holidays but note that, at this stage, the dates for 2015 – 2016 are provisional dates only. The confirmed dates will be available on our website in December 2014. Students in College VI are not allowed to take holidays during term time.

Daily Routine Start of Day

8.40am

End of Day

3.25pm

(We ask our students to be in school by 8.30am on Fridays for the College VI assembly.)

Examination Results 110 students were 17 on 31st August 2013 and took A Level or equivalent examinations this year. They achieved the following results. Subject

Accounting

Art and Design

Biology

Business Studies

Chemistry

Classics

Design Technology

Dance

Drama and Theatre Studies

Economics

English Literature

Geography

History

Information Technology

Latin

Law

Mathematics

Further Mathematics

Media Studies

Music

Music Technology

Photography

Physical Education

Physics

Politics

Psychology

Sociology

Extended Project

OCR National Diploma Sport Studies

Distinction

Merit

Pass

Riddlesdown Collegiate

Riddlesdown Collegiate Honister Heights Purley Surrey CR8 1EX Phone: 020 8668 5136 Fax: 020 8660 9025 Email: admin@riddlesdown.org