Sandy Upper School Sixth Form Prospectus 2013/2014

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Sandy Upper School

Sixth Form Prospectus

FULL-TIME COURSE GUIDE 2013/2014

WELCOME

Welcome to the Sandy Upper School Sixth Form Prospectus for entry into academic year 2013 -14.

Inside, you will find details of a wide range of both academic and vocational courses, enrichment and leadership opportunities and information about the superb care, support and guidance that is a characteristic feature of the Sixth Form here at Sandy.

Receiving their A Level results

Every year students leave our Sixth Form to fulfil their aspirations: studying at some of the country’s leading universities, engaging in successful careers or attaining sought after apprenticeships.

There genuinely is something here for everyone – and I am sure that you will find the right programme to suit your learning preferences and help you get on to the next step in your future career.

Students with Post 16 Director of Learning

Please don’t hesitate to ask if you have any questions at all about your own specific progression needs. We are always more than happy to help!

Mrs K Richardson Acting Head of School Sixth Form study

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CONTENTS 4 5 6 8 9 10 11 12 14 15 17 19 21 23 25 27 29 31 33 35 37 39 41 42 44 46 48 50

Raising the Participation Age (RPA) The Options Process The Sixth Form Team Pastoral Care / Special Educational Needs Advice and Guidance Enrichment One-Year Transition Programme A Level Art A Level Biology A Level Applied Business Studies A Level Chemistry A Level Dance A Level Drama A Level English A Level Geography A Level History Btec Hospitality (Level 3) Btec Information Technology (Level 3) A Level Mathematics A Level Media Studies A Level MFL窶認rench, German, Spanish A Level Music A Level Philisophy and Ethics A Level Physical Education A Level Physics A Level Product Design A Level Psychology Btec Sport (Level 3)

~ Courses on Offer ~ (all courses are offered subject to viable numbers) Arts A Level Art A Level Dance A Level Drama A Level Media Studies A Level Music Humanities A Level English Literature A Level Geography A Level History A Level Philosophy and Ethics Modern Foreign Languages A Level French A Level Spanish A Level German Physical Education Btec Sport (Level 3) A Level Physical Education Sciences A Level Biology A Level Chemistry A Level Mathematics A Level Psychology A Level Physics Technologies A Level Applied Business Studies Btec Hospitality A Level Product Design Btec Information Technology (Level 3) A Level courses are Level 3 qualifications. We also offer a one-year, Level 2 programme and details of this are on Page 11 of this handbook

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RAISING THE PARTICIPATION AGE (RPA) - INFORMATION FOR PARENTS What is RPA?

Around 92% of 16 and 17 year olds already choose to continue in education or training. The Government is increasing the age at which all young people are required to do so. If your son or daughter is in Year 11 in September 2012, they will have to continue in education or training until at least the end of the school year in which they turn 17. If they are currently in Year 10 or below, they will have to continue until at least their 18th birthday. RPA is not about raising the school leaving age. Young people will have a range of options for how they can participate, which could be through: • Full-time education, such as school or college; • An Apprenticeship; or • Part-time education or training if they are employed, self-employed or volunteering for 20 hours or more a week.

Why are the Government changing things?

We also know, however, that your son/daughter will look to you for advice and support as they make these decisions and you will want to do all you can to support them to make the right decision for them as they choose between their education and training options.

We know that making choices about education and training can be a challenge, so, from September 2012, we have placed a new duty on schools to secure access to independent careers guidance for pupils in school years 9-11, which must:  be presented in an impartial manner;  include information on the full range of post-16 education or training options, including Apprenticeships;  promote the best interests of the pupils to whom it is given.

This will make sure that your son/daughter will receive support to help them make informed choices.

The idea is to give all young people the opportunity to develop skills and qualifications that will open doors to future employment, help them make the most of their potential, and earn more over their lifetime.

Where can I find out more?

Evidence shows that achieving qualifications at this age can help to boost a young person’s prospects for life – for instance, young people with 2 or more A-Levels earn around 14% more than those without.

The National Careers Service website makes it easy for both adults and young people to access information and advice about education, training and work. The website is at: https://nationalcareersservice.direct.gov.uk. Young people and parents can speak to an appropriately qualified adviser by contacting the helpline which is available from 8.00am to 10pm, seven days a week on 0800 100 900, or for text messages on 07766 413 219. You can also advice from our own Careers Advisors, details of which will be found on page 9.

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What does this mean for me?

The legal requirement to participate will be on your son or daughter. This is because we know that, at 16, young people are starting to make, and take, responsibility for the decisions that affect their future.

More information on RPA is available at: http://education.gov.uk/childrenandyoungpeople/ youngpeople/participation/rpa

THE OPTIONS PROCESS The Options Process The next few months are going to be crucial for your future education. You will make decisions about education and training, including which subjects you will study. These decisions are not always easy. Staff at Sandy Upper School will be here to support you through this process, no matter what route you are planning to take.

Our Open Evening provides you with a chance to see what we have on offer; please take the opportunity to talk to subject staff and existing students on this evening and get as much information as you need.

Entry Criteria and Curriculum Expectations Our entry criteria is 5 A*-C grades, preferably including Mathematics and English. Unless a subject is new to post-16 e.g. General Studies, we expect you to have a C and preferably a B in the subject you are choosing to study. Research has shown that some courses are extremely difficult to succeed in from the starting point of a C grade, and there will be higher entry requirements for some subjects e.g. Mathematics.

We expect all students to follow four courses plus an enrichment activity.

We will endeavour to run as many A level courses as possible and will always respond to requests for new courses. It is clear to us, however, that the best educational experience for students is gained when groups are of a suitable size to allow for a full range of teaching and learning strategies.

For this reason some subjects may not run if insufficient numbers of students select them. We will expect all courses to continue into Year 13 once started; however, when numbers drop to an educationally unviable level we may need to consider this carefully.

Information, advice and guidance will be available in assisting our students to ascertain the best routes for them.

Next Steps The next event after the Information Evening is our Pre-Options Survey. This will allow students to tell us which subjects they would like to study at Sandy Upper School and we will then use this information to construct our Options Blocks.

We will have sessions to support option choices at the end of the Autumn Term and then students will receive their Mock Examination Results and Progress Checks on 17th January. Also on 17th January we will be holding a Parents’ Evening which will give further opportunity for discussion of choices.

At this point, option blocks and option forms will be issued and students can make their choices. These decisions will shape our curriculum and timetable structure, so it is important that they are carefully considered. We will follow up the option choices with a personal interview for all students conducted by a member of the Senior Leadership Team and the Directors of Learning.

At the end of the Spring Term, we will make conditional offers to all students who have applied to us and these students will be invited to participate in our induction programme.

We do recognise that plans can change and we will work with students up to, and including, the results day in August to make sure they are making the right curriculum choices.

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THE SIXTH FORM TEAM

Mr B Matthews Director of Learning—Post 16

Mrs C Northover Sixth Form Year Leader

Welcome The Sixth Form at Sandy Upper School is a close-knit community. We aim to look after everyone and we personalise support as much as possible. Whatever your intentions are for the long term, our Sixth Form is all about realising those dreams. With the economic climate becoming a lot more competitive, students need to have the skills and qualifications in place to become strong candidates for jobs and places in further education. Sandy Upper School Sixth Form aims to give students the tools and experiences necessary to become successful after they leave us.

Mr Matthews, Director of Learning Post-16 Mrs Northover, Sixth Form Year Leader

Pastoral Care This is really important to us and student welfare is our number one priority. Mrs Northover is the main point of contact for parents/carers and students and she deals with timetable issues, study support and any other concerns.

She is generally to be found in the Sixth Form Office and is always available to talk through any difficulties you might have.

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Personal and Social Education This subject is delivered over two lessons a fortnight to all Year 12 students. For one lesson, all Sixth Form students either have personalised input in their form group or meet as a year group to listen to guests who speak about a range of topics. These include information about the possibilities of a gap year, road safety information and health talks related to the needs of young people.

The second lesson is to designed to develop study skills for sixth form and the skills you need to be successful at school.

Students look at how to improve their academic skills and topics include how to organise time and taking and organising notes.

This has proven highly worthwhile for students this year, who now have a better understanding of what it is to be an independent learner in Sixth Form.

Leadership in the Sixth Form All students are encouraged to be leaders in their own right in the Sixth Form and to be responsible for their education and development. However there are many other opportunities to become more ‘visible’ leaders. The most prominent of which are the ‘Lead Student’ positions.

Lead Students Students act as role models both in and out of school hours, either representing their fellow students in Governing Body meetings, running year councils and talking at public events.

These sixth formers are seen as intermediaries between the student body and the leadership of the school, and are immensely valued for the contribution they make to the running of the school. There is a rigorous selection process, similar to some job interviews and students need to demonstrate excellent personal, presentation and organisational skills. This year’s Lead Students are Matthew Lock, Hayley Poppleton and Peter Robertson.

An increasing number of students take on voluntary roles to support their school, eg, volunteering for in-class support or being involved in the CommunITy project to local people.

~ Lead Students ~

Matthew Lock

Hayley Poppleton

Peter Robertson

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SPECIAL EDUCATIONAL NEEDS SEN Support We provide a fully inclusive education for all our young people and aim to identify any young person's special educational needs as early as possible so that measures can be put into place to meet those needs. We use the school's monitoring and tracking system to target individual needs and to assess progress as they work through targeted interventions. We have a personalised approach to Special Educational Needs (SEN) support in the Sixth form that ranges from a mentoring scheme to a process we call ‘MySEN’. This is a document that gives students, parents and other significant voices the chance to communicate thoughts and feelings as to the barriers and enablers to learning. It is also a chance for parents and students to share any background information they want teachers to know which might be useful when planning to meet learning needs.

Both students and parents are told explicitly that the information will be shared with staff but for obvious reasons confidentiality is still observed when using this information. While it does not replace an Individual Education Plan (IEP), it can be used to supplement the information available to staff on individual action plans. The SEN team can be found in our Learning Support Department. Our team is highly experienced, with able teachers and Teaching Assistants who work with individuals, groups and teachers to support young people’s development and achievement. Our team also boasts specialist dyslexia support. Disabled access to the school is available through the main entrance to every building. We make every effort to work with families to meet the needs of all young people, parents and carers.

If you have any specific queries or concerns please come and speak to me.

Miss Panayiodou SENCo

~ OPTIONS TIMELINE ~ Sixth Form Open Evening 22nd November 2012 Pre-Options Survey w/c 26th November 2012 Mock Examinations 10th December and w/c 17th December 2012 Information, Advice and Guidance Sessions w/c 17th December 2012 GCSE Mock Results Day 17th January 2013 Year 11 Parents Evening/Options Forms issued 17th January 2013 Parents’ Workshop 24th January 2013 Deadline for Options Forms to be returned 25th January 2013 Initial Interviews for Sixth Form w/c 28th January 2013

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ADVICE & GUIDANCE There is a lot of advice on offer as you make these crucial decisions about your future.

At Sandy Upper School you can talk to:1.

2.

3.

4.

5.

6.

Your form tutor who knows you, and your data, well.

Your subject teachers and other teachers of the subjects that you are interested in.

Mrs Devereux and Mrs Bernard, who both know you well.

Mr Matthews, Director of Learning for the Sixth Form and Mrs Northover, the Sixth Form Year Leader. Both have extensive experience of the Sixth Form and the pros and cons of various choices.

Ms Boyd, who manages the options process, will be able to discuss your plans and direct you to the right people for help and advice.

Katrina Armstrong and Vee Rourke provide additional support and careers advice.

Everyone here will want to support you in making your choices and will be willing to help you remain at Sandy Upper for Sixth Form study is that if the most appropriate route for you.

Other Choices Some students will also be looking at college or Sixth Form provision elsewhere and sometimes it can be difficult to know how to go about starting this process.

We always advise students to make sure that they visit the website of schools and colleges that they are interested in and to make sure that they attend any open day or evening events so that they can be fully informed about the offers available.

All colleges and Sixth Form centres have entry requirements and you should make sure you are aware of these.

Careers Advice In addition to our own, highly skilled advice and guidance, we employ Katrina Armstrong and Vee Rourke, professional Careers Advisors, to provide impartial advice and guidance within school for three days each fortnight.

Katrina and Vee see individual students on the recommendation of Directors of Learning and also those who have requested to see them. They also work with groups of students of all ages on a range of issues relating to Careers Education, Information, Advice and Guidance.

Appointments can be booked through the Year Team.

The interviews are one-to-one and are supported by a full record of the meeting and parents are always welcome to attend.

Follow up meetings are offered where necessary. If you need to talk to Katrina or Vee urgently, you can always contact them by email on armstrongk@developebp.co.uk (for Katrina) or rourkev@developebp.co.uk (for Vee) or by telephone on 07827 340285.

Katrina and Vee provide advice on sixth form, college, apprenticeships, gaining employment, training, cvs and interviews, amongst many other areas.

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ENRICHMENT (Choose one course only) We expect all students to engage with an enrichment activity. The opportunities we offer are designed to either showcase your extended and independent study skills or provide a wider perspective on your personal qualities.

Whether you are considering Higher Education, Work or Training post-18, enrichment will enhance your applications for the future.

You must be able to articulate your opinions but also be open to the fact that every argument has a different side to it, so that you produce balanced discussions. The papers at AS Level are the Cultural and Social Domains and the Scientific Domain.

Extended Project Qualification

Leadership is an excellent quality to demonstrate to a future employer or Higher Education establishment. We have a well established programme for Sports and Dance Leaders and we are happy to look at leadership within other subject areas. Attending the leadership enrichment activity can lead to accreditation.

The Extended Project Qualification allows students to develop a personal interest of study direction through completion of an individual project.

Students attend a number of core taught sessions which cover research skills, referencing, data collection, report writing and the ethics of research. They then work independently to complete their project which can be a dissertation or extended essay, an artefact (play, artwork, statue, model), an event (a ball, charity event, social event) or a performance (dance, play, music event).

Use this link to find out more about this qualification with carries UCAS points http://www.aqa.org.uk/qualifications/ projects/extended-project-epq.php

Leadership Accreditation

Work Experience Work Experience is not accredited but it can be very attractive to future employers, trainers and education establishments — particularly if it is linked to your academic or intended career. We can arrange short placements to enhance your personal development using our contract with DevelopEBP.

General Studies General Studies is an A Level course which gives students an insight into the wider world around us. It is a skills-based course which looks at a wide range of different materials.

To succeed on this course you will need to develop a good understanding of the world around us and learn how to structure an essay well.

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THE ONE-YEAR TRANSITION PROGRAMME Students who are required by the Raising the Participation Age (RPA) initiative may wish to stay on for Sixth Form but may not meet the entry requirements.

Why Choose a One-Year Programme

We are an inclusive Sixth Form and so we want to be able to offer a place of study to as many of our students as possible. As a result, we offer a one-year programme of study at Level 2 .

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You want to study for A Levels but you haven’t yet achieved the required entry qualifications. In this case, your one-year programme becomes a stepping stone to a further two years of A Level study.



You want to move on to work or training but the opportunity you are seeking is not yet available. In this case, building up a range of accreditations will equip you all the better for work or training— particular if you achieve your functional skills.

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You haven’t yet decided what you want to do in life. In this case spending a further year of study gives you a supportive environment to explore what you want to do and learn at the same time.

At the heart of our Level 2 Programme is our Resit English and Mathematics course. Some students will be applying to join the Sixth Form without an A*-C grade in Mathematics and English. The resit course is compulsory for any student who has not achieved A*-C in Mathematics and/or English.

Choice of Courses Our course offer is not yet completely fixed. This is because we want to listen to what the students want and will shortly survey them about their plans. This year we have offered Travel and Tourism, Business Studies, Health and Social Care in response to students’ needs.

You might choose the one-year Level 2 programme if:-

As soon as we receive formal Sixth Form applications, we will review this offer. We remain committed to running a wide and vibrant curriculum but we know that it is not effective to run small groups of students as this seriously impacts on the learning environment.

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ART Why should you choose this course?

2 YEARS Edexcel A LEVEL

This course aims to help you develop a wide range of skills and develop your knowledge, understanding and application of art, craft, media and technologies in current and past societies and cultures. It will also provide you with a solid foundation in Art and Design if you wish to progress to further education or employment. If you have an interest in, and enthusiasm for, art, craft and design then this course could be right for you.

Key Features The course is designed to promote continuity and progression from the study of Art and Design at GCSE level. The AS level builds on the knowledge, understanding and skills developed at GCSE level. You will require a minimum of a grade C to access this course.

Teaching and Learning You will be required to complete two units of study during your course.

Unit 1 Coursework portfolio which represents 60% of AS and 30% of A2 You are given a theme/starting point and you then select the work which reflects your ability and personal achievement in relation to the assessment objectives for this course. This will include:

 Evidence of observations from primary source  Work in a range of media  A final outcome from one area of art, craft or design

~Student Successes~ Laura Perry, Jasmine Phillips, Lauren Chatley and Caroline Store are all currently studying Foundation Art Courses at Cambridge Regional College, Birmingham Art College and Bedford College respectively

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Unit 2 Externally Set Assignment

 Your theme/starting point is set by Edexcel  The paper is released in February

“Art inspires my creative skills and increases my willingness to find out more. It is a subject which allows me to experiment with a variety of media.

You produce preparatory work and a final response which is completed within an 8 hour supervised examination period.

Lessons give you a sense of responsibility in that you complete your own work in your own way.

Resources

I would recommend this subject to anyone with a keen interest in art. I also study textiles design and the two subjects are complementary.”

Sixth Form students enjoy a light and airy working area within the Art department.

Space is provided for clay work as well as other media. Within the teaching rooms, there is space for students to leave their work in progress and return to it both in lessons and in study periods. Art staff are also practising artists in a range of media.

Student quote

Progression A GCE in Art and Design provides a solid foundation for further study of art, craft and design at a higher level and for degree courses in other fields. Qualifications in art and design can lead to employment in many areas such as architecture, graphic design and fashion. The course will also provide you with creative skills valued by many employers.

How can I find out more?

There are a number of ways that you can find out more about studying Art and Design. These include:

 talking to teachers at your school  asking students who are already studying the subject  visiting the examinations website www.edexcel.org.uk 13

BIOLOGY 2 YEARS AQA A LEVEL

Why should you choose this course?

A student who has an interest in any biological related career would benefit from this course e.g. working in the sports’ industry, medicine, animal care etc. By obtaining Grade B or above in Higher Tier, Additional Science or Triple Science Biology will open the door to an immense range of jobs, university or college courses. It is also necessary to achieve Grade B or above in GCSE Mathematics.

Key Features Assessment takes place at the end of both years of the course by exam and practical assessment. This is a 2 year course in which the first year leads to an AS qualification and the second year to a full A level. The three units of study at AS level contribute 50% to the full A level and another three units are taken in the second year. Students become independent learners by developing high level practical techniques alongside problem solving, data analysis, decision making and evaluative skills.

“Biology is an interesting and demanding course and the content should engage most students.

Teaching is of a very high standard and the way the course is delivered makes the subject easy to understand.

Biology can open up many doors to the future including medicine, zoology, psychology, biochemistry and palaeontology.

Success in Biology shows that you have acquired a deep and rich understanding of the world around us.”

Student quote

Teaching and Learning Teaching and Learning is highly varied using practical work research techniques, analysis of information, investigative write-ups, microscopy and critical thought.

Resources Specialist biology is taught in designated A level laboratories. Texts designed for the course are available for the students’ learning.

Extra-curricular opportunities are offered as a part of this course and students are expected to be involved in field work, which is an integral part of the A level specification.

Progression Students who have completed this course have gone on to university and college courses in medicine, sports science, animal husbandry, pharmacology,

~Student Successes~ Imogen Edwards obtained an A in Biology and has gone on to study Biochemistry at Bath University.

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APPLIED BUSINESS STUDIES 2 YEARS Edexcel A LEVEL

Why should you choose this course?

The ‘A’ level Applied Business course aims to widen participation in vocationallyrelated learning and give learners the technical knowledge, skills and understanding associated with business, empowering them to take charge of their own learning and development.

Key Features In this course, students will be looking at ‘real’ businesses and independently learning through assignment based work. A key feature of this course is the continuous assessment through units of work. There is only one unit exam at AS and two at A2 (one under controlled conditions). The skills gained are transferable to either higher education or the workplace which makes this a useful and versatile qualification.

The AS course covers three broad areas of business in the form of units of work. This can lead to a full ‘A’ level award in the second year (A2), or can be taken as a stand-alone qualification (AS).

All internally assessed units are externally moderated by the examination board. You do not need to have studied Business at GCSE, but some background knowledge would be beneficial.

Units covered at AS level include: Unit 1 – Unit 2 – Unit 3 –

Investigating People at Work Investigating Business Investigating Marketing

At A2/A level the course involves extending the depth and rigour of the AS level.

Learners will be encouraged to acquire a range of skills through the study of realistic business contexts.

Unit 8 – Unit 10 – Unit 13 –

~Student Successes~ Lisa Thornhill graduated from Keele University with a 2:1 degree in Law and is now working on her Masters degree in Law

Developing Business Marketing Decisions Organising an Event 15

Teaching and Learning We aim to develop a range of skills in our learners under the following headings:     

PRACTICAL - personal organisation, time management and ICT skills PRESENTATIONAL - producing business reports and making oral presentations PERSONAL - initiative; creativity; perseverance; willingness to learn and to progress INTERPERSONAL - working in teams; discussing problems or issues; leading a team COGNITIVE - investigative and research skills; problem solving; decision making; using theory to analyse a real organisation; planning a project

A diverse range of activities are offered including assignment and project work, interaction with real businesses, case studies, and oral presentations.

Resources The course is taught in two extremely well-equipped, air-conditioned business rooms where there is a suite of new computers with a variety of software packages.

Students have access to printers, both colour and mono, and a data projector is available for their presentations. There is a Business library within the rooms where additional information can be accessed.

The department runs a lunchtime drop-in session, with open access for all Business students. Students may access staff for individual tutorials, guidance and support during these sessions or just use the facilities to work in a quiet environment.

I enjoyed Applied Business as we look at real businesses, not just the theory side of it.

Coursework has a high weighting in the final A level marks so can be better for some types of student. Even though the deadlines can be hard to hit, it is better as you get a chance to re-address your work and therefore improve your grade using feedback.”

Student quote

Progression The GCE in Applied Business has been designed to provide a broad business experience suitable for higher or further education, or for moving into employment within the business sector. Career opportunities cover many areas including: retail, human resources, event management, tourism, administration, banking, insurance and finance, etc—the choice is endless.

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CHEMISTRY Why should you choose this course?

2 YEARS AQA A LEVEL

This course allows students to progress smoothly from GCSE studies in Chemistry and is designed to engender interest and enthusiasm for the subject. You should choose A level Chemistry if you want to understand the nature of materials and how they can be used, manipulated and changed in the modern world. Chemistry underpins all the Medical Sciences and is required for the study of all Physical Science courses and many Engineering Degrees.

Key Features You will develop an in-depth knowledge and understanding of chemical principles. Students study the three main chemistry disciplines: Physical, Organic and Inorganic Chemistry, all of which are accompanied by practical work linked to “How Science Works”. You will need to have attained Grade B or above in GCSE higher tier Core and Additional Science or GCSE Chemistry and Grade B or above in Mathematics.

You will learn the skills of making observations and measurements, and how to use your mathematical skills to analyse experimental data. You will manipulate complex factors linking kinetics, thermodynamics and reaction mechanisms.

These studies are linked to environmental, social and economic considerations.

“Mole” Awards

~Student Successes~ Simon Matthews is reading Natural Science at St Catherine’s College, Cambridge, having studied Chemistry at Sandy Upper School

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Teaching and Learning A wide range of teaching methods are used to encompass the learning styles of all students and enhance their development into first principle independent learners. These include practical investigations, discussions, use of ICT and problem solving. All of which encourage students to develop their knowledge and skills for future studies.

Resources You will be taught in a specialised A level laboratory and will have access to modern and traditional chemistry equipment. All students will be given a course specific text book to support their learning. Also available are archived examination data and ICT data bases.

“Chemistry is a subject which offers a lot of variety. In a Chemistry lesson, anything could happen; from making explosives to discovering the world at an atomic level.

The staff have a range of approaches from the quirky to the animated.

I’ve enjoyed studying this course and hope to study it further at university. The subject has always fascinated me and that fascination has increased through my A Level studies.�

Student quote

In addition, where possible, external speakers, and industrial and university visits are arranged.

Progression Chemistry A level is essential for the study of medicine, dentistry, veterinary science and all other medical degrees. Chemistry is also highly regarded for law and other disciplines.

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DANCE Why should you choose this subject?

2 YEARS AQA A LEVEL

At AS Level, the course focuses on the development of the candidate’s choreographic and performance skills. Candidates receive training on technique and the health and safety of the dancer. Candidates begin to develop critical skills for the analysis of choreography and performance within their own work and in professional repertoire, Key Features This course is taught through a study of contemporary dance techniques and works. The key components are shown below:Unit 1 – Understanding Dance (DANC1): This unit examines the dancer as a performer and the knowledge and understanding of the demands made in practice and performance of the dancers.

Key components include:        

The skeletal system: joints, ranges of movement in relation to the dancer Muscles Movement; location, action, how to strengthen Fitness, safe practice, technical and performance skills The process and craft of choreography: own work and that of professional repertoire Constituent features of dance; movement, dancers, aural setting and physical setting.

Developing ideas from stimuli Experimentation and Improvisation Structure, choreographic notes and journals The analysis of the significance of dances: own work and that of professional repertoire.

~Student Successes~ Kelly Thomson performed at the London 2012 Opening Ceremony, and is currently studying Dance Performance at Middlesex University

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Unit 2 – Choreography and Performance (DANC2) This unit builds on the knowledge and learning from Unit 1 and develops the skills of creating and performing dance. Key components include:  

The process of solo choreography from investigation and research ideas through to outcome The development of physical and interpretative skills in relation to performance of the solo choreography The development of performance skills within a duo/trio performance context

Methods of Assessment Unit 1 – Written Examination 1 ½ hours Unit 2 – Practical coursework: A – Solo choreography and Performance B – Performance in a duo/trio Teaching and Learning  Individual research into contemporary issues  Seminar work and presentations.  Clear and concise note taking.  Practical performance and technical analysis.  Workshops with professional dance companies.

“It is fun but challenging and you can experience dance in a different light. I would recommend it if you enjoy contemporary dance and are willing to be challenged as it is very rewarding in the end.”

“This subject is great for those who love to dance and who are open to a variety of challenges.

I am looking forward to studying dance at degree level at a professional dance school.”

Student quote

Resources A Level dancers are able to access one of largest Dance studios in the county for their practical lessons. All students are provided with a text, “Essential Guide to Dance”. In addition to timetabled lessons, students have the option to participate in a wide range of extra curricular dance activities including a contemporary performance group, technique class and many more. Students also have the opportunity to take part in the School’s annual Dance Show as either a choreographer or performer.

Progression Students who begin this course can progress to A2 level and can then study dance at university or a professional dance school.

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DRAMA Why should you choose this subject?

2 YEARS Edexcel A LEVEL

Drama A-level is a very successful subject here at Sandy Upper School. Most students achieve above the national average for the subject and many go on to study for degrees in Drama and Performing Arts.

While only a few A Level Drama students become actors, all benefit from the confidence and socialisation skills much valued in today’s workplace. Those considering a career as an actor, director, teacher or indeed any job where it is necessary to work extensively with others and give speeches, should consider Drama as an option.

Key Features Drama is both practical and creative. It involves problem-solving, teamwork and good communication skills. It helps with public speaking and confidence.

Drama A level can also help you with your organisational skills and time management. It also works well in conjunction with a-levels such as Media, English and Dance.

Drama provides a range of opportunities for those with a passion for the subject, giving an opportunity to analyse the medium from a range of perspectives.

Teaching and Learning The majority of drama lessons are practical and we work through ideas, study important theatre practitioners and analyse theatrical genres through workshop activities to support the theory and learning of drama techniques.

~Student Successes~ Alex Green is studying directing at the prestigious Central School of Speech & Drama in London.

Carl Richardson starred in many school productions and is currently studying at MTA in London. Carl was recently seen performing with Take That at Wembley.

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Resources Sandy Upper School has a fine tradition of theatre productions from full-scale musicals to intimate studio performances. This means that we have a range of technical equipment, including lighting and sound, which students can use to aid and enhance their performance in both our 220-seat, “raked” Theatre Hall and our Drama Studio.

Most A-level lessons will be timetabled in theatre hall although students have the flexibility to present their final performances in the drama studio if they wish.

Extra-Curricular Events Many trips to the Theatre are arranged throughout the year and all drama A-level students are invited to attend. We have also invited world renowned theatre companies like ‘Frantic Assembly’ & ‘Trestle Mask’ in to workshop with our students.

A-level students are also encouraged to participate in the whole school production either behind the scenes or on stage and also have the opportunity to write and create their own production in the Sixth Form Show. Lunchtime and after school sessions at A-level are focused towards rehearsal and set creation for final pieces.

“In Drama, when I create a piece of work, I have a sense of excitement running through me. I am free to express my emotions and feelings in many different ways. Working in this subject brings you closer to your peers and helps build trust and confidence.

You should consider taking this subject if you want a course that is exciting, rewarding and fun. Teaching is inspirational.

This course has helped build my confidence and given me many skills for the future.”

Student quote

Progression This course can lead to further study in drama, theatre studies and performing arts in higher education at degree or HND level. It can be used as part of your course to broaden your studies and may lead onto a career in the performing arts’ industries.

Drama and theatre studies complements a range of subjects and are useful in building confidence and improving presentation and communication skills in a range of careers.

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ENGLISH Why should you choose this subject?

2 YEARS OCR A LEVEL

The aims of this course are to encourage students to develop their interest in and enjoyment of literature and literary studies as they:  read widely and independently set texts and others that they have selected for themselves  engage creatively with a substantial body of texts and ways of responding to them  develop and effectively apply their knowledge of literary analysis and evaluation in speech and writing  explore the contexts of the texts they are reading and others’ interpretations of them.

Key Features Units covered at AS level include: F661—Poetry and Prose 1800-1845 (closed text), Robert Browning’s Poetry and Shelley’s Frankenstein F662—Literature Post 1900 (coursework—2 pieces), Orwell’s ‘1984’; Attwood’s ‘The Handmaid’s Tale’/T S Eliot Poetry Units covered at A level include: F663—Drama and Poetry Pre-1800 (closed text) ‘A Midsummer Night’s Dream’, ‘The White Devil’ Webster; a selection of Andrew Marrell’s poetry

Students work collaboratively in tutorials

F664—Texts in Time (coursework) Great Expectations, Charles Dickens, Goblin Market, C Rossetti, The Bloody Chamber, Angela Carter

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Teaching and Learning To maximise learning, English is delivered in a balance between whole class, group, pair and individual work. Key activities include personal reading, research, individual writing and presentations.

“English helped me understand the vitality of literature in this current climate. It doesn’t just help improve your literacy skills, it helps improve interactions with others.�

Student quote

Resources Most lessons are presented through the interactive white boards.

Research lessons employ the laptops and library resources. There is a small central bank of literary criticism available for borrowing.

Lunchtime sessions are provided for students to watch film versions of the texts or documentaries on the authors. Theatre workshops are run for the Shakespeare element of the course.

Progression A good grade at A level in English will make you a highly desirable employee or student. Employers, colleges and many professions will appreciate your powers of expression, analysis and persuasion.

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GEOGRAPHY

2 YEARS Edexcel A LEVEL

Why should you choose this course?

Geography is the broadest subject you can study, as it is about everything! Absolutely anything to do with the earth, including you and is, is Geography. It is a dynamic, fascinating and limitless subject. At A level you’ll investigate a range of physical and human Geography topics to develop your understanding of how the world works and how people interact with it. It is also an academic subject that builds skills that you can use across your curriculum.

Key Features The topics shown to the right are all studied in-depth through understand of theory, and the application of this to specific case studies. We also intend to run a residential field trip for Year 12 Geographers, which will involve real, hands-on experience of Geography. It will also develop many of the skills required for your Unit 2 examination.

Teaching and Learning Unit 1—Physical and Human Geography: Unit 2—Geographical Skills In Unit 2 you will learn statistical, graphical, ICT and fieldwork skills about the four topics from Unit 1.

Resources In a Geography A Level group you will have up to date modern textbooks, twenty laptops available with internet connection, a range of current and relevant DVD’s, a well resourced clickview catalogue, websites and plenty of learning aids to develop your learning.

~Student Successes~ Jonathan Gaylor graduated with a Masters in Geo-Science from University College, London and is now working on his PhD in Geology in Paris

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Course Outline of Year 13 During the second year, you will have the chance to deepen your understanding of the world’s physical and human processes by investigating a range of new topics. You will also further enhance skills vital to other subjects, and to life outside school (ie, data interpretation, essay writing, use of ICT, teamwork, independent learning, etc).

Assessment As well as ongoing assessment from your teachers, you will have two external examinations: Unit 3—2½ hour examination (worth 60% of A2, 30% overall) Unit 4—1½ hour examination (worth 40% of A2, 20% overall) Key Features

“The transition from GCSE to A Level is a big step in Geography. It can seem daunting at first but you soon get used to it and it’s rewarding to start the week knowing little about a subject and by the end of the same week, find yourself fascinated with an issue you hadn’t previously considered.

In-depth analysis of theory and case studies surrounding the topics on the left. For the Unit 4 examination, we will receive pre-release information from the examination board in plenty of time to analyse it before the examination.

Following A level Geography, the world is your oyster! The skills and understanding that you have built during your course will open a great many possibilities for you.

Obviously, you could continue to study the subject, or a related discipline at university, but that’s not all. Many professions want employees who have a background in Geography (ie, police force, town councils, military, marketing and research, business strategic planning, etc—the list is huge!)

Teaching & Learning Unit 3—Contemporary Geographical Issues Unit 4—Geographical Issue Evaluation

The course has allowed me to develop my independent research skills and has made me more interested in global issues.”

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HISTORY Why should you choose this course?

2 YEARS Edexcel A LEVEL

History is fun and interesting! In History lessons you are encouraged to form and support your own opinions and arguments, share your ideas and evaluate the views of others. History is an academic subject which is highly regarded by universities and the skills you develop will be essential to any future career path you choose to follow.

Careers related to the study of History include accountancy, archaeology, architecture, archives, the armed forces, the Civil Service, conservation, journalism, law, local government, media, museums and galleries, politics, teaching and university research and tourism and many more.

Key Features Students will complete two units in year 12 and two units in year 13. Students will have gained an analytical view of sources and information looking at attitudes and beliefs in society and analysed the process of change. The variety of topics studied will provide an interesting course for students and an engaging background to fully develop as historians. Students will need 5 A*-C grades at GCSE and they need to have achieved a grade C or above in History prior to starting this A level course.

The year 12 programme consists of two units as stated below:

~Student Successes~ Chris Havergal achieved outstanding grades at A levels and achieved a Double Starred First in History from York University. He now works as a journalist with the Cambridge Evening News

Unit 1: Historical themes in breadth.

Students will study two topics; “Russia in Revolution from 1881-1924” and “From Autocracy to Dictatorship and Stalin’s Russia, 1924-53”. Students will have gained a broad overview of communism in the 20th Century and will assess the historical significance of events, ideas, attitudes and beliefs and how these influenced behaviours and action.

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Unit 2: British History depth study.

Students will study the period of “Henry VIII: his authority, nation, and religion 1509-40”.

Students will gain an in-depth understanding of British relations with other countries, the structure of government and relationships with the Catholic Church.

“In studying History, I have gained a greater understanding of how the world has developed politically, economically and socially over a large period of time.

This subject has helped me to develop my writing and analytical skills which will come in useful when I move on to university.

Lessons involve many enjoyable group discussions which help develop our ideas and thinking.”

Student quote

History provides students with opportunities to develop a variety of skills that will contribute to their employability, whatever their chosen career such as critical thinking, analytical skills, verbal and written literacy, forming both verbal and written ideas and arguments in a clear and concise manner, basing conclusions on research, statistical compilation and the ability to meet deadlines to name but a few!

Teaching and Learning Students will use a combination of thinking skills, enquiry based learning, research, discussion and group work. Independent study will also be used more regularly which will prepare students for university and their future career. The teachers in the department are supportive, experienced and approachable.

Resources The History department has a huge variety of books to support students in their learning as well as a set of laptops available. Trips will be arranged to support students in their learning.

Progression Many students go on to study History at university or other subjects which are related or inter-related careers.

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HOSPITALITY Why should you choose this course?

2 YEARS Edexcel Btec

Hospitality offers you the opportunity to gain personal satisfaction and a positive experience from working with food materials. It involves practical problem-solving, independent learning, creativity and innovation. It follows on very well if students have taken Catering or Food technology at GCSE level. BTEC Hospitality is an exciting course, which offers excellent progression and it is a subject that stimulates creativity and innovations and extend your skill base with a vocational emphasis.

Key Features The BTEC level 3 certificate is broadly equivalent to one GCE AS level (1 year); the BTEC level 3 subsidiary diploma is broadly equivalent to one GCE A level (2 years).

The BTEC Nationals in Hospitality have been developed in the hospitality industry to:  Give full-time learners the opportunity to enter employment in the hospitality industry or to progress to vocational qualifications such as the Edexcel BTEC Higher Nationals in Hospitality Management.  Give learners the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life.

Teaching and Learning In year 1 all students will follow the BTEC level 3 certificate in Hospitality that consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where are least 23 credits must be at Level 3 or above).

The Mandatory unit is:  The Hospitality industry—10 credits  European food—10 credits  Planning and managing a Hospitality event—10 credits  Principles of supervising customer service performance in Hospitality, leisure and Tourism—2 credits  Providing customer service in hospitality—8 credits

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The optional units that have been chosen to study in year two are again catering-based units, which bring in practical skills and assessments and so there will be an expectation that ingredients are brought in. Units are yet to be confirmed, but we are considering the following:  

Contemporary world food—10 credits Advanced skills and techniques in producing desserts and petits-fours—13 credits

Further information is available from Mrs Grennan.

Progression The food industry is now the country’s largest employer and there is no shortage of good jobs with excellent career prospects for graduates in hospitality and catering. If you are interested in any aspect of food, catering and hospitality you would do well to consider taking this BTEC course. Careers include Hospitality Management, Chef, Food Research & Development (for a supermarket or food product company; Dietician in the NHS; Food Scientist; International Hotel Management; Food Buyer/Purchaser; Food Writer; Food Quality Controller; Nutritionist at hospitals or large company; Catering/Technology teacher; Food Design; Food Marketing; Food Photographer.

Resources The food classroom has an extensive range of equipment, including cookers, bakeware and kitchenware, to assist students in creating interesting and exciting dishes.

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INFORMATION TECHNOLOGY

2 YEARS Edexcel Btec

Why should you choose this course?

Teaching and Learning

The telecommunications and IT sector, with its array of existing and constantly evolving technologies, presents a stimulating and challenging working environment. The industry offers a wide range of career opportunities, including networking, software development, project management, programming and telematics.

The course consists of a number of units where students have to complete assignments. Students undertake 6 units of work that covers: Unit 1 - Communication and Employability Skills for IT; Unit 2 - Computer Systems; Unit 9— Computer Networks; Unit 28—Website Production; Unit 30—Digital Graphics; Unit 31—Computer Animation. Further resources and lessons are provided on information systems, managing networks, developing computer games, maintaining computer systems, installing and upgrading software and database design.

The study of IT in Sixth Form allows students to pick up more specialist skills than that of GCSE, ideal for moving into the IT industry and providing skills necessary and relevant for any industry. Studying IT works very well alongside many other Sixth Form courses such as Business Studies, Art, Design and Media.

Key Features Students complete six units of work over two years. Four units are completed in the first year and two in the second year. The course is 100% coursework and consists of no formal examinations. Each unit presents students with three or four assignments, which are all based around ‘real’ business scenarios. The BTEC level 3 Nationals Subsidiary Diploma in IT has the equivalence of one GCE A level.

Students are able to cash in the units completed in the first year as a BTEC level 3 Nationals Certificate in IT, which is the equivalent to one AS level qualification.

Skills to be gained—Students will cover topics such as business working practices, computer hardware and software animation, image editing, movie production, website production, 3D design, computer networking and more. Students have the opportunity to specialise more in topics that interest them, and build on the skills achieved at GCSE level.

Resources At Sandy Upper School, we currently have 7 IT suites, several banks of laptops and computers in every classroom. The ICT department uses two classrooms for teaching in, both equipped with 30 personal computers as well as a bank of laptops for mobile working, all offering the latest Windows operating system, Office packages, Visual Studio programming tools and Adobe creative software. Students have access to a bank of digital cameras, voice recorders, scanners, digital video cameras, laptops, Xbox 360 console and Xbox 360 gamepads that they can use in their work.

Students to not require any specialist equipment of their own at home or in school, but should have basic equipment such as pen, pencil, ruler and colouring pencils.

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All students have the chance to join a number of extra-curricular activities on offer from the ICT department. These are offered under the banner of ‘ICT Projects’. A number of projects are run in many different areas of ICT. ICT Projects are run with small groups of students, where they can work together under the guidance of a member of staff, to develop their skills in a particular area.

Students that take part in extra-curricular activities have the opportunity to build on skills learnt in class and to improve their coursework.

Progression Employment opportunities—with the international recognition of BTEC courses such as this, you can progress straight into employment. 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.

The BTEC Level 3 Nationals Subsidiary Diploma in IT has the equivalence of one GCE A Level, and it is possible for you to progress further into higher education, as successful BTEC National qualifications give UCAS points for university applications, or seek employment within the IT industry sector using the skills developed on the course.

“Technology is the most interesting thing on this planet and ICT is a great chance to experience it. It’s a challenging subject where you learn lots of cool skills that will help you in life. Most importantly it’s extremely fun and fulfilling.”

Student quote

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MATHEMATICS

2 YEARS Edexcel A LEVEL

Why should you choose this course?

On average people who have done A level Maths earn 10% more than those who haven’t. Even those who don’t get the top grades earn 8% more. Earning potential is huge in certain areas. We don’t think that this should be the main reason for studying maths, but it is encouraging to know that if you do, you have a good chance of getting a comfortably paid job.

The types of Careers which lead on from Mathematics are some of the most interesting and well paid available.  Finance- Actuarial Work, Accountancy, Financial Modelling, Investment Banking  Computing- Games Design, Internet Security, Telecommunications  Mathematical Biology- Population Modelling, Epidemics and Vaccination  Engineering- Aircraft Modelling, Fluid Flows, Acoustic Engineering, Quantity Surveyor, Planner  Teaching and Lecturing  Statistics- Medical Statistics, Market Research, Government Statistics  Business- Logistics, Traffic Planning, Project Management, Business Consultancy Careers which lead on from mathematics aren’t only well paid, they are also often very interesting. People who have studied mathematics are in a fortunate position because they will have a good choice of career opportunities. This shows only a sample of possible careers. The main message is that you can do anything with maths.

~Student Successes~ Jamie Craig achieved outstanding grades at A Level and went on to read Maths and Philosophy at York University

Key Features Maths will help you in your other A-Level Subjects, such as: Physics, Chemistry, Biology, Geology; Computing; Geography, Psychology, Sociology; PE, Sports Science; Business Studies; History.

All of the sciences use mathematical techniques– taking maths A level will give you a head start in these subjects. Other A levels such as the Social Sciences use statistics, so doing A-level maths will give you an advantage.

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Even in essay-based subjects such as history, A level maths can be useful. It teaches you to think in a logical way, something which is vital when putting across a coherent logical argument.

There are many degree subjects have A-Level maths as an entry requirement, including: :  Mathematics, Statistics, Computer Science, Physics, Accountancy, Engineering, Geography, Psychology and Sociology  Sports Science Degrees often have modules relating to bio mechanics which has a high content of mathematics.  Sciences such as Biology, Chemistry and Earth Sciences use more and more mathematics as you progress with the subjects  Business and management degrees all use maths in areas such as accounting and financial indicators.  Mathematics will help understanding in medicine, as well as enhance your application.

Teaching and Learning The first of the three AS modules (Core 1) is a bridge from GCSE Maths, and looks at quadratic equations, indices, co-ordinate geometry, graph transformations, sequences and introducing calculus. There is also an optional element to the course where either Statistics or Mechanics is studied. At A2 the two core modules focus on trigonometry, differential equations, sophisticated graph transformations and modelling. Again the optional element studied will either be Statistics or Mechanics.

We also offer an additional AS in Further Maths which takes us into the realm of matrices, complex numbers, decision mathematics and further statistics.

You will need a grade B in Mathematics GCSE to gain entry to this course and Further Mathematics requires an A grade.

Resources At home, students have access to textbooks and three websites to help with their studies; www.mechanics-online.com, mymaths.co.uk and nrich.maths.org which provide supplementary interactive learning and extended challenges. Within school we have interactive graphics packages to bring greater visual clarity to geometry and statistics.

“Not only does Maths sit perfectly alongside Sciences but it looks great on a university application.

If you enjoy a challenge and don’t mind hard work, then this is definitely the course for you.

I have found studying this course challenging but also significantly more interesting than the GCSE course.”

Student quote

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MEDIA STUDIES 2 YEARS OCR A LEVEL

Why should you choose this course?

Media students study contemporary media issues using all aspects of modern technology. This is an ideal course for any student interested in analysing the media and in creating their own media pieces.

Key Features The AS GCE is made up of two units that form 50% of the corresponding four unit Advanced GCE. Candidates complete Unit G321 and G322.

G321: Foundation Media Portfolio in Media This is a coursework unit where the process involves progression from a pre-production, preliminary exercise to a more fully realised piece.

G322: Key Media Concepts (TV Drama) This is an examined unit which covers two areas of Textual Analysis Representation alongside Institutions and Audiences.

Units studied at A2 The advanced GCE is made up of two mandatory units at AS and two further units at A2.

G324: Advanced Media Portfolio This is a coursework unit where candidates engage with contemporary media technologies to produce a media portfolio through a combination of two or more media and then present their research, planning and evaluation in electronic format.

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A2 G325: Critical Perspectives in Media This exam covers the two areas of theoretical evaluation of production alongside a study of contemporary media issues. In section A candidates describe and evaluate the skills development in their production work and then select one production to evaluate in relation to a media concept. In Section B, candidates choose a topic on media and the collective identity where they demonstrate their understanding of representation of a specific group.

Teaching and Learning Students on this course work both Independently and within groups. Modern film and drama clips are screened for analysis. Key activities include research, presentations, filming, editing and evaluation.

Resources Media Studies is taught in a well-equipped teaching room with modern camera equipment, editing facilities, new textbooks and ample computers for independent study and research.

Facilities and support are available at lunchtime and in study periods. There is a film club for younger students. Many students borrow equipment and continue filming in their own time.

Progression

“Get to use new technology and learn all about films. It is fun and gives new opportunities.�

Student quote

There are numerous opportunities for those who gain the skills required at A Level Media Studies. Some will progress to jobs in the media industry – TV, journalism or film - but students will also be appreciated by employers, colleges, professions and large companies with their own advertising, marketing, PR or research departments.

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MFL

(French, German, Spanish) 2 YEARS OCR A Level

Why should you choose this course?

Statistics show that students of foreign languages have access to a greater number of career possibilities and develop a deeper understanding of their own and other cultures. The benefits to society are many: individuals fluent in other languages enhance our economic competitiveness abroad, improve global communication, and, some would add, maintain our political and security interest.

Key Features At AS you will cover a range of sub-topics from Media, Popular Culture, Healthy Living/Lifestyle and Family/Relationships. At A2 you will study the topic areas of Environment, Multi-cultural Society and Contemporary Social Issues as well as 2 topics relating to the culture of the country whose language you are studying.

Teaching and Learning This course is designed to continue on from the GCSE course. The course aims to develop an understanding of up to date language and contemporary issues from authentic sources, such as newspapers, magazines, radio, television, songs and the Internet. Naturally, you will extend your linguistic ability further and develop your spoken language to a much higher level. The study of grammar will intensify. The target language is used most of the time.

The AS Course: Unit 1: Listening, Reading and Writing (2hrs).

Unit 2: Speaking Test (35 minutes, includes 20 minutes preparation).

~Student Successes~ Vicky Walker graduated from Nottingham University with a First in Spanish and Portuguese

The A2 Course Unit 3: Listening, Reading and writing (2.5hrs).

Unit 4: Speaking Test (35 minutes, including 20 minutes preparation time).

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Progression A student who has taken a language at A level could combine this with any number of the subjects in higher education. It is not unusual, for example, to find undergraduates doing an engineering, law or economics degree with a language.

Many students then go on to work abroad. In our global economy, the ability to offer another language in addition to English is often sought after in the work place.

Should a student wish to pursue a pure language degree, then opportunities within the fields of education, translating and interpreting are all possible.

“Taking a language opens up many new doors and opportunities that give you a unique quality that others won’t have. You don’t only learn the language but also the culture and way of life of other countries in a fun and friendly environment. Stand out and take a language!”

Student quote

To sum up, studying languages is intrinsically worthwhile and language skills are valuable assets in many careers. A graduate who is able to speak at least one foreign language to A level standard is a truly attractive prospective employee in the modern day.

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MUSIC Why should you choose this course?

2 YEARS OCR A LEVEL

The A level Music course has a large practical element. Students taking the course are expected to have reached a good level of instrumental ability before taking the course (ideally Grade 5 standard or better), and be confident at performing in front of audiences and examiners.

Some knowledge of music theory is essential for A level, especially for the composition paper. Although students will have the opportunity to improve their theoretical skills over the two years, students should have already be fluent at reading either treble or bass clef (preferably both), and a Grade 5 in Music theory is an advantage.

Key Features The OCR course has been chosen partly because of its increased weighting to performance. The majority of A level music students take the subject because they love performing, and the course reflects this. At both AS and A2 performance is assessed by a visiting examiner.

~Student Successes~ Harry Christopher achieved a B in Music and is now studying Music at Hull University. He is a very active musician in Sandy, and performed in Sandy Upper School’s We Will Rock You in 2010; Harry, and his band “Sunset Reset”, recently reached the final of Battle of the Bands.

Teaching and Learning AS Music Papers 1-3—300 marks

A2 Music: Papers 4-6—300 marks (total 600)

Paper 1: Performing 1—40% (20%) Recital—60 marks Viva Voce—20 marks Extended Performance—40 marks

Paper 4: Performing Music 2—20% Recital—100 marks Viva Voce—20 marks

Paper 2: Composing 1—30% (15%) Compositional Techniques portfolio—45 marks Instrumental Composition—45 marks

Paper 5: Composing 2—15% Stylistic Techniques portfolio—45 marks Programmatic composition—45 marks

Paper 3: Introduction to Historical Study—30% (15%) Aural extract—30 marks Prescribed Works—40 marks Contextual Studies—20 marks

Paper 6: Historical and Analytical Studies—15% Aural extract—40 marks Prescribed Topic—50 marks 39

Resources As with GCSE, A level students have access to the full range of the department’s instruments and equipment, including individual computers on which to complete composition work. We currently use Sibelius 5 software for most composition work, and many students choose to purchase this to make it easier for them to complete work at home.

It is expected that any student taking A level music takes part in a wide range of extra-curricular activities, both in and out of school. We also encourage many A level students to be involved in running of ensembles and the organisation of concerts and other events.

Progression The two traditional routes for those wishing to study Music after A2 level are to study the subject at a university or music college. There are an increasingly large range of university and college courses at all levels, which allow for specialism in almost any musical activity or style imaginable. Music A levels will also be helpful for those looking to study a music theatre course at a theatrical college.

“The Music A Level is very diverse and has exposed us to many different ways of composing and performing.

The atmosphere in the department is friendly and provides us with many opportunities to perform both in school and elsewhere, including Bath, Blackpool and Trinity College, Cambridge.

Music A Level has changed our understanding and perception of music education and has created a desire to further our studies at degree level.�

Student quote

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Philosophy and Ethics

2 YEARS OCR A LEVEL

Why should you choose this course?

You should choose to study for an A Level in Religious Education if you are interested in the world around you, in debating issues and wish to study the “whys” of our lives. The course looks at a range of “Big” questions about life and morality. Although GCSE RE is preferable, the course does not assume prior knowledge and is suitable for those of any religion, or none, as there is not a specific focus on world religions, but rather on theories put forward by both religious and non-religious thinkers.

Key Features The course requires two units of study to be assessed. The current units are:Philosophy of Religion which involves a study of ancient Greek influences such as Plato and Aristotle, Judeo-Christian thought, traditional arguments for and against the existence of God and challenges to religious belief.

Religious Ethics which investigates absolutist and relativist theories, natural law, as proposed by Aquinas and Aristotle, Utilitarianism and the work of Kant. There will also be an opportunity to study religious ethics from the point of view of another religion, selected by the student.

This will then be applied to different ethical issues, eg, medical ethics, war, sexual ethics and free will and determinism.

What can you do with Philisophy and Ethics in life? The skills of discussion, debate, analysing theories and arguments and also of weighing up difficult opinions to reach your own conclusions are key in many jobs. In particular, this course is a good stepping stone for law, medicine, politics, community relations and the police force to name a few.

The course is designed to help students demonstrate knowledge and understanding of the key concepts and how these are expressed in text or practices. They will also come to understand the contribution of significant people, traditions or movements and to develop the skills of extended writing and argument which in turn help to prepare for higher study.

Teaching and Learning In the unit on philosophy of religion, there will be some elements of historical study. The chief methods of teaching and learning include discursive work, group and independent research, presentations to staff and other students and the development of a range of critical thinking skills.

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PHYSICAL EDUCATION

2 YEARS OCR A LEVEL

Why should you choose this course?

These specifications enable candidates to achieve the Physical Education subject criteria aims by:  increasing their physical competence;  developing their involvement and effectiveness in physical activity;  enabling them to become informed and discerning decision-makers in relation to their and others’ involvement in physical activity.

Key Features Unit G451: An Introduction to Physical Education Anatomy and Physiology (Section A)  the skeletal and muscular systems  Motion and movement  The cardiovascular and respiratory systems in relation to the performance of physical activity Acquiring Movement Skills (Section B)  Classification of motor skills and abilities  The development of motor skills  Information processing  Motor control of skills in physical activity  Learning skills in physical activity

~Student Successes~ Emily Vale and Sam Evans are two of only 28 students in the country who have gained a place on the highly popular Sport and Physical Education Degree at the University of Bedfordshire

Socio-Cultural Studies relating to participation in physical activity (Section C)  Physical activity  Sport and culture  Contemporary sporting issues Unit G452: Acquiring, developing and evaluating practical skills in Physical Education  Performance  Evaluating and planning for the improvement of performance

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Teaching and Learning Lessons in Physical Education are delivered through the following key methods:      

Individual research into contemporary issues.

Clear and concise note taking.

Practical performance and technical analysis.

IT for informed presentations Individual research into given area.

Use of IT to present findings to class.

Advanced practical skills analysis.

“A Level PE is challenging but also very entertaining. I would recommend PE to anyone who has the desire to strive and succeed in sport.”

Student quote

Resources 



SUS hosts the OCR moderation due to the excellent sporting facilities, which includes: the Sports Hall, Activities Studios, Squash Courts, Netball Courts, Astroturf, Fields, Athletics Track and Fitness Suite.

As well as using our dedicated Physical Education classroom, there is a well-stocked A level resource room which students are encouraged to use for private study to extend their knowledge in the specialist areas of the syllabus.

Within the Physical Education Department there are a number extra curricular clubs which are on offer to all students. These include: Football, Rugby, Hockey, Netball, Cheerleading, Dance, Ultimate Frisbee, Crazy Catch, Volleyball, Badminton, Rounders, Tennis, Athletics, Table Tennis, Gymnastics, Trampolining, Judo, Boxing, Pilates, Fitness, Weight Training, Rowing, Multi skills.

We also offer lunch time and after school revision clubs for all A Level Physical Education students on a weekly basis.

Progression This course provides a grounding for further study in Physical Education at undergraduate level. Possible careers include sports development, sports coaching, sports psychology, physiotherapy and PE teaching/lecturing.

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PHYSICS Why should you choose this course?

2 YEARS AQA A LEVEL

This course allows students progress smoothly from GCSE studies in Physics and is designed to engender interest and enthusiasm for the subject. You should choose A level Physics if you want to understand nature from the smallest possible scale deep inside an atom to the largest conceivable distance, stretching across the entire universe. It will provide a stepping stone if you are interested in following any physical science related degree or career.

Key Features You will develop an in depth knowledge and understanding of the principles of physics and gain hands on practical and data analysis skills. You will demonstrate a deeper appreciation of How Science Works and it’s relevance beyond the laboratory . You will need to have have attained Grade B or above in GCSE higher tier Core and Additional Science or GCSE Physics and Grade B or above in Mathematics.

Year 1 Unit 1— Particles, Quantum Phenomena and Electricity Unit 2—Mechanics materials and Waves Unit 3—Practical Centre assessed unit Year 2 Unit 4—Fields and Further Mechanics Unit 5A—Nuclear and Thermal Physics Unit 6—Practical Centre assessed unit

~Student Successes~ Tom Christopher was one of our highest achieving students in his year group and has graduated with a 2:1 in Physics at the University of Exeter

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You will learn the skills of making observations and measurements, and how to use your mathematical skills to make sense of experiments. You will learn how to communicate your knowledge and understanding effectively and discover that Physics is a very creative subject that calls for imagination and inventiveness.

Teaching and Learning There is a range of work involved. Discussions and demonstrations impart understanding. Experimental work, in small groups and individually, enhances practical skills. You will become a reflective scientist, evaluating your work and progress.

Mathematical skills will be developed as fluency with numbers and algebra is essential. You will be encouraged to become an INDEPENDENT LEARNER as you progress through the course. Mathematical skills will be developed as fluency with numbers and algebra is essential.

“Physics provides an opportunity to explore the ways of the universe, being amongst the most fundamental of sciences.

There are many applications in nearly every branch of Science, Technology and Engineering.

This is a challenging and demanding course but also particularly enjoyable.�

Student quote

Resources You will be taught in a specialised A level laboratory and will have access to modern and traditional Physics equipment. All students will be given a course specific text book to support their learning.

Progression Physics A level is essential for the further study of Medicine, Veterinary Science, Physical Sciences and Engineering. It is highly regarded by Universities as a stepping stone to many careers including medicine, the armed forces, and law.

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PRODUCT DESIGN

2 YEARS AQA A LEVEL

Why should you choose this course?

You should choose Product Design if you are interested in the vast array of products being used in everyday life and wonder both how they came about and how they could be improved for future generations. If you have an interest in analysing situations, generating ideas, experimenting, working with computers and machinery and producing quality prototypes then you should consider Product Design. This is a highly creative and thought-provoking subject that can lead you into a variety of college and career options. Science and technology are at the forefront of a significant development in our global culture and the innovations of British designers are very much a strong part of this ongoing evolution.

Key Features Product Design is a progressive course from AS through to A2; in both years, 60% of the marks available are through ongoing coursework tasks that give the opportunity for students to develop both their knowledge and design and making skills.

The AS consists of a portfolio of projects giving students a broader knowledge and understanding of materials and processes used in all areas of 3D product design.

The projects develop drawing, modelling and computer skills as well as giving the students the ability to produce meaningful products and prototypes; the year is rounded off with two examinations that are focussed on the material and processes knowledge students have learnt throughout the year.

The A2 year gives students the opportunity to develop their learnt knowledge further in an individual project there they are encouraged to design creative and innovative solutions to problems that they have identified themselves. They are encouraged to work with a client to give a realistic and meaningful outcome to the study and as a result, aim to have a prototype that is well considered and meeting the needs ot the commercialised market, but with an understanding and respect of wider environmental, social and moral issues surrounding industry. The final exam requires a broader understanding of the design and making process and the manufacturing industry.

Example of a student’s design

~Student Successes~ Josh Cosh-Hall studied Art and Product Design and is now studying for a degree in Fine Furniture making in London, where he has been recognised in end of year shows for the quality of his work

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Resources There are extensive drawing and manufacturing facilities in the department, including a detailed computer suite and laser cutter. There is a growing range of texts and software to support learning. All sixth form students are able to access the resource area and all technologies during private study time.

Teaching and Learning Students who choose to follow this course work in a calm learning environment with at least two specialist teachers. Alongside normal teaching, students are given regular personal mentoring through their coursework, as well as being encouraged to become strong independent learners. The aim is to develop their cognitive skills within a strong group atmosphere, whilst nurturing individual creativity.

Progression

Example of student coursework

Following the A2 course, a number of students choose to go into higher education to study degrees in related subjects. Many ex-Sandy Upper School students are successful designers in their own right and run their own businesses. Their careers range from computer, electronics, furniture design and media graphics to civil engineering and architecture.

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PSYCHOLOGY

2 YEARS AQA A LEVEL

Why should you choose this course?

Psychology is relatively new as a subject in the sixth form. It is also an extremely popular component subject at university. At least a ‘C’ in Science and Maths and a ‘B’ in English at GCSE is required. Students that have studied History or Business Studies usually do well in this subject because the skills of analysis, evaluation and critical thinking are developed.

Key Features Psychology ‘A’ level is a two year course but studying it at ‘AS’ for one year only as a fourth choice, is acceptable as the course stands alone very well. It is a modular course and examined by two papers at AS. It is usual for students to sit one of these in the January and the other in the summer. The two A2 examinations are taken in January and June of the final year.

~Student Successes~ Maddie Smith is currently reading for a degree in Psychology at Nottingham Trent University

This is a broad introduction to psychology as a science of the mind and behaviour and offers a range of topics with research methods in context. Topics in the Cognitive, Developmental and Research Methods module include memory models and memory in everyday life, attachment, methods and investigation design and data analysis. In the Biological, Social and Individual Differences module, topics include stress, social influence and abnormality. At A2 there are a range of options which bring together explanations from different approaches and engage students in issues and debates in contemporary psychology. Topics include sleep, relationships, aggression, eating behaviour, gender, intelligence and learning.

Psychopathology, media psychology, the psychology of addictive behaviour and research and scientific method make up the final module.

Transferable skills of analysis, evaluation and critical thinking are developed and the emphasis is on applying knowledge and understanding rather than just acquiring the knowledge.

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Teaching and Learning The subject is taught through a variety of different approaches; lecture-style note taking, power point presentations, practising exam style questions both short and longer essay type answers and independent research.

Resources The subject is taught at present within the Science department and there is access to computers when necessary and a variety of text books that are relevant to the syllabus.

It is expected that some students who take psychology will play an active role in the science council, which is student run within the department to promote enthusiasm for science subjects.

Progression

“Understanding our behaviour and experiences is one of the best fields that people can study. As a result, Psychology is a brilliant and interesting subject. Lessons are challenging and thought-provoking as well as being insightful.

Psychology is useful in anything you choose to do in the future as the lessons give you the skills and knowledge to challenge, understand and work better with people.�

Student quote

In the area of employment, psychology is highly valued in healthcare and the social welfare professions. It is also important within law, human resources and personnel management and in the advertising and marketing industries.

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SPORT Why should you choose this course?

2 YEAR BTEC Level 3 National (equivalent to 1 A Level)

BTEC Nationals are qualifications designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment. The qualifications also provide career development opportunities for those already in work.

Key Features The BTEC Nationals in Sport have been developed to focus on:   



education and training for employees in the sport sector providing opportunities for employees in the sport sector to achieve a nationally recognised Level 3 vocationally specific qualification giving learners the opportunity to gain a nationally recognised vocationally specific qualification to enter employment in the sport sector or to progress to higher education vocational qualifications such as the Edexcel Level 5 BTEC Higher Nationals in Sport or Sport and Exercise Sciences giving learners the opportunity to develop a range of skills and techniques, personal skills and attitudes essential for successful performance in working life.

~Student Successes~ Christopher Wharton obtained a merit in his BTEC and is now studying Sport at the University of Louisana in Lafayette, USA, whilst training for major international waterskiing competitions

The 60 credit (usually 4 units) BTEC Subsidiary Diploma provides a specialist work related programme of study that covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC National Award offers flexibility and a choice of emphasis through the specialist units. It is broadly equivalent to a GCE or the full award AVCE. The qualification offers an engaging programme for those who are clear about the area of employment that they wish to enter. These learners may wish to extend their programme through the study of a related GCE, a complementary NVQ or another qualification. These learning programmes can be developed to allow learners to study complementary qualifications without duplication of content.

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Teaching and Learning Learners need the chance to show current and future employers that they can:      

communicate effectively, in a variety of situations, using a wide range of techniques work well with others — individuals or teams — so that work can be properly planned and targets met manage their own development, so that they are always ready to take on the challenges of change and diversification use number, not just within routine tasks and functions but to help them be more effective and efficient in all they do use ICT in a range of applications to support all aspects of their role solve problems in a variety of circumstances.

“I think Btec Sport is a good subject to take as it covers a wide range of units, such as coaching, health and safety and psychology in sport. Purely coursework so no exam to worry about, and you get a grade at the end of the course which is equivalent to an A level grade.”

Student quote

Resources We have very good sporting facilities and we make full use of the Sports Hall, Activities Studios, Squash Courts, Netball Courts, Astroturf, Fields, Athletics Track and Fitness Suite. As well as using our dedicated Physical Education classroom (COF).

Progression There are direct progression routes onto BTEC Higher National programmes, BTEC Foundation Degree programmes and also to employment within the sports industry.

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