sixth-from-studies-booklet-2014-2016

WELCOME You’re probably reading this because you’re in Year 11, and planning the next step. If so, then you’ve got a lot to look forward to. Most Sixth Formers would say that their sixth form years are the best years of their lives – so far. Sixth Form is about growing into adulthood and preparing to leave home.

Probably the best preparation for adulthood is to do hard things. The Emmanuel Sixth Form will certainly push you out of your comfort zone.

Your social circle will be wider, and competition will be stronger; you may decide to take on the Duke of Edinburgh Challenge, get involved in service in the community, learn to play an instrument, play your sport at a new level, take a lead part in the Sixth Form Production, apply to Oxbridge, sing in front of two thousand people, teach your subject to a group of Year 8 children on a visit, travel to Zambia to help AIDS orphans,…

Of course, principally Emmanuel College is a place for serious academic study but we are also committed to providing a holisitic education with an emphasis on developing character. And there is this difference from Year 11: you choose only subjects that interest you and that you’re good at. you might want to turn to page 11 first and see what we offer. The list has recently grown to include drama, philosophy and Latin, and there are BTEC courses in science as well as engineering and business.

You’ll also have independent study periods: time when you’re responsible for getting on on your own. If you are up to date with work you can choose whether to study in the subject department, Sixth Form Centre or library (using their laptop computers), take a break in the Sixth Form Refectory or work out in one of the state-of-the-art fitness rooms. Successful independent study is about time-management and self-discipline – exactly the skills you’ll need at university.

Are you up for the challenge?

J P Winch, Principal

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IMPORTANT DATES GCSE Results: Thursday 21 August 2014 at 10.00am Please let College know if you are not able to collect your results on this day. Alternative arrangements can be made if you wish the results posted or faxed to you.

Registration for Sixth Form: Tuesday 26 August 2014 at 9.00am This date is compulsory for anyone wishing to join the Sixth Form. External students must bring their GCSE results slips with them. Places will only be available to external students after all Emmanuel students have been seen. All students who wish to enrol in the Sixth Form need to demonstrate proďŹ ciency in English and Maths by achieving a GCSE C grade in the subjects. Where students fail to achieve the C grade special consideration will have to be formally requested from the Principal.

External applications: Tuesday 26 August 2014 at 12.00pm Start of College Term: Tuesday 2 September 2014 at 8.25am Year 12 Visit (compulsory): Wednesday 3 to Friday 5 September 2014 This booklet should be kept safely until the Autumn when it will prove to be an important resource when starting Sixth Form courses.

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VISION AND VALUES Emmanuel College is a well respected City Technology College in which you will find the highest standards of post-16 education delivered within a caring Christian environment. Our aim is to help young men and women achieve their best academically and to develop their character to make a positive difference to the world they live in as they become the leaders of the future.

Again, probably the best preparation for adulthood is to do hard things. Academically we focus on traditional, facilitating A Levels which are still the ‘gold standard’ for universities and employers. Every student in the sixth form will be challenged to serve others in a leadership role and this may be anything from leading a choir, coaching or mentoring younger students or working with orphans in Africa.

We have carefully thought through the core values listed in the Mission Statement which underpin all we do in College. They are based on the character of Christ. Staff recognise that they apply in the first place to them but similarly, as leaders in the student body, sixth formers take the lead in living out our core values.

If you are in year 11 at Emmanuel, or thinking of trying a new school and feel excited at the thought of taking on the sixth form challenge, then we would love to work with you, but places are limited and competition strong so please look carefully at the general and specific criteria in this booklet, fill in an application and choose your subjects.

Year 11 students from Emmanuel should bring their option form to a meeting with their the member of senior staff who signed off their report.

External applicants should fill in an application and send it to Mr. James. There is a taster day on Monday June 30 and you will be invited for an interview with Mr. James.

Enrolment will be on Tuesday 26th August.

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WHAT ARE WE LOOKING FOR IN PROSPECTIVE SIXTH FORM STUDENTS? There is competition for the 140 places on offer in each year of the Emmanuel College Sixth Form, and entry is based upon merit. Preference will be given to students who: • are academically capable of dealing with the rigour of their chosen course; • have demonstrated in their school career to date that they are a giver rather than a taker.

The Emmanuel Sixth Form is a supportive environment in which students are challenged to achieve their personal best and inspired to serve others with their talents. There is an opportunity on the application form for applicants to outline how they would contribute in an environment such as this.

A. General admissions criteria • Five GCSEs at C grade or higher including English and Maths • A specific recommendation from relevent subject teachers • An exemplary conduct record from January to June • An attendance of 93% in Years 10-11, or a relevant medical explanation • A willingness to participate in the Sixth Form Leadership Programme • Willingness to commit to all aspects of the Learning Agreement

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B. Subject specific admissions criteria Entry into the individual A/AS Level Courses is dependent upon specific entry requirements as detailed by each subject together with a re c o m m e n d a t i o n f ro m t h e H e a d o f Department.

Note that a minimum grade B is required by many subjects. Some subjects, such as mathematics, chemistry, biology, physics and languages where the jump to A level is particularly challenging, will require candidates to have a strong A or even A* at GCSE. Entry into Applied A Level practical and BTEC Courses is dependent upon the recommendation of the Head of Department rather than specific grades and therefore require a departmental interview to demonstrate specific skills, or the submission of a portfolio.

C. External admissions Emmanuel welcomes applications from other schools and is the richer for it when students join from elsewhere.

Where students apply from other schools the Principal will seek references from the previous school in relation to the above points. Where Emmanuel GCSE requirements do not match the courses studied the Principal will exercise his discretion in making the offer of a Sixth Form place.

Internal Tests

Internal Tests

Dispatch of UCAS Forms

Year Internal Tests 13

Year 12

Scottish Borders Visit

Academic Tutorials

Academic Tutorials

AUTUMN TERM

External Examinations for some courses

Rehearsal Examinations

Rehearsal Examinations

Academic Tutorials

Academic Tutorials

SPRING TERM

External Examinations

Leavers’ Dinner

External Examinations

External Examinations

Academic Tutorials

Completion of UCAS forms

External Examinations

SUMMER TERM

OVERVIEW OF YEAR 12 AND 13

M AY B A N K H O L I DAY W E E K

EASTER

FEBRUARY HALF TERM

CHRISTMAS

NOVEMBER HALF TERM

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ACADEMIC RESPONSIBILITIES From the beginning of Sixth Form courses, whether A /AS Level or vocational, students are expected to work in a self-motivated and responsible way to produce work of the highest quality.

Lessons Students develop the skill of noting the most important ideas, concepts and arguments in a concise fashion. Further help in note taking is outlined in academic diaries. Students should arrive punctually for every lesson and immediately catch up on any work that is missed for whatever reason. Some time is invested at weekends revising the work covered that week so that mastery is achieved. This also clarifies any problems of understanding that arise. Those students unable to maintain this routine are put on a supervised programme of directed study until they catch up.

Independent Study The purpose of independent study (IS) is to encourage a deeper understanding of the subjects studied, and to develop organisation, responsibility and self motivation. The choices involved require students to manage their own learning outside of taught lessons and are good preparation for adult life.

The following independent study facilities are available for the responsible majority to use: •

• • •

•

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The Sixth Form Centre, in which the atmosphere is of focused, but not necessarily silent, work. There are plenty of computers, as well as access to library resources next door; The library, available for silent study and research, equipped with laptop computers; IT Open Area computers, some of which are usually available for silent IS; Specialist rooms for music, art and technology students, which may be used with the agreement of departmental staff; The Fitness Centre.

Young adults in the workplace or in Higher Education are expected to manage their time themselves, and similarly students who are up to date with their work in the Emmanuel Sixth Form will be allowed to take breaks to socialise or keep fit, subject to the recommendation that: • •

no more than 50 minutes per week be spent in the Sixth Form Refectory; no more than two non-contact periods per week be spent in the cardio or weights rooms.

Students who struggle to study independently – who miss deadlines or submit substandard work – may be referred by their teacher to attend directed study (DS) for the following week in supervised rooms.

Good use of independent study allows students to have a life beyond College. If the working day is used well, a routine of two hours’ study each evening (a little more at weekends and in the build up to exams) should suffice to manage a typical A Level workload. This is why we recommend that you do not take on paid work during the week and the Learning Agreement requires a maximum of 10 hours paid work be undertaken in term time. For many students even this could jeopardise their chances of long term success.

Tutorials Each Sixth Form student has a form tutor who they will meet daily. They will also be assigned an Academic Tutor who will meet with them throughout the year. These interviews enable the College to assess individual progress whilst also giving them the chance to share areas of difficulty and concern with a member of staff who will be looking out for their personal interests over the next two years.

Periodic Testing As well as class tests, there are formal exams in every subject in October and February of Year 12 and January of Year 13. These are very important asessments to help staff monitor progress.

A-Level students sit AS examinations in each subject in May/June of Year 12 and these results decide whether or not a student will continue on each course.

These tests are also used to predict final results for university admissions tutors.

The tests will be rigorous from the outset, and results and class attendances will be reported to parents in writing.

Those who excel may be nominated by the Principal as being suitable for Oxbridge application.

Timetable and External Assessment • A sixth former’s week is made up of twenty nine periods of teaching plus two periods of Philosophy, Theology and Ethics (PTE) or Guidance and two periods of Games.

• All courses are a two year commitment and once a course has begun it is expected that the student will see it through to conclusion.

• All students sit AS examinations in June and students are expected to prepare for these exams so thoroughly that they will not need to resit in Year 13.

• All courses run in response to demand, and where there is oversubscription the Principal will make final decisions about entry. It is hoped that no subject will have to be withdrawn through lack of numbers.

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SIXTH FORM UNIFORM Sixth Formers wear a distinctive uniform designed to project a professional, business-like image.

Sixth Formers are naturally a focus of inspiration to younger students, and the way in which they dress sets a lead; it is therefore vitally important that a high standard be set in respect of both smartness and modesty and that Sixth Form uniform embodies equality and a sense of community. All uniform should be purchased from the College shop.

Students wear a black blazer, white shirt/blouse and black trousers and black skirts. All boys wear a College sixth form tie which is supplied directly by the College.

All students wear plain black, sensible, polishable shoes. Unlike younger students, some sixth form boys wear shoes with minimal metal accessories which are part of the shoe design and not a fashion statement, but shoes with other distinctive fashion features, moccasins, training shoes and boots are not worn as a normal part of day wear. Stilettos, sharp-heeled shoes or ballet pumps are not worn for health and safety reasons, and girls’ heels are kept to less than 4 cm (measured where the heel meets the instep). In the summer, girls may opt to wear flesh coloured tights rather than the normal black tights.

Girls limit their jewellery to a single ring, a single discreet gold or silver chain with a pendant (which must also be discreet), a small stud in each ear lobe and a slender gold or silver bracelet; boys, a single ring. Students are asked to remove any item of jewellery which is gaudy, conspicuous or otherwise out of line with these guidelines, and confiscation follows any repeat offence. Girls may wear make up, but this must be tasteful and discreet.

Hair is worn in a modest, smart and professional style rather than as a fashion statement. Some sixth form girls choose to dye their hair a single natural colour, or subtly to enhance a single natural colour. The emphasis is again upon what is discreet and tasteful: peroxide, jet black or non-natural colour dyes are not used, and hair is not styled in two noticeably different colours.

Girls who choose to wear their hair down are asked to avoid a style obscuring the eyes or face.

Any hair adornments are either metallic or in darker colours.

Sixth form boys keep their hair to a single natural colour, again avoiding peroxide, jet black or non-natural colours. Boys do not wear their hair over the collar or eyebrows, spiked or pig-tailed, or take a ‘stepped’, a ‘number one’ or a ‘number two’ haircut. Some boys choose to return after a holiday period with a fully grown, tidy beard, but unsightly stubble is not permitted.

Hair treatments can be an expensive business! Sixth Formers who are concerned that their plans may be unacceptable are advised to check beforehand with a senior member of staff. It has been necessary in the past, reluctantly, to enforce correction of a haircut or treatment which has breached the spirit of this guidance, resulting in expensive correction or a student being asked to remain at home until an appropriate style has been restored.

Girls’ skirts are worn to within one inch of the knee.

Boys’ ties are worn to cover all the buttons of the shirt.

Coats and bags are kept to plain non-garish colours which should not be highly fashionable, expensive or otherwise a focus for theft or envy! Denim clothing, paramilitary coats or coats and bags with adornments or labelling are not appropriate for College use.

Outdoor coats are removed before entering the building.

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Assessment primarily by exam

CHOOSING SUBJECTS Arts and Humanities

Science and Technology

English Literature

Mathematics with Mechanics

English Language

Mathematics with Statistics

Geography

Further Mathematics (2 A Levels)

History

Physics

Religious Studies

Chemistry

Philosophy (to AS Level only)

Biology

French

Sports and Physical Education

German

Technology (50% exam, 50% coursework)

Economics Business Studies Art Drama Music Latin (to AS Level only)

Assessment primarily by coursework

BTEC National Certificate in Business(Equivalent to 2 A Levels)

Applied ICT Applied Science BTEC National Certificate in Science (Equivalent to 2 A Levels) BTEC National Diploma in Engineering (Equivalent to 2 or 3 A Levels)

How do I decide the best subjects for me?

An exciting thing about being a Sixth Former is that you study only the A Level subjects you choose. That’s great, because few of us are good at everything! There are six questions to ask: 1. Am I more ‘Arts’ or ‘Sciences’? See below on this.

2. What do I enjoy? What would it be a pleasure for me to spend two years studying?

3. What am I good at? What comes naturally to me? (Ask your parents, and teachers and friends who know you!)

4. What do I want to do next? What will open doors for the future? If you don’t yet know what you want to do next that’s OK; choose subjects that keep your options wide open.

5. What subjects work well together? What subjects make sense in combination? The way the table is organised above may help.

6. How do I want to be assessed? Some people are better at exams and some better at coursework.

How many subjects should I do?

You need to finish Year 13 with three strong A Levels. For many students the best way to do this is to complete four A Levels. For some who start four, it may become clear in Year 12 that three A2 subjects are stronger than the fourth, but we do not encourage students lightly to drop a subject. For other students it is better to concentrate on three A Levels from the start Senior staff will advise you about this important decision as you apply.

Am I ‘Arts and Humanities’ or ‘Science and Technology’?

According to The Open University, “The arts and humanities… are all concerned with cultural expression and how it has come to take the forms that exist today… You’ll gain insight into the modern world we live in and how we got to where we are. And you’ll pick up skills in information management and analysis, communication and presentation, and the valuable ability to think both creatively and critically.” science and mathematics, on the other hand, involve the unfolding discovery of order and pattern in our universe. Studying sciences enhances our understanding of the world, allowing us to improve our social and economic future, and it fills us with awe and wonder. Maths is at the heart of advances in science and technology, as well as providing problem-solving and decision-making tools for many areas of life.

Engineering and technology put science and maths principles to work to create products which make our lives easier, and require the ability to solve problems imaginatively.

Most (but not all) of us are more one column than the other. But there’s nothing wrong in choosing two closely related subjects and one contrasting one from the other column.

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COMPULSORY CURRICULUM GCSE REQUIREMENTS All students in the Sixth Form are expected to have scored at least a C grade in GCSE English Language and Mathematics.

PHILOSOPHY, THEOLOGY AND ETHICS How then should we live?

The aim of this course is to enable students to understand, articulate and critique their world view and the world views of those around them in order that they may be able to approach truth claims and ethical choices in a reasoned and consistent manner.

Key Objectives • Students will be able to understand the most significant global world views and the beliefs that constitute them.

• Students will be able to apply their knowledge and understanding of world views to enable them to make consistent and well informed responses, both intellectually and practically, to a range of truth claims, contemporary ethical issues and global / future challenges.

• Students will be able to present their understanding and their own conclusions with clarity and persuasiveness in a range of settings.

Course Description and Organisation Students will take four units in total taking two in each year of study: World Views and Culture and Contemporary Issues in Society are studied in Year 12 while Global and Future Challenges and Forming a Personal Response are studied in Year 13.

Each unit will be awarded one of four grades: fail, pass, merit or distinction Each unit contains one assessment task which will be formally marked. In addition, students are required to maintain a PTE file which will contain lecture notes, notes from further reading and a journal entry for each week using the pro forma provided.

Each student will be expected to write, present and defend a debate speech during their course.

Their performance in the debate will be assessed. In the event that a student does not pass this element of the course, an opportunity for a second speech will be provided.

Each week sessions will begin in the Lecture Theatre where a short introduction will be provided and through which students will be introduced to the key questions that they will be considering throughout the session. Some weeks students will remain in the Lecture Theatre to consider the issues for the whole session although many weeks will involve discussion in seminar groups led by the PTE teaching team.

Every effort will be made to provide students with the opportunity to hear experts speak on their area of specialism throughout the course and as such a good proportion of lectures will be given by guest speakers as well as by Emmanuel staff who are able to deliver content in a similarly expert manner.

Debates will take place in three groups so that every student has the opportunity to present a debate speech at some point during the course. Although there is only one assessment task for each unit, there will be a requirement for students to submit elements of this assessment as the unit progresses.

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PHYSICAL EDUCATION / COMMUNITY ACTION Students have the opportunity to select from a range of physical activities such as aerobics, badminton, weights, trampolining, rugby, swimming and many more. The activities change every six weeks and the emphasis is on enjoyment and the development of new skills. Some of the activities offered will take place off the College site.

There is the opportunity to get involved in College teams for rugby, hockey and netball and students can also develop their coaching and refereeing skills. Students can take the Community Sports Leader Award, a national award organised through the Central Council for Physical Recreation. It is designed for those who wish to acquire confidence and ability in organising groups in games and physical recreation. The course lasts 18 weeks and takes place during PE time.

As already noted The Duke of Edinburgh’s Award Scheme is available to those wishing to take the Gold or Silver Award. The Award covers recreation, new skills, community service and expeditions in the hills. Sessions are organised in PE time and after College.

It is possible to get involved in community service during PE time if a student proposes a suitable suggestion for the type of service they would like to give. This facility can also be used to gain valuable work experience.

INDEPENDENT STUDY TIME All sixth form students have Independent Study periods when they are not being taught. These periods are spent in personal study as detailed on page 6.

This private study will incorporate research using books, periodicals, ICT facilities and other resources to enhance academic studies and career and university planning.

SPECIAL EVENTS All lower sixth form students (Year 12) embark upon a three-day induction visit at the beginning of the year. The cost of this tour will be around £200. This can be paid in installments over the autumn term.

The Principal hosts a Leavers’ Dinner for the Upper Sixth Form immediately prior to the commencement of their study leave in May. Each December the sports teams go on a tour to different parts of the British Isles.

As for the rest of College, the Christmas Carol Service and Presentation Evening are compulsory evening events, and attendance at Sports Day is compulsory.

There are many more outward bound, residential and overseas visit opportunities which are communicated to students in September.

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OPTIONAL CURRICULUM ART AS/A Level (Examination Board: AQA) Entry Requirement Students should achieve at least a B grade at GCSE plus a portfolio. In addition students must have a subject teacher recommendation.

Course Description and Organisation If you enjoy working with images and particularly enjoy drawing, painting and three dimensional work, then you should study Art. You will be given the widest possible opportunities to explore ideas, materials and processes. Critical awareness and historical knowledge provide a crucial basis for developing ideas. A series of illustrated talks are given during lessons and the department will also run trips to relevant galleries and museums.

All Year 12 and 13 students are encouraged to develop their ability in drawing. Drawing is considered to be an essential discipline; sketchbooks are regularly reviewed. Students must also develop an understanding of the theory and history of art in relation to their practical work. Individual tutorials are regularly given and each student will follow a programme of work based on his or her own particular interests and level of ability.

Ambitious work is always encouraged, in terms of both the scope and the quality of the final works.

Students may be expected to attend evening sessions during the week in order to keep up with their practical work in addition to regular lengthy homeworks and personal study periods.

Assessment Arrangements All work is assessed according to four objectives based on developing ideas, recording information, analysis, and ability to produce a personal response.

Project/Coursework Details In Year 12 Unit 1 Portfolio (80 marks) 50% of total AS marks, 25% of total A-Level marks A portfolio of work that demonstrates the depth and breadth of the course based on at least one idea, concept, theme or issue.

Unit 2 Externally set Assignment (80 marks) 50% of total AS marks, 25% of total A-Level marks Create a unit of work and sit a 5 hour controlled test based on starting points which are set by the exam board.

Work produced can take the form of preparatory work and finished piece(s) or wholly developmental work.

In Year 13 Unit 3 Personal Investigation (80 marks) 25% of total A Level marks Personal investigation candidates develop work in response to an idea, theme, content or issue. Practical work is supported by 1000-3000 words.

Unit 4 Externally set Assignment (80 marks) 25% of total A Level marks Create a clearly defined unit of work and sit a 15-hour controlled test based on starting points set by the exam board. Work will lead to a final piece or pieces.

Career Opportunities Everything that we look at around us has been designed or conceived by designers and craftspeople. The list of career opportunities is therefore large. Below are a few possible jobs in art. Animator, Architect, Careers in Art Galleries/Museums, Art Therapist, Display/Window Dresser, Exhibition Designer, Fashion Designer, Fine Artist, Florist, Furniture Designer, Graphic Designer, Illustrator, Interior Designer, Landscape Designer, Makeup Artist, Packaging Designer, Photographer, Costume/Set Designer, Art & Design Teacher, Photographer, Model Maker, Jewellery Maker, Web/Author Designer, Sign Writer, Traditional Crafts Worker, Special/Visual Effects Designer, Textile Designer, Cartoonist, TV/Film Director.

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BIOLOGY AS/A Level (Examination Board: OCR) Entry Requirement Students should achieve a high B grade (seperate award) or a strong A grade (dual award) and at least a B grade in both English and Mathematics. In addition students must have a subject teacher recommendation.

Course Description and Organisation AS Units A: ‘Cells, Exchange and Transport’: explains the structure of the cells, how they functions and how they differentiate into new types of cells from stem cells. Transport includes transport in both plants and animals, as well as the gas exchange systems. This unit accounts for 15% of the A level marks.

B: ‘Molecules, Biodiversity, Food and Health’: this starts with Biological molecules, DNA and RNA, and enzymes. It continues with diet, food production and health and disease. Biodiversity covers classification, evolution and how we maintain biodiversity. The visit to Edinburgh Zoo effectively supports this unit. This unit accounts for 25%of the A level marks.

C: ‘Practical skills in Biology 1’: assesses the practical skills in Biology. This unit accounts for 10% of the A level marks.

A2 Units D: ‘Communication, Homeostasis and Energy’: covers the more demanding concepts of respiration and photosynthesis. The nervous and endocrine (hormonal) systems and the kidneys are covered in the Communication and Homeostasis topics. This unit accounts for 15% of the A level marks.

E: ‘Control, Genomes and Environment’: looks at genetics in more detail and covers some of the controversial topics such as genetic engineering, gene therapy and genetic fingerprinting. This topic also includes how animals and plants respond to their environment and the affect the environment has on them.

The visit to St Mary’s Island supports this unit. This unit accounts for 25%of the A level marks.

F: ‘Practical skills in Biology 2’: assesses the practical skills in Biology. This unit accounts for 10% of the A level marks.

Assessment arrangements Units A and B to be assessed in June of Year 12, Units D and E to be assessed in June of Year 13, Unit C and F are the practical skills component, assessed during the course.

Practical skills Units C and F are assessed practical activities involving a qualitative, quantitative and evaluation task, all of which is conducted as an examination.

Career opportunities Biology is classed as a facilitating subject for university entry and as such opens up a huge range of possible degree choices for further study. Twenty-five courses at university require at least an AS Biology qualification as an entry requirement. Careers in life sciences include medicine, dentistry, veterinary science, pharmacy, pharmacology, dietetics, biochemistry, biomedical material science, immunology, virology, biotechnology, genetics, ecology, psychology and many more!

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OPTIONAL CURRICULUM BUSINESS STUDIES AS/A Level Examination Board: AQA Entry Requirement Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation The course covers all aspects of Business Studies including: • Starting a Business • Financial Planning • People in Business • Marketing and Competition • Strategic Planning • Business Environment • Managing Change Project/Coursework Details and Deadlines The course is predominantly assessed via external written examinations, some of which are based on case studies.

Career Opportunities The A Level Business course is excellent preparation for further study or training and employment.

BTEC LEVEL 3 NATIONAL DIPLOMA IN BUSINESS Entry Requirement Students must have a subject teacher recomendation.

Course Description and Organisation The course is broadly equivalent to two A levels. It is graded as Pass, Merit, Distinction or Distinction star.

The course is comprised of four mandatory and four optional units. The mandatory units cover: • The Business Environment • Business Planning • Introduction to Marketing • Business Communications Project/Coursework Details and Deadlines The BTEC course is a work-related A-level qualification which is predominantly assessed by coursework.

Career Opportunities The BTEC Business course is excellent preparation for either working life or further study.

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CHEMISTRY AS/A Level (Examination Board: AQA) Entry Requirement Students should achieve a high B grade (seperate award) or a strong A grade (dual award) and at least a B grade in both English and Mathematics. In addition students must have a subject teacher recommendation.

Course Description and Organisation A/S Units 1-3 & A2 Units 4-6 A/S At AS Level candidates are given a solid grounding in foundation Chemistry. The specification introduces the chemical reactivity of atoms and molecules and provides an understanding of their structures. The development and use of the periodic table is explained. The introduction of Practical Skills Assignments (PSA) and an Investigative Skills Assessment (ISA) into the specification allow pupils to gain credit for work done in routine class practicals as well as an Invesigative Assignment. Assessment becomes linked to the work of the course, and moves away from formulaic testing.

A2 At A2 Level the specification develops the concepts of physical chemistry introduced at AS. Candidates will study kinetics, equilibria, organic chemistry and spectroscopic techniques to determine the molecular formulae and structures of organic compounds. Candidates will continue to be assessed through PSA, gaining credit for work done in routine class practicals. This is again in tandem with an Investigative Skills Assessment.

Assessment Arrangements Unit 1 Foundation Chemistry (16% of A Level) 75-minute written paper including short and long written answers Unit 2 Chemistry In Action (23% of A Level) 105-minute written paper including short and long written answers Unit 3 Investigative and Practical Skills - Internal Assessment (10% of A Level) This involves doing at least two ISA practicals and tests during the course, during normal class time.

Unit 4 Kinetics, Equilibria and Organic Chemistry (20% of A Level) 105-minutes written paper including short and long written answers Unit 5 Energetics, Redox and Inorganic Chemistry (20% of A Level) Unit 6 Investigative and Practical Skills - Internal Assessment (10% of A Level) This involves doing at least two ISA practicals and tests during the course, during normal class time.

Career opportunities Almost anything, but particularly medicine, veterinary science, dentistry, pharmacy, research and development e.g. chemicals, mining, pharmaceuticals; manufacturing & service e.g food, paper, brewing, transport, public analyst; finance, law, politics etc. Whether the career is directly related or not, a qualification in Chemistry is highly regarded as a sound basis for employment.

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OPTIONAL CURRICULUM DESIGN AND TECHNOLOGY: SYSTEMS AND CONTROL AS/A Level (Examination Board: AQA) Entry Requirement Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation A Level Technology is a very successful course and is well regarded by university admission tutors who value the analytical and evaluative skills it fosters. The course gives students the opportunity to study, propose and realise prototype solutions to designing-and-making situations closely linked to the real world of product/ system manufacture.

There are 4 units of assessment, two for the AS award and two for the Advanced GCE award.

AS Unit 1 – Materials, Components and Applications Unit 2 – Learning Through Designing and Making

(2 Hour Written Paper) (Coursework)

A2 Unit 3 – Design and Manufacture (2 Hour Written Paper) Unit 4 – Design and Making Practice (Coursework) Assessment Arrangements 50% Coursework 50% Written Examinations The subject matter does favour students who have followed an electronic products or system and control GCSE but due to the broad range of topics covered, including electronic, electrical, mechanical and pneumatics; it is possible for students from other Technology disciplines to achieve success.

Project/Coursework Details and Deadlines The highlight of the course in Year 12 is the 50 hours of practical work, which can be one or more manufactured outcomes accompanied by a design portfolio.

The A2 part of the course also consists of a 60 hour major practical project and accompanying design portfolio, which should build on the skills and knowledge gained throughout Year 12.

Students are given access to all of the equipment and expertise available in the department to complete their practical work, and some of the projects completed in previous years would not be out of place if manufactured by degree-level students.

Career opportunities Technology is an obvious choice for anyone wanting a career in all forms of engineering. The subject is also valued by admissions officers as it compliments mathematics, the sciences and economics, for people wanting to follow careers in management, marketing, law and accountancy, to name just a few.

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DRAMA AND THEATRE STUDIES AS/A Level (Examination Board: AQA) Entry Requirement Students should achieve at least a B grade at GCSE plus you will be required to audition. In addition students must have a subject teacher recommendation.

Course Description and Organisation This course allows students to develop their acting skills, directing and devising skills; and to further develop their understanding of the history of theatre, influential practitioners and playwrights. The course is equally practical and academic and students will work in groups for performance units and study of set texts.

Students will work individually for reviews of live theatre productions, practitioners and playwrights at work.

To complete the course students will be required to sit a written exam on set texts and live performances as well as present practical performance work to an invited audience in both Years 12 and 13.

Assessment Arrangements AS Course Outline Unit 1: WRITTEN EXAM (60%) The study and review of live theatre productions seen and practical study of the AS level set play A Doll’s House by Henrik Ibsen.

Unit 2: PRACTICAL EXAM (40%) Performance of an extract from a scripted play.

Study of influential playwrights and practitioners.

A2 Course Outline Unit 3: WRITTEN EXAM (60%) Study of two set – A View from the Bridge by Arthur Miller (20th century theatre) and A Servant of Two Masters by Carlo Goldoni (pre twentieth century theatre).

Unit 4: PRACTICAL EXAM (40%) Performance of a devised piece of drama.

Study of influential theatre practitioners and theatre companies.

Project/Coursework Details and Deadlines Students should be aware that this course requires a commitment to working with others towards deadlines.

Group work homework will be necessary and therefore students will be required to rehearse after school and during DS periods. To ensure that AS Level Unit 1 is completed students will be required to take part in all organised visits to the theatre and will be encouraged to see as much performance work as is possible.

Written exams will take place in May of each year and the practical performances in March or April. The written exams are externally set and marked, whereas the practical work is internally assessed and then moderated by a visiting AQA moderator.

Career Opportunities Drama and Theatre Studies illustrates to a university or employer an ability to be creative and work collaboratively with others as part of a productive team. It is an essential preparation for a degree in Drama or Drama School training. As a subject it also combines well with other Arts subjects, History and English Literature or Language. Careers possibilities following additional training include: performer, actor, director, producer, teacher, drama and theatre workshop leader, youth worker, and children’s entertainer. In addition all roles within the theatre require a keen interest in drama, from dressers to stage managers to theatre administrators.

Skills developed during this course are also relevant to many academic and professional occupations. The armed forces, emergency services, medical profession and financial sector all recognise the skills developed during drama work and use role-play extensively within their training.

Additional Information Please note, to complete this course it is essential to visit the theatre up to four times each year and to purchase plays for practical performances. Therefore it is advised that there will be a cost of approximately £50-£60 per year to complete the course. In addition, for practical work, theatre studies students will need to wear a Drama Department T-Shirt which can be purchased from the college uniform shop (approximately £8). A pair of black jazz pants, jogging bottoms or thick leggings will also be needed, along with practical footwear.

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OPTIONAL CURRICULUM ECONOMICS AS/A Level (Examination Board: OCR) Entry Requirement Students should achieve at least a B grade in Business Studies or B grade in Maths or English at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation This course comprises 4 assessment units (2 for AS and 2 for A2).

Economics is the study of how society allocates scarce resources between competing claims on their use.

Economic issues affect the lives of everyone: when we decide which goods to buy, how we divide up our work and leisure time, how businesses survive, and what policies governments use to run the country.

Economics examines the issues and develops models of human behaviour. These models allow us to some extent to analyse problems, predict outcomes, and evaluate policies. How is money defined and what are interest rates and exchange rates? Is free trade a good thing? Why do unemployment and inflation keep going up and down and fluctuate between regions and countries? How do taxes affect the behaviour of firms and consumers?

AS Units Unit 1: F581. Markets in Action, • The reasons for individuals, organisations and societies having to make choices • Competitive markets and how they work • Market failure and government intervention Unit 2: F582. The National and International Economy • Aggregate demand and aggregate supply and their interaction • Government economic policy objectives and indicators of national economic performance • The application of macroeconomic policy instruments and the international economy A2 Units Unit 3: F584. Transport Economics • Transport, transport trends and the economy • Market structures and competitive behaviour in transport markets • Market failure and the role of intervention in transport markets • Transport economics and government policy Unit 4: F585 The Global Economy • Macroeconomic performance • Trade and integration • Development and sustainability • The economics of globalisation In each of these A2 units, we will build on the economic insights and principles learned in the AS units, and concentrate more on analysis, economic theory and evaluation.

Assessment Arrangements Each AS unit has a 1 hour 30 minute exam, made up of a data response question and an essay. Each A2 unit, which is synoptic, has the same method of assessment, but is a 2 hour exam.

Career opportunities Many degree courses involve an element of economics and so it is relevant to a wide range of subjects, but it is particularly useful for careers in Law, Accountancy, Business and Finance.

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BTEC NATIONAL DIPLOMA / EXTENDED DIPLOMA IN ENGINEERING Examination Board: EDEXCEL Entry Requirement Students must have a subject teacher recomendation.

Course Description and Organisation The course involves 12 units of study for the National Diploma, resulting in an award of 2 – A Levels or 18 units of study for the Extended Diploma, resulting in an award of 3 – A Levels. The units cover a wide range of Engineering disciplines such as: CNC machining, Computer Aided Design, Electronics, Fabrication, Mathematics, Further Mathematics and Electrical Principles. Where possible the units are taught using a reasonable amount of practical work, especially through the completion of a major project. Visits to Engineering companies also play an important role in the course.

Assessment Arrangements Student progress is assessed through the completion and grading of regular assignments for each unit. All units are internally assessed and externally moderated before final grades can be awarded. Students achieve points for each unit which can eventually lead to an award of two grades at Pass, Merit or Distinction for the National Diploma or three grades at Pass, Merit or Distinction for the National Extended Diploma. Pass grades equate to E’s, Merit grades equate to C’s and Distinction grades equate to A’s.

Project/Coursework Details and Deadlines Assignments are set continuously throughout the two years of the course for each of the units studied. None of the units has an externally set examination but several units have internally set tests which are used as part of the grading criteria.

Career opportunities The course has a broad scope and therefore it prepares students for work in a variety of engineering companies with a wide scope of career choice. Students who perform well and achieve high grades are well placed to apply for university courses in a wide range of engineering disciplines.

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OPTIONAL CURRICULUM ENGLISH LANGUAGE AS/A Level (Examination Board: AQA Specification B) Entry Requirement Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation This A level will comprise 4 assessment units (2 for AS and 2 for A2). There will be certification of individual units.

AS Units (1706) Unit 1 – ENGB1 Categorising Texts (2hr written examination; 60% of AS, 30% of A Level) The aim of this unit is to introduce candidates to methods of exploring and understanding spoken and written language in use. Candidates will be required to use linguistic methods to analyse and investigate a variety of texts taken from everyday sources. The unit also focuses candidates’ attention on the linguistic aspects of three specific social contexts: language and gender, language and power, language and technology.

Unit 2 – ENGB2 Creating Texts (coursework; 40% of AS, 20% of A Level) The aim of this coursework unit is to allow candidates the opportunity to develop and reflect upon their own writing expertise. Candidates will be required to produce a folder comprising two pieces of original writing and two commentaries which explore the writing process and assess the success of the individual pieces.

A2 Units (2706) Unit 3 –ENGB3 Developing Language (2½ hour written examination; 30% of A Level) This unit builds on AS knowledge and skills, with an additional focus on two new areas of language study: Child Language Acquisition and Language Change.

Unit 4 – ENGB4 Investigating Language (coursework; 20% of A Level) The aim of this coursework unit is to develop candidates’ ability to explore and analyse language data through a variety of methods. The coursework folder (2500-3000 words in total) will comprise two individual pieces of writing: a language investigation (research project) and an informative media text.

Assessment Arrangements Candidates may achieve an A-Level qualification by taking assessment units in stages. The normal pattern envisaged will be for candidates to complete AS at the end of their first year of study and A2 at the end of their second year of study.

Project/Coursework Details and Deadlines Unit 2: Creating Texts AS – March Year 12 Unit 4: Investigating Language A2 – March Year 13 Career Opportunities Similarly to A Level English Literature, this course will allow ready access into most university arts courses. It will be a valued qualification for those seeking vocational degrees in Law, Education, Management, Marketing and Personnel, to mention but a few.

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ENGLISH LITERATURE AS/A Level (Examination Board: OCR) Entry Requirement Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation This A level will comprise 4 assessment units (2 for AS and 2 for A2). There will be certification of individual units.

AS Units (H071) Unit 1 – F661 Poetry and Prose 1800-1945 (closed text, written examination; 60% of AS, 30% of A Level) Candidates answer two questions: one on a specified poem from the selected poems of the poet studied; the other on the prose text studied.

Unit 2 – F662 Literature Post-1900 (coursework; 40% of AS, 20% of A Level) The aim of this coursework unit is to encourage interest and enjoyment in contemporary literary studies and for candidates to develop an understanding and appreciation of literary texts in the light of other readers’ views and an ability to link and explore relationships between texts in different ways. Candidates are required to cover three texts written after 1900, including one written since 1990. The unit comprises two tasks: close reading of one text/re-creative writing with commentary; then an essay on two linked texts.

A2 Units (H471) Unit 3 –F663 Drama and Poetry pre-1800 (closed text, written examination; 30% of A Level) Candidates will study a play by Shakespeare for Section A. Section B requires candidates to explore contrasts, connections and comparisons between one other drama text and one poetry text.

Unit 4 – F664 Texts in Time (coursework; 20% of A Level) The aim of this coursework unit is to encourage candidates to develop further the research skills acquired at AS level and to synthesise knowledge and understanding acquired through their studies in an extended study of three literary texts across at least two of the genres of poetry, prose and drama, selected from any period and also across periods.

Assessment Arrangements Candidates may achieve an A-Level qualification by taking assessment units in stages. The normal pattern envisaged will be for candidates to complete AS at the end of their first year of study and A2 at the end of their second year of study.

Project/Coursework Details and Deadlines Unit 2: Literature Post-1900 – March Year 12 Unit 4: Texts in Time – March Year 13 Career Opportunities An A Level in English Literature will allow ready access into most university courses and will be positively helpful in refining your powers of communication in other subjects. All arts degrees require English; other vocational courses which prefer it are Law, Architecture, Business Management and Education.

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OPTIONAL CURRICULUM GEOGRAPHY AS/A Level (Examination Board: EDEXCEL) Entry Requirement Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation This specification consists of 4 units, two to be studied at AS and the remaining two in Year 13.

AS Unit 1 Global Challenges The World at Risk Going Global AS Unit 2 Geographical Investigations Extreme Weather Rebranding Places A2 Unit 3 The Contested Planet Energy Security, Water Conflicts, Biodiversity under Threat Superpower Geography Bridging the Development Gap The Technological Fix A2 Unit 4 Geographical Research. Students choose to study one of the following options: Tectonic Activity, Cold Environments Life on the Margins, Cultural Diversity Pollution and Human Health Consuming the Rural Landscape Assessment Arrangements All assessment is through written examinations as below: Unit 1 1.5 hours (60%) data response and guided essays Unit 2 1 hour (40%) longer responses including investigative (fieldwork) skills Unit 3 2.5 hours (60%) extended essays and a short synoptic essay based on pre-release materials Unit 4 1.5 hours (40%) one long report based on chosen option with pre-release materials Fieldwork opportunities are integrated into the scheme of work and to that extent candidates will be expected to undertake fieldwork during the course. To that end a residential field visit is planned together with other one-day and half-day visits in the locality. In past years, the cost of such activities has been around £280.

Further study and career opportunities There are a number of Geography and geography-related degree courses available, especially in areas of environmental and earth science, together with demographic and development studies. Geography A-level is highly regarded for the breadth of skills acquired and is considered for entry to both science and artsbased degrees.

Many Geography graduates enter related professions for example, meteorology, environmental management, hydrology, surveying, transport and planning. Others use the degree as a stepping stone into other areas such as accountancy, law, business, banking or retail management.

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HISTORY AS/A Level (Examination Board: AQA) Entry Requirement Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation The course covers three main elements which are covered in both the AS and A2 exam: Medieval British History; Medieval European History and Coursework.

Assessment Arrangements AS Two written papers 100% of AS 50% of A Level A Level One written paper 30% of A Level Coursework 20% of A Level In British History students will study the period 1060-1216 over the course of two years. The main topics to be covered will be: The Norman Conquest and its impact on England; The Angevin Kings and the development of the English monarchy.

In European History students will study: The Crusading Movement and the Latin East, 1095-1204.

The A-level coursework will be an investigation of an historical issue chosen by students based on the study of Medieval Heresy 1150-1380. Students will be expected to show the use of historical sources and reach a reasoned conclusion on their chosen question. The study will be expected to be about 3,500 words and submitted to the exam board by the 1st of April in the year of the examination.

Career Opportunities A-Level History is necessary as a qualification for studying History at university. The analytical and argumentative skills covered in the subject can also support applications for such subjects such as Law and English.

History is suitable as a general qualification for jobs requiring the skills of communication- oral and written analysis e.g. journalism, law, civil service, police work and information services. More specific careers are those of archivists, museum workers, archaeologists, antiques specialists/restorers, museum curators and History teachers.

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OPTIONAL CURRICULUM APPLIED INFORMATION AND COMMUNICATION TECHNOLOGY AS/A Level Single Award (Examination Board: OCR) Entry Requirement Students should achieve at least a B grade at GCSE in ICT or Mathematics. In addition students must have a subject teacher recommendation.

Course Description and Organisation This course comprises 6 assessment units (3 for AS and 3 for A2).

AS (H115) Unit 1: Using ICT to Communicate (portfolio assessment) You will create a portfolio of different communications and the technologies that support them.

Unit 2: How Organisations use ICT (external assessment) You will study how organisations use ICT to access and exchange information.

Unit 3: ICT Solutions for Individuals and Society (portfolio assessment) You will produce a presentation of the results of an investigation using a spreadsheet to analyse numeric data.

A2 (H515) Unit 9: Working to a Brief (external assessment) You are asked to find the solution to a brief chosen from a list of briefs set by OCR. Unit 10: Numerical Modelling using Spreadsheets (portfolio assessment) You will create a spreadsheet that uses some of the more specialist and complex spreadsheet facilities.

Unit 12: Publishing (portfolio assessment) You need to create a newsletter to meet a client’s requirements.

Assessment Arrangements For the AS GCE two units will be assessed internally, through a teacher-assessed portfolio and one unit will be assessed externally with the assessment set and marked by OCR. These three units will be equally sized and equally weighted. External assessments are 90 minutes and have pre-released case-study material.

Portfolio Assessment Internally assessed units take the form of a portfolio of work designed to enable students to demonstrate an understanding of the content of the unit. Each internal assessment is set by the College, is internally marked and externally moderated by OCR. Career Opportunities This is a broad-based qualification in Applied ICT. The qualification is designed to provide a progression route to higher education and further training for employment.

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LATIN AS Level (Examination Board: AQA) Entry Requirement Students should achieve at least a A grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation The AS course in Latin extends over two years and students study the subject for two periods a week. The only external exam is at the end of year 13.

Students of AS will develop their analytical and evaluative skills which are excellent attributes both for higher education and the world of work.

The language element of the course will develop a high level of competence in Latin as well as a sensitive and systematic approach to language in general. Students will also develop their language skills through the study of prescribed verse and prose texts such as the works of Ovid and Cicero. It will be necessary to demonstrate an understanding of literary techniques and make a personal response to the texts.

Assessment Arrangements There are two exams, one for language and one for literature.

The language paper offers two options. Candidates may either do two translations into English or the easier translation plus some sentences from English into Latin. Throughout the course GCSE grammar is developed and there is a Defined Vocabulary list. Any words which do not appear on this list will be glossed on the question paper.

The literature paper consists of two set texts. Students will study approximately 225 lines from each set text. From June 2015 to June 2017 the AS texts will be Ovid Metamophoses and Cicero De Imperio. In the exam candidates will be required to •

translate sections of the Latin text into English

•

demonstrate an understanding of Latin literary techniques

•

evaluate evidence and draw conclusions using appropriate reference or quotation

•

produce personal responses which show an understanding of the text.

Career Opportunities Latin is a general qulaification respected for the academic rigor and skills of analysis and communication.

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OPTIONAL CURRICULUM MATHEMATICS AS/A Level (Examination Board: OCR (MEI) Entry Requirement Students should achieve at least a A grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation Students are asked to choose between Mathematics with Statistics and Mathematics with Mechanics. For each course, there are six modules, 4 of which are core modules and two applied modules, which are chosen to suit a student’s interests and abilities.

AS Level (3 modules) • C1: Mathematical Modelling, Algebra, Co-ordinate Geometry, Polynomials • C2: Algebra, Sequences and Series, Trigonometry, Calculus, Curve Sketching And either • M1: Modelling, Vectors, Kinematics, force, Newton’s Laws of Motion Or • S1: Processes, Data Presentation, Probability, Discrete Random Variables, Binomial Distribution A2 Level (3 modules) • C3: Proof, Logarithms, Functions, Calculus, Numerical Methods (including coursework) • C4: Sequences and Series, Trigonometry, Parametric Equations, Calculus, Vectors (including a comprehension) And either • M2: Force, Work, Energy and Power, Momentum and Impulse, Centre of Mass Or • S2: Bivariate Data, Poisson Distribution, Contingency Tables, Normal Distribution As a general rule, the mechanics course is taken by students who also study Physics and Engineering and the statistics course by students who may be studying Geography, Economics and a variety of other courses.

Assessment Arrangements Year 12 (AS): 3 modules equally weighted.

Year 13 (A2): 3 modules equally weighted. C3 contains a coursework element (20%). C4 contains a comprehension paper (20%) Career Opportunities An A Level in mathematics is very valuable as a supporting subject to many courses at Advanced GCE and degree level, especially in the sciences and geography, psychology, sociology and medical courses.

A Level Mathematics is a much sought after qualification and is often a requirement for the vocational qualifications related to these areas.

Higher Education courses or careers that either require A Level Mathematics or are strongly related include: economics, medicine, architecture, engineering, accountancy, teaching, psychology, physics, computing, ICT. People entering today’s most lucrative industries need to be confident using mathematics on a daily basis. To be sure of this, many employers still look for a traditional mathematics A Level qualification. Researchers at the LSE have recently found that people who have studied mathematics can earn up to 11% more than their colleagues, even in the same job.

Even in areas where pure mathematics isn’t required, other mathematics skills learned, such as logical thinking, problem solving and statistical analysis, are often desirable in the workplace. Mathematics is the new lingua franca of commerce, business and even journalism.

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MATHEMATICS AND FURTHER MATHEMATICS AS/A Level (Examination Board: OCR (MEI) Entry Requirement Students should achieve A* grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation This course counts as 2 A-Levels – one in Mathematics and one in Further Mathematics and they will be graded individually. This course is designed for very capable and enthusiastic Mathematicians and builds extensively on the standard Mathematics A-Level.

As well as the 4 core modules (C1-C4), covered in A-Level Mathematics, the Further Maths Core element includes FP1, FP2 and FP3, involving further calculus and trigonometry as well as co-ordinate systems, complex numbers, matrices and proof.

Candidates will also cover the applied modules in mechanics (M1, M2 and M3) and statistics (S1 and S2) Assessment Arrangements Year 12: Candidates will normally sit the six modules required for A-Level Mathematics: C1-C4, S1, M1 – all equally weighted, with C3 containing a coursework element (20%) and C4 a comprehension exam (20%) Year 13: A further 6 modules, including the core FP1, FP2 and FP3 modules. The other modules are made up of a combination of the applied modules, usually S2, M2 and M3. However in discussion with the mathematics department, students can opt to study S3, NM (Numerical Methods), NC (Numerical Computation), DE (Differential Equations), D1, D2 and DC (Decision Mathematics). It is possible to take more than the required 12 modules, taking forward the best 12 marks (certain criteria apply) Modules can then be combined in various ways to obtain the two qualifications (A2 Mathematics and A2 Further Mathematics).

It is possible to gain an A2 in Mathematics and an AS in Further Mathematics, where 9 modules are taken in total, include at least C1-4, FP1 Career Opportunities Students who wanted to continue their study of mathematics after A Level to degree level, postgraduate level or research are encouraged to do further Mathematics. A good number of Further Mathematics students go on to study Engineering at university.

Students wishing to study at one of the Russell Group universities, should study the informed choices guide.

For a good number of the science and the engineering courses, Further Mathematics is noted as a useful qualification.

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OPTIONAL CURRICULUM MODERN LANGUAGES AS/A Level (Examination Board: OCR) Entry Requirement Students should achieve at least a A grade at GCSE. In addition students must have a subject teacher recommendation.

Course Description and Organisation French and German are both offered at A level. The course aims to equip students with highly developed linguistic skills which will enable them to understand and communicate in the language at an advanced level. The course is based upon a number of topics which are firmly rooted in the culture of the target language country.

The full A level qualification comprises four units, details of which are set below: AS Level - Topics include aspects of daily life, leisure and entertainment, communication and media, education and training.

Speaking 1 Section A : Role-play Using the target language, candidates explain the English stimulus material.

Section B: Topic discussion Candidates discuss a topic in detail, explaining facts, ideas and justifying points of view.

Listening, Reading and Writing 1 Candidates will be presented with extended listening and reading texts.

Some exercises will involve a non-verbal response whilst others will require answers in the foreign language.

A2 Level - Topics include society, the environment, science and technology and culture.

Speaking 2 Section A: Discussion of article Candidates discuss ideas presented in the stimulus article which is in the target language.

Section B: Topic discussion Candidates choose a topic of interest and analyse ideas, develop and justify points of view.

Listening, Reading and Writing 2 Candidates answer a range of questions based on a number of extended reading and listening passages. Candidates also attempt an extended essay based on one of the topics studied.

Assessment Arrangements Speaking 1 - 15% of A Level, 30% of AS Listening, Reading and Writing 1 - 35% of A Level, 70% of AS Speaking 2 -15% of A Level Listening, Reading and Writing 2 - 35% of A Level Career Opportunities At the present time, many employers are unable to find enough linguists to fill vacancies in an extremely wide range of jobs in business, industry, advertising, banking, finance, public relations, marketing, engineering and law.

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MUSIC AS/A Level (Examination Board: EDEXCEL) Entry Requirement Students should achieve at least a B grade at GCSE plus you will be required to audition. In addition students must have a subject teacher recommendation.

Course Description and Organisation This well structured syllabus allows students to develop their skills in both composition and performance. At the same time there is a high listening content which ensures that essential musical skills are given attention.

Links are made within the syllabus between listening, composition and performance topics.

Assessment Arrangements AS Unit 1 Performing Music End of year 5-6 minute recital.

Unit 2 Composing Three-minute composition from a choice of briefs.

The writing of a CD sleeve note relating to the composition.

Unit 3 Developing Musical Understanding End-of-year examination based on three areas of study: listening, set works and harmony.

A2 Unit 4 Extended Performance End of year 12-15 minute recital Unit 5 Composition and Technical Study Free composition, lasting approximately three minutes, to a chosen brief.

A technical study (harmony, counterpoint or popular song) Unit 6 Further Musical Understanding End of year examination based on three areas of study: listening, set works and continuity and change in instrumental music.

Project/Coursework Details and Deadlines The written examinations and recitals will take place in April/May of Years 12 and 13. the composition(s) and technical exercises are done under controlled conditions at dierent times throughout the course.

Career Opportunities The broad outlook of the A-level course provides access to degree courses in Music and many other arts subjects.

It also provides a sound basis for careers in the following areas: composing, performing, music education, music therapy, arts management, recording, broadcasting, publishing, journalism, libraries, museums, music retailing and music technology.

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OPTIONAL CURRICULUM PHILOSOPHY AQA – An Introduction to Philosopy AS Entry Requirement Students should achieve at least a B grade in Maths and English at GCSE. Why Choose Philosophy AS? This is an addition to our subjects and is intended to show that you can think creatively and grasp difficult concepts. The course is therefore of interest to those who are interested in Philosophy and who want to show they have transferable skills relevant to work and study at the highest level.

The course is a two year AS course which will be taught during the time the rest of Years 12 and 13 will study PTE and will provide a similar educational breadth but working at a deeper level and providing a more traditional qualification.

There will be two written exams.

In June Year 12 on An Introduction to Philosophy. Unit 1 Modules will include: • Reason and experience • Why should I be moral?

In June of Year 13 An Introduction to Philosophy- Unit 2 Modules will include: • The value of art • God and the world The AS in Philosophy is a complementary study for students studying Science, Mathematics, Languages or Humanities subjects and provides the same function as Critical Thinking and General Studies but in the context of a highly respected A-level subject. It is therefore an ideal fourth subject for able students who are sure of their three A-level subjects but who want to show a breadth of study. It is also a very interesting subject which deals with the moral, spiritual and political ideas which underpin society and life in general.

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PHYSICS AS/A level (Examination board: AQA) Entry Requirement Students should achieve a high B grade (seperate award) or a strong A grade (dual award) and at least a B grade in both English and Mathematics. In addition students must have a subject teacher recommendation.

Course Description and Organisation AS (Year12) In Year 12 the course is divided into two theory units and a practical unit. Unit 1 is entitled ‘Particles, Quantum Phenomena and Electricity’ and has a strong emphasis on modern physics. Unit 2 builds upon classical physics principles as we study ‘Mechanics, Materials and Waves’. Practical skills are assessed at various points in the latter stages of the year and students also complete an Externally Marked Practical Assessment (EMPA), that is a practical examination, which complements their studies for Units 1 and 2.

A2 (Year13) As well as an introduction to new topics, the Year13 course has a synoptic feature running throughout it, building upon Year 12 material. The two theoretical units are ‘Fields and Further Mechanics’ and ‘Nuclear and Thermal Physics, and Option’. The option topic will be taken from Astrophysics, Medical Physics, Applied Physics or Turning points in Physics. As with the Year 12 course, practical skills will be assessed during laboratory activities and in completing an EMPA. Assessment Arrangements Unit 1: Particles, Quantum Phenomena and Electricity (20% of A level) 75 minutes written paper of structured questions Unit 2: Mechanics, Materials and Waves (20% of A level) 75 minutes written paper of structured questions Unit 3: Investigative and Practical skills in AS Physics (10% of A level) Internal verification of practical skills assessment and practical examination.

Unit 4: Materials and Further Mechanics (20% of A level) 105 minutes written paper of structured questions Unit 5: Nuclear and thermal Physics, and Option (20% of A level) 105 minutes written paper of structured questions Unit 6: Investigative and Practical skills in A2 Physics (10% of A level) Internal verification of practical skills assessment and practical examination.

Career Opportunities A Physics A Level can open many doors into higher education. It is also highly valued by many employers.

A physics student can expect to choose from careers in physics itself, electronic, aeronautics, engineering, geology and computing, among others. A Physics A Level is also a common choice for those pursuing careers in medicine, architecture, aviation and the armed forces.

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OPTIONAL CURRICULUM RELIGIOUS STUDIES AS/A Level (Examination Board: EDEXCEL) Entry Requirement Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher recommendation.

Assessment Arrangements AS (Year 12) 2 units assessed by written examinations: Unit 1: 1 hour 45 minutes Unit 2: 1 hour 15 minutes A2 (Year 13) 2 units assessed by written examinations: Unit 1: 1 hour 45 minutes Unit 2: 1 hour 15 minutes Course Description and Organisation There are two units in each year: Foundations and Investigations in Year 12; Developments and Investigations in Year 13.

Developments builds on work done in Foundations and both involve 2 elements: Christianity (Christian beliefs about God and Jesus in various historical contexts) and New Testament (a study of John, the fourth gospel).

In Investigations students consider the European Reformation of the 16th century and write one extended essay about it. Implications involves interacting with an extract from a published anthology and has been designed to build on the knowledge, understanding and skills developed in Units 1, 2 and 3.

Project/Coursework Details and Deadlines There is no coursework element, although the Foundations unit provides for a balance of teacher-directed and more independent student enquiry. It gives students the opportunity to undertake individual research into a topic and requires students to study independently and to use, and evaluate, a wide range of source material.

Career Opportunities Religious Studies will develop interpretative, analytical and evaluative skills. Such skills are useful in many areas including education, journalism, medicine and law.

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VOCATIONAL A LEVEL IN APPLIED SCIENCE AS/A Level Examination board: AQA Entry Requirement Students should achieve at least a BB grade in Dual Award Science. In addition students must have a subject teacher recommendation.

Course Description and Organisation The GCE Applied Science is a broad-based award designed to provide a general vocational introduction to science.

It is designed to provide a progression route to higher education and further training for employment.

There will be opportunities for candidates to experience actively the scientific environment through work experience, links with local employers, case studies and research.

Students can take a 6-unit A Level (equivalent to 1 A Level).

Assessment Arrangements One third of the qualification is externally assessed through written examinations, two thirds of the qualification is internally assessed (and externally moderated ) through a series of portfolio assignments.

Project/Coursework Details and Deadlines Assignments are carried out for each unit when appropriate throughout the two year course for submission in June.

Career Opportunities University courses in sports related subjects including personal performance, coaching, physiotherapy, sports management and sports physiology also a range of technical, medical and nursing courses. Former advanced science students have also gained university places in primary education , forensic science, equine studies, quantity surveying and social work.

Other Relevant Information An awareness of industrial environments and ethos is developed through a series of organized visits at regular intervals throughout the course to local manufacturing and service science industries, hospitals and university departments.

Further Details Students can choose to enhance their science course with further GCEs in Mathematics or Science or add to their other studies in Languages , Humanities or Arts.

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OPTIONAL CURRICULUM BTEC LEVEL 3 NATIONAL DIPLOMA IN SCIENCE Entry Requirement Students must have a subject teacher recommendation.

Course description and organisation The BTEC Level 3 National Diploma is a broad-based award designed to provide a general vocational introduction to science, giving students the skills they need to either move on to higher education or go straight into employment.

BTEC qualifications can be taken as well as, or in place of, A levels. The Edexcel BTEC Level 3 Diploma in Applied Science is a 120-credit qualification that consists of 12 units (equivalent to 2 A levels). The course runs for two years.

Assessment arrangements The course is internally assessed throughout the year and externally moderated through a series of assignments.

Career Opportunities BTEC routes can lead to careers in industry such as the health service, government establishments and educational institutions. Fields of work include research and development and scientific analysis, and there are job opportunities in almost every industry, from food and drink to pharmaceuticals. They are valued by colleges, universities, employers and professional bodies across the United Kingdom and recognised throughout over 80 countries worldwide.

Other relevant information An awareness of industrial environments and ethos is developed through a series of organised visits at regular intervals throughout the course to local manufacturing and service science industries, hospitals and university departments.

Further details Students can choose to enhance their science course with GCEs in Maths or Science or add to their other studies in Languages, Humanities or Arts.

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SPORT AND PHYSICAL EDUCATION AS/A Level (Examination Board: AQA) This course is run as a full A Level course over two years.

Entry Requirement Students should achieve at least a B grade at GCSE and regularly participate in a recognised sporting club.

In addition students must have a subject teacher recommendation.

Course Description and Organisation AS part of course covers Unit 1 Applied Physiology, Skill Acquisition and Opportunities for participation.

Unit 2 Analysis and evaluation of physical activity as performer and/or in adopted roles.

A2 part of course covers Unit 3 Optimising performance and evaluating contemporary issues. Covered in three sections i) Physiology and Biomechanics ii) Sports psychology iii) Social and cultural aspects.

Unit 4 Optimising practical performance in a competitive situation.

Assessment Arrangements For AS One written examination of 2 hours duration. (On units 1 &2) [30% of A-level] Practical based coursework on Unit 2 [20%] For A2 One written examination of 2 hours duration. (On unit 3) [30%] Practical & written coursework. Choosing one role from performer, coach or official. (Unit 4) [20%] Project/Coursework Details and Deadlines At AS Choose 2 from 3 roles – performer, coach and official. Practical assessment of ability to perform, analyse and evaluate core skills within a chosen activity.

At A2 Choose 1 from 3 roles – performer, coach and official. Practical assessment of ability to perform, analyse and evaluate core skills within a chosen activity.

Career Opportunities A Level Sports and Physical Education supports applications to university courses such as Sports Sciences, Physiotherapy, Recreation and Leisure Studies.

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2012 - 2013 RESULTS Advanced Level (Year 13) Subject Applied ICT Applied Science Art Biology Business Studies Chemistry Drama Economics English Language English Literature French Further Mathematics Geography German History Mathematics with Mechanics Mathematics with Statistics Music Physical Education Physics Religious Studies Technology

No. of entries 8 10 3 25 5 17 4 22 26 18 15 4 11 10 19 22 14 4 5 18 16 14

No. of students achieving each grade (grades A*-E are full passes) A*

A

1

5

2 1 1 6 2 1 1 2 3 4 6 4

5 3 5 3 7 6 1 3 5 5 4 4

4 1

3 5 3

B 2 4 2 8 1 5

C 2 5 1 4 4 4

D 4 1

7 9 4 5 1 4 2 9 6 5 3 2

7 6 5 3 1 2

2 2

1 4 1 1 1 4 5 1

2 8

E

U

7 1

2

2 3 3 2

4

AS Level (Year 12) Subject

No. of entries

Applied ICT Applied Science Art Biology

9 7 10 45

Business Studies Chemistry Drama Economics English Language English Literature French Further Mathematics Geography German History Latin Mathematics with Mechanics Mathematics with Statistics Music Physical Education Physics Religious Studies Technology

8 38 8 32 42 23 11 12 22 21 25 1 22 44 4 13 29 27 8

No. of students achieving each grade (grades A-E are full passes) A 1

B 2

D 5 1 1 9

E

3 10

C 1 5 4 10

2 11 2 12 1 7 15 8 4 8 5 11 5 1 12 22 1 3 11 10

2 10 6 7 12 7 2 3 2 3 10

1 8 1 10 10 5 5 1 7 7 5

1 6

1 2

5 3 3

3 2

4

2

2

6 11 3 2 9 9 5

2 4

5

1

2 1

2 3

2 1

4 4 7 1

U

1 5 1

5

1 1

2

BTEC (Year 13) Subject Business Engineering Science

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No. of entries 20 13 16

Distinction*

Distinction

Merit

Pass

4 12

9 1 4

3

4

6

6

Incomplete/Fail

WORK PLACEMENTS

Work experience is desirable for some students contemplating certain careers. Students are encouraged to make use of Wednesday afternoon (PE time) and holiday periods for gaining such experience. These placements are organised to a large extent by students themselves with appropriate assistance from College.

The aim of the work placement is focused either towards the student’s course of study or towards their career aspirations. In some cases students may be asked to complete a specific assignment relating to their subject area during this placement.

OUTSIDE STUDY VISITS

Various study visits are organised throughout the course during the College day particularly in Applied Subjects. On occasions these are organised by students and enable them to pursue their studies in Business, Scientific and Engineering settings. Rather than operating a ‘Letter to Parents’ system about every visit, students hold a permission file which logs all visits alongside parental signatures.

A one-week Geography Field Trip is also a compulsory element within A Level Geography. Approximate cost: £400.

The Year 12 Scottish Borders visit is a team-building, leadership training and social event designed to prepare students for sixth form life. Approximate cost: £200.

Additional visits to lectures, exhibitions, businesses and the like are organised on a departmental basis and costs are applied as necessary.

COURSEWORK MARKING

It is important to note that when coursework is marked by a member of staff the grades remain provisional until confirmed by the examination board. If a student has any query about a mark their teacher has allocated to their coursework, they should ask their teacher to explain how the grading has been arrived at. Any further query should be directed in the first instance to Mrs Rickman. Where a student, after speaking to Mrs Rickman, continues to believe the mark allocated to their coursework does not fairly reflect the quality of their work, they should request a review in writing to the Principal. This should be done within three weeks of receiving notification of the grade, unless there are exceptional circumstances. The Principal will convene a meeting for the student and their parent(s) to present their case. The member of staff who has marked their work will be present at the meeting.

At the end of this meeting the Principal’s decision will be final and a written record will be made of the decision, and reasons for it, within a follow up letter to the student’s parent(s).

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COURSEWORK RULES Important Notice to Candidates GCE, GCSE and BTEC EXAMINATIONS: COURSEWORK AND PORTFOLIOS These pages tell you about some things that you must, and must not, do when you are completing coursework.

Before you submit any coursework for marking, you will be asked to sign an authentication statement confirming that you have read and followed these regulations.

If there is anything that you do not understand, you must ask your teacher or lecturer.

Coursework provides you with an opportunity to do some independent research into a topic. The research you do will involve looking for information in published sources such as textbooks, encyclopaedias, journals, TV, radio, and the world wide web.

Using information from published sources (including the internet) as the basis for your coursework is a great way to demonstrate your knowledge and understanding of a subject, but you must take care how you use this material - you cannot copy it and claim it as your own work.

The regulations state that: The work which you submit for assessment must be your own.

You must not copy from someone else or allow another candidate to copy from you.

If you use the same wording as a published source, you must place quotation marks around the passage and state where it came 40

from. This is called referencing. You must make sure that you give detailed references for everything in your work which is not in your own words. A reference should show the name of the author, the year of publication and the page number: For example: Phillips, D.C. (2004) Perspectives on Learning, Teachers College Press, p.164 For material taken from the internet, your reference must show the precise web page and the date on which it was accessed, not just the search engine used to locate it. This can be copied from the address line. For example:http://www.bbc.co.uk/schools/16/ sosteacher/history/49766.shtml, accessed on 14 Jan 2009.

You must also include a bibliography at the end of your work, which lists the full details of publications you have used to research your project. For example:Morrison, A. (2000) Mary, Queen of Scots, London: Weston Press.

If you copy the words or ideas of others and don’t show your sources in references and a bibliography, you will be committing plagiarism — and that’s cheating.

Preparing your coursework — good practice If you receive help and guidance from someone other than your teacher, tell your teacher who will record the nature of the assistance given to you.

If you worked as part of a group on a project, for example, undertaking field research, you must each write up your own account of the project. Even if the data you have is the same, the description of how that data was obtained and the conclusions you draw from it should be in your own words.

You must meet the deadlines that your teacher gives you for submitting drafts and final pieces of work. Your teachers are there to guide and assist you — showing them your work as it progresses will allow you and your teacher time to sort out any problems before it is too late.

Take care of your work and keep it safe. Don’t leave it lying around where your classmates can find it. If it is stored on the computer network, keep your password secure. Collect all copies from the printer and destroy those you don’t need.

Don’t be tempted to use essays from online essay banks — you will be running the risk of being caught out. Electronic tools can detect this sort of copying.

• • • •

the piece of work will be awarded zero marks.; you will be disqualified from that unit for that exam session; you will be disqualified from the whole subject for that exam session; you will be disqualified and barred from entering again for a period of time.

Your awarding body will decide which penalty is appropriate.

REMEMBER – IT’S YOUR AWARD SO IT NEEDS TO BE YOUR OWN WORK.

More about plagiarism Plagiarism involves taking someone else’s words, thoughts or ideas and trying to pass them off as your own. It is a form of cheating which is taken very seriously.

Don’t think you won’t be caught. There are many ways to detect plagiarism: • Markers can spot changes in the style of writing and use of language.

• Markers are highly experienced subject specialists who are very familiar with work on the topic concerned — they may have read the source you are using (or even marked the essay you have copied from!)

• Internet search engines and specialised computer software can be used to match phrases or pieces of text with original sources and to detect changes in the grammar and style of writing or punctuation.

Penalties for breaking the regulations If your work is submitted and it is discovered that you have broken the regulations, one of the following penalties will be applied:

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SIXTH FORM STATISTICS 2008 2009 2009 2010

2010 2011

2011 2012

2012 2013

2013 2014

Number of Students in Year 12

129

128

130

142

142

135

Number doing A-Levels only

80

77

98

99

121

110

Number doing Applied courses only

3

9

11

15

5

9

Number combining A Level with Applied courses

46

42

21

28

16

16

2006 2007 2008 2009

2008 2010

2009 2011

2010 2012

2011 2013

Percentage of A Level grades A-E

100%

100%

100%

100%

100%

Percentage of A Level grades A-C

85.0% 82.3% 84.4% 85.9% 90.5% 88.7%

Percentage of A Level grades A-B

62.8% 55.9% 57.8% 59.8% 63.4% 67.4%

Sixth Form Results

100%

Average points score per entry

95.4

91.8

93.5

93.3

96.2

99.1

Average points score per entry for rigorous traditional A Levels

98.2

92.7

97.2

95.2

98.3

100

Vocational course grades A - E

100%

100%

100%

100%

100%

100%

Vocational course grades A - C

78%

75%

73%

69%

73%

80%

UCAS TARIFF UCAS operates a ‘points’ system for university entrance and these points are awarded as follows:

Points

BTEC Extended Diploma

420

D*D*D*

400

D*D*D*

380

D*DD

360

DDD

320

DDM

280

DMM

260

BTEC Diploma

D*D* MMM

DD

200

MMP

DM

160

MPP

MM

140

A* PPP

MP

100 80 60

A B

PP

C C

50 40

AS Level

D*D*

240

120

A Level

A B

E

C

30

D

20

E

When being offered places at university, the offer may be couched in terms of grades or points.

Students achieving instrumental grades for musicianship through the AEB grading system, and those passing LAMDA public speaking exams, receive UCAS points. Please ask for more information if this applies to you.

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