SIXTH FORM PROSPECTUS 2020
An Academy of
1
OPEN EVENING
Wednesday 30th October 6.00 - 8.30pm
Message from the Head
Page 30 Graphic Communication
Page 6
The Comberton Sixth Form
Page 31 History
Experience Page 7
The Student’s View
Page 8
Creating your study programme
Page 10 Trips & enrichment Page 12 Supporting you to succeed Page 13 Our Alumni Page 14 Entry requirements Page 15 Application process Page 16 Art & Design Page 17 Biology Page 18 Business Page 19 Chemistry Page 20 Computer Science Page 21 Dance Page 22 Drama & Theatre Studies Page 23 Economics Page 24 English Language Page 25 English Literature
Page 32 Mathematics Page 33 Double Mathematics Page 34 Music Page 35 Music Technology Page 36 Photography Page 37 Physical Education Page 38 Physics Page 39 Politics Page 40 Psychology Page 41 Religious Studies (Philosophy & Ethics) Page 42 Sociology Page 43 Spanish Page 44 Business BTEC Page 45 Health & Social Care BTEC Page 46 Science BTEC Page 47 Sport BTEC Page 48
Core Mathematics
Page 49 Global Perspectives and
Page 26 Film Studies
Independent Research Pre-U
Page 27 French
Page 50 Extended Project Qualification
Page 28 Geography
Page 51
Page 29 German
3
2019 Results
CONTENTS
Page 4
A MESSAGE FROM THE HEAD Dear Prospective Student,
study programme. This is then enhanced with a range of addional qualifications and activities to ensure our students are prepared for life after sixth form.
Thank you for showing an interest in Comberton Sixth Form. Comberton is a high performing, firmly established sixth form with a strong track record of both academic excellence and student progress. This is reflected in the fact that 85% of A-Level grades this year were at grades A*-C and the current Department for Education league tables show Comberton in the top 5% of all providers nationally for student progress.
Students aspiring to the top universities, inducing Oxford and Cambridge may decide to take a fourth A-Level, or the highly regarded Pre-U in Global Perspectives and Independent Research. There is also the option for all students to complete an Extended Project Qualification. Mathematicians have a wide range of options including Further Maths, Double Maths, A-Level Maths, Level 3 Core Maths as well the Advanced Extension Award and STEP qualification. If you chose to join us we will discuss the different options with you during an informal guidance interview to ensure you have the right combination of qualification to help you succeed both while at the sixth form and beyond.
With over 450 students from in excess of 25 schools, both national and international, the sixth form has a vibrant atmosphere with a wealth of opportunities, while at the same time being small enough to ensure our students are all known and treated as individuals. If you choose to join us we can help you achieve the highest possible academic outcomes through a combination of outstanding teaching and the close support needed to thrive in a more independent environment.
Our students also enjoy an extensive range of additional opportunities that help them develop other skills that will benefit them in the future. These include numerous enrichment and social opportunities alongside subject trips, both international and UK based.
Our students follow individualised study programmes that aim to ensure academic stretch and challenge alongside the development of the key skills vital for your success and next steps in education, employment or further training. This year 100% of students applying for university places gained offers, with 71% being placed at their first choice university and over a third of university applicants with A-Levels going to Russell Group universities, including Oxbridge. In addition, a number of students have also been offered places on highly sought after school leaver programmes and apprenticeship schemes.
We believe we have something special here at Comberton. We provide outstanding post-16 education in an environment where high standards of teaching, learning and academic progress are assured, while at the same time enabling students to learn the skills needed to be independent. Please do come and test this judgement for yourself at our open evening on Wednesday 30th October We look forward to meeting you then.
Comberton offers a wide variety of A-Levels and BTEC Level 3 courses which form the core of each student’s sixth form
DAVID CLARKE | HEAD OF SIXTH FORM
4
100%
A*-E A-Lev el pass r ate
The new Sixth Form is outstanding. In a short time, it has become firmly established. Ofsted 2013
5
THE COMBERTON SIXTH FORM EXPERIENCE The transition from school to sixth form and beyond is an exciting time and one which brings many opportunities and challenges, some of which may initially seem a little daunting. At Comberton Sixth Form we invite you to embrace the change, offering you the opportunity to grow and flourish in a college environment where you have greater independence and are treated like the young adult that you have become. You will be expected to take greater responsibility for your learning, but you will also have the freedom to manage your time outside the classroom, enabling you to strike a balance that is right for you. Our superb on-site facilities give you a range of options, including time to unwind at the cafĂŠ or gym, or space to extend your academic and personal interests, either in the specialist music and arts studios or dedicated library and resource centre. Extensive independent study facilities mean that there is always space for you to work as and when you wish, whilst an array of opportunities outside the classroom (from work experience, to D of E, to leadership roles) will ensure that you are never short of options to extend yourself and enrich your experience. Comberton students really thrive in this environment, which prepares them well for university and the world of work.
OUTSTANDING FACILITIES 6
While studying BTEC business at Comberton, I enjoyed having the freedom to work independently on certain assignments and then having the opportunity to work within a group on other projects. This contrast made my learning more fun and versatile and helped me to improve a range of skills, from communication and teamwork to planning and organisation. Furthermore, this course gave me the opportunity and the belief to go on to study Business Management at UEA. I had excellent support from my teachers and, through the knowledge I gained, I became much more confident in myself as the course progressed. Ana Khachatryan
– BTEC Business Extended
Diploma
During my time at sixth form so far, I have been given the opportunity to enjoy a range of extra-curricular activities offered to us, most notably the enrichment programme. There are a wide range of activities on offer, ranging from sports to the arts to charitable and mentoring activities. Personally, I did the drama enrichment which entailed working towards the production of a play at the end of the year - the process was student led so we really had the creative freedom to take it wherever we wanted, which was fun and allowed us to express our creativity. Enrichment gives you skills to take beyond the sixth form and allows you to meet new people and make new friends. This is just one of the extra-curricular opportunities available here, so there really is something for everyone.
Despite only knowing one person before arriving at Comberton, the caring and welcoming atmosphere meant I soon felt at home. I have been able to grow and flourish, as both a student and an individual, inspiring me to stand successfully for the role of Student President in our recent elections. I have had many opportunities to grow as an independent learner, and the Pre-U course in Global Perspectives has been really valuable and enjoyable, and helped me to develop the transferrable skills that will be essential for higher level study.
To enhance my learning experience outside the classroom, I have been encouraged to participate in subject masterclasses and problem-solving sessions run by top tier universities, as well as residential courses provided by Villiers Park and the University of Cambridge. These have given me a sense of what these courses would be like at university, including sample lectures and small group work, and have inspired me to aim high in what I can do after A-Levels.
Ruby Barnard – Mathematics, Biology,
Joe Johnson – Double Maths, Spanish,
Psychology, Pre-U Global Perspectives
Physics, Pre-U Global Perspectives
The teachers at Comberton made every effort to make sure all Oxbridge applicants felt comfortable when submitting our applications. Starting with key information early on in Year 12, we were all supported at every stage, from help understanding the pre-interview assessments to the thorough interview preparation sessions my teachers kindly ran. Their efforts eased the whole process and gave us the confidence we needed to perform at our best. Joe Cary – Double Maths, Spanish, Physics, Pre-U Global Perspectives
Sixth form is a great time to gain more independence and responsibility, however sometimes pressures such as workload, exams, health or personal difficulties might mean a little bit of extra support is needed. The sixth form support team here are great and give you that extra reassurance to help pick you up and keep you going with support that includes one-to-one meetings and a dedicated sixth form counsellor, all of which helps make life in the sixth form that little bit easier. Hannah Webb
– Geography, Psychology,
Biology
Zak Bowyer – History, Chemistry, Drama & Theatre Studies
THE STUDENTS’ VIEW 7
CREATING YOUR STUDY PROGRAMME We offer a wide range of courses and opportunities,
EXTENDED PROJECT QUALIFICATION
giving you the freedom and flexibility to build an individualised study programme that reflects your priorities and ensures that you maximise your Sixth Form experience and realise your ambitions. Naturally, your A-level or BTEC courses will sit at the heart of your study programme, which can then be enhanced by a range of additional courses and activities designed to meet your individual needs and provide opportunities for academic challenge, breadth of study and personal development.
CAMBRIDGE PRE-U
A-LEV BTEC LE
For further information on all our courses – and details about the individual programme elements – please refer to the subject information pages later in the prospectus or on our website: www.combertonsixthform.org
WORK EXPERIENCE
Top 5 nation % ally for stu dent progr ess
8
TRIPS & EDUCATIONAL VISITS
Your Subject Choices A-LEVELS Art & Design Biology Business Chemistry Computer Science Dance Double Maths Drama & Theatre Studies Economics English Language English Literature Film Studies French Further Mathematics Geography German Graphic Communication History Mathematics Music Music Technology Photography Physical Education Physics Politics Psychology Religious Studies (Philosophy and Ethics)
CORE MATHS
STEP AND AEA MATHS
VELS EVEL 3 ENRICHMENT
LEADERSHIP AND SOCIETIES
Sociology Spanish BTEC NATIONAL LEVEL 3 COURSES IN: Business Science Sport PRE-U Global Perspectives & Independent Research ADDITIONAL QUALIFICATIONS Extended Project (EPQ) Core Mathematics STEP AEA Mathematics
FOR MORE INFORMATION PLEASE VISIT OUR WEBSITE
www.combertonsixthform.org
9
Whole School Production of What a Lovely War
Not only do we believe in providing a first-class academic experience, we also offer numerous opportunities for you to develop your personal and social skills through an extensive range of enrichment opportunities. Whether it be football, debating or rock climbing you are sure to find something that interests you. You will also have the option to take on extra responsibility through the Student Leadership Programme: this could include being on the Sixth Form Student Council, running Sixth Form social events, peer mentoring, or coordinating charity work. Students at the Sixth Form will have access to state-ofthe-art sporting facilities available on site and beyond, allowing the opportunity to take part in a wide range of competitive and social sporting activities. We also offer a range of residential and day trips designed to enhance both academic learning and social or sporting development. These include visits to our partner institutions in Mozambique, South Africa and Japan and a ski trip to the USA, alongside numerous local and international subject-based trips. There is an extensive programme of social events organised by the student leaders. This includes the Sixth Form Ball, charity events, barbecues and film nights, as well as a variety of drama and music productions.
LIFE OUTSIDE LESSONS 10
TRIPS AND ENRICHMENT
Enrichment Cooking Group Biology Trip to NAPP
Science Launchpad Trip to Marshalls
University Challenge Winners
Gold Duke of Edinburgh Award
Workshop at Newnham College, Cambridge
11
BTEC Sport Trip to Barcelona
SUPPORTING YOU TO SUCCEED The whole Sixth Form team will be on hand to ensure the level of support you need is available whenever you need it. ACADEMIC TUTOR TEAM
STUDENT SUPPORT TEAM
STUDENT COUNCIL
When you join us you will have your own academic tutor who will have dedicated time to get to know and to support you during your time at Comberton and also to prepare you for your next steps. You will have regular and timetabled one-to-one meetings with your tutor to discuss your progress and agree targets. Your tutor will work closely with you, your subject teachers and, if appropriate, the student support team. This ensures that they have a thorough understanding of all your needs and can offer you the best advice to help you to achieve the highest possible levels of success in all areas of Sixth Form life.
The Sixth Form is fortunate enough to have a dedicated support team of teaching assistants and youth workers, along with a careers advisor, specialist counsellor and college nurse. All work very closely with the Sixth Form Leadership Team, academic tutors and subject teachers to ensure each student receives the tailored support they need to become independent, autonomous learners, as well as equipping them with the skills needed to be successful at university or in the workplace.
Our elected student council are always on hand to support you and offer guidance when needed. The dedicated Vice President for student welfare works closely with the Student Presidents and the Sixth Form Leadership Team to ensure the needs of all our students are met.
% 0 10 l 3 BTEC e e Lev ss rat pa
12
“I’m really grateful to all the staff at Comberton for helping me achieve my potential. The teachers made lessons engaging and varied and were always willing to meet outside of lessons to discuss challenging concepts or provide supplementary learning materials. I was particularly impressed with the support I received in my university application - from guidance on personal statement writing to providing a mock interview, the staff provided invaluable aid for navigating my application to the University of Leeds School of Medicine.”
Coralie Bell • Studied A-Level Chemistry, Biology and Psychology
“The BTEC science course allowed me to develop my independent learning and research skills. It has also presented me with the opportunity to study Biochemistry at Bath University. The course was thoroughly enjoyable, helped by the support and encouragement from highly qualified teachers and staff. Comberton Sixth Form also provided me with an excellent environment to work on assignments and study.”
Max Hill •
Studied Level 3 BTEC Extended Diploma in Science
•
Currently studying Biochemistry at Bath University
• Currently studying Medicine at the University of Leeds School of Medicine
100%
“The commitment and support of the teachers at Comberton was undoubtedly a huge part of my success in my application to Oxford. I received 1:1 help with my personal statement, HAT admissions test and interview preparation. Without the encouragement of the staff at Comberton, I would not have even considered Oxford. Not only did Comberton provide excellent support and knowledge in the admissions process, it gave me the selfconfidence to succeed at Oxford.”
Melissa Jakes •
Studied A-Level History, Sociology and English Literature as well as Pre-U Global Perspectives
•
Currently studying History at the University of Oxford
90%
of students applying to university received offers from their chosen institutions
attained places at their first or second choice of university
APPLY TO UNIVERSITY
APPLYING FOR AN APPRENTICESHIP OR EMPLOYMENT
The large majority of our students will continue on to higher education. We will help you at every stage of the UCAS process, from arranging visits to universities to selecting courses and writing personal statements. We will also support, with interview practice, all university entry processes, including Oxbridge and medical courses, maximising our links with Villiers Park Educational Trust and our Oxbridge partners to complement this work.
If you are intending to join an apprenticeship programme or enter the world of work after your time at Comberton Sixth Form we will provide you with the information, support and guidance you need. One-to-one careers guidance interviews and informal drop-in sessions are available, whilst strong links with local employers and businesses ensure we are in the best position to support you.
13
COURSE ENTRY REQUIREMENTS
Our Sixth Form provides appropriate courses and routes for committed students seeking to engage in higher-level study.
A-LEVEL
A minimum of 5 grade 5s at GCSE Minimum of grade 4 in Maths and English Minimum of a 6 in subjects to be studied at A-Level* Please note that Level 2 vocational courses are the equivalent of one GCSE and only one at Merit or Distinction will be considered
BTEC
PRE-U
A minimum of 5 grade 4s at GCSE, including Maths and English Language
A minimum of 5 grade 7s at GCSE
If a Level 2 vocational qualification forms part of the offer a Pass, Merit or Distinction will be required
* A number of courses have additional entry requirements. Please check the subject pages for further information
14
nly o e Th Form th Six ffering o -U in Pre bridge Cam
DECEMBER Application made through your school or college
EASTER Conditional offers issued MAY Information pack issued to all successful applicants JULY Welcome event AUGUST Contact the college with your GCSE results Two-day post-results surgery with the Head and Deputy Heads of Sixth Form to resolve any problems SEPTEMBER Induction day followed by commencement of courses
APPLICATION PROCESS 15
2020
MONDAY 13TH JANUARY Deadline for application
2019
WEDNESDAY 30TH OCTOBER Open Evening
A-LEVEL GRAPHIC COMMUNICATION A-LEVEL(ART ART&&DESIGN) DESIGN
“Art allows us to expand our horizons because there are no mistakes, only happy accidents.�
What will I study?
Olivia Grenfell The Art A Level course is split into three components:
Why study Art & Design? We live in a highly visual world. Skilled and knowledgeable artists are ideally placed to interpret and analyse the complex languages of art and design. By learning what it means to be a creative individual and responding to ancient civilisations and contemporary cultures, we hope our students will become immersed in a world of creativity and experimentation that will lead them towards a greater understanding of art and culture.
Additional Entry Entry Requirements Requirements Only minimum entry
Grade 6 in GCSE Art(5 x 5s) requirements apply
Exam Board EDUQAS AQA
Foundation Skills: Pupils will develop advanced skills in oil and acrylic painting as well as extending their skills in drawing and printmaking. They will also experiment with photography and mixed media to help them develop ideas imaginatively. There is no house style and students are encouraged to find a path that suits their passions. Once the foundation stages of the course are completed, students are encouraged to combine what they have learned with their own personal passions in art and design to develop projects that suit their individual approaches. As the work advances, you will start to explore artists and contexts that you find inspiring and explore your own interests in particular genres of art and design. This leads to: The Personal Project: This is your major coursework project and is worth 60% of your mark. You will begin in the third term of your first year and continue through the first term of the second year. This is a chance to explore a style of art and individual artists working in specific media, in great depth. You will explore relevant techniques, analyse context and develop imaginative responses of your own based on what you learn. The learning at this point will involve individual tutorials and personalized skills-teaching for your chosen style. Alongside this there will be further opportunity to attend an after school life drawing class to develop further your technical skills. The Exam Project: This is a project that begins with a list of possible start points from the exam board (EDUQAS). You are encouraged to interpret these towards your own interests and goals as you explore and develop new styles. The project is worth 40% of the whole mark and culminates in a three day timed test. There will be a residential trip as part of the project. Recent years have seen us visit London, Paris and New York. All students exhibit their work each year for moderation at the end-of-year show. Your best work will be presented alongside your sketchbook and portfolio based work that documents the background work to your final pieces. Each year, a selection of work is chosen by NADFAS for an annual exhibition of artwork by local A-Level students at Cambridge Central Library.
16
Rachel Banks
Why study Biology? Biology is the ‘study of life.’ It allows us to understand the workings of our own bodies and the world around us. Today, biological science is still at the forefront of ground-breaking and rapid developments that will shape the future of human kind. Do you want to be part of these? If so, Biology is the course for you.
A-LEVEL BIOLOGY
“Biology is such a fascinating subject. I have particularly enjoyed learning about the complex inner workings of the human body. Having such enthusiastic and supportive teachers has also been such an advantage.”
What will I study? A -Level Biology is divided into 6 modules examined in three components: Module 1 – Development of Practical skills: Practical skills are taught throughout the course and will be integral in each module. Module 2 – Foundations in Biology: Cell structure, biological molecules, biological membranes, cell division, cell diversity and cellular organisation. Module 3 – Exchange and Transport: Exchange surfaces, transport in animals and transport in plants. Module 4 – Biodiversity, evolution and disease: Communicable diseases, biodiversity, classification and evolution. Module 5 – Communication, homeostasis and energy: Homeostasis, neuronal communication, hormonal communication, excretion, plant and animal responses, photosynthesis and respiration. Module 6 – Genetics, evolution and ecosystems: Cellular control, patterns of inheritance, manipulating genomes, cloning and biotechnology, ecosystems, populations and sustainability. Examined components: Paper 1: Biological processes (37% of A-level)
Additional Entry Requirements
Paper 2: Biological diversity (37% of A-level)
Exam Board
The fourth component is internally assessed practical skills and this will be awarded on completion of 12 practical tasks. At Comberton Sixth Form we pride ourselves on ensuring pupils get the opportunity to cover more than the required 12 practicals and have practical sessions at least once a week with help readily available if they need support.
6 in GCSE Biology if doing single sciences or 6,7 in GCSE Trilogy Science. 6 in GCSE Maths.
OCR
Paper 3: Unified Biology (26% of A-level)
17
A-LEVEL GRAPHIC COMMUNICATION (ART &BUSINESS DESIGN) A-LEVEL
“I’m enjoying the study of Business because it is interesting to gain a detailed perspective on how businesses are run. I chose Business because I enjoyed studying it prior to A levels and wanted to further my interest in to the subject to gain a deeper understanding. I have particularly enjoyed learning about management styles, how they differ and how they can impact on a business.”
What will I study? Course Content: • What is business? • Managers, leadership and decision making • Decision making to improve marketing performance • Decision making to improve operational performance
Tom Smart
• Decision making to improve financial performance • Decision making to improve human resource performance
Why study Business?
• Analysing the strategic position of a business • Choosing strategic direction
Business is front-page news. The way businesses operate is under greater scrutiny than ever before. If you are interested in the world of business and its innovative and exciting theories and you would like to examine, understand and practise the skills, knowledge and attributes of successful entrepreneurs, then this is a fantastic opportunity for you.
• Strategic methods: how to pursue strategies • Managing strategic change Assessment: Paper 1 Business 1 – 33.3% of A-Level: A two hour written exam, based on all content above. Consisting of multiple-choice questions, short answer questions and two essay questions (25 marks each) Paper 2 Business 2 – 33.3% of A-Level: A two hour written exam, based on all content above. Three data response compulsory questions worth approximately 33 marks each and made up of three or four part questions
Additional Entry Requirements Entry Requirements Only minimum entry requirements
Paper 3 Business 3 – 33.3% of A-Level: A 2 hour written exam, based on all content above. One compulsory case study followed by approximately six questions.
apply (55 xin5s) Grade GCSE Maths
Exam Board AQA OCR
18
Dan Harris
Why study Chemistry? Chemistry is often referred to as the central science, linking with all the other sciences and underpinning branches of technology. Even if you are not thinking about a career in any of these, the benefit of chemistry studies is endless. You will have: collated and analysed data, written scientific reports, used logical thought processes, applied prior knowledge to solve problems, learnt to pay attention to detail when conducting experiments and observations as well as gaining scientific knowledge of chemistry.
A-LEVEL CHEMISTRY
“I have particularly enjoyed the complex and abstract thinking and problem solving I have learnt to do in A-level Chemistry.”
What will I study? The Chemistry A-Level is split into six teaching modules assessed in 3 components: Module 1 – Development of practical skills in chemistry: Practical skills are taught through-out the course and will be integral in each module. Module 2 – Foundations in chemistry: Covering atomic theory, pushing past GCSE knowledge and exploring the fundamental parts of the universe. Module 3 – Periodic table and energy: Using data to analyse trends in the periodic table. Module 4 – Core organic chemistry: An introduction into the chemical world of hydrocarbons and synthesis of pharmaceutical drugs. Module 5 – Physical chemistry and transition elements: Linking high level mathematics to equilibrium and rates of reactions. Developing logical thinking with challenging practical experiments. Module 6 – Organic chemistry and analysis: Investigating and analysing the chemicals which make up life as we know it. Examined components: Paper 1: Periodic table, elements and physical chemistry Paper 2: Synthesis and analytical techniques
Additional Entry Requirements
6 in GCSE Chemistry if doing single sciences or 6,7 in GCSE Trilogy Science. 6 in GCSE Maths.
Exam Board
Paper 3: Unified chemistry The fourth component is internally assessed practical skills and this will be awarded on completion of 12 practical tasks. At Comberton Sixth Form we pride ourselves on ensuring pupils get the opportunity to cover more than the required 12 practicals and have practical sessions at least once a week with help readily available if they need support.
OCR
19
A-LEVEL GRAPHIC COMMUNICATION (ART & SCIENCE DESIGN) A-LEVEL COMPUTER
“I chose Computer Science because I enjoy programming and I am planning on studying computer systems engineering at university. During the course, I used Python and TKinter to learn various aspects of programming. I have also learned to use object oriented techniques, databases, GUI and communication protocols such as TCP/IP.”
What will I study? A-Level Computer Science is divided into three components: Paper 1: On-screen exam: 2 hours 30 minutes 40% of A-level
Aditya Alladwar
• Programming • Data structures • Algorithms
Why study Computer Science?
• Theory of computation
With the huge growth in the digital economy and the recent explosion of new technologies including mobile, cloud and the internet of things, we have entered an age of unprecedented demand for computer scientists. In particular, there is a major skills shortage in the fields of cyber security and big data, so employment prospects are very good.
Paper 2: Written exam: 2 hours 30 minutes 40% of A-level • Data representation • Fundamentals of computer systems • Computer organisation and architecture • Consequences of uses of computing • Communication and networking • Databases • Big data • Functional programming Non-exam assessment 75 marks 20% of A-level The non-exam assessment is a substantial project that requires students to use the knowledge and skills gained through the course to analyse, design, implement, test and evaluate a computer program in order to solve a problem of their choice.
Additional Entry Requirements
6 in GCSE Maths 6 in GCSE Computer Science (if taken)
Exam Board AQA
20
Rebecca Lee
Why study Dance? Studying A-level Dance will provide you with the opportunity to develop your critical thinking about dance and to gain experience of performance and choreography. It is the perfect progression for those who have studied dance at GCSE and/ or have previous experience of dance through formal training in dance classes, although this is not essential.
Additional Entry Requirements
A-LEVEL DANCE
“I have thoroughly enjoyed this course. I have not only improved my choreographic skills by exploring a wide range of movement styles, but have also learnt about many of the practitioners who have developed the dance scene to what it is today, such as Akram Khan and Christopher Bruce. I especially enjoyed learning and experimenting with the choreographic features of these practitioners to understand their influences which has helped me develop my own unique style of movement.”
What will I study? Component 1: Performance and Choreography – 50% of the A-Level, practical exam
Solo performance Students must develop and apply the knowledge, understanding and skills required to perform as a soloist in the style of a specified practitioner. Performance in a quartet The quartet performance can be choreographed by the student, their teacher or a dance artist. The dance can be performed in any dance style relevant to the defined genres. Group choreography Students must learn how to create an original piece of group choreography, which lasts for three to four minutes, for three, four or five dancers, in response to an externally set task. Component 2: Critical engagement – 50% of the A-Level, 2.5 hour written exam • Knowledge, understanding and critical appreciation of a compulsory set work and its location within a corresponding area of study. The area of study is Rambert Dance Company (1966-2002) and the compulsory set work is Rooster choreographed by Christopher Bruce. • Knowledge, understanding and critical appreciation of one optional set work and its location within a corresponding area of study. The optional set work studied is the independent contemporary dance scene in Britain (2000-present) and the optional set work is Sutra by Sidi Larbi Cherkaoui. For the areas of study, students will develop and demonstrate an in-depth knowledge and understanding of dance through time and location relating to features of genre, including: style, technique, influences, key practitioners, professional repertoire, communication of dance ideas.
6 in Dance if taken at GCSE
Written paper exam:
Exam Board
• Section A: short answer questions (25 marks) and one essay question (25 marks) on the compulsory set work
AQA
• Section B: two essay questions on the second set work/ area of study (25 marks for each essay)
21
A-LEVEL GRAPHIC A-LEVEL COMMUNICATION (ART & DESIGN) DRAMA & THEATRE STUDIES
“Studying Theatre Studies has been an amazing experience; with challenging and dynamic lessons covering a vast array of styles and techniques that have been inspiring and great fun.” Lydia Stearn
Why study Drama? The course aims to develop students’ interest and enjoyment in drama and theatre both as participants and as informed members of an audience, fostering an enthusiasm for and critical appreciation of the subject. It considers theatre from the perspective of the director, the actor and the designer and is taught through experiential and practical lessons, allowing us to thrive as an exciting, highly creative and enjoyable subject area.
What will I study? Drama and Theatre – 40% of A-Level (3 hour written paper) • Section A : Drama through the ages - A set text studied through the perspective of a performer, designer or director. • Section B : 20th and 21st century drama - An extract from one further script with the focus on your interpretation of the text into performance. • Section C : Live theatre production - A response to a single live theatrical experience as an audience member where you demonstrate your understanding of how theatre makers collaborate to create theatre, and communicate meaning to an audience. Creating Original Drama – 30% of A-Level (practical paper) This is a practical component in which you are assessed on your ability to create and develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice and applying theatrical skills to realise artistic intentions in live performance. For this component, you must complete two assessment tasks: • Produce an individual ‘Working Notebook’ documenting the devising process • Contribute to a devised, group performance (influenced by the work and methodologies of a specific theatre practitioner) Making Theatre - 30% of A-Level (practical paper) This is a practical component where you are assessed on your ability to apply theatrical skills to realise artistic intentions in live performance and evaluate your own work.
Additional Entry Entry Requirements Requirements Only minimum entry
6 in GCSE Drama if taken requirements apply (5 x 5s)
Exam Board AQA
You are required to practically explore and interpret three key extracts each from different plays and complete two assessment tasks: • Formally present extract 3 to an audience (applying work and methodologies of a specific theatre practitioner) • Produce an individual reflective report analysing and evaluating your theatrical interpretation of all three key extracts studied.
22
Niamh Masterton
What will I study? Course Content: • Microeconomic theory • Theoretical working of the free market • Imperfections and market failures
Why study Economics? Economics is fundamental to our world. Any news programme will almost inevitably contain several economic issues. Do you want to understand these, develop your own views on them and consider what you feel the Government should or should not do about them? If so, then study Economics.
• Macroeconomic functions on a domestic and global level • Policy approaches • Changes in macroeconomics over time Assessment:
• Paper 1: Microeconomics - 33.3% of A-Level
A 2 hour written exam, based on microeconomics. Consists of a data response question and two essay questions (one of which will require a quantitative response)
• Paper 2: Macroeconomics - 33.3% of A-Level
A 2 hour written exam, based on macroeconomics. Consists of a data response question and two essay questions (one of which will require a quantitative response)
• Paper 3: Themes in economics - 33.3% of A-Level
Additional Entry Requirements
A 2 hour written exam, based on microeconomic and macroeconomic themes. Consists of a series of 30 multiple choice questions. Learners will also be required to respond to a series of short answer and extended response questions based on an unseen economic theme.
6 in GCSE Maths
Exam Board OCR
23
A-LEVEL ECONOMICS
“Economics is such an interesting subject that is very much part of our everyday life. I have particularly enjoyed learning more about how our country’s economy works. The teachers are enthusiastic and knowledgeable which makes going to lessons even more interesting.”
A-LEVEL GRAPHIC COMMUNICATION (ARTLANGUAGE & DESIGN) A-LEVEL ENGLISH
“Whenever someone asks me what my favourite part of English Language is, I honestly haven’t got an answer. Every topic we discuss is just as interesting as the last, be it language and gender, meanings and representations, or language change. Because it’s a subject taught from so many perspectives and one where your own personal view is important, there’s something for everyone.”
What will I study? A-Level English Language is divided into four topic areas across two exams: Paper 1: Language, the individual and society 40% of A-Level (2½ hour exam)
Section A: Meanings and Representations. This section explores how grammar, lexis, pragmatics, and semantics are deployed by writers to create meaning, and explores how these linguistic features are used to represent ideological, cultural, and societal ideas.
Aashna Khan
Why study English Language? The network of English speakers is the largest in the world, encompassing a huge variety of different people and cultures, who are continually talking, texting, listening, reading and giving advice. Ultimately, these networks are formed by language; but how and why? This course offers students new perspectives on how we use language to define ourselves, our relationships to societal groups and ideas and, ultimately, to power. With a particular focus on sociolinguistic and psycholinguistic theory, students will consider how social class, gender and power are realised through language; how we learned to speak and write; and how knowledge of lexis, grammar, and syntax can empower us to understand how language forms our understanding of the world.
Entry Requirements Additional Entry Requirements
Only minimum entry requirements apply 6 in GCSE English Language (5 x 5s)
Exam Board Exam Board AQA AQA
Section B: First Language Acquisition (psycholinguistics) Students will consider theories on how and why we learn to speak, and the functions of children’s language, through significant research in language development. Paper 2: Language diversity and change 40% of A-Level (2½ hour exam)
Section A: Language Diversity and Change (sociolinguistics) We are all placed at indices based on gender, social class, and region, within which we see language change and evolve. However, who decides what ‘correct English’ is? How does language form and maintain societal structures? On what basis can these structures be challenged? Section B: Language Discourses. Opinions on language use are hugely divisive and often reveal many of the underlying tensions in English speaking societies. How can we challenge or support these ideas? With a focus on writing to a newspaper style, students will learn how the media shapes people’s perspectives on English and its users, and how to write persuasively to defend their point of view. Non-Examined Assessment: Language investigation, and creative writing with commentary - 20% of A-Level Students complete their own individual language investigation relating to one of the units covered, offering students the opportunity to pursue in depth an aspect of the course that they have enjoyed and wish to research further. The creative writing module requires students to research a writing style, and produce a commentary demonstrating how the features of their work fits into the appropriate genre.
24
Megan Evers
Why study English Literature? Do you love reading? Do you enjoy gaining insights into different worlds and different people? Would you like the chance to discuss the books you read, with enthusiastic teachers and students – and be challenged to support your ideas? If so then English Literature is the course for you! These courses will help you develop your skills of reading and critical analysis through the study of a diverse range of texts, ranging from the sixteenth century to the present day. You will need to enjoy the challenge of writing essays and miniessays every week as well as doing lots of reading!
What will I study? The subject content for English Literature is divided into three components: Aspects of Tragedy – 40% of A-level (2 ½ hour exam) Section A: one passage-based essay question on Shakespeare’s Othello. Section B: one essay question based on an aspect of tragedy within Othello. Section C: one essay question linking an aspect of tragedy within two other texts. During the course of year 12, you will study Death of a Salesman, The Great Gatsby, a selection of Keats’ poetry and a selection of narrative poems in preparation for the demands of this paper. Paper 2: Elements of Crime Writing – 40% of A-Level (3 hour exam) Section A: one passage-based essay question on a previously unseen text. Section B: one essay question based on an element of crime writing within a set text. Section C: one essay question based on an element of crime writing and linking between two set texts. During the course of year 13, you will study Brighton Rock, Atonement, The Rime of the Ancient Mariner, a selection of Robert Browning’s narrative poems and other texts with elements of crime within them, in preparation for the demands of this paper. Non-Exam Assessment: Theory and Independence – 20% of A-level (coursework) Element 1: a critical essay of 1200-1500 words on one text.
Additional Entry Requirements
6 in GCSE English Literature
Exam Board AQA
Element 2: a critical essay OR re-creative writing task with accompanying commentary (1200-1500 words) on a second text. During the course of year 13 you will study poetry texts and you will work independently in the study of one prose text, in preparation for the demands of these longer essays. You will learn a number of critical perspectives through which you might explore your chosen texts: these will include Marxist, feminist and eco-critical readings.
25
A-LEVEL ENGLISH LITERATURE
“I chose English Literature as I have always loved reading and I have enjoyed it so much more than I ever thought possible. Discussing the meaning of different texts with my friends and teachers has been amazing.”
A-LEVEL GRAPHIC COMMUNICATION (ART & DESIGN) A-LEVEL FILM STUDIES
“Film Studies is perfect for those who love cinema, but it’s also a brilliant jumpingoff point for social, cultural and historical enquiry which makes it one of the most relevant subjects for understanding the world today.” Joe Wills
Why study Film Studies? Do you love watching films? Are you interested in how they are created? Have you ever thought about the physical experience of seeing films or how films are marketed to you? If you have a keen interest in Cinema: its history, its relationship with an audience and its cultural diversity, then this is the course for you.
What will I study? The subject content for Film Studies is divided into three components: Varieties of film and filmmaking – 35% of A-Level (2.5 hour exam) • Section A: Hollywood 1930-1990 – a comparative study of films from two of the key decades in American film history. We have recently studied Vertigo (Hitchcock) and Bonnie & Clyde (Penn). • Section B: American film since 2005 – a two-film study, one mainstream and one independent. One question from a choice of two, requiring reference to Carol (Haynes) and Frances Ha! (Baumbach). • Section C: British film - one question from a choice of two, requiring an exploration of two British films, produced since 1995. Shaun of the Dead (Wright) and This is England (Meadows) were recent choices. Global filmmaking perspectives – 35% of A-Level (2.5 hour exam) • Section A: Global film (two-film study). One question from a choice of two, requiring reference to two global films: one European and one produced outside Europe, such as Pan’s Labyrinth (del Toro) and Taxi Tehran (Panahi). • Section B: Documentary film. One question from a choice of two, requiring reference to Amy (Kapadia). • Section C: Film movements – Silent cinema. One question from a choice of two, requiring reference to silent film/films. We have studied soviet films (Eisenstein’s Strike and Vertov’s Man with a Movie Camera). • Section D: Film movements – Experimental film (1960-2000). One question from a choice of two, requiring reference to one film option. We are currently using Timecode (Figgis) to explore experimentation in film making. Non-Exam Assessment: Production – 30% of A-Level (coursework)
Additional Entry Requirements
This component assesses one production and its evaluative analysis of the short film form. Learners produce:
6 in a humanities subject at GCSE or GCSE English
• either a screenplay for a short film (1600-1800 words) plus a digitally photographed storyboard of a key section from the screenplay or a short film (4-5 minutes).
Exam Board
• an evaluative analysis (1600 - 1800 words) including referencing from a selection of professional short films.
Eduqas
26
George Blackhust-Patrick
A-LEVEL FRENCH
“Learning French at Comberton is a fantastic experience. Having small class sizes and regular contact time with a native speaker means that there is abundant opportunity to develop and practise the language. I’ve loved discovering more about francophone countries through a wide range of cultural and political topics that have enabled me to think critically.”
What will I study? There are 4 core topic areas to be studied: • Aspects of French-speaking society: current trends • Artistic culture in the French-speaking world • Aspects of French-speaking society: current issues • Aspects of political life in the French-speaking world Students will also study two literary texts; Kiffe Kiffe Demain and Un Sac de Billes There are 3 exams:
Why study French? Do you hope to one day work abroad or speak a language fluently? Are you interested in an academically challenging course with a strong practical application? If so, then studying a Modern Language like French to A-level could be for you. The French course will develop your language skills, cultural and international understanding, and lifelong communication, analytical and research skills which can be applied at work or for leisure purposes.
Additional Entry Requirements 6 in GCSE French
Exam Board AQA
Paper 1: Listening, reading & translation – 50% (2.5 hrs)
Section A: Listening and Writing. Students will have individual control of the listening recording. All questions are in French, to be answered with non-verbal responses or in French (30 marks). Section B: Reading and Writing. All questions are in French, to be answered with non-verbal responses or in French (50 marks); Translation into English (a passage of minimum 100 words (10 marks); Translation into French; a passage of minimum 100 words (10 marks). Paper 2: Writing literature essays – 20% (2 hrs) Two essays, to be written in Spanish, of approximately 300 words each from choice of 2 possible titles on Kiffe Kiffe Demain & Un Sac de Billes. These require a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as themes, characters, techniques used by the author etc. Paper 3: Speaking – 30% (16-18 minutes + 5 minutes preparation time) Part 1: Discussion of a sub-theme based on a stimulus card (5 – 6 minutes). Part 2: Presentation (2 minutes) and discussion (9 – 10 minutes) of an individual research project undertaken by the student in Year 13. This project is chosen by the student and can be on any topic which interests them in relation to the Frenchspeaking world. This allows students both to develop their research skills and to study topics and issues which are of particular interest to them in greater depth.
27
A-LEVEL GRAPHIC COMMUNICATION (ART & DESIGN) A-LEVEL GEOGRAPHY
“I chose Geography at A-level as I enjoy learning about the changing world around us, while I also intend to further it at degree level. I enjoy all topics within the A-level course, with Population and the Environment being my favourite as it links both human and physical Geography” Evan Lincoln
Why study Geography? Does the Earth fascinate you? If it does, Geography is the subject for you. This is a topical and contemporary course focusing on many issues facing the world both today and in the future. It will help you to understand how these changes are affecting societies and the natural environment and look at ways of managing them sustainably.
What will I study? A -Level Geography is divided into three components: Unit 1: Physical Geography. 40% of A-Level. 2½ hour exam. Section A: Water and carbon cycles. This section considers the important role that water and carbon have in our evolving planet as well as the challenges faced in achieving sustainable development while maintaining these vital systems. Section B: Coastal systems and landscapes. This section explores the coastal zone as a system, looking at how processes shape and form a variety of landforms in different areas of the UK and globe. Section C: Hazards. This includes the study of seismic, volcanic, meteorological and wild fire hazards across the globe. It considers the extent of these hazards, how they are created and how to mitigate them. Unit 2: Human Geography. 40% of A-Level. 2½ hour exam. Section A: Global systems and global governance. This component investigates concepts of globalisation, global governance and global commons. It explores global systems and how rapidly changing economic and political systems impact on global geography. Section B: Changing places. Students will consider the ways in which places are defined, shaped and connected to other places locally and globally. Section C: Population and the environment. Students will explore the key principles of population change, population ecology and their applications to human populations.
Additional Entry Requirements
6 in GCSE Geography
Exam Board AQA
Unit 3: Geographical Fieldwork Investigation. 20% of A-Level Students complete their own individual investigation relating to one of the units covered. The data collection is carried out during a fieldtrip to the Dorset coast in Year 13. This gives the students the opportunity to explore in depth an issue or research question that really intrigues them.
28
Mollie Bentley-Smith
Why study German? Do you hope to one day work abroad or speak a language fluently? Are you interested in an academically challenging course with a strong practical application? If so, then studying a Modern Language like German to A-level could be for you. The German course will develop your language skills, cultural and international understanding, and lifelong communication, analytical and research skills which can be applied at work or for leisure purposes.
Additional Entry Requirements 6 in GCSE German
Exam Board AQA
A-LEVEL GERMAN
“I’ve really enjoyed the variety of topics I’ve learnt about through German; it’s not only about the language. One massive advantage of studying German A-level at Comberton Sixth Form is the amount of 1-2-1 access you get to the German Language Assistant, and that, combined with small class sizes, makes for a personal and passionate learning experience.”
What will I study? You will study technological and social change, looking at the multicultural nature of German-speaking society. You will study highlights of German-speaking artistic culture, including art and architecture, and will learn how Germany’s political landscape was formed. You will explore the influence of the past on presentday German-speaking communities. Throughout your studies, you will learn the language in the context of German-speaking countries and the issues and influences which have shaped them. You will study texts and film and will have the opportunity to carry out independent research on an area of your choice. Assessment tasks will be varied and cover listening, speaking, reading and writing skills. There are three exams: Paper 1: Listening, reading & translation into both English & German - 50% of A-Level (2.5 hour exam) Students will have individual control of the recording for listening. All listening & reading questions will be in German to be answered with non-verbal responses or in German. Translation passages into German and English contain a minimum 100 words. Paper 2: Writing, two essays on literary texts & films - 20% of A-Level (2 hour exam) Two essays of approximately 300 words to be written from a choice of two possible titles on ‘Andorra’ and ‘Das Leben der Anderen’. These require a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as the form and the technique of presentation, as appropriate to the works studied. Paper 3: Speaking - 30% of A-Level (16-18 minutes + 5 minutes preparation time) Discussion of a sub-theme with the discussion based on a stimulus card (5 – 6 minutes, 25 marks), followed by a presentation (2 minutes) and discussion (9-10 minutes) of an individual research project (35 marks).
29
A-LEVEL A-LEVEL GRAPHIC GRAPHIC COMMUNICATION COMMUNICATION (ART (ART & & DESIGN) DESIGN)
“The facilities in DT are outstanding and the teachers have been incredibly supportive. I’ve gained invaluable experience which will help me to further develop my skills for university.” Sarah Hannaford
Why study Graphic Communication? Are you creative and imaginative? Do you want to develop your design skills? Graphic Communication is an applied art, which means it is art with a specific purpose. On this course, you will have the opportunity to improve your understanding of the visual world, learn practical skills, and create innovative design using a range of materials and techniques (including computer aided design) in response to a variety of individual and exciting briefs.
Additional Entry Requirements
Only minimum entry requirements apply (5 x 5s)
What will I study? A-Level Graphic Communication is divided into three sections: The Design Foundation The Design Foundation consists of smaller projects that provide an opportunity to extend your experience and understanding of a wide range of media processes and techniques. We will investigate themes such as designing for print, illustration and branding; using your original artwork as a starting point for further development using Photoshop, Illustrator and InDesign. During this period you will start to make connections with the designers and styles of work that most inspire you, giving you a sense of direction for the Personal Investigation. Component 1: Personal Investigation (60%) The Personal Investigation makes up 60% of your final mark. You will investigate an idea, issue, concept or theme of your choice. Your personal response will be developed by recording observations, developing ideas and refining them to produce a meaningful outcome that successfully realises your intentions. This work must be supported by written material which contextualises the investigation; making relevant connections with the artists, photographers or designers that have inspired you. You will also be required to design your own website as further evidence of your skills and coursework development, whilst promoting you as a professional designer.
Component 2: Exam Project (40%) The Exam Project makes up 40% of your final mark. For this exam, you will produce personal work in response to one of eight exciting starting points set by the exam board. The preparatory period you are given provides a good opportunity to explore your design strengths and showcase your skills in a chosen design field. The final piece is completed over three days under exam conditions.
Exam Board AQA
30
Rowan McGee
Why study History? History is not just about the past. It is fundamental to shaping our understanding of present day societies, cultures and politics, as well as playing an undeniable role in influencing our future. History is a fascinating subject that enables you to learn about everything from the fall of Empires and ancient regimes to the mystery of a child accusing her own mother of witchcraft. History develops a range of essential transferable skills including verbal and written communication and the critical evaluation of evidence.
A-LEVEL HISTORY
“History is an enjoyable subject that will broaden your knowledge of the world and inspire you. Each lesson will entertain and educate. The Russia part of the course is full of interesting stories.”
What will I study? A-level History is divided into four components: Unit 1: Britain 1930-1997 - 25% of A-level (1 ½ hour exam) Section A: Enquiry topic on Churchill, 1930-1951. This is a source based topic covering reasons why Churchill was out of office between1929-1939, Churchill as wartime prime minister, and international diplomacy from 1939-1951. Section B: British Period Study, 1951-1997. This section covers the reasons for Conservative domination 1951-1964; the Labour and Conservative governments of 1964 -1979; Thatcher and the end of Consensus and Britain’s position in the world throughout the period, including Britain’s relationship with the EU and the collapse of the British Empire. Unit 2: Russia 1894-1941 - 15% of A-level (1 hour exam) Students will explore the reign and fall of Tsar Nicholas II, the 1917 revolutions, the Civil War and Lenin, Stalin’s rise to power and the consolidation of Stalin’s control over the USSR. Unit 3: Popular Culture and the Witchcraze of the sixteenth and seventeenth centuries - 40% of A-level (2 ½ hour exam) Section A: Thematic study. This will cover the complexities of popular culture in the Early Modern Period, the main reasons for the growth and decline in persecution of the witches, the persecuted and the responses of the authorities to witchcraft. Section B: Depth Studies. You will study three depth studies; the Witchcraze in Southern Germany, Hopkins and the witch hunt of 1645-1647 (East Anglia), and the Salem witch trials.
Additional Entry Requirements
6 in GCSE History or a humanities subject
Exam Board
Unit 4: Topic Based Essay - 20% of A-level (coursework). An extended essay of 3000-4000 words, arising from independent study and research, on an aspect of Russian history selected by the student. This section builds upon the knowledge and understanding gained from Unit 2: Russia 1894-1941.
OCR
31
A-LEVEL GRAPHIC COMMUNICATION & DESIGN) A-LEVEL(ART MATHEMATICS
“I find studying mathematics
“The facilities in DT fun and interesting as are it involves outstanding and the teachers problem-solving questions with haveways beenofincredibly multiple answering a single question. This is a step up from supportive. I’vebig gained GCSE where there is normally invaluable experience whichonly one way of answering a question. will help me to further develop With A-Level Maths, you start my skills for university.” being able to solve real-world problems” Sarah Hannaford
Aaron Rook
Why study Maths? Do you enjoy solving puzzles? If so, A-Level Maths is for you. At its heart, mathematics is all about patterns and structure. This course aims to develop your logical-thinking and problem-solving skills as well as extending your understanding of mathematics. Within A-Level Maths you will have opportunities to uncover the beauty of calculus and its applications, gain an understanding of the importance of large data sets to the modern world, appreciate the links between geometry and algebra, as well as investigate objects moving under gravity.
What will I study? Advanced Level Mathematics is divided up into 3 components and every student will study each of these components over the 2 year course. Pure mathematics (66.6%) Pure mathematics forms the foundation of the course, underpinning both Statistics and Mechanics. It is concerned with how to abstract a problem and reason about it in a logical manner. You will learn new techniques that will give you new insights into the world in which we live. Statistics (16.7%) Statistics is about how to analyse and interpret data gathered from the real world. Throughout this component of the course you will become familiar with manipulating a large data set using both your calculator and computer software. Manipulating and interpreting data are valuable skills which complement the study of many subjects such as Economics, Geography, Psychology and Sociology. Mechanics (16.7%) Mechanics is primarily concerned with how the physical world can be modelled using mathematics. By modelling the real world you can make predictions about what may happen in a given set of circumstances and more deeply understand why particular events occur. This component of the course complements the study of all science subjects but in particular Physics.
Additional Entry Entry Requirements Requirements Only minimum entry
7 in GCSE Maths requirements apply (5 x 5s)
Exam Board AQA
32
Daniel Ivantsiv
Why study Double Maths? Do you love maths and want to study it in more depth? If so, Double Maths is the course for you. In this course you will study both A-Level Mathematics and A-Level Further Mathematics. Further Mathematics develops the ideas studied in A-Level Mathematics and introduces new mathematical topics to bridge the gap to degree level mathematics and other subjects with significant amounts of mathematical content (e.g. Engineering/Physics/Computer Science/Medicine). Students who have studied Double Maths are highly employable and, as it demonstrates an ability to tackle more advanced topics, it is desirable for many subjects at university level.
Additional Entry Requirements 8 in GCSE Maths
What will I study? You will study A-Level Mathematics in Year 12 (see A-Level Maths course) and study A-Level Further Mathematics in Year 13. In Year 13, students will study two compulsory components and choose one of two optional components: Compulsory Component 1: Further Pure Mathematics (66.6%) This includes topics designed to build upon the Pure Mathematics component studied in A-Level Mathematics. You also will learn will new techniques to solve complex problems such as differential equations and acquire new methods of proof which are central to doing mathematics. Compulsory Component 2: Further Statistics (16.7%) This is designed to build upon the Statistics component in A-Level Mathematics. You will learn more statistical distributions, which can be used to model a wider variety of real world situations. The techniques learned in this component of the course will be helpful in many degrees at university such as Engineering/Physics/Computer Science/Medicine. Optional Component 3: Further Mechanics (16.7%) This optional component of the course is designed to build upon the Mechanics component studied in A-Level Mathematics. You will learn more ways of modelling physical situations. This component of the course complements the study of Physics and would be best suited to individuals wishing to study either Physics or Engineering at university. Optional Component 4: Discrete (16.7%) How do you know you have the correct solution to a problem? And how quickly can you find it? In discrete mathematics you study the foundations of some algorithms which underpin the modern world. This optional component of the course is entirely new to many students. This component of the course complements Computer Science and Economics.
Exam Board AQA
33
DOUBLE MATHS (A-LEVEL MATHS & FURTHER MATHS)
“Double Maths is a fantastic subject if you are looking for a challenge; it requires strong problem solving skills and an ability to understand concepts quickly. I particularly like the small size of the classes which means that I get a lot more support and dedication from my teachers.�
A-LEVEL GRAPHIC COMMUNICATION (ART & DESIGN) A-LEVEL MUSIC
“A-Level Music is very enjoyable. I have learnt a lot about composition, performance and genre. It has also helped me gain confidence in concert and performance situations.” Chloe Hall
What will I study? The subject content for A-Level Music is divided into three components: Component 1: Performing – 30% of the A-Level
Why study Music? Music A-level is about building skills in performance and composition and gaining a broad musical knowledge through the study of set works. Choose to study Music if you are a proficient instrumentalist or singer and/or have a strong interest in composing your own music. The A-level Music course is a valuable qualification in its own right as it not only demonstrates academic, practical and creative skills but also highlights your qualities of self-discipline and commitment.
Additional Entry Requirements 6 in GCSE Music and at Entry Requirements
least one instrument/voice Only minimum entry to Grade 5. If apply not taken requirements (5 x at 5s) GCSE, Grade 5 or above in an instrument & theory is required. Exam Board
• Performance can be playing or singing solo, in an ensemble, improvising, or realising music using music technology. • The total performance time across all pieces must be a minimum of 8 minutes. • Performances must be recorded between 1 March and 15 May in the year of certification. • Free choice of instrument, styles and pieces to perform. Component 2: Composing – 30% of the A-Level 2 compositions, a minimum of 6 minutes in total. • One composition must be from either a list of briefs related to the areas of study, or a free composition, carrying 2/3 marks for this component. At least 4 minutes in duration. • One composition must be from a list of briefs assessing compositional technique, carrying 1/3 marks for this component. At least 1 minute in duration. Component 3: Appraising – 40% of the A-Level (2 hour exam) This unit focuses on listening to familiar music, understanding how it works and applying this understanding to other music. Set works from six areas of study provide the focus. Through listening to and studying scores, you will familiarise yourself with each work as a whole, before learning how to identify important musical features and social and historical context. There is also a short aural melody/rhythm completion exercise.
AQA
Exam Board Edexcel
34
Charlie Lane
Why study Music Technology? The Music Technology courses aims to develop the knowledge and skills required for the production of music (mainly focused on popular and jazz genres) using MIDI sequencing and studio recording techniques. You may have had the opportunity to produce music as a part of your GCSE course or you may simply have a genuine, keen interest in music as a performer. A degree of practical instrumental skill is extremely helpful. Whatever your background, if you are keen to develop your musical/technical skills to learn about arranging, composing, recording and producing music, Music Technology could be the ideal course for you.
Additional Entry Requirements
Minimum entry requirements apply (5x5s)
Exam Board
What will I study? The subject content for A-Level Music Technology is divided into four components: 1: Recording – 20% of A-Level You will study the production tools and techniques to capture, edit, process and mix an audio recording. You will submit one recording chosen from a list of 10 songs provided, consisting of a minimum of five compulsory instruments and two additional instruments. 2: Technology-based composition – 20% of A-Level You will learn skills connected with creating, editing, manipulating and structuring sounds to produce a technology-based composition. You will submit one technology-based composition chosen from three briefs. Synthesis and sampling/audio manipulation and creative effects use must be included. 3: Listening and Analysing – 25% of A-Level (1.5 hour exam) You will gain knowledge and understanding of recording and production techniques and principles related to three areas of study: • Recording and production techniques for both corrective and creative purposes • Principles of sound and audio technology • The development of recording and production technology 4: Producing and Analysing – 35% of A-Level (2.5 hour written/ practical exam) You will learn editing, mixing and production techniques, to be applied to unfamiliar materials provided in the examination. You will show you can apply this knowledge in relation to two of the areas of study: • Recording and production techniques for both corrective and creative purposes • Principles of sound and audio technology.
Edexcel
35
A-LEVEL MUSIC TECHNOLOGY
“I found that taking the course has really challenged me in new areas and I’ve more experience and skills such as writing, recording and producing a wide range of music genres, as well as learning how to record a variety of different live instruments in a studio. It is great that we are often given an open-ended song brief and have the freedom to make our own creations without many boundaries.”
A-LEVEL GRAPHIC COMMUNICATION (ART & DESIGN) A-LEVEL PHOTOGRAPHY
“Photography is a highly enjoyable A-Level course. It develops our creativity and helps to broaden our skills to create a collection of professional standard images in many styles of photography.” Gaby Adams
Why study Photography? Photography plays an increasingly important role in our lives. We carry devices with cameras around in our pocket, we share images and communicate on social media with photography, we are exposed to the world and its issues through photography on the internet. The digital revolution has seen photography become a hugely creative subject with software allowing for control of every pixel in an image. This is a really exciting time to study the subject; whether you are interested in artistic, documentary or commercial styles of photography, this course aims to inspire your work towards a professional standard.
Additional Entry Requirements
Minimum entry requirements (5 x 5s)
Exam Board EDUQAS
What will I study? The Photography A-Level course is split into three components: Foundation Skills Pupils will explore the basics of Photography from the beginning. This will include early learning modules on camera mechanics, how exposure works, RAW processing and Photoshop, shooting and composition. Once familiar with these skills, the course then develops knowledge of studio photography, using different types of flash lighting and studio techniques to produce professionallooking portrait and fashion work. You will also learn about more complex forms of contemporary photography such as multi-shot HDR and cutting-edge Photoshop compositing methods. As the work advances, you will start to develop interests in particular genres of photography that inspire you. This leads to: The Personal Project This is your major coursework project and is worth 60% of your mark. You will begin in the third term of your first year and carry over into the first term of the second year. This is a chance to explore a style of photography, and individual photographers, in great depth. This has always resulted in a highly successful body of work. You will plan and execute a number of shoots that will develop skills in chosen areas. The learning at this point will involve individual tutorials and personalized skills-teaching for your chosen style. Alongside this there will be some further whole-class learning in Speedlight photography and creative darkroom techniques. The Exam Project This is a project that begins with a list of possible start points from the exam board (EDUQAS). You are encouraged to interpret these towards your own interests and goals as you explore and develop new styles. The project is worth 40% of the whole mark and culminates in a three day extended studio and editing period. There will be a residential trip as part of this. Recent years have seen us visit London, Paris and New York. All students exhibit their work each year for moderation and the end-of-year show. Your best work will be framed by us and will be presented alongside your work-journals/Powerpoints that document the background work to your final pieces. We then run a second exhibition in the Performance Hall celebrating the best of the year’s work.
36
Harmony Hennessey
Why study PE? Studying A-Level Physical Education will give you a fantastic insight into the amazing world of sports performance. The combination of physical performance and academic challenge provides an exciting opportunity for students on this course. You will learn how the body responds to exercise, explore the psychology behind elite performance, as well as delving into the ethical considerations behind the use of drugs and the influence of modern technology on physical activity and sport.
Additional Entry Requirements
6 in PE if taken at GCSE. Students must be competing in a sport at club level
Exam Board AQA
What will I study? The A-level specification in physical education should equip students with the understanding and skills relating to scientific, socio-cultural and practical aspects of physical education. Theoretical Knowledge For the theory section of the course, a variety of topics will be examined over two papers. Paper 1: Factors affecting participation in physical activity and sport - 35% of A-Level (2 hour exam) • Applied anatomy and physiology • Skill acquisition • Sport and society Paper 2: Factors affecting optimal performance in physical activity and sport - 35% of A-level (2 hour exam) • Exercise physiology and biomechanical movement • Sport psychology • Sport, society and the role of technology
Practical Performance Students will also be assessed on their practical performance through non-exam assessment. Students will be assessed as a performer or coach in a full-sided version of one activity. Students will also be assessed on their written/verbal analysis of performance. It is vital that students are competing in sport at club level to gain the best possible marks within this element of the course. It is not possible for students to complete their practical performance within lesson time, therefore the majority of assessment will be completed using video recordings.
37
A-LEVEL PHYSICAL EDUCATION
“I found A-Level PE really stimulating, with high-quality and enthusiastic teaching. The smaller class sizes mean that you can guarantee your individual needs are met and extra support is always on hand. The lessons are interactive with practicals given where appropriate. I’m so glad that I took PE; it has really helped me pursue my career goals”
A-LEVEL GRAPHIC COMMUNICATION (ART & DESIGN) A-LEVEL PHYSICS (A)
“I chose to study physics because I enjoy studying the natural world. Studying for the A-Level has taught me about quantum physics and special relativity. I find it very interesting to view the universe broken down into small particles and their interactions.” Rebecca Wilkinson
Why study Physics? As well as learning about how the universe works, you’ll get a broad training in skills that all employers value – an ability to grasp concepts quickly, a determination to find coherent answers, not to mention problem-solving, analytical, mathematical and IT skills. Even if you don’t end up working in a physics-related industry, these skills are still highly regarded. Studying physics is a good way of keeping your options open.
Additional Entry Requirements
6 in GCSE Physics if doing Entry Requirements single sciences or 6,7 in GCSE Only minimum Trilogy Science.entry 6 in GCSE requirements apply (5 x 5s) Maths
Exam Board Board Exam AQA OCR
What will I study? This course is made up of 6 highly engaging modules: 1 – Development of Practical Skills in Physics Physics A gives learners many opportunities to develop the fundamental skills needed to collect and analyse empirical data. Skills in planning, implementing, analysing and evaluating are developed in this unit. 2 – Foundations of Physics The aim of this module is to introduce important conventions and ideas that permeate the fabric of physics. Understanding of physical quantities, S.I. units, scalars and vectors helps physicists to effectively communicate their ideas within the scientific community. 3 – Forces and Motion In this module, learners will learn how to model the motion of objects using mathematics, understand the effect forces have on objects, learn about the important connection between force and energy, appreciate how forces cause deformation and understand the importance of Newton’s laws of motion. 4 – Electrons, Waves and Photons Learners will learn about electrons, electric current, electrical circuits, wave properties, electromagnetic waves and, of course, quantum physics. 5 – The Newtonian World and Astrophysics This module will show the impact Newtonian mechanics has on physics. Learners will learn about thermal physics, circular motion, oscillations, gravitational field, astrophysics and cosmology. 6 – Particles and Medical Physics Learners will learn about capacitors, electric field, electromagnetism, nuclear physics, particle physics and medical imaging. The electromagnetism sections will provide knowledge and understanding of magnetic fields, motion of charged particles in magnetic fields, Lenz’s law and Faraday’s law. The nuclear physics section will provide knowledge and understanding of the atom, nucleus, fundamental particles, radioactivity, fission and fusion. The final section, medical physics, provides knowledge and understanding of X-rays, CAT scans, PET scans and ultrasounds.
38
Josie Shohet
Why study Politics? The Politics course will enable you to study contemporary politics and develop a strong understanding of the factors shaping the British and American systems. This subject also helps in the development of discussion and debating skills and encourages students to think beyond the constraints of a textbook.
A-LEVEL POLITICS
“This course really opens your eyes to the world around you. It is so rewarding to be able to apply what you have learnt in lessons to what you see on the news. I love being able to be passionate about a subject and to discuss topics with people who share different views, which then widens my own understanding”
What will I study? The Politics course is made up of the following components: Unit 1: UK Politics
Political participation: Students will explore the development of the UK’s democratic system and the similarities, differences, and connections between direct and indirect democracy. They will focus on the role and scope of political parties, and learn how individuals fit into the political process. Students will examine how electoral systems in the UK operate and how individuals and groups are influenced in their voting behaviour and political actions – through pressure groups, social media, and the traditional media. Core political ideas: Students explore the three political ideas of conservatism, liberalism and socialism. They will learn about the core ideas and principles and how they apply in practice to human nature, the state, society and the economy, the divisions within each idea, and their key thinkers. Unit 2: UK Government
Government: Students are introduced to the set of rules governing politics in the UK. It further introduces students to the specific roles and powers of the different branches of the government, as well as the relationships and balance of power between them. Students will learn about the relative powers of the different branches of UK government, the extent to which the constitution has changed in recent years, the desirability of further change, and the current location of sovereignty within the UK political system. Non-Core Political ideas: Students will learn about the core ideas and principles, the effects of these ideas, the divisions within each idea and their key thinkers. Unit 3: Comparative Politics
Additional Entry Requirements
6 in a humanities subject at GCSE or English GCSE
Exam Board Edexcel
Government and Politics of the USA: Students will explore the US Constitution and the arguments surrounding this guiding document and will judge ultimately whether ‘liberty and justice for all’ has been achieved in the USA, through exploring many different areas such as the voting system, racial and ethnic politics, and the role of pressure groups. Students will learn to compare and contrast politics and institutions in the US with those in the UK.
39
A-LEVEL PSYCHOLOGY
“I thoroughly enjoy learning about the causes behind different behaviours, as well as evaluating a variety of experiments and conducting our own. We watch documentaries which help us to put what we have learnt into context, and see it occurring in real life.” Lucy Yeomans
What will I study? There are three units in A-Level Psychology, all assessed by exams at the end of year 13. There is no coursework or controlled assessment. Unit 1: Research Methods, 30% of A-Level, 2 hour exam
Why study Psychology? Have you ever wondered why people turn to crime, if playing violent video games can make you aggressive, where you draw the line between sanity and insanity, or to what extent your behaviour is controlled by your genes? If so, then Psychology is the subject for you. Throughout the course you will discover some fascinating theories of human behaviour, challenge your previously-held beliefs and develop your analytical, investigative, evaluative and writing skills along the way.
This unit introduces the world of psychological research methods. Students are required to conduct their own practical work. It provides students with the opportunity to understand what’s involved in a range of different research methods and techniques, and it creates awareness of associated strengths and weaknesses. Students are encouraged to reflect on their research journeys as they develop vital investigative skills and develop an appreciation of the principles of empirical scientific enquiry. Unit 2: Psychological themes through core studies, 35% of the A-Level, 2 hour exam Candidates build knowledge and understanding of 20 psychology studies, demonstrating evaluation skills and an appreciation of wider psychological approaches/perspectives, theories, issues and debates. It introduces some of the central areas of investigation in psychology organised in key themes. Each key theme is represented by a classic and a contemporary core study which enables students to appreciate how psychological knowledge and understanding develop over time. The areas covered are individual differences, developmental, social, physiological and cognitive psychology. Unit 3: Applied Psychology, 35% of the A-Level, 2 hour exam
Additional Entry Requirements
6 in GCSE Maths & 5 in GCSE English
Exam Board
You will cover three different topics in this unit: Issues in Mental Health, Child Psychology and Criminal Psychology Through these topics students explore applications of psychology and gain an insight into how theory can be applied to real-world situations. The assessment provides the opportunity for students to demonstrate their learning through extended writing.
OCR
40
Vicky Hobbs
Why study Religion, Philosophy & Ethics? Religion, Philosophy & Ethics is an ever-popular exam course, which deals with fundamental life questions that will inevitably impact all of us at some time. The course involves the establishment of a body of key knowledge and understanding, as well as developing important skills such as critical analysis and evaluation of a variety of scholarly views, whilst improving student’s essay-writing techniques.
What will I study? A -Level Religious Studies is divided into three components: Unit 1: Philosophy of Religion - 33% of A-Level (2 hour exam) Philosophy of Religion examines the philosophical issues and questions raised by religion and belief. The study begins by exploring ancient philosophical influences, notably in the work of Plato and Aristotle, then analyses arguments regarding the existence or non-existence of God, the range of beliefs about life after death, the nature and influence of religious experience and the problems of evil and suffering. Students also explore the logic and nature of philosophical language and thought, through significant concepts and the works of key thinkers such as Ludwig Wittgenstein and Paul Tillich. Unit 2: Religious Ethics - 33% of A-Level (2 hour exam) Religion and Ethics considers where our sense of right and wrong comes from and what we mean when we use such ethical language. Students explore key ethical concepts concerning the origins of morality through the works of influential thinkers such as St. Thomas Aquinas, Immanuel Kant, Jeremy Bentham and Joseph Fletcher. Ethical theory will also be applied to important issues in society today such as business ethics, euthanasia and sexual ethics. Unit 3: Developments in Christian Thought - 33.3% of A-Level (2 hour exam)
Additional Entry Requirements
6 in Religious Studies if taken at GCSE or 6 in a humanities subject
Developments in Christian Thought explores the beliefs and values that shape religious identity. This element of the course explores how religious traditions have developed over time and responded to the challenges facing contemporary society such as those imposed by secularisation, gender equality and social injustice. The content of this component also underpins student’s understanding of the Philosophy & Ethics elements.
Exam Board OCR
41
A-LEVEL RELIGIOUS STUDIES
“Philosophy and Ethics is the perfect subject to study because of the existential questions that are debated. It opens your mind and develops very good analytical skills, necessary to a variety of subjects.”
A-LEVEL GRAPHIC COMMUNICATION (ART & DESIGN) A-LEVEL SOCIOLOGY
“I have particularly enjoyed learning about the nature of childhood and how the status of children in society is changing.” Sophie Brazier
Why study Sociology? Sociology is the study of people in society. Sociology looks at how our identities and behaviour are shaped by society and by social groups such as our families, friends, schools and mass media. Sociology also tries to explain how and why society is changing, for example why divorce is much more common today than 40 years ago or why girls have overtaken boys in their performance in exams and entry to universities in the last 20 years. Studying sociology will give you a better understanding of the society you live in and the social influences shaping your life.
Additional Entry Requirements
6 in a humanities subject or GCSE English
Exam Board AQA
What will I study? Education with Research Methods – 33% of the A-Level (2 hour paper) • The role and functions of the education system • Differential educational achievement of social groups by social class, gender and ethnicity • Relationships and processes within schools, with reference to teacher/ pupil relationships, pupil identities and subcultures • The significance of educational policies, including policies of selection, marketisation and privatisation, and policies to achieve greater equality of opportunity or outcome Families and Households and Beliefs in Society – 33% of the A-level (2 hour paper) • The relationship of the family to the social structure and social change • Changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life course, including the sociology of personal life, and the diversity of contemporary family and household structures • Gender roles, domestic labour and power relationships • The nature of childhood and changes in the status of children • Demographic trends in the UK since 1900 • Ideology, science and religion • The relationship between social change and social stability, and religious beliefs, practices and organisations • Religious organisations and their relationship to religious and spiritual belief and practice • The relationship between different social groups and religious/spiritual organisations and movements, beliefs and practices • The significance of religion and religiosity in the contemporary world and globalisation and the spread of religions. Crime and Deviance with Theory and Methods - 33% of the A-level (2 hour paper) • Crime, deviance, social order and social control • The social distribution of crime and deviance by ethnicity, gender and social class, including recent patterns and trends in crime • Globalisation and crime in contemporary society; the media and crime; green crime; human rights and state crimes • Crime control, surveillance, prevention and punishment, victims and the role of the criminal justice system and other agencies
42
Fay Hawkins
Why study Spanish? Do you hope to one day work abroad or speak a language fluently? Are you interested in an academically challenging course with a strong practical application? If so, then studying a Modern Language like Spanish to A-level could be for you. The Spanish course will develop your language skills, cultural and international understanding, and lifelong communication, analytical and research skills which can be applied at work or for leisure purposes.
A-LEVEL SPANISH
“Comberton‘s small classes come with a relaxed feel, providing the perfect environment for not just developing your language skills, but also immersing yourself in the society as well as the broad history and literature that comes with Hispanic culture.”
What will I study? There are 4 core topic areas to be studied in the A-level course: • Aspects of Hispanic society: current trends • Artistic culture in the Hispanic world • Multiculturalism in Hispanic society • Aspects of political life in Hispanic society Students will also study two literary texts; Como agua para chocolate and Réquiem por un campesino españo Paper 1: Listening, reading & translation – 50% of A-Level (2.5 hour exam)
Section A: Listening and Writing Students will have individual control of the listening recording. All questions are in Spanish, to be answered with non-verbal responses or in Spanish (30 marks). Section B: Reading and Writing All questions are in Spanish, to be answered with non-verbal responses or in Spanish (50 marks); Translation into English (a passage of minimum 100 words (10 marks); Translation into Spanish; a passage of minimum 100 words (10 marks). Paper 2: Writing – literature essays – 20% of A-Level (2 hour exam) Two essays, to be written in Spanish, of approximately 300 words each from a choice of 2 possible titles on Como agua para chocolate & Réquiem por un campesino español. These require a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as themes, characters and techniques used by the author. Paper 3: Speaking - 30% of A-Level (16-18 minutes + 5 minutes preparation time)
Additional Entry Requirements 6 in GCSE Spanish
Exam Board AQA
Part 1: Discussion of a sub-theme based on a stimulus card (5 – 6 minutes). Part 2: Presentation (2 minutes) and discussion (9 – 10 minutes) of an individual research project undertaken by the student in Y13. This project is chosen by the student and can be on any topic which interests them in relation to the Spanish-speaking world. This allows students both to develop their research skills and to study topics and issues which are of particular interest in greater depth.
43
A-LEVELBTEC GRAPHIC (ARTIN&BUSINESS DESIGN) LEVELCOMMUNICATION 3 EXTENDED DIPLOMA
“I have really enjoyed this course. It has allowed me to identify my strengths, giving me the opportunity to develop my employability skills and the confidence that I’ll need in the future” Emma Robinson
Why study BTEC Business? The BTEC Level 3 Extended Diploma in Business is one of the few qualifications that will help you succeed in your future career no matter what you go on to do. The principles of business that you will learn here underpin every organisation from marketing to interpersonal and presentation skills. You’ll have the opportunity to gain specific knowledge, understanding and skills that are relevant to your chosen subject or area of work.
Additional Entry Requirements At leastRequirements a C in Business if taken Entry at GCSE. At least a Pass in Only minimum entry Business if taken at 2 requirements applyLevel (5 x 5s)
Exam Exam Board Board Edexcel AQA
What will I study? YEAR 1: Exploring Business (3 internal assignments) Learners study the purposes of different businesses, their structure, the effect of the external environment, and how they need to be dynamic and innovative to survive. Developing a Marketing Campaign (3 hour practical) Learners will gain skills relating to how a marketing campaign is developed. Business and Personal Finance (2 hour written exam) Learners study the purpose and importance of personal and business finance, and develop the skills and knowledge needed to understand, analyse and prepare financial information. Investigating Customer Service (2 internal assignments) Learners will study how excellent customer service contributes to business success. Recruitment and Selection Process (2 internal assignments) Learners explore how the recruitment process is carried out, participate in selection interviews and review their performance. Managing an Event (3 internal assignments) Learners will work as part of a small group to plan, coordinate and manage a business or social enterprise event and evaluate the skills gained. YEAR 2: International Business (3 internal assignments) Learners study how UK businesses develop strategies to trade globally. Principles of Management (3 hour controlled assessment) Learners study how the role of management and leadership in the workplace contributes towards business success. Business Decision Making (3 hour controlled assessment) Learners study skills relating to business concepts, processes and data to enable the formulation of business decisions and solutions. Pitching for a New Business (2 internal assignments including a presentation) Learners study the practical skills and acquire the knowledge needed to set up and pitch for funding for a micro-business. Digital Marketing (2 internal assignments) Learners examine the different aspects of web-based marketing, and the channels that can be used to deliver a successful digital marketing campaign. Employment Law (2 internal assignments) Learners explore how a business meets legal obligations relating to employment rights. They will consider processes associated with solving employment disputes. Investigating Retail Business (2 internal assignments) Learners will explore the current structure of the retail sector and its supply chain through practical activities.
44
Anne Marquess
Why study BTEC Health & Social Care? This qualification provides an introduction to those students who are interested in a career within the health and social care sector. A Health and Social Care qualification will not only enable access to Higher Education courses ranging from midwifery to social policy, but also health sciences such as biomedical science. It will also provide a route to a large number of healthcare roles such as healthcare assistant, pathology laboratory assistant or youth worker.
Additional Entry Requirements
At least a pass if taken at Level 2
Exam Board Edexcel
What will I study? Human Lifespan Development (1.5 hour written exam) Physical, intellectual, emotional and social development across the human lifespan; the factors affecting development and the effects of ageing. Working in Health and Social Care (1.5 hour written exam) An exploration of what it is like to work in the sector, including the roles and responsibilities of workers and organisations. Anatomy and Physiology for Health and Social Care (1.5 hour written exam) The structure, organisation and function of the human body, and anatomical and physiological systems and medical research related to disorders affecting these systems. Enquiries into Current Research in Health and Social Care (Controlled assessment) The methodologies of contemporary research and the implications for health and social care practice and services. Meeting Individual Care and Support Needs (Internal assessment) The principles and practicalities that underpin meeting individuals’ care and support needs. Work Experience in Health and Social Care (Internal assessment) Learners carry out and reflect on a period of work experience, and plan for personal and professional development. Principles of Safe Practice in Health and Social Care (Internal assessment) The importance of safe working practices, safeguarding procedures and responding to emergency situations. Promoting Public Health (Internal assessment) The current approaches to promoting and protecting health and encouraging behaviour change in the population. Psychological Perspectives (Internal assessment) Key theoretical perspectives that have been put forward on psychological and physical development and how they are applied in different settings. Supporting Individuals with Additional Needs (Internal assessment) The role of health and social care services in providing care and support to individuals with additional needs. Caring for Individuals with Dementia (Internal assessment) Conditions leading to dementia, their causes, symptoms, the effects and the support required to ensure independence and dignity for individuals. Assessing Children’s Development Support Needs (Internal assessment) Theories that explain how children develop, the factors that may affect development, and how growth and development is monitored and supported. Nutritional Health (Internal assessment) Concepts of nutritional health and influences on dietary intake, and how to assess and improve health through nutrition plans for individuals.
45
BTEC LEVEL 3 EXTENDED DIPLOMA IN HEALTH & SOCIAL CARE
“This course will not only develop your knowledge and expertise but will also prepare you for a rewarding career with great prospects. Careers in Health and Social Care are thriving with a growing need for well-qualified staff in hospitals, residential care and private homes to name but a few. The course blends theoretical content with practical experiences to create a diverse and thorough knowledge”
BTEC LEVEL 3 NATIONAL EXTENDED DIPLOMA IN APPLIED SCIENCE
“BTEC Applied Science has really enabled me to showcase my science knowledge without relying solely on exams; this suited my learning style and I have developed my independent learning skills which will be a big bonus when I go to university. We have studied many different real life applications of science so I now understand the concepts and how they are relevant to everyday life.” Matthew Waller
Why study BTEC Science? If you are interested in science and its applications in the real world then BTEC applied science is ideal. This course is most suited to those students who understand scientific concepts but may not be able to demonstrate this fully in examinations. It is a course that builds confidence in knowledge and develops the techniques required to become excellent science practitioners. The importance of the transferable skills, such as collaborative learning, written skills and presentation skills, cannot be emphasised enough for all those hoping to continue to study at university or hoping to go directly into employment.
Additional Entry Requirements
4-4 in Trilogy Science or 4s in single sciences at GCSE
Exam Board
Pearson Edexcel
What will I study? The subject content for Level 3 BTEC in Applied Science is divided into eternally assessed and internally assessed units. Unit 1 – Principles and Applications of Science I (External) This unit includes many fundamental elements of biology, chemistry and physics. It is assessed by three 30 minute exams, one for each subject, taken in year 12, worth 90 marks. Unit 3 – Science Investigation Skills (External) This unit prepares learners for the world of practical science, planning, carrying out and evaluating experiments. Assessment is two supervised sessions in a three-week period, 3 hours for the practical part A and 1.5 hours for a Part B, which is a written paper. Submission of investigation notes and written paper is also required, taken in year 12, worth 60 marks. Unit 5 – Principles and Applications of Science II (External) Additional fundamentals of biology, chemistry and physics are covered in this unit. Assessment is in the form of three 40 minute exams, one for each subject, worth 120 marks. Unit 7 – Contemporary Issues in Science (Evidence based written exam – (External)) Two weeks prior to a supervised assessment of 2.5 hours, articles on a scientific concern will be issued and supervised research time is provided in order to prepare for the written paper, worth 50 marks. COMPULSORY UNITS Unit 2 – Pracitcal Scientific Procedures and Techniques 4 Assignments (Internal) Unit 4 – Laboratory Techniques and their Application 4 Assignments (Internal) Unit 6 – Investigative Project 3 Assignments (Internal) OPTIONAL UNITS Six units (60 Guided Learning Hours each) will include a range of biology, chemistry and physics units which will be matched to A-Level content and practical skills.
46
Cerys Davis-Jones
Why study BTEC Sport? This course provides a specialist, work-related programme of study which covers the key knowledge and practical skills required for those who have already decided the specialist area they wish to study. It has been set up for those students who have a real interest in the theoretical and practical aspects of sports development, coaching and fitness. It will give you the opportunity to develop your knowledge and investigate a wide range of sport, exercise and coaching aspects.
What will I study? The BTEC Level 3 Extended Diploma in Sport is studied across 14 assessed units. In completing each unit, students will gain comprehensive knowledge of the skills needed to be successfully employed in the sports sector or to study a sports related course at university. The following 4 units are assessed through externally assessed tasks which will be completed on a date specified by the exam board: Unit 1 – Anatomy and Physiology Unit 2 – Fitness Training and Programming for Health and Well-being Unit 19 – Development and Provision of Sport and Physical Activity Unit 22 – Investigating Business in Sport and the Active Leisure Industry The remaining 10 units are assessed internally by your teachers through a variety of different coursework assignments: Unit 3 – Professional Development in the Sports Industry Unit 4 – Sports Leadership Unit 5 – Application of Fitness Testing Unit 6 – Sports Psychology Unit 7 – Practical Sports Performance Unit 8 – Coaching for Performance Unit 9 – Research Methods in Sport
Additional Entry Requirements
4 in GCSE PE or a pass at Level 2
Unit 10 – Sport Event Organisation Unit 18 – Work Experience in Active Leisure Unit 23 – Skill Acquisition in Sport
Exam Board
Pearson Edexcel
47
BTEC LEVEL 3 NATIONAL EXTENDED DIPLOMA IN SPORT
“I particularly enjoyed completing the work experience placement as part of unit 18 and then basing my coursework assignments around my role. It helped me build my confidence in working in the sports sector and gave me good insight into the job roles available.”
LEVEL 3 MATHEMATICAL STUDIES
“I really enjoy Core Maths as you learn about topics which are useful in real life situations such as finance and the interest on different sized mortgages. I have also found Core Maths incredibly useful to support my A-Level subjects, for example in Geography I used Spearman’s rank to work out the correlation between fuel emissions and atmospheric growth.” Sammi Ho
Why study Core Maths? Many of the new A-level exam specifications include an increased amount of mathematics. This often involves working with some high-level statistical ideas that are not studied at GCSE. Core Maths is a course that is worth the same as an AS-level, is a qualification that is recognised by universities and employers and which provides much of the mathematical and statistical background required in several A-level subjects.
What will I study? Core Maths includes the following areas of study: • Material taken from GCSE maths; this is applied in new contexts • Problem solving, including the use of real-life starting points • Mathematical literacy, which involves being able to analyse statements mathematically • Personal finance • Statistics • Using ICT There are 3 lessons per week across both Year 12 and Year 13. The course is examined via two papers (no coursework), taken at the end of Year 13. Paper 1: Problem solving and personal finance (50%) Paper 2: Statistical techniques (50%)
Additional Entry Requirements 4 in GCSE Maths
Exam Board AQA
48
Sam Pittman
Why study Global Perspectives? Are you interested in global issues? Do you enjoy intellectual discussions and debates? Do you like a challenge? If so, then this is the course for you. Global Perspectives and Independent Research (GPR) will enable you to investigate global issues in depth and develop the skills necessary to analyse and evaluate alternative perspectives. You will gain an acute awareness of the complexity of the world and the connections between different people, communities and countries.
What will I study? Year 1: Global Perspectives (100% of the short course, with AS-Level equivalency; 50% of the full course, with A-Level equivalency) Arguments around key themes of global relevance and intrinsic interest to young people are deconstructed in an open, critical, and disciplined way. Students are encouraged to separate fact from opinion and to assess and evaluate the truth of claims. The topics covered are built around five different thematic groups: Ethics, Economics, Environment, Technology, Politics and Culture. There are three examined elements to this course: Element 1: Written Examination. 25% of the short course (1.5 hour exam) This involves the deconstruction of two previously unseen texts, which will present contrasting arguments around a theme of global significance. Element 2: Extended essay on a global theme of your choice. 30% of the short course. An externally assessed 2000 word essay, which is independently researched and completed on a global topic of a student’s choosing. Topics students have chosen to research in the past have ranged from the development of artificial intelligence, to whether countries should have open borders, to deforestation. Element 3: A multi-media presentation based on pre-release materials. 45% of the short course. Students use the materials to devise a research question, the findings of which are communicated in the form of a presentation which is submitted for external assessment. Year 2: Independent Research Report (50% of the full course, with A-Level equivalency)
Additional Entry Requirements 5 x 7s at GCSE
Exam Board CIE
Through the IRR students: design, plan and manage a research project; collect and analyse information; evaluate and make reasoned judgements; and communicate findings and conclusions. Students submit a single report of 4,500 - 5,000 words. The precise nature and format of the report, and the research and reporting conventions adopted, will depend on the subject of the enquiry. The subject is chosen by the candidate in consultation with a tutor who supervises the research process.
49
PRE-U GLOBAL PERSPECTIVES AND INDEPENDENT RESEARCH
“Pre-U has provided a fascinating insight into a number of significant global topics, whilst helping me improve upon a variety of skills such as essay-writing, critical analysis and skills specific to academic research, for example framing a research question and ensuring the credibility of sources and how to cite them correctly. These will be vital for university study, so this course has been invaluable.”
LEVEL 3 EXTENDED PROJECT QUALIFICATION
“Taking an EPQ has given me an amazing opportunity to research into an area of History not covered by my A-levels and to develop really useful academic research skills. I now feel fully prepared for university study.”
What will I study? The final EPQ project generates 100% of the mark awarded. Students have 4 assessment objectives against which they are marked:
Kirsten Moore
AO1 – Manage (20%)
Why take an Extended Project Qualification (EPQ)?
• Identify the topic they wish to study • Identify project aims and objectives • Produce a project plan • Complete the work, applying organisational skills and strategies to meet stated objectives
For many students, the EPQ represents a wonderful opportunity to demonstrate passion for a chosen subject or topic, alongside development of advanced learning skills. The EPQ is characterised by independent learning, comprising a single piece of work which shows evidence of planning, preparation, research and autonomous working. It was developed with the intention of strengthening the programme of study for 16-19 year olds by testing a wider range of skills and providing a ‘tool kit’ of transferable skills that better prepares students for higher education and employment.
AO2 – Use Resources (20%) • Obtain and select evidence from a variety of resources • Analyse data • Apply information relevantly • Demonstrate understanding of relevant links AO3 – Develop and Realise (40%) • Problem-solving • Decision-making • Creative and critical thinking • Changes/development of the project • Achieve planned outcomes AO4 – Review (20%)
Entry Requirements Additional Entry Only minimum entry requirements Requirements
• Communication skills • Convey and present evidenced outcomes and conclusions
apply (5 xentry 5s) requirements apply Minimum
• Evaluate own learning and performance
Exam Board Board Exam AQA AQA
50
EXAMINATION RESULTS 2019 SUBJECT
TOTAL SITTING % A* - C %A*-E
Art & Design
14
71%
100%
Biology
37
81%
100%
Business Studies
21
95%
100%
Chemistry
21
48%
100%
Computing
12
58%
100%
Drama & Theatre Studies
11
100%
100%
Economics
17
88%
100%
English Language
23
96%
100%
English Literature
18
83%
100%
Film Studies
8
88%
100%
French
4
100%
100%
Geography
30
97%
100%
Global Perspectives Pre-U
5
100%
100%
Government & Politics
14
79%
90%
History
25
96%
100%
Mathematics - Further
9
78%
100%
Mathematics
43
77%
98%
Music
2
100%
100%
Music Technology
3
100%
100%
Photography
14
100%
100%
Physical Education
6
67%
83%
Physics
25
76%
100%
Psychology Religious Studies (Philosophy & Ethics) Sociology
57
88%
100%
10
90%
100%
24
88%
100%
Spanish
11
100%
100%
Totals
464
84%
100%
Level 3 BTEC Results SUBJECT
DISTINCTION *
DISTINCTION
MERIT
PASS
Sport
26%
35%
16%
23%
Business
7%
56%
15%
22%
51
HOW TO GET TO US Girton
Dry Drayton
A14 28 A4
Madingley A428
Cambourne
Highfields Caldecote
A42 8
A130 3
M11
Hardwick
Cambridge
M11
Bourn
Comberton Barton
Grantchester
M11
Little Eversden
0 A1
In order to ensure students can travel to Comberton Sixth Form we operate 8 bus routes covering the following areas: St Neots area: Little Paxton, St Neots, Eynesbury, Abbotsley, Gt Gransden Potton area: Potton. Gamlingay, Warseley, Gt Gransden and Lt Gransden Royston area: Royston, Meldreth, Melbourn, Foxton, Shepreth, Barrington, Orwell, Eversdens and Kingston Swavesey area: Longstanton, Over, Swavesey, Fen Drayton, Fenstanton, Hilton, Papworth Everard and Hardwick Bassingbourn area: Bassingbourn, LItlington, Steeple Morden, Guilden Morden, Croydon, Arrington, Caxton, Lower Cambourne and Bourn Cambourne area: Elsworth, Gt and Upper Cambourne, Knapwell turn, Childerley and Caldecote Sawston area: Sawston, Gt Shelford, Lt Shelford, Hauxton, Harston, Haslingfield and Harlton Girton area: Girton, Oakington, Bar Hill and Dry Drayton
Comberton Sixth Form West Street, Comberton Cambridge CB23 7DU An Academy of
T 01223 265470 www.combertonsixthform.org enquiries@combertonsixthform.org
52
www.catrust.co.uk