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Hazelwick Sixth Form Prospectus 2017

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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. 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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very student in Hazelwick Sixth Form is, rather than simply a passing pupil, perceived as an individual. The diversity here is immediately apparent – with students from all walks of life mixing and thriving together, each is encouraged to express their individuality. As a result, not only does Hazelwick foster a cohesive community, but also a greatly tolerant one.

The strong student-teacher relationships, and the encouragement that one receives from one’s peers within the Sixth Form has resulted in students flourishing and fulfilling their potential. The opportunities provided to map out our own paths have brought about student-founded and driven clubs, aiming to strengthen the confidence and organisation skills of those involved. Last year, we exercised this independence by setting up the Sixth Form Debating Society – every student is aware that they have the opportunity and support to help shape their community and pursue their interests here at Hazelwick.

We are immensely proud to represent Hazelwick Sixth Form, and are sure that the skills we have gained as active participants of the community – leadership, confidence, maturity and a deep sense of responsibility – will serve as a springboard from which we will take the next steps into the future as adults, prepared and confident.

Zoë Rabbani Head Girl

Harry Baldwin 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 2017, 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

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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

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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 27th 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 25th 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 5th 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 2017, with your application. Students without any formal qualifications by August 2017 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 2017 page 5

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ow in its 30th 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 high quality 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 ‘common room’, 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 example; 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 and Leaders are led by the Head Boy and Head Girl, who also represent the whole school.

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 National Citizenship Service Hazelwick Enterprise scheme Voluntary work (OUTSET)

Engineering Education Scheme Sixth Form Committees Sixth Form newspaper Debating Society Charity events Trips and conferences Leadership opportunities 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 are paid for by the school. You are, however, asked to make a one-off payment of the ‘Sixth Form Charge’ of £32 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 (£16).

A level Entry Requirements Students wishing to take A level courses need to obtain at least five A* to C / 9 to 4 grades at GCSE, with at least grade B/6 (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/6 or higher in a related or comparable GCSE subject. Most students will opt for three A level subjects, the maximum allowed is four.

Level 3 Vocational Entry Requirements Students wishing to study vocational courses at Level 3 need to have achieved at least five C/4 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 (at least two C/4 grades plus two D/3 grades).

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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 have changed. The course content of every subject has altered to varying degrees; however, the more significant difference with all the new AS/A levels is how they will be assessed.

The new AS levels 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.

From September 2017 all the A levels will be of the new ‘decoupled’ format, Hazelwick School has taken the decision not to enter students for any AS level exams. Therefore, all A level students will be following a two year course and will not achieve any qualifications at the end of Year 12. Students will be closely monitored throughout Year 12 and regularly assessed through school set exams. Students will have to reach a minimum standard by the end of Year 12 to be allowed to progress to Year 13.

The vast majority of students will opt for three A levels/Level 3 vocational courses. If you are applying to study Further Mathematics, or if you are expected to achieve at least five A* grades at GCSE, you may opt for four courses if you wish.

At the time of printing this prospectus some of the specifications for the new A levels starting in September 2017 have not been finalised. Therefore, the content of the subject pages of the new courses in this prospectus is provisional and may change. This includes any reference to the exam board and course codes.

The final subjects that are changing their specifications in September 2017 are marked with an asterisk (*) in the courses listed on page 11.

It should be noted that if a course does not recruit a sufficient number of students, that course will be withdrawn. Applicants will be notified of any course changes. This may happen in March, after we have received all of the applications, or in September after students have actually enrolled on their chosen courses. Applicants will be notified of any course changes as soon as possible.

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The Courses A level/Level 3 vocational options Art, Craft & Design Biology Business (Applied) Business Studies Chemistry Computer Science Design Technology: 3D Design Drama & Theatre Studies Economics Electronics* English Literature Food Science & Nutrition* French Further Maths* Geography German Health & Social Care (single/double)* History Information Technology Latin Law* Maths* Media Studies* Music* Photography Physical Education Physics Politics* Psychology Sociology Spanish Sport Travel & Tourism* AS level option Religious Studies One-year Level 2 options English Language GCSE Maths GCSE Citizenship Studies GCSE Health & Social Care OCR Media Studies GCSE Photography GCSE

* Subjects changing their specifications in September 2017.

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Art, Craft & Design

Biology

A level – Edexcel 9ADO

A level – AQA 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 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 develop skills in a multi-disciplinary and cross-disciplinary way, exploring the connections between 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 Year 12 Component 1 – Personal Investigation divided into a number of projects. 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.

Component 2 – This component incorporates two major elements: preparatory studies and the 10 hour period of sustained focus. The 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). It is internally assessed. During the 10 hour period of unaided sustained focus students will produce their final outcome(s) responding to the Set Assignment theme, based on their preparatory studies.

Year 13 Component 1 – Personal Investigation (September to January) – 30%. 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 (February to May) – 20% 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. Grade 6 in Maths is desirable.

Course entry requirement B in Fine Art or B in Design Skills.

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Business (Applied)

Business Studies

Certificate and Extended Certificate – AQA TVQ01026/TVQ01027

A level – AQA 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.

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.

Year 12 will tend to focus on decision-making to improve business performance, whereas, Year 13 will focus on strategic decision-making i.e. long term decisionmaking for businesses e.g. 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 requirement Minimum of 5 x grade C/4 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: Year 12 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; Decisionmaking to improve human resource performance.

Year 13 Analysing the strategic position of a business; choosing strategic direction; strategic methods: how to pursue strategies; managing strategic change.

Assessment Year 12 Paper 1 – Business 1 – a written exam lasting 1½ hours. 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 1½ hours. This paper is case study based and will have approximately seven questions.

Year 13 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 Grade 6 in English Language or English Literature (if not), in both cases a Grade 5 in Maths is expected.

Please note that you cannot opt for both Business Studies and Economics.

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Chemistry

Computer Science

A level – AQA 7405

A level – OCR 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. 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 Year 12 Paper 1 – What is assessed? – Physical Chemistry topics: Inorganic Chemistry and relevant practical skills. How is it assessed? Written exam lasting 1½ hours, 80 marks (65 marks of short and long answer questions and 15 marks of multiple choice questions).

Paper 2 – What is assessed? – Physical Chemistry topics: Organic Chemistry and relevant practical skills. How is it assessed? Written exam lasting 1½ hours, 80 marks (65 marks of short and long answer questions and 15 marks of multiple choice questions).

Year 13 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. Grade 6 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 makes up 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 Year 12 Paper 1 – Computing Principles. Written examination.

Paper 2 – Algorithms and Problem Solving. Written examination.

Year 13 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 Grade 6 in Maths and B in Computing or ICT, if taken.

Please note that you cannot opt for both Computer Science and Information Technology.

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Design Technology – 3D Design

Drama & Theatre Studies

OCR Cambridge Technical – Level 3 Certificate (05367) / Introductory Diploma (05369)

A level – Edexcel 9DR0

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 Minimum of 5 x grade C/4 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.

Why study Drama & Theatre Studies?

The A level Drama & Theatre Studies course is designed to encourage you to explore the world through theatre; to share your view of the world with different audiences, and experience a wide range of theatrical productions.

Hazelwick’s Drama department has a long-standing tradition of producing powerful, professional A Level theatre; students 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 and East 15. Drama & Theatre students leave the school with independence, resilience and a strong work ethic; going on to form their own theatre companies and work for top live music production companies. If you enjoy performing, directing, stage design or technical theatre and if you engage in theatre texts and performance, then this is the course for you.

The structure of the course Year 12 Component 1 Exploration and Performance (60%). You will explore a performance text in light of a practitioner and perform or design extracts of that text. You will record the process of your work in a portfolio. You will also perform a monologue or duologue from another text. This component is internally assessed by your teachers.

Component 2 Theatre Makers in Practice (40%) Written Exam You will practically explore a set text and write about how you will bring an unseen extract of the text to life. You will also write an evaluation of a piece of live theatre you have seen as part of the course.

Year 13 Component 1 Devising (40%). You will explore an extract of a performance text, in light of a practitioner. You will then devise a performance based on this extract, as a performer or a designer. You will record the process in a portfolio.

This work is internally assessed by your teachers and externally moderated.

Component 2 Text in Performance (20%). As a group, you will present an extract of a text as a performer or a designer. You will also perform a monologue or duologue from a different text. This will be externally assessed by a visiting examiner.

Component 3 Theatre Makers in Practice (40%) Written Exam. You will practically explore a set text and write about how you will bring an unseen extract of the text to life. You will also write an evaluation of a piece of live theatre you have seen as part of the course. In addition, you will answer questions based on your own director’s interpretation of a second set text.

Course entry requirement Grade 6 in English Language or English Literature and B in Drama, if taken.

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Economics

Electronics

A level – OCR H460

A level – WJEC

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 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 (20%). You will develop skills in producing and ‘trouble-shooting’ circuits which you will have designed yourself.

The structure of the course Year 12 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.

The structure of the course Year 12 The year covers basic principles of Electronics, including system design, timing circuits, operational amplifiers and microcontrollers. The Course is split into 80% Exam and 20% Extended system design and realisation, three coursework tasks. The three tasks are each focusing on different aspects of Electronics and cover a range of design and evaluation skills. One of the tasks will make use of the microcontrollers and will involve basic level programming, the other two cover both digital and analogue systems. The exam is 2 hours 30 minutes and has a range of short and long answer questions applying the electronics knowledge in a practical context.

Year 13 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.

Year 13 Year 13 builds on the basic Electronics principles of Year 12 and also covers electronic control and communications topics. This includes basic radio design and wireless communication. The A level has 2 exams, each 2 hours and 45 minutes, worth 80% of the A level. Each exam will be a mix of short answer and extended answer questions set in a practical context. The remaining 20% is 2 extended system design and realisation tasks. These tasks are more substantial than at Year 12 and will require more demanding circuits to be designed and realised. These tasks will include both analogue and digital systems as well as microcontrollers.

Assessment Year 12 Paper 1 – examines component 1 – a written exam of 1½ hours. 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.

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’.

Year 13 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 Triple Science Physics or BB in Double Science, in both cases, with a minimum of a B grade in the P2 exam, plus grade 5 in Maths.

Course entry requirement B in Business Studies (if taken at GCSE) or Grade 6 in English Language or English Literature (if not), in both cases a Grade 6 is Maths is expected.

Please note that you cannot opt for both Economics and Business Studies.

Hazelwick Sixth Form Prospectus 2017 page 21

page 22 Hazelwick Sixth Form Prospectus 2017

English Literature A level – AQA 7712 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.

The structure of the course Year 12 Assessed through two exams. Paper 1 – Love through the Ages – Shakespeare and poetry, 1½ hours, closed book exam (50 marks). 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 (25 marks).

Paper 2 – Love through the Ages – Prose, 1½ hours, open book exam (50 marks). 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).

Year 13 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.

Course entry requirement Grade 6 in English Language and Grade 5 in English Literature.

Food Science & Nutrition Level 3 Certificate/Diploma – WJEC Why study Food Science and Nutrition?

The food industry is Great Britain’s largest industry, with an annual turnover of £80 billion and rising. It employs over three million people in jobs that use a wide range of skills in a huge variety of positions. If you have a strong interest in any aspect of food production and development, 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 Certificate – Year 12 Unit 1 – Meeting Nutrition Needs of Specific Groups. Assessed through one piece of coursework and one exam. This mandatory unit will enable the learner to demonstrate an understanding of the science of food safety, nutrition and nutritional needs in a wide range of contexts, and through on–going practical sessions, to gain practical skills to produce quality food items to meet the needs of individuals. They will use the knowledge they gain to assist in the completion of their coursework and the exam. The Certificate will be graded at Level 3 Pass, Level 3 Merit and Level 3 Distinction.

Diploma – Year 13 Unit 2 – Ensuring Food is Safe to Eat. This is an eight hour timed, supervised assessment. The external assessment will involve you in bringing together and making connections between the knowledge, understanding and skills learned throughout the unit and applying these by responding to information provided in a scenario. The scenario will relate to a food safety situation. It will require you to analyse the information and make judgements regarding the potential food safety risk.

Unit 3 – Experimenting to Solve Food Production Problems. This unit will allow you to explore and then demonstrate your understanding of Food Production Problems through on–going practical sessions. This will enable you to gain practical skills to produce quality food items to meet the needs of the unit title. You will use the knowledge you gain to assist in the completion of your coursework.The Diploma will be graded at Level 3 Pass, Level 3 Merit, Level 3 Distinction and Level 3 Distinction* Course entry requirement Minimum of 5 x grade C/4 at GCSE (GCSE Food & Nutrition is not essential but, if taken, then a grade C is expected).

Hazelwick Sixth Form Prospectus 2017 page 23

page 24 Hazelwick Sixth Form Prospectus 2017

French

Further Maths

A level – AQA 7652

A level – Edexcel 9FM0

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, and 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 two separate A levels. 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.

Further Maths A level will be of great benefit to anyone considering a degree in Maths or a degree with a large proportion of mathematical content. 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 Year 12 Paper 1 Listening, reading and writing (40%) (13⁄4 hours exam). Aspects of French-speaking society – current trends. Artistic culture in the French-speaking 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, exam based on one sub-theme from ‘Aspects of French-speaking society’ and one sub-theme from ‘Artistic culture in the French-speaking world’.

Year 13 Paper 1 Listening, reading and writing (40%) (2½hours 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 The Further Maths in Year 12 will consist of Further Pure Maths and one Further Maths option. We will choose from Further Pure 2, Further Statistics, Further Mechanics and Decision Maths. You will take two exams, each lasting 90 minutes and carrying 75 marks.

Year 13 In year 13, you will be studying four modules, these will be: Further Pure 1 Further Pure 2 Plus two from the following list: Further Statistics 1 Further Statistics 2 Decision 1 Decision 2 Further Mechanics 1 Further Mechanics 2 Further Pure 3 Further Pure 4 These will be examined through four examinations, each lasting 90 minutes and carrying 75 marks.

Course entry requirement Grade 9 in Maths, or a high grade 8 with teacher recommendation.

Course entry requirement B in French.

Hazelwick Sixth Form Prospectus 2017 page 25

page 26 Hazelwick Sixth Form Prospectus 2017

Geography

German

A level – AQA 7037

A level – AQA 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 (by the Russell group of universities and minister David Willetts MP).

Employers prize the knowledge, skills and study of society that Geography provides. In fact 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, to understand the contemporary issues and question from local to global perspectives. It evaluates the views and concerns from different stakeholders.

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 which 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, Politics and English gives an understanding of cultures and society, allowing students to move on to an arts or language-based degree.

The structure of the course Year 12 Paper 1 Physical Geography and people and the environment (50%). You will study coastal systems and landscape and contemporary urban environment.

Paper 2 Human Geography and Geography field work investigation (50%).

You will study changing places and Geographical skills.

Year 13 Paper 1 Physical Geography (40%). You will study hazards, water and carbon cycle and coastal systems and landscape.

Paper 2 Human Geography (40%). You will study global systems and global governance, contemporary urban environments and changing places.

Geography field work investigation (20%). You will complete a 3000 to 4000 word investigation on a Geographical question or issue of your choice.

For further information visit www.rgs.org and the exam board at www.aqa.org.uk/subjects/geography/as-and-a-level Course entry requirement B in Geography.

The structure of the course Year 12 Paper 1 Listening, reading and writing (40%) (1¾ hour exam).

Aspects of German-speaking society. Artistic culture in the German-speaking world. Grammar & Translation into English.

Paper 2 Writing (30%) (1¼ 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 exam.

Discussion of one sub-theme from each of the Paper 1 topics.

Year 13 Paper 1 Listening, reading and writing (40%) (2½ hour 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 2017 page 27

page 28 Hazelwick Sixth Form Prospectus 2017

Health & Social Care (single/double) Vocational Level 3 qualification – exam board to be confirmed Why study Health and Social Care?

This course will offer 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 course will combine internal (coursework) and external (examination) units. In Year 12 it can be taken as a single option leading to a qualification equivalent to an AS level. Candidates taking this option in Year 12 can progress to Year 13, leading to a qualification equivalent to a full A level.

Health and Social Care can be studied as both a single option and a double option. The single option will be equivalent to 1 A level, and the double option equivalent to 2 A levels.

Example topics covered: Working in Health and Social Care Building positive relationships in Health and Social Care Care values in Health and Social Care Human Lifespan development Supporting service users with various needs e.g. mental health, additional needs Health and Safety Safeguarding Information about the specifics of the course were not available when going to print. Further information about the course title and units will be available at open evening and thereafter.

Course entry requirement Minimum of 5 x grade C/4 at GCSE (no particular subjects required).

History A level – Edexcel 9HI0 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% Year 12, 30% Year 13). 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% Year 12, 20% Year 13). 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% Year 13). 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% Year 13). Students complete an independently researched enquiry on historical interpretations of a choice of events or historical figures.

Course entry requirement B in History.

Hazelwick Sixth Form Prospectus 2017 page 29

page 30 Hazelwick Sixth Form Prospectus 2017

Information Technology OCR Cambridge Technical – Level 3 Certificate (05838) / Extended Certificate (05842) Why study IT 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, CVs 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 Minimum of 5 x grade C/4 at GCSE, including grade C in ICT if taken.

Please note that you cannot opt for both Information Technology and Computer Science.

Latin A level – OCR H443 Why study Latin?

A level Latin builds directly on the very solid foundations of GCSE and maintains 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 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.

The structure of the course Year 12 Paper 1 Language (1½ 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 ((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 Year 12 unseens are passages of adapted Latin of an intermediate standard.

There is a vocabulary list for Year 12, 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.

Year 13 Paper 1 Unseen Translation (33%) (13⁄4 hours). You translate into English two unseen passages of Latin – one prose (Livy), the other verse (Ovid).

Paper 2 Comprehension (17%) (11⁄4 hours). You answer translation, comprehension and grammar questions on one unseen passage of Latin prose (Pliny).

Paper 3 Prose Literature (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 (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.

Course entry requirement B in Latin.

Hazelwick Sixth Form Prospectus 2017 page 31

page 32 Hazelwick Sixth Form Prospectus 2017

Law

Maths

A level – OCR H415

A level – Edexcel 9MAO

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.

Why study Maths?

The techniques and skills learned in A level Maths will underpin a wide spectrum of courses at University. In addition, the choice of Maths will complement other courses as well. There are clear links between the subject and the science subjects, while applications into financial and economic studies can be found within the Maths specification.

Structure of the course Year 12 Paper 1: The Legal system and criminal law. This component introduces learners to the legal system. It also introduces learners to the concept of liability through an introduction to criminal law. This component is split into two sectionsSection A: the legal system and Section B: criminal law.

Paper 2: Law making and the law of tort. This component introduces learners to law making. It also introduces learners to the concept of liability through an introduction to the law of tort. This component is split into two sectionsSection A: law making and Section B: the law of tort.

Year 13 The students will be examined on the topics studied in Year 12. In addition there will be further study of different topics. This component will enable learners to extend their study of law. They will explore and consider in more detail the nature of law and develop their legal knowledge through the study of one option, either human rights law or the law of contract. This component is split into two sections, Section A: the nature of law. This compulsory section focuses on the nature of law. Students will explore the nature of law in a wider context and develop their understanding of how the law interacts with society, technology, morality and justice; and Section B: human rights law or the law of contract. There will be 3 exams of 2 hours.

Paper 1: Legal system and criminal law (H415/01) Section A: The legal system Section B: Criminal law Paper 2: Law making and the law of tort (H415/02) Section A: law making Section B: the law of tort Paper 3: Further law (H415/03) In this component the nature of law is compulsory and students must choose between either human rights law or the law of contract.

Section A: the nature of law Section B: human rights law or the law of contract

The A level course aims to build on the problem-solving skills that have been developed within Maths GCSE. The problems to be solved will be combined with more traditional exam questions. Two thirds of the course will be Pure Mathematics. This will build on the algebraic and trigonometric understanding you will already have. Topics such as Logarithms, Binomial Expansions and Calculus will be seen for the first time. The remainder of the course is Applied Mathematics. This will consist of Mechanics and Statistics. Mechanics is a study of forces and their effects on particles, including the ideas of equilibrium and acceleration as described by Newton’s Laws of Motion. These ideas are also studied during the first year of A level Physics, so the courses complement each other well. Any student considering an Engineering course after A level would benefit from a full understanding of these principles. Statistics builds on ideas from GCSE such as Histograms and Cumulative Frequency. Concepts such as Correlation and Probability are covered in much greater detail. Some of the elements in Statistics will feature in Geography, Psychology and Economics.

Structure of the course Year 12 Two thirds of the course will be Pure Mathematics culminating in one 2 hour exam paper carrying 100 marks. The remaining one third of the course will be Applied Mathematics culminating in one 1 hour exam paper carrying 50 marks.

Year 13 Two thirds of the course will be Pure Mathematics culminating in two 2 hour exam papers carrying 100 marks each. Paper 1 is based on Year 12 content.

Paper 2 is based on Year 13 content. The remaining third of the course is based on Mechanics and Statistics culminating in one 1 hour exam paper carrying 100 marks.

Course entry requirement Grade 6 in Maths.

Course entry requirement Grade 6 in English Language or English Literature.

Hazelwick Sixth Form Prospectus 2017 page 33

page 34 Hazelwick Sixth Form Prospectus 2017

Media Studies

Music

A level – Exam board to be decided

BTEC – Level 3 National Extended Certificate

Why study Media Studies ?

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.

Why study Music?

The BTEC extended certificate in Music is suitable for any student wanting to further explore their musicianship. Whether you are intending to pursue a career in the arts or just want to continue your music education this course will suit you. The course is equivalent to 1 A level and has a range of optional modules for students to take, depending on their interests within music. The purpose of the qualification is to offer practical experience in preparation for the music industry.

The structure of the course Year 12 Coursework (30%) This will be a choice of briefs set by the exam board which will allow you to develop skills in creativity, video production and editing, print production and desktop publishing, web design and project management.

Examination (70%) Theory of media forms and concepts involving Representation, TV Drama, Online Media, News, Audiences, Media Language, Video Games and Film.

The structure of the course Learners taking this qualification will study four mandatory units: Unit1 Ensemble Music Performance (externally assessed) Unit2 Practical Theory and Harmony Unit3 Professional Practice in the Music Industry (externally assessed) Unit4 Music Skills Development

Year 13 Coursework (30%) As with Year 12 this will be a choice of briefs set by the exam board which will allow you to further develop skills in creativity, video production and editing, print production and desktop publishing, web design and project management.

However, this will involve a larger selection of briefs and a cross-media production.

Examination (70%) This will involve looking at Issues and Debates within the Media Industry and studying them in depth, linking to theory and contemporary examples. There will be close study of 6 Media Products which will be set by the exam board.

There will also be the close study of Representation in media products.

Learners choose two further units from a range of options: Composing music Music promotion Live music events Music performance session styles Solo Performance Music Software skills Course entry requirement Minimum of 5 x Grade C/4 at GCSE (C in Music is preferred, students must be able to demonstrate good music ability).

Course entry requirement B in Media Studies (if taken at GCSE) or Grade 6 in English Language or English Literature (if not).

Hazelwick Sixth Form Prospectus 2017 page 35

page 36 Hazelwick Sixth Form Prospectus 2017

Photography

Physical Education

A level – Edexcel 9PY0

A level – OCR H555

Why study Photography?

The 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 (e.g. 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 Year 12 Unit 1 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 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 a 10 hour controlled test.

Year 13 will follow a similar course to Year 12 but the work will become another project within unit 1.

Year 13 Unit 3 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 Final external examination. An individual project with no limit on the preparation time, culminating in the production of an outcome in a 15 hour controlled test.

The structure of the course Year 12 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.

Year 13 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).

Please note that you cannot opt for both Physical Education and Sport.

Course entry requirement Minimum of 5 x grade C/4 at GCSE (GCSE Art not essential).

Hazelwick Sixth Form Prospectus 2017 page 37

page 38 Hazelwick Sixth Form Prospectus 2017

Physics

Politics

A level – AQA 7408

A level – Edexcel 9PL0

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 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 a post-Brexit 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. The study of Politics equips you with the communicative skills and knowledge of contemporary issues which are highly valued by leading universities and employers alike. Quite simply, study Politics because it affects everything you do!

The structure of the course Year 12 1 Measurements and their errors 2 Particles and radiation 3 Waves 4 Mechanics and energy 5 Electricity Year 12 exams Paper 1 – containing questions on all topics – (1½ hour exam) Paper 2 – containing questions on all topics, plus practical skills and data analysis – (1½ hour written exam)

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.

Year 13 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.

Year 13 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. Grade 6 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.

The structure of the course Year 12 Component 1 – UK Politics- includes the ideas of democracy and participation, political parties and ideas such as conservatism, liberalism & socialism, elections, voting behaviour and the impact of the media, particularly social media.

Component 2 – UK Government- includes an analysis of Parliament, the Prime Minister and the Judiciary including issues such as power, freedom, rights and justice Year 13 In addition to the Year 12 content outlined above, a study of one set of political ideas from a choice of anarchism, feminism, multiculturalism or nationalism will be examined as part of Component 2.

Component 3 – The Politics of the USA- includes an analysis of the President, Congress, Constitution and the Supreme Court as well as an exploration of key political issues surrounding race, immigration and civil rights.

Course entry requirement Grade 6 in English Language or Grade 6 in English Literature.

Hazelwick Sixth Form Prospectus 2017 page 39

page 40 Hazelwick Sixth Form Prospectus 2017

Psychology

Religious Studies

A level – OCR 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: Biological, Social, Cognitive, Developmental and Individual Differences.

How is Psychology useful? Psychology is most useful in careers that deal with people (e.g. 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 entry requirement Grade 6 in English Language or English Literature.

The structure of the course Year 12 Research methods (50%) Core Studies (50%) 10 core pieces of research, 2 for each approach – Biological, Social, Cognitive, Developmental and Individual Differences.

Year 13 10 more core pieces of research, 2 for each approach – Biological, Social, Cognitive, Developmental and Individual Differences. Applied Psychological topics: Mental Health; Child Psychology; Criminal Psychology.

Course entry requirement Grade 6 in English Language or English Literature, plus B in Biology (B in Triple Science Biology or for Double Science, minimum of a B grade in the B2 exam) and a Grade 5 in Maths.

Hazelwick Sixth Form Prospectus 2017 page 41

page 42 Hazelwick Sixth Form Prospectus 2017

Sociology

Spanish

A level – AQA 7192

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 A level 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 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 upto-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 Year 12 Education Methods in context Research methods Family and households Year 13 Crime and deviance Theory and methods Beliefs in society Course entry requirement B in Sociology (if taken at GCSE) or Grade 6 in English Language or English Literature (if not).

The structure of the course Year 12 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 exam based on one sub-theme from ‘Aspects of Hispanic society’ and one sub-theme from ‘Artistic culture in the Hispanic world’.

Year 13 Paper 1 Listening, reading and writing (40%) (2½ 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 into 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 2017 page 43

page 44 Hazelwick Sixth Form Prospectus 2017

Sport

Travel & Tourism

OCR Cambridge Technical – Level 3 Certificate/Extended Certificate (601/7094/3)

BTEC – Level 3 National Extended Certificate

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.

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) 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 2½ hours) Unit 3 Sport organisation and development (written exam 1hour)

Why study Travel and Tourism?

The travel and tourism industry is one of the fastest growing industries in the UK. The value of tourism to the UK economy is approximately £126 billion, and the sector employs around 3.1 million people. The Pearson BTEC Level 3 National Extended Certificate in Travel and Tourism is ideal for you if you have an interest in travel and tourism and you enjoy a more vocational and practical approach to learning. This qualification gives you a broad introduction to the travel and tourism industry and will inspire you to study Travel and Tourism further and prepare for higher education or employment. The qualification is equivalent to one A level.

The structure of the course There are three mandatory units, one internal and two external. These are: Unit 1 The World of Travel and Tourism (External) Unit 2 Global Destinations (External) Unit 3 Managing the Customer Experience (Internal) There is one further optional unit to study. The choice of optional units are: Unit 11 Specialist Tourism Unit 15 Visitor Attractions Unit 17 Passenger Transport Unit 18 Events, Conferences and Exhibitions Unit 19 Work Experience in Travel and Tourism Course entry requirement Minimum of 5 x grade C/4 at GCSE (BTEC Level 2 First Award Travel and Tourism is not essential but, if taken, then a Level 2 Pass is expected).

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 Minimum of 5 x grade C/4 at GCSE (including C in PE if taken), plus good sporting ability in one team or individual sport.

Please note that you cannot opt for both Sport and Physical Education.

Hazelwick Sixth Form Prospectus 2017 page 45

page 46 Hazelwick Sixth Form Prospectus 2017

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 level 2 courses. 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 4 or above at GCSE. English Language GCSE – Edexcel 1EN0 The key purpose of this course is to improve your Year 11 GCSE grade to a 4. You will have the opportunity to take further Controlled Assessments. You will re-sit the exam in November or June.

Mathematics GCSE – Edexcel 1MA1 The key purpose of this course is to improve your Year 11 GCSE grade to a 4.

You will re-sit the exam in November or June.

You will study at least three further level 2 subjects. The exact courses we offer at level 2 may change, the exact list of subjects will be issued to students in the summer. The subjects offered are likely to include those listed below.

Citizenship Studies GCSE – AQA 8100 This GCSE offers a great opportunity to learn about key institutions that affect us and can lead on to other academic A level subjects, such as Law and Politics, and other careers. Subject content includes; Citizenship skills, processes and methods, Life in modern Britain, Rights and responsibilities, Politics and participation, and Active citizenship.

Health & Social Care – OCR Level 2 Cambridge Technical Certificate - 05300 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. It should prepare learners to make informed decisions about further learning opportunities and career choices. The course is 100% coursework and students are likely to study units focused on Communication in Health and Social Care and Health and Social Care services.

Media Studies GCSE – OCR J526 This is a three unit course in which students learn essential skills in analysis, interpretation, project management, desk top publishing, creativity and design. They will also engage in the key concepts and issues and debates involved in the Media Industry.

B321 Individual Media Portfolio – Controlled Assessment 30% – An investigation of the Representation of Gender in Music Videos and a short production task.

B322 Examined unit – 40% Action Adventure Films and TV Comedy B324 Production Portfolio – Controlled Assessment 30% – Create an advertising campaign for a new brand/product. To include research, planning, construction and evaluation.

Photography GCSE – Edexcel 1PY0 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 Minimum of 2 x C/4 grades plus at least 2 x D/3 grades at GCSE. 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.

Written exam 1: 50% of GCSE Section A Active citizenship. Includes questions on the citizenship action of others and questions on the students taking citizenship action investigation (40 marks) Section B Politics and participation.

Question types: multiple-choice, short answer, source-based questions, extended answer (40 marks) Written exam 2: 50% of GCSE Section A Life in modern Britain questions (40 marks) Section B Rights and responsibilities questions (40 marks) Question types: multiple-choice, short answer, source-based questions, extended answer Hazelwick Sixth Form Prospectus 2017 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 Stanhill Court Hotel to dance the night away. It’s definitely a night to remember and is undoubtedly the social event of the year.

page 48 Hazelwick Sixth Form Prospectus 2017

F

inally a special welcome to Gabilshath who joined Hazelwick from another local school. Gabilshath’s main interests are Physics and Mathematics. Hearing of the high reputation of our Physics and Mathematics Departments he contacted us, ‘Everyone made me feel so welcome right from the start.’ Gabilshath had great success with his AS levels, and is now studying Physics, Maths, Further Maths and Chemistry at A level. He is applying to university to study Mechanical Engineering.

Hazelwick School Three Bridges Crawley West Sussex RH10 1SX Telephone 01293 403344 office@ hazelwick.org.uk www.hazelwick.org