Tuxford post 16 brochure 2014 inners

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Tuxford Post 16 Prospectus 2015

- 2016

CONTENTS 4

3

A Message for Potential Students .................. 3-5

Business, Computing and ICT

The Transition Process ................................. 7-13

Business AS and A Level ................................ 50

Creative and Expressive Arts

BTEC National Certificate and Subsidiary Diploma in IT ................................. 51

Drama and Theatre Studies AS and A2 ........................................................ 15-16 BTEC Level 3 Dance ........................................ 17 Edexcel BTEC Level 3 – Art and Design ................................................. 18

BTEC Certificate and Subsidiary Diploma in Travel and Tourism ....................... 52 Economics AS and A Level ............................. 53 Computer Science AS and A Level ................. 54

Fine Art AS and A Level ................................... 19

ICT AS and A2 ................................................ 55

Music AS and A2 ........................................ 20-21

Physical Education

Design and Technology

BTEC Diploma in Sport ................................... 57

BTEC Level 3 Certificate and Subsidiary Diploma in Engineering ............ 23-24

Physical Education AS and A2 ........................ 58

Design and Technology Product Design (Graphic Products) ......................... 26-28 English Communication and Culture AS and A2 ............................................................. 30

Science Biology AS and A Level ................................... 60 BTEC Advanced Subsidiary in Applied Science, Medical Science ................... 61 Chemistry AS and A Level ............................... 62

English Language AS and A Level .................. 31

Physics AS and A Level ................................... 63

English Language GCSE ................................. 32

Social Science

English Literature AS and A Level ................... 33

BTEC Health and Social Care .......................... 65

Humanities

Critical Thinking AS .......................................... 66

Geography AS and A2 ............................... 35-36

Sociology AS and A Level .......................... 67-68

History AS and A Level ............................... 37-38

Psychology AS and A Level ............................. 70

Philosophy and Ethics AS and A2 .............. 39-40

Enrichment Courses

Mathematics

Extended Project .............................................. 72

Further Mathematics AS and A2 ..................... 42

General Studies AS and A2 ............................. 73

Mathematics AS and A2 .................................. 43

University Award .............................................. 74

Core Mathematics Level 3 Qualification ..................................................... 44

Past Tuxford Students ................................ 75-76

Mathematics GCSE ......................................... 45 Modern Foreign Languages French and Spanish AS and A2 ................. 47-48

A Selection of Courses and Universities Attended by Graduates of 2014 ............................................................. 77 Post 16 Team ................................................... 78

A MESSAGE FOR POTENTIAL STUDENTS Thank you for considering the Post 16 Centre at Tuxford Academy. We offer a wide range of courses and our relationships with students are excellent. We will provide you with all the advice, encouragement and support that you will need to be successful. In an increasingly competitive world, you are going to need higher qualifications and we will help you achieve them.

We will continue to ensure the highest standards of education are provided for every Post 16 student with a personalised timetable that allows a pathway to future careers.

We are preparing for the new A level specifications that begin in 2015. Students starting subjects in September 2015 in English Language, English Literature, Biology, Chemistry, Physics, History, Psychology, Art and Design, Business, Economics, Computer Science and Sociology will study the new specifications.

This means that the student’s grade in their AS Level exam will not count towards their final A level mark. The student’s A level grade will be based solely on their performance in the exams at the end of Year 13. Where applicable, we intend to enter students for AS exams in all four of their subjects to help inform their choice of which three subjects to pursue to full A level.

From September 2016 this will also apply to A levels in Mathematics, Further Mathematics, Languages, Geography, Design and Technology, Drama, Dance, Music, Physical Education and Religious Studies.

Subject leaders will publish details of which exam board specifications will be followed on the academy website as soon as this information is available.

Our Post 16 motto is: Grit & Goodwill Grit characterizes the effort that students must make to meet our high expectations for academic work, enrichment, and community involvement. It recognises that perseverance, passion, and courage are the traits that lead to success.

Goodwill underlines the importance of teamwork, reflecting the motto of Tuxford Academy, Excellence through Teamwork. Students’ success will be determined by teamwork: students working with staff who are committed to help them achieve their full potential, as they build the four pillars of their future success.

We work with students to help them secure the best grade that they can achieve.

Students enjoy a range of leadership and enrichment opportunities that help to develop

their wider skills. This helps students to develop their “X-factor” to give them the edge in the next stage of their careers.

A programme of Information, Advice and Guidance, informs students about University and Apprenticeship pathways.

Students also have access to our Impartial Careers Guidance Officer.

The Post 16 Business Dress Code requires students to wear clothes suitable for a professional working environment such as an office.

This ensures that students set a high standard in their personal appearance.

Our Post 16 team is dedicated to ensuring an effective climate for learning and maximizing student progress. The school building provides excellent facilities for teaching and learning provision.

Paul Simpson, Assistant Principal (Post 16)

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Choosing to come to the Post 16 Centre at Tuxford Academy is a great decision. We make it our priority to ensure all students are carefully guided throughout their studies. We have a tutor team who monitor and support attendance, attainment and attitude. Predicted grades are checked against target grades to ensure that consistent progress is made.

In Post 16, students are given the independence to control their own study time, but students found to be underachieving are given extra support and guidance from the Post 16 team to help them improve their performance to expected levels.

Parents are regularly contacted via termly reviews and/or meetings. Any concerns are quickly relayed to the home via tutors and pastoral leaders.

What we expect from you A successful career Post 16 is dependent upon: • Commitment to the course, e.g. effective use of private study time. You will be treated as an adult by the staff and also be expected to take more responsibility and control over your studies.

• High standard of attendance - the academy expects a minimum of 95% attendance.

•

Punctuality to school and lessons. Students on the school roll are still in full-time education and full attendance is required for all sessions. Punctuality and registration is part of your personal responsibility.

• Support for the academy in its formal standards of dress and behaviour. There is a new dress code, where the emphasis is on business.

•

You will be expected to put a significant amount of time into your studies by completing additional research at home.

Higher Education guidance Our Higher Education adviser works with students to ensure successful applications are made to colleges and universities. We regularly get students accepted at Oxford, Cambridge and other top Universities. A one week residential course on higher education (e.g. Lancaster University) is offered at the end

of Year 12. Students are also taken to higher education fairs and open days.

What can we offer you at Tuxford Academy Post 16 Centre?

• All teachers based on one site, available to help all day • AS, A2, BTEC Level 3 and GCSE courses • A commitment to personalized learning • Over 300 students on roll • A high success rate with very low drop out • Friendly and supportive staff • Excellent facilities and equipment Leanne Murphy, Head of Post 16

Applying for a place at Tuxford Post 16 Centre

school, please contact the following people.

Anyone who wishes to continue his or her education after the age of 16 is advised to find out what Tuxford Post 16 Centre can offer you:

• Mr P Simpson: Assistant Principal Post 16, Tuxford Academy (tel 01777 870001)

• Come for a tour of the centre, contact Gillian Cupit (Post 16 Student Services) on 01777 874207 or 01777 870001, Ext 578 or email gcupit@tuxford-ac.org.uk.

• If you have decided already that you will be joining us, please confirm this in writing to Paul Simpson, Assistant Principal (Post 16).

If you have any questions about the option blocks provided here, how to complete the option form or the options that are running in a school other than your home

• Mr J Hardy: Vice Principal, Tuxford Academy (tel 01777 870001) Option forms for current Year 11 students You will receive a draft option form. Completing and returning this form, as soon and as accurately as you can, is extremely important.

We will analyse the choices all students make and may re-arrange the option blocks to meet student needs.

It is important to indicate interest in a subject early.

Nil returns for a subject, or a very small number of students

indicating that they wish to opt for a subject means the subject may not run in that year.

Please note: 1. Entry to Tuxford Post 16 is dependent on you having shown a positive attitude to learning in Year 11.

2. These course options are provisional, depending on demand they may change.

3. Entrance criteria may change depending on demand (if a course is over- subscribed, priority will be given to students with the highest grades).

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THE TRANSITION PROCESS There are many differences which will make studying in the Post 16 a rewarding and enjoyable experience. It is important to make the most of your time, and this means not only working hard with your academic studies, but also becoming involved in the many other opportunities on offer. Today, both universities and employers prefer to see evidence of students demonstrating leadership skills or having participated in activities in the school or wider community.

Some of the differences from 11-16 education include: • There is a purpose built Post 16 Centre, consisting of a Conference Room, Study Rooms, Higher Education Room and access to the LRC, where you can study.

• You will be focusing on fewer subjects but studying in far greater depth. In order to do this, you will have study periods on your timetable, to provide you with the opportunity to do additional research.

• Your tutor will mentor you throughout your time in the Post 16 through regular interviews.

• You will participate in an enrichment programme which offers a range of sporting options, leadership and recreational activities and work experience. The activities help you to develop skills and are a valuable addition to your CV and/or UCAS personal statement. They will also help you to relax from your studies.

• Catering services are available from breakfast onwards from the Refectory and hot drinks are available from vending machines.

• You will be given the opportunity to be involved in the various leadership awards offered e.g. CSLA. You will be involved in a peer mentoring scheme assisting students in Key Stage 3 and 4. It is vital students have a clear vision of their next steps following their GCSE examinations.

We take great care in guiding you into the correct path.

Step 1: Tuxford Year 11 students have assemblies to improve their knowledge of the types of courses available. Visits around the centre can be arranged for other prospective students and their parents – please contact Gillian Cupit on 01777 874207 or 01777 870001, Ext 578.

Step 2: Post 16 Open Evening November 20th 2014.

Step 3:

Induction Event in July for prospective students.

Step 4:

On GCSE Results Day staff will be available to give advice on the best route forward once students receive their results.

Step 5:

At the start of term in September, students should arrive at the Post 16 Centre for enrolment and counselling about an individual curriculum to suit their needs. Sessions on study skills and time management will be delivered to prepare students for the more independent learning style needed at Post 16.

During September 2015, parents are invited to an Induction Session where we outline our expectations and answer any questions. We encourage parents to attend this evening.

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Useful Numbers and Websites Tuxford Academy Post 16 Centre 01777 870001 Ext 578 www.tuxford-ac.org.uk Futures www.futuresnn.co.uk Russell Group www.russellgroup.ac.uk National Apprenticeship Service www.apprenticeships.org.uk Guardian University Guide www.guardian.co.uk Not Going to Uni.com www.notgoingtouni.co.uk The right courses for you Your choice of Post 16 courses depends on a range of considerations such as: • Your GCSE qualifications • Your career aspirations • Your subject interests

Level 3 Courses A Level courses are mainly exam based

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at this level, a personalised package of both Level 3 and 2 qualifications can be put together to suit the learner’s profile.

• BTEC Level 3 courses will require students to attain a range of ‘C’ GCSE passes.

• All students are expected to take GCSE Maths and English if they do not have a grade C or above.

What is a BTEC? BTECs are work related qualifications suitable for a wide range of students, built to accommodate the needs of employers and allow progression to university. They provide a more practical, realworld approach to learning alongside a key theoretical background. They can be taken as well as, or in place of, GCSEs and A levels in schools and colleges.

BTECs are recognised by schools, colleges, universities, employers and professional bodies across the United

Kingdom and in over 100 countries worldwide.

Based on case studies, projects and assessments, which contribute to achieving each unit studied.

The projects that students undertake form the basis of their unit results which are graded as a Pass, a Merit or a Distinction.

Each BTEC is made up of units. The number of units is dependent on the level and size of BTEC being studied. In order to complete each unit, students must achieve against a set of outcomes.

The assessment criteria address theory with practical exercises. The assessment process is ongoing, so it allows the student to analyse and improve their own performance through their course in much the same way as they would in a real workplace.

of their future career or are seeking progression to higher education. Level 3 BTECs are equivalent to A levels and are highly valued by universities, further education colleges and employers alike. There are more than 250 qualifications for students to choose from. These qualifications are suitable for students aged 16 upwards and are recommended for those who have achieved at least four A*– C grade GCSEs or have completed a Level 2 BTEC and have a clear view of where they want to be, or wish to go to university.

Student Choice

A BTEC Level 3 qualification is also useful for students who go on to pursue further vocational studies at college.

• You should look at the likely subject requirements of future employers or university admissions tutors.

It is important you choose subjects in which you have a genuine interest.

• Students wishing to study ‘AS’ qualifications will usually need to have achieved at least a grade ‘B’ in their chosen subject.

Students following a full package of ‘AS’ qualifications will normally also have at least 5 GCSEs at grade ‘B’ or above. Where students have fewer grades

• Alternatively, students may choose Level 3 BTEC courses or a combination of AS level and BTECs. • You should research the combinations that you propose to study before committing yourself.

BTEC Level 3 Subsidiary Diploma (6 units)

Level 3 BTECs are designed as specialist qualifications for students who have a clear view

BTEC courses are assessed via portfolio evidence and assessed practical work.

Level 3 Entry Requirements

• Students choose a maximum of 4 AS levels in Year 12. Usually three of these subjects will be taken at A2 level in Year 13. It will be possible for new AS subjects to be taken in Year 13.

Diploma (12 units) D*D*

280

D*D

260

DD

240

DM

200

MM

160

D* D M

UCAS points

MP PP

P

KEY: D = distinction / M = merit / P = pass

• Progression to Y13 courses will depend on performance in Y12.

Options Policy • All students in Year 12 are expected to take the equivalent of 4 AS courses (e.g. 4 AS levels, 2 AS levels + 2 BTECs, 4 BTECs).

Students are not able to change subject during the year.

Russell Group Universities The Russell Group represent 24 leading universities across the UK. They have published a guide to Post 16 choices. For information and guidance visit: www.russellgroup.ac.uk

AS Level

A Level

140

A*

120

A

100

B

80

C

60

A

50

B

40

C

30

D

20

E

D E

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Did you know?

• 42% of 18 to 30 year olds believe they took the wrong educational path and say their parents were one of the groups that influenced them.

• More than 100,000 students have gained university places. 95% of Higher Education Institutions accept BTEC students (including Russell Group universities).

•

GCSEs and A levels need not be the only education route that leads to university or a successful career. A BTEC course offers applied learning related to work which may be best for your learning and development.

Curriculum support & enrichment We offer excellent levels of pastoral and academic support. Students will meet regularly with their tutor for one to one mentoring. They will be supported as they prepare for their next step, whether it is higher education, further training at college or applying for a job.

There is a regular information, advice and guidance presentation to help inform students as they plan for the next stage of their careers.

Tutors and teachers will work with students to ensure that they are studying courses at an appropriate level to maximise their chances of achieving good grades.

Students can access a range of support strategies. The Learning Mentor team can help to develop effective independent learning skills.

There are a variety of literacy enrichment and support packages to help develop and enhance their skills: • Students who have a grade D in English will attend English GCSE lessons to prepare for the November re-sit slot. They will then concentrate on the Foundation Project and Key Skills.

• Any student who is identified as needing extra support by their subject teachers can be referred to an English class twice a week for about 6 weeks. They can be referred back to this group should their standards of literacy need further support.

Students intending to pursue a Higher Education pathway are encouraged to take General Studies. General Studies is a useful preparation for university. It focuses strongly on key issues in the

contemporary world and it has a wider range of subject matter than most students encounter in many other areas of Post 16 study. It helps to enhance a range of skills which are particularly valuable not only at A level but also for the requirements of Higher Education.

Students may also choose to pursue the Extended Project Qualification. Universities value the EPQ as evidence of a student’s ability to use a range of skills that are vital for successful study in higher education. The EPQ gives students the opportunity to choose their own topic. It also teaches new skills, such as, independent research, project management, reflection and self-directed learning. It can inspire and motivate students – completing the project gives them greater confidence and a sense of achievement. It also enables students to develop a broad range of skills. For example, A - A* students at GCSE English Language/ English Literature who choose subjects out of English for A Level can do the Extended Project in Literature.

The Sports Leader Award can also contribute to the student’s qualifications. This is taken as part of the recreation programme.

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What should I be planning?

By Summer 2015 I will have: Five or more GCSEs mostly at grade ‘B’ and above.

In September 2015 I should be planning to: •

Start a range of 4 AS courses, with the intention of continuing 3 or 4 of these at A2 level in Year 13.

• Start a Diploma at Level 3.

By Summer 2015 I will have: Five or more GCSEs mostly at grade ‘C’ and above.

Extra-Curricular Recreation In this current climate, students will need to work hard to ensure that they stand out from the other candidates.

University admissions tutors and employers will be looking for a range of skills, not just a set of exam results. Candidates who can demonstrate that they have led activities or contributed to team success will be particularly attractive.

We offer a wealth of leadership opportunities for students to develop their skills. The student forums are an important example. It matters to us what students think. We want students to achieve and we want them to enjoy their time with us.

There is a wide range of activities and trips on offer.

Extra-curricular activities can help students to learn something new without the pressure of exams. They can also help make a student a more attractive candidate for a job or university.

Students are able to choose from a wide selection of recreation opportunities.

Students can choose up to three different activities throughout the year. Activities include Duke of Edinburgh Award, European Film Club, Paired Reading in Primary Schools, and many more.

There is a fully equipped fitness suite that students can use. The students help organise the annual Summer Prom and Christmas Party.

Students can engage in a broad range of charity work.

Over the last few years students have enjoyed a range of trips and visits. There is an annual residential university preparation visit, at either the University of East Anglia or Lancaster University. We have a long running exchange programme with the Gniezno Liceum in Poland. We have visited capital cities of Eastern Europe and there is a skiing trip.

The Post 16 Forum This is a self-governing body elected by the students for the students. They contribute to the organisation of numerous social events throughout the year, culminating in the Year 13 Prom, and also plan and carry out fund raising activities for charity.

Additionally, the forum meets regularly with Mr Simpson.

This provides an excellent channel for communication and discussion to take place on Post 16 issues, leading to some major improvements.

The Forum also plays a prominent role in the annual Post 16 Open Evening for students and parents, and act as mentors for the new students.

In September 2015 I should be planning to: •

Start a BTEC Level 3 course or select a limited number of ‘AS’ courses possible with a re-sit in English, Maths or Science if required.

• Consider an Advanced Apprenticeship.

By Summer 2015 I will have: Some GCSE passes, mostly at grade D or below.

In September 2015 I should be planning to: • Start Level 2 courses to build up to the Level 2 Threshold (BTEC First, GCSE, or Diploma).

• Consider a Modern Apprenticeship.

By Summer 2015 I will have: A few GCSEs, mostly at grade F or below.

In September 2015 I should be planning to: • Start Level 1 or Level 2 courses to build up over time to achieve the Level 2 Threshold.

• Possibly linked to work- based learning.

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DRAMA AND THEATRE STUDIES AS AND A2 Examination Board: Edexcel Specification: 8DR01 and 9DR01 Why study Drama and Theatre Studies?

• You enjoy Drama or have a genuine interest in theatrical arts.

• You are interested to explore how theatre is created from a technical perspective.

• You may be interested in a career in the arts / intend to study Drama in further education.

• It provides you with essential life and employment skills because of its emphasis on teamwork, planning projects, rigorous research and imaginative presentations.

• It provides you with the tools to speak with confidence, enthusiasm and flare – an essential life skill in any career path.

Drama as a ‘soft’ subject

Creative and Expressive Arts

Drama has long had the reputation of being a ‘soft’ subject and it is often believed that some universities do not look favourably upon it.

However, the Russell Group, who represent the UK’s top 24 universities, recently conducted some research into which subjects could support

students get into their chosen higher education institutions.

The research concluded that subjects such as Drama were ‘...a good bet for students wanting to take an essay-based subject at a Russell Group university, even though it is not on the initial list of facilitating subjects’. This is due to the focus on independent thought and the cognitive analysis of theory and ideas.

What will I learn about?

The course combines the activities of exploring a variety of plays, both classic and contemporary, creating theatre, performing plays, the analysis of theatre and the critical evaluation of all these elements. If you complete the course you will have a thorough understanding of Drama and Theatre, highly toned analytical and creative skills and an ability to communicate effectively with others.

How is it taught?

AS Level Unit 1: Exploration of Drama and Theatre A detailed exploration of two plays from the point of view of performers, designers and directors. You will perform

extracts of both plays and will explore elements of the pieces through a series of practical workshops.

You will record your work as a set of exploration notes (3000 words) drawn from practical and discussion work.

You are also required to experience a piece of live theatre and submit a performance evaluation (1000 words).

AS Level Unit 2: Theatre text in performance You will undertake a role in the production of a play. You will be assessed on the strength of your individual performance(s).

The play you perform will be an exciting, contemporary play and will encourage you to explore new genres and ways of working.

You will also be required to select and perform a monologue. You will be expected to rehearse this yourself. You will be assessed on the quality of your performance; voice, characterisation, expression and your understanding of the character you are portraying.

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BTEC LEVEL 3 DANCE Examination Board: Edexcel Why study BTEC Performing Arts (Dance)?

• You enjoy Dance and/or have a genuine interest in theatrical arts.

A2 Level Unit 3: Exploration of dramatic performance You will be required to create an original and unique piece of theatre from a given stimulus. Through a series of practical workshops and experiencing a professional piece of live theatre, you will explore the work and style of a theatre practitioner. You will then be expected to devise a performance in the style of your studied practitioner. You will be assessed on the research, development and analysis of your work as well as the final performance.

A2 Level Unit 4: Theatre text in context Through a series of practical workshops, presentations and discussions, you will explore a text from the perspective of a theatre director. You will be supported in creating a unique concept for the studied text and will be expected to communicate your ideas through presentations, rehearsals and through written essays. You will work as a group to create, design

and rehearse a brand new interpretation of the text for a performance. You will also explore a period of theatre history, focusing on a play from the given period. You will see a professional production of the play and compare and contrast how it would have been performed originally and how it is being performed today. You will communicate your ideas through presentations and through written essays. This unit is assessed in the form of a written exam.

How will I be assessed?

Theatre related courses, but equally it provides a worthwhile experience for students wishing to use it as part of the entry requirements into other subject areas. There are credible links with English Language, English Literature, Media and Communication courses. It is a useful qualification for students wishing to pursue a career that involves communication, people orientated skills and creativity.

Entry requirements

Unit 1:

20% Internally assessed

At least a grade B at either GCSE Drama, Expressive Arts or equivalent.

Unit 2:

30% Externally assessed

At least a grade B at GSCE English Literature is desirable.

Unit 3:

20% Internally assessed Unit 4:

30% Externally assessed Pathways to future/careers/ course This qualification has the support of higher education institutions as a specialist qualification for Drama and

At least 5 GCSEs at A*- B or A*- C. Students must also have an open mind and be positive in studying fresh and exciting ideas and techniques, whilst critically analysing both historical and contemporary work.

• You are interested in exploring how Dance is created from a technical perspective.

• You are interested in expanding your repertoire of dance styles.

• It provides you with essential life and employment skills because of its emphasis on teamwork, planning projects, rigorous research and imaginative presentations.

What will I learn about?

You will explore a range of Dance styles and technique.

You will work with specialist staff to develop your skills in Dance and performing arts in general. You will be given the opportunity to work with professional dancers and companies and will experience performances from leading contemporary dance groups.

You will also be given an insight into the performing arts industry and begin to gain understanding of how you can forge a career in performing arts.

Studied units include: • Performing to an audience – Developing the skills to perform to an audience; • International Dance – Exploring varying styles and the influence of Dance around the world; • Choreography – Exploring and developing the skills to choreograph original Dance; • Urban Dance – Exploring the style of Urban dance; • Jazz Dance – Exploring the style of Jazz and its infl uence on popular culture; • Dance Performance – Developing the skills to effectively perform Dance.

Assessment is conducted using a variety of methods: • Practical performances • Written logs • Practical presentations • Extended research projects • Video evidence taken from practical workshops • Peer and self-assessment • Teacher assessment Entry requirements 5 GCSEs A*- C. Relevant Dance qualifications are desirable. Or a genuine interest in Dance.

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EDEXCEL BTEC LEVEL 3 ART AND DESIGN Why study BTEC Art and Design?

The BTEC Level 3 Course in Art and Design is aimed at students who know they would like to pursue a career in Art and Design, but are not sure in what discipline. Students will get the opportunity to explore a range of art forms, and deliver critiques and presentations as part of the course.

What will I learn about?

The course duration is over 2 years and to compliment the 6 lessons a week, the expectation is that 4 hours a week is dedicated to the course outside of the classroom. Each year is split up into 3 separate units where students are able to explore and develop their skills, knowledge and understanding via a visual and creative processes and through a series of projects that further develop drawing, thinking and practical skills. The Art team provides opportunities to exhibit work, and build exciting portfolios.

What will I learn about?

Year 1 - Certificate • Unit 1: Visual Recording in Art & Design (mandatory – 10 credits)

• Unit 2: Materials, Techniques and Processes in Art & Design (mandatory – 10 credits) • Unit 3: Experimental imagery in Photography (10 credits) Year 2 - Subsidiary Diploma • Unit 1: Ideas and Concepts in Art and Design (Mandatory – 10 credits) • Unit 2: Communication through Art and Design (Mandatory – 10 credits) • Unit 3: Printmaking or Sculpture (10 credits) How will I be assessed?

Research and contextual studies underpin the contemporary and historical developments in Art and Design – Gallery visits and a unique commitment to Art and Design outside of lesson time is essential. The ability to organise time, work independently and meet deadlines is also crucial.

Future pathways/careers There are many careers for which an Art background is essential or relevant so students may wish to study Art to support a future career choice such as advertising, publishing, the media,

architecture, museum and art gallery work, photography, film-making, animation, three dimensional design, ceramics, fashion, textiles, interior design, landscape gardening, illustration and the teaching of art at any level. Art teaches a wide range of valuable transferable skills including divergent thinking, problem solving, analysis, reflective practise, critical awareness, resourcefulness, team working, information and research, independence, oral/written/ visual communication, selfmanagement, decision making, organisation and planning, interpersonal skills, self awareness and promotion.

Entry Requirements GCSE Art A*- D Equivalent qualifications in an Art and Design related subject.

FINE ART AS AND A LEVEL Examination Board: Edexcel (Fine Art Endorsed) Specification: AS 8FA0 A2 9FA0 Why Study Art? Studying Art is challenging, rewarding and satisfying and encourages the development of many personal qualities such as determination, dedication, perseverance and the greater understanding of oneself. It helps to develop the ability to convey ideas and feelings expressively, to appreciate the visual world and respond to it in a personal and creative way.

It encourages investigation and experimentation and knowledge of materials, technology and artists.

How is it taught?

The GCE in Art and Design has been designed to ensure that not only practical artistic skills and abilities should be developed in any course of study, but also that the study of art and design and its various contexts should form part of any student’s education.

Therefore, in addition to making artefacts, students should be encouraged to reflect on their own work and on the work of others. AS in art, craft and design students should engage in integrated critical, practical and theoretical study in art, craft and design.

art, students will be required to engage with:

media; visual literacy, control of formal elements.

• a range of materials and tools for making fine art, including, where appropriate, digital media

2. Recording and Research

• ways in which ideas and feelings can be communicated effectively through the organisation of materials and the formal elements • concepts such as figuration, representation and abstraction

Primary and secondary recording of visual reference material; research and understanding of contextual references, relevant to intentions.

3. The Creative Process Exploring ideas, techniques and media, reviewing and refining throughout; generating ideas through investigation.

• various forms or presentation in fine art and the ways that audiences may respond to or interact with them

4. Outcome(s)

• the appropriate application of their chosen media and the ability to realise ideas through the techniques employed

Entry Requirements

• sustainable materials and production processes in the construction of work • the potential of collaborative working methodologies in the creative process • historical and contemporary themes and sources within the context of the chosen disciplines.

How is it taught?

What will I learn about?

1. Skills

When undertaking work in fine

Technical manipulation of

Bring together investigations in relation to creative intentions to realise final outcome(s).

GCSE Art qualification A*- C.

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MUSIC AS AND A2

The Course at A2 Level

Examination Board: OCR Specification: AS H142 A2 H542

Candidates are required to demonstrate interpretative skills and understanding through performing and in discussion with the examiner.

The performance will be a focused recital, performed as a soloist, a member of an ensemble, or as an accompanist, but not a mixture of these roles. Candidates are required to have listened to, and compared, at least two interpretations of music relevant to the style or genre that is the focus of their recital and to have supported their study by appropriate research.

Candidates will be questioned on their listening, composition and research as part of a viva voce interview.

120 Marks

Why Study Music?

G352: Composing 1:

This course is suitable for anyone who has made a commitment to studying music seriously. For any student entering this qualification, music must be a proven passion, supported by an intermediate command of an instrument or voice (Grade 5 standard approx). It is also expected that students will be able to read traditional staff notation.

Candidates are required to submit a portfolio representative of work undertaken throughout the course. This should demonstrate their developing compositional skills through a series of set exercises and through a composition or arrangement of their own choice. Candidates should demonstrate their ability to communicate clearly and accurately using staff notation, detailed performance directions and recording.

90 Marks

What will I learn about?

The Course at AS Level G351: Performing Music 1: Candidates perform solo (on any instrument or voice) a programme of pieces which demonstrate representative features of the repertoire for the instrument or voice presented.

If it is appropriate to the repertoire being performed, candidates may improvise.

Candidates then demonstrate an extension to their ability by either performing on a second instrument, as a member of a small ensemble, as an accompanist, perform their own composition, or improvise a given stimulus. There follows a short interview about the music with the visiting examiner.

120 marks

G354: Performing Music 2 (Interpretation):

G353: Introduction to Historical Study in Music: In this unit, candidates must demonstrate skills of aural perception that will allow them to recognise, describe and compare techniques and effects within selected extracts of music. By comparing similarities and differences in the contextual background to each of the prescribed classical & jazz works, candidates should begin to develop an awareness of musical history as an exploration of continuity and change over time.

90 Marks

G355: Composing 2: Candidates are required to submit a portfolio representative of work undertaken throughout the course. Candidates are expected to show the development and extension of their compositional skills from Unit G352 through a series of set exercises and a single composition, chosen from vocal music, programme music or music for film or TV. Compositions can be for any combination of instruments.

90 Marks G356: Historical and Analytical Studies in Music: Candidates should develop their knowledge and understanding of the two Areas

of Study, Tonality and Interpretation. They should become familiar with the expressive features found in music that interpret text or other subject matter and with the ways in which this interpretation can create dramatic tension, characterisation, mood or feeling as appropriate to the genre, within the structural integrity of the whole.

Candidates should also study the expressive use of tonality in response to words or other stimulus.

90 Marks How is it taught?

The course is a careful balance of tutored time & independent study with regular & specific deadlines to meet in each unit.

Students have a personalised mentor session each week to monitor progress & set targets as appropriate.

How will I be assessed?

G351 & G354: Performing Music By visiting examiner between March & April.

G352 & G355: Composing Music: Coursework submission in May, internally marked & externally moderated.

G353 & G356: Introduction to Historical Study in Music: Written examination in May or June.

Pathways to future careers Music is an academic A Level, full of rigour and recognised in a recent study as in the top ten most challenging A Levels. It goes without saying that anyone with a good grade at A Level Music has proved themselves not only as a performer but also an academic. Consequently it is a highly regarded A Level with universities. In the main careers in Music performance are based purely on talent, reliability and collaborative strengths yet the Music A Level explores all aspects at such depth that it is of huge benefit to anyone wishing to aim high as a performer.

Entry requirements Grade B and above at GCSE Music.

The ability to read staff notation.

An intermediate standard (grade 5) on one or more instruments. It is not necessary however to have passed performance exams.

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BTEC LEVEL 3 CERTIFICATE AND SUBSIDIARY DIPLOMA IN ENGINEERING Examination Board: Edexcel Specification: BTEC Level 3 Certificate in Engineering (QCF) 500/8156/1

BTEC Level 3 Subsidiary Diploma in Engineering (QCF) 500/7841/0 Why study Engineering?

The course will appeal to students who: enjoy learning about a wide range of engineering sectors, are considering a career or future university/college courses in an engineering discipline, enjoy learning about how electrical/ electronic/mechanical systems work, enjoy applying Engineering theory to real life examples and enjoy solving problems.

What will I learn about?

BTEC Nationals are designed as specialist qualifications for students who have a clear view of their future career or are seeking progression to higher education. BTEC Nationals are equivalent to A levels and are highly valued by universities, further education colleges and employers alike.

Design and Technology

The Level 3 BTEC in Engineering will give you an understanding of the practical skills and knowledge needed to begin professional work in the engineering industry or move on to further study.

You will discover what career opportunities are available, helping you to choose your preferred area of work or study.

Year 1 Health & Safety, Electrical & Electronic Principles, Mechanical Principles Year 2 Electronic Devices, Engineering drawing, Engineering Materials How is it taught?

Practical work and investigations, theory lessons, discussions, presentation, videos, lectures, research, experiments and study visits offer a varied and interesting approach.

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How will I be assessed?

There are six internally assessed modules over two years. Three of these are delivered and assessed in the first year; the last three are delivered and assessed in the second year. On successful completion of the first year units, students can leave with a Level 3 certificate in Engineering (approx 1 AS level), on successful completion of both the first and second year modules students can leave with a subsidiary diploma in engineering (approx 1 A2 level).

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Pathways to future careers/ courses Employment opportunities With the international recognition of BTEC courses such as this, you can progress straight into employment or further study. If successful, there is a range of potential careers to explore, for example: electronic engineer, mechanical engineering technician or electrical engineering technician.

in Engineering has the equivalence of one GCE A Level. It is possible for you to progress further into higher education, as successful BTEC National qualifications give UCAS points for university applications.

Entry requirements

Further Academic Study

In addition to practical work there is a significant amount of applied theory involved in the Level 3 BTEC Engineering course therefore the following grades are required:

The BTEC National Certificate has equivalence to 1 GCE AS. The Subsidiary Diploma

5 GCSEs A*- C including a grade B in Maths and Science.

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DESIGN AND TECHNOLOGY PRODUCT DESIGN (GRAPHIC PRODUCTS) Examination Board: Edexcel Specification: AS 8GR01 A2 9GR01 Why study Product Design?

What will I learn about?

The essence of product design is the relationship between people and products.

This course links artistic flair with an in depth knowledge and understanding of manufacturing processes and materials to produce usable and aesthetically pleasing products. Studying Product Design also promotes an understanding of everyday objects and the technology used to produce them.

The AS product design course is divided into 2 units:

“Design and technology is about making things that people want and that work well. Creating these things is hugely exciting: it is an inventive, fun activity”.

AS Level Unit 1 Portfolio of Creative Skills (Coursework) In this unit students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation, design and manufacturing activities.

Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making products.

James Dyson, Chairman, Dyson Ltd.

Unit 2 Design and Technology in Practice

“An understanding of the technical possibilities available, together with an interest in and sensitivity to the use of language, gives you the confidence to express your design ideas”.

In this unit students will develop a knowledge and understanding of a wide range of materials and processes used in the field of design and technology.

Freda Slack, Type Designer and Typographer, The Foundry.

It is important for students, as designers, to learn about materials and processes so that they can develop a

greater understanding of how products can be designed and manufactured.

Students will also learn about industrial and commercial practices, and the importance of quality checks and the health and safety issues that have to be considered at all times.

A2 Level Unit 3 Designing for the Future In this unit, students will develop their knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues. The modern designer must have a good working knowledge of the use of ICT and systems, and control technology in the design and manufacture of products.

They must also be aware of the important contributions of designers from the past which may provide inspiration for future design. It is increasingly important that students develop an awareness of the impact of design and

technological activities upon the environment. Sustainable product design is a key feature of modern design practices.

Unit 4 Commercial Design (Coursework) In this unit, students are given the opportunity to apply the skills they have acquired and developed throughout this course of study, to design and make a product in collaboration with a real client/user group.

Graphic Products has two clearly defined pathways, either ‘conceptual design’ (packaging/vehicle/products/ point of sale design) or ‘the built environment’ (Architecture/Interior, Garden/ Exhibition/Theatre design).

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How is it taught?

There will be two teachers who will be jointly responsible for your progress. They will teach you in 5 lessons but you will be expected to advance your coursework projects in your own time as well. You will be encouraged to explore new technologies to develop your work such as 3D CAD packages or autoclaving composite materials (carbon fibre).

Students are encouraged through a range of teaching and learning strategies to develop responsibility for their own learning. Discussions, debating, presentation,

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videos, lectures, research, offer a varied and interesting approach.

How will I be assessed?

Your coursework projects (worth 60%) will be assessed on a regular basis and by an examiner at the end of each course. You will also take an exam (worth 40%) at the end of each course.

Why study Product Design (Graphic Products)?

Product Design at AS and A2 level can lead to many rewarding and interesting careers in architecture,

industrial, fashion, jewellery, graphic design and indeed product design. Many courses will link well with AS and A2 product design especially Fine Art and Design based courses. In addition to this, many courses link well with the course that aren’t as obvious for example Maths, Physics, Media Studies and ICT based courses.

Entry Requirements A minimum of a B grade in a relevant subject (such as Graphics, Resistant Materials, Engineering, Art) is required for entry to the course.

English

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COMMUNICATION AND CULTURE AS AND A2

ENGLISH LANGUAGE AS AND A LEVEL

Examination Board: AQA Specification: AS A2

Examination Board: AQA This is a new specification and may be subject to change Specification: AS (Codes tbc.) A2 (Codes tbc.)

Why study Communication and Culture?

Communication and Culture at this level will provide many opportunities for students to relate their own life experiences to contemporary academic debates. The specification requires the close examination of cultural practices, cultural products and the ways in which cultural meanings are communicated with a strong contemporary orientation. The course provides an integrated programme of practical and academic activity.

What will I learn about?

At AS the focus is on the understanding of communicative codes in a cultural context. This introductory unit looks at communication at a personal level and in the range of your own experience of culture and practices within our culture such as weddings, festivals, food, customs etc. Students will also consider what ‘cultural products’ such as images, art, books, film, music, clothes and performances mean and communicate about ourselves and others?

At A2 the focus shifts to the application and critical evaluation of these codes. The ‘Person’ is about the construction and maintenance of our personal and social identities, and the ways in which these are communicated. The idea is to explore and investigate issues such as identity.

‘Cultural Practice’ relates to the ‘Meanings and Practices of Everyday Life’. Here, social and cultural ‘rituals’ such as religious/secular festivals, school prize days, a day out to the seaside or shopping are analysed. For each of those two contexts there will be a topic (which will change each year). There will be a focus on: theoretical approaches e.g Feminist, Marxist and Post Modernism; key concepts e.g. ideology, power, technology and discourse and sites of culture e.g. spaces and places, fictions and objects of desire.

How is it taught?

Students are encouraged to work independently and develop through a range of teaching and learning strategies: Discussions, debating, group work, reading, individual research, presentations and ICT.

How will I be assessed?

AS is assessed by one examination which includes four compulsory questions and three pieces of coursework: one investigation 500 words; one exploration of 1000 words and one creative presentation of 6-8 minutes.

A2 is assessed by one examination which includes two compulsory questions and two pieces of coursework: one case study of 2000 words and one creative presentation of 6-8 minutes.

Pathways to future careers/ courses Communication and culture will provide students with knowledge, understanding and skills that will be transferable to careers in retail management, health care, nursing, social care, journalism and media.

Entry requirements 5 GCSEs A*- C including a C grade in English Language.

Why study English Language?

English is the most commonly used language among foreign language speakers.

Throughout the world, when people with different languages come together they commonly use English to communicate.

Another reason why English is so important is that it is the language of science. To excel in science and other subjects where essay writing is a key component, you need to be proficient in English.

What will I learn about?

At AS, this specification offers opportunities for students to develop their subject expertise by exploring key language concepts and engaging with a range of texts and discourses.

Students will explore the study of English Language both as a medium of communication and as a topic in its own right, with an emphasis on the ability of students to pursue lines of enquiry, analyse texts produced by others and debate different views. A variety of extracts taken from everyday sources are studied.

At A2, the specification will enable students to develop their subject expertise by

engaging creatively and critically with a wide range of texts and discourses.

Students will create texts and reflect critically on their own processes of production, while analysing the texts produced by others. Students will have the opportunity to work independently to research aspects of language in use.

Language is seen as a creative tool for expression and social connection, as well as for individual cognition. The study of language as a symbolic system used to assert power in society is also fundamental to the scope of this specification.

How is it taught?

Students are encouraged through a range of teaching techniques to develop their own ideas and analytical skills. Discussion, group work, reading and individual research offer a varied and interesting approach to the study of English Language.

How will I be assessed?

At AS English Language is assessed by two examinations: Language and The individual & Language Varieties.

At A2 English Language is assessed by two examinations (Language, The Individual and Society & Language Diversity and Change) and one piece of coursework (Language in Action) Pathways to future careers/ courses The skills of analysis, evaluation and communication that you will develop by studying English Language are applicable to a wide range of careers and university degrees.

Journalism, media, marketing, advertising, management, law, teaching, librarianship, business, administration and banking are a few examples.

Entry requirements 5 GCSEs A*- C including a B grade in English Language.

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ENGLISH LANGUAGE GCSE Examination Board: AQA Specification: 3702 Why study English Language?

Disappointed with your grade in English Language? This one-year course will help you improve the quality of your coursework and examination skills.

What will I learn about?

To write for a range of purposes and in a variety of forms.

To read a wide variety of literature, non-fiction and media texts.

To talk and listen in a variety of contexts and for a range of purposes.

How is it taught?

The course will involve attendance, at least twice a week, at lessons specifically timetabled and prepared for the Post 16 student.

Lessons will involve groups and individual work. You can expect to redraft your Year 11 coursework. Lessons targeted at improving examination skills will be delivered.

How will I be assessed?

Coursework – 40% Final examination – 60%

Pathways to future careers/ courses Skills you learn in GCSE English such as literacy, analysis and communication are useful in many jobs and are a necessary requirement for higher education.

ENGLISH LITERATURE AS AND A LEVEL Examination Board: AQA Specification: AS LTA1C and LITA2 A2 LITA3 and LITA4 Why study English Literature?

qualification. A suggested wider reading list is provided.

There are aspects of English culture that are encapsulated

by English Literature. Students can learn about allusions and references to different aspects of history and the world around them. An enjoyment and appreciation of Literature will give students the ability to develop their skills of analysis and evaluation. When studying Literature, students can learn not only about language aspects such as vocabulary but also that language can be used for specific and aesthetic purposes. Familiarity with the writer’s craft can help students to improve their own writing.

Finally, the study of Literature can provide students with a fresh and creative angle with which to approach their studies in particular and their lives in general.

At A2, the revised subject content keeps a strong focus on advanced literary studies and the reading of major literary genres. Currently students study 12 texts. From September 2015 Students will now be required to study a minimum of eight texts, which must include three pre-1900 works, including a Shakespeare play, and a post-2000 work. This will make sure students have a good historical coverage which was requested by Higher Education representatives. There is a new requirement for students to be examined on an additional, unseen text which has not been previously named for study. In order to prepare for examinations with unseen texts, students will need to read widely, broadening their knowledge and their critical and comparative understanding of literature.

This reflects changes proposed for the GCSE.

What will I learn about?

At AS, currently students study six texts. From September 2015 AS students will now be required to study a minimum of four texts. One pre-1900 text will be included to ensure historical coverage. The study of an unseen text will no longer be a requirement for the AS

How is it taught?

Students are encouraged through a range of teaching techniques to develop their skills of analysis and

evaluation, through reading, annotation, discussion, debating, group work and independent research.

How will I be assessed?

English Literature AS is assessed by two examinations.

English Literature A2 is assessed by two examinations and one piece of coursework.

Pathways to future careers/ courses The skills of analysis, perception and communication you develop during this course are important in many fields of employment and are highly regarded by all institutions of higher education. Teaching, journalism, media, advertising, librarianship, literary agent, publishing or jobs in the arts sector are some examples of future careers.

Entry requirements 2 B grades at GCSE.

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GEOGRAPHY AS AND A2 Examination Board: AQA Specification: 2030 Why study Geography?

Geography is a dynamic, contemporary subject that can inspire a deep interest in the complex world around us. It is a subject that tackles many of the most important issues that face the world, including global warming, economic change, food and energy security, health and migration. Students with AS or A2 Geography will also have access to a wide range of possible careers and higher education opportunities. Students learn a wide range of transferable skills through the course including collecting, analysing, and interpreting data, problem solving, individual and group research and a variety of forms of communication. The skills are in great demand and are recognised by employers and universities as being of great value. Geography combines well with most other subjects and supports applications for almost any Science or Humanities course at university.

What will I learn about?

Humanities

The course is divided into 4 units. At AS students will study units 1 and 2, these include both Human and Physical Geography. In each unit students will consider their own values and attitudes to the issues being studied

and support their study with detailed case studies focused on real world examples.

Candidates will also develop a variety of geographical skills, which will broaden and deepen existing knowledge and be employed with a greater degree of interdependence. At A2, candidates will continue to study both Human and Physical Geography. The topics covered are outlined below: Unit 1 - Physical and Human Geography Rivers and Coasts, Population Dynamics and Health Issues.

70% of AS marks and 35% of A2 marks.

Externally assessed.

Unit 2 - Geographical Skills Basic investigative, ICT, graphical, cartographical and statistical skills. Research skills and fieldwork. 30% of AS marks and 15% of A2 marks.

Externally assessed.

Unit 3 - Contemporary Geographical Issues Three of the following: Hazards, Weather and climate, Ecosystems, World cities, Development and Globalisation. 30% of total A Level. Externally assessed.

Unit 4 - Geography Fieldwork Investigation.

Candidates conduct their own fieldwork and complete a fieldwork investigation. 20% of total A Level marks.

Externally assessed.

How will it be taught?

At AS and A2 the weekly allocation of lessons is 5 and is likely to be split between two different teachers, with one teacher focusing on the Human topics of the course and the other the physical topics. Teaching will be varied with lessons being led by both the teachers and the students.

As an inherently enquirybased subject there will be lessons where students will research topics independently and in groups and students will be expected to support their in-class learning with extensive wider reading of news and current affairs articles suggested by staff.

This will enable students to learn through accessing the most up-to-date and relevant geographical issues and information. Throughout the course students will practise applying this knowledge and understanding to examination style questions in order to best equip them for the program of assessment outlined overleaf.

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How will I be assessed?

The units of the course will be assessed as follows: Unit 1: 2 hour examination Unit 2: 1 hour examination Unit 3: 2 ½ hour examination Unit 4: 1 ½ hour examination Pathways to future careers and courses Geography can be taken at

university in many different forms and can lead to either a BA or a BSc graduate degree.

In its own right Geography can lead to careers in many different areas. The skills learnt in Geography are recognised by employers in all areas such as accountancy, lawyers and education. Geography does not limit or narrow your choices. It is a superb opportunity to learn about the world as a whole. It is the

one subject which links or connects to all others. Anything or anyone that impacts on our world is of concern to a Geographer.

Entry requirements AS - 5 A*- Cs and a B grade or above in Geography A2 - D grade or above in AS Geography

HISTORY AS AND A LEVEL Examination Board: TBC Specification: TBC Why study History?

History is a keystone subject that is highly valued by universities and employers, regardless of the degree or career you pursue. As a History student you will learn to examine issues critically and creatively, use evidence to develop a convincing argument and think boldly yet flexibly to reach insightful judgements. You will become better at evaluating critically the significance and usefulness of primary and secondary material. You will learn the importance of assembling, organising and presenting your ideas, clearly and coherently. Furthermore, studying History will provide you with a multifaceted insight into human experience and help you to make sense of a complex, globalising world.

The importance of history is highlighted in this prospectus by how many times other subjects say they will cover ‘history’ in their syllabus! Above all though you should study History because it is fun and fascinating.

History is a challenging subject, but you can be confident that if you try hard you will reach your potential.

Last academic year 100% of AS students achieved an A-E, 85% achieved an A-C and 28%

achieved a grade A. Whilst at A2 100%achieved an A-E, 96% achieved an A-C and 29% achieved a grade A*- A. On average students beat their target grade at both AS and A2.

What will I learn about?

Due to government changes to A levels we will be pursuing a new AS and A2 next year in 2015. This provides you with a fantastic opportunity to help us decide which units we will teach. There are hundreds of fascinating units that we could choose, from Anglo-Saxon England; the witch craze of the 13th, 14th, and 15th centuries; Henry VIII and Mary I; the Russian Revolution; the changing nature of modern warfare; the rise and fall of Nazi Germany; the dictators of Europe; Civil Rights in the USA; the Vietnam War; Apartheid in South Africa; mass media and social change; to the crisis in the Middle East. We will ensure the options we choose cover a breadth of time periods and countries, and include social and military History.

How is it taught?

You will be encouraged to ask questions and develop informed opinions based upon wide reading coupled with the ability to write clear, literate, analytical accounts.

A variety of teaching methods will be utilised including active learning, seminars, games, debates, one-toone conversations, quizzes, group-presentations and teacher student discussions.

We are keen to makes lessons varied and fun. Your ability to work independently and form your own understanding and interpretations will be constantly promoted.

Your progress will be supported through model answers, clear essay guidelines, formative marking, AfL activities and revision guides. To give you extra support we also use padlet pages, upon which you can post questions and discuss your learning with fellow students; make mentoring available; share resources via dropbox; and we are always willing to talk with you individually about your studies.

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How will I be assessed?

The assessment methods will be determined by the syllabus we select, and we will inform you of this in time for you to make your options. It is likely the assessment will compose of 3 exams, and one piece of coursework.

The AS qualification will be stand alone, which means that if you would like to achieve an A level in History all your exams will be sat at the end of Y13.

Pathways to future careers and courses The skills and knowledge you learn when studying History are

valuable in themselves, making History a keystone subject.

They are also highly sought after by employers. A number of students each year choose to continue their enjoyment of History at university by taking a History or a History related degree. History graduates gain employment in a range of fields. The most popular of these are currently law, business and finance, national and local government, non-governmental organisations (both national and international), journalism and publishing, the media, teaching, library and museum work, and research-based careers of all kinds. Famous History graduates include

ex-Prime minister Gordon Brown, QC Michael Briggs, Prince Charles, writer Salman Rushdie, general of the National Criminal Intelligence Service John Abbot, millionaire businessman Gerald Corbett, president of the Sony corporation Sir Howard Stringer, head of the press office for ITN Lesley Anne Dawson, comedian Sacha Baron Cohen, aka Ali G, and presenter Jonathan Ross.

Entry requirements 5 A*- B including a B grade or higher in History.

PHILOSOPHY AND ETHICS AS AND A2 Examination Board: OCR Specification: AS H172 A2 H572 Why study Philosophy and Ethics?

Philosophy and Ethics will help you to develop the intellectual skills and perspectives needed to face the ethical and ideological challenges of the contemporary world.

Do you ask ‘why?’ when told to tidy your room or when given an instruction in class?

Do you often think ‘what’s the point?’ when given a task to do. Do you ever wonder if we are really alive or if we are dreaming? If so, you are searching for answers and Philosophy and Ethics could be for you! In lessons you will explore the bigger questions of life and morality, challenge concepts of right and wrong and reach your own viewpoints on life. You will analyse and evaluate some of the greatest philosophical arguments that have been debated and contested over thousands of years. In so doing, you will develop the skills of debate, critical analysis, evaluation and essay-writing.

What will I learn about?

At AS you will study Philosophy topics including: Plato; Aristotle; the concept of God

as creator; the goodness of God; traditional arguments for the existence of God; and challenges to religious belief: problem of evil; religion and science. You will also study Ethics topics including: absolute and relative morality; natural law; Kant and the categorical imperative; utilitarianism; Christian ethics; medical ethics: abortion, euthanasia, the right to life, the right to a child; genetic engineering and embryo research; and peace & justice.

At A2 you will study Philosophy topics including: life after death; miracles; religious experience; the nature of god; religious language; and revelations and Holy Scripture.

You will also study Ethics topics including: metaethics, virtue-ethics, free-will and determinism; conscience; environmental and business ethics and sexual ethics.

How is it taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. Discussions, debating, group work, reading, individual research,

presentations and videos offer a varied and interesting approach.

How will I be assessed?

The Philosophy and Ethics A Level is assessed via a total of 4 exams; there is no coursework. At AS there is one Philosophy exam worth 25% of the entire A Level and one Ethics exam worth 25% of the entire A Level.

At A2 there are another two exams of equal weighting, one in Philosophy, and one in Ethics.

Pathways to future careers/ courses The skills of analysis and evaluation that you will learn at A level are applicable to a large range of careers and any university degree; thinking for yourself is a highly valued skill. Degree courses such as Law, Journalism and Medicine recognise Philosophy and Ethics as a challenging A Level that equips you with the skills to approach controversial situations with an understanding, analytical and respectful attitude. According to AGCAS (the Association of

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Graduate Careers Advisory Service), RS/Theology graduates go into a wide range of careers. However they, and employers, feel that it particularly prepares students for careers in medicine,

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journalism, the financial services, law, media, politics, education, and social care.

Entry requirements

or Literature) and at least a grade B in short course or full course R.E. You do not need to have studied full course R.E.

5 GCSEs A*- C including a grade B in English (Language

Mathematics

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FURTHER MATHEMATICS AS AND A2 Examination Board: OCR Specification: AS 3892 A2 7892 Why study AS/A2 Further Maths?

If you enjoy the challenge of a logical task and you wish to follow: • An Engineering course at university • A Maths related degree • Any Medical course • Any Science related course • Accountancy Choose AS Further Mathematics if you are really good at Maths and are likely to achieve at least a good grade A at GCSE. Choose A2 Further Mathematics if you have enjoyed Mathematics at AS level and achieved at least your target grades in both subjects at AS Maths and AS Further Maths. Further Mathematics is a highly prestigious A2 which will enable you not only to optimize your A2 Maths grade but also to enhance chances at any university course.

Quote in The Times following the discussion on raising tuition fees: “Universities are looking for Further Maths as well as A* grades at A2 to help them decide which students to offer their places to.”

(The Times weekend of 12th November 2010).

MATHEMATICS AS AND A2 Examination Board: OCR Specification: AS 3890 A2 7890 Why study AS/A2 Mathematics?

What will I learn about?

AS - Pure Maths – enhancing the skills from AS and extending knowledge of algebra, differentiation and integration, complex numbers and graphs.

Decision Mathematics – Algorithms, graph theory, networks and linear programming … puzzles at their best!

A2 - Statistics 2 – further statistical skills using continuous distributions, sampling and hypothesis testing.

Pure maths – Higher order thinking and problem solving related to number, graphs, trigonometry and calculus.

How is it taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. They will receive five taught lessons. In addition they will need to be prepared for four hours a week in addition on top of lesson work.

Pathways to future careers/ courses An AS level in Further Mathematics is highly regarded by all universities and any future employment. AS level Further Mathematics will put you in a very strong position when applying for a place on a degree course in any type of Engineering, Accountancy and any Science based course at university.

Knowledge of further mathematical skills will open up many opportunities in management-based employment.

An A2 in Further Maths is even more highly regarded by universities and any future employment. Universities sometimes reduce requirements for conditional offers if you have A2/Further Maths by at least a grade; AAA - ABB. Future promotion in reputable companies/firms.

Entry requirements

How will I be assessed?

AS - Minimum grade A at GCSE and a proven record of hard work.

AS - Decision 1, Decision 2 and Further Pure 1 in May/June.

A2 - Gain at least your target grade at AS.

A2 - Statistics 2, Further Pure 2 & 3 in June.

If you wish to follow • An Engineering course at university

Mechanics – appreciate how mathematical ideas can be applied in the everyday world and an understanding of the mathematical aspect of Physics.

• A Maths related degree • Any Medical course

How is it taught?

• Any Science related course

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. They will receive five taught lessons. In addition they will need to be prepared for four hours a week in addition on top of normal lessons.

• Accountancy/Economics Choose AS if you have enjoyed the challenge of working through logical tasks. If you are good at Mathematics and are likely to achieve at least a high grade B at GCSE. Choose A2 if you have not found the AS too difficult, have a secure understanding of AS and are likely to achieve at least your target grade at AS Maths.

What will I learn about?

AS - Pure Maths – how to develop further understanding of mathematics and mathematical processes in the abstract sense of problem solving and logic.

Statistics – how to think clearly, work carefully, communicate mathematical ideas and solve problems relating to the real world.

A2 - Pure Maths – building on the skills from AS and extending knowledge of algebra, trigonometry, differentiation and integration.

How will I be assessed?

AS - Statistics 1, Core 1 and Core 2 (Pure Maths) exam in June.

A2 - Mechanics 1, Core 3 and Core 4 (Pure Maths) all in May/ June.

Entry requirements AS - A minimum high grade B at GCSE. You have been a hard working student at GCSE. A2 - Gain at least your target grade at AS. Pathways to future careers/ courses An AS/A2 Level in Mathematics is highly regarded by all universities and any future employment.

AS/A2 Level Mathematics is essential for a degree in any type of Engineering, Accountancy and desirable for any Science based course at university.

Knowledge of further mathematical skills will open up many opportunities in Management-based employment.

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CORE MATHEMATICS LEVEL 3 QUALIFICATION Examination Board: OCR What is Core Mathematics?

What will I learn about?

How will I be assessed?

This Level 3 Qualification is for students who gain a grade B or good grade C in their GCSE maths and need to progress to higher levels of study with a significant mathematical focus.

This course is government, university and employer backed to extend mathematics education beyond GCSE. It is AS equivalent and taught over two years rather than one. It is not as vigorous as AS Maths and A2 Maths, but provides background mathematics used in many university courses and employer related mathematics.

Objective 1 - Deepen competence in the selection and use of mathematical techniques used at GCSE (to A*) and beyond.

This is a two year course with exams at the end. You will receive 3 lessons each week over the two years.

Objective 2 - Develop confidence in representing and analysing authentic situations mathematically and in applying mathematics to address related questions and issues.

Pathways to future careers/ courses

Why study Core Mathematics?

It is particularly valuable for students progressing to higher education courses with distinct mathematical or statistical elements such as, product design, economics, business, psychology, geography, science and engineering. Core mathematics will be invaluable for any student aiming for a career in a professional, creative or technical field.

To study Core Mathematics you need to achieve a minimum good grade C (If gained from foundation an interview with Head of Faculty Maths is required) at GCSE.

Objective 3 - Build skills in mathematical thinking, reasoning and communication.

Core Mathematics will enhance UCAS applications showing significant study of Mathematics beyond GCSE. Professional organisations and employers have been instrumental in setting up this new Core Mathematics course and will be supportive of students who have taken such a course.

MATHEMATICS GCSE Examination Board: OCR Specification: J567 Why study GCSE Mathematics?

Pathways to future careers/ courses

• To consolidate basic skills and meet appropriately challenging work.

Do I need a ‘C’ in Mathematics?

• Apply mathematical knowledge and understanding to solve problems.

• Think and communicate mathematically, precisely, logically and creatively.

•

Appreciate the place and use of maths in society, and apply maths concepts to situations arising in everyday life.

• Work co-operatively, independently, practically and investigatively.

How is GCSE Maths taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. They will receive three taught lessons.

How will I be assessed?

The assessment consists of a Linear Exam taken in November or/and June so the course is involved in reviewing and practising previously learned skills.

Many universities specify a minimum grade C in Mathematics. The following professions usually request a minimum grade C in Mathematics: Accountancy, banking, law, civil service, teaching, nursing and many management training schemes.

Entry requirements Students who were very close to attaining a C grade in Year 11. This course is not suitable for students who attained E or below. Students must have already achieved grade D on any previous GCSE Maths exams.

Students who have a previously unblemished record of effort from KS4 (i.e. 1s and 2s) but have only attained E grade, will be considered on application.

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FRENCH AND SPANISH AS AND A2 Examination Board: AQA Specification: French AS/A2 2650 Spanish AS/A2 2695 Why study French and/or Spanish?

The world is full of languages.

How far do you have to go from your front door to know that this is true? Think about how many more newspapers and books you could read; films, TV programmes and songs you could understand, websites you could visit, people and places you could really get to know if you could speak another language. 94% of the world population do not speak English as their first language and 75% of them do not speak English at all. People with languages get paid £3 - 5,000 more per year than those without.

What will I learn about?

The AS courses for French/ Spanish have two units and cover: • Media: TV, advertising and communication technology.

• Popular culture: cinema, music and fashion/trends.

• Healthy living/lifestyle: sport/ exercise, health and well- being and holidays.

Modern Foreign Languages

• Family/relationships: relationships within the family, friendships and marriage/partnerships.

The A2 courses for French/ Spanish have two units and cover: • Environment: pollution, energy and protecting the planet.

• The multi-cultural society: immigration, integration and racism.

• Contemporary social issues: wealth and poverty, law and order and the impact of scientific and technological progress.

• A cultural topic: (one of the following) The study of a target language speaking region/community.

The study of a period of 20th century history from a target language-speaking country/ community.

The study of a novelist/ dramatist/poet from a target language-speaking country/ community.

The study of a director/ architect/musician/painter from a target language-speaking country/community.

How are the languages taught?

Students are typically taught by two members of the Modern Foreign Languages Faculty.

The courses are mainly online based but a main course book and grammar guides are provided. Topics are also investigated in new ways using various technologies, focusing on communication and using a variety of sources such as the Internet, DVDs, newspapers and magazines.

You will develop your speaking, listening, reading and writing skills and be encouraged to spend time in France on a work experience visit/exchange or go to Spain and experience the country for yourself.

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How will I be assessed?

AS - units 1 and 2 A2 - units 3 and 4 A Level - units 1, 2, 3 and 4.

Unit 1: Listening, Reading and Writing - Externally Examined Written Paper: 2 hours. Weighting: 70% of total AS/ 35% of total A Level marks. Candidates answer a range of questions based on approximately 5 minutes of heard material and on a selection of written stimulus texts. They also respond in writing to a question based on one of the AS topics.

Unit 2: Speaking Test - 35 minutes (including 20 minutes preparation time). Weighting:

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30% of total AS/ 15% of total A Level marks. Candidates discuss a target-language stimulus card based on one of the AS topics and take part in a conversation covering three further AS topics.

Unit 3: Listening, Reading and Writing - Externally Examined Written Paper: 2 hours 30 minutes. Weighting: 35% of total A Level marks.

Candidates answer a range of questions based on approximately 6 minutes of heard material and on a selection of written texts. They also respond in writing to a question based on one of the four A2 cultural topic areas.

Unit 4: Speaking Test - 35 minutes (including 20 minutes preparation time). Weighting: 15% of total A Level marks.

Candidates present a point of view based on a targetlanguage stimulus card from one of the A2 topic areas and take part in a conversation covering three further A2 topics.

Interested? Want to gain a highly respected qualification in a faculty which has a proven track record of success at all levels? See Mr Creegan in L2, or your modern languages teacher, for more information about the French and Spanish AS and A2 courses.

Business, Computing and ICT

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BUSINESS AS AND A LEVEL Examination Board: Edexcel Specification: AS 8BS0 A2 9BS0 Why study Business?

Business Studies is about how businesses and organisations make decisions and operate in an ever-changing environment.

This subject will interest you if you have a genuine interest in what is happening in the world of business and you want to know why businesses make the decisions that they do. You will build your knowledge of core business concepts and apply these in the context of real organisations so you can develop a broad understanding of how businesses work.

What will I learn about?

There are 3 themes covered in the AS course: Theme 1: Marketing and people. This looks at a broad range of internal and external factors affecting the success of the business.

Theme 2: Managing business activities. This considers the roles, responsibilities and qualities of people within a business and investigates recruitment procedures and training methods.

The AS course is a stand-alone qualification and does not count towards the full A Level.

The full A Level comprises the above themes plus these two additional units

Theme 3: Marketing and people. Candidates produce a structured business plan for a new product or service.

Theme 4: Global business.

Students will develop an understanding of globalisation, global markets and business expansion, global marketing and global industries and companies.

How is Business taught?

You will be provided with a broad introduction to business and the business environment.

A range of sources will be used to deliver the course content including video, Internet, newspaper articles and business case studies.

Discussion and interaction is expected and some group work is essential as you progress through the course.

Paper 2: Business activities, decisions and strategy 2 hour exam 35% of the A Level Paper 3: Investigating business in a competitive environment 2 hour exam 30% of the A Level

BTEC NATIONAL CERTIFICATE AND SUBSIDIARY DIPLOMA IN IT Examination Board: Edexcel Why study BTEC Level 3 IT?

Entry requirements

The Level 3 BTEC National Certificate in IT will give you the knowledge to progress into a specific area of employment within the IT sector. The advantage of taking this type of course, is that the assessment is purely based on practical IT skills and written explanation of the use of IT. It has no examination! It will therefore suit hardworking independent students who may find examinations more challenging.

5 GCSEs A*- C including grade Bs in English and Maths.

What will I learn about?

Pathways for future careers/ courses This course gives a good foundation for higher education or employment opportunities in the business sector; however the skills of analysis and evaluation developed during the course will be valuable for any future career routes.

Three units are covered in the Certificate:

How will I be assessed?

• Communication and employability skills for IT

AS Assessment

• Computer Systems

Paper 1: Marketing and People 1 ½ hour exam 50% of the AS

• E-Commerce

Paper 2: Managing business activities 1 ½ hour exam 50% of the AS

Three further units are covered in the Subsidiary Diploma: • Developing computer games • Digital graphics

A2 Assessment

• Computer animation

Paper 1: Marketing, people and global business 2 hour exam 35% of the A Level

How is it taught?

You will be introduced to IT

through a variety of media.

This is a very hands-on course which develops practical skills, relevant to a range of related employment opportunities.

How will I be assessed?

This course is assessed through 100% portfolio work.

Pathways to future careers/ courses With the international recognition of BTEC courses such as this, you can progress straight into employment. If successful there are a wide variety of potential careers that you can explore, within sectors such as the growing computer games industry, product development, technical support, technical sales, telecommunications and hardware engineering. Jobs that are commonly taken after completion of the qualification are: systems analyst, computer service technician and computer operator.

Entry requirements Fundamentally you should have a broad education

including, for example, a BTEC First for ICT and/or four GCSEs (grade C or above) and, in addition, the interest and potential to succeed in achieving the qualification.

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BTEC CERTIFICATE AND SUBSIDIARY DIPLOMA IN TRAVEL AND TOURISM Examination Board: Edexcel Why study Travel & Tourism?

The BTEC National is designed to provide a specialist workrelated qualification. The travel and tourism industry continues to grow at a rapid pace with the last 10 years seeing a huge increase in the amount of travel undertaken by individuals for both leisure and business purposes. This course seeks to provide learners with the knowledge, understanding and skills to work in this sector. It is also a chance to achieve a Level 3 qualification without having to sit any exams. This is a great opportunity to open doors within this important worldwide industry which is continually looking for well qualified employees.

What will I learn about?

The BTEC Level 3 Certificate in Travel and Tourism is broadly equivalent to an AS Level and the Subsidiary Diploma is broadly equivalent to one GCE A Level. It consists of 6 modules of equal weighting.

These include the following core units: • Investigating travel and tourism (Certificate)

• The business of travel and tourism • The UK as a destination (Certificate) • Customer service in travel and tourism

be varied and may include presentations, practical activities, research projects and displays as well as more formal written assignments.

In addition to this, two specialist units will be studied:

Pathways to future careers/ courses

• Long Haul Travel Destinations (Certificate)

The specification is designed to provide an all-round introduction to the travel and tourism industry for those who wish to develop their careers in one of its many connected occupational areas.

These include careers in retail travel, visitor attractions, accommodation, transport and tour operations.

• Preparing for Employment in Travel and Tourism How is Travel & Tourism taught?

The very nature of the BTEC qualification supports the practical nature of the delivery of this course which mirrors the industry itself. Students will be researching into the travel and tourism sectors by studying real life organisations. Teaching methods include video, role play, discussion, case studies and written tasks. Full interaction and participation is expected throughout the course.

How will I be assessed?

All of the six units are assessed via portfolio work. The tasks included in the portfolios will

Entry requirements Grade C or above in English Language.

ECONOMICS AS AND A LEVEL Examination Board: Will be confirmed on the academy’s website Why study Economics?

Studying Economics will help you to develop an understanding of economic concepts and theories by considering the current economic issues, problems and institutions that affect everyday life. It will build an appreciation of the importance and complexity of contemporary economic factors in the local, national and global economy. You will address issues such as ‘Is the growing level of obesity a failure of the market?’, ‘When is a bottle of water worth more than a bar of gold?’ and ‘Is the UK government right to liberalise the gambling laws?’ A range of assessment techniques will allow you to demonstrate the full extent of your achievements. A Level Economics is well-respected by both universities and employers.

What will I learn about?

Students will be introduced to both microeconomics and macroeconomics. They will learn about markets and market failure as well as national and international economies. A range of concepts will be explored within local and global contexts. During the course, students will develop the knowledge and skills needed

to think critically about issues to make informed decisions and to understand and analyse data.

How is Economics taught?

You will be introduced to economics through a range of media. Discussion and interaction is expected.

How will I be assessed?

AS Assessment 2 x 1 ½ hour exams AS Assessment 3 x 2 hours exams

The AS is a standalone qualification and will not count towards the full A Level.

Pathways to future careers/ courses An Economics qualification can form a good basis for degrees and further qualifications and may lead to careers in finance, economics, journalism, research and business.

Entry requirements 5 GCSEs A*- B including English Language and Maths

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COMPUTER SCIENCE AS AND A LEVEL

ICT AS AND A2

Examination Board: OCR Specification: AS H046 A2 H446

Why study ICT?

How is it taught?

A Level ICT is one of the most commonly taken A levels across the country and its popularity is increasing!

It concerns the use of ICT within today’s society and how life is changing through the increasing use of computers.

You will be taught what the issues are around the growth of ICT and about the technology that drives this growth. You will also be asked to consider what effect these will have and whether these changes are for the better or worse.

There is no requirement to have taken ICT at GCSE level. The course at both AS and A2 will include coursework which will be worth 40% of the final mark and an exam at the end of each year.

Why study Computing?

Computing requires and develops logical thinking, especially when analysing, designing and implementing the practical coursework projects.

It is a rapidly developing area that influences all aspects of life.

The increasing use of omputers in design, particularly for the Internet and e-commerce, has created a whole new area where the knowledge gained from this course can be applied.

What will I learn about?

During this course you will: AS: • Drawing and interpreting simple state transition diagrams and transition tables.

• Programming in a high level programming language.

• The binary number system.

• The stages of development of a hardware/software system.

• Logic gates and Boolean algebra.

• The internal components of a computer and Hardware devices.

• The fundamentals of computer systems.

• The structure of the internet, networking protocols and the consequences of uses of computing.

A2: • Problem solving and algorithmic complexity.

• Algorithms and data structures for problem solving.

• Programming paradigms and object oriented programming techniques.

• The role of an operating system and database design.

• Analysis, design, construction, testing, training and maintenance of a programmed solution.

How is it taught?

The course will be taught using a combination of theory based lessons and practical activities to reinforce learning. Students will be expected to adopt strong independent learning skills.

How will I be assessed?

AS module COMP1 – 60% Exam – Problem Solving, Programming, Data Representation and Practical Exercise.

AS module COMP2 – 40% Exam – Computer Components, The Stored Program Concept and The Internet.

A2 module COMP3 – 30% Problem Solving, Programming, Operating Systems, Databases and Networking A2 module COMP4 – 20% Computing Practical Project Pathways to future careers/ courses In today’s workplace, those with knowledge and skills in computing have the opportunity to pursue new and exciting careers and to be instrumental in the conception of computer systems that increasingly shape work and leisure activities.

Entry requirements 5 A*- C including grade B in Maths.

There is no requirement to have taken Computing at GCSE level, however a good knowledge of ICT would be of benefit.

Examination Board: WJEC Specification: AS 2241 A2 3241

What will I learn about?

During this course you will: • Gain advanced skills in a wide variety of software packages.

• Develop strong problem solving skills.

• Learn essential report writing and research skills.

• Create an interesting project that covers DTP and Web design.

• Develop the ability to analyse, appraise and make critical judgements in using ICT. • Obtain a qualification that will make you attractive to future employers.

The course asks you to produce advertising material for an organisation such as a hairdressers or restaurant.

This would include a leaflet/ magazine using DTP and designing a website. It will primarily use SERIF and Office software. The most successful projects solve real life problems and will equip students with the type of skills that many organisations require them to use in the working environment.

The exam comprises of 60% of the final mark and covers how many of the changes in ICT have affected society. In addition, 25% of this will be pre prepared material discussing aspects of coursework done in class.

How will I be assessed?

AS module 1 – 60% Exam – Information Systems.

AS module 2 – 40% Project Work – Presenting Information.

Pathways to future careers/ courses The course is designed to develop advanced ICT skills and knowledge, which are desirable to employers and could enhance career opportunities. It is a subject that fits in well with other A Level subjects or can act as a stand-alone extra. In particular, IT would benefit subjects such as Product Design, Science or Business Studies as a career path.

Entry requirements 5 A*- C including English Language.

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BTEC DIPLOMA IN SPORT Examination Board: Edexcel Level 3 (Equivalent to A Level) Why study BTEC Sport?

Unit 11 Sports Nutrition

BTEC Sport is the study of numerous units which link directly to the many areas which make up sport. The BTEC course offers students a different way of learning in a refreshing and stimulating environment. The course is delivered in such a manner that links are made directly to the working world of sport. The course embraces a wide range of disciplines and draws on links to sociology, psychology and biology.

(10 credits)

What will I learn about?

Across the two years students will study 13 units from the following areas which must make up 120 credits; Unit 1 Principles of Anatomy and Physiology in Sport (5 credits) Unit 2 The Physiology of Fitness (5 credits) Unit 3 Assessing Risk in Sport (10 credits) Unit 5 Sports Coaching (10 credits) Unit 6 Sports Development (10 credits) Unit 7 Fitness Testing for Sport & Exercise (10 credits)

Physical Education

Unit 12 Current Issues in Sport (10 credits) Unit 13 Leadership in Sport (10 credits) Unit 17 Psychology for Sports Performance (10 credits) Unit 18 Sports Injuries (10 credits) Unit 22 Rules, Regulations and Officiating in Sport (10 credits) *Please note students select only ONE from Unit 8 or Unit 9 How is it taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. Content of units is delivered through lessons and students are then expected to write assignments based on the knowledge acquired through lesson activities and independent study in the form of research.

How will I be assessed?

There are 4 levels of accreditation; Pass, Merit, Distinction and Distinction*

Unit 8 *Practical Team Sports (10 credits)

No Pass = Fail

Unit 9 *Practical Individual Sports (10 credits)

Merit = Grade B/C at A Level

Pass = Grade D/E at A Level Distinction/Distinction* = A/A* at A Level

The BTEC course is 100% coursework (no exam) Pathways to future careers/ courses BTEC Sport is now recognised as a credible qualification.

There are now a number of courses at universities which students can go on to study including; Physical Education, Sports Physiology, Physiotherapy, Sports Media, Sports Coaching and Sports Management. Furthermore there are a number of jobs/ careers in sport, including; lifeguard, sports coach, PE technician, leisure centre attendant.

Entry requirements 5 GCSEs at A*- C including a ‘C’ grade or higher in GCSE Physical Education and English – students must have studied either GCSE Physical Education or Level 2 BTEC Sport in Year 11 to be accepted on the course. At least a Merit grade in a BTEC Extended Certificate in Sport / Award in Sport.

Involvement in leadership courses such as the Level 1, 2 and higher (Level 3) Sports Leaders, Junior Football organisers and Dance Leaders.

A keen interest in sport which will be determined in a discussion between teachers and students.

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PHYSICAL EDUCATION AS AND A2 Examination Board: OCR Specification: AS G451 & G452 (H154) A2 G453 & G454 (H554) Why study Physical Education?

Physical Education at AS/A2 level is the study of numerous areas which link directly to sport. The AS and A2 courses are refreshing and stimulating courses building on and adding to the content which has previously been learnt at GCSE level. The courses embrace a wide range of disciplines and draws on links to sociology, psychology and biology.

What will I learn about?

During the AS course you will develop knowledge and skills to help you understand the impact of physiology in sport; you will also look at how we acquire movement skills and the impact this can have on sporting performance. You will be given excellent opportunities to build on your practical experience and improve your skills and techniques across a variety of roles.

The A2 course enables you to further develop your understanding of physiological and historical aspects of sport. You will be given the opportunity to utilise the knowledge and understanding developed during the

course to improve your own personal performance as a performer, coach/leader or official.

How is it taught?

Delivered over five lessons, of which at least one will be devoted to practical work.

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. Discussions, debating, presentation, videos, lectures, research and study visits offer a varied and interesting approach.

How will I be assessed?

AS: Section 1 consists of three theory units which include Anatomy and Physiology, Acquiring Movement Skills and Socio-Cultural Studies (60%). Section 2 consists of; personal performance, assessment in two activities or performance of one activity and coaching/officiating in another and evaluating and planning to improve performance (EPIP). The AS course is assessed in the following way – 60% Theory (exam) & 40% Practical (note this is very different to GCSE where the assessment is 40% Theory &

60% Practical).

A2: Section 1 of A2 consists of two theory units, including; Historical and Comparative Studies and Exercise Physiology (70%). Section 2 consists of; personal performance, assessment in only one practical activity and continued evaluation and planning to improve performance. The A2 course is assessed in the following way – 70% Theory (exam) & 30% Practical.

Pathways to future careers/ courses An A level in Physical Education is taken as seriously as an A level in other subjects when applying to universities.

There are now a number of courses at universities which students can go on to study following AS/A2 PE, including; Physical Education, Sports Physiology, Physiotherapy, Sports Media, Sports Coaching and Sports Management.

Entry requirements 5 GCSEs at A*- C including B grade or higher in GCSE Physical Education, English and Science. Player/Official/ Choreographer at a club level.

Science

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BIOLOGY AS AND A LEVEL Examination Board: Edexcel Specification: Salters-Nuffield Biology/ Biology A Why study Biology?

How is it taught?

The new Biology A level course is taught through eight contemporary topics to help motivate students. These are context orientated and link many of the concepts studied to real life examples to try and ensure a high level of interest for the students.

Students will be taught using a range of teaching techniques that will aim to develop students so they are capable of learning effectively on their own as well as in the classroom. There are a number of core experiments that need to be completed by students to aid their understanding and develop their practical skills.

The course also has an exclusive dedicated website that students can log into and download resources to inform their learning.

What will I learn about?

In Year 12 you will study the causes of strokes and heart attacks by studying two case studies of the disease. This will then be linked to the circulatory system and how it functions. You will also learn about the disease cystic fibrosis and how a genetic mutation can cause the disease.

This will then be used to show how genes are inherited.

The full list of topics is listed below.

AS Biology Unit 1: Lifestyle, Transport, Genes and Health Unit 2: Development, Plants and Climate Change A2 Biology Unit 3: Environment and Survival Unit 4: Energy, Exercise and coordination Coursework

How will I be assessed?

The AS is assessed with two 1 hour 30 minute exams that cover unit 1 and unit 2. There is no coursework for Biology A level, but students will be asked questions about the core experiments they have studied in the course.

The A2 is assessed with three 2 hour exams. One for each of the A2 units and the final exam will cover all of the topics. These will also include questions on the core experiments.

BTEC ADVANCED SUBSIDIARY IN APPLIED SCIENCE MEDICAL SCIENCE (LEVEL 3) Why study Medical Science?

Biology is a subject that leads on to many different careers including: medicine, veterinary science, genetics, biotechnology, nursing, marine biology, microbiology, pathology, forensic science, law and teaching.

The BTEC National Award in Medical Science provides a more vocational emphasis for students wishing to study science at GCE level. The course is aimed to be delivered over two years and will provide learners with a qualification equivalent to that of an A Level.

The basic learning outcomes for each of the units are below to give students a chance to see the general content that will be covered by the course.

Entry requirements

What will I learn about?

Students require two B grades in GCSE science courses to begin the course.

The following topics are covered by the course:

Pathways to future careers/ courses

Unit 1: Fundamentals of Science Unit 2: Working in the Science Industry Unit 4: Scientific practical techniques Unit 5: Perceptions of Science Unit 41: Clinical Psychology Unit 43: Diseases and Infections

How is it taught?

The course is taught by a number of specialist teachers.

The lessons have a large amount of emphasis on the practical aspects of science.

How will I be assessed?

Students are given assignments to complete which demonstrate certain learning outcomes have been achieved. These assignments are completed in lessons and graded by staff. Students are able to achieve a pass, merit or distinction in the various assignments.

Pathways to future careers/ courses The course aim is to prepare people for work in laboratories and other scientific work places. There is a strong emphasis on the skills that would be required to work as science technicians.

Entry requirements This course would be suitable for students who gained a C grade at Science GCSE (Core or Additional), or who completed a BTEC in Science to merit level.

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CHEMISTRY AS AND A LEVEL

PHYSICS AS AND A LEVEL

Examination Board: AQA Specification: AS 7404 A2 7405

Examination Board: OCR Specification: AS H156 A2 H556

Why study Chemistry?

It’s how Science works. If you have enjoyed Chemistry at GCSE, you will love this course. A qualification in AS/A2 Chemistry demonstrates that you have: • Good analytical skills.

• The ability to learn high level information.

• An organised and logical approach to problem solving and practical situations.

These skills are transferable to a number of careers which is why it is highly valued by universities and employers.

What will I learn about?

The specification is arranged into the three traditional branches of Chemistry physical, inorganic and organic. In AS and the first year of A level you will study the following topics atomic structure, amount of substance, bonding, energetics, kinetics equilibria, periodicity and an introduction to organic chemistry and some homologous series such as the alcohols. In the second year of A2 new topics are introduced such as thermodynamics,

electrochemical cells, and the properties of period 3, transition metals, optical isomerism, polymers, proteins, DNA, organic synthesis and NMR. There are practical activities that must be carried out.

A Level there will be 3 written papers Paper 1 35% 2 hours105 marks Paper 2 35% 2 hours 105 marks Paper 3 30% 2 hours 90 marks

How is it taught?

5 lessons per week with at least one double for practical work.

Students will be taught using a wide range of teaching techniques that will aim to develop students so they are capable of learning independently or in the classroom.

Practical lessons are incorporated whenever possible to further cement understanding and application (Lab coats and safety spectacles are available).

How will I be assessed?

AS level there will be two written papers Paper 1 50% 1 hour 30 mins 80 marks Paper 2 50% 1 hour 30 mins 80 marks

Pathways to future careers/ courses With a qualification in Chemistry you could go to Further or Higher Education, studying Chemistry or one of the other sciences or related subjects, such as Medicine, Pharmacy, Veterinary Science or Chemical Engineering, or work in science-based industry, the medical field or agriculture.

Why study Physics?

Physicists are at the forefront of modern technology.

Throughout history, physics has solved problems and moved humanity forward. Even if you don’t want to work as a physicist though, Physics teaches you the analytical and problem solving skills you need to access many other high flying careers such as medicine, engineering, law and finance.

objects. Gravitational fields, SHM and thermal physics are also considered. The structure of the universe, astronomical distances, modern cosmology, the evolution and future of the universe are explored.

Module 6 – Particles and medical physics – Further investigation of electricity and investigation of X rays, ultrasound, MRI and PET scanning.

How will I be assessed?

What will I learn about?

The Physics course is divided into 6 modules: Module 1 – Development of practical skills in physics Module 2 – Foundations of physics – the building blocks of physics looking and quantities and measurements.

Module 3 – Forces and motion – Exploring the movement of objects and the behaviour of materials.

Module 4 – Electrons, waves and photons – Looking at electricity and the movement of energy as waves. An introduction to the fascinating quantum world.

Module 5 – Newtonian world and astrophysics - Orbits and circular motion are investigated.

Momentum and Newtons laws are tested for different

AS – 2 written exams; Breadth in Physics (1hr 30) and Depth in Physics (1hr 30). Both exams assess content from topics 1-4.

A2 – 3 written exams; Modelling Physics (2h 15), Exploring Physics (2h 15)

and Unified Physics (1h 30).

Each exam covers work from a variety of modules, including the practical element. An additional endorsement of Practical Skills will be reported separately.

Pathways to future careers/ courses Physics results are used to differentiate between high calibre students by top universities, medical and veterinary colleges. It is an ideal subject for the Armed Forces, Engineering, Chemists, Mathematics, Airline Pilots & Accountants. The knowledge that Physics is a high calibre A level also makes students desirable to all areas of industry and commerce.

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CHALLENGE

SOCIAL HEALTH EMBRACE

ANALYSE BEHAVIOUR

DEBATE SOCIOLOGY GLOBILISATION

BELIEFS

CRITICAL

COGNITIVE

PSYCHOLOGY

BTEC HEALTH AND SOCIAL CARE Examination Board: Edexcel Specification: BTEC Level 3 Subsidiary Diploma – 60 credits The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus of the BTEC Level 3 Certificate and covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of emphasis through the optional units. It is broadly equivalent to one GCE A Level.

Why study Health and Social Care?

This is a one year course BTEC Level 3 that has been developed to produce a broad based vocational qualification.

It is designed to form a qualification which provides knowledge and understanding of the health and social care sector.

What will I learn about?

Over the course of a year you will do the following units: Unit 1 - Developing Effective Communication

Social Science

Unit 2 - Equality, Diversity and Rights in Health and Social Care Unit 3 - Health, Safety and

Security in Health and Social Care Unit 4 - Development through the life stages Unit 12 – Public Health Unit 23 - Complimentary Therapies How is it taught?

Students will be encouraged to learn through a range of different techniques. Powerpoints, presentations, role play, group discussions and debates are just a few of the strategies that we use.

How will I be assessed?

There will be a series of different assignments for each unit that students should complete.

There are NO exams for the BTEC course. At the end of the Year 12 course students should achieve a pass, merit or distinction in Health and Social care (equivalent to one A level).

Pathways to future careers/ courses Progression through the BTEC course will allow students to apply for further education

courses and vocations in health and social care, including careers in health, social and early years settings.

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CRITICAL THINKING AS

SOCIOLOGY AS AND A LEVEL

Examination Board: OCR Specification: AS HO52

Examination Board: OCR Specification: AS H181 A2 H581

Why study Critical Thinking?

How is it taught?

Critical Thinking is the ability to interpret, analyse and evaluate ideas and arguments. It is a skills based subject with many transferable skills to other AS and A2 subjects. It also has many positive features such as:

Students are taught the skills of critical thinking through a range of teaching strategies.

Some of these include supporting and challenging the leading news items of the day; acting as ‘detectives’ to form a credible conclusion in regard to conflicting accounts of wrong-doing; developing and debating their own arguments, such as who are the best Mister Men?

• Captivating interest through innovative subject content; • Helps to develop thinking in any subject; • Builds confidence and shapes opinions; • No coursework; • No revision overload; • It teaches you an invaluable lesson, how to think critically.

What will I learn?

You will learn the ability to:

How will I be assessed?

Work is examined at the end of Year 12 for the AS level through two 90 minute examinations (F501 Introduction to Critical Thinking and F502 Assessing and developing arguments).

There is no coursework.

Pathways to future careers/ courses At present there is no pathway to A2 Critical Thinking.

Entry requirements 5 GCSEs A*- B including a grade B in English (Language or Literature).

Why study Sociology?

A sociologist is someone concerned with understanding society in a disciplined way.

They will naturally be interested in the events that engage people’s ultimate beliefs, their moments of tragedy, grandeur and ecstasy, but they will also be fascinated by the commonplace, the everyday. It can be said that the first wisdom of sociology is this – things are not always as they seem. Social reality turns out to have many layers of meaning. The discovery of each new layer changes the perception of the whole.

What will I learn about?

The AS consists of two components

• Identify the structure of arguments;

The A Level consists of three components (those included in the AS, plus one additional)

• Recognise the value and limitations of assumptions and analogies;

Component 1: Exploring Socialisation, Culture and Identity (AS and A2)

• Support and challenge a range of arguments;

This unit introduces candidates to key concepts associated with developing a sociological understanding of the contemporary social world. It is intended to introduce the core themes of culture, socialisation and identity. Exploring why we are the way we are and investigating the key factors

• Judge the credibility of evidence; • Evaluate the strengths and flaws of arguments; • Write your own arguments.

which influence and create us, both as a society and as an individual; analysing the formation of culture, the process of socialisation and the creation of identities.

This unit then continues on to focus on youth subcultures specifically. Here students will be given the opportunity to discover the origins of Teddy Boys, Hippies, Skinheads, Mods, Rockers and Punks alongside more modern subcultures, and delve into the reasons and explanations for their existence and the role they play and the purpose they serve to the individual and society, touching on other sociological aspects such as education and crime.

Component 2: Researching and Understanding Social Inequalities (AS and A2) Component 2 introduces and explores the methods of sociological enquiry and develops knowledge and understanding of contemporary social change in the context of social inequality and difference.

The unit explores patterns in inequality within social class, gender, race and age, and looks at whether certain social groups are at an advantage or disadvantage in modern society, not just in terms of economics but also education,

crime, portrayals in the mass media and in the work place, and using Sociological theory attempts to explain the patterns and trends found. Section A of this component focuses on the research methods involved with Sociology, linked to social inequality.

Component 3: Debates in Contemporary Society (A2 only) This unit allows students to look at the bigger picture by engaging students in theoretical debates and how it links them to contemporary global society.

The component develops knowledge and understanding of social change, through two core themes / sections.

Section A – Globalisation and the Digital Social World Section A is a fascinating new topic which explores the modern world, examining the impact of globalisation and the advances in digital technology and forms of communication.

It looks at how these advances have changed the way we communicate with each other and the development of a digital social community. Students will also consider the impact these advances have had on our culture and identity.

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Section B – Crime and Deviance In this option, candidates explore issues of power and control through a detailed study of crime and deviance. The social construction of crime and deviance are emphasised and the role of agencies of social control and the law are explored.

It aims to give an overview of different theoretical approaches to the study of crime and deviance. It explores the key issues such as: the definition and measurement of crime and deviance, trends, patterns and explanations of crime and deviance, the role of agents, such as the police force and the media, in the construction of crime and deviance and possible solutions to the problem of crime.

How is Sociology taught?

Students will be taught using a range of teaching techniques that will aim to develop students so they are capable of learning effectively on their own as well as in the classroom. Your ability to work independently and form your own understanding and interpretations will be constantly promoted alongside the ability to work in groups, as part of a team, and build the confidence to share your own ideas.

How will I be assessed?

The AS qualification is made up of two exam papers – one for each component – both 1hour 30 minutes in length and both worth 50% of the AS grade overall.

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The A2 qualification is made up of three exam papers – one for each component.

Component A paper: 1 hour 30 minutes, worth 30% Component B paper: 2 hours 13 minutes, worth 35% Component C paper: 2 hours 13 minutes, worth 35% Pathways for future careers/ courses Students with A level Sociology have access to a wide range of possible career and higher education opportunities. You learn and use a variety of transferable skills throughout the course. These include collecting and analysing information and evaluating different social ideas

in relation to different aspects of society. Sociology gives students a broad perspective on the world around them, examining reasons for patterns in gender, age, ethnicity and social class in relation to crime, education, family, mass media and others.

This knowledge, understanding and empathy are transferable to a range of different career paths, particularly those in the public sector, such as the police force, and those that involve working closely with people or in the interests of other people.

Entry requirements 5 GCSEs A*- C; including a grade B in English (Language or Literature) and a grade B in a Humanities subject.

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PSYCHOLOGY AS AND A LEVEL Examination Board: Edexcel Specification: AS 8PS0 A2 9PS0 Why study Psychology?

Psychology is the scientific study of behaviour and experience. The AS and A2 courses, although separate are both a refreshing and stimulating alternative to the traditional GCSE subjects. We find that students enjoy the demands of this challenging and engaging course. Now one of the more popular choices of degree at university, it embraces a wide range of disciplines, complementing both science and art based subjects.

What will I learn about?

The simple answer to this is: studying behaviour! The AS and A2 courses both cover a wide range of approaches to human behaviour in psychology, and investigate behaviours such as aggression, learning, memory, attention, language, culture, groups.

The A2 course specifically looks at criminal behaviour and mental health alongside well-known debates in psychology such as Is Psychology a Science, and Nature vs. Nurture.

How is it taught?

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. In lessons you will encounter discussions, debates, presentations, videos, lectures, research, experiments to create

a varied and interesting learning environment. We also offer extracurricular trips to The Magistrates Court in Nottingham, and London Zoo to investigate phobias.

How will I be assessed?

On the AS Course: there will be 2 exams, each worth 50% of the final AS grade. These will be external exams available in the summer term of Year 12. Both exams are worth 70 marks and are one hour and thirty minutes long.

8PS0/01: Social and Cognitive Psychology 8PS0/02: Biological Psychology and Learning Theories On the A2 Course: There will be 3 exams, all available in the summer term of Year 13. Two exams are worth 35% of your final grade, and the third is worth 30%. The exams are in more detail below: 9PS0/01: Foundations in Psychology (Biological, Social, Cognitive and Learning) 35% of qualification, 2 hour exam with 90 marks available.

9PS0/02: Applications of Psychology (Clinical and Criminal Psychology) 35% of qualification, 2 hour exam with 90 marks available.

9PS0/03: Psychological Skills (Methods, Synoptic Review, Issues and Debates) 30% of

qualification, 2 hour exam with 80 marks available.

All exams will compromise of a mixture of long and short style answers, with some essay questions. There is also a larger amount of mathematical skills needed for A2 Psychology now, please feel free to ask a teacher for more information on this.

Pathways to future careers/ courses An A Level in Psychology is taken as seriously as an A Level in other subjects when applying to universities. It is also considered a science subject by a number of top universities. This is a popular course which students enjoy but it is also a serious subject.

Employers like students with a qualification in psychology because it demonstrates a high level of analytical thinking along with a good knowledge of people skills.

Psychology graduates are valued for their strong communication skills. It is a subject which is useful in just about all fields of work so by choosing to study psychology you do not limit your future options, but can actually broaden them.

Entry Requirements 5 GCSEs A*- C, including a grade B in Maths and a grade B in English or a Humanities subject.

Enrichment Courses

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EXTENDED PROJECT Examination Board: Edexcel Specification: ZPJ30 What is an Extended Project?

An Extended Project is a major piece of individual project work, undertaken over one academic year. In an Extended Project you have to explore a topic or a question that is of particular interest to you. You will write a dissertation, make an artefact or carry out a laboratory or fieldwork investigation. Some students also look at hospitality related projects.

Students may also choose to do an extended project in a specific subject that is not offered on the curriculum. e.g. Textiles, Hospitality.

research skills or thinking skills – or, most likely, a combination of all of these.

• Widen your perspectives – you need to be able to look beyond conventional subject boundaries and bring together ideas and skills from a range of areas. Your Extended Project may touch upon themes and skills from various disciplines.

For example using art work to illustrate the meaning of the lyrics of a political song or looking at a scientific issue from a historical viewpoint.

What will I have to do?

How is it taught?

An Extended Project is not just another piece of coursework.

Rather, it should extend your knowledge and skills in ways that are new and challenging to you.

You need to show the examiner that you can do the following:

In September and October you attend lessons based around topics such as research skills and choosing a project title. After this you are still expected to attend lessons but will be working on varying tasks dependent on the topic you have chosen to investigate; you will also have one-to-one discussions with your project supervisor. You will be given ‘mile stones’ to achieve by specific dates during the academic year to ensure that your project is on-track.

• Demonstrate a deep understanding of a topic – you are likely to become an expert in the area you choose for your Extended Project. This is not just a matter of finding out new facts by undertaking research, but thinking deeply about key ideas that relate to your project.

• Learn new skills – these might be practical skills,

How will I be assessed?

There are no exams so you are assessed wholly on the work you complete and submit. Everything

is assessed. This includes your project log and the record of your research as well as the write up of your findings, or the artefact you make. This qualification will only suit you if you enjoy, and are successful, working independently.

Pathways to future careers/ courses This qualification really complements a variety of A Levels and top universities really like the Extended Project, with many stating how much they value the skills it develops. It is a very useful way of demonstrating a real interest in a subject that you would like to study at degree level and gives you the opportunity to demonstrate skills that your other AS/A2’s may not offer. Students who have already completed it, report that it proves very valuable and is a contributing factor towards university offers being made. Students not only can talk in their personal statements and at interviews about their own original research, they are far better prepared for the demands made on them when they eventually enter university.

Entry requirements 5 GCSEs A*- C including a minimum of a grade B in English Language.

GENERAL STUDIES AS AND A2 Examination Board: AQA Specification: AS l1761 A2 2761 Why study General Studies?

General Studies is part of the additional curriculum provided for Post 16 students. Due to the extensive range of the syllabus, it will support your programme of AS and A level study in other subjects and in turn will be supported by them. It will give you an additional AS and A level qualification which is obviously a marketable commodity for those applying to university. It is allocated two lessons in Year 12 and one in Year 13.

All Higher Education provision and preparation is through the General Studies programme and is therefore, compulsory for all Year 12 students who are intending to apply to university.

It is optional for Year 13 students although most university candidates continue with the subject.

What will I learn about?

Topics include a broad range of issues focused on culture, society and science. For example: the similarities and differences between cultures; beliefs, tolerance and moral issues; the British political system and the role of the monarchy; the origins of the universe; the impact of scientific discoveries and inventions;

research methods; the role and responsibility of artists.

Much of the course is current affairs and therefore, the content will change and respond to international and national events.

Students will gain insight into a range of issues, for example: Israel and the Middle East; the Role of Charities; Britain and Europe; Animal Experimentation; Environmental Issues.

How is it taught?

Students are encouraged to develop responsibility for their own learning through a range of activities and techniques.

Discussions, debates, presentations, videos, lectures, and study visits offer a varied and interesting approach.

Students are provided with the newspapers The Guardian, Daily Telegraph, The i, and also The Week magazine. It is also recommended that students regularly watch an in depth news programme such as Newsnight on BBC2 or Channel 4 News.

How will I be assessed?

Work is examined at the end of Year 12 for the AS level.

Successful students can choose to progress to the A2 course which will be examined at the

end of Year 13. The style of exams incorporates source analysis, essay writing, short answer questions, and a multiple choice comprehension task.

Pathways to future careers/ courses General Studies is a useful preparation for higher education.

It has a wider range of subject matter than most students encounter in many other areas of Post 16 study. It helps to enhance a range of skills which are particularly valuable not only at A Level but also for the requirements of Higher Education.

Some university departments accept General Studies as part of an initial offer while others do not. However, even some of those departments which do not include the subject in their initial offer, frequently accept it at postresults time. General Studies demonstrates independent learning, an awareness of current affairs and an ability to grasp and analyse topical issues quickly.

How is it taught?

5 GCSEs A*- C including a grade B in English (Language or Literature).

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UNIVERSITY AWARD

PAST TUXFORD STUDENTS

This programme aims to provide a way in which you can gain extra credit for enrichment and study activities you are undertaking as part of your Post 16 course.

At Tuxford Academy, we are proud of all our students’ achievements. Below are just a few examples of students that have been in touch to tell us where they are now.

The University Award is based on portfolio evidence of achievement and completion of a variety of challenges.

Martin Slack Studied: English Literature, Geography, Biology, General Studies.

Went on to: English Literature at Sheffield University.

Now... Broadcast Journalist for BBC Yorkshire and Lincolnshire. Interviewed David Cameron, Nick Clegg, Robbie Savage and last Arch Bishop of Canterbury.

• Active Citizenship • Career Planning • Enrichment Activities • Work Related Activities • Global Awareness

Georgia Crew Studied: English Language, English Literature, Psychology.

• Extended Project

Went on to: The University of Birmingham to study English Literature.

This qualification offers lots of choice, is challenging and contributes to successful Higher Education and Career Applications.

Now... English Teacher - Tuxford Academy.

Tom Smalley Studied: Biology, Psychology, Maths.

Went on to: Toronto Film School.

Now... Editor on an Emmy nominated Canadian Web Series. Currently teaching English to children in South Korea for a year between seasons of the Web-Series.

Andrew Newman Studied: Physics, Chemistry, Maths, Geography.

Went on to: Oxford Aviation Academy to study for Airline Transport Pilots Licence and Foundation Degree in Air Transport Management.

Now... First Officer flying for Easyjet based at Gatwick Airport.

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PAST TUXFORD STUDENTS Holly Higgins Studied: Chemistry, Biology and English Literature.

A SELECTION OF COURSES AND UNIVERSITIES ATTENDED

BY GRADUATES OF 2014

Went on to: Optometry at University of Bradford.

University

Course

Now... 3rd year of University. Chosen as one of three students to join Vision Aid Overseas on 2 week work placement in Africa. Nominated for ‘Student of the Year’ by her University Lecturers. Has been offered one of 10 places in the UK for her Pre-Registration Year at Leicester Royal Infirmary.

Birmingham City University Bishop Grosseteste University College Brunel University University of Chester Durham University

Architectural Technology Primary Education Industrial Design Biology English Literature

University of Edinburgh Harper Adams University University of Hertfordshire University of Hull Keele University University of Leeds University of Lincoln

Theoretical Physics Food & Consumer Studies Paramedic Science Chemistry with Molecular Medicine Environmental Science Sport & Excercise Science Business Studies

University of Liverpool Liverpool John Moores University Royal Holloway University of London University of Manchester Manchester Metropolotan University Newcastle University Northumbria University University of Nottingham Plymouth University University of Sheffield Sheffield Hallam University University of Southampton Wayne State University, Detroit, Michigan University of Westminster University of York

Economics Psychology Drama & Theatre Studies Mathematics Fashion Buying Mechanical Engineering History Midwifery Extended Science Physics with Medical Physics Journalism French & Spanish Sports Studies Arabic and Linguistics Archaeology

Neil Mosley Studied: Maths, Chemistry, Geography, Business Studies.

Went on to: The University of Manchester to study Earth Science and Engineering. Undertook a Maths Enhancement Course (MEC) at University of Hull before training as a teacher and completing a PGCE at Bishop Grosseteste University, Lincoln.

Now... Maths Teacher and College Leader at Tuxford Academy.

Daniel Cupit Studied: Geography, Product Design, Information & Communication Technology.

Went on to: Management Apprenticeship with Jackson Building Centres and Retained Firefighter.

Now... Emergency Care Assistant with East Midlands Ambulance Service and Retained Fire Fighter.

Sarah Taylor Studied: Maths, Chemistry, Biology, Music, Further Maths.

Went on to: University of Sheffield Medical School: Graduated 2011 (MBChB).

Now... Qualified Doctor working in Sheffield.

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POST 16 TEAM

Mr Paul Simpson Assistant Principal, Post 16 Strategy

Mr Mick Keeling UCAS/General Studies/ Higher Education

Miss Leanne Murphy Post 16 Leader

Mr Tom Atherton Post 16 Assistant Leader

Mrs Melissa Agosto Post 16 Leader

Mrs Gillian Cupit Senior Administrator, Post 16

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Marnham Road, Tuxford, Newark, Nottinghamshire NG22 0JH Principal: Mr D R Cotton Tel: 01777 870001 Fax: 01777 872155 Email: office@tuxford-ac.org.uk www.tuxford-ac.org.uk Constituent member of The Diverse Academies Trust and of The Diverse Academies Learning Partnership Executive Principal: Mr C B Pickering