Hazelwick Sixth Form Prospectus 2016
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Welcome We are very proud of our Sixth Form at Hazelwick School. We aim to realise the full potential of each and every student, whatever their talents and abilities, in a community which nurtures and supports but also challenges and has high expectations of all. Our students leave our Sixth Form well equipped to meet the demands that the next stage of their life will bring. Many of our students progress to university, others take a gap year or enter employment. Our Sixth Form has acquired an excellent reputation for enabling students to achieve outstanding examination results. This success is gained by the hard work of students and by the high quality of teaching, together with sophisticated individual target-setting and support systems. The Sixth Form at Hazelwick offers a range of opportunities to be involved in the wider life of the school. The positions of Head and Deputy Boy and Girl, and House Captains, offer the chance to develop personal skills and to exercise leadership. Charity fundraising events, such as Festive Friday, Dress-Up Day, Christmas Karaoke and the summer sponsored walk are all immense fun and well supported by Sixth Form students. The Duke of Edinburgh’s Award Scheme and opportunities to be involved in music or drama productions, or the chance to mentor a younger student, offer immensely positive experiences that have been literally life-changing, leading to a complete change in choice of degree subject or a deep sense of a vocation for working with people. We value initiative, innovation and enterprise. We offer an environment in which students can develop as free-thinking and independent-minded young adults, where they can work out their own ideas and plan their future with the support of an experienced and talented Sixth Form team. We look forward to welcoming you to our Sixth Form.
Ms Ann Fearon Headteacher
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ince starting Sixth Form at Hazelwick, it has become clear that there are three key aspects that set Hazelwick apart from many other Sixth Forms: Opportunity, Community and Success. We believe that everyone should have the chance to excel in whatever they choose: both academically and through extra participation in the wider school community. This has been especially highlighted in the last year with the introduction of the new Hazelwick House System, providing student responsibility, inter-year co-operation and the opportunity to demonstrate initiative through Sixth Form leadership roles. By taking part in all that Hazelwick has to offer, students will leave with a strong sense of teamwork, communication and creativity. We believe that, as a whole, Hazelwick fosters a unique ethos in which students of all years are actively encouraged by not only their teachers, but their peers, to aspire to be all that they can be and achieve all that they have set out to achieve. This ensures that students not only have a strong foundation on which to achieve academic success but also the motivation and encouragement needed to both fulfil and enjoy the requirements of their studies. As representatives of the student body, we take pride in the statement ‘I go to Hazelwick School’ and fully believe that the skills attained through our time at Hazelwick will provide success in whatever we aspire to achieve later in life.
Ella Barton Head Girl
Jason Ridley Head Boy
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azelwick Sixth Form is not only a large and vibrant community but also consistently successful academically. We expect all those who choose to enter the Sixth Form in September 2016, whether from Hazelwick or elsewhere, to have a strong commitment to the school and to the wider community of which the school is a part. The Sixth Form is committed to helping all its students to maximise their potential and achieve academic excellence. At the same time, we also provide many opportunities for personal development and leadership in academic, sporting, artistic and social contexts, and we look to our Sixth Form to play a major part in the school’s continuing achievements.
Mr Adam Chase Assistant Headteacher Head of Sixth Form
Hazelwick Sixth Form Prospectus 2016 page 1
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ringing together a sense of fun and social responsibility, the students raise money for a variety of charities. Festive Friday and the Charity Walk raise money for charities, such as St Catherine’s Hospice, Children in Need and the Poppy Appeal. Be ready to join in!
‘Sixth form students are good role models in their attitudes, conduct and willingness to lead enrichment activities to bring students together in fund raising or performing arts events.’ Ofsted, June 2012
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he aim of Hazelwick Sixth Form is to provide a high quality post-16 education which will enable students to reach the best possible standards of achievement in both academic and personal development. High expectations, strong teaching and excellent relationships are key features of the Sixth Form. All Sixth Formers are expected to take charge of their own learning so that, through both individual effort and teamwork, they attain the highest possible academic success and develop an approach to life that will be of permanent benefit to them. We wish all those entering the Sixth Form to make an informed, sensible decision about their next step. Many will be hoping to gain A level grades that will give them entry to higher education. Others will be hoping to take one-year Level 2 courses, either to improve their employment prospects or as a stepping-stone to further qualifications at school or college. The school has made and continues to make a considerable investment in its Sixth Formers and we are proud of their academic achievements, which have been distinctive at a national level for many years. What are the advantages of studying at Hazelwick Sixth Form? This government, in common with governments across Europe, is increasingly keen to see more young people continue their education until the age of 18 or 19. Entrance requirements of all UK universities require the completion of a successful 16 – 19 course of Level 3 study. Hazelwick has a proven record of extremely high level academic success in the Sixth Form. For many years Hazelwick has been one of the best local authority schools in West Sussex. Its A level performance has regularly been a match for any of the Sixth Form Colleges in West Sussex and even stands favourably compared with many of the well-known independent schools in the county. The Sixth Form offers a broad and balanced education and an opportunity to develop a more mature outlook on life. Part of the process of sixth form education is the constructive argument and debate that characterise study in the company of others, together with the development of a fuller and more responsible role in the life of the school and the local community. A year in the Sixth Form can also be a rewarding experience for students following one-year Level 2 courses, as well as providing a pathway either to a wide variety of careers or to Level 3 courses at Hazelwick, or other vocational courses at college. There are several new courses available: they should be examined carefully as they may open up further interesting career opportunities. Whether or not you currently intend to go on to university, strong results in the Sixth Form are likely to add to your employability in an increasingly competitive job market. How should I decide which courses to follow in the Sixth Form? Have you decided on a future career? – if so, find the key entry qualifications. Which subjects do you enjoy studying or which new courses are you interested in taking? – one or two years following a course you do not like can seem a very long time. Which subjects will you be qualified to do? – check the GCSE entry requirements for each subject. Which subjects are preferred by the more selective universities? Ask form, subject and careers staff for advice: consult your Head of Year. Talk it over with your parents and other relatives or friends who can give you valuable advice. Examine in detail the courses offered in the Sixth Form (especially in subjects new to you) and obtain any relevant departmental information.
When must I decide? The choices that you are making should be discussed with your form and subject teachers, the Careers Adviser, if necessary, and other teachers whom you know, as well as with your parents, who will have to support you during your advanced study. You will be asked to make a provisional choice during the Spring Term so that we can plan the Sixth Form timetable based on your choices. The deadline for applications is Friday 29th January. We fully understand that your decision to enter the Sixth Form and your choice of subjects may be provisional at this stage: for some, examination results in the summer will determine courses and for others, alternative careers may still be under consideration. Final adjustments to your choices can be made after the publication of GCSE results in late August and you may at this stage need to rethink one or more of your subjects in light of your GCSE grades. To help you, a copy of the Sixth Form timetable and last-minute guidelines will be sent out with your GCSE results in August. In addition, Mr Chase and the Assistant Heads of Sixth Form will be available in school for an Advice Day for intending Sixth Formers near the end of the summer holiday (Friday 26th August) so that you can discuss your plans in light of your results. You will then be asked to come into school with your results on Tuesday 6th September, before the full start of the Autumn Term, in order to finalise your choices and enrol formally with departments and Sixth Form staff. Hazelwick welcomes applications from external students. If you are an external applicant, we ask that you include a copy of your most recent school report, and details of qualifications that you expect to achieve by August 2016, with your application. Students without any formal qualifications by August 2016 will be required to complete some assessments at Hazelwick in order to determine whether you meet the course requirements for the subjects that you are applying for. Will I get into the Sixth Form? Generally speaking yes, so long as you have a good school record of high attendance, good behaviour and hard work and you achieve the GCSE qualifications required for your chosen courses. The key considerations are whether you will last the course, whether you will obtain useful pass grades in the subjects that you plan to take, whether you will actively enjoy sixth form work and whether you have the determination and motivation to make a real commitment to your studies. Students who wish to enrol on courses in Hazelwick Sixth Form must show that they have the capacity and the willingness to make successful use of their time spent at advanced study. Privilege – and responsibility The Sixth Form has a number of privileges as well as responsibilities and not all of a student’s day is timetabled in formal lessons. Students are given considerable flexibility about their use of ‘Private Study’ time. Discussion, academic, vocational and community work (both within and outside the school) all play a vital part in sixth form life. Students in the Sixth Form play a leading role in school functions and extra-curricular activities. As the senior members of the school community, Sixth Formers are encouraged to show maturity and to provide a positive role model for younger students. All Sixth Form students will be expected to conform to the general routine of the school, to attend regularly, to be punctual and to adhere to the Sixth Form dress code (full details on website). The Sixth Form contributes hugely to the Hazelwick Sixth Form Prospectus 2016 page 3
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ow in its 29th year, the Hazelwick Higher Education Conference at the University of Exeter is an opportunity to spend a week in residence at one of the country’s leading universities. Lectures, outdoor pursuits and cultural activities give the students a chance to experience the opportunities and independence gained through university studies. Creating memories that last a life time, it is a week that focuses ambitions and prepares students for their final year of study in school.
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good reputation of the school by its smart dress and cooperative presence on the school site. Visitors are frequently impressed by our Sixth Formers’ maturity, commitment and pride in their school. Tutor Groups Every Sixth Former is a member of one of the seventeen tutor groups in the Sixth Form. Sixth Form tutors have many similar responsibilities to form tutors in other areas of the school. They also play an important role in offering guidance and support to students about methods of study, career decisions and applications to further and higher education. References required for entry to employment as well as to further and higher education are drafted by form tutors. Relations between form tutors and Sixth Formers are always very positive and constructive. The Heads of Sixth Form have day-to-day responsibility for the tutor groups, as well as for more general sixth form administration and organisation. Facilities Hazelwick’s Learning Resource Centre incorporates a large library and significantly enhances the facilities available to Sixth Formers. It has excellent general reference and specialist collections and is available to the Sixth Form for quiet study. The LRC also has a small cluster of networked PCs, which Sixth Formers may use. The librarian is always on hand to offer advice and the resources of the County Library service are also accessible through her. The Octagon is a supervised private study area for the exclusive use of the Sixth Form. The Octagon also has networked PCs for student use. In addition, individual workstations in the computer rooms are always available for the use of Sixth Formers. The workstations consist of a network of Intel Dual Core personal computers, running a wide range of industry-standard software, all with fast broadband access. The computer rooms are extremely popular with the Sixth Form. The Sixth Form has sole daytime use of a purpose-built ‘internet café’, which has recently been refurbished. This new facility is adjacent to East Hall, which is another area reserved for Sixth Form use for silent private study. House Captains There will be the opportunity to apply for the position of one of the eighteen House Captains. The House Captains have the important task of running one of the six Houses alongside the House Leaders. Within the Sixth Form, House Captains, alongside other students, will form additional committees for; improving Sixth Form facilities, organising trips, fundraising, coordinating the annual karaoke concert, organising a year book and leavers’ ball, and generally representing Sixth Form views. House Captains are led by the Head Boy and Head Girl, who also represent the whole school.
Engineering Education Scheme Sixth Form Committees Sixth Form newspaper Debating Society Charity events Trips and conferences Duke of Edinburgh’s Award scheme Higher Education and career support in the Sixth Form Expert help with university application (UCAS) University conferences and open days Annual residential trip to Exeter University Form tutor support and guidance Heads of Sixth Form guidance Work experience encouraged, including voluntary community work placements Lots of further guidance on our website Financial Support Some students may be eligible for financial support through the Hazelwick Bursary Scheme. Details can be found on the school website. There is no enrolment fee, all text books are provided and external exam entries (other than Unit Test re-sits) are paid for by the school. You are, however, asked to make a one-off payment of the ‘Sixth Form Charge’ of £31 at the start of the first year in the Sixth Form (Year 12). This charge includes the school fund for both years and a contribution towards the cost of Sixth Form facilities and activities. Those taking one-year Level 2 courses are asked to pay a smaller amount (£15). A level Entry Requirements Students wishing to take A level courses need to obtain at least five A*– C grades at GCSE, with at least grade B (usually) in their chosen subjects. It is possible to take some subjects not studied in Year 11, although in this case it will usually be necessary to have achieved grade B or higher in a related or comparable GCSE subject. Most students take four AS level subjects in Year 12, the minimum allowed is three. Level 3 Vocational Entry Requirements Students wishing to study Applied or OCR courses at Level 3 need to have achieved at least five C grades at GCSE. One-year Level 2 Courses The one-year Level 2 courses are designed to boost a student’s qualifications. They can also provide a stepping-stone to Level 3 courses. These courses are suitable for those who have achieved middling GCSE grades (mainly D).
Enrichment Opportunities We recognise the importance of character development before you move on to university or into employment. Your two years in the Sixth Form allow you to get involved in any or all of the following: Mentoring Hazelwick Enterprise scheme Voluntary work (OUTSET) Hazelwick Sixth Form Prospectus 2016 page 5
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ixth Form Students and staff together celebrate the strengths and successes on Results Day. The caring and professional approach of our teachers, the wide range of co-curricular activities and the school’s commitment to meeting the individual needs of our students, all contribute to the quality of our results. With an eye on the future and ambitions beyond school, we share the joy of seeing hard work culminate in well-deserved grades.
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New A levels From September 2015 until September 2017 all AS and A level courses will be changing. The course content of every subject will alter to varying degrees; however, the more significant difference with all the new AS/A levels is how they will be assessed. In most cases, the new AS levels will cover the first 40% of the full A level course. However, the new A levels will be ‘decoupled’ from AS levels – in other words – the marks scored and the result achieved at AS level will no longer count towards the final A level grade. The new A levels will be assessed entirely at the end of the two-year course, with no opportunity to resit any exams. Even though the AS levels will no longer count towards the full A level for the new subjects, all students at Hazelwick will continue to take the AS level exams in all of the subjects they are studying. This is so that each student will have the benefit of a rigorous external assessment in every subject based on the first half of the A level course, enabling them not only to consolidate their Year 12 learning and gain important exam experience, but also to make a fully informed decision about which subjects to continue studying to full A level in Year 13. At the time of printing this prospectus some of the specifications for the new A levels starting in September 2016 have not been finalised. Therefore, the content of the subject pages of the new courses in this prospectus is provisional and is likely to change. This includes any reference to the exam board and course codes. All A levels are undoubtedly becoming more challenging, especially with the new assessment arrangements. However, our advice at Hazelwick is that students should still opt for the subjects that they will enjoy and that will provide them with the best possible progression route after studying in the sixth form – whether they are new-style or old-style A level subjects. The new ‘decoupled’ A level subjects that have already started in September 2015, and those that will be starting in September 2016 are marked with an asterisk (*). The remaining subjects will continue as currently, with the AS level marks achieved at the end of Year 12 counting towards the full A level and with the opportunity for AS level unit resits at the end of Year 13.
The Courses A level options Art, Craft & Design* Biology* Business (Applied) Business Studies* Chemistry* Computer Science* Dance* Design Technology: 3D Design Design Technology: Systems & Control Drama & Theatre Studies* Economics* Electronics English Literature* Food Technology French* Further Maths Geography* German* Health & Social Care (single/double) History* Information Technology Latin* Law Maths Media Studies Music* Music Technology Photography Physical Education* Physics* Politics Psychology* Religious Studies* (AS only) Sociology* Spanish* Sport Travel & Tourism *new style A levels One-year Level 2 options English GCSE Maths GCSE Business BTEC Citizenship GCSE Health & Social Care GCSE Photography GCSE
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Art, Craft and Design
Biology
AS and A level – Edexcel 8ADO/9ADO
AS and A level – AQA 1411/2411
Why Study Art? The broad-based art, craft and design title will enable students to explore a range of two-dimensional, three-dimensional or time-based approaches to their studies. Work produced for this title will demonstrate the use of visual language and creative skills, and will allow students to express their thinking, feelings, observations and ideas. Students are encouraged to work and develop skills in a multi-disciplinary and cross-disciplinary way, exploring the connections between areas of art, craft and design. Students can work in any combination of the following disciplines: painting and drawing; printmaking; sculpture; lens-based image making; illustration; information design; textiles, design crafts; photography; film and video.
Why study Biology? Biology is exciting, relevant to daily life and challenging. The course presents essential principals in contexts that you will find interesting. This course complements A level courses in other sciences and other related subjects, and also combines well with Arts subjects to maintain breadth of study. Recently, students gaining Biology A level have gone on to study health-related degree courses in Dentistry, Medicine, Occupational Therapy, Zoology, Nursing and Physiotherapy. Other students have entered Environmental degrees such as Ecology, Environmental Engineering and Land Management. Less well known, but growing in popularity, are applied courses such as Biotechnology, Applied Microbiology, Biophysics and Crop Management.
The structure of the course AS level Component 1 – Personal Investigation (September to January) – constitutes 50% of overall grade. This component incorporates two major elements: supporting studies and practical work. These elements should be seen as integrally connected. Its purpose is to develop a portfolio of practical and written work that shows critical understanding, and development of skills and ideas. Work produced will be based around themes and subject matter developed from personal starting points. The Personal Investigation is internally set and assessed and externally moderated. Component 2 – Externally Set Assignment (January to May) – constitutes 50% of overall grade. This component incorporates two major elements: preparatory studies and the 10 hour period of sustained focus. The Externally Set Assignment represents the culmination of the qualification. It consists of one broad-based thematic starting point to which students respond by developing a portfolio of practical work and final outcome(s). It is internally assessed, and externally moderated. During the 10 hour period of unaided sustained focus students will produce their final outcome(s) responding to the Externally Set Assignment theme, based on their preparatory studies. A level Component 1 – Personal Investigation (September to January) – 60% of overall qualification. This component incorporates three major integrally connected elements: supporting studies; practical work and a personal study (minimum 1000 words). Supporting studies may combine investigation and research for both the practical work and personal study, however, the personal study must be presented as a separate outcome. The Personal Investigation is internally set and assessed and externally moderated. Component 2 – Externally Set Assignment (September to January) – 40% of overall qualification. This component incorporates two major elements: preparatory studies and the 15 hour period of sustained focus. It represents the culmination of the GCE Qualification. The Externally Set Assignment consists of one broad-based thematic starting point to which students respond by developing a portfolio of practical work and final outcome(s).
The structure of the course The A level course will cover: biological molecules; cells; exchange of substances and genetic information and variation in the first year, and – energy transfers; response to the environment; genetics and gene expression – in the second year. Practical assessment will take place within the written papers, based on 12 practical activities undertaken throughout the two years. Assessment will take the form of three written papers: Paper 1 – covers content from the first year of the course, questions will be a mixture of long and short answer – (35%); Paper 2 – covers content from the second year of the course, questions will be a mixture of long, short and comprehension questions – (35%); Paper 3 – is synoptic in nature and will contain structured questions and an essay – (30%). Course entry requirement B in Triple Science Biology or BB in Double Science, in both cases, with a minimum of a B grade in the B2 exam. B in Maths is desirable.
Course entry requirement B in Fine Art or B in Design Skills. Hazelwick Sixth Form Prospectus 2016 page 9
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Business (Applied)
Business Studies
Certificate and Extended Certificate – AQA TVQ01026/TVQ0102
AS level and A level – AQA 7131/7132
Why Study Business (Applied) If you are looking for a vocational business qualification that offers a practical introduction to business and supports progression to further study and employment, this Level 3 Applied Business course is ideal. The Level 3 Certificate/Extended Certificate in Applied Business offers a practical introduction to business and supports progression to further study or employment.
Why study Business Studies? In Business Studies you will gain an understanding of the range of decision making that businesses face. This involves an in-depth study of the following areas: management and leadership; marketing; operations; finance; human resources. The AS level in Year 12 will tend to focus on decision making to improve business performance, whereas, the A level in Year 13 will focus on strategic decision making i.e. long term decision making for businesses eg. entering new markets or relocating overseas.
The structure of the course The Level 3 Certificate in Applied Business is equivalent to one AS level and the Extended Certificate is equivalent to one A level. There are 3 units for each qualification. You will cover units in financial planning, investigating business, managing people, business planning & marketing communications, personal enterprise, e-business implementation and managing an event. The externally assessed assignment for personal enterprise provides you with an opportunity for entrepreneurship. There are two examined units, one for the Certificate, and one for the Extended Certificate. Course entry requirements 5 x grade C at GCSE (GCSE Business Studies is not essential but, if taken, then a grade C is expected).
The structure of the course The course is divided into the following subject content themes: AS level and A level What is business?; Managers, leadership and decision making; Decision making to improve marketing performance; Decision making to improve operational performance; Decision making to improve financial performance; Decision making to improve human resource performance. A level Analysing the strategic position of a business; choosing strategic direction; strategic methods: how to pursue strategies; managing strategic change. Assessment AS level Paper 1 – Business 1 – a written exam lasting 11⁄2 hours and accounting for 50% of the AS level qualification. This paper has three compulsory sections: Section A has 10 multiple choice questions worth 10 marks; Section B has short answer questions worth 20 marks and Section C has two data response questions worth approximately 25 marks. Paper 2 – Business 2 – a written exam lasting 11⁄2 hours and accounting for 50% of the AS level qualification. This paper is case study based and will have approximately seven questions. A level All A level exams draw on any of the content taught over the two years. Paper 1 – Business 1 – a written exam lasting two hours and accounting for 33.3% of the A level. There are three compulsory sections: Section A has 15 multiple choice questions worth 15 marks; Section B has short answer questions worth 35 marks; Sections C and D require an essay answer from a choice of two essay questions. Paper 2 – Business 2 – a written exam lasting two hours and accounting for 33.3% of the A level. There are three data response questions worth approximately 33 marks each and made up of three or four part questions. Paper 3 – Business 3 – a written exam lasting two hours and accounting for 33.3% of the A level. There are six questions based on a case study. Course entry requirement B in Business Studies (if taken at GCSE) or B in a similar subject (if not).
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Chemistry
Computer Science
AS and A level – AQA 7404/7405
AS and A level - OCR H046/H446
Why study Chemistry? A level Chemistry builds on the knowledge and understanding of Chemistry taught at GCSE level. The course aims to stimulate interest in and enjoyment of chemistry, to foster imaginative, logical and critical thinking, to demonstrate the wider application of chemical knowledge, showing appreciation for social, environmental, economic and technological contributions to society. It integrates theory and experimental work, developing investigative and manipulative skills. You are encouraged to develop your scientific communication skills through research, discussion and written work. The A2 course is a natural progression from AS and develops the principles studied at AS, as well as incorporating new ideas. Students who study Chemistry at A level have various career opportunities open to them. These may be within the fields of: research chemistry; pharmaceutical chemistry; analytical chemistry; biochemistry; environmental chemistry; medicinal chemistry; material science; chemical engineering. A level Chemistry is essential for certain career paths, but is also a valuable support subject for students studying A level Biology and can provide support for aspects of A level Physics and Geography.
Why study Computer Science? Computer Science is a subject that offers rewarding and challenging possibilities for a wide range of people. Computer Science requires and develops capabilities in solving deep, multidimensional problems requiring imagination and sensitivity to a variety of concerns.
The structure of the course AS level Paper 1 – What is assessed? – Physical Chemistry topics: Inorganic Chemistry and relevant practical skills. How is it assessed? Written exam lasting 11⁄2 hours, 80 marks (65 marks of short and long answer questions and 15 marks of multiple choice questions) worth 50% of the AS level. Paper 2 – What is assessed? – Physical Chemistry topics: Organic Chemistry and relevant practical skills. How is it assessed? Written exam lasting 11⁄2 hours, 80 marks (65 marks of short and long answer questions and 15 marks of multiple choice questions) worth 50% of the AS level. A level Paper 1 – What is assessed? – Physical Chemistry topics: Inorganic Chemistry and relevant practical skills. How is it assessed? Written exam lasting 2 hours, 105 marks, a mixture of long and short answer questions worth 35% of A level. Paper 2 – What is assessed? – Physical Chemistry topics, Organic Chemistry and relevant practical skills. How is it assessed? Written exam lasting 2 hours, 105 marks, a mixture of long and short answer questions worth 35% of A level. Paper 3 – What is assessed? – Any content and any practical skills. How is it assessed? Written exam lasting 2 hours, 90 marks worth 30% of A level. Course entry requirement B in Triple Science Chemistry or BB in Double Science, in both cases, with a minimum of a B grade in the C2 exam. B in Maths is desirable.
Our Computer Science course will above all else be relevant to the modern and changing world of computing. The specification will focus on programming, algorithmic problems, computer architecture and computational thinking as a discipline. You will learn to program in Python, one of the most widely used programming languages used by the industry today. This programming unit itself consists of 20% of your A level year although the skills gained through practical work are transferable to other examined units. The course will have an expanded maths focus, much of which will be embedded and discreet rather than direct. The Computer Science A level will have computational thinking at its core, helping you to develop the skills to solve problems, design systems and understand human and machine intelligence. The course will provide you with a clear progression into higher education, as it was designed after consultation with members of BCS, CAS and top universities. Computer Science orientated jobs are among the highest paid and have the highest job satisfaction. Computer science is forever developing and leading to innovation, studying this course equips you with the skills to continually solve computational problems that may arise in the future of the industry. The structure of the course AS level H046/01: Computing Principles. 50% of the AS level. Written examination. H046/02: Algorithms and Problem Solving. 50% of the AS level. Written examination. A level H446/01: Computer Systems. 40% of the A level. Written examination. H446/02: Algorithms and Programming. 40% of the A level. Written examination. H446/03: Programming Project. 20% of the A level (coursework). Course entry requirement B in Maths and B in Computing or Level 2 Distinction in OCR National ICT, if taken.
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Dance AS and A level – AQA 7236/7237 Why study Dance? This course is excellent for those students who wish to study Dance in Higher Education or who are thinking of a career in Dance. These careers can be as far reaching as being a performer and/or choreographer to using acquired dance skills to be a dance therapist or journalist. Lessons promote students to think critically about Dance as an art form; to experience performance and choreography and through practice, to lead a healthy lifestyle. The structure of the course AS level Component 1 – Performance and Choreography (50%) Practical examination: externally assessed. Section A: Performance of a solo choreography Section B: Performance in a duet/trio. Component 2 – Critical engagement (50%) 2 hour written examination Section A: Short answer questions on own practice Section B: Short answer questions on the compulsory area of study Section C: Two essay questions on both areas of study; Compulsory essay and an essay from a choice of four. A level Component 1 – Performance and Choreography (50%) Practical examination: externally assessed. Section A: Solo performance linked to a specific practitioner within an area of study Section B: Performance in a quartet Section C: Group choreography. Component 2 – Critical engagement (50%) 2 ½ hour written examination Section A: Short answer questions and one essay question on the compulsory set work/area of study Section B: Two essay questions on the second set work/area of study. Course entry requirement B in Dance, or equivalent, and an excellent dance ability in a genre or genre(s). Actively participating in Dance outside of school is an advantage.
Design Technology – 3D Design OCR Cambridge Technical – Level 3 Certificate (05367) / Introductory Diploma (05369) Why study 3D Design? The OCR Level 3 Cambridge Technical Introductory Diploma is a two-year course equivalent to one A level. However, there is a shorter qualification available which can be gained in Year 12, known as the OCR Level 3 Cambridge Technical Certificate, this is equivalent to one AS level. This course is structured by studying specific units taken from the Art and Design suite of modules. You will have the opportunity to acquire the essential knowledge and tools for the world of work by developing transferable skills such as planning, research and analysis, working with others and effective communication. The course is primarily designed to support progression to employment after further study at university. However, the vocational focus of the qualification will support you in progressing directly to employment as the transferable knowledge, understanding and skills will give you an advantage when applying for a range of entry level roles, industry training programmes and Higher Apprenticeships in the creative sector. The structure of the course You will study six units in all (three in Year 12 and three in Year 13): Unit 1: Art and design in context Unit 2: Carving, constructing and modelling 3D artwork Unit 3: Creating 3D art or design work Unit 4: 3D product design Unit 5: Realising an outcome for a specialist art or design brief Unit 6: Spatial design Project work will involve you having to work independently, as a team and creatively. The course is 3D Design and therefore focusses heavily on designing and working with a variety of materials to produce prototypes and working models. The units are internally assessed. You will produce a design portfolio and be assessed on practical outcomes. Course Entry Requirement 5 x grade C at GCSE (preferably including English and Maths) plus proven aptitude for creative thinking, designing and making. GCSE Art or Technology subject is helpful but not essential.
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Design Technology – Systems & Control
Drama & Theatre Studies
AS and A level – AQA 1556/2556
AS and A level – exam board to be decided
Why study Systems & Control? System & Control Engineers are highly respected and important personnel, required to design, manufacture and monitor ‘systems’ which allow high-tech companies to go about their business efficiently. A ‘system’ comprises the interfacing of computers, electronics, materials and mechanical/pneumatic engineering to solve problems identified in the industrial workplace. The AS and A level courses are designed to build on the GCSE Systems & Control work. You will spend some time in the workplace seeing how Systems & Control Technology is used in industry. The course involves regular practical work to assist your understanding of theoretical concepts.
Why study Drama & Theatre Studies? The A level Drama & Theatre Studies course is designed to encourage you to explore the world through theatre and try to make sense of the world and understand how theatre can be used to understand what it is to be human; to share your view of the world with different audiences, and experience a wide range of theatrical productions.
The structure of the course AS level Unit 1 – Materials, Components & Application – (AS 50%, AL 25%). A two hour written exam testing your understanding of the characteristics, properties, cost and availability of a variety of: materials; components; electronics; mechanics and systems, and how they can be manipulated to design and manufacture products. The design process and commercial manufacturing methods is assessed, together with modelling methods and the concept of input-process-output within systems and control. Unit 2 – coursework – (AS 50%, AL 25%). A piece of coursework representing approximately 50 hours of supervised time that may take a number of forms: a single design-and-make project; two smaller projects and/or an appropriate portfolio of work. A level Unit 3 – Design & Manufacture – (AL 25%). A two hour written exam testing your understanding of: processing systems; composite materials and components; the use of computer simulation and how it can emulate an environment product or system and the use of ICT in analysing production, ordering and controlling stock; the range of information gathering techniques used to identify a possible market or product success; the role of the designer in relation to the different parties involved in the inception, design, development, manufacture and testing of a product; the relationship between people, products and the environment, including ergonomics and anthropometrics; methods of harnessing alternative energy sources, energy transmission and storage. Unit 4 – project – (AL 25%). This consists of a single, substantial ‘designing and making’ activity representing approximately 60 hours of supervised time. The outcome of this part of the course will be highly beneficial to you, enabling you to use this to exemplify your knowledge for future course interviews and career choices.
Hazelwick’s Drama department has a long-standing tradition of producing powerful, professional A level theatre. Students who have studied here have gone on to obtain places at Drama Schools such as the Royal Academy of Dramatic Arts, the Royal Central School of Speech and Drama, East 15 and Rose Bruford. Our Drama & Theatre Studies students have left the school with independence, resilience and a strong work ethic. Recent leavers have gone on to form their own theatre companies, worked for top live music production companies and interviewed A-list music stars. If you enjoy performing, directing, stage design or technical theatre, if you relish the opportunity to explore challenging and provocative subject matter and if you engage in theatre texts and performance, then this is the course for you. The structure of the course The new AS/A level in Drama & Theatre studies combine a mixture of devised performance, scripted performance and externally assessed written examinations. You will be required to study both complete texts and text extracts for performance. You will also be required to study the work of prescribed and established theatre practitioners in relation to your chosen texts. In addition to this, you will review a live theatre performance. The emphasis is placed firmly on the understanding of Drama & Theatre through practical exploration of texts and theatre, which then informs the written examination work. Course entry requirement B in Drama (if taken at GCSE) and C in English Language, or B in English Language (if not)
Course entry requirement B in Systems & Control. Hazelwick Sixth Form Prospectus 2016 page 17
page 18 Hazelwick Sixth Form Prospectus 2016
Economics
Electronics
AS and A level – OCR H060/H460
AS and A level – AQA 1431/2431
Why study Economics? Economics can help you appreciate the problems all societies face. What should be produced? How should it be produced? Who should receive what is produced? What can generate economic growth? What problems does economic growth create? What causes a recession? The solutions to economic problems have great implications for all of us. Today, more than ever, economies are affected not just by internal changes but by what is happening elsewhere in the world. A global outlook is essential for the success of any economy.
Why study Electronics? The aim of AS and A level Electronics is to provide you with a rewarding and stimulating course which combines a broad base of electronic theory with a significant coursework component (30%). You will develop skills in producing and ‘trouble-shooting’ circuits which you will have designed yourself.
The structure of the course AS level Component 1 ‘microeconomics’. It enables students to discuss and evaluate how well this theory explains our observations of economic agents in the real world. The theoretical workings of the free market provide a useful starting point for explanation and analysis. Imperfections and market failures provide a lead into discussing the merits and drawbacks of government intervention and the usefulness of theory in explaining real observations. Component 2 ‘macroeconomics’. It will provide students with the technical and analytical tools required to understand how the macroeconomy functions on both the domestic and global levels. The course encourages students to adopt a critical approach to their study of policy through understanding the limitations and conflicts that they present. Policy approaches are also considered in a historical context. A level Component 3 focuses on themes in economics. The assessment is synoptic and will draw on content from both the microeconomics and macroeconomics components, applied to particular themes. Assessment AS level Paper 1 – examines component 1 – a written exam of 11⁄2 hours is 50% of the AS marks. It has three sections: A is multiple choice, 15 marks; B is data response questions, 25 marks; C is a choice from two essays, 20 marks. Paper 2 – examines component 2 – it has the same format as Paper 1. A level Paper 1 – examines component 1 – a written exam of 2 hours is 33.3% of the A level marks. It has two sections: A is data response questions, 30 marks; B comprises two essays from a choice of four, worth 50 marks. Paper 2 – examines component 2 – it has the same format as Paper 1. Paper 3 – examines component 3 – It has the same format as Paper 1. Course entry requirement B in Business Studies (if taken at GCSE) or B in a similar subject (if not).
The structure of the course AS level The AS course covers electrical principles, logic gates, transistors, operational amplifiers and counters. Unit 1 – Foundation Electronics – written paper (AS 35%, AL 17.5%). System synthesis, logic gates and Boolean algebra, current/voltage/power/resistance, diodes, resistive input transducers, transistors and MOSFETs, output devices, operational amplifiers. Unit 2 – Further Electronics – written paper (AS 35%, AL 17.5%). Design and simplification of combinational logic systems, sequential logic systems, counters, operational/inverting/non-inverting/summing/power amplifiers, capacitors, RC networks, 555 timer circuit. Unit 3 – Coursework Project & Report – (AS 30%, AL 15%). Design and construct an artefact to satisfy a chosen design problem, based on the subject content of Units 1 and 2. A level The A2 course moves into the world of electronic control and communication systems. Unit 4 – Electronic Control Systems – written paper (AL 17.5%). General principles, microprocessor control systems, programming, neural networks, interfacing, additional input and output devices, robotic systems. Unit 5 – Communication Systems – written paper (AL 17.5%). General principles, radio receivers, mobile communication, digital communication, opto-electronics. Unit 6 – Coursework Project & Report – (AL 15%). Design and construct an artefact to satisfy a chosen design problem, based on the subject content of Units 4 and 5. Additional information Although not essential, a good foundation in Mathematics would be a distinct advantage, due to the high mathematically-based content of the course. You are encouraged to maximise the use of ICT within the course and will need to make regular use of Picoscopes and computers. In most lessons there is a practical aspect to the work, predominantly through the use of ‘breadboards’. Course entry requirement B in Electronics (if taken), or B in Triple Science Physics or BB in Double Science, in both cases, with a minimum of a B grade in the P2 exam, plus C in Maths.
Hazelwick Sixth Form Prospectus 2016 page 19
page 20 Hazelwick Sixth Form Prospectus 2016
English Literature
Food Technology
AS and A level – AQA 7711/7712
AS and A level – AQA 2540
Why study English Literature? This course is ideal for those with a wide-ranging interest in how writers create meaning in writing of all genres: poetry; drama; prose fiction and non-fiction, and how this meaning is affected by the context of the text. There is some freedom in the choice of texts studied and you will explore texts from across the centuries and genres. Whilst the study of English is worthwhile and immensely rewarding in itself, an A level in English is well respected by all good universities. The vital skills acquired of analysis, synthesis and the ability to communicate your ideas effectively are key to a wide range of courses and professions. For example, past students have gone on to study not only English, but also Law, Medicine, Philosophy, Journalism and Education.
Why study Food Technology? The food industry is Great Britain’s largest industry, with an annual turnover of £80 billion and employing over three million people in jobs that use a wide range of skills. If you have a strong interest in any aspect of food production, this subject could lead you into a challenging and progressive career. The course involves practical work to assist the understanding of theoretical concepts.
The structure of the course AS level Assessed through two exams. Paper 1 – Love through the Ages – Shakespeare and poetry, 11⁄2 hours, closed book exam (50 marks) 50% of AS level. Study of two texts: Section A, Shakespeare. You will answer an extract based question on one Shakespeare play (25 marks); Section B, Poetry. You will answer one question on a poem taken from an anthology called Love Poetry through the Ages. Paper 2 – Love through the Ages – Prose, 11⁄2 hours, open book exam (50 marks) 50% of AS level. Study of two texts: Section A, unseen prose. One compulsory question on an unseen prose extract (25 marks); Section B, comparing prose texts. One comparative question on two prose texts (25marks). A level Assessed through two exams and one piece of coursework. Paper 1 – Love through the Ages – 3 hours (75 marks) open book exam, worth 40% of A level. Section A, Shakespeare. One passage-based question with linked essay (25 marks). Section B, unseen poetry. One compulsory essay question on two unseen poems (25 marks). Section C. One essay question linking two texts (25 marks). Paper 2 – Texts in Shared Contexts – 2 hours (75 marks) open book exam, worth 40% of A level. Section A, Set Text. One essay question on set text (25 marks). Section B, Contextual Linking. One compulsory question on an unseen extract (25 marks). One essay question linking two texts (25 marks). Non- exam assessment – Independent Critical Study – Texts Across Time (50 marks) 20% of A level.
The structure of the course AS level Unit 1 – Materials, Components & Application – (AS 50%, AL 25%). A two hour written exam testing the understanding of: nutrition; diet and health; energy; food additives and their function; dietary needs of different groups in society; issues affecting the design of a new product; food safety and food hygiene. Unit 2 – Designing & Making – (AS 50%, AL 25%). A piece of coursework representing approximately 50 hours of classwork, with half of this time being allocated to practical work. The coursework can either be a single design and make project or a portfolio of activities. A level Unit 3 – written paper – (AL 25%). A two hour written exam that builds on all the knowledge taught at AS but also includes the following topics related to the production of foods: application of food science and nutrition; combining and manipulating food materials and components; effects of processing on nutrients and ingredients; micro-organisms, enzymes and preservation; development and manufacture of new food products; the health and safety involved in food production. Unit 4 – Designing & Making Practices – (AL 25%). This consists of a single, substantial ‘designing and making’ activity representing approximately 60 hours of supervised time, with half of this time being dedicated to practical work. The project involves identifying a problem, investigating the issues and then developing a new and exciting marketable product that could be manufactured by the food industry. Course entry requirement B in Food & Nutrition (if taken at GCSE), or B in a similar subject eg. Science (if not).
Course entry requirement B in English Language and C in English Literature.
Hazelwick Sixth Form Prospectus 2016 page 21
page 22 Hazelwick Sixth Form Prospectus 2016
French
Further Maths
AS and A level – AQA 7651/7652
AS and A level – OCR 3892/7892
Why study French? The four skills of listening, reading, speaking and writing, already practised at GCSE, are further developed in the Sixth Form with the use of recordings, newspapers, magazines, DVDs, literary texts and access to the internet. You are encouraged to watch French films, to watch French TV programmes and to read widely in order to extend your knowledge of France, its language and its culture. Access to French-speaking countries via e-mail links will be encouraged. Where possible, visits to the theatre and cinema are organised to watch French productions, as well as trips to language conferences, which help to further your knowledge of French culture and society. French’s relevance to Britain’s deepening involvement in Europe cannot be over-stressed. Lessons are conducted in French and you are expected to contribute actively in class; furthermore, you are expected to show an interest in current affairs and a wish to improve your knowledge of the wider world. Conversation practice is provided by a French native speaker assistant.You will learn about the contemporary issues and aspects of the society, culture and communities of France and of other countries where French is used. How to manipulate French in order to organise facts and ideas. How to develop the ability to be creative and imaginative when communicating in speech and writing. To develop understanding of the spoken and written forms of French from a variety of registers. To communicate confidently, clearly and effectively in French through both the spoken and written word, using increasingly accurate, complex and varied language.
Why study Further Maths? If you really enjoy a mathematical challenge and have been enthused by the more difficult topics in GCSE Maths, then you should seriously consider this course. Further Maths can only be taken in combination with Mathematics, leading to either two separate A levels or else an A level in Maths and an AS level in Further Maths. Further Maths students will usually do three other subjects in Year 12. In Year 13 most of them will do Maths/Further Maths along with two other subjects at A2 level, leading to four A levels in all. The total number of Maths/Further Maths lessons per week is sixteen per fortnight in the lower sixth and fourteen in the upper sixth.
The structure of the course AS level Paper 1: Listening, reading and writing (40%) (13⁄4 hours exam). Aspects of French-speaking society – current trends. Artistic culture in the Frenchspeaking world. Grammar & Translation into English. Paper 2: Writing (30%) (11⁄4 hours exam). One essay question based on a film from the lists in the specification. Grammar & Translation into French. Paper 3: Speaking (30%). A 12 – 14 minute teacher-conducted, externally assessed exam based on one sub-theme from ‘Aspects of French-speaking society’ and one sub-theme from ‘Artistic culture in the French-speaking world’. A level Paper 1: Listening, reading and writing (40%) (21⁄2 hours exam). Aspects of French-speaking society – current issues and trends. Artistic culture in the French-speaking world. Aspects of political life in French-speaking society. Grammar & Translation into French and into English. Paper 2: Writing (30%) (2 hour exam). Two essays based on one text and one film from the list set in the specification. Paper 3: Speaking (30%). A 12 – 14 minute teacher-conducted, externally assessed exam based on one sub-theme from Paper 1 followed by a presentation and discussion of students’ individual research projects.
The structure of the course Year 12: a combination of six AS and A2 unit exams are taken in the lower sixth, each paper lasting 11⁄2 hours. Year 13: in the upper sixth, either three more units for AS level Further Maths, or six more units for A level Further Maths are taken, each paper lasting 11⁄2hours. The units studied over the course of Year 12 and 13 will be taken from the following Core and Applied modules. (Timings of particular modules will vary depending on the individual path followed by you). Core Modules Core 1 Core 2 Core 3 Core 4 Further Pure 1 Further Pure 3. Applied modules Statistics 1 Statistics 2 Decision and Discrete Maths 1 Decision and Discrete Maths 2 Mechanics 1 Mechanics 2. Course entry requirement A* in Maths.
Course entry requirement B in French. Hazelwick Sixth Form Prospectus 2016 page 23
page 24 Hazelwick Sixth Form Prospectus 2016
Geography
German
AS and A level - Exam board to be decided
AS and A level – AQA 7661/7662
Why study Geography? Geography is a living, breathing subject, constantly adapting itself to change. It is dynamic and relevant. A great adventure with a purpose. Geography is a subject that is highly valued by universities and many employers. Universities recognise Geography as a key “facilitating” subject for entry to degree level study at the Russell group of universities. Employers prize the knowledge, skills and study of society that Geography provides. Geography university students are among those reported as gaining the greatest satisfaction from their studies. Geography is for students who question their surroundings to gain an understanding of themselves, society and the physical world. It is for students who wish to understand the complex inter-relationships between people, economies, culture and the environment. As Michael Palin stated “Geography students hold the key to the world’s problems”, a statement not to be underrated in a world growing closer yet shaken by environmental, economic, political and social events.
Why study German? German speakers are highly sought after by British employers. German companies account for over 315,000 jobs in the UK and Germany is one of the UK’s largest trading partners. The German economy is the strongest in Europe, with an enviable record in invention and innovation (think cars, pharmaceutical products, domestic appliances, tools). German is spoken by over 1000 million people in Europe and is the second most commonly used scientific language in research and development. Studying German at A level can open up many interesting opportunities for University study and your future career. The course will equip you with improved cultural understanding and transferable essay writing and communication skills which are much sought after by both Universities and employers. Building on the vocabulary and grammar learnt at GCSE, A level German helps students develop confident, effective communication skills in the German language and a deeper understanding of the culture of countries and communities where German is spoken. During the course you will develop your ability to write and speak in German with accurate grammar and gain in confidence; understanding written and spoken German in a variety of contexts. The source material will combine authentic recordings by native speakers, German television, German news and films, newspaper and internet articles. It will also involve the study of German literature and German cinema. In addition to the timetabled lessons, you will develop your oral skills through weekly speaking practice on a one-to-one basis with our German language assistant.
Geography is considered both a Science and an Art degree subject by many universities depending on what topics you choose. This means that Geography combined with Maths, Biology and Physics offers you not only topics that correlate and reconfirm each other at A level, but also create an exciting portfolio for students wishing to take a science based course. Geography combined with A level subjects such as a Modern Foreign Language and English gives an understanding of cultures and society, allowing students to move on to an arts or language based degree. Many of our past students have continued to study Geography at universities all over the UK. Geography can be studied at university by itself, as a joint honours course (as a BSC with mathematics or as a BA with politics to name a few) or as an associated subject not offered at A level for example: Environmental Earth Sciences or International Studies. More than 80 universities offer over 1,400 Geography related degrees. What will I learn? You will study many of the world’s issues including the causes and consequences of migration, food, water and energy security, global warming, the degrading of land, the impacts of economic change on places and communities, the development and destruction of hazards. You will develop a sense of place, so that you can understand different areas – how they developed and predict their future. For further information visit www.rgs.org. Course entry requirement B in Geography.
The structure of the course: AS level Paper 1: Listening, reading and writing (40%) (13⁄4 hour exam). Aspects of German-speaking society. Artistic culture in the German-speaking world. Grammar & Translation into English. Paper 2: Writing (30%) (11⁄4 hour exam). One essay question based on a film or text from the lists in the specification. Grammar & Translation into German. Paper 3: Speaking (30%). A 12 – 14 minute teacher-conducted, externally assessed exam. Discussion of one sub-theme from each of the Paper 1 topics. A level Paper 1: Listening, reading and writing (40%) (2 hour 30 minute exam). Aspects of German-speaking society. Artistic culture in the German-speaking world. Multiculturalism in German-speaking society. Aspects of political life in German-speaking society. Grammar & Translation into German and English. Paper 2: Writing (30%) (2 hour exam). Two essays based on one text and one film from the list set in the specification Paper 3: Speaking (30%). A 12 – 14 minute teacher-conducted, externally assessed exam. Discussion of one sub-theme from the Paper 1 topics. A presentation and discussion of students’ individual research projects. Course entry requirement B in German. Hazelwick Sixth Form Prospectus 2016 page 25
page 26 Hazelwick Sixth Form Prospectus 2016
Health & Social Care (Single Award)
Health & Social Care (Double Award)
Applied AS/A2 level – OCR
Applied AS/A2 level – OCR
Why study Health & Social Care (Single Award)? This course offers a more vocational and practical approach to learning. It is suitable for those who are keen to develop a broad understanding of the diverse and complex nature of the health and social care sector. You will also develop important skills as well as your technical knowledge. The ratio of coursework to exams is 2:1. Many students will study Health & Social Care alongside other A levels, possibly in science-based subjects, Sociology or Psychology. In Year 12 it can be taken either as a single option leading to a ‘Single Award’ AS level, or as a double option leading to a ‘Double Award’ AS level. Candidates taking the single option AS in Year 12 can progress to three A2 units in Year 13, leading to a full A level.
Why study Health & Social Care (Double Award)? This course offers a more vocational and practical approach to learning. It is suitable for those who are keen to develop a broad understanding of the diverse and complex nature of the health and social care sector. You will also develop important skills as well as your technical knowledge. The ratio of coursework to exams is 2:1. Many students will study Health & Social Care alongside other A levels, possibly in science-based subjects, Sociology or Psychology. Those who are successful in the double option AS course in Year 12 will be able to progress to a second year of six A2 units, which will lead to the ‘Double Award’ A level (equivalent to two A levels).
The structure of the course Possible unit combinations AS level Unit 1 – Promoting Quality Care – (exam). Unit 2 – Communications in Care Settings – (coursework). Unit 3 – Promoting Good Health – (coursework). A level Unit 10 – Care Practice and Provision – (coursework). Unit 11 – Understanding Human Development and Behaviour – (exam). Unit 14 – Mental Health Issues – (coursework). Course entry requirement 5 x grade C at GCSE (no particular subjects required).
The structure of the course Possible unit combinations AS level Unit 1 – Promoting Quality Care – (exam). Unit 2 – Communications in Care Settings – (coursework). Unit 3 – Promoting Good Health – (coursework). Unit 5 – Caring for People with Additional Needs – (coursework). Unit 6 – Working in Early Years Care and Education – (coursework). Unit 9 – Caring for Older People – (exam). A level Unit 10 – Care Practice and Provision – (coursework). Unit 11 – Understanding Human Development and Behaviour – (exam). Unit 14 – Mental Health Issues – (coursework). Unit 13 – Child Development – (coursework). Unit 15 – Social Trends – (exam). Unit 16 – Research Methods – (coursework). Course entry requirement 5 x grade C at GCSE (no particular subjects required). To take Health & Social Care (Double Award) you also need to opt for Health & Social Care (Single Award).
Hazelwick Sixth Form Prospectus 2016 page 27
page 28 Hazelwick Sixth Form Prospectus 2016
History
ICT
AS and A level - Edexcel 9HI0
OCR Cambridge Technical - Level 3 Certificate (05838) / Extended Certificate (05842)
Why study History? To understand the significance of events, individuals, issues and societies in History. To understand how and why societies have changed over time. To discover the theories of historians and the language that they use to discuss their ideas. To understand the nature of historical evidence. To develop an understanding of how the past has been interpreted. To express your own ideas confidently and effectively. This course will appeal to you if you: have an interest in the way that the world has developed; enjoy investigation and discovery; enjoy debate and argument; want to improve your analytical skills; want to study a subject which encourages you to make up your own mind. The structure of the course Unit 1: In search of the American Dream: the USA, 1917-96 (60% AS, 30% AL). In this Unit students will learn about the dramatic political, economic and social transformation of the USA in the twentieth century, an era that saw the USA challenged by the consequences of political, economic and social inequalities at home and of its involvement in international conflict abroad. Topics include: Black American civil rights and the work of Martin Luther King and Malcolm X as well as the struggle for rights for other minority rights, such as those for Native Americans, Latinos and the emergence of the gay rights movement: the changing position of women; the impact of immigration and the anti-communist ‘Red Scare’; the influence of popular culture and news media; the social impact of cinema, popular music and radio; economic growth and the development of a consumer society; the reasons for, and the impact of, increased leisure time and the growth of spectator sports and a car-owning culture. Unit 2: South Africa, 1948– 94: from apartheid state to ‘rainbow nation’ (40% AS, 20% AL). This option comprises a study in depth of South Africa during its transition from white minority rule to the free elections of 1994, a long, and at times, dramatic process in which South Africa changed from a racist apartheid state into a multi-racial democracy. It will also consider the impact and significance of Nelson Mandela. Unit 3: Poverty, public health and the state in Britain, c1780-1939 (30% AL). This Unit will explore the ways in which the British state gradually, and not always successfully, became involved in taking on responsibility for people’s health and welfare. This happened in reaction to a rapidly industrialising society, where thousands of people lived out their domestic and working lives in close proximity and often in dreadful conditions. The scale of the problem posed a question that is still asked today: where does responsibility for health and welfare lie – with the individual or with society? Unit 4: Coursework: 3000-4000 word Assignment (20% AL). Students complete an independently researched enquiry on historical interpretations of a choice of events or historical figures.
Why study ICT Cambridge Technical? If you are the type of student who loves ICT and prefers to learn in a way that’s practical and work-related, then this course is ideal. The great thing about the Cambridge Technical Level 3 in ICT is that it keeps your options open – so if you’re not fully convinced that a vocational way of learning is right for you, this course will keep the door open for a move to higher education with many universities recognising the qualification alongside A levels. As a Level 3 course it is designed to match A levels in its level of workload and difficulty. The course allows you to develop and learn a range of skills in ICT from multimedia to database management and even games design. The beauty of this course is that it can be tailored to your interests, as we can chose from a range of possible units to best suit you, your needs and your interests. The Certificate is equivalent to an AS level and the Extended Certificate is equivalent to an A level. This course is fantastic for a lover of ICT who has an interest in carrying it on into their chosen job or higher education. The structure of the course Year 12 – 3 Units Year 13 – 3 Units The course comprises of 6 units across the two years, 4 of the units are mandatory and two are chosen by us, all mandatory units are assessed through a written exam. The course content is about communication skills and the barriers to communication, employability skills with an extended focus on interview, CV’s and working as a part of a team. The course will also have a focus on information systems within industry and how information systems are utilised. Course entry requirement 5 x grade C at GCSE, including Level 2 Pass in OCR ICT if taken.
Course entry requirement B in History.
Hazelwick Sixth Form Prospectus 2016 page 29
page 30 Hazelwick Sixth Form Prospectus 2016
Latin
Law
AS and A level – OCR H043/H443
AS and A level – AQA 1161/2161
Why study Latin? AS and A level Latin build directly on the very solid foundations of GCSE and maintain the balance of GCSE between language and literature. GCSE provides a strong basic vocabulary, a good knowledge of the main grammar and constructions, and experience of studying original Latin, translating it and appreciating it as literature. At AS and A level, linguistic knowledge, vocabulary and appreciation of style and idiom are extended and strengthened in order to develop your ability to read original Latin with increasing fluency and enjoyment.
Why study Law? The course will be equally useful for those considering reading Law (either as their main subject, or as part of another course) at university, students who are intending to pursue business careers, or anyone who has an interest in how the legal system works. Studying this A level will provide students with a grounding in the main principles of English and Welsh law. Law at A level helps develop analytical ability, essay structure and critical thinking. It enables students to develop knowledge, understanding, and critical awareness of the structure, personnel and functions of the legal system.
The structure of the course AS level (H043) Paper 1 Language (AS 50%) (11⁄2 hours). One unseen passage of adapted Latin prose to be translated into English, followed by a shorter passage of prose on which you answer comprehension questions. Paper 2 Literature (AS 50%) (2 hours). Questions on passages from the two set texts (one prose, one verse), asking you to show your knowledge and understanding of each text by: answering comprehension questions; commenting on content, technique and style; translating a few lines of each text into English; and writing a short mini-essay on each text. Language skills are developed throughout the course by reading a range of original Latin and doing regular translations of steadily increasing difficulty. The AS level unseens are passages of adapted Latin of an intermediate standard. There is a vocabulary list for AS level, specifying the words that need to be known for the unseens in Paper 1. Most of the grammar and constructions have already been covered at GCSE, although a few new sentence types and language points do still need to be learnt. Longer, more complex sentences offer an increasing level of challenge as the course progresses.
The structure of the course AS level Unit 1- Law making and the Legal System. Students will develop an appreciation of the principles underlying the English Legal System. Areas of focus are Parliament and Legislation, and how pressure is used to change legislation. In addition students will examine the workings of the civil courts. Unit 2- The Concept of Liability. Students will develop an appreciation of the underlying principles of crime and contract. Here they will also be applying the law to practical situations, and this will provide an introduction to their Unit 3 at A level.
A level (H443) Paper 1 Unseen Translation (AL 33%) (13⁄4 hours). You translate into English two unseen passages of Latin – one prose, the other verse (Ovid). Paper 2 Comprehension (AL 17%) (11⁄4 hours). You answer translation, comprehension and grammar questions on one unseen passage of Latin prose (Pliny). Paper 3 Prose Literature (AL 25%) (2 hours). You answer questions to show your understanding and appreciation of the two prose set texts and you also write a short essay which draws upon material from one of the set texts and some additional literature in translation. Paper 4 Verse Literature (AL 25%) (2 hours). You answer questions to show your understanding and appreciation of the two verse set texts and you also write a short essay which draws upon material from one of the set texts and some additional literature in translation.
A level Unit 3- Criminal Law (Offences Against the Person). Students will develop an understanding of the principles of Offences Against the Person and develop critical awareness of criminal law in relation to the specific offences and defences. Areas of focus include all assaults, murder and manslaughter. Unit 4- Criminal Law (Offences Against Property). The students will develop an understanding of the principles of Offences Against Property, and again develop critical awareness of criminal law in relation to the specific offences and defences. Areas of focus include theft, robbery, burglary, blackmail and fraud. Unit 4 also includes a question on the Concepts of Law. This will overlap with all the areas previously covered in the syllabus and will concentrate on the morality of law, the issue of justice and the meaning and importance of criminal responsibility. Course entry requirement B in English Language.
Course entry requirement B in Latin. Hazelwick Sixth Form Prospectus 2016 page 31
page 32 Hazelwick Sixth Form Prospectus 2016
Maths
Media
AS and A level – OCR 3890/7890
AS and A level – OCR H140/H540
Why study Maths? Pure Mathematics builds on Algebraic and Trigonometrical techniques already used like Sine and Cosine Rules and the Quadratic Formula; topics such as Logarithms, Series Expansions and Calculus will be seen for the first time. Pure techniques are used in all other units and form the core of Maths A level. Mechanics is a study of Forces and their effects on Particles, including the idea of Equilibrium and Acceleration as described by Newton’s Laws of Motion. Mechanics is also studied during the first year of A level Physics, so these courses complement each other well. If you are considering a career in engineering, you should choose the Mechanics unit for Mathematics A level. Statistics also builds on work already covered: Histograms and Cumulative Frequency have been seen before at GCSE, while Correlation and Probability are topics now covered in greater detail. Some of the techniques of statistical analysis, particularly the use of correlation coefficients, will be met in other A levels such as Geography, Psychology and Economics, so this unit is an appropriate choice for students taking these subjects. Decision (‘Discrete’) Mathematics is a relatively new branch of study which is becoming more popular and widely accepted. A variety of network problems and the algorithms used to solve them are studied in some detail. This unit fits in well with Computer Science A level, as there is some overlap of ideas.
Why study Media? UNESCO has commented that “we live in a world where the media are omnipotent”. This course offers you the opportunity to design, produce and analyse texts in a range of media. This A level will be enjoyable and stimulating and introduce you to university courses relating to the media, as well as providing a basis for careers in television, radio or print journalism. While the course may be taken with any combination of subjects, a strong interest in art, film, drama, English or sociology might be an advantage.
The structure of the course AS and A level Mathematics build on content met at Higher Tier GCSE, particularly algebra topics. The full A level course consists of 60% Pure Mathematics (4 units) and 40% Applied Mathematics (2 units from Mechanics, Statistics or Decision Mathematics). There is no coursework. There is one non-calculator paper. The use of graphical calculators is encouraged throughout the course. Each examination lasts 11⁄2 hours. AS level Core (Pure) Mathematics 1. Core (Pure) Mathematics 2. Statistics 1.
The structure of the course AS level Unit G321 – Foundation Portfolio – (AS 50%, AL 25%). This coursework unit will involve a short filmed sequence for a new thriller or magazine design and production with a recognisable house style. Unit G322 – Key Media Concepts – (AS 50%, AL 25%). This examination involves technical analysis of a 5 minute clip from a TV drama series or serial, followed by an essay on production processes and audience in either the videogames industry or the magazine industry. A level Unit G324 – Advanced Portfolio – (AL 25%). This coursework unit will involve you filming either a complex teaser trailer or producing elements of a regional magazine with a website. Unit G325 – Critical Perspectives in Media – (AL 25%). This exam involves a theoretical evaluation of your own varied productions in G321 and G324 followed by an essay discussing contemporary debates relating to Collective Identity or Global Media. Course entry requirement B in Media Studies (if taken at GCSE) or B in English Language (if not).
A level Core (Pure) Mathematics 3. Core (Pure) Mathematics 4. Either Mechanics 1 or Decision Mathematics 1. Course entry requirement B in Maths.
Hazelwick Sixth Form Prospectus 2016 page 33
page 34 Hazelwick Sixth Form Prospectus 2016
Music
Music Technology
AS and A level - Edexcel 8MU0/9MU0
AS and A level – Edexcel 8MT01 / 9MT01
Why study Music? Do you play a musical instrument and enjoy performing and composing your own music? Are you interested in the historical and cultural context of music? If so, then you are the perfect candidate for Music AS and A level. Studying Music at AS or A level will provide you with the ideal opportunity to develop into an experienced and well-rounded musician. Throughout the course you will develop as a performer and composer whilst also building your aural and analytical skills through the study of a wide range of musical genres. This A level is excellent preparation for a higher education course in music but is equally valuable as one of a broad range of subjects, as music is a highly respected A level by all good universities. If you are considering taking this course, you will already: be able to play a musical instrument fluently (Grade/Level 5 minimum or equivalent), enjoy listening to a variety of music and have a good understanding of musical notation.
Why study Music Technology? Do you enjoy exploring how music is created, recorded and edited? Are you interested in exploring digital technologies, sound recording techniques and the knowledge required to stage a successful live concert? The Music Technology AS and A level explores all of these processes, equipping you with skills you will need to study Music Technology at degree level.
The structure of the course AS level Component 1: Performing Music (30% - 60 marks). You will give a solo and/or ensemble performance lasting a minimum of 6 minutes, performed as part of a recital for an audience. Component 2: Composing (30% - 60 marks). You will complete two compositions: One composition to a brief set by the exam board and one free composition or from existing briefs set by the exam board. Component 3: Appraising (40% - 80 marks), written examination (11⁄2 hours). Knowledge and understanding of musical elements, contexts and language. Application of knowledge to both known works and unknown works will be tested. Set work topics: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New directions.
The structure of the course AS level Unit 1 – Music Technology Portfolio – (AS 70%, AL 35%) (coursework). This is made up of a creative arrangement task, a multi-track recording and a realised performance. Unit 2 – Listening and Analysing – (AS 30%, AL 15%) (exam). Students will learn about the development of popular music styles from 1910 through to the present day with an in depth study on two focus styles. A level Unit 3 – Music Technology Portfolio 2 – (AL 30%) (coursework). This is made up of a Music Technology composition task, a multi-track recording and a sequenced performance. Unit 4 – Analysing and Producing – (AL 20%) (exam). Students will demonstrate musical understanding and the ability to manipulate and correct recorded music. They will also write commentaries on technological processes they have studied. Course requirements 5 x Grade C at GCSE (C in Music preferred, students must be able to demonstrate good music performance ability).
A level Component 1: Performing Music (30% - 60 marks). You will give a solo and/or ensemble performance lasting a minimum of 8 minutes, performed as part of a recital for an audience. Component 2: Composing (30% - 60 marks). You will complete two compositions: one composition must be from either a list of briefs related to the areas of study or a free composition (4 min - 40 marks), the other composition must be from a list of briefs assessing compositional technique (2 min - 20 marks). Component 3: Appraising (40% - 100 marks), written examination (2 hours). Knowledge and understanding of musical elements, contexts and language. Application of knowledge to both known works and unknown works will be tested. Set work topics: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New directions. Course Requirements B in Music (if taken at GCSE) or equivalent, plus the ability to understand musical notation, plus proficiency at a musical instrument (Grade 5 minimum). Hazelwick Sixth Form Prospectus 2016 page 35
page 36 Hazelwick Sixth Form Prospectus 2016
Photography
Physical Education
AS and A level – Edexcel 6PY01–2/6PY03-4
AS and A level - OCR H155/H555
Why study Photography? The AS/A level Photography course is designed to encourage you to: learn about the processes and techniques involved with digital photography; learn how to work with compositions, viewpoints and colour; discover how to manipulate images using different hardware and software and a range of tools; make aesthetic judgements to develop ideas combining technical skills with other media; learn about the relationships between photography and other print based media; understand the importance of researching the work of others, and applying what you learn to your own work. Photography can lead to careers in specific disciplines such as photography (eg. fashion or advertising photography, sports photography, photo-journalism, fine art photography, forensic/medical photography), journalism, illustration or graphic design, or the wider arena of gallery work, film and television and community arts.
Why study Physical Education? This qualification is an essential qualification for specialist study in Physical Education and sports studies at university. It will also provide an excellent foundation for those of you who are intending to enter the sport and leisure industry, as well as many other career areas.
The structure of the course AS level Unit 1 (AS 60%, A2 30%). This skills-based unit teaches both camera techniques as well as digital manipulation. The work will focus on a single theme or a series of themes. You will have the opportunity to work with both digital cameras and image manipulation programmes on computers. It is important to have the opportunity to experiment widely so these skills can be used with confidence in the later development of your work. Unit 2 (AS 40%, A2 20%). External exam project. This is a more self-directed project, building on previously learned skills. There is no time limit on the preparation period but you will be expected to produce a final outcome in an 8 hour controlled test. A level Unit 3 (A2 30%). This will take the form of a more extended project, with a designated theme and opportunity for you to explore and develop your own ideas, culminating in a finished outcome. It will also contain the personal study. This is an extended writing project where you will be able to research and explore different critical and contextual elements of the subject and connect what you learn with your own studies. Unit 4 (A2 20%). Final external examination. An individual project with no limit on the preparation time, culminating in the production of an outcome in a 12 hour controlled test.
The structure of the course AS level Unit 1: Physiological factors affecting performance – 35% (11⁄4 hours written paper). Students will study the following topics: Applied anatomy and physiology, Exercise Physiology, Biomechanics, including technology in sport. Unit 2: Psychological and socio-cultural themes in physical education – 35% ((11⁄4 hours written paper). Students will study the following topics: Skill acquisition; Sports psychology; Sport and society Unit 3: Performance in physical education – 30% (practical coursework). Performance or coaching; Evaluation of performance for improvement. A level Unit 1: Physiological factors affecting performance – 30% (2 hours written paper). Students will study the following topics: Applied anatomy and physiology; Exercise Physiology; Biomechanics. Unit 2: Psychological factors affecting performance – 20% (1 hour written paper). Students will study the following topics: Skill acquisition; Sports psychology. Unit 3: Socio-cultural issues in physical activity and sport – 20% (11⁄4 hours written paper). Students will study Contemporary issues in physical activity and sport. Unit 4: Performance in physical education – 30% (practical coursework). Performance or coaching, Evaluation and analysis of performance for improvement. Course entry requirement B in PE or Dance, plus B in Triple Science Biology or BB in Double Science (in both cases, with a minimum of a B grade in the B2 exam).
Course entry requirement 5 x grade C at GCSE (GCSE Art not essential).
Hazelwick Sixth Form Prospectus 2016 page 37
page 38 Hazelwick Sixth Form Prospectus 2016
Physics
Politics
AS and A level – AQA 7407/7408
AS and A level – Edexcel 8GP01/9GP01
Why study Physics? Physics is an attempt to model everything and explain the innermost workings of the universe. The first year of A level physics is designed to broaden and deepen the level of understanding you gained at GCSE. The inclusion of Particle Physics and Quantum physics in the AS course affords you a view of a world beyond the everyday. There is a large element of practical work, both in groups and as individuals. Data-logging equipment will be used in many lessons to measure quantities as accurately as possible. A level Physics students go on to higher education to study not only Physics and Electronics but also a wide variety of disciplines including Engineering and Medicine. For this reason the A level course has been designed to be of use in the widest variety of applications, aiming at a deep understanding of the fundamental concepts. Employers are always looking for numerate, analytical and problem solving skills, all of which are developed with an A level in physics.
Why study Politics? Politics is a stimulating, challenging and rewarding subject because it is part of our everyday lives and expectations and because of its close relationship to contemporary issues, events and problems. Current affairs, ranging through topics such as General Elections, Law and Order, Environmental Controversies, Political Scandals, gun culture in the USA, the power of the American President and Britain’s future in Europe, provide excellent material for both intelligent analysis and lively debate. Guest speakers, trips to the Houses of Parliament and Political Conferences to hear National and International politicians speak, all provide students with ample opportunity to explore the political issues of the day. Why study Politics? Simply because it affects everything you do!
The structure of the course AS level and A level 1. Measurements and their errors 2. Particles and radiation 3. Waves 4. Mechanics and energy 5. Electricity AS level exams Paper 1 – containing questions on all topics – (11⁄2 hour exam, 50% AS) Paper 2 – containing questions on all topics, plus practical skills and data analysis – (11⁄2 hour written exam, 50% AS) A level 6. Further mechanics and thermal physics 7. Fields, including electric, gravitational and magnetic 8. Nuclear physics Plus one option from the following topics: Astrophysics; Medical physics; Engineering physics; Turning points in physics, or Electronics. A level exams Paper 1 – containing questions on topics 1 to 6 plus periodic motion – (2 hour written exam plus multiple choice component, 34% of A level) Paper 2 – containing questions on topics 6 to 8 – (2 hour written exam plus multiple choice component, 34% of A level) Paper 3 – containing questions on practical skills, data analysis and the optional topic – (2 hour written exam 32% of A level) Course entry requirements B in Triple Science Physics or BB in Double Science, in both cases, with a minimum of a B grade in the P2 exam. B in Maths is desirable. Physics is a mathematical subject, and for those students who undertake it without doing A level Maths, additional support is available. This will cover all the maths needed for the course to make sure that no student is going to underachieve due to mathematical ability.
What will you learn on this course?: how to develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes; what the structures of authority and power are within the political system of the UK; what the rights and responsibilities of individuals are within society; how to develop a critical awareness of political events and issues and an understanding of different political viewpoints; how to develop the skills required to argue a case with relevance and coherence. This course will appeal to you if you: enjoy debating current affairs; like doing a subject that affects your daily life and is ever-changing; like to make up your own mind; want to improve your analytical skills. Politics provides an excellent foundation for a number of popular careers including journalism, the media, business and law. It also provides a useful contrast for those students taking Maths or Science based subjects who want to study a broader range of subjects at A level. The structure of the course AS level Unit 1 – People and Politics – (AS 50%, AL 25%). Including an introduction to the ideas of democracy, citizenship and participation. Unit 2 – Governing the UK – (AS 50%, AL 25%). Including an analysis of Parliament, the Judiciary and the Prime Minister. A level Unit 3 – Topic C: Representative Processes in the USA – (AL 25%). Including an examination of elections, parties, pressure groups and black civil rights. Unit 4. – Topic C: Governing the USA – (AL 25%). Including an analysis of the President, Constitution, Congress and the Supreme Court. Course entry requirement B in History (if taken at GCSE) or B in English Language (if not).
Hazelwick Sixth Form Prospectus 2016 page 39
page 40 Hazelwick Sixth Form Prospectus 2016
Psychology
Religious Studies
AS and A level - OCR H167/H567
AS level – AQA 7061 (Please note that Religious Studies is only offered at AS level)
Why study Psychology? Psychology sits on the fence between a science and a social science, we study human behaviour scientifically but write essays to explain research findings and explanations. Psychologists develop explanations or theories to help them predict people’s behaviour in different situations. These theories or explanations are tested by psychologists using experiments, correlations and other data collection techniques, to which we apply statistical tests to see if we can accept the results as knowledge or not. This knowledge is then used to understand more about the human mind and behaviour as well as in applications to diagnose and treat people with psychological problems. The study of Psychology develops a wide variety of valuable skills such as scientific enquiry and essay writing; these complement a wide range of other subjects. Different methods of finding evidence are studied and how to evaluate psychological studies to assess the truth of their findings. There are also opportunities for your own observation and experiments within the field of Psychology and you will learn how to analyse the results statistically. There are five main approaches to the study of Psychology and you will get a flavour of each one during the A’ level course, they are Biological, Social, Cognitive, Developmental and Individual Differences. How is Psychology useful? Psychology is most useful in careers that deal with people (eg. general practitioner, psychiatrist, psychologist, social worker, nurse, lawyer, manager, teacher, etc.). Psychologists work in a variety of work areas such as health care, education, forensics and businesses. You will develop a better understanding of the reasons why people behave, think and feel in different ways. You will begin to appreciate some of the difficulties with being able to identify and treat abnormal behaviour covering a range of mental health problems, such as depression.
Why study Religious Studies? RS looks at people, beliefs and ideas. The course features a variety of relevant and contemporary themes and will give you the chance to explore difficult religious, philosophical and ethical issues. An essential part of the course will involve examining other people’s points of view, discussion and argument. You will gain the critical and evaluative skills sought after by higher education and employers. Most employers and universities regard RS as a traditional academic subject. In fact, some think that RS candidates have a better understanding of people in society, which is an asset when dealing with members of the public or customers. From law and the police to health and education, RS is considered a useful subject to have studied. The structure of the course You will study three components examined through two written papers. Component 1: The study of a Religion (Paper 1 and 2). God/gods/ultimate reality. Life after death. Source of wisdom and authority. Component 2: Philosophy of Religion: (Paper 1). Three arguments for the existence of God/gods/ultimate reality. Evil. Religious Experience. Component 3: Ethics and Religion: (Paper 2). Three ethical theories. Issues of human life and death. Issues of animal life and death. Course requirements B in English Language.
The structure of the course AS level Research methods (50%) Core Studies (50%) 10 core pieces of research, 2 for each approach – Biological, Social, Cognitive, Developmental and Individual differences. A level 10 more core pieces of research, 2 for each approach – Biological, Social, Cognitive, Developmental and Individual differences. Psychological topics: Mental Health; Child Psychology; Criminal Psychology. Course entry requirement B in English Language, B in Biology (B in Triple Science Biology or BB in Double Science, in both cases, with a minimum of a B grade in the B2 exam) and a C in Maths.
Hazelwick Sixth Form Prospectus 2016 page 41
page 42 Hazelwick Sixth Form Prospectus 2016
Sociology
Spanish
AS and A level – AQA 7191/7192
AS and A level – AQA 7692
Why study Sociology? Sociology is a study of the society in which you live: how do people get on in society? Why are some more successful than others? What changes are taking place? The A level course looks at many aspects of society including Gender, Culture, Family, Crime and Education. Sociology is useful for many different careers and almost any job which deals with people, from marketing to law, from health to education. It also goes well with other subjects, both arts and science. You do not need to have studied GCSE Sociology to study the A level.
Why study Spanish? An AS or A2 in Spanish will be a highly valuable qualification whether you are considering higher education or employment. The ability to offer a language has never been so important to companies and businesses. In our expanding multi-cultural society, not everyone speaks English and being able to offer an additional language will make you stand out from the crowd. In previous years many students have gone on to study Spanish at university, whether it be as a languages degree or as part of a joint honours course with English, Politics, Law, Biochemistry and Media to name but a few. In addition to the essential skills learnt at GCSE, you will be trained in new skills such as translation from and into Spanish, vocabulary analysis, deeper understanding of grammar, as well as more advanced conversation skills and writing techniques. The ability to work independently, take initiative and responsibility for further self-development, and to formulate opinions about topical worldwide issues, will be essential in both the AS and A2 courses. Text books, grammar books, vocabulary books and other literary and non-literary materials will be available to you, but important sources of information in Spanish such as the internet will play a large part in enabling you to keep up-to-date with key issues and language essential to each of the modules. You will also benefit from a fortnightly conversation class with our excellent native language assistant and participate in a short study visit to Madrid or Barcelona.
The structure of the course AS level and A level Education Methods in context Research methods Family and households A level Crime and deviance Theory and methods Beliefs in society Course entry requirement B in Sociology (if taken at GCSE) or B in English Language (if not)
The structure of the course AS level Paper 1: Listening, reading and writing (40%) (13⁄4 hour exam). Aspects of Hispanic society. Artistic culture in the Hispanic world. Grammar & Translation into English. Paper 2: Writing (30%) (11⁄4 hour exam). One essay question based on a film from the lists in the specification. Grammar & Translation into Spanish. Paper 3: Speaking (30%). A 12 – 14 minute teacher-conducted, externally assessed exam based on one sub-theme from ‘Aspects of Hispanic society’ and one sub-theme from ‘Artistic culture in the Hispanic world’. A level Paper 1: Listening, reading and writing (40%) (21⁄2 hour exam). Aspects of Hispanic society. Artistic culture in the Hispanic world. Multiculturalism in Hispanic society. Aspects of political life in Hispanic society. Grammar & Translation in to Spanish and English. Paper 2: Writing (30%) (2 hour exam). Two essays based on one text and one film from the list set in the specification. Paper 3: Speaking (30%). A 12 – 14 minute teacher-conducted, externally assessed exam based on one sub-theme from ‘Aspects of Hispanic society’ or ‘Artistic culture in the Hispanic world’ or ‘Multiculturalism in Hispanic society’ or ‘Aspects of political life in Hispanic society’ followed by a presentation and discussion of students’ individual research projects. Course entry requirement B in Spanish. Hazelwick Sixth Form Prospectus 2016 page 43
page 44 Hazelwick Sixth Form Prospectus 2016
Sport
Travel & Tourism
OCR Cambridge Technical – Level 3 Certificate/Extended Certificate (601/7094/3) Why study Sport? This OCR Level 3 Cambridge Technical Certificate in Sport and Physical Activity provides an excellent foundation for those of you who are intending to enter the sport and leisure industry, as well as many other career areas. It will provide learners with the opportunity through applied learning to develop the core specialist knowledge, skills and understanding required in the sport and physical activity sector.
Applied AS and A2 level – OCR H189/H589
The structure of the course The Certificate (3 units) is equivalent to an AS level and the Extended Certificate (6 units) is equivalent to an A level. Extended Certificate: 2 x 90 GLH units, 1 x 60 GLH and an appropriate combination of 30 GLH and 60 GLH units – two externally examined units and a choice of centre assessed units moderated by OCR. You will take between six units made up of mandatory and optional units. The mandatory units are: Unit 1: Body systems and the effects of physical activity (90GLH) Unit 2: Sports coaching and effective leadership (90GLH) Unit 3: Sport organisation and development (60GLH) Optional units will be chosen from those listed below: Unit 5: Performance analysis in sport and exercise (60GLH) Unit 8: Organisation of sports events (60GLH) Unit 10: Biomechanics and movement analysis (60GLH) Unit 11: Physical activity for specific groups (30GLH) Unit 12: Nutrition and diet for sport and exercise (30GLH) Unit 17: Sports injuries and rehabilitation (60GLH) Unit 18: Practical skills in sport and physical activities (60GLH) Unit 19: Sport and exercise psychology (60GLH) Unit 20: Sport and exercise sociology (60GLH)
Why Study Travel & Tourism? This course helps prepare you for employment in fields such as Tourist Boards, Travel Agents, Airlines and Tour Operators. The course combines well with most other AS/A level subjects to enable progression to a wide range of university courses. Many universities now offer Tourism degree courses. This Applied course offers a more vocational and practical approach to learning. The AS level consists of three different units of study (one assessed externally by exam and two assessed internally through portfolios). The structure of the course AS level Introducing Travel & Tourism (exam) Customer Services (Coursework) Travel Destinations (Coursework) A level Tourism Development (exam) Event Management (Coursework) Eco-Tourism (Coursework) Educational Visits. In Year 12 you will have the opportunity to investigate a real Travel & Tourism organisation as part of the Customer Service unit. In recent years, students have visited theme parks and have attended a workshop on guest care, as well as visiting local hotels. In Year 13 you will be given the unique opportunity to plan and undertake your own trip as part of the Event Management unit. In recent years students have visited Milan, Rome, Paris and Berlin. Course entry requirement 5 x grade C at GCSE (no particular subjects required).
External Assessment You will sit two written examinations set and marked by the exam board, the papers are a mixture of multiple choice questions, short answers questions and extended writing. Unit 1: Body systems and the effects of physical activity (written exam 21⁄2 hours ) Unit 3: Sport organisation and development (written exam 1hour) Centre Assessed Unit 2: Sports coaching and effective leadership – and all other units are assessed internally through coursework and then moderated by the exam board. Course entry requirement 5 x grade C at GCSE (including C in PE if taken), plus good sporting ability in one team or individual sport. Hazelwick Sixth Form Prospectus 2016 page 45
page 46 Hazelwick Sixth Form Prospectus 2016
Level 2 Courses Level 2 Courses (1-year) Why study Level 2 courses? Hazelwick’s package of one-year Level 2 courses is designed to boost the qualifications that you achieved at KS4. By choosing the Level 2 courses the year can either provide a stepping-stone to further education, employment or Advanced level courses. The structure of the course You will study a combination of the courses listed. There is also an expectation that you will combine these courses with a work experience placement on one day per week. You must study English and Maths if you have not yet achieved a grade C or above at GCSE. English Language GCSE – AQA 4705 The key purpose of this course is to improve your Year 11 GCSE grade to C. You will have the opportunity to take further Controlled Assessments. You will re-sit the exam in November or June. Mathematics GCSE – Edexcel 1MA0 The key purpose of this course is to improve your Year 11 GCSE grade to C. You will re-sit the exam in November or June.
Unit 4 – Citizenship Campaign – worth 30% of the qualification. Students actively try to change and or improve something within their local, national or international community. Health & Social Care GCSE – OCR J406 This GCSE specification in health and social care should encourage learners to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors. They should prepare learners to make informed decisions about further learning opportunities and career choices. Students complete Unit A911: Health, Social Care and Early Years Provision which is worth 60% and assessed through a controlled assessment. Unit A912: Understanding Personal Development and Relationships is worth 40% of the overall qualification and is a written examination. GCSE Photography – 2PY01 Photography is an exciting medium with both artistic and commercial applications. This course will teach you to look at the world in a creative way and will enable you to apply creative, analytical and critical thinking to any other subject. You will learn about photographic media and techniques, developing ideas through research, practical application, analysis and critique. Photography may offer a highly creative and hands-on alternative to other subjects you may be studying. Course entry requirement 4 GCSE grades at D or above. Evidence of a positive attitude towards school work and a determination to work to the best of your ability. Good motivation, flexibility and ability to work both independently and in a team.
You will study at least three from the following four subjects: Business BTEC First Award – Edexcel Business BTEC offers a more vocational and practical approach to study. The course leads to a qualification currently equivalent to one GCSE at grades A* – C. Assessment is through the completion of a variety of business type units and one external exam. You will study particular employment areas of business, such as finance, admin, customer services, marketing and management. Citizenship GCSE – Edexcel 2CS01 This GCSE offers an amazing opportunity to make a difference either within your local community, the UK or the world! Students complete 4 units. Unit 1 – Citizenship Today – worth 20% of the qualification. It is exam based on 3 themes: Rights and Responsibilities; Power, Politics; the Media, and the Global Community. Unit 2 – Participation in Society – worth 30% of the qualification. Students actively raise awareness for an issue or topic that is important to them locally, nationally or internationally. Unit 3 – Citizenship in Context – worth 20% of the qualification. It is exam based on an in depth topic from one of the themes.
Hazelwick Sixth Form Prospectus 2016 page 47
T
he Leavers’ Ball is a fantastic way of celebrating the end of an era. Students and staff alike don their finest and head to Lingfield Racecourse to dance the night away. It’s definitely a night to remember and is undoubtedly the social event of the year.
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F
inally a special welcome to Melissa who joined Hazelwick from another local school. Melissa’s main interests are PE and Mathematics. Hearing of the high reputation of our PE and Mathematics Departments she contacted us, “Everyone made me feel so welcome right from the start.� Melissa had great success with her AS levels, and is now studying PE, Maths, and Biology at A level. She is applying to university to study Economics.
Hazelwick School Three Bridges Crawley West Sussex RH10 1SX Telephone 01293 403344 office@ hazelwick.org.uk www.hazelwick.org page 50 Hazelwick Sixth Form Prospectus 2016