BISHOP LUFFA SIXTH FORM
The superb teaching and wonderful facilities at Bishop Luffa have allowed me to flourish during my time so far in the Sixth Form. The encouragement from teachers and their constant support is invaluable. I have thoroughly enjoyed every moment, whilst achieving the best I possibly could. I feel fully prepared for my next step onto university, growing in confidence every day. Olivia
COURSE GUIDE
I am a mentor to a student in Year 9 who I support each week. This has enabled me to develop my patience and skills in enabling others to achieve their maximum potential. Natalie
WELCOME TO BISHOP LUFFA SIXTH FORM
Our expectations for you at Bishop Luffa are extremely high. Ofsted considered every aspect of our students’ experience ‘outstanding’ in their most recent inspection. Our exam results are exceptional, both in terms of grades achieved and ‘value added’, and enable our students to gain places at a range of very competitive universities. Our 2017 results once again placed us amongst the top Sixth Form centres in the country with 60% of students gaining A*-B.
Joining Bishop Luffa Sixth Form will allow you to benefit from: • Good, sound advice on your final A-level course choices • Belonging to a close-knit tutor group, led by a tutor with considerable Sixth Form experience • Outstanding teaching from highly experienced and committed staff • An interesting and relevant range of extra-curricular opportunities • Strong pastoral and academic support • Thorough preparation for your next step onto university and a career I look forward to the opportunity of welcoming you into the Sixth Form. My goal is that after two years with us you will have achieved to the best of your ability academically and have developed into a fully rounded individual who cares about others and relishes exciting new challenges ahead. Mr Jamie Saunders (Assistant Headteacher/Head of Sixth Form)
WHAT YOU NEED TO KNOW ABOUT
BISHOP LUFFA SIXTH FORM
Making Correct Subject Choices You should think about what interests you, what you are good at, what would make a good combination with other subjects you want to choose, and what fits in with any future career plans you have. You must talk to your subject teachers to find out if the course you wish to do will suit you and your abilities. Your teachers may be confident with your ability to succeed at A-level even if you find the subject difficult in places. Conversely, success at GCSE does not guarantee success at A-level. Try
Bishop Luffa offers a wide variety of subjects that you can study at A-level and which will give you access to the vast majority of courses in Higher Education. We also provide a range of extra -curricular activities and enrichment opportunities to help you develop the personal qualities and character required by the top universities and employers.
to make realistic and informed choices. If you already have clear ideas about what you wish to study in Higher Education, check what universities require from you at both GCSE and A-level. Certain subjects – and universities – have extremely specific entry requirements, which can include GCSE grades obtained in particular subjects. You can find detailed information on the UCAS website.
The Sixth Form Curriculum Students joining the Sixth Form are expected to study three A-levels for two years. Three full A-levels studied form the standard offer made to prospective undergraduates by most universities. However, some students may wish to study four A-levels, which is possible if your GCSE results are very high and we think that you can manage the extra workload. Currently, each A-level subject has nine hours of timetabled learning time per fortnight. For every hour of teaching time, students should be undertaking one hour of independent study. Students not taking a fourth A-level will need to choose either The Extended Project Qualification or Core Maths as an additional course. The Extended Project Qualification is an excellent way of pursuing an interest and developing your independent study skills and is highly valued by universities (see p.20 for further details). Core Maths is available to enable you to continue to develop your numeracy at an advanced level (see p.14 for further details). If you need to retake your GCSEs in English Language or Mathematics then a programme of lessons will be on offer to support you (which will count as your additional course).
Tutor Time and Assemblies Each student has a personal tutor who provides academic mentoring and pastoral support. You are expected to attend tutor time twice a week. This is supplemented by whole Sixth Form and year assemblies which are an opportunity to reflect on successes and look ahead to new challenges.
Many students continue to attend House assemblies and Presentation Assemblies
Everyone enjoys the Sixth Form Fashion Show and Charity Week, which are led
take place at the end of each term when subject commendations are awarded.
and coordinated by sixth formers. These high profile events raise significant sums of money for the charities we support. Just over £6,750 was raised in 2017-2018
Personal and Social Education
and a group of students visited Tanzania this summer to see how the money they raised for Grassroots is being put to good use.
A period of PSE is taught every fortnight. This is a carefully planned session, aimed at giving Sixth Formers a range of enrichment activities. Careers guidance,
Sixth Form students can also do paid lunch duties around the school in support of
preparation for Higher Education, a wide variety of visiting speakers and individual
staff in key areas. The social life of the Sixth Form is absorbing and varied, with the
tutorials all feature in the programme.
school-run Christmas Banquet and Ball and the Summer Leavers’ Ball amongst the highlights.
Extra-Curricular and Enrichment Opportunities Each subject area also offers a wealth of extension activities from visiting Sixth Form students have many opportunities to take on positions of leadership
conferences and lectures to trips abroad. Recent opportunities have included: the
and responsibility within the school and Sixth Form. The most significant of this
Arts Faculty study tour to New York, the Humanities fieldtrip to California, and the
is the Sixth Form Committee, a vital part in the student leadership in the school.
Physics trip to CERN, Geneva.
Positions on the Committee are for Year 13 students and are decided after a formal interview procedure in the May of Year 12. Committee members have
The Sixth Form Centre
specific leadership responsibilities and receive a day’s training before embarking on that role.
The Sixth Form Library provides a silent study space, staffed throughout the day, where students can study uninterrupted by friends and other distractions.
The OUTSET programme allows students to work in the local community,
Resources recommended by teachers are available on short term loan and in
developing a range of experiences and skills of great use when applying for
addition to the PCs available, Wi-Fi enables students to use their own mobile
university or a job. All Sixth Formers also complete a week of Work Experience in
devices, laptops and tablets.
the summer term of Year 12, support is provided to help get this organised. The Sixth Form Cafe provides a place to relax, play pool and socialise between There are opportunities for Sixth Form students to mentor pupils in the main
lessons or study in a more informal atmosphere, perhaps collaboratively with
school and also help lower school pupils with reading. Links are maintained with
classmates. A dedicated coffee shop is open all day and offers a range of freshly
the school’s House system too. The House Drama Festival gives Year 12 students
prepared food and beverages.
the chance to lead and direct lower school pupils in their House play and compete for the prestigious Shippam Trophy.
The Head of Sixth Form and Sixth Form Pastoral Manager’s offices are located in the Centre and they are regularly on hand to provide day-to-day support and
The Young Enterprise Scheme allows students to create a real company and
guidance.
gain great experience in running a business with the aim of making a profit. Each year, we enter a team in the Bar National Mock Trial competition. As Regional Champions twice in the last few years, students have competed in the National
16-19 Bursary Fund
Finals in the Old Bailey, London and the Royal Courts of Justice, Belfast. Many students undertake the Duke of Edinburgh Gold Award. Sixth Formers have the
We can offer financial support if your personal or family circumstances make
opportunity to join and lead choirs, bands and orchestras. They also have access to
it difficult for you to continue your studies in the Sixth Form. A bursary fund is
the school’s PE facilities and many play competitive fixtures.
available to help cover the cost of extras such as textbooks, specialist resources, enrichment activities and travel.
THE ADMISSIONS PROCESS Bishop Luffa School is a Church of England Academy. Our admissions are
All candidates, external and internal, will be expected to attend the school on
controlled by the Board of Directors. Admissions to the Sixth Form are from the
GCSE results day. The offer of places will be confirmed soon after that date if they
school’s Year 11 pupils and from those wishing to join the Sixth Form from other
obtained the appropriate results, or alternative courses of action can be discussed
schools. Although we are a Church of England school, there are no denominational
if the qualification requirements have not been met.
requirements for entry into the Sixth Form. Applicants, however, need to be aware that the ethos of Bishop Luffa is that of a church school and all those who attend
Application forms are available from the Sixth Form Open Evening which is being
are expected to be present at all assemblies and acts of worship for their Year, as
held on Thursday 11th October 2018 at 6.00pm. If you are unable to attend the
well as the school Eucharists for the Sixth Form which take place twice in the school
Open Evening, please contact the school to request an application form.
year. Whilst we welcome applications from existing Bishop Luffa students, we also welcome applications from students from other schools and have been pleased to
Once you have decided you wish to apply for a place at Bishop Luffa Sixth Form,
see the increased number of external applicants applying for and gaining places in
please complete an application form and return it to the school by the relevant
the Sixth Form.
deadline. Please choose the subjects you would like to study at A-level as indicated by the instructions on that form. All applicants will be offered an interview to
We ask that students wishing to study A-level courses have a minimum of five
discuss with the Head of Sixth Form their application and the courses they wish
GCSEs at grade 5 (or C) or above, with either a grade 6 (or B) or above in the
to take.
subjects they wish to study at A-level. Please look carefully at all of the individual subject entry requirements. For example, applicants wishing to study Maths
While we aim to offer all the courses shown in the prospectus, this is dependent on
usually need to have achieved a grade 7 or above at GCSE.
sufficient numbers of students wishing to take the subject. If there is insufficient interest for a specific course, we will inform you of this and will work in collaboration
The deadline for application forms to be handed in is midday on Monday 19th
with other institutions to try to allow the course to run. If this proves unsuccessful,
November 2018 for external applicants and midday on Monday 28th January
we will inform you as soon as possible to help you make an alternative choice.
2019 for internal applicants. The Directors consider that the maximum entry into Year 12 is 160. From all applications received by the deadline:
We do all we can to accommodate those who change their minds after completing their application form, but our planning is based on the subjects chosen on that
• up to 140 places are offered to Year 11 members of Bishop Luffa School
form. We cannot guarantee that changes in choices after application can be
• up to 20 places are offered to those applying from outside the school
catered for. Please therefore think carefully about the choices you make on your application form.
Offers made are conditional upon applicants meeting the academic criteria. Bishop Luffa Sixth Form has never yet been unable to offer a place to an applicant
What happens next?
who has met the conditions of their offer. However, should the situation arise where we are oversubscribed, all applicants who have met the academic criteria
Bishop Luffa students: You are invited to state your preference of subjects in
will be ranked in order of their average points score (aps) at GCSE. For the cohort
November and return the completed form to the Head of Sixth Form by midday on
of Bishop Luffa applicants, those ranked in the first 140 will be offered a place; the
Monday 28th January 2019. All applicants will be interviewed by the Head of Sixth
same procedure will take place for the cohort of external applicants up to a total
Form and we will write to you in the Spring Term, confirming whether or not you
of 20. Places in addition to the stated 20 can be offered to external students if any
have been offered a place in the Sixth Form, subject to you achieving the necessary
remain once the Bishop Luffa Year 11 applications have been processed.
grades at GCSE.
Late applications are considered only if places remain after all applicants have
External applicants: Please complete the application form and return it to the
been allocated. Applicants from Bishop Luffa School itself who initially opt to go to
school by midday on Monday 19th November 2018, marked for the attention of
another institution and then change their minds may have to go on a waiting list if
the Head of Sixth Form. You will be invited to attend an interview with the Head of
all 160 places have been filled.
Sixth Form, who will then write to you to confirm whether an offer of a place will be made, subject to achieving the required grades at GCSE.
INDEX COURSES Art Biology Business
8 9 10
Chemistry
11
Classical Civilisation
12
Computing Core Mathematics
13 14
Drama and Theatre Studies
15
Economics English Language
16 18
English Literature
19
The Extended Project Qualification
20
French
22
Geography
23
German History Latin
24 25 26
Law
27
Mathematics & Further Mathematics
28
Media Studies
30
Music Physical Education Physics
31 32
Product Design (Graphic Products/Resistant Materials)
33 34
Psychology Spanish Textiles
36 36 37
Theology (Religious Studies)
38
ART AQA
CONTACT TEACHER: MRS H FRIEND, ART TEAM LEADER
Why study Art?
How the course is taught and assessed
Art is primarily a subject which depends upon and develops creativity. It offers the
The course begins with a three week induction period: an introduction to media,
opportunity to nurture and extend fundamental thinking skills in problem solving
processes and techniques in a series of workshop sessions, in response to a given
and to exercise research and documentary techniques. A-level Art will help to equip
theme. Students are guided into conducting relevant contextual research and
students with the practical, technical and conceptual tools required by a wide range
taken to London Galleries to explore contemporary Art practice. Portfolio work
of careers.
becomes increasingly student-led with independence, originality and difference celebrated as essential qualities for success. Coursework is reviewed continually;
Course details
staff discuss progress with students individually and frequently through tutorials. There are 3 formal assessment checkpoints during the year when work is assessed
Component 1: Personal Investigation:
according to AQA criteria so that students always have a clear understanding of
Practical work supported by written element of 1000-3000 words, set and marked
their current standing and the strategies necessary to improve. There are no formal
by the centre and moderated by AQA. 60% of A-level.
assessments as such during the first year of A-level, however students can expect on-going feedback through tutorials. The second year of A-level builds upon the
Component 2: Externally Set Assignment:
confidence and independence gained during Year 12. Portfolio work is instigated
40% of A-level. 15 hours of supervised time plus preparatory period. Work produced
by and responds to research into an aspect of Art’s techniques or practitioners.
will be marked by the centre and moderated by AQA.
The summative exam, after 6-8 weeks of preparation, takes the form of 15 hours supervised, unaided work, in which students are expected to create a Personal Response or Final Piece.
Entry requirements A good level of technical skill, an enquiring intellect, creative ability, independence and motivation are necessary to study Art successfully. Typically, students will value originality and be enthused by experiment. Above all, they will love the subject. It is required that students have attained a grade 6 or above at GCSE Art.
Teaching in the Art department is great as it has taught me a range of skills from time management to refining and then developing work independently. Naomi 8
BIOLOGY AQA
CONTACT TEACHER: MR G KING, HEAD OF SCIENCE FACULTY
Why study Biology?
How the course is taught and assessed
Knowledge of Biology is fundamental to understanding ourselves, our environment
The A-level course is taught by a team of two teachers who split the specification
and the interrelations between all the living organisms within it. Biology is the fastest
between them, as recommended by the exam board. Each module is taught
growing of the sciences, with many of the problems we face as a society requiring
sequentially i.e. both teachers start with unit 1, followed by unit 2 and so on.
a biological solution, ranging from the destruction of the rainforest to the treatment of inherited disease. The importance of the biological sciences in the modern world
Paper 1
is reflected in the large number of places and the wide range of courses available
What’s assessed? - Any content from topics 1–4, including relevant practical skills
for further study at university such as medicine, biotechnology, food production
Written exam: 2 hours (91 marks 35% of A-level)
and environmental protection. In addition the skills you will learn and develop whilst studying biology will also be beneficial to you when you enter the world of work in
Paper 2
any field. These valuable skills include; research skills, investigative skills and critical
What’s assessed? - Any content from topics 5–8, including relevant practical skills
analysis.
Written exam: 2 hours (91 marks 35% of A-level)
Course details
Paper 3 What’s assessed? - Any content from topics 1–8, including relevant practical skills
Core content:
Written exam: 2 hours (78 marks 30% of A-level)
Topics 1-4: Biological molecules; Cells;
Entry requirements
Organisms exchange substances with their environment; Genetic information, variation and relationships between organisms
You will be expected to have completed the double or triple science courses and achieved grade 6’s or better and be reasonably confident with figures having
Topics 5-8: Energy transfers in and between organisms;
achieved at least a
Organisms respond to changes in their internal and external environments; Genetics,
important. If you wish to pursue some of the biological sciences at university you
populations, evolution and ecosystems; the control of gene expression
will need to take A-level Chemistry as well.
grade 6 in GCSE Maths.
Good communication skills are
9
BUSINESS AQA
CONTACT TEACHER: MRS C SMERDON-CORP, BUSINESS TEAM LEADER
Why study Business?
How the course is taught and assessed
While it is obvious that those planning on working in most industries and prospective
Learning is through the consideration and investigation of real business situations
entrepreneurs should study business, all people should learn as much about business
and problems. The emphasis is on effective and realistic solutions. Pupils are
operations as possible. This includes those in the scientific, medical, education and
encouraged to read news articles and watch and listen to business programmes in
government sectors, along with those who are simply consumers of products and
the media. They will sometimes have the opportunity to visit businesses and hear
services. Becoming knowledgeable about how businesses operate helps increase
business speakers.
your competitiveness in the job market and you to understand how businesses and governments drive our world economies.
Paper 1 What’s assessed? - Any content from topics 1–10 (Multiple choice, short answer
A-level Business can lead to degree courses in business, management, accounting,
and essay questions)
finance and other related subjects. Business A-level is highly desirable for many
Written exam: 2 hours (100 marks 33.3% of A-level)
careers whether they are directly linked to business or will be useful to complement another career path.
Paper 2 What’s assessed? - Any content from topics 1-10 (Data response)
Course details
Written exam: 2 hours (100 marks 33.3% of A-level)
Students study a wide range of topics applied to different businesses. The aim is for
Paper 3
students to learn how to analyse a range of business situations and make effective
What’s assessed? - Any content from topics 1–10 (Compulsory case study)
decisions.
Written exam: 2 hours (100 marks 33.3% of A-level)
Topics:
Entry requirements
1. What is business?
Mathematics and English GCSEs at grade 5 or above. Business is a varied course
2. Managers, leadership and decision making
with many transferable skills, and it is not a requirement to have studied GCSE
3. Decision making to improve marketing performance
Business Studies, but if you have a grade 5 will be required. Anyone with a genuine
4. Decision making to improve operational performance
interest in business structures, ethics, the economy, finance, marketing, human
5. Decision making to improve financial performance
resources and management will enjoy the course.
6. Decision making to improve human resource performance 7. Analysing the strategic position of a business 8. Choosing strategic direction 9. Strategic methods: how to pursue strategies 10. Managing strategic change
10
CHEMISTRY AQA
CONTACT TEACHER: MR S COOKE, TEAM LEADER KS4 AND KS5 SCIENCE
Why study Chemistry?
How the course is taught and assessed
Chemistry is the central science in that it supports both biology and physics. The
The A-level course is taught by a team of two teachers who split the specification
study of chemistry at advanced level is an excellent foundation for any science
between them, as recommended by the exam board. Practical assessments are
course at university. The subject leads to a host of career opportunities such as
carried out during the teaching of the relevant core content.
Research, Teaching, Medicine, Dentistry, Veterinary Medicine, Pharmacy, Chemical Engineering, Forensic Science, Environmental Science and many more.
Paper 1 What’s assessed? - Inorganic chemistry , relevant physical chemistry topics (sections
Course details
1 to 4, 6 to 8 and 10 to 12) and relevant practical skills. Written exam: 2 hours (short and long answer questions) 105 marks 35% of A-level
Core content:
Paper 2 Physical chemistry
What’s assessed? - Organic chemistry, relevant physical chemistry topics (sections 2
1 Atomic structure, 2 Amount of substance, 3 Bonding, 4 Energetics, 5 Kinetics, 6
to 6 and 9) and relevant practical skills.
Chemical equilibria and Le Chatelier’s principle, 7 Oxidation, reduction and redox
Written exam: 2 hours (short and long answer questions) 105 marks 35% of A-level
equations, 8 Thermodynamics, 9 Rate equations, 10 Equilibrium constant for homogeneous systems, 11 Electrode potentials and electrochemical cells, 12 Acids
Paper 3
and bases.
What’s assessed? - Any content and any practical skills Written exam: 2 hours 90 marks (40 marks of questions on practical techniques and
Inorganic chemistry
data analysis, 20 marks of questions testing across the specification, and 30 marks
1 Periodicity, 2 Alkaline earth metals, 3 Halogens, 4 Properties of Period 3 elements
of multiple choice questions) 30% of A-level
and their oxides, 5 Transition metals, 6 Reactions of ions in aqueous solution.
Entry requirements Organic chemistry 1 Introduction to organic chemistry, 2 Alkanes, 3 Halogenoalkanes, 4 Alkenes, 5
Anyone wishing to take Chemistry should have a minimum of grade 6 in both Core
Alcohols, 6 Organic analysis, 7 Optical isomerism, 8 Aldehydes and ketones, 9
and Additional Science at GCSE. Those who have followed the Triple Science route
Carboxylic acids and derivatives, 10 Aromatic chemistry, 11 Amines, 12 Polymers,
should have at least two 6 grades, including Chemistry. Chemistry at this level does
13 Amino acids, proteins and DNA, 14 Organic synthesis, 15 Nuclear magnetic
involve quite a lot of maths, so you should be prepared to develop your maths skills
resonance spectroscopy, 16 Chromatography.
throughout the course. You must have at least a 6 grade at GCSE Maths.
11
CLASSICAL CIVILISATION OCR
CONTACT TEACHER: MS C BARNETT, TEACHER OF LATIN
Why study Classical Civilisation?
Course Details
This course explores aspects of the ancient worlds of Greece and Rome, two of the
The A-level Course offered is run by the OCR board and the exciting new course
greatest civilisations the world has ever seen; both of which influenced our culture
allows students to explore three areas in depth.
and thinking profoundly and continue to do so today. Through studying ancient literature and art you’ll gain an appreciation of how these ancient peoples thought
• Studying the Odyssey will help you understand Homer’s world of gods and
and learn about the similarities and differences between their worlds and ours.
monsters, of what it is to be a good man in the pre-Classical World and how that
Incorporating aspects of archaeology, theatre, art, politics, history and philosophy,
differs from today. You will also see how literature was used as a political tool in
this course examines the culture, society and make-up of the ancient world and in so
the Roman world through studying Virgil’s Aeneid. These works form the
doing will provide you with a fresh perspective on the modern world.
backbone of modern, western literature. • The ‘Invention of the Barbarian’ gives you a glimpse into the 5th Century wars
It offers you the opportunity to think critically about some of the most controversial
between Athens and Persia. This terrible clash between East and West is full of
and influential philosophy and literature ever created, and to tease out its impact on
prejudice, heartbreak, history, art and some extraordinary plays that flesh out the
later thought and life.
history and development of the Western World. • ‘Love and Relationships’ offers you the opportunity to look in depth at some
It is good preparation for a range of degree courses that require clear thinking
of the historical practices and beliefs of the Romans and Greeks. From poetry to
and writing, especially (but not just) Classics, Ancient History, Art History, History,
philosophy, these ideas can be as alien as they are familiar to us.
Theology, Philosophy or Politics.
How the course is taught and assessed All the texts are read in English translation. The exams consist of answering context questions and writing essays on the topics studied. There is no coursework.
Entry Requirements No knowledge of Latin or Ancient Greek is required. However, a grade 5 or above in English is preferred.
Bishop Luffa Sixth Form has not only helped me to develop my academic abilities and independent study skills, but it has also given me the opportunity for personal development through extra-curricular activities. Amongst others, I’ve been encouraged to enter the Historical Association Great Debate, had the opportunity to compete in the Bar Mock Trial, and helped to lead the lower school’s Christian Union. Emily 12
COMPUTING AQA
CONTACT TEACHER: MR A KNOWLES, TEAM LEADER COMPUTING
Why study Computing?
How the course is taught and assessed
Computing is a growing area of study. It can ensure a pathway into employment in
Despite lots of theory to cover, where possible the course is delivered as a practical
industry involving computing or problem solving skills such as business, finance or
‘hands-on’ approach.
technology.
Paper 1 Course details
Computer Systems (no calculators). 2 hours 30mins written Exam (140 marks) 40% of A level.
The key features of the course are: emphasis on problem solving using computers,
Topics covered include: CPU input, output and storage devices, software and
computer programming and algorithms, mathematical skills to express computational
software development, exchanging data, Data types, data structures, algorithms and
laws and processes.
Legal, moral, cultural and ethical issues
e.g. Boolean Algebra / logic and the comparison of the complexity of algorithms.
Paper 2 Algorithms and Programming (no calculators). 2 hours 30mins written exam (140 marks) 40% of A level. Topics covered include: Elements of computational thinking, problem solving and programming, algorithms to solve problems and standard algorithms
Non-exam assessment (NEA) 70 marks (20% of the A-level). This is an internally assessed unit moderated externally. Candidates are required to complete a programming based project. The project includes: Analysis of the Problem, Design of the solution, Developing the solution and evaluation.
Entry requirements Students do not need to have studied Computing at GCSE but we would expect a grade 6 in this or in Mathematics.
My teachers have always been supportive, helping me to bridge the gap between GCSEs and A- levels whilst helping me to exceed in my work and achieve the best I can. Through my extra-curricular activities, such as the Sixth Form Committee, I have been able to develop my character and confidence. Ben 13
CORE MATHEMATICS AQA MATHEMATICAL STUDIES 1350
CONTACT TEACHER: MR S PYLE, HEAD OF MATHEMATICS
Why study Core Mathematics? After studying the education systems of some of the most successful countries in the world, the government have identified a major weakness in our own system. They have realised that only around 20% of UK students study maths beyond 16. This is the lowest rate of the 24 leading developed countries in the world. In Japan, for example, around 85% of students continue with their studies beyond GCSE level. This puts our young people at a major disadvantage with our international competitors. In today’s global marketplace, both universities and employers need to be confident that the people they are recruiting are on a par with their international counterparts when it comes to standards in mathematics. Against this background the Department of Education has invited certain mathematically high performing schools to pilot a new exciting course based around activities that give students the chance to hone their problem solving skills. We are proud to be one of these schools. Core Mathematics has been designed to fill this apparent gap in our education system. It is specifically designed for students who have achieved a B or C in GCSE maths as well as students with an A* and A grade who are not taking A-level maths. Core mathematics is a new high quality maths qualification that will give you the numeracy skills that you will need to compete for jobs and high earnings. In addition, it will ensure future generations are strong in maths - a subject vital to so many careers.
Course details
How the course is taught and assessed
Core Mathematics is a two year course based on 2.5 hours per week. It is a Level 3
It a two-year course which is assessed by a terminal examination. There are no
qualification which means it has the same number of UCAS points as an AS-level.
external examinations in Year 12.
The course includes topics such as statistics, probability, advanced calculation and modelling. It is specifically designed to develop students’ mathematical thinking and
The course is largely taught through problem solving where students extend their
problem-solving skills. It will be quite different to GCSE maths as it will be based
learning by tackling problems for which they have no prescribed or memorised rules.
on activities that give you the chance to find new properties or create new ways
These problems often don’t have a “correct” solution as there may be many ways of
of thinking to solve concrete problems. Most of the problems will be embedded in
“solving” the problem. It is then through discussion and the sharing of ideas that the
the context of other disciplines and the real world and so will support your work in
students build their own learning.
other areas. These problems are carefully chosen to be problematic but engaging for our students. You will learn how to break these problems down into easy stages, how to translate
Classes will be varied, comprising investigations, class discussions and considerable
them into mathematical form and how to deal with the mathematics which results.
use of appropriate IT resources - including the extensive use of a graphical calculator and commercial software. You will be set work regularly and the subject content will be assessed regularly generally through the problems set.
Entry requirements For Core Mathematics: you are expected to have achieved at least a grade 4 in GCSE Mathematics. You cannot study Core Mathematics alongside A-level Mathematics or Further Mathematics. 14
DRAMA AND THEATRE STUDIES EDEXCEL
CONTACT TEACHER: MRS N FURNELL, DRAMA TEAM LEADER
Why study Drama and Theatre Studies?
How the course is taught and assessed
Drama and Theatre Studies will offer you a varied and engaging study of the world
The course is both academic and practical. Plays are explored in detail and viewed
of the theatre. It is a challenging, exciting and hugely rewarding course. You will gain
in the light of theatre practitioners. Live theatre is visited at set points over the two
a critical knowledge and understanding of Drama from its origins to the present day.
years and is always encouraged. Practical work is integral to the course and forms
You will perform in productions and participate in workshops as well as undertaking
a significant part of your final mark, including creating and performing a piece of
written exam work and coursework. The focus at all times will be on depth and
your own.
quality within the work. This comes from the complete integration of reflection within the practice of creative Drama.
Entry requirements
Course details
Students should have achieved a grade 6 or above for GCSE Drama. Students may take Drama at A-level if they have not taken it at GCSE providing that they have a
Component 1: Devising
grade 5 or above in both GCSE English Literature and English Language.
This unit requires the creation of a unique and original piece of theatre. You will be assessed on both the process of creation and the finished product in the form of a performance to an invited audience.
Component 2: Text in performance You will be required to perform either a monologue or duologue and contribute to a performance of a professionally published play by a known writer. Both performances will take place in front of an invited audience.
Component 3: Theatre makers in practice This is an externally assessed written exam. You will be required to answer questions in 3 different sections. Section A relates to a live theatre performance that you have seen during the course. Section B and C will relate to a chosen set text and how you would interpret this play in performance.
There are so many opportunities for everyone to get involved in within the Sixth Form. House drama is something I decided to undertake this year and it has really helped me develop valuable skills I can take with me as I move onto university. Poppy 15
ECONOMICS EDEXCEL
CONTACT TEACHER: MR J BARNETT, HEAD OF HUMANITIES
Why study Economics?
economies; the financial sector; role of the state in the macroeconomy.
Economics is an incredibly topical subject and as such we will often relate our
How the course is taught and assessed
studies to current affairs, and economic developments within and beyond the UK. Economics is a social science subject that combines well with a broad range of subjects including Maths, English, History and Geography. You will be dealing with economic theory and seeing how this theory fits the real world. You will be applying economic concepts to contemporary UK economic and social issues such as how to achieve economic growth; resolve unemployment, how to control rising prices, the exchange rate value of the pound, and questions such as: Should interest rates be changed? What level should the minimum wage be? Should the government/EU subsidise farmers? What is the future for the Euro? How can government reduce the budget deficit? What will the impact of Brexit be? You will develop critical skills and be able to analyse and evaluate the effects on the economy of various measures. Economics is a very rigorous and well respected A-level and as such is highly valued by HE institutions and employers and can lead to careers in accountancy, banking, financial services, the law, business, Inland Revenue. Many students go on to take degrees in Economics, Management,
economic theory to what has happened in the UK and world economy over the last ten years or so. There is no coursework in Economics. The Economics Society (where visiting speakers come into school) and a student conference help to enhance and extend learning beyond the classroom.
Paper 1 Assessment: A mixture of multiple choice and short answer questions; one data response question and one open extended response question (choice of one from two)
Paper 2 Assessment: A mixture of multiple choice and short answer questions; one data response question and one open extended response question (choice of one from two)
Business and Finance.
Paper 3 Assessment:
Course details
response question (choice of one from two)
Theme 1
Entry requirements
• Introduction to markets and market failure • The nature of economics; how markets work; Market Failure; Government Intervention
Theme 2 • The UK Economy – performance and policies • Measuring economic performance; aggregate demand; aggregate supply; national income; economic growth and macroeconomic objectives and policy
Theme 3 • Business behaviour and the labour market • Business growth; Business objectives; Costs, revenues, profits; Market structures; Labour market; Government intervention
Theme 4 • A global perspective • International economics; poverty and inequality; emerging and developing 16
We study economic theory and then see how this fits the real world. We relate
Questions drawn from all themes. Two data response and one open extended
There is no need to have taken GCSE Economics in order to take A-level Economics. However, it is important that you have at least a GCSE grade 5 or above in both English and Mathematics.
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ENGLISH LANGUAGE AQA
CONTACT TEACHER: MS L WATSON, HEAD OF ENGLISH FACULTY
Why study English Language?
How the course is taught and assessed
If you love reading, writing, speaking and listening, English Language should be the
We expect you to take an active role in lessons through discussion, presentations
course for you. In studying linguistics, you will explore a range of texts and learn
and research.
to analyse spoken communication. This course is an excellent preparation for any career involving written or spoken communication such as journalism, teaching, or
• Two teachers will deliver different areas of the course.
the Media and is particularly complementary to the study of psychology or modern
• Support booklets are used to guide you through the course and help to make you
foreign languages.
an independent learner. • You will be expected to keep a log of your wider reading throughout the course.
Course details
• You will be provided with opportunities to practise timed essays to develop your exam skills. Marking criteria, model answers and teacher feedback will be used
Component 1: Language, the individual and society
to improve your performance. We aim to enhance your classroom experience
The aim of this part of the subject content is to introduce students to language
with relevant study days/visits as available.
study, exploring textual variety and children’s language development. This area of
Assessment:
study introduces students to methods of language analysis to explore concepts of
• Component 1: written exam: 2 hours 30 minutes, 100 marks, 40% of A-level.
audience, purpose, genre, mode and representation. It also introduces students to
• Component 2: written exam: 2 hours 30 minutes, 100 marks, 40% of A-level.
the study of children’s language development, exploring how children learn language
• Component 3: non-examined assessment: word count: 3,500, 100 marks, 20% of
and how they are able to understand and express themselves through language.
A-level, assessed by teachers, moderated by AQA.
Component 2: Language diversity and change
Entry requirements
The aim of this area of study is to allow students to explore language diversity and change over time. Students will study the key concepts of audience, purpose, genre
Grade 6s or above in English and English Literature GCSEs are required to study
and mode and will explore language in its wider social, geographical and temporal
this subject at A-level.
contexts. They will explore processes of language change. This part of the subject content also requires students to study social attitudes to, and debates about, language diversity and change.
Component 3: Language in action The aim of this area of study is to allow students to explore and analyse language data independently and develop and reflect upon their own writing expertise. It requires students to carry out two different kinds of individual research: • a language investigation (2,000 words excluding data) • a piece of original writing and commentary (750 words each) Students can choose to pursue a study of spoken, written or multimodal data, or a mixture of text types, demonstrating knowledge in areas of individual interest. Methods of language analysis underpin each component.
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ENGLISH LITERATURE AQA
CONTACT TEACHER: MS L WATSON, HEAD OF ENGLISH FACULTY
Why study English Literature?
How the course is taught and assessed
If you love reading, you will love studying English Literature. The course is designed
• We expect you to take an active role in lessons through discussion,
to develop your close reading skills as well as your breadth of reading through the
presentations and research
study of novels, plays, poetry and literary non-fiction. English Literature combines
• Two teachers will deliver different areas of the course
well with a wide range of other subjects such as History, Theatre Studies, Media
• Support booklets are used to guide you through the course and help to make
Studies and Theology. It is respected by all universities as a challenging academic
you an independent learner
subject.
• You will be expected to keep a log of your wider reading throughout the course • You will be provided with opportunities to practise timed essays to develop your
Course details
exam skills. Marking criteria, model answers and teacher feedback will be used to improve your performance.
Paper 1: Literary Genres Choice of two options:
We aim to enhance your classroom experience with relevant study days/visits to
Option 1A: Aspects of tragedy
theatres as available.
Option 1B: Aspects of comedy Study of three texts: one Shakespeare text, a second drama text and one further
Two written exams: 40% each (one 2 hrs 30 mins, one 3 hours) Non-exam
text, of which one must be written pre-1900.
assessment: 20%
Paper 2: Texts and Genres
Entry requirements
Choice of two options: Option 2A: Elements of crime writing
Grade 6s or above in English and English Literature GCSEs are required to study
Option 2B: Elements of political and social protest writing
the subject at A-level.
Study of three texts: one post-2000 prose text, one poetry and one further text, one of which must be written pre-1900. Exam will include an unseen passage.
Non exam assessment: Theory and independence. Study of two texts: one poetry and one prose text, informed by study of the Critical Anthology. Two essays of 1250-1500 words, each responding to a different text and linking to a different aspect of the Critical Anthology. One essay can be re-creative. The re-creative piece will be accompanied by a commentary.
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THE EXTENDED PROJECT QUALIFICATION AQA
MRS H WILLIAMS, EPQ COORDINATOR
Why undertake the Extended Project?
Course Details
“The EPQ is excellent for developing students’ independent study skills; it gives academic confidence and provides a head start for university. This is a great opportunity for a student to choose a topic that they’re curious or passionate about, and to improve their knowledge, without being restricted to their A-level specifications. The EPQ can help students stand out when writing their UCAS personal statement or when applying for jobs”
The Extended Project Qualification (EPQ) is a single piece of work of a student’s
Mrs H Williams (EPQ Coordinator)
from the topic area, title and direction of the project to the finished product.
Carrying out an Extended Project (EPQ) will be enjoyable and challenging, and should give you significant benefits: • It will help develop organisational, project management and independent learning skills, which can be used in A-level studies and beyond. • It provides a set of skills which can be taken to higher education and applied in future employment. • If you are making an application to higher education, working towards the EPQ will make you stand out from other students and provide a substantial topic to discuss at interview. • Studying an area in depth, might help you decide on future employment or education routes. • By completing the EPQ, you gain UCAS points worth half an A-level and a qualification recognised by universities and employers; many universities, make alternative offers to students undertaking an EPQ.
My EPQ addresses the question: ‘Is Brexit an inherently illiberal idea?’ I have undertaken several interviews with politicians and journalists that have racked up hundreds of thousands of views online, and one senior journalist even agreed to mentor me. I intend to study PPE at university, with my top choices being Oxford, London School of Economics and Bath. Steven 20
choosing that requires evidence of planning, preparation, research and autonomous working. The outcome could be a 5,000 word dissertation or something practical that addresses a research question. Some of the ideas for the EPQ have sprung from A-level topics, others have given students the opportunity to research a new area beyond their A-level specifications. This is a truly exciting course which gives you complete autonomy over your work,
How the course is taught and assessed
Entry requirements
There is a lecture-style session once a fortnight. We have an exciting programme
The EPQ is open to all students in Year 12 who are not undertaking Core Maths, a
that includes masterclasses delivered by The University of Southampton and The
fourth A-level or GCSE retakes.
University of Leeds. The students will visit the University of Chichester’s library to get a taste of university-style research as well as the opportunity to use the Hartley Library in The University of Southampton. In addition there are four periods per fortnight on the student’s timetable, which include a session following up the previous lecture’s theme and time for both independent work and individual one to one support. The course begins with a grounding in research and critical thinking skills, and you will be supported in choosing a topic. You will write a research proposal, and then focus on writing your dissertation. You will present your ‘work in progress’ at points throughout the year and teachers will give individual support in class and online. Final projects are graded A* to E and you can choose a topic related to one of your A-level courses or a completely different area of interest, written or practical.
“Completing an EPQ prepares students perfectly for the rigours of the research-led education they can expect at many universities. The experience provides them with the essential skills for independent academic research, writing, presentation and referencing. The process of completing a research log is especially important as it is the reflection they undertake that fully develops these skills. We have an increasingly compelling evidence base that shows students who excel in the EPQ settle in well to undergraduate study. Our desire to see more students like this in our lecture theatres and seminar rooms is reflected in many university admissions policies which now see a number of courses making alternative grade offers on the basis of achieving an A or A* in the EPQ” Dr Emma Thompson University of Southampton
You will be supported by a teacher throughout your project, the outcome of which could be: • an extended piece of writing (5000 words) • a musical or theatrical performance (+ 1000 words) • a sculpture or other artefact (+ 1000 words) • a multi-media item, e.g. a short film (+ 1000 words) • a report on an investigation or experiment (+ 1000 words) You also need to complete a Project Proposal Form and a log of the research process for assessment. You are expected to present your research and final product to your peers and answer their questions. There is no written examination for this qualification and final assessment is completed by the beginning of June in Year 12, leaving you time to focus on your other subjects.
The fact that you can go to your teachers to speak to them at any point, whether through email, or face to face, is really useful and a great help. Taylor 21
FRENCH AQA
CONTACT TEACHER: MRS K CHRISTIE, HEAD OF LANGUAGES
Why study French?
How the course is taught and assessed
A foreign language is a key to open doors to other worlds. It covers many topics
Students will have nine periods with a specialist teacher over two weeks. It is also
taught in other areas, such as History, Geography, Science, Literature, Economics
important in independent study time for students to research current affairs and
and Religious Studies. It is useful in the working world as many companies have
news items on the internet and to read in French (online, books, newspapers).
international links and prefer employees with knowledge of another language. It is also a challenging academic exercise, highly valued at university level, and it is
Lessons will be predominantly in French and will involve active participation from
enjoyable.
the students. Students will have a course book but will also use texts from the internet and other sources as well as audio material for listening practice.
Course Details The terminal papers will be assessed as: Students taking a modern foreign language in the Sixth Form will be able to build
• Listening, Reading and Writing (40% of A-level)
on their experience at GCSE by increasing their linguistic competence and their
• Writing (based on study of Literary texts and films) (30% of A-level)
self-confidence to express their ideas in another language. They will gain a more
• Speaking - based on an individual research project (30% of A-level)
detailed insight into the culture of French speaking countries, improve their general communication and research skills and also learn much about other issues in the
Entry requirements
world about us. Anyone intending to take French at A-level will normally be expected to have The key themes of the A-level course are: • Social Issues and Trends • Political and Artistic Culture • Grammar 22
achieved a grade 7 or above at GCSE, the minimum expectation is a grade 6.
GEOGRAPHY AQA
CONTACT TEACHER: MRS M WILBURN, GEOGRAPHY TEAM LEADER
Why study Geography? Geography is the unique bridge subject as it bridges the gap between the social and earth sciences. Human, physical and environmental aspects of geography will enhance your knowledge of the interactions between people and places in the world. The course provides plenty of room for discussion and extended research which will help you become an independent thinker. You will learn in a wide variety of ways such as using maps, GIS skills, data analysis, photos, videos and podcasts as well as through 4 days of fieldwork. It is a flexible, broad based subject that integrates well with a variety of other subjects from the sciences to the arts. Geography is highly valued by universities as an A level choice. It also opens up a wide range of career opportunities such as sustainability and green issues, hazard management, urban regeneration, law and human rights, global business or medicine.
Course details
Choose 2 of 5: Climate Change, Disease Dilemmas, Exploring Oceans, Future of Food, Hazardous Earth.
The A-level is made up of three units:
Unit 4: Independent Investigation
Unit 1: Physical Systems
Students complete an individual investigation based on a question or issue identified
Unit Landscape Systems:
by them on any part of the specification that interests them.
Choose 1 from: Glaciated Landscapes, Dryland Landscapes, Coastal Landscapes (How do they form? How does nature change them? How does human activity change them?)
How the course is taught and assessed
Unit Earth’s Life Support Systems: Compare contrasting biomes (Tropical Rainforest and Arctic Tundra) (How do the
Teaching will take place in the classroom as well as opportunities to learn outside
two biomes differ? How do physical and human factors affect each biome?)
the classroom via both human and physical fieldwork. In class there will be some teacher led sessions, other lessons you will carry out independent research, hold
Unit 2: Human Interactions
debates, give presentations, team teach and analyse maps, photos and data to
Unit Changing Spaces, Making Places:
develop understanding of issues. Organisation, self-motivation and an interest to
(How do patterns of social inequality vary within and between places? How does the
find out about contemporary issues is crucial.
economy change places? How do places try to ‘rebrand’ themselves?) Unit Global Connections:
01 Physical systems and 02 Human Interactions (1 hour 30 minute written paper
Either: Trade in the Contemporary World or Global Migration
each) 24% of total A level each
(What are the patterns of migration/trade? What are the issues?)
03 Geographical debates (2 hours 30 minute written paper) 32% of total A level
Either: Power and Borders or Human Rights
04 Independent Investigation (Non-examination assessment) 20% of total A level
(What is the role of global governance in conflict? How has human rights contributed to development?)
Entry requirements Unit 3: Geographical Debates (What is it? What are the causes? What are the threats? What are the solutions?)
Obtaining at least a grade 6 at GCSE Geography is generally required to be accepted on the course. 23
GERMAN AQA
CONTACT TEACHER: MRS D WILLIAMS
Why study German?
How the course is taught and assessed
A foreign language is a key to open doors to other worlds. It covers many topics
Students will have nine periods with a specialist teacher over two weeks and a
taught in other areas, such as History, Geography, Science, Literature, Economics
lesson per week with the language assistant. It is also important in independent
and Religious Studies. It is useful in the working world as many companies have
study time for students to research current affairs and news items on the internet
international links and prefer employees with knowledge of another language. It
and to read in German (online, books, newspapers).
is also a challenging academic exercise, highly valued at university level, and it is enjoyable.
Lessons will be predominantly in German and will involve active participation from the students. Students will have a course book but will also use texts from the
Course details
internet and other sources as well as audio material for listening practice.
Students taking a modern foreign language in the Sixth Form will be able to build
The terminal papers will be assessed as:
on their experience at GCSE by increasing their linguistic competence and their self-confidence to express their ideas in another language. They will gain a more
• Listening, Reading and Writing (40% of A-level)
detailed insight into the culture of German speaking countries, improve their general
• Writing (based on study of Literary texts and films) (30% of A-level)
communication and research skills and also learn much about other issues in the
• Speaking - based on an individual research project (30% of A-level)
world about us.
Entry requirements The key themes of the A-level course are: Anyone intending to take German at A-level will normally be expected to have • Social issues and Trends • Political and Artistic Culture • Grammar
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achieved a grade 7 or above at GCSE, the minimum expectation is a grade 6.
HISTORY OCR
CONTACT TEACHER: MR J BARNETT, HEAD OF HUMANITIES AND HISTORY TEAM LEADER
Why study History?
How the course is taught and assessed
In a rapidly-changing World, it’s becoming ever more important that we remember
You will notice some differences and similarities with your GCSE course.
the lessons of the past. History gives you that vital context, that wider view of events around us. As well as this important grasp of the world we live in, and how
There are still a variety of learning styles. Sometimes the teacher will lead the lesson.
we’ve got to where we are today, A-level History also develops important skills in
On other occasions there will be far more independent learning. The teacher will
the students that choose it.
set up a task and it will be your responsibility to organise the completion of it. The teacher will be on hand to guide and advise, but it is your motivation and
You will develop your ability to evaluate and analyse information, to weigh up
organisation that are crucial. There may be source investigations, internet research,
evidence and to communicate complex ideas effectively. These skills are recognised
presentations or debates. Visits and student conferences help extend learning
and valued by employers, universities and colleges. Many students choose
beyond the classroom.
to continue their history studies at degree level. You will also have an excellent foundation for many careers including journalism, law and business. This is illustrated
The course is assessed through examinations and coursework. The A-level course
by the amount of students who are able to get onto these very popular courses.
involves one coursework unit and three exam based units.
History combines well with Maths and Science subjects to create an attractive
Entry requirements
portfolio of qualifications, enabling students to move on to a science-based university course. Combined with English and MFL it would provide a good basis for
Grade 6 in GCSE History is generally required for entry onto the A-level course.
an arts or language-based degree.
Course details A-level History is made up of four units. Three are exam-based with one further coursework unit.
Unit 1 British History Period Study and Enquiry: The Tudors. One source and essay-based exam of 1.5 hours
Unit 2 Non-British History: Germany 1919-63. One essay-based exam of 1 hour
Unit 3 Thematic Study and Interpretations: Civil Rights in the USA 1865-1992. One essay, and source-based, exam of 2.5 hours
Unit 4 Coursework: One 3000-4000 word essay, related to an aspect of Unit 2 25
LATIN OCR
CONTACT TEACHER: MS C BARNETT, TEACHER OF LATIN
Why study Latin?
How the course is taught and assessed
Latin has an obvious link with such subjects as English, History, Modern Languages,
Translation and comprehension of unseen passages of Latin, using a variety of texts
Philosophy and other Arts/Humanities subjects with its logical approach and
to develop both accuracy and understanding of more difficult Latin. You will study a
emphasis on accuracy. However, it can also be combined successfully with
prose and verse author in detail, developing your ability to analyse and discuss the
Mathematics and Science subjects. It has traditionally been linked with such subjects
means by which the author achieves particular effects in his use of language.
as Law and Medicine, but it will provide you with an excellent qualification for a wide variety of courses.
Entry requirements
Course details
At least a grade 6 in GCSE Latin.
You will study literature and develop your powers of literary criticism. You will study language and at the same time increase your knowledge of English vocabulary, grammar and syntax. You will continue to develop your logical reasoning and learn how to express things accurately and concisely. You will learn something of the social, military and political history of the Romans.
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LAW AQA
CONTACT TEACHER: MR I THOMAS
Why study Law? The course is intended to provide an appropriate foundation for further study of law or related subjects in higher education and various vocational courses. It aims to develop an understanding of legal method and reasoning, develop logical thinking and analytical skills and develop the ability to communicate legal arguments and conclusions with reference to appropriate legal authority. It will also provide students with a very solid understanding of the legal system in this country and the way in which it affects our lives.
Course details
How the course is taught and assessed
The specification will cover the following topic areas:
Lessons will be taught using a variety of styles. Group work, debate and role play are used, along with more traditional teaching methods. Significant online resources
The nature of law
are used in teaching and students need to access and use these regularly. Visits to
Students will study of the distinction between enforceable legal rules and principles
courts and from legal practitioners enhance students’ understanding. We enter a
and other rules and norms of behaviour; criminal and civil law and the different
team into the Citizenship Foundation’s Bar Mock Trial Competition each year.
sources of law (including custom, statutory law and the common law). Elements of
Each of the three modules is assessed by written examination which will include
jurisprudence will be studied including the relationship between law and morals and
multiple choice questions, legal problem-solving and some extended writing.
issues of justice.
Entry requirements The English and Welsh legal system This will include the study of Parliamentary law making, delegated legislation,
Law is a popular, rewarding, but difficult subject. Students will need to be able to
statutory interpretation and judicial precedent. The legal system, including court and
demonstrate good written and communication skills, which will require at least a
tribunal structures and legal personnel, will also be explored.
grade 5 in GCSE English Language and other Humanities subjects.
Private law Students will study of the law of tort (which will include negligence, occupiers’ liability and nuisance) and the law of contract
Public law Students will study criminal law which will look at general elements of criminal liability and specific criminal offences, including both fatal and non-fatal offences against the person (including murder, manslaughter, assault and battery) and property offences (including theft and robbery), as well as criminal attempts. The defences of selfdefence, duress and intoxication will be studied. Throughout the course, students’ legal skills will be assessed which will require the ability to apply legal knowledge to factual scenarios in order to reach legally valid conclusions, analysis, application and evaluation of legislation and case law and constructing clear, concise and logical legal arguments which are substantiated by legal authority, using appropriate legal terminology. 27
MATHEMATICS & FURTHER MATHEMATICS Mathematics OCR Mathematics B (MEI) H640
Further Mathematics OCR Further Mathematics B (MEI) H645 CONTACT TEACHER: MR S PYLE, HEAD OF MATHEMATICS
Why study Mathematics? “We all use maths everyday; to predict the weather, to tell the time, to handle money But maths is more than formulas and equations. It’s logic It’s rationality It’s using your mind to solve the biggest mysteries we have.” (Numb3rs, 2005) Without mathematicians, modern society would not exist: imagine a world with no science, no engineering, no medicine, no architecture… But the image of mathematics has changed dramatically over the past 10 years as the beauty in mathematics has been revealed by plays on Broadway such as Copenhagen (where the central character, as he began to understand quantum theory, was so overwhelmed by its pure mathematical structure that he was too excited to sleep and had to go rock climbing), Proof and Q.E.D. (where the theoretical physicist Richard Feynman talks about the wondrous way in which mathematics is at the root of any meaningful interpretation of nature). Television has got into the act too with the 2005 series Numb3rs. The ongoing theme is that mathematics is all about solving real problems and mysteries. So if you want to use your mind to solve the biggest mysteries we have, then studying mathematics is probably a wise choice.
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A Level Mathematics
A Level Further Mathematics
Core content:
Core content:
All units have an emphasis on using technology and the modelling cycle to solve problems.
Pure Mathematics This involves lots of new and exciting concepts such as complex numbers and
Pure Mathematics
Mathematical induction which are probably two of the most exciting and powerful
In this unit you continue to develop branches of the subject such as algebra,
concepts you will ever meet. If you want to prove that you can find the square root
geometry and trigonometry. You will build on skills which you already have and
of a negative number or that all horses are the same colour or even that all men have
develop further skills for solving interesting and important problems of more realistic
one leg then this course is for you!
kinds than are possible at GCSE level. You will meet a new branch of mathematics called calculus which is a very powerful tool for solving problems and is an essential
Applied Mathematics
part of many university courses.
The remaining units are options and will be agreed by negotiation but may involve statistics, mechanics and numerical methods.
Statistics You will explore large data sets and use probability to model and solve real world
How the course is taught and assessed:
problems.
The content is split between two teachers. You will sit three or four papers depending on your options: Paper 1 – Core Pure Mathematics
Mechanics
The other papers will examine the optional units.
You will look at how the world works by looking at topics such as kinematics and projectiles.
Entry requirements A-level Mathematics is a big step up from GCSE and there is a strong emphasis on
How the course is taught and assessed:
algebra at this level. Students must have very good skills in algebra if they are to
The content is split between two teachers. Lessons will be a mixture of theory and
succeed on this course. A grade 7, 8 or 9 at GCSE indicates that they have the skills
practice. Technology will be used to investigate the theory and the use of technology
in algebra necessary to study the course. It may be possible to study Maths A-level
will be assessed in the exams.
with a grade 6 at GCSE, following a discussion with your Maths teacher about your skills in algebra.
You will sit three papers: For A-level Further Mathematics you will need to have achieved a grade 8 or 9 in
Paper 1
Mathematics and have a strong overall GCSE profile.
Pure Mathematics and Mechanics
Paper 2 Pure Mathematics and Statistics
Paper 3 Pure Mathematics and Comprehension 29
MEDIA STUDIES EDUQAS
CONTACT TEACHER: MR G EVANS, TEAM LEADER MEDIA STUDIES
Why study Media Studies? It is impossible not to be impacted by the media in your day-to-day life. It’s where we find out what’s happening in the world; where we download music, films and content. It’s where we see the results of referendums, elections and uprisings and how we learn the impact they’ve had on us all. It’s where we interact with friends and project who we are. From politics and news to entertainment and culture, from advertising and marketing to social media and digital technology, the average person is exposed to 9.8 hours of media content daily. It is more crucial than ever to have a critical understanding of the media, its effects, its opportunities and the producers and institutions behind the many media products we consume. Now there are a huge number of extra channels and platforms where we receive news, entertainment, information and advertising. These ‘new media’ now include the Internet and mobile devices - along with blogs, YouTube videos, memes and numerous social media sites. This means that the relationships between the producers and consumers of media products are constantly changing. Today, your opinion, your idea, your protest campaign, your video or your creation can be viewed globally in an instant. This course is a superb primer for further academic study at university as well as excellent preparation for those who are aiming for a career in a particular area of the media. Media Studies graduates also enjoy a high employment rate because of their knowledge of marketing, industry and audiences which are essential when starting your own business or when working for any modern company that aims to have a presence online and in the marketplace.
Course Details
How the course is taught and assessed
Media Studies is a dynamic and challenging subject which welcomes independent
Examinations (70%)
and creative learners. You will view, evaluate and analyse a range of media texts
Two two-hour papers, the first exploring contemporary media issues and debates
which will prompt discussion and debate of a variety of contemporary issues. We will
and relating to a pre-released topic set by the exam board; the second involving the
look at a range of set media products from all media platforms such as:
analysis of media products that have been studied throughout the year. Both papers have a variety of question formats catering for all learners.
• Advertising and Marketing • Music Videos (including Beyonce and Vance Joy)
Non-Examination Assessment (30%)
• Newspapers
You will have the opportunity to respond to a technical brief by producing a media
• Film Marketing (including Straight Outta Compton and I, Daniel Blake)
product in the specialised medium of your choice (namely television, music video,
• Radio
radio, newspapers, magazines, online/ social media content, or video games). To aid
• Video Games (including Assassin’s Creed)
you in this, you will have exclusive and unrestricted access to our Apple Mac suite
• Television (including Humans, The Returned and The Bridge)
and SLR cameras during and between lessons.
• Documentaries • Magazines (including Huck and Vogue)
Entry requirements
• Online products (including Zoella, , Attitude and Pointless Blog)
You do not need to have taken Media Studies at GCSE level, but if you have you will be expected to have gained at least a grade 6. Otherwise you will need at least
The course also introduces you to the practice of production, which gives you the opportunity to create media products in the medium of your choice. Underpinning all of this will be the study and application of contemporary theory and theorists and dynamic academic approaches such as convergence, fandom, reception and cultivation theory, media literacy and media effects. 30
a grade 5 in English Language and/or Literature GCSE.
MUSIC EDEXCEL
CONTACT TEACHER: MS J BOWEN-MELFI, DIRECTOR OF MUSIC
Why study Music?
How the course is taught and assessed
The A-level course is excellent preparation for higher education courses in music,
The Edexcel A-level course is 100% externally assessed, and consists of one written
but is equally valuable for non-specialists as a second or third area of study. The
paper and two non-examined assessments. The Appraising assessment consists of
units offer a broad and satisfying experience for those who wish to expand their
the study of six areas from a choice of twelve areas of study with three set works
musical studies and develop as musicians. This should appeal to students interested
in each, and is assessed by a final written examination worth 40%. The Performing
in developing as performers, composers and musicologists.
assessment consists of two instrumental or vocal solo/ensemble recitals, of six to eight minutes and is worth 30%. The Composing assessment consists of four
Course Details
compositions of a minimum of two minutes’ duration, two to a set brief and two as a free choice and is worth 30%.
There are three main areas of study and these focus on Performing, Composing and Appraising. You will improve your skills in performing and composing in a
Entry Requirements
range of styles. You will listen and appraise a wide variety of music and develop a more informed appreciation of how and why it was composed and/or performed.
Students who would benefit most from studying A-level Music are likely to have a
The use of music technology and access to music composing, sequencing and
Level 2 qualification such as a GCSE in Music at grade 6 or above. You should be
editing software, are key features in the delivery of the course. It is a compulsory
aware that performing skills need to be at the standard of Grade 5 at the start of the
requirement that all A-level music students will perform and rehearse regularly in at
course, rising to at least Grade 6 for the second year.
least one school-based choir or instrumental ensemble, in addition to acting as a music champion for one area of musical specialism.
It has been great to have more lessons focusing on each subject with spaces in between for private study. I also enjoyed taking part in the Bar Mock Trial. It was really fun and helped me develop my reasoning skills. Artchi
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PHYSICAL EDUCATION AQA
CONTACT TEACHER: MR T BROWN, PE TEAM LEADER
Why study Physical Education? A-level PE allows you to acquire and develop your practical sporting skills while also enabling you to evaluate your performance. It also allows students to study the theory behind the practical. The course is aimed at those who enjoy sport but want to bring to it an academic dimension. Physical Education links particularly well with Science subjects. Students from this course have entered degree courses in Teaching, Physiotherapy, Sports Science, Sports Rehabilitation and Mathematics.
Course Details
How the course is taught and assessed
Module 1: Factors affecting participation in physical activity and sport
Six units of theory work split into two modules of study. Each is examined through a 2 hour written exam each worth 35% of the A-level course.
Applied anatomy and physiology Students will develop knowledge and understanding of the changes within body
Practical Content 30%: Students assessed as a performer or coach in the full sided
systems prior to exercise, during exercise of differing intensities and during recovery.
version of one activity plus a written/verbal analysis of performance.
Skill acquisition This section focuses on how skill is acquired and the impact of psychological
Entry requirements
factors on performance. Students will develop knowledge and understanding of the principles required to optimise learning of new and existing skills.
Students wishing to study for this A-level will need to recognise the balance between
Sport and society
practical and theoretical ability. Ideally, students should have studied GCSE PE and
Students will develop knowledge and understanding of the interaction between, and
gained a grade 6, although students without a GCSE in PE will be considered. All
the evolution of, sport and society.
students will be expected to be participants in sporting activities preferably regularly
Module 2: Factors affecting optimal performance in physical activity and sport Exercise physiology Students will understand the adaptations to the body’s systems through training or lifestyle, and how these changes affect the efficiency of those systems. Biomechanical Movement Students will develop knowledge and understanding of motion and forces, and their relevance to performance in physical activity and sport. Sport Psychology In this section students will develop knowledge and understanding of the role of sport psychology in optimising performance in physical activity and sport. Sport and society and the role of technology in physical activity and sport Students will develop knowledge and understanding of the interaction between, and the evolution of, sport and society and the technological developments in physical activity and sport.
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attending activities outside of normal school hours. It is important that prospective students recognise the significant scientific content that is covered on the course and it is essential that at least Grade 5s in GCSE double Science are achieved.
PHYSICS AQA
CONTACT TEACHER: MR R ROBINSON, SCIENCE FACULTY COACH
Why study Physics?
How the course is taught and assessed
If you have enjoyed the Physics modules in your GCSE course; if you are interested
The A-level course is taught by a team of two teachers who split the specification
in understanding the workings of the Universe and the fundamental particles of
between them, as recommended by the exam board. Each module is taught
matter; if you want to know more about the laws which technologists and engineers
sequentially i.e. both teachers start with unit 1, followed by unit 2 and so on. The
use in their work; if you are puzzled by the strange ideas of relativity and cosmology
practical assessments are carried out during the teaching of units.
- then you should consider studying Physics.
Paper 1 In recent years students have gone on to study all branches of Physics (including
What’s assessed? - Sections 1 to 5 and Periodic motion from Section 6.
astrophysics, nuclear physics and environmental physics) and all kinds of engineering
Written exam: 2 hours. 85 marks (60 marks of short and long answer questions and
(including civil, mechanical, automotive, aeronautical, materials, electrical, electronic
25 multiple choice questions on content) 34% of A-level
and chemical).
Paper 2 For others Physics has been a part of their Sixth Form course leading to further study
What’s assessed? - Sections 7 and 8 and Thermal Physics from Section 6. There is
in Chemistry, Biology, Medicine, Veterinary Science, Maths, Music, Oceanography,
also assessment of assumed knowledge from sections 1 to 6.
Psychology, Philosophy and a host of other careers not directly related to Physics.
Written exam: 2 hours. 85 marks (60 marks of short and long answer questions and 25 multiple choice questions on content) 34% of A-level
Course details Paper 3 Core content
What’s assessed? - Section A: Practical skills and data analysis. Section B: Students
1 Measurements and their errors
enter for one of the option sections.
2 Particles and radiation
Written exam: 2 hours. 80 marks (45 marks of short and long answer questions
3 Waves
on practical experiments and data analysis, and 35 marks of short and long answer
4 Mechanics and materials
questions on either Astrophysics or Turning points in physics) 32% of A-level
5 Electricity 6 Further mechanics and thermal physics
Entry requirements
7 Fields and their consequences 8 Nuclear physics
For success in this subject you should have at least a 6 grade at GCSE in both Science and Mathematics. Physics is not an easy subject, but most students find the
Plus either Astrophysics or Turning points in physics
course enjoyable and stimulating. Most Physics students also study mathematics; this is not essential, but they find it a useful support.
My time here has taught me many important skills - how to work independently and improve my self-motivation in order to achieve my targets, as well as how to balance my workload. All of this will benefit me later in life as I go on to study Medicine. Betty
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PRODUCT DESIGN (GRAPHIC PRODUCTS/RESISTANT MATERIALS) EDEXCEL
CONTACT TEACHER: MR A APPERLEY, HEAD OF DESIGN & TECHNOLOGY
Why study Product Design? Product Design provides all students with the best natural link between knowledge and the application of science and mathematics in business and commerce. The coursework component of Product Design provides every student with the opportunity to develop key project management skills that they are able to transfer to any future career. Product Design provides students with an opportunity to learn to use current technologies and consider the impact of future technological developments. Product Design equips students to be creative, independent thinkers. Students combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to think creatively and intervene to improve the quality of life. This qualification encompasses two key factors - creativity and sustainability. Students will develop a range of transferable skills to enable them to respond with confidence to the demands of undergraduate study and the world of work.
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Course details
How the course is taught and assessed
The course will be assessed by both externally set examinations and internal
Unit 1: A two and a half hour examination set and marked by Edexcel. 50% of
assessment.
course.
Unit 1
Unit 2: Internally set and marked and externally moderated by Edexcel. 50% of
In this unit you will develop your creative, technical and practical skills through a
course.
series of product investigation, design and manufacturing activities. You will learn to develop your understanding and knowledge through product investigation, product
Entry requirements
design and product manufacture. Maths and Science skills, knowledge and understanding underpin the theory Designers from the past provide inspiration for present and future designing. You
and practice of design and technology. These skills will be embedded within the
will become aware of the important contribution that key historic movements and
examination of this qualification.
figures have on modern design thinking. 6 or above in a D&T GCSE and then a 5 or above in Maths is the entry requirement. You will develop your knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues.
Unit 2 In this unit, you are given the opportunity to apply the skills you have acquired and developed throughout this course of study, and to design and make a product. There are four parts to the assessment:
Part 1: Identifying Opportunities for Design Identification of a design problem, investigation of needs and research and specification.
Part 2: Designing a Prototype Design ideas, development of design idea, final design solution, review of development and final design and communication of design ideas.
Part 3: Making a Prototype Design, manufacture and realisation of a final prototype, including tools and equipment and quality and accuracy.
Part 4: Evaluating own Design and Prototype Testing and evaluation.
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PSYCHOLOGY
SPANISH
CONTACT TEACHER: MS T MARCHANT, TEACHER OF PSYCHOLOGY
CONTACT TEACHER: MRS S RICHI, ACTING HEAD OF LANGUAGES
Why study Psychology?
Why study Spanish?
Psychology is an exciting and relevant subject. Through studying it at A-level you
Spanish is currently the second most widely spoken language in the world and
will:
therefore a key to open a lot of doors in your future. It also enables students to
• develop a sound understanding of methods and approaches in psychology
develop a broader choice of A-level courses, as it covers many topics taught in
• use and apply your psychological knowledge and understanding to a range of
other areas, such as History, Geography, Science, Literature, Economics, Business
topic areas
and Religious Studies.
AQA
AQA
• develop your critical thinking skills in the context of psychology Being able to speak and understand another language is a very valuable skill and
Course details
this course is therefore recognised by universities as a high quality qualification. In the working world many companies have international links and prefer employees
Students will develop a broad knowledge and understanding of the core areas of
with knowledge of another language. Consequently, this course will prepare you
psychology (social, cognitive, developmental, biological and psychopathological)
to pursue further studies in other fields such as interpreting and translating, law,
through a range of topics, chosen for their accessibility and popularity: Social
international business, the travel industry and marketing. Overall Spanish A-level is
influence, Memory, Attachment, Approaches in Psychology, Psychopathology,
a challenging academic exercise as well as enjoyable!
Research methods and Issues and Options in Psychology. This is a fully linear course, with all three exams taken at the end of the two year course.
Course Details This two years course is designed to help students to build on their experience at
How the course is taught and assessed
GCSE by increasing their linguistic competence and their self-confidence to express their ideas in another language. They will gain a more detailed insight into the culture
Paper 1: Introductory Topics in Psychology
of Spanish-speaking countries, improve their general communication and research
• written exam: 2 hours
skills and also learn much about other issues in the world around them.
• 96 marks in total. 33.3% of A-level
How the course is taught and assessed Paper 2: Psychology in Context
Spanish students have nine periods with a teacher over two weeks. We also
• written exam: 2 hours
encourage our students to use their independent study time to research current
• 96 marks in total. 33.3% of A-level
affairs and news items on the internet and to read literature of all sorts in Spanish.
Paper 3: Issues and Options in Psychology
Lessons are mostly in Spanish and will involve active participation from the students.
• written exam: 2 hours
Students will have a course book and are encouraged to buy, through school, an
• 96 marks in total. 33.3% of A-level
accompanying grammar work book. Students will also use texts from the internet and other sources as well as audio material for listening practice.
Entry requirements Students should have gained a grade 6 in a Science GCSE.
All the skills will be assessed by exams. Students will be evaluated on speaking, reading, listening and writing and will have to complete two assessed translations.
Entry requirements: Anyone intending to take this course will normally be expected to have achieved a grade 7 or above at GCSE Spanish, the minimum expectation is a grade 6. Higher papers must have been taken in the Reading and Listening skills. 36
ART TEXTILES AQA
CONTACT TEACHER: MISS M WITHEROW, TEAM LEADER OF ART TEXTILES
Why study Textiles?
textile design • awareness of intended audience or purpose for their chosen area(s) of textile
Students will be introduced to a variety of experiences that explore a range of textile
design
media, processes and techniques. They will be made aware of both traditional and
• ability to respond to an issue, concept or idea, working to a brief or answering a
new media. Students will explore the use of drawing for different purposes, using
need in the chosen area(s) of textile design
a variety of methods and media on a variety of scales. Students will explore the
• appreciation of the relationship of form and function and, where applicable, the
potential for the use of colour. Students may use sketchbooks/workbooks/journals
constraints of working to a brief
to underpin their work where appropriate. Students can explore relevant images,
• understanding of a variety of textile methods, such as: fabric printing, mono-
artefacts and resources relating to a range of art, craft and design, from the past
printing, relief printing, screen printing and laser printing; tie-dye and batik;
and from recent times, including European and non-European examples. This will
spraying and transfer; fabric construction; stitching, appliqué, patchwork,
be integral to the investigating and making processes. Students’ responses to these
padding, quilting and embroidery.
examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions.
Knowledge and Understanding
Students should be aware of the four assessment objectives to be demonstrated
Students must show knowledge and understanding of:
in the context of the content and skills presented. They should be aware of the importance of process as well as product.
• relevant materials, processes, technologies and resources
Course details
artefacts created in the chosen area(s) of textile design
• how ideas, feelings and meanings can be conveyed and interpreted in images and • historical and contemporary developments and different styles and genres
Students are required to work in one or more area(s) of textile design, such as those
• how images and artefacts relate to social, environmental, cultural and/or ethical
listed below. They may explore overlapping areas and combinations of areas:
contexts, and to the time and place in which they were created
• fashion design
• continuity and change in different styles, genres and traditions relevant to textile
• fashion textiles
design
• costume design
• a working vocabulary and specialist terminology that is relevant to their chosen
• digital textiles
area(s) of textile design.
• printed and/or dyed fabric and materials • domestic textiles and wallpaper • interior design • constructed textiles • art textiles
What’s assessed • Personal investigation- Sketch book and practical work (no time limit. 96 marks. 60% of A-Level) • Externally set assignment- Preparatory period plus 15 hours supervised time (96
• installed textiles.
marks. 40% of A-Level)
Skills and Techniques
Entry requirements
Students will be expected to demonstrate skills in the context of their chosen area(s)
You must have a GCSE in Art and Design or Textiles at grade 6 or above.
of textile design. Students will be required to demonstrate skills in all of the following: • awareness of the elements of textile design, such as shape, line, scale, colour, texture, pattern, contrast and/or repetition in relation to the chosen area(s) of
Subject requirements To provide all your own fabrics/patterns, components and folders. 37
THEOLOGY (RELIGIOUS STUDIES) EDUQAS (WJEC)
CONTACT TEACHER: MRS C DUKE, RE TEAM LEADER, MRS A SMITH, RE CONSULTANT/SIAMS
Why study Theology?
Component 3: Ethics and Religion Including ethical theories, situation ethics, utilitarianism, freewill and determinism.
Theology rigorously explores essential areas for understanding our world today. It is deeply interesting and highly regarded. It equips students and helps them develop
How the course is taught and assessed
essential skills, including high level thinking skills and the capacity to delve with perception into issues of global, international, national and personal significance. It
The course is delivered through a huge variety of teaching and learning styles,
is highly beneficial for any career but especially professions that work closely with
including group work, debate, film, music, guest speakers, drama and role play,
people.
alongside more traditional methods of study. During the course students have the opportunity to participate in conferences and workshops. The A-level is assessed
Theology encompasses many diverse areas including philosophy, genetics, animal
through three two-hour written essay style examinations, using skills in knowledge
rights, environmental concerns, business studies, medicine and law. It provides an
and understanding alongside analysis and evaluation.
opportunity to explore religious and non-religious beliefs in depth and to discuss many important life issues.
Entry requirements
Course details
Students should have gained grades 6 or above in English and Humanities subjects.
There will be an in depth focus on the following three areas:
Component 1: The Study of Religion Including exploring religious concepts, the relationship between religion and society, practices that shape religious identity and contemporary issues/social; and historical developments.
Component 2: Philosophy of Religion Including arguments about the existence of God, the problem of evil and suffering, issues of psychology and atheism, and aspects of religious experience.
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The defining quality of Bishop Luffa Sixth Form for me has been the excellent academic support from my teachers, tutor and sixth form managers, alongside the close-knit community spirit within my year. I find the two complement each other fantastically and this has really helped me progress. Ben 39
BISHOP LUFFA SIXTH FORM Westgate Chichester West Sussex PO19 3HP Tel: 01243 787741 sixthformenquiries@bishopluffa.org.uk www.bishopluffa.org.uk twitter @BLSixthForm
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