Woodcote High School - Sixth Form - Student Handbook 2024 by Smarter Reach

SUBJECT HANDBOOK 2024

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<HDU Unit 1: Principles and Applications of Science I (external exam) Unit 2: Practical Scientific Procedures and Techniques (internal course work) <HDU Unit 3: Science Investigation Skills. (external exam) Unit 8: Physiology of Human Body Systems (internal coursework)

2SSRUWXQLWLHV The BTEC qualification has been developed in the science sector: • To give learners the opportunity to

<HDU 8QLW Biology- Cells, Specialised Cells and Tissues. Chemistry- Structure and Bonding, Production and uses of substances. Physics- Waves.

•

acquire •

technical and employability skills, knowledge and understanding which are transferable; To provide education and training for science employees to develop their underpinning knowledge and scientific skills;

•

To provide opportunities to achieve a nationally recognised Level 3 vocationally specific qualification

8QLW Assignment 1- Titration and Colorimetry Assignment 2- Cooling Curves and Calorimetry Assignment 3- Chromatography Assignment 4- Reflective Journal

leading to university entrance or employment in the science sector; •

To increase understanding of the role of the science technician, their relationship with the scientific community and their responsibilities

<HDU 8QLW Planning Skills, Statistical tests, Enzymes in action, Diffusion of molecules, Plants and their environment, Fuels, Electrical Circuits. 8QLW Assignment 1-Musculoskeletal system Assignment 2-Lymphatic system Assignment 3- Digestive system

$VVHVVPHQWV ([WHUQDO DVVHVVPHQWV Unit 1: Principles and Applications of Science I Written examination set and marked by Pearson. • Three 30min exams for each science • 30 marks for each (90 marks total) Unit 3: Science Investigation Skills A task set and marked by Pearson and completed under supervised conditions. • The supervised assessment is arranged over two sessions in a three-week period timetabled by Pearson. • The supervised assessment sessions are 3 hours for Part A and 1.5 hours for Part B. • Practical investigation and written submission. • 60 marks.

towards the community and the environment. •

To give learners the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in university and work.

7H[WERRNV BTEC National Applied Science Student Book 1 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV Units within the qualification cover areas of laboratory science, biological, chemical and physical science to provide a route to employment in the science industry or within organisations that use science. These can include roles such as: Working in Quality Control, Technician/Analyst, working in a Research Laboratory in the development of new drugs, working in the Chemical Industry, involved with testing materials, working for a scientific magazine or journal, working in a Biotechnology Laboratory carrying out fermentation and purification )XUWKHU LQIRUPDWLRQ Contact Mrs Merrett

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Component 1: 60% of qualification- 120 marks Component 2: Externally set assignment- 40% of qualification- 80 marks.

$2 Development of ideas that are informed by investigative contextual study of historical and contemporary art, craft and design and other sources relevant to the selected area of study. An awareness of the wide variety of work produced by artists, craftspeople and designers.

This is a broad- based course that provides flexibility in content and approach. This course encourages creativity, sustained investigation and analysis, experimentation and design and making as a means of developing technical and expressive skills. A self-drive and student motivation to explore techniques and processes are a basis to succeed in this subject. Many processes are introduced and explored, including drawing, painting, printmaking, digital media, 3D and photography. &RPSRQHQW Personal Investigation, 60% of qualification, internally assessed, externally moderated. Breadth study with interpretations (40% A level). This component consists of a major, in-depth, practical, critical and theoretical investigation project/ themebased portfolio and outcomes with an integrated extended written critical and contextual analysis (1000 words minimum). &RPSRQHQW Externally set assignment, 40% of qualification, internally assessed, externally moderated. Depth study with sources (40% A level). This component represents the culmination of learners creative learning. Learners will develop their response over a preparatory study period. Responses must take the form of critical, practical, practical and theoretical preparatory work and/ or supporting studies, which will inform the resolution of these ideas in a 15-hour sustained focus study.

$ Selection of and purposeful experimentation with a sufficient and appropriate breadth of media and processes, mixed media and combinations of media exercising suitable control of these to maximise creative potential. $ Gathering, selecting, organising and communicating relevant information in undertaking research into visual and other source of reference, showing personal interests and judgments. Recording by drawing and other suitable means, such as colour, tonal and textural notes, photographs and annotation in sketchbooks and on study sheets. $ Presentation of truly personal, imaginative final outcomes that, together with selective evidence of the processes by which they were produced, effectively realise stated intentions. Explicit connections made, where appropriate, between the different elements of the submission. 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification i n t o higher education via courses in Fine Art, Illustration, Graphic Design, 3D design, Art Practice- Foundation Diploma. 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV The creative industries expand throughout many sectors. Working in freelance, graphic design, art therapy, museum curation, illustrator and areas including media, film and theatre. The skills learnt are extremely transferrable. )XUWKHU LQIRUPDWLRQ Mr L Ashmore - Head of Art and Photography

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This is the study of living things and can therefore be considered as one of the broadest scientific disciplines. Biology ranges in scale from the molecular, through cells and whole organisms to ecosystems and the whole biosphere. While studying Biology you will have the chance to cover topics such as Ecology, Physiology, Evolution and Genetics. Scientists within this field work with physicists and chemists on new technologies and experimental techniques such as genetic modification and bio imaging. These discoveries and many more in recent months have given us extraordinary new tools for understanding how the living world works. The study of Biology gives students the opportunity to develop a wide range of skills applicable to a great variety of future careers.

3DSHU Topic 5 (On the Wild side) Topic 6 (Immunity, infection and forensics) Any questions from Topics 1 – 4 (AS) 2 hours. 33% of A level

Over the 2 year course students will be encouraged to: •Develop an understanding of biological concepts and practical methods •Be aware of advances in technology relevant to Biology •Recognise the value and responsible use of Biology in society •Sustain and develop their enjoyment of and interest in Biology The topics that will be covered are: Topic 1: Lifestyle, health and risk (AS) Topic 2: Genes and health (AS) Topic 3: Voice of the genome (AS) Topic 4: Biodiversity and natural resources (AS) Topic 5: On the wild side (A level) Topic 6: Immunity, infection and forensics (A level) Topic 7: Run for your life (A level) Topic 8: Grey matter (A level) 3UDFWLFDO VNLOOV Practical skills will no longer be assessed through separate coursework; core practicals will be completed throughout the year and can be examined in the summer through the exams. For AS Biology all material taught in the first year will be assessed through two examinations, each 1 hour 30 minutes and worth 50% of the final grade.

3DSHU : Topic 7 (Run for your Life) Topic 8 (Grey Matter) Any questions from Topics 1 – 4 (AS) 2 hours. 33% of A level 3DSHU : General paper assessing topics across the AS and A level qualifications 2 hours. 33% of A level

6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV This course acts as an excellent starting point for students considering degrees in all forms of biology, medicine, forensics, veterinary, sports science, psychology along with many others Past students have gone on to study a wide range of courses from medicine at Imperial College London to Biochemistry and Physiotherapy at a variety of different Universities.

7H[WERRNV Salters-Nuffield AS/ A level Book – Published by Pearsons (ISBN number 978-1-4479-9100-7) 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV Through studying Biology students have the opportunity to develop a wide range of sought after skills for both University and other careers. These range from problem solving skills, excellent practical skills, analytical thinking and problem solving and many more )XUWKHU LQIRUPDWLRQ Mrs. Smee – Head of Biology

Business A Level Exam Board: AQA Entry Requirements: GCSE Grade 6 in Business and in English (Language or Literature) and Mathematics

Subject Content

Assessments

The course allows students to understand how businesses operate in practice through applying theoretical and mathematical calculations to case studies. Students cover topics on business operations, marketing, finance, HR and tactics through to globalisation and business strategy in the context of the external and internal environment. The course aims to develop students’ ability to analyse and evaluate business scenarios and asks them to provide real life solutions for them. The course is assessed entirely by examination. Students will develop the knowledge and skills needed to analyse data, think critically about issues and make informed decisions – all skills that are needed for further study at higher education and employment.

Paper 1: Written Exam: 2 hours

Content: 1. What is business? 2. Managers, leadership and decision making 3. Decision making to improve marketing performance 4. Decision making to improve operational performance 5. Decision making to improve financial performance 6. Decision making to improve human resource performance 7. Analysing the strategic position of a business 8. Choosing strategic direction 9. Strategic methods: how to pursue strategies 10. Managing strategic change Paper 1: Three compulsory sections: Section A has 15 multiple choice questions (MCQs) Section B has short answer questions worth 35 marks. Sections C and D have two essay questions (choice of one from two and one from two) worth 25 marks each. Paper 2: Three data response compulsory questions worth approximately 33 marks each and made up of three or four part questions. Paper 3: One compulsory case study followed by approximately six questions.

100 Marks 33.33 of the A Level

Paper 2: Written Exam: 2 hours 100 Marks 33.33 of the A Level Paper 3: Written Exam: 2 hours 100 marks in total 33.3% of A-level Non-Examined Assessment: N/A

Skills Gained and Enrichment Opportunities: Students can progress from this qualification to higher education courses, such as degrees in Business, or in related subjects such as Accountancy and Finance, Marketing, Human Resources, Economics and Management. Past students have taken degree courses at the LSE, Exeter University, Sussex University, Westminster, Manchester University, Southampton University, & King’s University, London.

Further Reading:

AS and A-Level Business: AQA Complete Revision & Practice (with Online Edition)

Textbooks:

AQA A-level Business (Surridge and Gillespie) Malcolm Surridge (Author), Andrew Gillespie (Author)

Progression/career opportunities: A wide range of careers in all industries in public, private and not for profit sectors in areas such as management, accountancy, management consultancy, marketing, human resources. public relations, business administration, internal communications, strategy, journalism, education, national and local government, and the civil service.

Further information: Mrs T Patel - Head of Business and Economics

Business - CTEC Extended Certificate Exam Board: OCR Entry Requirements: GCSE Grade 5 English and GCSE grade 5 in Business Studies (or Merit level 2 Business)

Subject Content

Assessments

The course of study for the level 3 Cambridge Technical Extended Certificate in Business comprises of 5 units of study. 3 of which are mandatory and 2 that are optional. Students will have the opportunity to study a wide range of topics as described below:

Unit 1: The business environment – externally assessed unit (120 guided hours). Exam duration: 2 hours

Unit 1 The Business Environment: In this unit students will develop an understanding of how and why businesses operate in the way they do. They will look at a range of different business structures and business types and explore how the ownership of a business and its objectives are interrelated. They will learn about the importance of different functions within a business and how they work together. Unit 2 Working in Business: This unit includes arranging meetings, working with business documents, making payments, prioritising business activities and communicating with stakeholders. The way that these activities are dealt with will vary according to the specific business protocols in place. Some of these will be specific to a functional area; however, many are common to almost all job roles. Unit 4 Customers and Communication: In this unit students will learn the purpose, methods and importance of communication in business and the appropriateness of different forms of communication for different situations. They will develop the skills that will help them create a rapport with customers and have the opportunity to practice and develop their business communication skills. Unit 5 Marketing and Market Research: Students will gain an in-depth understanding of primary and secondary market research methods used to inform marketing decisionmaking and any constraints on marketing activities. They will develop an understanding of the importance of selecting appropriate methods for market research proposals and they will be able to carry out market research, analyse and present the findings. Unit 8 Introduction to human resources: Students will gain an overview of the HR function and learn about factors affecting human resources planning. They will understand the Importance of motivating and training employees, how to assess the effectiveness of training and development as well as the significant role of confidentiality in HR. Students will learn how to measure employee performance.

Unit 2: working in business - externally assessed unit (60 guided hours). Exam duration:1.5 hours Unit 4: Customers and communication -internally assessed and externally moderated (60 guided hours) Optional Unit 5: Marketing and market research - internally assessed and externally moderated (60 guided hours) Optional Unit 8: Introduction to human resources - internally assessed and externally moderated (60 guided hours) Skills Gained and Enrichment opportunities: Student will develop transferable skills that are valued by HE and employers such as communication, planning, teamwork, research and analysis. Further Reading Textbooks: Cambridge Technicals Level 3 Business Authors: Tess Bayley, Karen Tullett, Leanna Oliver, Dianne Wainwright Progression/career opportunities: The qualification provides opportunities for students to progress to Higher Education courses and apprenticeships, in areas such as business and management or in related subjects such as accounting, marketing and human resources. A wide range of careers are available to students with a business background including areas such as business administration, Accounting, Law, national and local government. Further information: Ms T Patel - Head of Business and Economics

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Unit 1: Media Products and Audiences Unit 2: Pre-Production and Planning Non-Examined Assessment (Coursework):

8QLW Media Products and Audiences 90GLH

8QLW Media Products and Audiences. This unit focuses on examining a wide range of media products and how they are created. The techniques used to create meaning for audiences is also studied in depth alongside well known media theorists such as Strauss, Todorov, Mulvey and Barthes. The gathering of data by organisations such as RAJAR, NRS/PAMCo and BARB and how it is used by media companies is analysed. 3DSHU Pre-production and planning This unit will look at how media products are regulated and how they must comply with the law. You will examine how some products can be ethically and morally diverse and form an argument to evaluate a product in terms of how it could offend members of the public. We will study a wide variety of proproduction documents where you will need to bring your creative skills to the fore by creating visualization diagrams, storyboards, wire frames etc, each product will need to be thoroughly evaluated to prepare you for the 20 mark question which forms part of the examined paper. 1($ &RXUVHZRUN There are four coursework units which must complete, these will centre around a central theme that form the basis for three out of the four coursework units.

2 hours One 20 mark essay question One 12-15 mark question A combination of short and mid length questions 80 marks 8QLW : Pre-production and planning 90GLH 2 hours; Section A: Questions based on an unseen case study Section B: Two practical questions and one essay question 80 marks 1RQ ([DPLQHG $VVHVVPHQW: Each unit is equally weighted Assessed as pass, merit and distinction 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education courses, such as degrees in Media Studies, Game development and Photography. Students can also progress to media related apprenticeships.

7H[WERRNV Cambridge Technicals Level 3 Digital Media by Victoria Allen, Karl Davis, Richard Howe, Ian Marshall, Kevin Wells

Unit 3 – Create a Media Product Unit 20 – Advertising Media Unit 21 – Plan and deliver a pitch for a media product Unit 24 – Cross Media Industry Awareness

3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A wide range of careers in areas such as journalism, media, game development, photography, publishing etc

A photoshoot is planned whereby you will source images for units 3, 20 and 21. This is a vital part of the course as you will be using Adobe Photoshop to create a product using the photos which take. You will need to demonstrate your creative and practical skills by editing images, creating products and using post production techniques to improve the products based on feedback.

)XUWKHU LQIRUPDWLRQ Miss L Dwarka - Head of Media

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Paper 1: Periodic table, elements, and physical chemistry Paper 2: Synthesis and analytical techniques Paper 3: Unified Chemistry

3DSHU Periodic table, elements, and physical chemistry (37% A Ievel) 2 hours 15 minutes: 100 marks Written paper

3DSHU Periodic table, elements, and physical chemistry (37% A Level). To prepare for this paper, students will study the types bonding, chemical calculations, periodicity as well as energy changes during reactions. This builds on the content covered at GCSE and lays the foundations for further study in Chemistry. Students will carry out investigations and experiments to embed and apply this knowledge. Students will delve deeper into the curiosities of the transition metals, their reactivities and coloured complexes as well as a unit looking at electrochemistry. 3DSHU Synthesis and analytical techniques (37% A Level). For this paper, students will study one of the three main branches in Chemistry, Organic Chemistry. Students have met some of the concepts that underpin this area of Chemistry but will now expand and develop their breadth and depth of understanding. Students will become competent and drawing reaction mechanisms, designing synthetic routes, and predicting products of several different reactions. Students will gain an appreciation for the complexities of designing syntheses of drugs, and the dangers that this can pose to communities when not thoroughly considered. 3DSHU Unified Chemistry (26% A Level) This paper draws on all content and concepts covered during the A Level. By being assessed on all content in one paper, students will become more competent young Chemists and prepare them more thoroughly for further study in the field of Chemistry. Students will begin to see Chemistry as a discipline, rather than as separate strands. By drawing on all their knowledge and applying it to unfamiliar scenarios, students can see how the A Level curriculum has developed their understanding and confidence.

3DSHU : Synthesis and analytical techniques (37% A Level) 2 hours 15 minutes: 100 marks Written paper 3DSHU : Unified Chemistry (26% A Level) 1 hour 30 minutes: 70 marks Written paper 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education courses, such as degrees in Chemistry or in related subjects such as medicine, Biochemistry and Physics Past students have taken degree courses at Birmingham City University, Exeter University, Southampton University & King’s University, London. )XUWKHU 5HDGLQJ The Disappearing Spoon...and other true tales from the Periodic Table – Sam Kean 7H[WERRNV OCR AS/A level Chemistry A Student Book 1 & 2 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A range of career opportunities including chemical, manufacturing and pharmaceutical industries and in areas such as forensics, environmental protection and healthcare. The problem-solving skills are useful for many other areas, too, such as law and finance. )XUWKHU LQIRUPDWLRQ Mr Daniel Ojjeh, Head of Chemistry

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3DSHU : Computer Systems 3DSHU Algorithms and Programming 1RQ ([DPLQHG $VVHVVPHQW Programming Project

3DSHU Computer Systems 40% A Ievel

&RPSRQHQW Computer Systems (40% A level). This component of the course comprises of theoretical study of the internal workings of computer systems. Topics covered include the central processing unit, the exchange of data and software development lifecycles. Students also encounter a variety of different data structures and data types used in programming as well as exploring the different legal and ethical issues that arise from the use of computer systems. &RPSRQHQW Algorithms and Programming (40% A level). This component of the course incorporates and builds on the topics covered in Component 1. Students develop their ability to solve problems through computational thinking and being able to understand and use a variety of programming techniques. Students will explore object orientated programming, modularity and recursion. A number of computational methods are studied and students will encounter a number of existing approaches to solving problems through the creation of complex algorithms. &RPSRQHQW Non-Exam Assessment: Programming Project (20% A level) This component enables students to develop their analysis, design and development skills tackling a sizeable project. The programming solution they develop must be complex and solve a real-life problem. Students are requirement to interview and investigate an existing system in order to develop their own solution. Student will be expected to analyse a problem, design a solution, develop a solution, test their solution and evaluate and document their work. The purpose of this coursework is to enable students to develop skills in problem solving and programming which supports their ability to tackle the second A-level examination on Algorithms and Programming. .

2 hours 30 minutes: 3DSHU : Algorithms and Programming 40% A level 2 hours 30 minutes; 1RQ ([DPLQHG $VVHVVPHQW: Programming Project and Investigation into Business Area of candidates choice. 20% A level 3000-4000 (max) word essay 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education degrees courses in Computer Science or in related subjects such as Information Technology, Website Development, Game Design, Engineering and Mathematics. The current year 13 students have applied for degrees at the UCL, Imperial, Kings, Queen Mary and Manchester. )XUWKHU 5HDGLQJ 7H[WERRNV OCR A-Level Computer Science (George Rouse, Jason Pit, Sean O’Bryne) 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV Computer Science qualifications can lead to a wide range of careers in areas such as software development, web development, application development, system analysis, system development and system testing. )XUWKHU LQIRUPDWLRQ Mr A Tollworthy - Head of Compute Science

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The course has elements of Psychology, Law and Sociology that compliments studies in Humanities. An understanding of Criminology is useful to many job roles within the criminal justice sector, including police officers and social workers. Studying Criminology develops critical thinking skills, a deep knowledge of relevant issues applied to the crime context and skills that are relevant in careers working with and supporting people such as politics, probation work and law. Four units studied, including: x Changing Awareness of Crime x Criminological Theories x Crime Scene to Court Room x Crime & Punishment <HDU Unit 1 and 2: x Changing Awareness of Crime x Criminological Theories <HDU Units 3 and 4 x Crime Scene to Court Room x Crime & Punishment

([WHUQDO The following units will be externally assessed: 8QLW Criminological Theories 8QLW Crime and Punishment Details of the external assessment are as follows: • 90-minute examination • total of 75 marks • three questions on each paper • short and extended answer questions, based on stimulus material and applied contexts • each question will have an applied problem-solving scenario • each paper will assess all learning outcomes and assessment criteria will be sampled in each series • electronically assessed (e-assessment) • available in June of each year • learners are allowed two re-sit opportunities; the highest grade will contribute towards the overall grade for the qualification • WJEC will produce a mark scheme which will be used as the basis for marking the examination papers • graded: on a scale of A to E

,QWHUQDO $VVHVVPHQW The following units are internally assessed: • Unit 1: Changing Awareness of Crime • Unit 3: Crime Scene to Courtroom The following principles apply to the assessment of each internally assessed unit: • Units are assessed through summative controlled assessment (available electronically). • Controls for assessment of each internally assessed unit are provided in a model assignment. • Each internally assessed unit must be assessed independently. Learners may produce a piece of evidence that contributes to the assessment criteria for more than one unit. This is acceptable provided it can be clearly attributed to a specified assessment criterion and has been produced under the appropriate controlled conditions for each unit. • All grades are awarded based on the number of marks attained in each assessment. Grade descriptors are provided for Grades A, C and E.

6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education courses, such as degrees Degre e c ours es s uc h as: BA /BSc Crimi nol ogy BS C (Hons ) Cri mi nol ogy and P syc hology BS c (Hons ) Law wi t h Crimi nol ogy BA (Hons ) Cri mi nol ogy and S oci ol ogy . 7H[WERRNV WJEC Level 3 Applied Criminology - Carole Henderson Criminology Books 1 & 2 - Robb Webb and Annie Townsend 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A wide range of careers in areas such as journalism and media, education, Libraries, national and local government, and the civil service. )XUWKHU LQIRUPDWLRQ Mr Abiona, Teacher of Sociology & Criminology

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3DSHU Technical Principles This section of the course Tests students understanding of technical principles, students will explore Properties, materials, manufacturing techniques, modern and smart materials, the environment, future manufacturing technologies and more.

3DSHU 7HFKQLFDO 3ULQFLSOHV 2 hours 30 minutes 30% of A Level Mixture of short and extended response questions.

3DSHU Designing and Making principles This section of the course explores the design process from an initial brief through to a final design. Students will explore a variety of design techniques, design movements and delve deeper into existing designers and design work. 1RQ ([DPLQHG $VVHVVPHQW &RXUVHZRUN The coursework element of the course makes up 50% of the final grade and is a substantial design and making task. Students will set their own design brief and follow this through from research, ideas development to a final design. Students will build a final product or concept prototype of their design. This could include a range of materials and could involve elements of graphics, textiles and systems. The subject has clear links between aspects of the content and other subject areas such as Computer Science ‘The use of computer systems’ and ‘Digital design and manufacture’); Business Studies ‘Enterprise and marketing in the development of products; Art and Design ‘Design communication’ and History ‘Design Theory’. This is not an exhaustive list, and there are other opportunities within the specification for students to integrate and apply their wider learning and understanding from other subject areas studied during Key Stage 4, as well as those subjects that they are studying alongside A-level Design and Technology. Students must also demonstrate maths and science skills in the context of design and technology throughout the course.

3DSHU : 'HVLJQLQJ DQG 0DNLQJ 3ULQFLSOHV 1 hours 30 minutes 20% of A Level Mixture of short and extended response questions. 6HFWLRQ $ Product analysis – 30 marks. Up to 6 short answer questions based of visual stimulus of a product. 6HFWLRQ % Commercial Manufacture – 50 marks. Mixture of short and extended response questions. 1RQ ([DPLQHG $VVHVVPHQW: Practical Application of technical principles and designing and making principles. A substantial design and build task. 100 marks – 50% of A Level Written or digital portfolio and photographic evidence of final prototype. 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education courses, such as degrees and technical qualifications in Product Design, engineering, Architecture, interior design, 3D design and other related design courses. 7H[WERRNV AQA Design & Technology: Product Design AS/A2 (Paperback) 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A wide range of careers in areas such as Graphic design, Product Design, Interior design, Architecture, Engineering courses. )XUWKHU LQIRUPDWLRQ Mr M Mangan - Head of Design and Technology

Drama and Theatre A Level Exam Board: Edexcel Entry Requirements: GCSE Grade 6 in Drama and a GCSE Grade 5 in English is recommended

Subject Content

Assessments

Component 1- Devising 40% of the qualification Component 2- Text in Performance 20% of the qualification Component 3- Theatre Makers in Practice 40% of the qualification

Component 1: Internally assessed and Externally moderated. A group performance and a written portfolio of 3000 words

Component 1: A practical exploration of an extract from a published play text which will lead to students gaining inspiration for their own devised group performance. The students will gain an indepth understanding of a chosen practitioner’s style and form which they will incorporate into their group devised performance. Students will document their process of creating in a portfolio (coursework) of 3000 words. This is set in 6 questions which allow the evaluation and analysis of the process of devising from initial ideas to final performance. Group Performance= 20 marks Portfolio= 60 marks Component 2: Students will explore two published plays which they will perform from. A group performance of one key extract from a performance text, and a monologue performance from a different performance text. Group Performance= 36 marks Monologue Performance= 24 marks Component 3: A 2 hour 30 minutes written paper. Section A of the paper will entail an evaluation of a live piece of theatre that students will attend as an audience member Section B and C will involve students studying 2 set texts. These will contrast in era, one being a modern text and the other an Ancient Greek play. Both of these plays will be practically explored for students to gain understanding of the characters and plot as well as the context and directors’ intentions. Students will apply their creativity to form their own intention of performance.

Component 2: Externally assessed with a visiting examiner. A group performance and a monologue performance Component 3: 2 hour 30 minute written exam paper Skills Gained and Enrichment Opportunities: Students can progress from this qualification to higher education courses, such as degrees in Performing Arts, Drama and Theatre, or in related subjects such as Psychology, English Literature as well as being a steppingstone to Theatre school. T he c our se wil l pr o vi de st u de nt s w it h a n al yt ic a l an d e v al u at iv e sk il ls a s w e ll a s g ai ni n g co n fi de n c e i n pr e se n ti ng an d c om m u ni c at io n s ki ll s. w h ic h w il l tr ans fe r t o any w o rk pl a ce o r c ar e er p at h . Further Reading: Theatre in Practice- A student handbook Textbooks: Edexcel A Level Drama and Theatre Student Book Progression/career opportunities: A wide range of careers in areas such as theatre makers, actor, director, stage design, broadcaster, teacher, drama therapist as well as any career that involves creativity, expression and presenting skills. Further information: Ms Huggings - Head of Drama

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The basic Economic problem addresses how we can solve the world’s desire for unlimited needs and wants with the scarce resources available. The A Level Economics course explores how governments, firms and individuals tackle this problem. Economics will give students the analytical and evaluative skills required to deal with a range of questions and issues that affect the world today.

3DSHU Themes 1 and 3 [2 hours] 3DSHU : Themes 2 and 4 [2 hours] 3DSHU All four Themes [2 hours]

A level Economics is broken down into four Themes. Theme 1: How Markets Work and Market Failure Theme 2: UK Economy – Performance and Policies Theme 3: Business Behaviour and Labour Markets Theme 4: A Global Perspective 2YHUYLHZ Issues the course will address: Why does the price of petrol fluctuate? What is the true cost of rising CO2 emissions and how can we solve the problem of global warming? What will be the impact of Brexit? What is austerity? Why do footballers receive such high wages? Why is education the solution to solving income inequality? :KDW JRHV ZHOO ZLWK (FRQRPLFV Mathematics, Physics, Politics, History, Geography, Sociology and Psychology :KDW JRHV ZHOO ZLWK (FRQRPLFV Economics A Level students have the opportunity to take part in a variety of course related experiences. These might include: Shares4Schools: an eight-month national competition in which students invest real money on the London Stock Market. Royal Economic Society Young Economist of the Year competition: A Level students have the opportunity to enter this national essay writing competition with a prize of £800.

There is no coursework, this subject is assessed 100% by written examinations. The exam board for this A Level is Pearson EDEXCEL; Specification A. 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education courses, such as degrees in Economics or in related subjects such as Psychology, Mathematics, Sociology, Politics or Law. 7H[WERRNV Pearson EDEXCEL A Level Economics A Hodder Education Pearson EDEXCEL A Level Economics A Student Guide: Theme 1 Introduction to Markets and Market Failure Pearson EDEXCEL A Level Economics A Student Guide: Theme 2 The UK Economy – Performance and Policies Pearson EDEXCEL A Level Economics A Student Guide: Theme 3 Business Behaviour and Labour Markets Pearson EDEXCEL A Level Economics A Student Guide: Theme 4 A Global Perspective 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A wide range of careers in areas such as Accountancy, Computing, Economics, Management, Law, or Teaching.

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<HDU Paper 1: Views and Voices Paper 2: People and Places The aim of this part of the subject content is to learn about how and why views and perspectives of different kinds are shaped and used in narratives. Students learn how language choices help to shape the representations of different worlds and perspectives in literary fiction. They apply their knowledge to the following: • prose fiction that constructs imaginary worlds • poetry that constructs a strong sense of personal perspective.

$6 /HYHO Paper 1: Views and Voices 50% of AS 1 hour 30 minutes Paper 2: People and Places 50% of AS 1 hour 30 minutes

<HDU Paper 1:Telling Stories Paper 2: Exploring Conflict Students learn about the ways in which writers and speakers present narratives about places, beginning with a general focus on broad questions such as: • why do people tell stories about places? • how do writers and speakers present places, societies, people and events? Drawing both on their everyday experiences of storytelling in different modes, and on published texts, students learn how language choices help to shape the representations of a place and different perspectives. Students: • analyse narratives that construct different views of a particular place • produce re-creative work that seeks to find an absent or underplayed perspective in the original text • write a critical reflection on the processes and outcomes involved in re-creative work. 1($ &RXUVHZRUN RI $ /HYHO Making connections. A personal investigation that explores a specific technique or theme in both literary and non-literary discourse.

$ /HYHO Paper 1: Telling Stories 40% of AS 3 hours Paper 2: Exploring Conflict 40% of AS 2 hours 30 minutes $ /HYHO 1RQ ([DPLQHG $VVHVVPHQW: Themes in breadth with aspects in depth 20% A level 2,500-3,000 (max) word essay 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Skills gained range from: research skills; critical thinking; essay writing; analytical skills; crafting arguments; communication skills. )XUWKHU 5HDGLQJ Reading a range of literary heritage, dystopian and classics. For example: Handmaid’s Tale, Lovely Bones, 1984, Frankenstein. 7H[WERRNV Studied text list published for purchase 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A wide range of careers in areas such as journalism and media, education, publishing, events, novelist, drama. )XUWKHU LQIRUPDWLRQ Miss H Cox – Head of English

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This course involved the study of British, American and European cinema and considers the importance of significant film movements and directors in its historical development.

$ /HYHO Similarly, at A Level there are 2 exams, each worth 35%, and a 30% assessment of production work. The exams at A Level are 150 minutes long and consist of answering 3 extended response questions on Component 1 and 4 extended response questions on Component 2.

&RPSRQHQW 9DULHWLHV RI ILOP DQG ILOPPDNLQJ &RPSRQHQW *OREDO ILOPPDNLQJ SHUVSHFWLYHV &RPSRQHQW 1($ 3URGXFWLRQ You will cover over the two years; x Hollywood 1930-1990 x American Independent Film x British film x European Film x Film Production x Global Film x Documentary x Silent Film x Experimental Film x Short Film You will study the key elements of film form including cinematography, mise en scène, editing, sound and performance. You will also study the contexts of your chosen films and what was happening when the film was made. What can the film tell us about history and society at that time? You will study the films in terms of the representations they present or challenge. In the first year, students study the specialist film areas of Spectatorship & Narrative. In the second year, you will engage in the study of Ideology, the Auteur and Critical Debates surrounding Film.

1RQ ([DPLQHG $VVHVVPHQW: There is a creative production element which allows you to showcase the film-making or screenwriting skills you have developed during the course: A Level: x Short Film (video) x Short Film Screenplay (with storyboard) x Evaluative Analysis 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Studying Film enables you to see the world in a different light and develop a wide range of transferable skills for further education, work and life: Creative Thinking; Critical Thinking; Emotional Intelligence; Film Analysis; Textual Analysis; Communication; Research skills; Literacy; Technical competencies (i.e. film editing) )XUWKHU 5HDGLQJ -‘Cinema Journal’ https://www.cmstudies.org/page/cinema_journal? A range of interesting essays and articles about all aspects of film. 7H[WERRNV WJEC Eduqas Film Studies for A Level and AS 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV Film is one of the most relevant subjects today. This course if perfect for film, media, TV industries or careers in Journalism. )XUWKHU LQIRUPDWLRQ Miss H Cox – Head of English and Film Studies

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3.1 Social issues and trends

3DSHU Written exam: 2 hours 30 minutes

3.2 Political and artistic culture

100 marks

3.3 Grammar

50% of A-level

3.4 Works: Literary texts and films

3.5 Individual research project

3DSHU : Written exam: 2 hours

3DSHU

80 marks in total

Aspects of French-speaking society: current trends

20% of A-level

3DSHU

Oral exam: 21–23 minutes (including 5 minutes

Aspects of French-speaking society: current issues Artistic culture in the French-speaking world Aspects of political life in the French-speaking world Grammar 3DSHU

preparation time) x

60 marks in total

30% of A-level

One text and one film or two texts from the list set in the specification Grammar

3DSHU Individual research project

6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education courses, such as degrees in French and many take up an additional language alongside French. Past students have taken degree courses at St Mary’s, Exeter University, Southampton University & King’s University, London.

One of four themes (Aspects of French-speaking society: current trends, Aspects of French-speaking society: current issues, Artistic culture in the Frenchspeaking world, Aspects of political life in the Frenchspeaking world)

)XUWKHU 5HDGLQJ Antéchrista by Amélie Nothomb Monsieur Ibrahim et les fleurs du Koran by EricEmmanuel Schmitt La femme sans sépulture by Assia Djebar L'enfant de sable by Tahar Ben Jelloun 7H[WERRNV AQA French AS/Year 1 and AQA French A Level Year 2 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A wide range of careers in areas such as interpreting, journalism, public relations, translation, teaching, management accountant, solicitor, investment analyst, marketing manager, logistics and distribution manager, charities administrator and human resources manager. )XUWKHU LQIRUPDWLRQ Mrs H French

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Paper 1: Physical Geography Paper 2: Human Geography Non-Examined Assessment (Coursework): Fieldwork Investigation

3DSHU

3DSHU Section A: Water and Carbon cycles Section B: either Hot desert systems and landscapes or Coastal systems and landscapes or Glacial systems and landscapes Section C: either Hazards or Ecosystems under stress. 3DSHU Section A: Global systems and global governance Section B: Changing places Section C: either Contemporary urban environments or Population and the environment or Resource security. *HRJUDSK\ )LHOGZRUN ,QYHVWLJDWLRQ &RXUVHZRUN 20% A level The purpose of this coursework is for students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content.

40% A Ievel – 120 marks 2 hours 30 minutes: Section A: answer all questions (36 marks) Section B: answer either question 2 or question 3 or question 4 (36 marks) Section C: answer either question 5 or question 6 (48 marks) Question types: short answer, levels of response and extended prose 3DSHU : 40% A level - 120 marks 2 hours 30 minutes; Section A: answer all questions (36 marks) Section B: answer all questions (36 marks) Section C: answer either question 3 or question 4 or question 5 (48 marks) Question types: short answer, levels of response, extended prose

1RQ ([DPLQHG $VVHVVPHQW: Geography Fieldwork Investigation 20% A level 3000-4000 (max) word essay (60 marks)

6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Geography provides students with many transferable skills in demand by employers such as communication skills such as presentation, writing, and debating along with teamwork, problem solving and IT skills

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3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A wide range of careers including: Cartographer, Commercial/residential surveyor, Environmental consultant, Geographical information systems officer, Planning and development surveyor, Secondary school teacher, Town planner.

)XUWKHU LQIRUPDWLRQ Miss B. Taylor- Head of Geography

Government & Politics A Level Exam Board: AQA Entry Requirements: GCSE Grade 6 in Humanities Subject or 5 in English Language or Literature

Subject Content

Assessments

Paper 1: Government & Politics of the UK Paper 2: Government & Politics of the US Paper 3: Political Ideas

Paper 1: Government & Politics of the UK 33.3% A Ievel / 7 7 marks

Paper 1: 33.3% A level Government and Politics of the UK is divided into ten sections. Each has a particular focus but their interrelationships must be understood to appreciate the complexities of the system. Students will study topics such as the nature & sources of the British Constitution, the Structure & role of Parliament, the PM & Cabinet, the Judiciary & Devolution. Also included topics are: Democracy & participation, elections & referendums, political parties & pressure groups & the role of EU. Paper 2: 33.3% A level Depth study with sources (40% A level). Government & Politics of the US Constitution is divided into 5 main sections, including: Bill of Rights, separation of powers, checks and balances and federalism. It also focuses on the nature and significance of the US Constitution, the significance of constitutional principles, framework of government laid down in the US Constitution, federal system of government, federal state relations, amendment process, debates concerning the importance of the US Constitution to the working of contemporary US government, protection of civil liberties and rights under the US Constitution, Bill of Rights, and Supreme Court rulings and compares with the UK’s system of government. Paper 3: 33.3% A level The purpose of unit is to look at the ideas behind political parties, their ideologies. We will focus on: Liberalism, Conservatism, Socialism and Nationalism as they are the main political ideologies for political parties in the UK and USA.

2 hours: A mixture of medium length ‘explain’ and essay style questions. Paper 2: Government & Politics of the US 33.3% A level 2 hours; A mixture of medium length ‘explain’ and essay style questions. Paper 3: Political Ideas 33.3% A level 2 hours A mixture of medium length ‘explain’ and essay style questions. Skills Gained and Enrichment Opportunities: Students can progress from this qualification to higher education courses, such as degrees in politics, International relations or in related subjects such as history, English literature, law, philosophy, economics or geography. Further Reading: If Only They Didn’t Speak English: Notes from Trump’s America, Jon Sopel British Politics: A Very Short Introduction (Very Short Introductions), Tony Wright. Textbooks: UK Government & Politics for A Level, Philip Lynch; US Government & Politics for A Level, Anthony J. Bennett; Political ideas for A Level: Liberalism, Conservatism, Socialism, Nationalism, Feminism & Anarchism, Richard Kelly, Maria Egan & Neil McNaughton Progression/career opportunities: A wide range of careers in areas such as politics, journalism and media, education, Libraries, national and local government, and the civil service. Further information: Mr J Russell - Head of History, Politics & Citizenship

BTEC Health and Social Care Exam Board: Edexcel Entry Requirements: GCSE Grade 5 in English & Mathematics or Science

Subject Content

Assessments

Paper 1: Human lifespan development Paper 2: Working in health and social care Non-Examined Assessment (Coursework): Meeting individual care and support needs & option module

Paper 1: Human lifespan development

Unit 1: Human lifespan development This unit will develop your knowledge and understanding of patterns of human growth and development. You will explore the key aspects of growth and development, and the experience of health and wellbeing. You will learn about factors that can influence human growth, development and human health. Some of these are inherited and some are acquired through environmental, social or financial factors during our lifespan. You will learn about a number of theories and models to explain and interpret behaviour through the human lifespan. In this unit, you will explore the impact of both predictable and unpredictable life events, and recognise how they impact on individuals. You will study the interaction between the physical and psychological factors of the ageing process, and how this affects confidence and self-esteem, which in turn may determine how individuals will view their remaining years. Unit 2: Working in health and social care This unit will help you to understand what it is like to work in the health and social care sector. When working for an organisation in this sector, you will have important responsibilities that you need to understand and carry out. These include maintaining the safety of and safeguarding individuals with health and social care needs, making sure that you properly handle their personal information and preventing discrimination towards them. You will need to understand how you will be accountable both to these individuals and the regulatory bodies that represent people who work in the health and social care sector. Unit 3: Meeting individual care and support needs In this unit, you will learn about the values and principles of meeting care and support needs and look at some of the ethical issues that arise when personalising care. You will examine factors that can impact the professionals who provide the care and support, and the challenges that must be overcome to allow access to good quality care and health services. You will explore the different methods used by professionals across all care services. You will reflect on these methods when you consider the importance of multiagency working in providing a package of care and support that meets all the needs of individuals. To complete the assessment task within this unit, you will need to draw on your learning from across your programme.

25% BTEC 1 hours 30 minutes; 90 marks

Paper 2: Working in health and social care 33% BTEC 1 hours 30 minutes; 80 marks

Non-Examined Assessment: Internal assessment on meeting individual care and support needs. 25 % BTEC 2 assignments in the form of reports of case studies. Option module: Physiological disorders and their care Internal assessment 17% BTEC 2 assignments in the form of reports of case studies.

Skills Gained and Enrichment Opportunities: This qualification is designed primarily to support progression to employment via higher education. It also supports students choosing to progress directly to employment as the transferable knowledge, understanding and skills will give successful students an advantage in applying for a range of entry level roles, industry training programmes and Higher Apprenticeships; for example, the Adult Social Care Apprenticeship or the Allied Health Profession Support Apprenticeship.

Progression/career opportunities:

Students are able to progress into work in the sector through degree programmes in nursing, midwifery, social work, physiotherapy, occupational therapy and pharmacy, for example. There are more than 300 distinct career paths in this sector.

Further information: Mrs Bhogal

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Paper 1: Tsarist & Communist Russia, 1855-1964 Paper 2: The English Revolution, 1625-1660 Non-Examined Assessment (Coursework): Germany, 1871-1971

3DSHU Breadth study with interpretations 40% A Ievel

3DSHU Breadth study with interpretations (40% A level). This option comprises a study in breadth, in which students will learn about the extent to which Russia was transformed politically, socially, economically and culturally in the years 1855-1964. They wiII consider responses to the challenges of war, fluctuations in the economy, technological advancement, any advances in social equality & the impact of the revolutions not just internally in Russia, but also the impact on the wider world. Covering the reigns of the last 3 Tsars, the two revolutions of 1917 through to the reigns of Stalin & Khrushchev, this is fascinating Russian history. 3DSHU Depth study with sources (40% A level). This option provides for the study in depth of the challenges faced by those in authority in the years before, during and after the English Civil War. It explores concepts such as the Divine Right ; arbitrary government, Arminianism, and political and religious radicalism. It also encourages an in-depth understanding of how government works, arbitrary government and consensus, authority and opposition issues of settlement. 1($ &RXUVHZRUN 20% A level The purpose of this coursework is to enable students to develop skills in the study and analysis of 100 years of German history, understanding the broad themes & questions, whilst evaluating the period through sources & interpretations of history. This is an independently researched assignment. The focus on Germany is to give the student an element of the familiar whilst learning new skills as students will be specifically required to analyse, explain and evaluate two historical interpretations and at least three primary sources .

2 hours 30 minutes: Section A: One extracts essay Section B: Two breadth essays 3DSHU : Depth study 40% A level 2 hours 30 minutes; Section A: One source question Section B: Two depth essays 1RQ ([DPLQHG $VVHVVPHQW: Themes in breadth with aspects in depth 20% A level 3000-4000 (max) word essay 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education courses, such as degrees in history or in related subjects such as politics, English literature, law, philosophy, economics or geography. Past students have taken degree courses at the LSE, Exeter University, Southampton University & King’s University, London. )XUWKHU 5HDGLQJ Olando Figes, A People’s Tragedy 7H[WERRNV Tsarist & Communist Russia, 1855-1964, Chris Corin & Terry Fiehn The English Revolution, 1625-1660, J Daniels & Sally Waller 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A wide range of careers in areas such as journalism and media, education, Libraries, national and local government, and the civil service. )XUWKHU LQIRUPDWLRQ Mr J Russell - Head of History

Mathematics A Level Exam Board: EDEXCEL Entry Requirements: GCSE Grade 7 in Mathematics

Subject Content

Assessments

Year 1: Students study Pure Mathematics, Mechanics and Statistics Year 2: These topics/concepts are developed further.

Paper 1: Pure Maths [2 hours] Paper 2: Pure Maths [2 hours] Paper 3: Applied Pure Maths [2 hours]

Pure Mathematics includes Algebra, Calculus, Series, Graphs, Numerical Methods and Trigonometry. Mechanics is the study of moving objects. Students will be introduced to Modelling in Mechanics, Newton’s Laws of Motion, Forces, Kinematics and Vectors. Statistics is the study of data. Students will be introduced to Sampling, Data representation, Probability, Probability Distribution Functions and Hypothesis Testing. Overview: At A Levels, students will study both Pure and Applied Mathematics. Pure Mathematics develops the ideas introduced at GCSE, such as Algebra, Graphs and Trigonometry. The Applied Mathematics content is drawn from Statistics and Mechanics. Studying Mathematics gives students techniques for understanding and solving problems and it encourages the development of a logical and enquiring mind. Mathematics goes well with every subject and it is probably the most marketable A level in terms of acceptability. There are good economic reasons for studying Mathematics and it is difficult to think of any further education course or career where it would not be welcomed in combination with other subjects, i.e., a grade A at A Level Mathematics will open practically any door moving onwards from A Levels. Educational Experiences: Course Specific Trips, Visits & Experiences Mathematics A Level students have the opportunity to take part in a variety of course related experience. This might include: Taking part in the UKMT Senior Mathematics Challenge. Visits to Mathematics Inspiration Lectures at the Institute of Education, London.

There is no coursework, this subject is assessed 100% by written examinations. The exam board for this A Level is Pearson EDEXCEL. Skills Gained and Enrichment Opportunities: Students can progress from this qualification to higher education courses, such as degrees in Mathematics or in related subjects such as Economics, Engineering, Biochemistry or Physics. Past students have taken degree courses at Imperial, Loughborough & King’s University, London.

Textbooks: EDEXCEL AS and A Level Mathematics Pure Mathematics Year 1/AS Textbook EDEXCEL A Level Mathematics Pure Mathematics Year 2 Textbook EDEXCEL AS and A Level Mathematics Statistics & Mechanics Year 1/AS Textbook EDEXCEL A Level Mathematics Statistics & Mechanics Year 2 Textbook Progression/career opportunities: A wide range of careers in areas such as Engineering, Accountancy, Computing, Economics, Management, Law, or Teaching.

Further information: Ms H Ferdous - Head of Maths

Music A Level Exam Board: AQA Entry Requirements: Grade 6 in GCSE Music as well as being able to play on an instrument to at least Grade 5 external exam. Knowledge of music theory is also a pre-requisite.

Subject Content

Assessments

1. Appraising Music 2. Performance 3. Composition

Appraising Music: listening and written exam in three sections, lasting 2 hours and 30 minutes.

1. Appraising Music The areas of study provide an appropriate focus for students to appraise, develop and demonstrate an indepth knowledge and understanding of musical elements, musical contexts and musical language. The areas of study can also provide a rich source of material for your students to work with when developing performance and composition skills. There are seven areas of study: 1. Western classical tradition 1650–1910 (compulsory) 2. Pop music 3. Music for media 4. Music for theatre 5. Jazz 6. Contemporary traditional music 7. Art music since 1910. Students must study Area of study 1: Western classical tradition 1650–1910 and choose two from Areas of study 2–7. 2. Performance Students must be able to perform music using one or both of the following ways: instrumental/vocal: as a soloist, and/or as part of an ensemble production: via music technology. Students must perform for a minimum of ten minutes. 3. Composition Students must learn how to develop musical ideas, including extending and manipulating musical ideas, and compose music that is musically convincing through two compositions. One must be in response to an externally set brief (Composition 1) and the other a free composition (Composition 2).

Performance: performance of solo and or ensemble works of at least 10 minutes duration Composition: 2 compositions (one free choice and one set by the exam board) lasting at least 4 and a half minutes in duration. Skills Gained and Enrichment Opportunities: Students can progress from this qualification to higher education courses, such as degrees in music, music technology and the arts. Further Reading: AQA Website Textbooks: Music: An Appreciate – Roger Kamien A History of Music – Donald J Grout Progression/career opportunities: A wide range of careers in areas such as musical performer, teacher, lecturer, music librarian, music administrator, radio programmer, orchestral manager, music therapist, television production assistant, program researcher, editorial assistant, marketing assistant, musicologist, composer, sound engineer. Further information: Mr Harrow - Head of Music

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Music Performance Session Styles Ensemble Music Performance Practical Music Theory and Harmony Professional Practice in The Music Industry

0XVLF 3HUIRUPDQFH 6HVVLRQ 6W\OHV Internal Assessment 1/6 of BTEC Assignment 1 – A presentation about the different styles of popular music from 1950 onwards. Assignment 2 – A range of performances in different styles.

0XVLF 3HUIRUPDQFH 6HVVLRQ 6W\OHV This unit explores the different genres of popular music from 1950 to the present day. Students learn about the development of different genres of popular music including Jazz, Reggae, Funk, Rock, Folk and Pop. Students will learn a variety of performance techniques associated with the many genres of popular music and will experience the demands of a session musician. (QVHPEOH 0XVLF 3HUIRUPDQFH In this unit students will prepare a performance as an ensemble. Students will learn about arranging music to suit a group of instruments, rehearsing music with attention to stylistic detail, and performing with confidence and conviction. 3UDFWLFDO 0XVLF 7KHRU\ DQG +DUPRQ\ Students will learn about all aspects of music theory to a high standard. Students will put harmonic and melodic analysis to practice to create their own melodies and chord sequences in various styles. Students will use their knowledge of musical notation to create an arrangement of a piece of music. 3URIHVVLRQDO 3UDFWLFH LQ 7KH 0XVLF ,QGXVWU\ The music industry is a large and wide ranging area with many different skills and jobs. Students will learn about how the music industry works and what is required of somebody working in the music industry. Students will plan a music event using the knowledge that has been gained in the unit.

(QVHPEOH 0XVLF 3HUIRUPDQFH: External Assessment 1/3 of BTEC Externally assessed task in 5 parts covering rehearsal, performance and evaluation. 3UDFWLFDO 0XVLF 7KHRU\ DQG +DUPRQ\ Internal Assessment 1/4 of BTEC Assignment 1 – A presentation explaining the different aspects of music theory. Assignment 2 – Practical demonstration of music theory through harmonic analysis, melodic analysis, and notated arrangement. 3URIHVVLRQDO 3UDFWLFH LQ 7KH 0XVLF ,QGXVWU\ External Assessment 1/4 of BTEC Externally assessed task involving the planning of a music event. 6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification to higher education courses, such as degrees in popular music and music business. Past students have gone on to study at specialist popular music institutions such as ACM and BIMM. )XUWKHU 5HDGLQJ Frank W. Hoffman – History of Popular Music from Edison to the 21st Century Roy Shuker – Popular Music: The Key Concepts Keith Negus – Popular Music in Theory 3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV A vocational music course can lead to a variety of careers both within the music industry and in other areas. Students will be equipped to pursue careers in the areas of performance, music business, and education. )XUWKHU LQIRUPDWLRQ Mr D Harrow – Music Teacher

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3DSHU Philosophy & Ethics 3DSHU Religion & Dialogues

3DSHU Philosophy & Ethics

3DSHU 6HFWLRQ $ Philosophy of religion x Arguments for the existence of God x Evil and suffering x Religious experience x Religious language x Miracles x Self and life after death. 6HFWLRQ % Ethics and religion x Ethical theories x Issues of human life and death x Issues of animal life and death x Introduction to meta ethics x Free will and moral responsibility x Conscience x Bentham and Kant. 3DSHU 6HFWLRQ $ Christianity x Sources of wisdom and authority x God/gods/ultimate reality x Self, death and the afterlife x Good conduct and key moral principles x Expression of religious identity x Religion, gender and sexuality x Religion and science x Religion and secularisation x Religion and religious pluralism 6HFWLRQ % The dialogue between philosophy of religion and religion. How religion is influenced by and has an influence on philosophy of religion in relation to the issues studied. 6HFWLRQ & The dialogue between ethical studies and religion. How religion is influenced by, and has an influence on ethical studies in relation to the issues studied

Written exam: 3 hours 100 marks 50% of A-level

3DSHU : Christianity & Dialogues Written exam: 3 hours 100 marks 50% of A-level

6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Philosophy & Ethics has highly transferable skills that are valuable to employers. The skills learned on a philosophy course including: x Clear and analytical thinking x Persuasive writing and speaking x Innovative questioning x Effective reasoning

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It gives a solid foundation for entering the workforce and can be very beneficial in careers that require problem-solving and assessing information from various angles.

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&RPSRQHQW : 60% of qualification- 96 marks- no time limit. &RPSRQHQW Externally set assignment- 40% of qualification- 96 marks- preparatory period+ 15 hours supervised time.

$2 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

:KDW GRHV WKLV FRXUVH LQYROYH" A series of assignments that we help you develop your technical understanding and workings of a camera. Students are required to work in one or more areas of Photography, such as portraiture, landscape, still life, fashion, experimental, multimedia or documentary photography $UHDV RI VWXG\ Students are required to work in one or more areas of Photography, such as portraiture, landscape, still life, fashion, experimental, multimedia or documentary photography. Students should use sketchbooks/ workbooks/ journals to underpin their work where appropriate. .QRZOHGJH DQG XQGHUVWDQGLQJ Students must show an understanding of relevant materials, processes, technologies and resources. They must demonstrate an understanding of how ideas, feelings and meanings can be conveyed and interpreted in images in the area of Photography. An appreciation of viewpoint, composition, aperture, depth of field, shutter speed and movement. &RPSRQHQW Personal investigation, 60% of qualification. Students develop work based on an idea, issue, concept or theme leading to a finished outcome or series of related finished outcomes. Practical elements should make connection with some aspect of contemporary or past photographer. An assignment with a minimum of 1000 words will accompany the personal investigation. &RPSRQHQW Externally set assignment, 40% of qualification. Students have a preparation period from February in response to a starting theme they choose which is provided by AQA. This will build towards a culmination of a 15-hour supervised time to create a final outcome/ response.

$2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops. $2 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. $2 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

6NLOOV *DLQHG DQG (QULFKPHQW 2SSRUWXQLWLHV Students can progress from this qualification i n t o higher education with an emphasis on creativity and courses including Fine Art, Photography courses, Illustration, Fashion, 3D design, Graphic Design Art Practice- Foundation Diploma.

3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV The creative industries expand throughout many sectors. Using an A Level in Photography can be transferred to advertisement, film and video editing, graphic design, magazine editing, press photography, visual mechanising, web designer, multimedia specialist and many more areas.

)XUWKHU LQIRUPDWLRQ Mr L Ashmore - Head of Art and Photography

3K\VLFV $ /HYHO ([DP %RDUG $4$ (QWU\ 5HTXLUHPHQWV *&6( *UDGH LQ 3K\VLFV or 7-6 in Combined Science and 6 in Maths

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Year 1: Units 1-5 and 6.1 Unit 1: Measurements and their errors Unit 2: Particles and Radiation Unit 3: Waves Unit 4: Mechanics and Materials Unit 5 Electricity Unit 6.1 Periodic Motion

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Year 2: Units 6.2, 7 and 8 Unit 6.2: Thermal Physics Unit 7: Fields Unit 8: Nuclear Physics plus optional unit from: Unit 9: Astrophysics Unit 10: Medical physics Unit 11: Engineering physics Unit 12: Turning points in physics Unit 13: Electronics

34% A Ievel 2 hours 85 marks. 60 marks from a combination of short and long answer questions and 25 marks of Multiple-Choice assessing content from units 1-5 and 6.1 (Year 1 content).

3DSHU 34% A level 2 hours 85 marks. 60 marks from a combination of short and long answer questions and 25 marks of Multiple-Choice assessing content from units 6.2, 7 and 8 IYear 2 content). There is assumed knowledge of paper 1 content.

3DSHU 32% A level 2 hours Section A: 45 marks on practical skills and data analysis from all units Section B: 35 marks on optional Units 9-13

The optional unit is chosen by the teacher and all pupils in the school will complete the same optional unit.

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Non-Examined Assessment: Practical Assessment Throughout the 2-year course pupils carry out at least 12 core practicals which are teacher assessed. Pupils are given a Pass or Fail in this part of the course. Practical skills and data analysis are examined within the exam papers.

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assessment

You will already be familiar with many of the topics that you will study, including forces, waves, radioactivity, electricity and magnetism. At A-level, you’ll look at these areas in more detail and find out how they are interconnected. You will also learn how to apply maths to real-world problems and explore new areas such as particle physics, cosmology and medical physics. Perhaps more importantly, you will develop skills that can be transferred to just about any other area of work, from setting up a business to saving the planet. Even if you don’t go on to become a physicist, learning to think like one will help you get to the root of any problem and draw connections that aren’t obvious to others. Physics won’t give you all the answers, but it will teach you how to ask the right questions.

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Carlo Rovelli, Seven brief lessons on Physics CGPRevision: Head Start to A level Physics Richard P Feynman: Six Easy Pieces

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AQA Physics, Jim Breithaupt, Oxford University Press (ISBN 978-0-19-835186-3 Physics AQA A Level, Dave Kelly, Collins (ISBN: 978-0-00759022-3)

3URJUHVVLRQ FDUHHU RSSRUWXQLWLHV Many including Engineering, Medicine, Research, Finance, Accounting, Teaching, Architecture, Product Design, Computing and IT, Law. The possibilities are endless with a facilitating science background.

)XUWKHU LQIRUPDWLRQ Mrs J Williamson – Head of Physics

3K\VLFDO (GXFDWLRQ $ /HYHO Exam Board: AQA Entry Requirements: GCSE Grade 6 in Physical Education and compete at high level in one selected sport

Subject Content

Assessments

Paper 1: Factors Affecting Participation in Physical Activity and Sport Paper 2: Factors Affecting Optimal Performance in Physical Activity and Sport

Paper 1 (35% of A-Level) 105 marks – 2 hours Section A: Applied Anatomy & Physiology Section B: Skill Acquisition Section C: Sport and Society

Paper 1: Section A: Applied Anatomy & Physiology Students should develop knowledge and understanding of the changes within the body systems prior to exercise, during exercise of differing intensities and during recovery. Students should be able to interpret data and graphs relating to changes within the musculoskeletal, cardio-respiratory, and neuro-muscular systems and the use of energy systems during different types of physical activity and sport, and the recovery process. Section B: Skill Acquisition This section focuses on how skill is acquired and the impact of psychological factors on performance. Students should develop knowledge and understanding of the principles required to optimise learning of new, and the development of existing, skills in a range of physical activities. Students should be able to understand and interpret graphical representations associated with skill acquisition theories. Section C: Sport and Society Students should develop knowledge and understanding of the interaction between, and the evolution of, sport and society. Students should be able to understand, interpret and analyse data and graphs relating to participation in physical activity and sport. Paper 1: Section A: Exercise Physiology and Biomechanics Students should understand the adaptations to the body systems through training or lifestyle, and how these changes affect the efficiency of those systems. Section B: Sport Psychology In this section students will develop knowledge and understanding of the role of sport psychology in optimising performance in physical activity and sport. Students should be able to understand and interpret graphical representations associated with sport psychology theories. Section C: Sport and Society and the Role of Technology in Physical Activity and Sport Students should develop knowledge and understanding of the interaction between, and the evolution of, sport and society and the technological developments in physical activity and sport.

Paper 2 (35% of A-Level) 105 marks – 2 hours Section A: Exercise Physiology and Biomechanics Section B: Sport Psychology Section C: Sport and Society and Technology in Sport Non-Examined Assessment (30% of A-Level) 90 marks Students assessed as a performer or coach in the full sided version of one activity. Plus: Written/Verbal analysis of performance. Internal assessment, external moderation Skills Gained and Enrichment Opportunities: Students can progress from this qualification to higher education courses, such as degrees in Sport Science or in related subjects such as Sports Coaching, Strength & Conditioning, Physiotherapy and Biology Past students have taken degree courses at the St Mary’s , Bath, Reading and Bournemouth. Textbooks: AQA A-Level PE (Year 1 and Year 2) Carl Atherton, Sue Young & Ross Howitt £39.99 https://www.hoddereducation.co.uk/s ubjects/sport-pe/products/1618/aqa-a-level-pe-(year-1-and-year2)

Progression/career opportunities: Sport Scientist, Physiotherapy, Sports Coach, PE Teacher, Strength & Conditioning or Sports Lecturer Further information: Mr A Smith – Acting Head of Physical Education

Cambridge Technical Ext. Certificate Sport and Physical Activity Exam Board: OCR Entry Requirements: GCSE Grade 5 in Physical Education or Merit in BTEC Sport, Cambridge National OR Technical (if no PE, Grade 5 5 in Science)

Subject Content

Assessments

Course consists of 3 mandatory units followed by 2 optional units. 3 mandatory units are as follows: Unit 1 – Body Systems and Effects of Physical Activity Students will gain an understanding of the structures and functions of the key body systems, how these support and impact performance in sport and physical activity, and the effects that physical activity, training, and lifestyle can have on them.

All units of study have different Guided Learning Hours (GLH) associated with them, therefore units with higher GLH are weighted more, the overall course consists of 360 GLH. Mandatory Units Unit 1 – Body Systems and Effects of Physical Activity – 90 GLH Unit 2 – Sports Coaching and Activity Leadership – 90 GLH Unit 3 – Sports Organisation and Development – 60 GLH

Unit 2 – Sports Coaching and Activity Leadership Students an understanding behind the theory of what makes good sports coaches and activity leaders and methods that can be employed to improve the performance of sports participants. They will explore the roles and responsibilities of coaches and leaders and how these differ from each other and be involved in delivering and teaching sport and physical activity.

Optional Units Unit 5 – Performance Analysis in Sport and Exercise – 60 GLH Unit 8 – Organisation of Sports Events – 60 GLH Unit 10 – Biomechanics and Movement Analysis – 60 GLH Unit 11 – Physical Activity for Specific Groups – 30 GLH Unit 12 – Nutrition and Diet for Sport and Exercise – 30 GLH Unit 17 – Sports Injuries and Rehabilitation – 60 GLH Unit 18 – Practical Skills in Sport and Physical Activities – 60 GLH Unit 19 – Sport and Exercise Psychology – 60 GLH Unit 20 – Sport and Exercise Sociology – 60 GLH

Unit 3 – Sports Organisation and Development Students will gain an understanding of the organisations involved in sport in the UK, their roles and responsibilities and how they work together. They will also gain an understanding of sports development including the organisations involved, who sports development is targeted at, why sports development is carried out and how the success of sports development initiatives can be measured.

Skills Gained and Enrichment Opportunities: Students can progress from this qualification to higher education courses, such as degrees in Sport Science or in related subjects such as Sports Coaching, Strength & Conditioning, Physiotherapy etc. Past students that have opted for a vocational route at Woodcote have taken degree courses at the St Mary’s , Bath, Reading and Bournemouth and America.

2 optional units of study can be selected based on individual cohort; units available are as follows: Unit 5 – Performance Analysis in Sport and Exercise Unit 8 – Organisation of Sports Events Unit 10 – Biomechanics and Movement Analysis Unit 11 – Physical Activity for Specific Groups Unit 12 – Nutrition and Diet for Sport and Exercise Unit 17 – Sports Injuries and Rehabilitation Unit 18 – Practical Skills in Sport and Physical Activities Unit 19 – Sport and Exercise Psychology Unit 20 – Sport and Exercise Sociology

Textbooks:

Cambridge Technicals Level 3 Sport and Physical Acitivity £26.99

https://www.hoddereducation.co.uk/subjec ts/sport-pe/products/level-3/cambridgetechnicals-level-3-sport-and-physical-ac Progression/career opportunities: Sport Scientist, Physiotherapy, Sports Coach, PE Teacher, Strength & Conditioning or Sports Lecturer Further information: Mr N Ayles – Head of Physical Education

Psychology A Level Exam Board: AQA Entry Requirements: GCSE Grade 6 in English (Language or Literature), Maths and Science

Subject Content

Assessments

Paper 1: Social influence, Memory, Attachment & Psychopathology Paper 2: Approaches in psychology, Biopsychology, Research Methods Paper 3: Issues and debates Schizophrenia, Cognition and development, Forensic Psychology

Paper 2: Psychology in Context 33.3% A-level Written exam: 2 hours Sections A-B: Multiple choice, short answer and extended writing, 24 marks Section C: Multiple choice, short answer and extended writing, 48 marks

Paper 1: 33.3% of A level Students will learn about social influence. The role of attachment on behavior and how attachment types can influence relationships later in life. They will also learn about various models of memory and explanations of forgetting. They will also explore different types of psychopathology such as depression, anxiety and OCD.

Paper 3: Issues and Options in Psychology 33.3% A-level Written exam: 2 hours Sections A-B: Multiple choice, short answer and extended writing, 24 marks Section C: Multiple choice, short answer and extended writing, 48 marks

Paper 2: 33.3% of A level Students will look at different approaches in psychology. They will also look at biopsychology, how the nervous system and the brain works in response to stimulus. They will also look at brain plasticity and various brain scanning techniques. In the module on research methods, they will understand how psychologist design experiments and the issues they consider in that design process. Paper 3: 33.3% of A level Students will learn about Schizophrenia the cause and the treatments available. They will also explore the cognition and development of children. In this module students will also learn about forensic psychology, offender profiling and biological/psychological explanations of offending behavior. They will also learn about issues and debates in psychology.

Assessments Paper 1: Introductory topics in Psychology 33.3% A-level Written exam: 2 hours Sections A-D: Multiple choice, short answer and extended writing, 24 marks

Skills Gained and Enrichment Opportunities: Students can progress from this qualification to higher education courses, such as degrees in Psychology or in related Past students have taken degree courses at the LSE, Royal Holloway, Portsmouth, Newcastle and Exeter University.