Sir henry floyd grammar school 2017 by FSE Design

Sir Henry Floyd Grammar School Offering A Level courses and a full Enrichment Programme

SIXTH FORM PROSPECTUS 2018 ENTRY

Sir Henry Floyd Grammar School Contents: Letters from the Head, Senior Prefects and House Captains Accommodation: map of the school The Post-16 Curriculum Timetable for Entry Sixth Form Entry Procedure Sixth Form Admission Policy Which Subjects Should I Study?

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GCE A Levels Art & Design Biology Business Chemistry Computer Science Dance Design & Technology: Product Design Drama & Theatre Economics English Language & Literature English Literature French; German; Spanish Geography History Mathematics Music Philosophy & Ethics Physical Education Physics Politics Psychology

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What Else? The transition from GCSEs to Sixth Form Education Additional Opportunities Duke of Edinburgh Award Programme Level 2 Award in Community Sports Leadership – Sports Leaders UK Other Extra-curricular Activities LIFE! Sixth Form Student Leadership Private Study Careers and Higher Education Work Experience / Work Shadowing Personalised Learning Department Dress Code, Appearance and Possessions guidelines Financial Support – 16-19 Bursary Fund Sixth Form Study Contract Subjects Applied For Acceptance of Study Contract – to be returned with Application Form Further information is available on the school’s website: 1

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Sir Henry Floyd Grammar School - Home Including the Parent and Student Information Pack: Sir Henry Floyd Grammar School - Parent & Student Info Pack - Pages This pack of information, which is supplied to all new starters provides an outline across a range of the schoolâ&#x20AC;&#x2122;s processes, procedures and policies.

FROM THE HEAD TEACHER

Thank you for your interest in our sixth form. We are delighted that the number of young people wishing to join us at this stage of their career is growing. Our sixth form is steadily increasing in size and contains a very healthy mix of students who studied with us for their entire secondary school career and those who join us having spent Year 11 elsewhere. We hope that our Sixth Form Prospectus contains all that you need to help you decide whether you wish to apply for a place with us. All students follow a distinctive co-curricular programme and alongside the mainstream academic curriculum we run a range of enrichment activities. The prospectus lists all the courses that we plan to offer; we do however reserve the right to cancel any course if there is insufficient demand. Academic success is very important to us. However, we very much hope that our sixth formers will do far more than study. That is why our school offers a wide range of opportunities outside the classroom. Our sixth formers are heavily involved in debating, sports events, charity projects and enterprise activities. In fact the success of many aspects of school life depends heavily on the leadership that our senior students provide. We look to sixth formers to act as role models for younger students and to help the staff to manage the school. Our ambition is that every one of our sixth formers leaves us with the qualifications, knowledge and personal qualities that they will need to succeed in Higher Education and the workplace. You have an important decision to make about how to spend the next two years of your life. This period of time will undoubtedly have a very big influence on the opportunities that will be available to you in adult life. We recognise this and are very willing to spend time helping you to make the choice that is right for you. Our Open Evening is part of the process of explaining the opportunities that are available. Do take time to do your own investigations and find out all that you need to know before applying to study here (or elsewhere). I look forward to meeting you on 9th November and to receiving your application.

Stephen Box Headteacher

FROM THE SENIOR PREFECT TEAM

FROM THE SENIOR PREFECT TEAM On behalf of everyone in our sixth form we would like to welcome you to Sir Henry Floyd Grammar School, and hope you enjoy looking around our outstanding school. Joining Sir Henry Floyd means you will become a part of a close-knit community, where everyone is extremely supportive of the diverse nature of our sixth form. You will be given responsibilities, learn a wide range of skills, and be able to undertake leadership opportunities such as becoming a Subject Ambassador, House Captain, or a member of the Student Senior Leadership Team. Academic success ultimately comes from hard work and dedication, but this school will be there every step of the way, to ensure you reach your full potential. Sir Henry Floyd Grammar has a strong support network, including form tutors, teachers, year leaders, a head of sixth form, and the headteacher, who are all actively involved in the sixth form life. At Sir Henry Floyd Grammar students are supported and encouraged in all that they do. We have outstanding facilities for sixth form, comprising of three study areas for use during private study periods. We have G2, a large room for collaborative work; the library, with several computers and a large selection of educational magazines and books, both fiction and nonfiction, for broadening and deepening subject knowledge and understanding. There is also and our brand new Lawrence building, with an ample study area and fifty computers for completing silent, independent work. The combination of these three work spaces allows all students to be able to work in the environment they find most productive. An education at Sir Henry Floyd Grammar will set you up for your future. The standard of teaching is outstanding, and lessons are always innovative and engaging, resulting in students achieving highly. Examination results are improving year-on-year, however, this school understands the importance of having more than just academic success in order to develop skills outside the classroom. Our careers department is consistently developing, aiming for all students to apply to university, higher level apprenticeships or other educational pathways with an extensive skill set, relevant work experience, and a demonstration of their chosen subject outside the classroom. The education that we are offered here looks beyond the curriculum. Our LIFE! Programme covers interview techniques, life skills and much more, leaving you in a strong position when you leave the school. There are countless extra-curricular opportunities, including Charity Days, International Mindedness Week, sports teams and performing arts clubs; these are all fantastic ways to integrate with a variety of years and to try something new. Extra-curricular trips, such as the annual Ski Trip to Austria, which allows students to make friends and integrate with other years, and a World Challenge Expedition, where students experience a totally new culture and are responsible for planning and leading their own trip. these both allow students to develop personal skills outside the classroom. Our enrichment programme allows students to develop vital skills, like maths or languages, to undertake volunteering, or to write an Extended Project Qualification, where they develop learning, research and academic writing skills useful for university and further education. By studying at Sir Henry Floyd, you will become a well-rounded individual, with strong academic foundations on which to base your future. Our school values create an atmosphere that provides students with a platform to succeed, where they reach and then exceed targets and expectations. The education here is not solely academic, with the chance to learn many new skills, and create lifelong memories along the way. We hope that Sir Henry Floyd Grammar appeals to you as a place to richly develop your education, and we look forward to the prospect of you joining our sixth form in September. Imogen Biggs Head Girl

Matthew Travers Head Boy 4

FROM THE HOUSE CAPTAINS

As House Captains we are pleased to write to you as a potential sixth form student of Sir Henry Floyd Grammar School. We would like to tell you some things about an important branch of the student leadership team in our school - The House System. The school community is currently divided into six Houses: Ascott, Claydon, Hartwell, Mentmore, Stowe and Waddesdon. Each House follows the same leadership structure - a member of the teaching staff and a student Captain with two Vice Captains. This enables the House System within the school to be primarily student led. Our aim is to catalyse student motivation throughout the House System and establish a sense of belonging and pride in each student’s House from day one. Through the House System being a vertical system, this allows older students to mix and work with younger students quite naturally. This is something we are very proud of as our student relationships across the key stages are excellent and improving! As House Captains we organise and promote Inter-House activities through House assemblies and competitions that occur throughout the academic year, in which all students can participate in an effort to obtain House points. House points will be awarded to each House for a variety of activities including: sporting events, dance, drama and music, debating and public speaking, charity fund raising and also in recognition of effort made in general class work. In addition, any examples of ‘public spirit’, for example caring for the environment, demonstrating helpfulness to members of staff and assisting at extra–curricular functions like Open Evenings can also attract the reward of House points for one’s House. These points are collected every term and each running total is recorded and calculated from September of that academic year. Updates are then displayed on the House notice boards in the main corridor. In the summer of the academic year, the whole school takes part in Sports Day. House Captains work together to organise successful and challenging athletic events which eventually culminates in an award ceremony. The whole school is present at the ceremony to announce new record breakers as well as the ‘Victor and Victrix Ludorum’. Once again, this occasion has a vertical theme and sixth form ambassadors and students take lead roles in the preparation and delivery of the event. For years 12 and 13, students remain in the House they were in up to year 11. If you are a new student joining the sixth form, you will be allocated a House on your first day. We look forward to working with you in the forthcoming year.

Dominic Elves Ascott

Sarah Flower Claydon

Holly Jones Hartwell

Shreecharan Munnangi Mentmore

Olivia Sheridan Stowe

Habiba Selim Waddesdon

ACCOMMODATION In July 2017 our new Lawrence building was opened; this has more than doubled the study facilities for the sixth form. Both of our large open areas and the school library, where students have access to our computer network, are available as supervised study areas during the day and after school. There are high expectations about this usage and students are not permitted to consume food or drinks, other than water, in the area. The spaces in the sixth form buildings are available for social time during breaks and lunchtime but there is also a large courtyard area with seating when the weather is fine. A copy of the school site map is available for visitors so that they can locate the various subject departments on our campus.

POST-16 CURRICULUM As a grammar school, we aim to provide challenging and enjoyable courses for able, well-motivated students which can qualify them for the most competitive courses in Higher Education and progression to the most demanding and rewarding careers. An adult atmosphere prevails and the strong work ethic makes a significant contribution to the academic success of our students. We strive to build excellent relationships between staff and students. ‘In a nutshell’, we believe our sixth form can offer you an education of the highest quality. A number of our students go to Oxbridge every year and typically, the Russell research and ‘Red Brick’ universities are where we pitch the majority of our applications. A significant number of Year 13 leavers forge careers in medicine, dentistry or veterinary science as well as other vocational professions such as engineering, law, teaching or highly competitive fields such as journalism or business. In recent years students have also gained places on highly competitive national apprenticeship programmes, for example Rolls Royce. Some students appreciate the opportunity to study subjects not previously studied at GCSE; some wish to include a subject for interest's sake, which may contrast with or complement others selected in a combination to ensure progression to the next chosen destination or prospective career path. As our current year 11 students make their choices they will benefit from the guidance of our highly qualified specialist teachers. They will also have the support of their tutors, Year and Subject Leaders. As a key element of our sixth form offer we also include opportunities to engage in supercurricular activities, some of which provide qualifications, which are intended to develop personal attributes as well as academic qualities.

ADVANCED LEVEL GCE – an intensive, specialist education We offer a full range of A levels that have a reputation of academic strength allowing students to specialise in those subjects that complement their interests and aptitudes. The A level pathway is academically rigorous, internationally recognised, and valued by universities and employers. Our students do of course require motivation, commitment and intellectual curiosity to succeed at the highest level. A level examinations have been in the process of change; almost all have now updated their specifications (content) and examination requirements and will be the new style for September 2018. These ‘new’ A Levels are linear and will be examined in summer 2020, at the end of year 13 (and not at the end of year 12). There is no option at this school for students to sit an AS qualification in year 12 and thus discontinue a subject at the end of year 1 All students will be required to study three subjects at A Level. The only exception to this will be:

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students who opt for further mathematics - they must study two A levels in addition to A levels in mathematics and further mathematics students who have a number of high GCSE grades (minimum 56 points). These students will be invited to apply for a place on a fourth A Level course if the school reference (predicted grades) suggests that they will achieve highly at GCSE. The place on the fourth A Level course will only be confirmed once GCSE results are known.

ENRICHMENT PROGRAMME All Year 12 students studying three A Levels must participate in at least one taught Enrichment Course. For certain A level subjects a specific Enrichment Course will be highly recommended, if not compulsory. Any student studying four A levels may also apply to do an Enrichment Course, although this is not compulsory unless specified in the subject requirement for one or more of their courses. Students should express their preferences for their selected Enrichment Course by completing the relevant section on the Confirmation Form provided on GCSE results day. COURSE

QUALIFICATION LEVEL

Extended Project Qualification (EPQ)

Level 3

COMMITMENT 2 lessons per fortnight (1 taught lesson and 1 research lesson)

The EPQ is highly regarded by universities and employers as it enables students to acquire and put into practice a whole range of transferable skills that are relevant to successful independent learning. The course starts with the taught element – creating a research question, selecting and referencing sources, time management, academic writing, presentation skills (to name but a few). Students who have completed an EPQ say how much they enjoyed writing a project about something they are really interested in and that goes beyond the A Level specifications. They also comment on the skills they have acquired and how this will help them tackle the demands of university with greater confidence. To reflect this some universities are now making more favourable offers to students who gain an A/A* grade in their EPQ and it makes a great discussion point in university applications. Each student will have a supervisor to help them reflect on their learning and assess their project; their role is not to chase for work, so the EPQ is only suitable for students really motivated to study a topic at depth and gain this qualification. It is equivalent to ‘half an A level’ and as it is A Level standard, students must be prepared to carry on into year 13 when they will complete their writing up and do their presentation. Completed projects can be submitted in either November 2018 (start of Year 13) or May 2019 (end of Year 13). http://www.aqa.org.uk/subjects/projects/aqa-certificate/EPQ-7993

English Studies

2 lessons per fortnight (1 taught lesson and 1 research lesson)

Any student who does not have a grade 5 or higher in either English language or English literature GCSE should definitely opt for this course. Good written and spoken communication skills are essential for success at A level and beyond. This course is designed to teach you how to communicate more confidently and effectively. Active workshops to help you develop speaking and listening skills will cover creating and delivering presentations, debating, and presenting yourself professionally in interviews. Practical writing sessions will focus on reviewing, analysis and evaluation skills, how to compile a curriculum vitae and write a letter of application, and structuring and writing a speech. Newspapers and on-line media resources will form the basis of a critical examination of a topical issue. An interesting and controversial novel will be read and discussed. Students will be expected to carry out preparation for the lessons, averaging approximately one hour per fortnight.

Maths Studies

2 lessons per fortnight

Good numeracy skills are essential for success at A level and beyond; many of the new A Levels have increased their maths skills content. It is particularly relevant to those students following courses with a high maths content but who are not doing an A level in maths. This programme is particularly aimed at any student who does not have a grade 6 or higher in mathematics GCSE. Students in this category also studying biology, chemistry, physics, economics, business studies, geography and /or psychology A level, but not mathematics A level, must opt for this course. This programme is tailored to meet the demanding mathematical skills required for success in these A Level subjects. In outline: • Sciences use a lot of equations, formulae, graph work and statistics such as standard deviation, the concept of error and %change • Geography uses correlation and trend analysis • Business studies and economics use a number of ratios • Psychology uses a lot of statistics to analyse data • Other skills you will learn are approximation, standard form and the use of statistical tests like Chi squared. There will be some homework set to enable students to apply what they have covered in class and prepare for the next lesson. This course will not be examined externally.

Modern Foreign Language

Italian GCSE

4 lessons per fortnight

This examination course is for students who wish to carry on with a language alongside their A Levels. Employers and universities are very keen to recruit students with a proficiency in a modern language; many universities offer a placement abroad and keeping up with a language or learning a new one will give you the edge. This is a full GCSE qualification taught over two years. https://qualifications.pearson.com/content/dam/pdf/GCSE/Italian/2017/specification-and-sampleassessments/Specification_GCSE_L1-L2_in_Italian.pdf

Sixth Form Sport

2 afternoon lessons per fortnight

The option of recreational sport where students can participate regularly in a variety of activities including badminton, football, netball and many more. If you want to represent the school for the Under 18 age groups in football, rugby or netball then you should take this option as matches will be played during this time. Universities want to know that there is more that you can offer on top of your academic ability. This is your opportunity to continue regular involvement in sport, whether for pleasure, fitness, competition or leadership; this activity provides a multitude of life skills. This enrichment opportunity can also be used just to get fit and lead a healthier lifestyle, which can really help to balance your busy study schedule and alleviate stress. If there is sufficient interest, off site activities such as swimming, squash, gym use, golf and other suggestions may be possible.

Community Sports Leaders (CSL2)

Level 2 qualification

2 lessons per fortnight (usually to suit participant’s timetable)

The Community Sports Leadership Award is a nationally recognised qualification that enables successful candidates to lead safe, purposeful and enjoyable sport/activity, under indirect supervision. The qualification teaches generic leadership skills such as organisation, planning, communication and teamwork through the medium of sport. It is a fun and practical qualification with no entrance requirements or final examinations to sit. https://www.sportsleaders.org/newcourses/level-2/ The course content provides a structured training scheme designed to develop qualities of leadership, responsibility and self-confidence through practical experience. It includes: • Planning, leading and evaluating a sport/activity session • Development of leadership skills • Leading a session to improve fitness • Adapting sports activities • Establishing and maintaining a safe sport/activity session • Organising and delivering a sports event or competition • Pathways in sport and recreation Assessment is continuous. A final interview (by an external moderator) may be requested at the end of the course, and a lower school lesson is taught by the candidate in Year 13. A log book of activities/evidence file must be maintained and kept up to date by the student. Course certificates are awarded to successful candidates. A financial contribution (approximately £35) will be necessary to cover liability insurance, course log book and evidence sheets. Our Sports Leaders always play a key role on Sports Day in the summer term and many are appointed to the senior prefect roles of Sports Ambassadors or House Captains in the spring term.

Duke of Edinburgh

Silver or Gold

Lunchtime meetings and weekend expeditions

This is offered at Silver Level for those who have a Bronze Award or are starting for the first time. Those students who have completed Silver may go on to the Gold award. As well as the opportunity afforded by the award for personal development, universities and employers value the scheme highly, especially at Gold level. The award will take approximately eighteen months to complete, dependent upon the commitment of the participant. Students will be supported by an external provider, Mr David Goss, www.zest-foradventure.co.uk and school staff. Students must be prepared to work independently on their award, using the designated school time* available plus their own time. The award involves the expedition section over three weekends in year 12 (we avoid a direct clash with the examination periods): • Locally in the Chilterns – 2 day training • Cotswolds – 3 day practice • Derbyshire Peak District – 3 day qualifying There will be a cost for ongoing support and these weekends, to include transport, campsite fees as well as supervision and assessment. Further information about the programme, including costs for the 2017–18 programme, can be found on the website. http://www.sirhenryfloyd.bucks.sch.uk/students/duke-ofedinburgh/ A Silver and Gold information evening for parents and students will be held at the start of the autumn term. Those students signing up will be required to complete an application form that will be available in the DofE section of the school website after this meeting. This course is open to any student wishing to gain the award and can be taken in addition to any other course. 9

Community Service/Volunteering

2 lessons per fortnight by arrangement

All students will benefit from some time spent volunteering and contributing in a purposeful way to their local community. Many of our students do this outside the school day but they are also permitted to set aside one private study period per week for this purpose. Students will need to organise their placement, especially if they are doing this off site, but there will also be opportunities to support learning in school, such as helping to run a social club for students with communication difficulties or helping out regularly in a class. All students are encouraged to pursue a period of work shadowing / work experience relevant to their chosen career. This is particularly important in areas such as accountancy, law, teaching, physiotherapy, medicine, dentistry or veterinary science where competition for places is high. We do have a well established link with a local primary school and a special school for students suitable for those interested in teaching or educational psychology. Enrichment Week is set aside at the end of the summer term for 4-5 days work experience for all year 12 students but those students aspiring to study medicine or dentistry are strongly encouraged to volunteer over a longer period of time to show a level of commitment to their chosen career, such as working in a care home.

Healthy Life Style

1 lesson per fortnight

Leaving home to go off to university or training can be a challenge for many young adults! Will they be able to look after themselves properly? Can they cook a healthy meal and live within their means? This practical and theoretical course will cover cooking on a budget and with minimal ingredients, analysing nutrition in food and drink. You will learn easy ways to cook to impress! Students will be asked to make a voluntary contribution to cover the cost of ingredients for their dishes and will be responsible for maintaining good hygiene and safety standards in all lessons. Lessons are based in the fully equipped Food and Nutrition room. If oversubscribed we will be offering it to students for one term only to give as many as possible the opportunity to gain these ‘survival skills’!

Theory of Knowledge ‘TOK’

2 lessons per fortnight

This course is aimed at students who aspire to the very highest levels of attainment and wish to prepare a successful UCAS application to the most competitive universities (Oxbridge) and courses (medicine, law etc.). It is recommended for students who are looking for stretch and challenge to build on excellent GCSE grades. It is based on the highly acclaimed Core element taught as part of the International Baccalaureate Diploma Programme. TOK aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected. It offers students and their teachers the opportunity to: • reflect critically on diverse ways of knowing and on areas of knowledge • consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

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In addition, TOK prompts students to: • be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge • recognize the need to act responsibly in an increasingly interconnected but uncertain world. TOK also provides coherence for the student, by linking academic subject areas as well as transcending them. It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility. The TOK approach will enhance skills relevant to the critical evaluation of resources and the structure of essays, as well as excellent presentation skills and oracy. 10

For further information on our Enrichment Programme and the individual courses please contact: Mrs Williams Head of Sixth Form swilliams@shfgs.co.uk Mrs Chapman Assistant Head of Sixth Form kchapman@shfgs.co.uk

SIR HENRY FLOYD GRAMMAR SCHOOL SIXTH FORM PATHWAYS The combination of A levels and the Enrichment Programme enables our students to create their own personal curriculum in the sixth form, tailored to their aspirations and aptitudes. The following may provide some outline guidance on the combinations that may suit you.

The “mostly 9 (A*) student”

These students study four A levels to give stretch and challenge and greater academic breadth to their curriculum. A number study further mathematics and maths with two other complimentary A Levels. These students often aspire to study the most competitive courses, such as medicine or law, and/or to become undergraduates at Oxford or Cambridge. To prepare them for courses where they may be interviewed and to hone their thinking skills, they opt for the Theory of Knowledge Enrichment course. A few add the EPQ as well. Those wishing to follow a vocational route, such as medicine, may also include some volunteering into their already packed school day!

The “mostly 7/8 (A) student”

These students generally opt for three A levels wishing to concentrate their efforts into achieving three high quality A level grades rather than spreading themselves ‘too thinly’ with four subjects. They aim to study at a top university notably those from the leading Russell and 1994 Group universities. To strengthen their preparation for university most opt to complete the EPQ, often selecting a topic relevant to their chosen undergraduate course. Some also fit in other Enrichment courses but most prefer to ‘protect’ their private study allocation during the school day.

The “mostly 6/7 (B) student”

These students often have a mixture of grades at GCSE and are pursuing their strengths. They aspire to top universities but realise that they may require some support to achieve their best. If they have not got top grades in English and mathematics they probably opt for the one year English and/or maths studies courses. Whilst they will not gain a qualification in either of these additional courses it will help them boost their A level grades and gain in confidence. A number of students opt for the EPQ but many prefer to select Enrichment courses that do not add to their examination pressures. When considering any pathway we do encourage students to consider their ‘work life balance’ and factor in time when they can relax. The sixth form sport option, Sports Leaders qualification, Healthy Lifestyles course are all popular across the year group. Do contact a member of the Sixth Form Leadership Team if you are unsure which pathway would suit you best.

‘LIFE!’ PROGRAMME This course is a compulsory two year programme used to deliver careers and Higher Education support, study skills, personal and social education and preparation for students’ UCAS applications and subsequent university life or the world of work. This programme is an enhancement of the taught curriculum and, as such, play a vital part in helping our students to become young adults who are confident in making decisions that affect the next stage in life beyond school. In Year 12, ‘LIFE!’ sessions might include input from outside agencies such as speakers from industry, commerce and university admissions. There are also talks about Higher Education routes including gap years, the world of work, career screening and guidance through the university application procedure (preparation for our UCAS on-line application process begins early in the summer term of Year 12). 11

Students may also find themselves being asked (or volunteering) to help with a charity, fund-raising activities, the delivery of PSHE lessons (to younger students as well as their peers e.g. peer drugs education) and to organise social events for their year group. Ofsted deemed us as outstanding for this type of work, particularly in sixth form. In Year 13 most students focus on their university applications (UCAS) with their tutors. Information, advice and guidance is provided and general personal and social education is delivered in various ways such as through talks and group activities in class. Those students who want to take a different route rather than university are given guidance for alternative choices after the sixth form, notably applications for Higher Level Apprenticeships or employment.

Destinations Last year 112 students progressed to leading Russell and 1994 Group universities, including five to Oxford and Cambridge, one to Imperial College London, three to University College London, one to the London School of Economics and four to European universities. Three students began Higher Level Apprenticeships with internationally renowned companies. Below are details of destinations for all of our students who applied last year. Institution

Course

ACM, Guildford

Creative Music Production, Songwriting

Arts University, Bournemouth

Architecture, Costume & Performance Design

Aston

Pharmacy

Bath

Mathematics (2), Pharmacy, Physics

Birmingham

Biological Sciences, English & Creative Writing, Chemical Engineering (2), Geology & Physical Geography, Law, Mechanical Engineering (2)

BMW

Higher Level Apprenticeship

Bradford

Clinical Sciences & Medical Foundation

Brighton

Applied Psychology, Biomedical Sciences (2)

Bristol

Law & French, Pharmacology, Physics, Zoology

British Airways

Higher Level Apprenticeship

Brunel

Economics & Accounting, Psychology

Cambridge

Economics, Mathematics, Medicine, Music

Cardiff

Biological Sciences, Modern History & Politics, Music (2), Optometry, Psychology

Cardiff Metropolitan

Environmental Health with Foundation

City University, London

Banking & International Finance, Journalism

Coventry

Medical & Pharmacological Sciences, Physiotherapy

De Montfort

Film Studies, Speech & Language Therapy

Durham

Economics, History

East Anglia

History, Mathematics, Speech & Language Therapy

Edinburgh

Geography, Neuroscience 12

Essex

Biomedical Science

Exeter

English (2), Human Biosciences (2)

Glasgow

Psychology

Gloucestershire

Journalism

Hertfordshire

Astrophysics, Automotive Engineering, Nutrition

Imperial College, London

Medicine

Kent

Physics with Astrophysics

Kingâ&#x20AC;&#x2122;s College, London

Comparative Literature, Dentistry, Electronic Engineering, Law, Liberal Arts

Lancaster

Natural Sciences

Leeds

English Language & Linguistics, International History & Politics, Mathematics & Music, Pharmacology, Philosophy & Social Policy

Leicester

Biochemistry, Biological Sciences, Chemistry, International Relations, Management Studies (2), Sociology

Lincoln

Computer Science, Psychology

Liverpool

Anatomy & Human Biology, Philosophy

London School of Economics

International Relations & History

Loughborough

Accounting, Management Sciences, Psychology

Ludwig Maximilian, Munich

Computer Science

Manchester

Biology, Biomedical Sciences, Chemistry, Criminology & Quantitative Methods, Dentistry, Engineering, English Literature

Manchester Metropolitan

English & Creative Writing

Middlesex

Medical Physiology

Newcastle

Combined Honours

Nottingham

Communication Studies, Criminology & Sociology, English, Management, Modern Languages with Business, Natural Sciences, Psychology & Philosophy, Physics with Astronomy

Nottingham Trent

Civil Engineering, Psychology

Oxford

History & German

Oxford Brookes

Accounting & Finance (2), Biological Sciences, Built Environment, Education Studies, Sport & Exercise Science (2)

Paris

Liberal Arts

Portsmouth

Physics & Cosmology, Psychology

Queen Mary, London

Law

Reading

Environmental Management, Graphic Communications, Human Geography, Mathematics with Finance & Banking

Rolls Royce

Higher Level Apprenticeship

Royal Holloway, London

Politics & International Relations 13

Sheffield

Economics, International Relations & Politics, Journalism Studies, Medical Genetics, Medicine

Sheffield Hallam Sofia, Bulgaria

Marketing Dentistry

Southampton

Economics, History (2), Marine Biology, Oceanography, Psychology

South Wales

Lighting Design & Technology, Psychology

St Maryâ&#x20AC;&#x2122;s, Twickenham

Media Arts

Staffordshire

Biomedical Science

Surrey

Computing & IT, Economics & Mathematics, Nursing, Nutrition & Dietetics

Sussex

Biosciences, Business & Management, Geography & International Development, Mathematics with Economics, Psychology

Swansea

Applied Medical Sciences, Business Management (2), History, Materials Science & Engineering

University of the Arts, London

Magazine Journalism & Publishing

University College, London

Bioprocessing of New Medicines, Mathematics, Medicine

University for the Creative Arts

Acting & Performance

Warwick

Engineering, Liberal Arts

Winchester

History, Sports Studies

York

Biochemistry, Molecular Cell Biology

TIMETABLE FOR ENTRY NOVEMBERDECEMBER

Start researching the subjects that would best suit your higher education and career aspirations.

NOVEMBER

Attend the Open Evening on Thursday 9th November 2017. Read the Sixth Form Prospectus carefully.

JANUARY

Look at how your predicted GCSE grades fit in with the sixth form subject requirements e.g. 6, 7, 8 points or A/ B grades. Discuss your suitability for the A Level courses you are interested in with staff at your school. At Sir Henry Floyd Grammar School this will happen during the ‘Year 11 student interviews’ in January. All our students will meet with a senior member of staff to discuss choices post-16, here or elsewhere. Predicted GCSE grades and your attitude to learning will be used to assess your suitability for our sixth form. Talk to the present sixth form students about courses they follow and discuss your plans with your parents/carers. There is a Subject Fair in the Glover Block at lunchtime in early December. Submit your application and contract by 2nd February 2018 at the latest, to Mrs Williams, Head of Sixth Form.

FEBRUARY – Spring Term

It will take time for your application to be processed.

MARCH

All applicants should get a response in writing in March. Please contact us in early April if that is not the case.

For applicants from other schools no decisions can be made until a reference has been received from their present school with predicted grades. Please bear in mind that we receive far more applications from external candidates than we have places for, so carefully considered selection is necessary.

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Some students will receive a conditional offer - they will have a place providing they achieve certain GCSE (or equivalent) examination results. Some students will not be offered a place at this point. Some of these students do achieve more highly than their teachers predict and we welcome re-applications after GCSE results are known.

The minimum point score for entry is 48 from the best 8 results which must include English language and mathematics at a minimum of a grade 5. Please note that it is likely that a prediction of more than 48 points will be required for a student to be made a conditional offer as more suitably qualified students apply than there are places available. JUNE/JULY

All students holding a conditional offer are invited to an Induction Day on Thursday 28th June. This is a provisional date so please check our website nearer the time. Students will have the opportunity, on this day to meet and work with prospective and present sixth formers, as well as the staff likely to be teaching and tutoring them.

AUGUST 23rd 2018

Internal candidates with a conditional offer will know on GCSE results day whether they have qualified for a place in the sixth form. External applicants who have been offered a conditional place are invited into school on GCSE results day from 11.00 am to confirm their offer and to take up their place. They should bring a copy of all their results with them, including any GCSEs sat earlier than June 2018, and proof of eligibility to study documents e.g. passport.

SEPTEMBER 2018

All applicants must check that they qualify for their specific subject choices when they confirm their place. The first day of term is a further induction day; meeting tutors and participating in the ‘Sixth Form Challenge’, team-building activities.

SIXTH FORM ENTRY PROCEDURE The application form sets out the subjects that we expect to offer next year. However, please note that: (i)

Courses will run only if group numbers are viable and if we have the staffing available. Where there are insufficient numbers for a subject to run, we reserve the right to ask students to re-select and choose another subject. Alternatively the course may be offered but on a reduced number of lessons. We will also endeavour to keep class sizes manageable in the most popular subjects.

(ii)

Linear A Level courses last for the full two years and so, once started, the subjects will be guaranteed.

(iii)

Late applications may be accepted in exceptional circumstances, however these applicants may not get their first choice of subjects due to teaching groups being full.

(iv)

If a student changes their subject choice after submitting the application form, we may not be able to accommodate the revised subjects as teaching groups, and staffing, will have already been organised.

Completing the application form This can be downloaded from the schoolâ&#x20AC;&#x2122;s website www.sirhenryfloyd.bucks.sch.uk or a hard copy is provided with the prospectus at the Sixth Form Open Evening. Please indicate your choice of subjects in the following way, having read all the relevant information first. A LEVEL COURSES Complete the table on the application form. Tick the subjects you have chosen to study. IMPORTANT: choose three subjects from the table, irrespective of which column they are in. If your predicted grades are equivalent to 56 points or more we will include in your offer letter an invitation to take a fourth subject if you wish. You should not select this fourth subject at this point. If you have any questions once you have had a chance to read through the prospectus, telephone the school on 01296 424781 and ask for either Mrs Williams or Mrs Chapman. Please return the application form with the signed Study Contract agreement by 2nd February 2018, marking your envelope Sixth Form Entry and for the attention of Mrs Williams. We suggest you also complete the form at the back of the prospectus for your own reference as a record of your subject choices. For Sir Henry Floyd GS applicants, a tray will be available at Reception in January for application forms and study contracts. All applications will be acknowledged by email. If you have not received such an acknowledgement by 9th February 2018 please check with Mrs Chapman (kchapman@shfgs.co.uk) for applicants from other schools) that your application has been received. It is most important your email address is written very clearly so that you receive this confirmation. Sir Henry Floyd GS applicants should use their school email address.

SIXTH FORM ADMISSION POLICY 1

The school’s external admission number into Year 12 is 40. This guarantees a minimum number of places to suitably qualified external candidates.

Entry to the sixth form is conditional and dependent on all of the following: • attaining the minimum point score (see 4 below) • meeting the GCSE grade requirements in all chosen subjects (see pages on individual subjects). • attaining at least a grade 5 in both English language and mathematics. • providing proof of eligibility to study in the UK (suitable documents include birth certificate, British passport) Students are required to study a minimum of three A levels. In addition, students will follow the LIFE! programme (1 lesson per fortnight) which will include preparation for life after school including university and the world of work. Students are also required to select courses from the Enrichment programme unless they are studying for four A levels, when this becomes optional.

Acceptance for applicants from other schools is additionally dependent on references, notably predicted GCSE (or equivalent) grades, which suggest a student is academically suited to study A Levels in a grammar school sixth form. Some applicants from other schools may be asked to attend a meeting to discuss their subject choices with the Head of Sixth Form. Sir Henry Floyd applications from Year 11 students will be considered in conjunction with their progress and effort reports. Students will receive feedback on their suitability to study specific subjects at parents’ evening and their meeting early in the new year with a senior member of staff to consider 16+ choices.

A minimum entry requirement for the sixth form is 48 points at GCSE, based on the best eight subjects (as well as at least a grade 5 in English language and mathematics). Note also the additional grade requirements for each subject. Credit will be given to those with vocational qualifications, with equivalent points apportioned according to levels achieved at full or part award (see table below). Tariff for Qualifications

8/9

Middle Years Programme (MYP) 7

4 or 5

NA (does not qualify)

Full Course GCSE grade (unreformed) A*

Full Course GCSE grade (reformed)

BTECH Certificate

Diploma

Sixth Form Entry POINTS

Grade

Total points score is calculated using the best eight qualifications. This must include English language and Mathematics. All successful applicants must have a minimum of: Grade 5 GCSE English language Grade 5 GCSE mathematics in addition to an overall qualifying total GCSE point score. 5

If there are more applications from external students than places available then the conditional offers given will be awarded to those with the highest predicted point scores. A prediction of 48 points or more does not guarantee a conditional offer.

6. The progress of sixth form students is reviewed at certain checkpoints by the Effort Codes given by their subject teachers. [1 = exceptional effort, 2 = expected effort, 3 = specific concern]. Rarely is a student recommended to leave the sixth form, however if a student’s performance falls short of expectations it may be appropriate. For example: • Consistently poor Effort Codes (3s) • Poor attendance (<85%) • Non-compliance with the Dress Code / Code of Conduct • Failure to make appropriate use of study facilities (G2/L2/Library) • Consistent underperformance in comparison with targets (FFT 20 estimates) Transition from Year 1 A Level to Year 2 A Level: a student must attain at least a D grade in their end of Year 12 trial or AS examinations in order to progress onto the Year 13 course for that A Level. 7. Applications to repeat Year 12 are rare for the following reason:

The government’s Funding Agency consider that 'the activity has already been funded'. Only where there are 'exceptional circumstances outside the control of the student or the institution, such as a long term period of sickness' can funding be claimed by the school. In summary, there is currently no funding available for students to repeat the same subject(s), so it is unlikely that this option will be available.

Decisions on these ‘out of age’ applications will be made taking all factors into account and will be made after all standard applications have been dealt with. Even if a student has met the above criteria, places may not be available in the light of the number of applicants who have met their conditional offers, sixth form capacity and availability of specific courses. Over-subscription criteria will be as for standard applications. End of Year 12 examination results will be used to rank candidates rather than GCSE scores.

WHICH SUBJECTS SHOULD I STUDY? (A) FIRSTLY ADVICE FROM THE SCHOOL The first decision to make is which subjects to study in Year 12. Some students find it very difficult to choose their A Level subjects. There are several points that you should bear in mind. 1

Am I academically capable of studying this subject? Your current teachers will advise you about this. Also, read the entry requirements for each course. At the Sixth Form Open Evening and on Induction Days ask current sixth formers about the subjects you are interested in - they will give you an honest view of the demands of the subject. Attend any ‘taster’ lessons on offer and, if you are choosing a new subject, make sure you opt for these so you can get some idea of the course.

Is the combination of subjects I am considering appropriate to my future Higher Education/career aspirations? Complementary combinations might be biology/chemistry/physics or mathematics, or English literature/politics/geography or history. The subjects involve similar study-skills and work patterns, as well as having some concepts or procedures in common. A word of warning, though - some subjects have so much in common that it may be advisable to study only one and not both at A Level e.g. economics and business studies. If you do not see such a pattern, it may be worth reviewing your choices, although it is better to choose individual subjects rather than ‘areas’ in the first instance. Again, you can obtain advice on this from the Sixth Form Team. In addition, university and college prospectuses and the UCAS website (Course Search) will give a clear indication of the A Level subjects required for specific courses. Prospectuses are located in the careers section of G2, as well as on-line. It is an excellent idea to do some research and plan ahead for your future. If you know what you wish to study, or career path you wish to pursue, you can match your subject choices to your aspirations. You may also consider attending some university open days after your GCSE examinations next summer.

Can I study a subject at A Level that I have not studied before? In several cases the answer is – “yes”. Read the page on the subject you are interested in and then speak to the relevant teacher. Some subjects, such as psychology, economics and government and politics, are not offered lower down the school. It is important that you find out as much as you can about a new subject so you can be sure you will like it. We advise you not to take more than two unfamiliar courses at A Level, unless there are clear reasons related to progression to a particular career or Higher Education course. You could find too much novelty unsettling.

Must I include the subject I wish to study at university? The majority of our sixth form students proceed to Higher Education where an enormous variety of courses are available. The good spread of A Level subjects we offer allows access to all courses, provided the correct choices are made at the end of Year 11. For some courses at university you must have studied the relevant A Level: for instance, biology to read for a straight biology degree. However, it is important to realise that for many courses an A Level in that subject is not necessary. For instance, a degree course in psychology or law does not assume study of that subject at A Level; in fact, the early part of the course could be repetitive for those who have done so.

So how should I make my choice? Ability and motivation to study at depth is important. You will find all sixth form subjects significantly harder than anything you did at GCSE. If you are struggling with a subject at GCSE you will not cope with it at A Level. Check that the chosen subjects are useful combinations, so that skills can be transferred. In this way, work in one subject can help with others. 19

And, enjoyment is crucial! You will be studying each subject for several hours each week, and for two years. It is therefore important to choose subjects you think you will like, especially as you may continue one or more of these subjects at university level for three or four years. THE IMPORTANT THING IS TO SEEK ADVICE Listen to what your teachers say and do not be afraid to ask for guidance.

(B) ADVICE FROM UNIVERSITY ADMISSIONS TUTORS Choosing your A-level subjects carefully is really important – especially if you have aspirations to study at a leading university. The Russell Group’s guide, Informed Choices, provides students with information, advice and guidance about their post-16 subject choices http://russellgroup.ac.uk/for-students/school-and-college-in-the-uk/subject-choices-at-school-andcollege/ (A copy can also be found on the school website under Sixth Form Admissions) It includes advice from admissions professionals on the best subject combinations for a wide range of university courses as well as the best choices for students who want to keep their options open. Universities look for students who not only have good grades, but grades in the right subjects for the course they want to apply for. If you already know what you want to study at university, you should think about choosing subjects which give you the best possible preparation for your chosen degree course. If you’re not sure what you want to study at university yet, it’s important to choose subjects which will leave as many options open as possible.

Facilitating subjects These are the subjects most commonly required or preferred by universities to get on to a range of degree courses. They can help students keep their options open when choosing a degree and many of the top universities will ask you to have at least one A level in a facilitating subject when you apply. The Russell Group, which represents 24 leading UK universities, defines facilitating subjects as:

• • • • • • • • •

English literature History Modern languages – e.g. French, German, Spanish etc… Classical languages – e.g. Latin, Ancient Greek Maths and further maths Physics Biology Chemistry Geography

If you don’t know what you want to study at university then it’s a really good rule of thumb that taking two facilitating subjects will keep a wide range of degree courses open to you. While Informed Choices brings together advice about subject choices from across the Russell Group, each university and each course will have its own entry requirements. Some institutions publish a list of preferred A level subjects which are acceptable for general admission, as well as specific requirements for individual courses. We advise students to check the guidance given by institutions very carefully. This information should be easily accessible on universities’ websites or in their prospectuses. Why these Facilitating subjects? These are all subjects that universities require students to have to get on to many degree courses; many courses at university build on knowledge and skills which students gain while still at school. For this reason, some university courses require you to have studied a particular subject already. Some advanced level subjects are more frequently required for entry to degree courses than others. For example, lots of science degrees require students to have two or sometimes three A levels in maths, physics, chemistry or biology. Lots of specialist courses at A level and beyond also take a large part of their content or structure from facilitating subjects. For example, for general engineering degrees, mathematics and physics are typically essential A level qualifications and communication and culture includes skills from English and media studies – so choosing a facilitating subject will prepare you for a range of courses. 20

Does this mean I shouldn’t study non-facilitating subjects? No. There are lots of other subjects, which are excellent at preparing you for university. The only difference is that they aren’t usually required by universities to get onto a particular course. For example, psychology and economics are considered useful subjects for lots of courses, but you don’t actually need them to get on to a psychology or an economics degree. If you would like to study music or art at university you should definitely study these subjects at A level. If you already know what you would like to study at university or you are passionate about a particular subject, then you should make your choices based on this and based on what you need to get on to your chosen course. ‘Preferred’ or ‘non-preferred’ subjects When you’re looking at a university prospectus, check to see what other subjects are down as useful for the degree too. You don’t necessarily need them, but it’s a hint that they could be helpful in getting you that offer. A few universities provide lists of ‘preferred’ or ‘non-preferred’ subjects for students. Don’t be put off by these phrases. What they usually mean is that they are happy for you to do one or two A levels that aren't on the preferred list as long as they are taken with one or two subjects that are recommended or required for the course. If you’re worried or in doubt about your choices, always discuss with your school before you commit to them. In a nutshell: "Facilitating subjects don’t cover everything, but choosing one or two helps keep your options open for a range of courses and careers."

(C) UNIVERSITY COURSE REQUIREMENTS The majority of our students progress to university after studying in our sixth form, so we do advise students to consider the combination of subjects that will enable them to keep their options open for a range of degree courses they may wish to follow. The table below is by no means exhaustive but will provide some guidance. The UCAS website http://www.ucas.com/ and Unistats http://unistats.direct.gov.uk/subjects/ both provide a wealth of information regarding higher education entry requirements. University course Accountancy, Finance & Management Agriculture Archaeology & Anthropology Architecture Art & Design Biochemistry Biological Sciences Business Management Chemistry Chemical Engineering Classics Computer Sciences Dentistry Economics Engineering English Geography Geology History Human, Social & Political Science Land Economy Law Mathematics

Subject(s) required or preferred, with additional comments Mathematics might be preferred and is sometimes required. Two sciences: chemistry often required, biology often preferred. Courses are typically sufficiently flexible to allow any subject background; however, some programmes do require a science. Mathematics or physics might be required, along with a portfolio of creative work. Art is helpful. Art or DT required, with portfolio of work. Chemistry and biology often required, with mathematics often preferred. Biology and chemistry often required. Business or economics might be preferred. Chemistry required; with two of mathematics, biology and physics preferred. Chemistry and mathematics often required, and physics preferred. English literature and a modern foreign language preferred; classical language not necessary as ab initio routes are available. Mathematics and sometimes physics required Chemistry, with two of biology, physics and mathematics required. Most universities require or prefer mathematics. Mathematics and physics are required. Further maths may be helpful. English literature required; a modern or classical language might be helpful. Geography required. Two or three of geography, chemistry, physics, mathematics, biology required. History required; a modern language might be helpful for modern history. No specific requirements but a mixture of arts, sciences & humanities is preferred. No specific requirements, but mathematics, geography and / or economics may be advantageous. High grades are more important than specific subjects: in fact, all subjects welcomed. Essay writing subjects may be advantageous. Mathematics required; physics preferred. Further maths is advantageous. 21

Materials Science Metallurgy Medicine Modern Languages

Music Natural Sciences Pharmacology Philosophy Physics Physiotherapy Politics PPE Psychology Social Studies Theology Veterinary Science

Physics and mathematics required; chemistry might be useful. Chemistry, physics and mathematics often required. Chemistry and biology are required, mathematics, physics, English or RS may be helpful. First modern language in main area of study (e. g. French, or German or Spanish) required; a second modern language is always helpful and is a requirement of the most competitive degree courses. English literature is also helpful. More unusual languages can be studied ab initio. Music typically required. Three of biology, chemistry, physics, mathematics required. (Cambridge) very high grades required. Chemistry, with two of biology, physics and mathematics required. No specific requirements; an arts-science mix might be useful. Some universities prefer one essay-based subject. Philosophy or religious studies can be helpful. Mathematics and physics required. Biology required. No specific requirements. No specific requirements; an arts-maths mix might be helpful. Economics can also be helpful. For most colleges mathematics is a clear advantage. (Oxford) very high grades required. Most courses ask for GCSE mathematics owing to the statistical analysis involved. Biology can be helpful, as is psychology, but not necessary. No specific requirements; however, maths (statistics modules) might be helpful. No specific requirements; however, one or more of a modern language, history or religious studies might be helpful. Chemistry and biology typically required; mathematics or physics usually required.

CURRENT SIXTH FORM COSTS Sixth form study does incur certain costs. Many of these are linked to events, trips and visits that directly support subject learning. Where these are a core part of the curriculum we will request a voluntary contribution to cover the costs incurred. For those parents/carers whose financial circumstances make this difficult to resource, in full or part, a letter outlining the reasons will be requested for consideration, in confidence by the Head of Sixth Form. Where an event takes place outside school hours, then participation will be based on full financial contribution. For both core curriculum and supporting curriculum events if insufficient funds are forthcoming the school reserves the right to cancel. Additionally all parents/careers are requested to make £50 deposit for the cost of library books and curriculum text books loaned to students during their period of study. This deposit, which is only partial cover for the cost of the books loaned, is not a voluntary contribution and will be repaid in full at the end of the period of sixth form academic study when a student has returned all loaned books in a reasonable condition. This then ensures that they can be re-distributed to other students in the future.

The upfront voluntary contributions for the 2018 entry are as follows: Challenge Day Activities (on site) – first day Book Deposit (refundable at the end of Year 13 if all books are returned in good condition) Safe Drive Stay Alive presentation at Wycombe Swan theatre – November Elevate Year 12 Study Skills Programme (on site) – various dates

£30.00 £50.00 £ 2.00 £15.00

A Level Courses 23

A LEVEL ART & DESIGN The course is built around the practical ‘hands on’ activity of making art to express ideas and feeling. Closely linked to this is the study of art in a historical and cultural context. By the end of the course you will have acquired a broad appreciation of art and design and its role in society, and advanced practical artistic skills. In the early stages the course is structured to encourage a fundamental understanding of the language of art and design: colour, line, shape, form, tone, pattern and texture. You will study drawing techniques and use a variety of colour media. You will also be doing photographic work and sculpture. The development of observational and practical skills is supported by regular visits to exhibitions and galleries. Contextual and historical studies are integrated with practical activities. For your contextual study you will be carrying out research in an area of art which interests you. During the latter stages of Year 12 you will be expected to develop your own ideas, style and methods of working to a greater extent. A Level art & design is a demanding subject that requires initiative, determination and a willingness to become thoroughly involved in all aspects of the course. You will need to achieve at least GCSE grade A and show evidence of a high level of observational skill. External students must bring a portfolio of work to show the subject leader for art. Students will be expected to provide some of their own materials. The initial outlay is about £30. ENTRY REQUIREMENTS A student wishing to study art should preferably have a grade 7 or above in GCSE art to be confident of success but certainly no less than grade 6. Students with grade 7 or above in textiles or graphics would be considered. EXAMINATION STRUCTURE At A Level, the assessment pattern is very similar to that at GCSE, with a range of preparatory work underpinning the project outcomes. There are a number of coursework units and an externally set assignment involving a fifteen hour timed examination. EXAMINATION BOARD

Edexcel

Syllabus

9FA0

Links with Other Subjects Art & design links closely with graphic design, textiles, English and history. Options after A Level Students of A Level art & design can progress to many university and Higher Education courses with a creative or cultural element such as English, American studies, Japanese studies, Chinese studies, fine art, art history, cultural studies, interior design, architecture, history. Studying at a specialist art school can lead to work as a professional artist. Entry to art school usually follows a year’s Art Foundation course. Art restoration, digital animation, gallery management, art dealing, exhibition management, teaching, arts administration, fashion and journalism are other possible career paths. The highly creative skills acquired through visual arts can also be useful in a wide variety of careers such as advertising, events management and broadcasting. For further information please contact Faculty Leader, Mr R Collins Email: RCollins@shfgs.co.uk

A LEVEL BIOLOGY Biology is a very popular subject at A Level, and has enjoyed considerable examination success over the years. The OCR syllabus we follow is both interesting and challenging, stimulating most of our students into developing a wider interest in the subject. Indeed, many of them go on to study biological and biomedical sciences at university. Students considering such courses should consider taking chemistry to A Level as many universities make this a course requirement. In the sixth form you will have two teachers. We find that this helps to ensure that students experience an even wider range of teaching and learning methods and can benefit most from the expertise of the teaching staff. The specification is divided into six units, each covering different key concepts in biology. Applications of biology are covered throughout the course. Further information can be found on the OCR website. Practical skills are an important part of the course with assessed experiments occurring throughout. ENTRY REQUIREMENTS A student wishing to study biology should preferably have a grade 7 or above in GCSE biology or core and additional science to be confident of success but certainly no less than grade 6. A GCSE grade 6 or better in maths is also required. EXAMINATION STRUCTURE A linear A Level course with examinations sat in June of Year 13. A Level

Three written exams, two of 2¼ hours duration, one of 90 minutes. These all test knowledge, understanding and practical skills. Candidates must also receive a ‘practical skills endorsement’ from their teacher to pass the A2 exam.

EXAMINATION BOARD

OCR

Syllabus

H420

Links with Other Subjects Biology is a diverse subject and links well with many other disciplines. It is closely associated with chemistry, mathematics and physics, most of which use data analysis, numeracy and scientific investigation. It also supports other subjects such as dance, PE and psychology. Options after A Level Studying biology in the sixth form is a pathway to a wide variety of degree, HND/HNC qualifications at universities and other Higher Education institutions. Biology students may like to consider the following courses among others: anatomy, animal behaviour, audiology, biological sciences, biology combined with business studies or a foreign language, biomedical science, biotechnology, marine biology, botany, microbiology, bacteriology, countryside management, crop science, dance, dentistry, environmental toxicology, equine studies, food studies, genetics, health sciences, medicine, midwifery, neuroscience, nursing, pharmacology, physiotherapy, psychology, sports and exercise science, veterinary science, zoology. The transferable skills gained from a degree in a science subject are highly valued in the corporate world. Please note that for many of the above courses with a high scientific content it is a requirement to have studied chemistry at A Level. Students should bear this in mind when selecting their courses. For further information please contact Subject Leader, Dr S Richards Email: SRichards@shfgs.co.uk

A LEVEL BUSINESS Business makes the world go round. In nearly every country in the world there is a business infrastructure. There are a huge number of pathways for someone studying business - from creating the next technology start-up company to managing a key team of pharmaceutical research scientists. Studying Business offers a good understanding of how companies and organisations work and what the current business world is like. Among the topics studied are tactical and strategic management, financial management, budgets and cash flow, operations management, marketing, human resources, and the economic environment. The interrelated nature of Business is demonstrated using business models, theories and techniques to support analysis of contemporary business issues and situations. The subject is developed through a case study approach; after learning the theory students are given a business situation which they must then analyse and evaluate in order to put into practice what they have learned. The content is designed to engage students through topics and issues that are relevant in todayâ&#x20AC;&#x2122;s society, including key developments such as digital technology, business ethics and globalisation. ENTRY REQUIREMENTS A student wishing to study business studies should have at least a grade 6 in GCSE mathematics and grade B or better in GCSE business studies. There is no pre-requisite to have studied business at GCSE, but in this case a grade 6 or better in English is required. EXAMINATION STRUCTURE The course will be a linear A Level with three units sat in June of Year 13: Subject Content Year 12 1. What is Business? 2. Managers, Leadership and decision-making. 3. Decision-making to improve marketing, operational, financial, human resource performance. Year 13 4. Analysing the strategic position of a business. 5. Choosing strategic direction. 6. How to pursue strategies. 7. Managing strategic change. Each examination will last for 2 hours and each is worth a third of the total marks. EXAMINATION BOARD

AQA

Syllabus

7132/01 7132/02 7132/03

Links with Other Subjects Business can complement any other subject. Popular subjects are Languages, Maths, English, Politics

and History.

Options after A-Level

There are a huge range of Business degrees available. The main options are: A broad Business degree, sometimes called Business Management, a range of modules are studied to give an overall understanding of the different areas of Business. A more specialised degree which will cover one area in more detail, for example Marketing, Accounting or even Economics of Contemporary China. It's relatively common to study a joint degree where Business is combined with another subject such as Computer Science, a Language or Law. Many European universities teach business & management courses in English.

It is also a useful introduction to higher apprenticeships, work experience placement, the corporate workplace and provides a solid skill and knowledge foundation for future entrepreneurs. For further information please contact Business teacher, Mr M Fell Email: MFell@shfgs.co.uk 26

A LEVEL CHEMISTRY Chemistry is the science that explains how materials behave and how new materials can be made. Chemistry is at the forefront of advancing new technologies in these areas, as well as developing alternative energy resources and working towards reducing pollution. The course will give students an in depth understanding of current theories, offer an opportunity for developing practical skills and provide plenty of links between what is being studied and its applications. The successful A Level chemist will be a deep thinker and an independent learner. The ability to picture and imagine behaviour of particles too small to be seen is essential. Chemistry suits a student who likes to find things out by experiment but who can also consider and evaluate evidence in arriving at a theory or solution to a problem. ENTRY REQUIREMENTS A student wishing to study chemistry should preferably have a grade 7 or above in GCSE chemistry or core and additional science to be confident of success but certainly no less than grade 6. A GCSE grade 6 in maths is also required. EXAMINATION STRUCTURE The AQA linear A Level course being followed begins with a detailed study of the atom, structure and bonding, the periodic table and calculations involving relative atomic masses. Students would then go on to study a unit about chains, energy and resources. Practical skills are an important element of the course, and will be assessed in written papers at the end of the course. The theory component of the course is assessed by written examinations taken in June of Year 13. The school will provide the necessary textbooks. Students may choose to purchase a lab coat and their own personal safety glasses. EXAMINATION BOARD

AQA

Syllabus

Links with Other Subjects Chemistry links with mathematics, biology, physics and geography. university usually requires A Level mathematics.

7405 Study of chemistry itself at

Options after A Level Studying chemistry in the sixth form is a pathway to a wide variety of degrees, HND and HNC qualifications at universities and other Higher Education institutions. Chemistry students may like to consider the following courses among others: medicine, dentistry, veterinary science, pharmacology, pharmacy, chemical engineering, biochemistry, biomedical science, material science, forensic science, engineering, environmental science, earth science, geology, agriculture, archaeology. The transferable skills gained from a degree in a science subject are highly valued in the corporate world. For further information please contact Subject Leader, Ms L Gethins Email: LGethins@shfgs.co.uk

A LEVEL COMPUTER SCIENCE Computer Science is a practical subject where students can apply the academic principles learned in the classroom to real world problems and systems. It is a highly creative subject that is intellectually rewarding and which teaches problem solving skills and thought processes that are applicable across many different areas. Students will gain a deep understanding of the digital world around them. Increasingly, computer science is an enabler for other areas – for example, few medical breakthroughs happen without the involvement of a computer scientist. The successful A Level Computer Scientist will be a deep thinker and an independent learner. The ability to analyse and solve problems using a computational thinking approach is essential. Computer science suits a student who likes to be challenged and who is rewarded by the problem solving process and who is able to think logically, applying their knowledge and research skills to provide practical solutions to problems. ENTRY REQUIREMENTS A student wishing to study Computer Science should have a grade 6 in GCSE maths and preferably a grade 6 in GCSE Computer Science. Students who do not have GCSE Computer Science should be able to demonstrate an interest and some prior experience of at least one text based programming language; it is not recommended for students with no prior experience of computer programming. EXAMINATION STRUCTURE The course has three major components and is assessed in two written papers, each worth 40% of the final qualification, and a non-exam assessment programming project for the remaining 20%. The first component is computer systems which focuses on the following areas: • The characteristics of contemporary processors, input, output and storage devices • Software and software development • Exchanging data • Data types, data structures and algorithms • Legal, moral, cultural and ethical issues The second component focuses on algorithms and computational thinking: • Elements of computational thinking • Problem solving and programming • Algorithms The final component is a non-exam assessment programming project. The student will define a task and analyse, design, develop, test, evaluate and document a solution using a high level programming language. They will be expected to show an agile development approach to their solution of the problem. EXAMINATION BOARD

OCR

H446

Links with Other Subjects Computer Science links with mathematics, but can also link to any other subject in the curriculum depending on the interests of the student. The non-exam assessment component of the course allows the student to complete a project of their own choice, which allows the student great creativity in their response. Options after A Level Studying computer science in the sixth form is a pathway to a wide variety of degrees, HND and HNC qualifications at universities and other Higher Education institutions. There are a great many university computer science degrees available which allow specialisation in specific areas; programming, computer graphics, artificial intelligence, robotics and networking, to name a few. Virtually every organisation will have an information technology infrastructure at the heart of its operations, and so a degree in Computer Science opens up a world of opportunities across a very wide range of industries, not just in technology companies. For further information please contact Subject Leader, Mr C Spencer Email: CSpencer@shfgs.co.uk

A LEVEL DANCE The A Level dance course is designed to: • enable students to experience performance and choreography • extend students’ appreciation of dance and to develop critical thinking skills in relation to dance as an art form • allow a diverse range of genres and styles to be studied, therefore looking at a range of dance works and choreographers • develop a significant foundation of knowledge for the study of dance through higher education • develop a healthy lifestyle through an awareness of the importance of exercise and training. Assessment Objectives are: • knowledge, understanding and experience of performance, choreography and appreciation of dance as an art form. This will be achieved through exploring and making connections between theory and practice, critically engaging in the analysis of professional repertoire, leading to a holistic approach to the study of the subject • their artistic and historical knowledge of dance in the wider cultural context • a range of skills relating to problem solving, organisation, team work and leadership ENTRY REQUIREMENTS A student wishing to study dance should have at least a grade 6 in GCSE dance. There is no pre-requisite to have studied dance at GCSE, but you will need to have had dance classes outside of school and will be asked to provide evidence of the practical grades attained. EQUIPMENT You will need black trousers and top suitable to dance in, an A4 lever arch file, file dividers and paper. VISITS AND WORKSHOPS Students will be expected to take part in at least one trip/visit and at least one workshop during each year of their A Level studies, the department usually pays for at least one of these workshops. EXAMINATION STRUCTURE Component 1: Performance and Choreography (50%) What’s assessed: • • •

Solo performance linked to a specific practitioner within an area of study Performance in a quartet Group Choreography

How it’s assessed: • •

Practical examination 80 marks

Component 2: Critical Engagment (50%) What’s assessed: • •

Knowledge, understanding and critical appreciation of a compulsory set work and its location within a corresponding area of study. Knowledge, understanding and critical engagement of one optional set work and its location within a corresponding area of study.

How it’s assessed: • •

Written exam: 2 hours 30 minutes 100 marks

EXAMINATION BOARD:

AQA

Syllabus

7237

Links with Other Subjects Dance ideally complements the other performing arts of music and drama & theatre studies (Drama), the interpretive and analytical elements of English and contextual aspects of history. Options after A Level A level dance is valued as part of a well-rounded education. It instils physical and mental discipline as well as nurturing creativity. Students of A2 dance can progress to choreography, dance and musical theatre courses at universities and specialist dance colleges. Teaching, journalism and arts administration are possible career paths as well as professional work in the entertainment field. The creative and collaborative skills acquired through dance can also be useful in a wide variety of careers such as business and events management. For further information please contact Subject Leader, Mrs S Durose Email: SDurose@shfgs.co.uk

A LEVEL DESIGN & TECHNOLOGY: PRODUCT DESIGN Learning about design and technology at A level strengthens your critical thinking and problem solving skills within a creative environment. This enables you to develop and make prototypes/products that solve real-world problems whilst considering your own and others’ needs, wants, aspirations and values. OCR’s A Level qualification requires you to identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes/products. You will acquire subject knowledge in design and technology, including how a product can be developed through the stages of prototyping, realisation and commercial manufacture. Design and Technology enables you to take every opportunity to integrate and apply your understanding and knowledge from other subject areas studied during Key Stage 4, with a particular focus on science and mathematics. This qualification offers the opportunity to apply your wider learning through creativity and innovation. You will develop your intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world ENTRY REQUIREMENTS A student wishing to study Design and Technology: Product Design should preferably have a grade 7 or better in a GCSE design related subject to be confident of success but certainly no less than grade 6. EXAMINATION STRUCTURE There will be two written examination papers, together worth 50% of the total A level and the remaining 50% will be coursework. A2 Written Paper 1 (27%) This paper is set out through four sets of questions that predominantly cover technical principles within each endorsed title. Learners will be required to: • • • •

analyse existing products demonstrate applied mathematical skills demonstrate their technical knowledge of materials, product functionality, manufacturing processes and techniques demonstrate their understanding of wider social, moral and environmental issues that impact on the design and manufacturing industries.

1 hr 30 mins Written Paper 2 (23%) This component has a series of longer answer questions that require learners to demonstrate their problem solving and critical evaluation skills. Learners will be required to: • •

apply their knowledge, understanding and skills of designing and manufacturing prototypes and products demonstrate their higher thinking skills to solve problems and evaluate situations and suitability of design solutions.

1 hr 45 mins Non- Examined Assessment (coursework)

(50%)

The ‘Iterative Design Project’ requires learners to undertake a substantial design, make and evaluate project centred on the iterative processes of explore, create and evaluate. Learners identify a design opportunity or problem from a context of their own choice, and create a portfolio of evidence in real time through the project to demonstrate their competence. EXAMINATION BOARD

OCR

Syllabus

A2 H406

Links with Other Subjects Design & Technology: product design links closely with mathematics and physics as well as art & design, business studies, English, history, mathematics and physics. 31

Options after A Level Students of A2 product design (graphics) may consider university and higher education courses in architecture, interior design, materials science, engineering, business & management and product design. The skills acquired through product design (graphics) can also be useful in a wide variety of roles in the manufacturing business world from product placement to packaging and the supply chain. It can also be a springboard for inventors and design entrepreneurs. For further information please contact Faculty Leader, Mr R Collins Email: RCollins@shfgs.co.uk

A LEVEL DRAMA & THEATRE Drama & theatre A Level aims to extend your knowledge, imagination, sensitivity and insight into the complexities of theatre and to explore the nature of dramatic experience. You will acquire a knowledge and understanding of the language of drama and theatre as well as develop your performing and analytical skills, operating more autonomously, and with confidence, within a drama and theatre context. To follow the course successfully, a genuine interest in the theatre and drama is necessary. You will need to be curious about issues and ideas and have a creative instinct for communicating your views through drama. You may be keen on acting, writing or on the visual and technical aspects of theatre and wish to develop your skills in some or all of these areas. Moreover, you must be able to work cooperatively within the group. You will develop the following knowledge, understanding and skills throughout the course: • • • • • • • • • • • • •

The theatrical processes and practices involved in interpreting and performing theatre. How conventions, forms and techniques are used un drama and live theatre to create meaning. How creative and artistic choices influence how meaning is communicated to an audience. How performance texts are constructed to be performed, and to convey meaning. How performance texts are informed by their social, cultural and historical contexts, and are interpreted and performed for an audience. The connections between theory and practice in a range of periods, theatrical styles, social, historical and cultural contexts. How relevant research, independent thought and analysis of live theatre informs decision making in their own practical work. How theatre makers collaborate to create theatre. Create and develop ideas to communicate meaning as part of the theatre making process. Make connections between dramatic theory and practice. Apply theatrical skills to realise artistic intentions in live performance. Demonstrate knowledge and understanding of how drama and theatre is developed and performed. Analyse and evaluate their own work and the work of others.

ENTRY REQUIREMENTS A student wishing to study drama and theatre should have at least a grade 6 in GCSE drama. There is no pre-requisite to have studied drama at GCSE, but in this case you will need to have at least grade 5 in GCSE English. EQUIPMENT You will need a black T-shirt and loose 'jogging bottoms' or the performing arts kit for all practical lessons. VISITS You will be expected to attend at least two theatre visits, with the drama department, in order to complete the course successfully. EXAMINATION STRUCTURE Drama & theatre is a linear A Level course, meaning all assessments must be taken at the end of the course. Structure: Component 1: Theatre Workshop - Internally assessed practical work and written creative log. (20%) ~

Create, develop and perform a piece of theatre based on a reinterpretation of an extract from a text, based on the work of an influential theatre practitioner or a recognised theatre company. Acting or design option available.

Component 2: Text in Action - Externally assessed practical work and written process and evaluation report (40%) ~

Create, develop and perform two pieces of theatre based on a stimulus: 1. 2.

A devised piece using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company (a different practitioner or company to Unit 1). An extract from a text in a contrasting style.

Component 3: Text in Performance - Externally assessed 2½ hour written examination (40%) 33

Section A and B are open book (clean copies) questions. Section A and B will focus on two questions, based on two different texts, one written pre 1956 and one written post-1956. Section C is a closed book question based on a specified extract from The Curious Incident of the Dog in the Night-Time.

EXAMINATION BOARD:

WJEC Eduqas

Specification A690QSL

Links with Other Subjects Drama & theatre ideally complements the other performing arts of music and dance, as well as English. Options after A Level A-Level drama & theatre is valued as part of a well-rounded education. It instils self-confidence and nurtures creativity. Students of A-Level drama & theatre can progress to many university and Higher Education courses with a creative or cultural element such as English, American studies, drama, creative writing, theatre production, stage management, dance, music, choreography, musical theatre. Studying at a specialist drama school can lead to professional work in the entertainment field. Teaching, arts administration and journalism are other possible career paths. The creative and collaborative skills acquired through drama & theatre can also be useful in a wide variety of careers such as business, events management and broadcasting. For further information please contact Subject Leader, Mr D Langley Email: dlangley@shfgs.co.uk

A LEVEL ECONOMICS The ‘gig’ economy, Grenfell Tower, question marks over the worth of a degree, climate change debates, Brexit, NHS bed shortages and 220% US tariffs on Bombardier jets built in Northern Ireland: these are just some of the many current topics that illustrate why economics is rarely out of the news. In addition to introducing you to analytical thinking about topical issues, the study of economics at A level offers you the benefit of being highly regarded by employers and universities. The department’s record in terms of grades achieved is extremely good. Many students who take up the course in Year 12 go on to study economics, or a related subject, at university. Competitions, such as the ifs Student Investor Portfolio Challenge, and the Bank of England’s Target 2.0 Interest Rate Challenge are used to deepen your knowledge and understanding. Specialist economics magazines are available to subscribe to if you choose, and there are a range of digital resources to assist too. ENTRY REQUIREMENTS A student wishing to study economics should have at least a grade 6 in GCSE mathematics. There is no pre-requisite to have studied economics at GCSE. EXAMINATION STRUCTURE A linear A Level in economics was introduced in September 2015. It comprises 3 units which are all examined at the end of Year 13. Each of the units is worth a third of the total marks for the qualification, and each examination will last for 2 hours. The 3 units are as follows: Component 1: microeconomics – this looks at how individuals make decisions, applied to the world in which we live. It covers the topics of: scarcity and choice; how competitive markets work; competition and power; labour markets; and market failure and government intervention Component 2: macroeconomics – this looks at issues that affect economies as a whole, applied to the world in which we live. It covers the topics of: macroeconomic policy objectives and performance; aggregate demand and aggregate supply; the application of policies; the global context; and the financial sector Component 3: themes in economics - this final unit draws on all the content of components 1 and 2, asking candidates to apply the theories that have been learnt to unseen real world scenarios EXAMINATION BOARD

OCR

Syllabus

H460

Links with Other Subjects Economics is a diverse subject with links to many subjects but particularly mathematics, government & politics, history and geography. Some universities require A Level mathematics in order to study for a degree in economics. Options after A Level Economics students may like to consider the following courses among others: economics, econometrics, economic history, PPE, accountancy, business management, finance, politics, international relations or global sustainability. Many European universities teach economics courses in English. International companies, banks, governments and humanitarian organisations are large employers of economics graduates. For further information please contact Head of Faculty, Mrs J Pilkington Email: JPilkington@shfgs.co.uk

A LEVEL ENGLISH LANGUAGE & LITERATURE Do you enjoy reading and analysing a wide variety of non-fiction texts including articles, short stories, travelogues, reviews and speeches as well as the more traditional literary genres of drama, poetry and prose? In addition, do you have a flair for creating your own writing, both fiction and non-fiction? If so, this is the course for you! English Language and Literature combines the study of traditional texts taken from the English Literary heritage and more contemporary writers with non-fiction texts which can be found in newspapers, autobiography and online. Obviously, you need to be a keen reader to enjoy this course and you will be expected to engage in independent reading to augment your understanding of the texts you are studying in class. So why do students choose to study English Language and Literature? For most, it is because they liked the subject at GCSE, and usually do well at it. For some it is because it complements their other choices. For others it figures as a key subject in their career choice. It differs from English Literature mainly in terms of the additional non-fiction texts studied as well as the depth in which you will explore the ‘nuts and bolts’ elements of language such as semantic change, grammar and discourse structure. It also offers the opportunity for students to create their own writing. When considering English Language and Literature as an A Level choice you should bear in mind that: • •

• • •

some of the texts you study will be difficult. You will need to persevere, because you will have to do some independent reading the texts will be varied. You will look at prose, poetry and drama as well as non-fiction and you will be expected to have an open-minded approach. You don’t have to like everything we study but you must be prepared to give it a go - whether it’s 14th century poetry or the most recent travelogue by Bill Bryson there will be regular written assignments and you will be expected to meet deadlines you will need to read and research independently you should be willing to express your views and exchange ideas freely in class. Discussion is a vital part of all lessons and we look for an informed personal response. You will be expected to form your own interpretations of the texts.

ENTRY REQUIREMENTS The minimum entry requirement for this course is a grade 6 in both English literature and English language GCSEs. Sixth form students are expected to pay for their own texts, as all copies need to be heavily annotated, although no texts may be taken into the examination room. We estimate the cost to be £30 - £60 for the A Level course. Books to be studied will be purchased from the Finance Office. Examination Structure The qualification is linear meaning that you will sit all of the A Level exams at the end of your course in the summer of Year 13. NB: The texts listed below are included as examples, your teacher will tell you which texts you will study at the beginning of your course. Paper 1: Voices in Speech and Writing (2 hour 30 minute examination: 40% of A Level) • Two sections – students answer the question in Section A and one question on their chosen drama text in Section B. • Section A – Voices in 20th- and 21st century Texts: one comparative essay question on one unseen extract selected from 20th- or 21st-century sources and • one text from the anthology (Selection of non-fiction and digital texts). • Section B – Drama Texts: one extract-based essay question on the chosen drama text (e.g. The History Boys, A Streetcar Named Desire, Top Girls…) Paper 2: Varieties in Language and Literature (2 hour 30 min examination: 40% of A Level) • Section A – Unseen Prose Non-fiction Texts: one essay question on an unseen prose non-fiction extract. The unseen extract is linked to the studied theme. • Section B – Prose Fiction and Other Genres: one comparative essay question on one prose fiction anchor text (e.g. The Great Gatsby) and one other text from a theme (e.g. Othello).

Unit 3: Coursework (20% of A Level) Students will produce two assignments: • • •

Assignment 1 – two pieces of original writing: one piece of fiction writing and one piece of creative non-fiction writing (AO5 assessed). Assignment 2 – one analytical commentary reflecting on their studied texts and the pieces of writing they have produced (AO1, AO2, AO3, AO4 assessed). The advisory total word count is 2500–3250: 1500–2000 words for the original writing pieces and 1000–1250 for the commentary.

Links with Other Subjects English complements every other subject but especially history, theatre studies (Drama), modern foreign languages and fine art. Options after A Level English is a very popular course at university and is an acceptable subject for all courses, not just those leading to an arts or humanities degree. Possible careers range from the obvious choices of journalism, media, creative and dramatic writing, publishing and librarianship to law, the Civil Service, politics, teaching and advertising. The rigorous academic skills acquired through a degree in English are highly regarded by corporate graduate employers. For further information please contact Faculty Leader, Mr G Thomas Email: GThomas@shfgs.co.uk

A LEVEL ENGLISH LITERATURE Do you enjoy discussing novels, plays and poems in order to analyse their meaning? Do you sometimes think a character is quite different from what other people seem to believe? Do you think words are interesting? If you answered “Yes” to these questions it could be that A Level English literature is for you. At this level you will have to think for yourself far more than you did at GCSE; any text has several interpretations and you will have the opportunity to discuss these in class. You will also be expected to have good essay writing skills. Obviously you should enjoy reading. So why do students choose to study English literature? For most, it is because they liked the subject at GCSE, and usually do well at it. For some it is because it complements their other choices. For others it figures as a key subject in their career choice. When considering English literature as an AS or A2 choice you should bear in mind that: • • • • •

some of the texts you study will be difficult. You will need to persevere, because you will have to do some independent reading the texts will be varied. You will look at prose, poetry and drama and you will be expected to have an open-minded approach. You don’t have to like everything we study but you must be prepared to give it a go - whether it’s 14th century poetry or the most recent modern novel there will be regular written assignments and you will be expected to meet deadlines you will need to read and research independently you should be willing to express your views and exchange ideas freely in class. Discussion is a vital part of all lessons and we look for an informed personal response. You will be expected to form your own interpretations of the texts.

ENTRY REQUIREMENTS The minimum entry requirement for this course is a grade 6 in both English literature and English language GCSEs. Sixth form students are expected to pay for their own texts, as all copies need to be heavily annotated, although no texts may be taken into the examination room. We estimate the cost to be £30 for AS and a further £30 for the A2 modules. Books to be studied will be purchased from the Finance Office. Examination Structure The qualification is linear meaning that you will sit all of the A Level exams at the end of your course in the summer of Year 13. NB: The texts listed below are included as examples, your teacher will tell you which texts you will study at the beginning of your course. Paper 1: Drama (2 hour 15 minute examination: 30% of A Level) Study of three texts: one Shakespeare (e.g. Hamlet/Othello), one modern text (e.g. A Streetcar Named Desire by Tennessee Williams) and a Critical Anthology of essays critiquing your chosen Shakespeare play. Paper 2: Prose (1 hour examination: 20% of A Level) Study of two prose texts from a chosen theme, one of which must be written pre-1900. Themes include Women in Literature (e.g. A Thousand Splendid Suns by Khalid Hosseini and Tess of the D’Urbervilles by Thomas Hardy) and The Supernatural (e.g. Beloved by Toni Morrison and The Picture of Dorian Grey by Oscar Wilde) Paper 3: Poetry (2 hour and 15 minute examination: 30% of A Level) Section A – Post-2000 Specified Poetry: one comparative essay question on an unseen modern poem written post 2000 and one named poem from the studied contemporary text Section B – Specified Poetry Pre- or Post-1900: one essay question Unit 4: Coursework (one 2500-3000 word essay comparing two texts)

A LEVEL FRENCH - GERMAN - SPANISH To broaden your horizons and improve your communication skills, continue to study at least one foreign language at A Level if you can. You will certainly enhance your travel and job prospects in, for example, teaching, business, finance and law. In the sixth form you will build on the basic knowledge that you already have. The minimum entry requirement is a B grade in your chosen language at GCSE and evidence of commitment and selfmotivation. At A Level the course is not simply the study of language, but the civilisation and culture of the country as well. You must be prepared to take every opportunity to speak, read widely, listen to the radio and watch television - all in the foreign language. There is the opportunity to complement your other studies by pursuing particular areas of interest in greater depth, and developing a personal and independent response to them. ENTRY REQUIREMENTS A student wishing to study French, German or Spanish should preferably have a grade 7 or above in that language at GCSE to be confident of success but certainly no less than grade 6. EXAMINATION STRUCTURE Paper 1:

2 hours 30 minutes: listening, reading, translation to and from the language (50% of total A level)

Paper 2:

2 hours: writing (20% of total A level)

Paper 3:

21 â&#x20AC;&#x201C; 23 minutes: speaking Discussion of a stimulus card, presentation and discussion of an individual research topic (30% of total A level)

EXAMINATION BOARD

AQA

French A level syllabus 7652 German A level syllabus 7592 Spanish A level syllabus 7692

Links with Other Subjects Modern foreign languages link with a wide range of other subjects. Options after A Level Modern foreign languages can be studied as single subjects at university or combined with another language or many other subjects. Careers can include international relations, the Diplomatic Service, interpreting and translation services, journalism, media, law, teaching, humanitarian work, tourism, international banking. The fine attention to detail and global outlook acquired through the study of a foreign language are highly regarded by corporate employers. For further information please contact Faculty Leader, Mr G Maddocks Email: GMaddocks@shfgs.co.uk

A LEVEL GEOGRAPHY INTRODUCTION TO THE COURSE Geography is a fascinating subject which at A-level engages with the relationship of human populations to each other over space and time and their relationship with their physical environment at a variety of scales from the local to the global. The subject links particularly effectively to other Humanities subjects such as History and Philosophy, to social sciences such as Politics, Economics and Sociology, and also combines well with Biology, Maths, and Computer Sciences. Geographers gain a great deal of skills in ICT, such as presentation and use of G.I.S., as well as statistical data analysis, report writing and critical evaluation. Most importantly geographers gain a true understanding of the world around us: of the constant changes taking place in both the human and the physical environment. As a result they are better prepared to tackle the challenges that the remainder of the 21st century will throw at us, and will be sought after by employers for their ability to adapt to these changes. Geography teaching aims to prepare students for the problems that we will all face, and to equip them with the skills and long-sightedness to find sustainable solutions to them. The geography course content follows an ‘issues to impacts to responses’ theme throughout. It has a developmental structure designed to facilitate progression through the course and beyond to link with the demands of higher level study. Concepts covered at GCSE may be revisited at A-Level, but not repeated. ENTRY REQUIREMENTS A student wishing to study geography should preferably have a grade 7 or above in GCSE geography to be confident of success but certainly no less than grade B. There is no pre-requisite to have studied geography at GCSE, but in this case you will need to have at least grade 6 in both GCSE mathematics and GCSE English. EXAMINATION STRUCTURE There will be two examinations at the end of year 13, one on the Physical Geography course, and one on Human Geography. During the two year course students will also be required to produce a piece of coursework that is internally assessed. Exam Paper 1: Physical Geography (40% of A-level) Units of study: Water & Carbon Cycles; Coastal Systems and Landscapes; Hazards Exam Paper 2: Human Geography (40% of A-level) Units of Study: Global Systems and Global Governance; Changing Places; Population and the Environment. Coursework (20% of A-level, roughly 3000-4000 words) Students complete an individual investigation which must include data collected in the field (see below). The individual investigation will be based on a question or issue defined and developed by the student relating to any part of the specification content. VISITS In year 12 we run a residential field trip to Swanage in order to collect data for the fieldwork component. The approximate cost of the trip would be £200.00 for 4 days. We would strongly recommend that all students take part in any field trips during the course. EXAMINATION BOARD

AQA, Syllabus 7037

OPTIONS AFTER A-LEVEL Many geography students opt to choose geography at degree level. However, many also progress to a diverse range of university courses including: economics, politics, business and management, sociology, global sustainability, geology, geophysics, land management, architecture, town planning, transport management, tourism, meteorology, earth sciences, environmental science, and oceanography. Geographers find themselves in increasing demand from employers in sectors such as renewable energies, geotechnical engineering, public services, logistical and management services, and international humanitarian organisations. However, geographers are particularly employable since they have a range of transferrable and adaptable skills that are more relevant than ever in today’s fast changing job market. For further information please contact Subject Leader, Mr M Williams Email: MWilliams@shfgs.co.uk 41

A LEVEL HISTORY Studying A Level history offers you the opportunity to think for yourself about some of the people and issues that have shaped the past. It gives you an appreciation of human behaviour, a deeper

understanding of current affairs and ability to think independently ability and make decisions and judgements. “Historians are dangerous people - they have ways of upsetting people.” (Khrushchev) “History is a pack of lies we play on the dead.” (Voltaire) “The past is a foreign country – they do things differently there.” (L P Hartley) Options include: 1. Britain transformed, 1918–97 – examining political, economic and social changes such as the rise of political challenge, creation of a welfare state and popular culture. 2. The USA, 1955–92; conformity and challenge – examining protest, economic, political and social changes such as civil rights, the Watergate scandal and cultural challenge. 3. The witch craze in Britain, Europe and North America, c1580–c1750 4. Coursework= 20% What are the benefits of the course? •

As well as studying interesting topics, you will learn and develop valuable communications and critical thinking skills, such as analysing data, assessing evidence, formulating arguments and making judgements.

ENTRY REQUIREMENTS A student wishing to study history should preferably have a grade 7 or above in GCSE history to be confident of success but certainly no less than grade 6. There is no pre-requisite to have studied history at GCSE, but in this case you will need to have at least grade 6 in GCSE English. VISITS There are no costs for the student, other than voluntary attendance at history conferences (around £23 per conference) and optional purchase of the textbooks. It is likely that there will be day trips to relevant historical sites within the UK. EXAMINATION STRUCTURE Unit 1 and 3 are worth 30%, unit 2 is worth 20%. Unit 4 is a coursework assignment worth 20%. Questions are set on historical enquiry, interpretation and source analysis. EXAMINATION BOARD

Edexcel

Syllabus 9H10

Links with Other Subjects History links with English, politics, economics, religious studies, modern foreign languages and geography. Options after A Level History is a very popular course at university and is an acceptable subject for entry to all courses, not just those leading to an arts or humanities degree. Possible careers include law, journalism, archaeology, building conservation, museum and archive services, the Civil Service, politics, broadcasting and teaching. Corporate graduate employers appreciate the rigorous academic skills acquired through a degree in history. Any career that rewards clear thinking, good writing, articulate speaking, and the ability to ask and answer complicated questions about how the world works will be open to a well-trained history student. For further information please contact Subject Leader, Mrs J. Pilkington Email: JPilkington@shfgs.co.uk

A LEVEL MATHEMATICS WHY STUDY MATHEMATICS? Both employers and universities see mathematics as evidence of significant ability and real career potential. The study of mathematical methods greatly helps to develop logical and ordered thought and the techniques learned complement almost all combinations of A Level subjects. Over the two year course content will be studied leading to three examinations. Two will cover the Pure Mathematics content and a third paper will be half Mechanics and half Statistics. Pure Mathematics will form the core of your study. You will extend your knowledge of algebra and trigonometry to a much deeper level, and meet some new ideas such as numerical analysis and calculus. Statistics will develop your ability to handle data confidently in order to draw conclusions about it. This study will be useful for many subjects such as business studies, economics, psychology or geography, and is a necessary skill for many future careers. Mechanics shares content with the physics A level syllabus such as constant and variable acceleration, moments and applications of forces. Here you will use Newton’s laws of motion and mathematics to solve a range of problems. All students studying mathematics in year 12 will be given the opportunity to sit the UKMT Senior Mathematics Challenge in November. All mathematics students are also expected to give support to the school by attending a lower school class once each week to work with students who find mathematics challenging. ENTRY REQUIREMENTS A student wishing to study mathematics should have followed the Higher Tier course and gained at least grade 6 in GCSE mathematics to be confident of success. In addition, students will be expected to gain a mark of at least 80% in an assessment of GCSE algebra during the first week of lessons in Year 12. EXAMINATION STRUCTURE The course is the new linear A-Level course and there is no coursework element. FURTHER MATHEMATICS AS AN ‘ADDITIONAL SUBJECT’ If you really love mathematics and are an able student (with level 8 or 9 at GCSE) then you should consider joining our further mathematics course. It is also an advantage to follow this course if you are considering reading mathematics at university or taking an Oxbridge natural sciences course. Further Mathematics is a second A-Level qualification and consequently more lessons are offered. Further Mathematics is taken alongside mathematics and further develops the Pure Mathematics content and introduces the idea of Decision Mathematics. It is studied to A2 level. Note: mathematics with further mathematics will have to be chosen in one specific option block, as specified on the application form. Students studying mathematics and further mathematics are required to study two other A Level subjects in addition to these qualifications in Year 12. EXAMINATION BOARD:

Edexcel

Syllabus

Mathematics 9MA0

FM 9FM0

Links with Other Subjects Mathematics links with all three sciences, geography, economics and business studies. Options after A Level Mathematics, and particularly statistics, is an integral part of many university and other Higher Education courses. Suitable courses include: accounting, finance, business and management, mathematics, statistics, economics, econometrics, physics, engineering, chemistry, psychology, computer science, philosophy. Mathematics can also be combined with many other subjects. Graduates of courses with significant mathematical content are highly sought after in the corporate world, public services, global industries and international organisations with careers ranging from stockbroking to logistics to internet entrepreneurship. For further information please contact Faculty Leader, Miss R Gowers Email: RGowers@shfgs.co.uk 43

A LEVEL MUSIC The Edexcel A Level music course allows students to develop further the composition and performance skills introduced at GCSE. Students also learn to apply more detailed background and musical knowledge and a high level of analytical skills to a range of musical scores. Students learn how to identify and describe a wide range of musical styles, and to place musical examples within a historical and social context. The A Level music course offers students the opportunity to develop the skills and knowledge required in preparation for university or music college, whilst also providing them the opportunity to pursue and develop their own preferred musical interests. ENTRY REQUIREMENTS A student wishing to study music should preferably have a grade 7 or above in GCSE music to be confident of success but certainly no less than grade 6. All students must be accomplished performers in their main instrument. Typically students should be at least grade five standard on their main instrument by the start of the course and must be grade seven standard before the end of Year 13. EXAMINATION STRUCTURE AS Component 1: Performing Music (30%) This unit gives students the opportunity to extend their performance skills as soloists and/or as part of an ensemble. They are expected to give a public performance of one or more pieces, performed as a recital at the end of the A Level course. The performance must last a minimum of eight minutes and must be of grade seven standard or above. Any instrument/voice is acceptable and the performance may be in any style. Component 2: Composing (30%) For this unit students complete a total of two compositions: one to a brief set by Edexcel, and a second either as a free composition or also in response to a brief. The first composition must last 4 minutes in duration and is worth 40 marks. The second composition must be at least 1 minute and is worth 20 marks. The total duration across both submissions must be a minimum of 6 minutes. Both compositions are submitted at the end of the A Level course. Component 3: Appraising (40%) This unit develops studentsâ&#x20AC;&#x2122; knowledge and understanding of musical elements, contexts and language. It builds on the listening, appraising and analysis skills taught at GCSE. This is applied through six areas of study: Vocal music; Instrumental Music; Music for Film; Popular Music and Jazz; Fusions and New Directions. They will also apply their knowledge to unfamiliar works in these areas. The unit is assessed as a 2 hour written paper marked out of 100. Students will answer three questions related to the set works that they have studied in detail. These questions will assess their listening skills as well as their ability to complete a short dictation question. They will also answer two essay questions where they will analyse the set works by element, place them in context and draw links from these pieces to new pieces. EXAMINATION BOARD

Pearson Edexcel Level 3 Advanced GCSE in Music (9MU0)

Links with Other Subjects Music ideally complements the other performing arts of dance and theatre studies (Drama), as well as maths, English, history, and art & design. It is also an excellent â&#x20AC;&#x2DC;stand aloneâ&#x20AC;&#x2122; subject for students who wish to broaden their curriculum in the sixth form. Options after A Level Music is considered a rigorous academic subject and is valued as part of a well-rounded education. It instils physical and mental discipline as well as nurturing creativity. Students can follow many degree courses: music, musical theatre, music technology, English, cultural studies, world music, popular music and sound recording among others. Gifted performers may consider applying to a conservatoire such as the Royal Academy of Music. Composition, music management, recording engineering, teaching, journalism and arts administration are also possible career paths as well as professional work in the entertainment field. The creative and collaborative skills acquired through music can also be beneficial in a wide variety of careers such as business and events management. For further information please contact Faculty Leader, Mr V Forshaw Email: VForshaw@shfgs.co.uk 44

A LEVEL PHILOSOPHY & ETHICS If you are looking for a subject that will train you to think logically, precisely, rigorously and humanely then this is the course for you. Philosophy and ethics enables you to: • • • •

Learn to put your views across in speech and in writing in a structured and confident way Be able to respond to complex issues maturely Appreciate the way that thought and belief have developed Explore your own belief and opinion about a wide variety of topics; from the way society should be structured and the basis for valid laws and rules, to the way we understand and describe spirituality and a sense of the ‘other’.

ENTRY REQUIREMENTS A student wishing to study philosophy and ethics should have at least grade 6 in GCSE religious studies to be successful. There is no pre-requisite to have studied religious studies at GCSE. EXAM BOARD AND STRUCTURE The exam board used is Eduqas Assessment of the A level is through three written papers: • • •

Philosophy of Religion Religion and Ethics Study of Buddhism

2 hours 2 hours 2 hours

LINKS WITH OTHER SUBJECTS Philosophy and ethics investigates and unpicks underlying beliefs and assumptions behind the views of society throughout history, and as such provides an excellent support for Arts subjects such as government and politics, history and English literature. In the second year the course looks further into areas such as role of the human mind, the possibility of a determined world and the function and meaning of language, drawing largely on areas of psychology, sociology, biology and physics. OPTIONS AFTER A LEVEL The rigorous intellectual demands and interdisciplinary nature of philosophy and ethics mean that it is accepted for all university and higher education courses. As the oldest taught subject at university, students will find religious studies an excellent grounding for any analytical degree course such as law, medicine, psychology, business and management, sociology as well as philosophy, PPE (philosophy, politics and economics) and theology. Career possibilities are wide ranging and include journalism, law, the medical profession, accountancy, teaching, police work, the Civil and Diplomatic Services and public relations. For further information please contact Subject Leader, Miss F Patchett Email: FPatchett@shfgs.co.uk

A LEVEL PHYSICAL EDUCATION The course offers, an in-depth study of sport and physical education and requires high academic standards, as well as practical sport or coaching ability. It is expected that students will participate in their chosen activity outside the school curriculum. ENTRY REQUIREMENTS A student wishing to study physical education should have at least grade 6 in GCSE PE and grade 6 or better in biology or core and additional science. There is no pre-requisite to have studied physical education at GCSE. In addition, students must be able to demonstrate a high sporting or coaching ability in an activity from the approved DfE list. It is essential that they regularly participate in their chosen activity outside school to reach this level. The course content is as follows: Component 01: Physiological factors affecting performance 1.1 1.2 1.3

Applied anatomy and physiology Exercise physiology Biomechanics

Component 02: Psychological factors affecting performance 2.1 2.2

Skill acquisition Sports psychology

Component 03: Socio-cultural issues in physical activity and sport 3.1 3.2

Sport and Society Contemporary issues in physical activity and sport

Component 04: Performance in physical education 4.1 4.2

Performance or coaching of an activity The Evaluation and Analysis of Performance for Improvement

EXAMINATION STRUCTURE • • •

One practical performance, as either a coach or a performer in an activity. Worth 30% One performance analysis task. 2 x 1 hour and 1 x 2 hour examination papers to be taken at the end of the 2 year course – worth 70%.

EXAMINATION BOARD

OCR

Syllabus

Level 3 Advanced GCE in Physical Education H555

Links with Other Subjects The course complements studies in biology, sociology and psychology. Options after A Level Students of physical education may like to consider the following university courses: sports & exercise science, physiotherapy, football studies, golf studies. For gifted sportsmen and women generous sports scholarships are available to study at US universities. It is useful for careers in the leisure, sport, health and fitness industries; medical advisory and therapy services; the emergency services and the armed forces; teaching.

For further information please contact Faculty Leader, Mrs R Selby Email: RSelby@shfgs.co.uk

A LEVEL PHYSICS • • •

How can light behave as both waves and particles? How can electrons behave as both particles and waves? What are pulsars and black holes?

These and many other questions are discussed in a wide-ranging course which includes a large amount of practical work. Physics requires determined effort and ability in science, but for those who have an aptitude and work hard, the rewards are great - a genuine scientific training, a valuable examination qualification and the opportunity to understand many of the great scientific ideas. To undertake the course you will be expected to have shown interest and ability in the physics that you have studied so far, and to have demonstrated the capacity to work diligently. You will need a good grasp of mathematics and will be encouraged to study A level mathematics. The course involves a systematic approach containing careful and clear explanations, together with linked assignments and practical work. It raises and develops your understanding of electrical circuits, mechanics, radioactivity, light and heat as well as introducing you to new areas such as astrophysics. Physics is highly desirable as a qualification for a career in engineering, medicine, dentistry, ophthalmics and pharmacy, but it also opens up opportunities in a very wide variety of other areas. Physics students are in great demand. ENTRY REQUIREMENTS A student wishing to study physics should preferably have a grade 7 or better in GCSE physics or core and additional science to be confident of success but certainly no less than grade 6. In addition, a student should have grade 6 or higher in GCSE mathematics. EXAMINATION STRUCTURE • • • • • • • • • • • •

Topic Topic Topic Topic Topic Topic Topic Topic Topic Topic Topic Topic

1 2 3 4 5 6 7 8 9 10 11 12

: : : : : : : : : : : :

Mechanics Electrical Circuits Materials Wave and particle nature of light Further Mechanics Electric and Magnetic Fields Nuclear and particle physics Thermodynamics Space Nuclear radiation Radioactivity Oscillations

Linear examinations sat at the end of Year 13. Paper 1 Paper 2 Paper 3

: : :

Advanced Physics 1 Advanced Physics I General & Practical Principles

EXAMINATION BOARD

Edexcel/Pearson

Assessed topics 1-7 (1.75 hours) Assessed topics 3-12 (1.75 hours) Assessed all (2.5 hours) Syllabus

AS A2

8PH0 9PH0

Links with Other Subjects Physics links closely with mathematics. It also complements chemistry, biology and geography. Options after A Level Studying physics in the sixth form is a pathway to a wide variety of degree, HND and HNC qualifications at universities and other Higher Education institutions. Physics students may like to consider the following courses among others: engineering, mechanical engineering, chemical engineering, electronic engineering, structural engineering, aeronautical engineering, architecture, surveying, physics, astrophysics, nuclear physics, telecommunications, oceanography, computer science, material science, environmental science, earth science, geography, geophysics, radiography, meteorology. The transferable skills gained from a degree in a science subject are highly valued in the corporate world. For further information please contact Subject Leader, Mr C Arblaster Email: CArblaster@shfgs.co.uk 47

A LEVEL POLITICS This course looks at how the political systems of Britain and the USA operate and examines the ideas that impact on contemporary politics. It examines issues such as: • What is the best way for people and countries to make decisions? • How does government work? • Why did people voted the way that they did in recent elections, including the election of Donald Trump and the Brexit vote? • How and why do people participate in politics? • Do Americans choose the best people to be their Presidents? • What philosophical thinking impacts on today’s politicians? • To what extent should the government be able to have an impact on my life? Lively, relevant, controversial; there are many ways to describe A-level Politics. It is one of the most interesting and engaging qualifications you can choose. Covering news and current affairs from the UK and US, it helps you understand how the UK and US are run and develops research, written communication and debate skills. What you need to study Politics: • No previous knowledge required – you’ll get this from the course • You need to be able to express your ideas clearly on paper • You must be willing to read books, articles and newspapers and to watch TV News • You must have an open mind and a lively interest in what’s going on around you. ENTRY REQUIREMENTS A student wishing to study A Level Politics should have at least a grade 6 in GCSE History, Geography, Religious Studies or English (preferably in two of these). EXAMINATION STRUCTURE Each paper is worth a third of the total A Level, all to be taken at the end of the two year course. • Paper 1: The government and politics of the UK • Paper 2: The government and politics of the USA, and comparative politics • Paper 3: Political ideas (Liberalism, Conservatism, Socialism and Feminism) EXAMINATION BOARD We are following the AQA course, syllabus code 7152 Links with Other Subjects Politics links closely with History, Philosophy, Geography, Economics and English. Options after A Level Politics A Level is accepted as an academic subject for all university and Higher Education courses. Students of Politics may consider courses in: History, English, American studies, Economics, International Relations, Political Science, Politics and PPE (philosophy, politics & economics). Careers open to politics graduates include the Civil Service, the Diplomatic Service, journalism, media, law, public relations and parliamentary work. Corporate graduate employers appreciate the rigorous academic skills acquired through a degree in politics. For further information please contact Faculty Leader, Mr F Forder Email: FForder@shfgs.co.uk

A LEVEL PSYCHOLOGY This course will appeal to you if you enjoy exploring how and why people behave in certain ways. For example, how does people’s behaviour link to their environment, why do we forget some things yet remember others and what do investigations reveal about patterns of behaviour for children and adults? During the course you will: • develop understanding of psychological theories, research, case studies and data collection methods • investigate contemporary issues in the context of psychological knowledge • explore different areas of psychology such as the cognitive, social and biological approaches • conduct small psychological practicals, collecting data from human participants • apply quantitative and qualitative research methods to analyse, interpret and evaluate data • address ethical issues associated with psychology, particularly in research. Psychology requires a methodical approach. It entails the learning of detail for a large number of theories and studies, and a third of the marks awarded are for scientific methodology. You therefore, need a good background level of scientific knowledge. ENTRY REQUIREMENTS A student wishing to study psychology should have at least a grade 6 in GCSE mathematics and at least grade 6 in a science subject. There is no prerequisite to have studied psychology at GCSE. EXAMINATION STRUCTURE The linear A Level in psychology was introduced in September 2015. It comprises 3 units which are all examined at the end of Year 13. Statistical calculations are involved in the examinations, but formulae and statistical tables will be provided. The 3 units are as follows: Paper 1: Foundations in psychology – this looks at the topics of social psychology, cognitive psychology, biological psychology and learning theories. It also covers questions on related issues and debates. The assessment lasts 2 hours and is worth 90 marks; the paper is 35% of the total qualification. Paper 2: Applications of psychology – this looks at the topics of clinical psychology, plus one application chosen from child psychology, criminological psychology or health psychology. The assessment lasts 2 hours and is worth 90 marks; the paper is 35% of the total qualification. Paper 3: Psychological skills - this final unit looks at methodology and also takes a synoptic review of studies covered in papers 1 and 2; and looks further at issues and debates in psychology. The assessment lasts 2 hours and is worth 80 marks; the paper is 30% of the total qualification. EXAMINATION BOARD

Edexcel

Syllabus

9PS0

Links with Other Subjects Psychology complements subjects such as religious studies, sociology, business studies, English and history, which analyse the underlying truths behind human behaviour. Options after A Level Students may consider university and Higher Education courses in a wide variety of subjects: behavioural biology, sports science, psychology, psychiatry, psychotherapy, counselling, marketing, advertising, animal behaviour, equine studies, business & management, neuroscience, sociology, philosophy, hotel management, recruitment. Psychology graduates are highly valued by corporate employers whose businesses rely on interaction with the public. Careers can cover many fields including marketing, advertising, human resources, retail, journalism, broadcasting, policy making, speech writing and tourism as well as counselling, motivational and lifestyle industries and teaching. For further information please contact Head of Faculty, Mrs J Pilkington Email: JPilkington@shfgs.co.uk

What else? 50

WHAT ELSE? THE TRANSITION FROM GCSEs TO SIXTH FORM EDUCATION Teachers, tutors and the Sixth Form Leadership team are very aware that it is a significant step up from GCSE to the demanding sixth form courses on offer. Our vertical tutor group system preserves all the advantages of the House system but also integrates Year 12 and 13 students within one pastoral care unit. We believe that Year 12 can learn a great deal from Year 13 students who have experienced the demands of the first year of sixth form courses for themselves; Year 13 students also gain from mentoring Year 12 students. Tutors can also concentrate on ‘half a tutor group’ going through the UCAS application process each year. The vertical system also creates a far more cohesive sixth form with friendship groups extending across the two years.

ADDITIONAL OPPORTUNITIES Universities and employers are increasingly looking for young people who can offer more than just a good set of examination results. They look for demonstrable enthusiasm for the subject chosen for degree study. They want entrants who can exhibit a range of skills, particularly personal and social, and who show initiative, especially related to the chosen subject. You need to be capable of further independent study to maximise your abilities and this is developed through the Sixth Form. In our extended studies programme our aim is to give students an opportunity to reach out beyond their sixth form subjects, trying a range of tasks and challenges. Students will be required to sign up for any additional courses they wish to follow when they are enrolled at the start of the autumn term.

DUKE OF EDINBURGH AWARD PROGRAMME – DofE See Enrichment Programme page 7 The Silver award will take approximately eighteen months to complete (Gold longer), dependent upon the commitment of the participant. Students will be supported by an external provider, Mr David Goss, www.zest-for-adventure.co.uk, and school staff. Students must be prepared to work independently on their award, using the designated school time available plus their own time.

LEVEL 2 AWARD IN COMMUNITY SPORTS LEADERSHIP - SPORTS LEADERS UK The Level 2 Award in Community Sports Leadership is a nationally recognised qualification that enables successful candidates to lead groups of people in sport/activity, under indirect supervision. See Enrichment Programme page 7

OTHER EXTRA-CURRICULAR ACTIVITIES Students are encouraged to participate in sport and other recreation outside lessons. In addition, the sense of shared enjoyment at Sir Henry Floyd Grammar School is generated by voluntary participation in extra-curricular events and activities. Many of these involve music, dance and drama including supporting local junior schools. Some productions are formal concerts and plays, while other occasions are informal and showcase the talents of our students, the Sixth Form Charity Days for example. Our science department offers exciting opportunities for sixth formers to work on projects in school such as the Crest Awards and within the wider community. Participation in a wide range of team and individual sports is also encouraged.

SENIOR SKI TRIP Each year there is a Snow Sports (skiing and snowboarding) trip to Austria in February half term. The current cost is £855 (skiers) or £885 (snowboarders) including coach travel, ski school, equipment hire and half board accommodation. Ski Trips - Sir Henry Floyd Grammar School For further information contact Mrs S Williams

Email: SWilliams@shfgs.co.uk

WORLD CHALLENGE Each summer 40+ sixth formers participate in a month long World Challenge expedition to a developing country. Destinations have included: Argentina 2012, Silk Route (Kyrgyzstan, Uzbekistan) 2013, Ethiopia 2014, India 2015, Costa Rica and Nicaragua 2016, Borneo 2017, Southern Africa 2018, Nepal 2019. World Challenge - Sir Henry Floyd Grammar School Students joining the sixth form in 2018 will have the opportunity to attend an information evening in the autumn term outlining the proposals for the 2020 expedition, with a view to joining this 20-month personal development programme. All participants are required to raise the cost of the expedition (currently about £4,350) and equip themselves for the adventure that includes community project work and challenging trekking in wilderness areas. Also included is a three-day training expedition, 9 months before departure, in the UK e.g. Snowdonia. For further information contact Mrs S Williams Email: SWilliams@shfgs.co.uk

OTHER TRIPS These vary from year to year – further information on what is currently available can be found on the school’s website.

SIXTH FORM STUDENT LEADERSHIP Sixth form students are given the responsibility of running activities which affect the whole school. The House System is organised by House Captains, with support from the Heads of House. Each year a significant number of students are appointed as Prefects and they help the staff to keep the school running smoothly, undertaking various daily tasks as well as helping out at major events. Senior Prefects, including Head Boy and Head Girl, who make up the Senior School Leadership Team (SSLT), hold an important office and play a significant role in the day-to-day running of the school. They are high-profile students! In the spring term students in Year 12 take on the challenge of organising a two-day Charity Fundraiser – a busy and exciting time when usually about £3,000+ is raised for the chosen charity. The younger students always refer to this as one of the highlights of their school year and the Sixth Form Charity Committee has great fun co-ordinating it. Several students elect to work in the local community, for instance helping with reading in local schools or devising projects for local youngsters. Students with a particular flair and interest in a subject area are appointed as Faculty Ambassadors. This year the Science Ambassadors have helped to run the Junior Science Club and Crest Awards, Mathematics Ambassadors have mentored younger students in the weekly lunchtime Maths Lounge and Humanities Ambassadors have organised trips to listen to outside speakers. All sixth form students have a chance to be involved in some way – perhaps running the Drama Club, TED Talks Club or Debating Society, for instance. We recognise that although academic achievement is valuable, our students will be expected to offer other skills when they enter Higher Education and the 52

world of work. Interpersonal skills such as communication and team working are seen as vital skills at the Sir Henry Floyd Grammar School and sixth form students are given every opportunity to develop these fully.

PRIVATE STUDY Your A Level courses will occupy most of your sixth form time and will be the most important element of your sixth form education. All students will have some private study time during the week; it is essential that students use this time for independent learning to support their learning in lessons. The school library and the sixth form study areas in the Glover and Lawrence Buildings (G2 and L2) are available with access to PCs or use of own laptops. There are also several ICT suites that sixth formers can use if there are work stations available.

CAREERS AND HIGHER EDUCATION There is a full programme of careers information, advice and guidance available throughout the sixth form. From the beginning of the summer term, Year 12 students are encouraged to consider their future options. We offer ‘Centigrade’ online psychometric testing on an individual basis (£21.00 in 2017) to guide students as to which courses most closely match their aptitudes, potential qualifications and interests. The majority of our Year 13 students opt to continue into Higher Education. However, each year a small proportion of students elect to take either a year travelling overseas (a gap year) or to gain employment locally to perhaps financially support their studies at university the following year or to broaden their experience of life. For those who feel they need more in-depth careers guidance or university admissions, this is readily at hand in school from Mrs Chapman, Assistant Head of Sixth Form and Ms Bahra, Head of Careers Education.

OPPORTUNITIES ON OFFER Success in the Sixth Form evening Parents and students are invited to attend a presentation early in Year 12 to learn more about the key to success at A Level. Speakers from Year 13 share their experiences and offer practical advice to students and parents/carers on how to achieve their potential in the sixth form. A summary booklet is provided for all sixth formers and parent/carers.

Early Applicants Group Each year students in Year 12 are invited to apply to join this group. It is aimed at those who have achieved a high number of 9/A* grades at GCSE and who are considering applying to Oxford or Cambridge Universities in Year 13. It also includes students intending to make an application to courses in medicine, veterinary science or dentistry. Students will be prepared to make a strong application for these highly competitive courses by the early deadline of 15th October in Year 13. The Head of Sixth Form co-ordinates the writing of the school reference and supports individuals in the group when they write their personal statements and prepare for interview.

Oxbridge Applicants University Fair This is usually held in March. This trip is open to students who have previously expressed an interest in, or have been identified by their teachers as being suitable for, applying to Oxford or Cambridge to attend as a group.

UCAS Information Evening for Parents and Students Held early in the spring of Year 12, this evening outlines the preparation and application process and timeline. It includes a comprehensive presentation from a university undergraduate admissions officer plus information on studying abroad and student finance. It is preceded by a talk from the Head of Sixth Form on how to write an outstanding personal statement.

Birmingham University Open Day This trip, accompanied by members of the Sixth Form Team, is arranged in late June of Year 12. It is suitable for all students, whether or not they are likely to apply to this particular university, as a good example of a campus university. The day gives students a flavour of university life and they can select the talks they attend to suit their interests. Students will be required to pay for transport costs by coach. Next Steps Day (includes UCAS preparation) A compulsory whole day’s programme at the beginning of July in Year 12 includes presentations from external speakers and staff, covering diverse topics such as Student Life, Student Finance and Studying Abroad, higher level apprenticeships, gap year opportunities and placement year courses. A regular highlight is the Question & Answer session with recent former Floydians who have just completed their first year at university. At the end of the day every student is given a detailed booklet which helps them to prepare their personal statement ready for completing their university application in the autumn. University Open Days and Taster Days Students are encouraged to visit several universities before narrowing down their selection. Although many events now take place on Saturdays students are also allowed up to three school days for these visits. In addition many students book subject specific taster days and/or lectures to consolidate their applications. All such opportunities are regularly advertised via the daily Student Bulletin. Apprenticeships and Employment – ‘Not going to Uni Group’ Students who decide not to go to university are given support to apply for Higher Level Apprenticeships or employment straight from school. We try to feature a number of school leaver programmes in the LIFE! Sessions over the course of Year 12, as well as promoting careers fairs such as the National Apprenticeship Show. The Next Steps Day at the end of Year 12 includes presentations relevant to these pathways. Vacation and Weekend Residential Courses eg UNIQ Summer School, Nuffield research placements. Opportunities are also available for students to attend residential courses/conferences at various universities. Details of these are displayed on notice boards in the Glover Building or emailed to students as appropriate. Interview Preparation and Entrance Tests Students applying for courses requiring an interview, such as medicine and Oxbridge, will attend specific LIFE! sessions in the autumn term of Year 13. Many entrance tests such as BMAT and Oxbridge papers are taken in school in early November, others including UKCAT, LNAT and SATs for entrance to US universities are taken at external centres. In addition there are many private courses available covering both the interview process and entrance test strategies and practice, which are advertised on the University Notice Board in the Glover Building. Progression Post-18 Continuing support is available for students who wish to apply to university following a gap year or for Year 14 re-applicants who were unsuccessful the first time around. For students who are no longer on roll, the school reserves the right to levy an administration charge (£40-60, depending on circumstances) in addition to the costs of the UCAS application and/or resit examination entries. Resources A full range of reading material, reference books, university and college prospectuses are housed in the sixth form study area G2.

WORK EXPERIENCE / WORK SHADOWING Students are encouraged to pursue a period of work shadowing / work experience relevant to their chosen career outside lesson times. This is particularly important in areas such as accountancy, law, teaching, physiotherapy, medicine, dentistry or veterinary science where competition for places is high. We do have well-established links with a local primary school and a special school for students interested in teaching or educational psychology. Students are expected to organise individual placements themselves and the ideal time to do this is during Enrichment Week (July of Year 12). If necessary, staff will provide support such as writing a reference. For ideas of suitable organisations to approach, please speak to Mrs K Chapman, kchapman@shfgs.co.uk

PERSONALISED LEARNING DEPARTMENT The Personalised Learning Department works with students who have special educational needs or disabilities as well as with other students who, from time to time, need support to help them with their studies. This covers students who have specific medical needs that may arise throughout their time studying with us. It is important that students who have identified special educational needs or disability make their requirements known to the school when they submit their application so that any specific measures can be put in place when they join. This includes any previous entitlement to access arrangements for examinations and other assessments. Whilst regulations state that assessments must be carried out for each new examination series, this information proves useful when applying for specific access arrangements. This can be done by completing the relevant section on the application form or speaking directly with the SENDCo. The Personalised Learning Department also welcomes sixth form students who would like to support students who attend the lunchtime Social Group, Art Group or Sports Group. This experience is very rewarding and supports UCAS applications to courses such as medicine, psychology or social work. For further information relating to special educational needs please contact the Interventions Manager/SENDCo

SIXTH FORM DRESS CODE, APPEARANCE & POSSESSIONS GUIDELINES (2017-18) Please note: •

We have a Dress Code and clear expectations in the sixth form to ensure that personal appearance does not detract from the purpose of being in the sixth form, namely to achieve academic success and prepare you for life beyond school.

•

It should also be noted that all members of the sixth form are expected to set an example to younger students through their appearance as well as through their behaviour. Students are expected to dress modestly at all times and under no circumstances should underwear be visible.

•

The Dress Code applies at all times whilst a student is in school. This includes examination and study leave periods. The only exceptions to this will be communicated in advance by staff, e.g. mufti days, Activities Week, weekend rehearsals.

•

The Dress Code also applies for trips and visits away from the school unless communication by staff in advance advises this is not the case.

•

All students sign an agreement to comply with the published Dress Code on entry into the Sixth Form.

•

If a student is found not adhering to the dress-code the following staged response will be applied: o o o

First occasion - Student given a warning and a Student Concern recorded. Second occasion – as above – detained in PREP after school Subsequent occasions will result in a student being sent home and/or excluded and on their return placed on Dress Code Report.

The same sanctions will apply to a student wearing additional items, such as a hoodie. Non-uniform items will be temporarily confiscated.

PLEASE NOTE No apparel of any description will be allowed which in the opinion of the Headteacher and Governors would impede the need for teachers and students to relate well together and communicate effectively. If parents/carers wish an exception to the dress code, appearance and possessions guidelines to be made for their child they should state their case in writing, in advance, to the Headteacher Persistent breaches of the dress code will result in students being sent home and/or excluded.

DAYWEAR Compulsory for all students ITEMS Jacket

STYLE Tailored, smart style - to be worn at all times

plus Trousers

Tailored – ankle-length or longer, and not tight fitting or Tailored, gathered or pleated, smart style - either plain or patterned - no shorter than mid-thigh at all times - skirts that ‘ride up’ are not acceptable or Tailored or Smart, long or short sleeved - No shorter than mid-thigh - Smart, sleeveless pinafore dresses may be worn but only with a shirt or blouse with sleeves

Skirt

Suit Dress

plus Shirt

Collared - long or short sleeved - buttoned up and tucked in or Smart - long or short sleeved - optional collar or sleeveless with a collar

Blouse plus Tie Shoes / Boots

For males only - fastened at the collar Smart, formal For safety reasons - heels must not be higher than 4cms - no open backs, i.e. without straps

Optional items that can be worn with the items listed above – knitwear is not a substitute for a jacket but may be worn underneath ITEMS Jumper or Cardigan

Belt Light weight scarves

STYLE These can only be worn with a jacket and in addition to a shirt or blouse and not as a single item - smart style, not overlong or baggy - allows the tie to be visible for males Plain colour, small buckle Cotton/silk scarves worn as accessories are permitted in school

Items that can be worn to/from school and when in external areas on the site ITEMS Coat or outer jacket Hats and warm woollen scarves

STYLE Plain – leather or denim coats and jackets are NOT permitted May NOT be worn inside school

All items of clothing, materials or styles listed below are specifically excluded from the Sixth Form Dress Code i.e. NOT PERMITTED This applies to travel between home and school and not just during the school day. ‘TOPS’ • Tops with logos or bold statements • T shirts or any garment made of T-shirt style material • Shirts that are unbuttoned to reveal clothing worn underneath • Revealing clothing of any type e.g. low cut, sleeveless or crop tops • Blouses made of sheer fabric must be worn with a vest top underneath • Hoodies/sweatshirts – these are not an alternative to an outdoor coat or jumper ‘BOTTOMS’ • Tight-fitting ‘Lycra’-type short skirts / dresses • Leather, denim, corduroy or combat styles of any description • Trousers reflecting jeans styling, i.e. patch pockets, metal studs/trim and revealed stitching, e.g. black jeans • Skinny fit, drain-pipe style trousers that are tight-fitting • Leggings/jeggings • Cropped style trousers or shorts • Trousers tucked into boots • Long socks worn with skirts or patterned tights with similar effect For safety reasons • Long/maxi dresses/skirts i.e. over ankle length ‘FOOTWEAR’ • ‘Doc Martin’ style boots, trainers, footwear open at the back such as flip-flops or mules

PHYSICAL EDUCATION Students are expected to wear sports appropriate clothing for physical activities. ITEMS

STYLE

COLOUR

Comments

All Sixth Form Students Sleeved T shirt or polo shirt Shorts and /or full length track suit bottoms Football boots Shin pads Trainers

Gum Shield

Unisex

Any

No bold logos or statements

Any

Standard design shorts will generally not be suitable for rugby For football, hockey, rugby

Screw-in or moulded Any sole studs Mandatory for safety reasons Proper training shoe Any with instep support and non-marking sole - no fashion pump style shoes Recommended for safety reasons

For football, hockey, rugby

Optional

All Sixth Form Students – the following are not permitted Sleeveless T shirts, strappy vest tops, three quarter length trousers

PERFORMING ARTS Items are not to be worn when attending other lessons. Students studying Dance and/or Drama will be advised of clothing requirements however they are likely to include: ITEMS T-shirt Jogger/tracksuit trousers Leggings

STYLE Loose fitting, plain, black colour, without logos

PERSONAL APPEARANCE ITEMS Hair Facial Hair Facial piercing

Jewellery

Makeup

STYLE No ‘extreme’ or unconventional styles Beards are acceptable

COLOUR Natural hair colours only

These should not be noticeable. One discrete nose stud, 2mm or less in diameter may be worn. Earrings should not be excessive in size, long or with large hoops.

OTHER INFORMATION To leave face clear - may need to be tied back for safety reasons Beard style/growth should reflect expectations for boys to be smart and well-groomed. Rings in facial piercings (nose, lip, eye brow) are not permitted. Certain items may need to be removed for safety reasons There should be no more than two studs/earrings per ear. Students may be asked to remove it if excessively overt

Should be discreet

POSSESSIONS GUIDELINES Please note that disregarding the information below will lead to confiscation of the item(s). Personal possessions brought into school are at the owner’s risk. The school does not have insurance to cover loss, theft or damage to personal possessions. Students should check that valuable items are insured by personal/home insurance. All students are requested to hand in items for safe-keeping prior to PE and Performing Arts lessons/shows/matches when they are using the changing rooms. Mobile phones, iPods, mp3 players, etc.

Lap tops and tablet computers Watch

During a study period in the designated study areas students may listen to music via headphones. Students are also permitted to use phones during specific publicised times, e.g. break, lunchtime in nominated areas, e.g. Sixth Form Study area, G2, court yard areas, dining area. At all other times phones are to be switched off and not to be used during the school day, with the exception of when a teacher requests their use during a lesson. Their use is permitted and students may apply to the ICT Support Team to connect to the school’s WiFi. May be worn except during PE lessons

FINANCIAL SUPPORT, 16-19 BURSARY FUND What is the 16-19 Bursary Fund The fund is made available from the government through its funding body for 16-18 year olds - to provide assistance to students whose access to, or completion of, education is inhibited by financial constraints or barriers. Who is eligible to apply for 16-19 Bursary Funding? Students following government (YPLA or SFA) funded full time or part-time courses, who are 16 years and over and satisfy one or more of the following criteria:• • • • • •

Students aged at least 16 and under 19 years of age on 31/08/18 who are in care, are leaving care, are in direct receipt of Income Support or are disabled and in receipt of both Employment Support Allowance and Disability Living Allowance Students who are economically or socially disadvantaged and at risk of not taking up or continuing in their education. This group includes students with physical or other disabilities, medical conditions and/or learning difficulties Students who have been in care, on probation, are young parents or are otherwise considered at risk Students who are asylum seekers Students who are Refugees (who will have access to 16-19 Bursary Funding if they are in receipt of supportive evidence from DWP) Students who are lone parents

Who is not eligible for 16-19 Bursary Funding? • • •

Students under 16 years of age or over 19 years of age on 31/08/18 Students who do not meet the residency qualifications Students who do not fulfil any of the criteria described above

Proof of income Proof of evidence will be required to support this application and could include: • Certified letter from the LA regarding Free School Meals • certified letter from the DWP • P60 (additional evidence will also be required) • Self Employment Income evidence • Other means tested certification How will Sir Henry Floyd Grammar School assess applications and allocate 16-19 Bursary funding? The 16-19 Bursary Fund is a limited fund and the school will prioritise allocation. There will be 3 priority groups, categorised as high, medium and low. Students who are eligible for any level of funding should complete an application form and hand it to the Finance Office as soon as possible, after admission to the Sixth Form, in September. A Bursary Fund Committee will meet to consider applications at all levels. Students who are deemed eligible should be aware that to continue to receive a bursary/funding: • •

There must be no unauthorised absences during the school day They must maintain acceptable levels of behaviour and effort

The Bursary Fund Committee The Bursary Fund Committee will normally meet three times per year (September, January and May to consider and review applications). Emergency meetings may need to be called. The Bursary Fund Committee will be made up of the headteacher (Chair), a finance officer and a governor. The Head of Sixth Form and her assistants do not make decisions about applications but they may offer information to the Committee about a student’s circumstances, well-being, behaviour, progress and attendance.

Learners and their parents/carers should understand that the available fund is limited. Any appeals against decisions can be made to the Chair of Governors, via the Clerk to the Governors who will follow the school’s complaints procedure. Financial support for Sixth Form Students in 2017/18 The following information applies to students aged 16 to 18 on 31st August 2017 taking a full-time further education course in 2017/18. We expect the process to be similar in 2018/19. We will be operating three levels of bursary funding: High, Medium and Low priority groups. £1200 Bursary (High priority group) The government has announced that some students will be entitled to a grant or bursary of £1200* next year. You could get this if you are in one of the following categories: • You are living in care, or have recently left living in care • You, the learner, are receiving income support • You, the learner, are disabled and receiving both Employment Support Allowance and Disability Living Allowance Payments will be made on a termly basis (i.e. 3 times a year) - £600 in term 1, £300 in terms 2 and £300 in term 3. Payments will be subject to review by the Bursary Fund Committee. If you think you are eligible for this £1200 bursary, please complete the main application form and appendix 1. Medium priority group You could receive this level of funding if: • You have a gross annual household income of below £20,000 OR • You are in receipt of Free School Meals OR • Your household is in receipt of other income based means tested benefits. If you think you are eligible for up to £800 per annum support, please complete the main application form and appendix 2 as you may be eligible for a contribution towards the following specific educational purposes (receipts will be required): • The cost of transport, essential course equipment, meals in school, course related trips, UCAS fee, travel to open days, course related sporting activities, uniform or other school resources • Financial support towards childcare costs and exam re-sit fees if aged 19 or under on 31/08/17 Payments will be made on a termly basis (i.e. 3 times per year). Maximum of £400 in term 1, maximum of £200 in term 2 and maximum of £200 in term 3. Payments will subject to review by the Bursary Fund Committee. Low priority group You could receive this level of funding if: • You have a gross annual household income of between £20,000 and £25,000 OR • You have an identifiable financial need and do not fall into high and medium priority groups If you think you are eligible for up to £200 per annum support, please complete the main application form and appendix 3 as you may be eligible for a contribution towards the following specific educational purposes (receipts will be required): • The cost of transport, essential course equipment, meals in school, course related trips, UCAS fee, travel to open days, course related sporting activities, uniform or other school resources Those in the Low priority group will be considered for funding based on the school’s allocation and subject to available funding after those in the High and Medium priority groups have been awarded. Payments will be made on an as needed basis after consideration by the Bursary Fund Committee. This information is subject to final government decision and the details may change.

SIR HENRY FLOYD GRAMMAR SCHOOL SIXTH FORM STUDY CONTRACT THE SCHOOL WILL PROVIDE… •

a programme of teaching, ongoing tutorial support and supervised study

•

usually eight hours per fortnight of study for each of three compulsory Advanced level courses

•

appropriate homework tasks that enhance learning (expect 3 – 4 hours per week per subject)

•

a Key Stage 5 student planner to aid personal organisation

•

an Enrichment programme including one period of ‘LIFE!’ per fortnight to further personal, social and health and academic development

•

opportunities to take other qualifications or, sometimes, work shadowing if appropriate for a chosen degree and career path

•

continued Information, Advice and Guidance [IAG] (careers guidance)

•

opportunities to participate in shared events: Open Evenings and Mornings, ‘Sixth Form Challenge’ teambuilding day, Charity Fundraising, supporting younger students, sport and recreation, House activities, Young Enterprise and competitions, performances and shows, Debating Club and public speaking and other trips and visits

•

systems to help students develop their academic potential and inform them and their parents about progress: o

setting minimum estimated grades based on GCSE performance (FFT20)

monitoring work (Effort Codes and Teacher Predictions) at set checkpoints during the year

providing parent consultation and information evenings and responding to needs for individual confidential meetings

•

support from staff to provide pastoral care, references, and assistance with progression to higher education or career pathways

•

facilities for individual study and learning

•

in line with our Behaviour and Attendance for Learning Policies (on the school website) a system of sanctions to support study and maintain good order o

warning, to modify attitude or behaviour, followed by Student Concern logged on SIMS

PREP i.e. detention after school for further independent learning

monitoring sheets/report card (Year Leader is involved at this stage)

formal letters home

parental meeting with Year Leader and/or Mrs Williams (Head of Sixth Form)

fixed term exclusion

permanent exclusion.

STUDENTS ARE EXPECTED TO… •

Attend all registrations and lessons punctually. In the morning this means by 8.45 am for registering, attending tutor time and/or assembly (and follow the regulations stipulated in the school’s Behaviour and Attendance for Learning Policies regarding punctuality and attendance). Students are expected to attend 90% of lessons as a minimum requirement.

•

Make study a priority: Independent Study Guidance The taught curriculum is the ‘tip of the iceberg’ of students’ learning in the Sixth Form. Independent Study Comprises: • • • • • •

doing work set by the teacher to hand in for a deadline for marking (‘homework’) consolidating learning in the lesson and ensuring notes are of a high standard doing work set by the teacher to improve performance doing background reading/research for depth and breadth practising examination papers using platforms like the VLE STUDY HOURS PER WEEK Year 12 INSIDE SCHOOL Private study in school

8 - 12 hours

Year 13 12 hours (will include Home Study)

OUTSIDE SCHOOL Private study outside school i.e. evenings and weekends

12 hours i.e. 3 - 4 per subject

15 hours i.e. 5 per subject

•

Be in school throughout every day unless specifically given permission to use the Aylesbury reference library by the Year Leader or Head of Sixth Form or an agreement has been made with a member of staff to leave school because of illness. Students are, at any other time, not permitted to leave the premises except at break or lunch time. If there is a Fire Drill for example, we have to be able to account for all sixth form students.

•

Adhere to the following Study Area expectations

Glover (G2) Study Area Expectations

A productive, quiet working environment Water bottles are permitted – no other drinks or food at any time During study periods: • Work individually or in small groups • You may talk in a hushed voice about work. Keep noise to a minimum • You may listen to music through headphones – do not share headphone earpieces • Computers are for school related work only • Do not scoot around on the wheelie chairs • Phones must be on silent and used for academic purposes only • At the end of a study period all work surfaces must be left clear and tidy with chairs pushed in During Break and Lunch time: • Phones may be used to text or make calls IF NOISE LEVELS BECOME DISTRACTING, ALL STUDENTS PRESENT WILL BE REQUIRED TO WORK IN SILENCE FOR THE REMAINDER OF THAT STUDY PERIOD DISRUPTIVE STUDENTS WIL BE DIRECTED TO WORK IN L2 Sanctions for misuse of G2: • Litter picking • Student Concern • Referral to Year Leader 63

Lawrence (L2) Study Area Expectations A silent study area

A minimum of 50% of your study periods should be spent in L2 During study periods: • Work individually in silence • You may listen to music through headphones – do not share headphone earpieces • Work with only one student to a computer • Computers are for school related work only • Arrive on time and stay for the whole study period • Phones must be on silent and used for academic purposes only • At the end of a study period all work surfaces must be left clear and tidy with chairs pushed in During Break and Lunch time: • Eat during morning break and lunch time only • Use the appropriate recycling bins at all times • Clear up any spillages, packaging, food waste at all times • All refreshment tables to be clear by 11:25 and 14:20 • Phones may be used to text or make calls COMPUTER ZONE Water bottles are permitted – no other drinks or food at any time Sanctions for misuse of L2: • Litter picking • Student Concern • Immediate removal • Referral to Year Leader

Library Study Area Expectations A silent study area

Water bottles are permitted – no other drinks or food at any time During study periods: • Work individually in silence • You may listen to music through headphones – do not share headphones earpieces • Computers are for school related work only • Seating at tables is for 4-6 people only • Phones must be on silent and used for academic purposes only • At the end of a study period all work surfaces must be left clear and tidy with chairs pushed in During Break and Lunch time: THE ABOVE RULES APPLY, however quiet conversations ARE permitted Sanctions for misuse of the Library: • Litter picking • Student Concern • Immediate removal from the Library • Referral to Year Leader •

In Year 13 only - if Home Study is allocated, students must return to school in time for lessons and use the time out of school for study (and not paid work or driving lessons).

•

Provide a note from a parent/carer or medical appointment card explaining any absence. A parent/carer may ring the school on the first day to authorise; thereafter a signed note will be accepted.

•

Sign in and out of school at the late desk in G2 or in the library if arriving or leaving at times other than registration (exceptional circumstances).

•

Restrict paid employment to the equivalent of 1 evening and 1 week-end day per week – about 10 hours maximum 64

•

Not take holidays in term time unless in exceptional circumstances (which do not include securing lower prices). Details must be provided on a Leave of Absence Request form at least one month in advance and returned to the Year Leader.

•

Be smartly dressed in school and abide by the Dress Code. Students who flout the smart requirements will be sanctioned according to the published staged response.

•

Adhere to standards of behaviour set out in the Behaviour for Learning Policy applicable to all students in the school, and set an example to younger students by calm and adult conduct.

•

If appointed as a Prefect, Ambassador or House Captain, attend key events out of school hours, such as Open Evenings or live performances

•

Accept the expectations for good conduct and potential sanctions as outlined in the Behaviour for Learning and Anti-bullying Policies (available on the website). This includes the use/misuse of ICT facilities in school.

PLEASE MAKE SURE YOU SIGN AND RETURN THE ACCCEPTANCE OF THIS STUDY CONTRACT WITH THE APPLICATION FORM MARKING THE ENVELOPE ‘FOR THE ATTENTION OF MRS WILLIAMS’

Subjects applied for Please complete this and retain it for your records. Name ....................................................................... I have applied for: GCE A Levels A Level subject 1

......................................................

A Level subject 2

......................................................

A Level subject 3

......................................................

I am a high achiever A Level subject 4

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SIR HENRY FLOYD GRAMMAR SCHOOL Oxford Road, Aylesbury, Buckinghamshire HP21 8PE Telephone 01296 424781 Email office@sirhenryfloyd.co.uk www.sirhenryfloyd.bucks.sch.uk Company registration no. 07657307