Sacred Heart Catholic College Sixth Form Prospectus 2016 by Tick Media

Heart of Crosby

Sixth Form Prospectus 2016

Sacred Heart Catholic College, Crosby

Sacred Heart Catholic College

Contents 4 Community

A vibrant, caring College at the heart of Crosby and Waterloo

Future

Our new Sixth Form Centre is designed to help students ﬂourish

Opportunities

How we support the growth of our students as citizens

12 Diverse

The rich and varied year in the life of Sacred Heart

14 College

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Welcome to our Upper School Prospectus for 2016. I hope that you will find the information it contains informative and helpful in making the right decision for the next steps in your educational journey. At Sacred Heart we pride ourselves on providing courses which meet the needs of the wide range of students who have made the wise decision to come and study with us. If you are already studying at Sacred Heart you will certainly have the opportunity to meet and talk with current Sixth Formers and staff as part of our internal Sixth Form transition process. I am very confident that they will convince you of the advantages of Sixth Form life at Sacred Heart. If you are new to us, we really look forward to meeting you and your family and to showing you all that the College has to offer to prospective Sixth Formers. Life at Sacred Heart is very rewarding and offers an enormous range of possibilities within and beyond the classroom.

A glimpse of the people and places that make Sixth Form life special

We pride ourselves on our comprehensive enrichment programme which sees our students introduced to a wide range of knowledge and experiences.

The Sacred Heart experience allows students to contribute to the ethos of the College and fosters enjoyment and achievement alongside leadership and personal development.

Subjects

A guide to the wide range of courses on oﬀer to students

• Photo opposite: Former Head Girl Rebecca Withey is studying Law at Oxford University, one of 125 of our students who went on to University in 2015

Come and see it for yourself.

Ian Walker Headteacher

Caring and achieving excellence within a Christian community

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Heart of Crosby College is proud of its role in our community Sacred Heart Catholic College is fortunate to be set at the heart of a vibrant community which allows students to thrive. Each summer Y12 take part in the #HeartOfCrosby festival where keynote speakers give insight into the world around them and the skills needed for University. This is also the time that our students often undergo work experience. Last year many of them were involved in setting up and managing our pop up

art gallery in a disused shop, and the majority of our students gained ďŹ rst aider status. These experiences help to make our students more rounded and give them all of the experiences that are vital to a good University personal statement. We are proud to announce that next year our students will be part of a new volunteering programme in association with and accredited by Crosby and District Lions Club, serving the local community.

Caring and achieving excellence within a Christian community

The Collegeâ&#x20AC;&#x2122;s #HeartOfCrosby summer festival reached into the community with a series of events including a pop-up shop, talks, a music concert and partnerships with local businesses.

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Investing in the Future Sixth Formers helped design our new building

Our new Sixth Form Centre is designed to help students make the best of their study time. Academic coaching is based at the centre along with our careers advice, but most importantly it is a place to study in a peaceful working environment so that students can produce their best work. The building has its own aerobic gym with individual changing facilities, showers and lockers to help students stay healthy. On the ﬁrst ﬂoor there is a general store selling stationery among other

things. There is also a coffee bar on the ground floor to complement our sandwich shop in the common room. The building is equipped with fast wifi, and students are encouraged to bring their own device if they wish. They also have access to a suite of laptops.

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A Levels, AS and Vocational Courses A range of courses to match students’ potential A Levels We have a varied range of A Level subjects in the arts and in sciences which you can read about in the second half of this prospectus. This includes a wide range of ‘facilitating subjects’ which are the subjects most commonly required or preferred by universities in particular the Russell Group. You can read more about facilitating subjects in the Russell Group publication ‘Informed Choices.’ An A Level subject is taught for two years for four lessons a week. AS Levels At Sacred Heart, we believe that breadth of study is important and some students may choose an AS Level in addition to their main three choices of subject. We offer AS Levels in a variety of subjects and we also offer the opportunity to study AS Level over two years in some subjects. Vocational Courses We offer vocational courses in Business studies (Single Award Applied Business), Health and Social Care (Applied Double Award A Level) and IT (Single Award OCR).

The College is investigating the possibility of oﬀering vocational courses in sport and also in travel and tourism. Anyone interested in these courses should speak to Ms Baker. The One Year Foundation Business Course For those students who haven’t achieved 5 GCSE grades between A*C, we oﬀer a foundation course centred around L3 BTEC Business. This one year course also allows students the opportunity to study ICT and to resit their GCSEs in English and Mathematics. The Foundation Business Course is also accompanied by work experience and is a good preparation for those who might later want to apply for an apprenticeship or another vocational course.

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Rich Opportunities Students are at the heart of College and local life The importance of being part of a Catholic Sixth Form permeates all our work. Religious Education is integrated into the form periods and assemblies which reﬂect the gospel of the week. Regular contact is maintained with the Mass and religious festivals. Students regularly participate in SVP, Chaplaincy and other faith-based community service initiatives. Opportunities for liturgy and the celebration of Mass are regular features of Sixth Form life.

Students are set challenging target grades for each subject and are assessed against these targets each term. Assessment of progress is reported to students and parents every half term. The student is then supported within College by adopting an individual action plan; this is likely to involve following a supervised study programme.

All students will study toward the NOCN qualiﬁcation in religious studies in a four day course. Students are able to be active citizens sharing their talents within the College and local community. Leadership and responsibility is encouraged through school council, mentoring students, paired reading scheme, and links with partner primary schools and industry. Other whole school activities can be accessed, such as the Duke of Edinburgh Award Scheme and the Sport Leadership Scheme. We seek to meet individual student needs in order to enhance each student’s opportunities within the Sixth Form. This has included a support programme for Oxbridge candidates and arrangements for Special Needs students.

Adam Clarke and Rebecca Heath shared our £1,000 essay prize, donated by former student Anthony Crean QC. Barrister Mr Crean is one of the UK’s leading experts on planning law. As part of their prize Adam and Rebecca will be undertaking work experience in his chambers in Birmingham. The Law Essay Prize will be awarded annually.

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Study Support Students can extend their study after 3.30pm. Seminars are integrated into the course to encourage student awareness of their learning habits and to develop the skills and techniques to improve their own learning. University Application The College has an experienced Upper School tutor team who understand the University application process and will help guide your way through submitting an application.

A completed Extended Project is awarded an AS grade and UCAS points. GCSE English and Mathematics The College oﬀers the option of taking GCSE English and Mathematics for those students who have not yet gained a grade C. Each subject will take up one lesson a week.

The process will start in Year 12 when we will guide you in writing your personal statement. You will then choose a referee who will work alongside you for the rest of your application. During tutorials with your tutor you will use the UCAS website to look at courses to apply for. You will arrange visits to Universities for Open Days and look at prospectuses. If you are required to have an interview we will arrange for you to have had a mock interview as practice beforehand.

Our students pictured outside the pop up gallery they created in 2015 using their own work

On results day we will be there to help you to accept your oﬀer or to access our advice service if you do not. The Extended Project Some students may wish to complete an Extended Project. This is a personal investigation which requires research, analysis, presentation, communication and organisational skills. It is valued by universities as preparation for the type of assignments and research required of students during a degree course.

Emy Onuora, former student and author of ‘Pitch Black,’ was a keynote speaker at our #HeartOfCrosby Festival in summer

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Technical Baccalaureate

The Technical Baccalaureate is aimed at ambitious, talented students who want to pursue a technical career. It gives young people the opportunity to be stretched through high-quality, rigorous qualifications, and to demonstrate their personal best. The ‘TechBacc’ provides bright young people with a first-class alternative to the more traditional A Level route, ensuring they have the technical ability employers want. In order to reach TechBacc status students must study A Levels in 3 subjects and must study both of the following components: • Mathematics at A Level or the New National Core Maths qualifications which has been developed to suit students who have achieved at least a grade C in GCSE Maths who do not take A Level or AS Level Maths

• The extended project qualiﬁcation, which develops and tests students’ skills in writing, communication, research, self-discipline and selfmotivation. Such skills are in high demand by industry and academia. The extended project component also gives students the opportunity to undertake research projects with an industry focus, relevant to their vocational programme. It encourages students to explore further aspects of the occupational area and equip them with a breadth of knowledge and understanding to strengthen their employability

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The College Year Life in the Sixth Form is rich and varied

Half Term 1 We start the year with an enrichment week where the whole year study for an NOCN qualiďŹ cation in Religious Studies in a self-contained four day unit.

Half Term 2 This is often a busy time for charity events. Last year we helped organise a Christmas Fayre on Lower Site and we organised a Christmas party for local elderly people.

During this week students meet new people as they take part in joint projects such as the giant paintings they made this year which you can see on both sites.

Year 13 complete their UCAS applications for University with their referee and their form tutor during this half term. Year 12 celebrate their achievements at GCSE at our Presentation Evening.

There is also a trip: Year 12 visited the Holocaust Centre in Nottingham this school year and Year 13 visited a local mosque.

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Half Term 3 This is the time we have our ﬁrst set of preparation examinations in Year 12 and Year 13. Lots of Year 13 students are having interviews for University places too and we help them prepare with rehearsal interviews. Half Terms 4 & 5 This is a time for exams and is the time we say goodbye to Year 13 with our Leavers’ Ball. Half Term 6 Our exams are over and Year 12 take on the duties of Year 13. We select a new Head Boy and Girl and their deputies, and they make speeches to their year group in assembly. We have our #HeartOfCrosby festival with lots of keynote speakers and events. For example, last year we made our own shop in Bootle Strand. Year 12 now begin the UCAS process and start to write their personal statement.

‘Caring and Achieving Excellence within a Christian Community’ Our Mission Statement is a living summary of all that we consider most important in the daily life of the College and every aspect of what we do at Sacred Heart reﬂects the values embedded within it. Our pastoral system ensures the wellbeing and progress of all pupils with Form Tutors and Directors of Schools providing a system of support to help in the journey our pupils make through the College. It is the role of the pastoral team, in partnership with subject teachers and parents, to ensure all pupils reach their academic potential. As a Christian community the College comes together to develop faith through prayer. This happens every day in form time or assemblies.

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Pupils also attend Mass regularly and have the opportunity to participate in a range of faith-based community service activities.

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The College Community People and places that make Sacred Heart special

We are proud of our College community and the role that Year 12 and Year 13 have as the senior students. In Year 12 and Year 13 as well as our new study centre there are a number of other areas around the main building that are designed to help you throughout the day. Our common room is managed by Mrs Morrow (pictured) throughout the day she organises our main dining facility for Year 12 and 13, selling sandwiches, paninis and soup alongside a range of other snacks. In G16 we have a new suite of computers for students to keep up to date with their studies.

G16 is also our academic coaching base, where Mrs Marsh helps students to stay organised, helping them to write action plans so that they can keep on top of their work. Our library is on the first floor of the main building and is kept organised by our librarian Ms Summerfield. Year 12 and Year 13 can use the library in their study periods and it provides a good atmosphere to write and read. Year 13 complete their UCAS applications for University with their referee and their form tutor during this half term. Year 12 celebrate their achievements at GCSE at our Presentation Evening.

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Upper School Curriculum Meeting the needs of our students Sacred Heart's Sixth Form Curriculum has been designed to allow students to follow a curriculum that meets their individual needs. Typically students will study 3 A Level subjects and may choose to do a fourth subject at AS Level. For each A Level subject there are four lessons a week in Year 12 and Year 13. The entry requirements for University courses will be expressed as either: • Grades: e.g. AAB, BCC or CCC • A UCAS Tariff score: e.g. 360 or 280 Applied A Level Route The College offers Applied Courses in: • Health and Social Care (A Level/AQA Applied Health and Social Care; this is equivalent to two A Levels) • Applied Business (this is equivalent to one A Level) The College also offers single award ICT which is equivalent to one A Level and is often a good choice for those students who have chosen an applied dual award subject. All of our students take General Studies to at least AS Level. The General Studies programme enables the students to be entered for an extra AS Level, which may be converted to a full A Level on completion of an A2 course.

‘Sacred Heart has fantastic Maths and Physics departments that have inspired me to study Mechanical Engineering at the University Of Liverpool where I am now in my ﬁrst year. ‘I found A Level Biology fascinating and the music department has given me the opportunity to play in an orchestra and to travel across Europe. The support from my teachers was exceptional’ Eva Dewsbury, one of 14 students who last year scored 4 As and A*s at A Level

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Art and Design Our Art and Design courses provide opportunities for creative young people to express their ideas in an environment which supports, encourages and stimulates. Candidates will look at the work of established artists and be inspired to demonstrate their own individual creativity. AQA Fine Art AS • Component 1: Portfolio (7242/C). Assessed: No time limit - 96 marks, 60% of AS. • Component 2: Response to externally set assignment (7242/X). Assessed: Preparation period plus 10 hours supervised time - 96% marks, 40% of AS A Level • Component 1: Personal Investigation supported by a 3000 word written element (7202/C). Assessed: No time limit - 96 marks, 60% of A Level. • Component 2: Response to an externally set assignment (7202/X). Assessed: Preparatory period plus 15 hours supervised time - 96 marks, 40% of A Level All components are internally assessed, marked by the centre and moderated by AQA during a visit to the centre. Visits will normally take place in June. The A Level Personal Investigation component will include written work relevant to this investigation and will require primary source information from gallery visits.

Assessment is at the end of each course. During the course, students will be expected to visit art galleries or sites of artistic interest. Entry Requirements You need to show ability in art. You should have achieved a GCSE grade C or above in Art and Design or a design subject. Many students will go on to pursue a degree in Art. We have seen students go on to study Printed Textiles, Fashion Marketing, Make-up and Prosthetics for Film and TV, Fashion Illustration, Fine Art, Graphic Design, Photography and many other courses rooted in Art. Students are usually expected to complete an Art Foundation course before embarking on their degree.

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Drawing Inspiration Annual art exhibition showcases student talent

The annual Art, Design and Technology Exhibition featuring work from Sixth Form students and others turns the spotlight on creativity. Our Art department encourages the development of a critical and analytical mind as well as developing more tactile artistic skills. The open studio atmosphere attracts our students to work during their study periods. Students go on to work in a wide range of creative industries - although the skills nurtured through art can be transferred into other walks of life too.

Caring and achieving excellence within a Christian community

Ethics and Philosophy Religious Studies A Level is designed to encourage an interest in and enthusiasm for a rigorous study of religion. Students will get an insight into areas of knowledge, belief and thought central to an understanding of the modern world. Our exam board is EdExcel and this syllabus consists of three areas: Paper 1 - Philosophy The content for this paper helps students to explore some of the main contemporary, philosophical issues and questions about religion, such as belief in God or the conviction that life has both meaning and purpose. It provides a relevant and challenging context for exploring the particular beliefs, values and practices that characterise religious communities. In turn, the paper provides a sound basis for understanding and reflecting on the contemporary influence of religion, the views of those who do not share a religious belief and the impact of these factors on people’s lives. Students will engage with arguments and debates on religious and nonreligious views of life, which focus on some key areas of controversy that shape modern views of the world, such as the problem of evil and suffering. Students will extend their understanding through engagement in debates on issues such as the value of evidence based on accounts of religious experience.

They will analyse and evaluate particular viewpoints of thinkers who have contributed to these debates. Paper 2 - Ethics The content for this paper is focused on exploring both common ground and controversy in dealing with issues that arise in the areas of morality and religion in the context of the modern world. The paper will help students to study some of the underlying ideas and concepts of these issues, as well as questions and issues about how ethical and religious ideas and solutions may be applied in practice in contemporary social, political and personal situations. The study addresses an important part of the key underlying concerns that students raise about the world in which they are growing up, and about their own views, opinions and commitments. In this paper, students will study issues and practical problems, such as equality, war and peace and sexual ethics.

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These issues and problems will provide a suﬃcient balance of breadth and depth for students to acquire the skills they need to address a wide range of contemporary moral dilemmas and to progress to further study. A representative array of ethical stances provides a basis for discussion and debate about major issues. This is further sharpened by engagement with the views and stances of signiﬁcant ethical thinkers who have contributed to the debates. Paper 3 - Christianity The content for this paper comprises a focused and in-depth study of a chosen religion. The study provides a foundation for understanding the key beliefs and values of a religion, recognising that ‘belief’ itself does not necessarily have the same role and emphasis within religions or between religions. The study helps students to explore how believers attribute authority both to key people within the religious community and to various kinds of traditional, sacred texts. This study also explores various and diverse ways in which religious believers express their sense of identity through, for example, their most sacred rituals and their codes of behaviour. It gives students an opportunity to explore both common ground and diversity within the religious tradition. They will broaden their understanding through familiarity with the views of various contributors, from within and

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outside the tradition, who have studied this religion in some depth. Students will deepen and extend their understanding of their chosen religion by studying an aspect of the way in which the religion has changed and developed over time, so that they increase their awareness of diversity within traditions. This aspect of development will reflect the particular focus, concerns, emphases and values of the tradition concerned. Further depth of study is provided by a study of key scholars who have made a significant contribution, either historically or in the present, to an understanding of what it means to be a follower of this religion. Further breadth is added by giving students the opportunity to explore the interface between the religion and contemporary society. Students will explore a passage of text that is influential in the tradition of this religion. These studies will give students the opportunity to explore links between this paper and other areas of study, such as exploring common ground and diversity in the fields of philosophy and ethics.

‘This course really helped me achieve my dream of becoming a doctor’ Dr Emma Leggett Former student

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Business A Level Business (new September 2015 Examination Board: AQA) is a dynamic subject that engages students through topics and issues that are relevant in today’s society. They will study key contemporary developments such as digital technology and business ethics, and globalisation is covered throughout the topics. Students also develop real life skills such as those needed to analyse data, think critically about issues and make informed decisions – all skills that are needed for further study and employment. With a focus on helping students become good decision makers, they will learn essential managerial skills, alongside techniques to help them become analytical problem solvers. These skills are all highly sought after and valued in a wide range of careers. Assessment is wholly by examination, and the question papers use a variety of assessment styles including multiple choice, short answer, data response, essay and case studies so that students feel more conﬁdent and engage with the questions. Real life case studies will be used wherever possible to make it easier for students to relate to and apply their knowledge and skills developed throughout the course.

Subject Content: Year 12: • What is business? • Managers, leadership and decision making • Decision making to improve: - Marketing performance - Operational performance - Financial performance - Human resource performance Year 13: • Analysing the strategic position of a business (A Level only) • Choosing strategic direction (A Level only) • Strategic methods: how to pursue strategies (A Level only) • Managing strategic change (A Level only) Assessments Assessments will all take place at the end of Year 13, and students must undertake all the assessments for the award of the A Level qualiﬁcation. Assessment is 100% external examination; there is no coursework element.

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For students interested in studying business, ﬁnance or management at University, A Level business provides an excellent foundation. Skills learned are transferable across a broad range of subjects and careers, helping students long into the future. For example, knowledge of motivational theory will help students to work well with others and help them achieve their potential. Marketing and ﬁnance topics will be particularly useful for students interested in starting their own business.

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• Prepare learners to work in business and entrepreneurship after achieving the qualiﬁcation or via University or College • Are strongly entrepreneurial to provide a focus for the structure and content of the qualiﬁcation • Synoptic character ensures applied learning is broad, practical and realistic • Are supported by HE business schools and HE business enterprise departments • Use examination, external assignment and centre set assignment to ensure learners’ practical experience is maximised and assessed appropriately."

Applied General In Business This course is ideal for learners keen to broaden their knowledge of a particular sector. They’re developed with the support of higher education. The one year Level 3 Certificate in Applied Business focuses on 4 themes: people, markets, operational delivery. and finance. The qualification is split into units to address these themes so that content is coherent and joined up. After two years this can be converted into a Level 3 Extended Certificate in Applied Business, in this students gain a broad understanding of business topics and consider how to plan and deliver a product or a service. These courses: • Provide a broad understanding of business knowledge and skills to support progress to higher education and can be studied alongside A Levels and/or other Level 3 vocational qualifications

Students learn how marketing and PR is evolving in the digital age. ‘Digital marketing skills are essential for any business, especially start-ups and small independents. Young people with these skills are highly employable’ Peter Harvey, PR Consultant & Parent Governor

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Biology A Level Biology is a challenging, rewarding course that helps students develop skills and knowledge necessary for a successful career. It oﬀers teachers and students freedom, creativity and opportunity for independent progression from GCSE Science or Biology. A Level Biology builds on the concepts and skills developed in the GCSE. Students who study A Level Biology may go on to a Biology-related degree course. Biology at Sacred Heart is a popular choice. The department has very good facilities and enjoys good links with local universities. The course is designed to encourage candidates to develop essential knowledge and understanding of concepts of biology and to understand scientiﬁc methods and awareness of advances in technology through a variety of theoretical and practical models. Year 12 • Biological Molecules • Cells • Organisms exchanging substances with their environment • Genetic information, variation and relationships between organisms Year 13 • Energy transfers in and between organisms

• Organisms responding to changes in their internal and external environments • Genetics, populations, evolution and ecosystems • The control of gene expression A Level Paper 1 • Biological Molecules • Cells • Organisms exchanging substances with their environment • Genetic information, variation and relationships between organisms • Relevant practical skills Written exam: 2 hours. 91 marks, 35% of A Level. A Level Paper 2 • Energy transfers in and between organisms • Organisms responding to changes in their internal and external environments • Genetics, populations, evolution and ecosystems • The control of gene expression • Relevant practical skills Written exam: 2 hours. 91 marks, 35% of A Level.

• The iconic ivy-clad archway at the entrance of the Liverpool Road site

A Level Paper 3 • Biological Molecules • Cells • Organisms exchanging substances with their environment • Genetic information, variation and relationships between organisms • Energy transfers in and between organisms • Organisms responding to changes in their internal and external environments • Genetics, populations, evolution and ecosystems • The control of gene expression • Relevant practical skills Written exam: 2 hours. 78 marks, 30% of A Level.

‘I would recommend Sixth Form at Sacred Heart. I completed my A Levels in 2014 and I’m now studying Medicine at University. I chose to study Maths, Chemistry and Biology at A Level and got A grades in each. In Year 12 I also studied AS Level Physics’ Matthew Morris, Former student

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Chemistry Chemistry in the Sixth Form is a popular choice and studies build upon the ideas taught in Years 10 and 11. Making the most of the department’s excellent facilities the College’s objective is to ensure that learning is enjoyable. Students can enter the Young Analyst of the Year competition, held at the University of Liverpool and run by the Royal Society of Chemistry. Chemistry is an essential subject for a wide range of University degree courses, including Medicine, Pharmacy, Dentistry, Chemical Engineering, as well as Chemistry itself. It is highly recommended that A Level Maths is taken if you wish to undertake a degree in Chemistry. There is an emphasis on acquiring practical and analytical skills. In Year 12 and Year 13 the topics can be split up into: • Physical Chemistry • Inorganic Chemistry • Organic Chemistry A Level Paper 1 • Relevant Physical and Inorganic Chemistry topics • Relevant Practical Skills Written Exam: 2 hours, 105 marks, 35% of the A Level

A Level Paper 2 • Relevant Physical and Organic Chemistry topics • Relevant Practical Skills Written Exam: 2 hours, 105 marks, 35% of the A Level A Level Paper 3 • Any content • Any Practical Skills Written Exam: 2 hours, 90 marks, 30% of the A Level

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Physics Our Physics department has well equipped labs, and students have opportunities to carry out investigations and observe demonstrations that support the content of the course.

A Level Paper 3 • Practical skills and data analysis • Turning points in physics

The speciﬁcation introduces new topics as well as building on previous studies in Physics.

Students have access to a variety of material on the school shared drive/ website to encourage self-study techniques. A pass at A Level Physics opens the door to all sorts of jobs and courses.

Y12 Modules • Measurements and their errors • Particles and radiation • Waves • Mechanics and materials • Electricity Y13 Modules • Electricity • Further mechanics and thermal physics • Fields and their consequences • Nuclear physics • Turning points in physics A Level Paper 1 • Measurements and their errors • Particles and radiation • Waves • Mechanics and materials • Electricity • Periodic motion Written exam, 2 hours, 85 marks, 34% of A Level A Level Paper 2 • Thermal physics • Fields and their consequences • Nuclear physics Written exam, 2 hours, 85 marks,34% of A Level

Written exam, 2 hours, 80 marks, 32% of A Level

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Textiles Textiles offers students the exciting opportunity to develop modern technological skills through design and manufacturing of quality products. The practical and theoretical problem solving process undertaken throughout the two year course encourages independent learning, creativity and innovation. The course aims to promote the development of the student’s capacity to design and make products and to appreciate the complex relations between design, materials, manufacture and marketing. Students will study the following units over two years: Year 12 Units (constitutes AS Level) Unit 1 • Materials, components and application • Source and classification of the main fibre groups • Yarn types and properties and the blending and mixing of fibres • Fabric manufacture: woven, knitted, non-wovens and smart materials created to provide specific properties, fabric finishes and surface decoration, product components • Industrial and commercial practice, manufacturing systems, ICT application, pattern drafting, product manufacture and environmental concerns • Development of designs, design in practice, communication methods and design in the human context

Unit 2 Coursework - Learning through Designing and Making (approximately 50 hrs). This project/portfolio of coursework will take the form of a single design and make project, two smaller projects and/or a portfolio of work. Year 13 (A2) Units Unit 3 • Design and Manufacture • Testing and comparing the relative merits of fabrics in relation to their intended use • Manipulating and combining fabrics • Major developments in textiles technology • Product life cycle and fashion cycles • Design in the human context • Industrial and commercial practice, fabric manufacture and product manufacture Unit 4 Coursework - Design and Making in Practice (approximately 60 hrs). A written or electronic design folder. This major project is a single, integrated coursework project, which involves a designing and making activity. Entry Requirements Candidates must have studied GCSE Textiles and obtained a grade of C or above.

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Year 12 Advanced Subsidiary (AS) Unit 1 Text 1 Materials, Components and Application, 50% of AS, 25% of A Level 2 hour written paper Unit 2 Text 2 Learning Through Designing and Making, 50% of AS, 25% of A Level Coursework - approximately 50 hours Written design folder - Manufactured outcome(s) Coursework may take a number of forms: a single design-and-make project, two smaller projects and/or a portfolio of work A2 Examinations Unit 3 Text 3 Design and Manufacture 25% of A Level, 2 hour written paper Includes synoptic assessment Unit 4 Text 4 Design and Making Practice 25% of A Level, coursework - approximately 60 hours written or electronic folder Manufactured outcome. Candidates submit evidence of a single, substantial designing and making activity. On successful completion of the course, several options are open to students, both in Industry and higher education. Degree and other courses in Art, Textiles, Management, Media (i.e. press, television, journalism, marketing) and Business Studies.

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Careers: designer, buyer, management, marketing, quality control, manufacturing, teaching, product development, sales, etc.

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English Literature A Level English Literature is an enjoyable and culturally stimulating course covering a wide range of texts, dating from the Middle Ages to the present day. Apart from close study of set texts, students are taught critical appreciation of a variety of genres. Teachers encourage enjoyment of and a sensitive response to the written word, which students will continue to take pleasure from once they have completed their studies at the College. This speciﬁcation encourages students to become informed, independent readers through the close study of set texts - prose, poetry and drama – as well as two texts of their own choice. The focus in Year 12 will be on ‘Love Through the Ages’ and in Year 13 on ‘Modern Times: Literature from 1945 to Present Day. In addition, there is a coursework task: ‘Texts Across Time’ which is based on comparison of two texts one of which must have been written before 1900. Assessment is by examination (80%) and coursework (20%). Entry Requirements Requirements for this course are grades A or B in both English and English Literature at GCSE. However, in special circumstances, pupils with grade C will be accepted. Equally important are an enthusiasm for reading and the ability to study privately.

‘Although at first I struggled to choose which subjects I wanted to study in Sixth Form, I ultimately chose English Literature, History and Psychology at A Level based on my experience of them at GCSE as I really enjoyed them. The courses at this level are really interesting and the larger amount of work is balanced out by the amount of free periods you are given. I also took Ethics and Philosophy at AS Level which was really different to anything that we had studied before which made it more engaging. My time in Sixth Form has allowed me to feel confident in my pursuit of a law degree at University’ Hannah Delahunty Year 13

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Paper 1 Love Through the Ages. Study of a play by Shakespeare such as Othello or The Taming of the Shrew; a novel such as Jane Eyre by Charlotte Bronte or Atonement by Ian McEwan, and one of two poetry anthologies provided by the exam board. Either the poetry anthology or the prose text must be pre-1900. In addition there will be a range of further poems studied to prepare for Section B of the exam (see below). Assessment is by one 3 hour exam which is divided into three sections. Each section is worth 25 marks and the whole exam makes up 40% of the A Level. Section A: One passage-based question on a Shakespeare play (25 marks); Section B: Compulsory essay question on two unseen poems (25 marks); Section C: One essay question (from a choice of two) linking one poetry and one prose text (25 marks). Paper 2 Texts in Shared Contexts. Modern Times: Literature from 1945 to Present Day. Study of three texts, one from each genre for example The Handmaid’s Tale by Margaret Atwood, Our Country’s Good by Timberlake Wertenbaker and Birthday Letters by Ted Hughes. In addition there will be a range of prose extracts studied to prepare for the ﬁrst part of Section B of the exam. Assessment is by one exam of 2 hours 30 minutes which is divided into two

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sections. Each question is worth 25 marks and the whole exam makes up 40% of the A Level. Section A: one essay question on set text chosen from core set texts (25 marks); Section B: one compulsory question on an unseen extract of literary prose (25 marks) and one essay question linking two texts chosen from comparative set texts list (25 marks). Non-exam assessment (coursework): Independent Critical Study: Texts across Time Comparison of two texts, one of which must be pre-1900, on a theme chosen by the student. One text is taught and the other the student’s choice. The title of a 2,500 word essay will be negotiated between the student and teacher. This is teacher-assessed and subject to moderation by AQA. It carries 50 marks and is worth 20%

‘Getting advice from professional poets and hearing their immersing poetry was one of my favourite experiences and one that I will treasure’ Kate Carey, Year 12 Merseyside winner, Poetry By Heart

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History A Level History offers students the opportunity to study three of the most interesting periods in European and British history. Russia, during the 19th and 20th centuries, is the focus of the European course whilst the British History course deals with the Wars of the Roses and the coursework focus is the English Reformation. It is compulsory for A Level History to study both European and British History. An optional AS qualification is available, however, it will not count towards the final A Level. The A Level is a two-year course with all components assessed at the end of the second year.

• The Origins of the conﬂict in the reign of Henry VI 1450-1459 • The War of the Barons and Henry VI’s fall from power 1459-1461 • The triumph of the Yorkists in the ﬁrst reign of Edward IV and the attempts of Warwick The Kingmaker to restore Henry VI 1461-1471 • ‘The Sun in Splendour’: the reign of Edward IV 1471-83 • The downfall of the Yorkist monarchy 1483-1486 • The end of the Yorkist Dynasty 1486-1499

European History Component 1: A Breadth study – Tsarist and Communist Russia 1855-1964. There will be the opportunity to study the following issues: • Trying to preserve autocracy in the reigns of Alexander II and III 1855-1894 • The collapse of autocracy under Nicholas II and the 1917 Revolution 1894-1917 • The emergence of Communist dictatorship under Lenin and Stalin 1917-41 • The Stalinist dictatorship and the impact of his death 1941-1964 British History Component 2: A Depth study – The Wars of the Roses 1450-99. There will be the opportunity to study the following issues:

• Czar Nicholas II of Russia

• History students on the annual trip to Prague, Czech Republic, February 2016

Historical Investigation Component 3: Coursework – The English Reformation 1509 to 1611. Students will be required to independently investigate this topic and answer the following essay question in approximately 3,000 words: ‘Within the context of the period 1509-1611, how far can it be argued that the Elizabethan Church settlement provided an eﬀective solution to the unstable situation she inherited?’ They will all do the same question and will be assigned a tutor to monitor their progress. There will be no taught content.

This investigation must show understanding of change and continuity within the context of the whole period, not just in Elizabeth’s reign and will focus primarily upon opposition to and support for the changes being made by each Tudor monarch. As a traditional academic discipline, History is highly regarded by most employers and can lead to a career in law, journalism, politics, marketing, management, the Civil Service and many other areas.

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Spanish A Level Spanish is a demanding and intellectually stimulating course, which aims to provide students with the foreign language skills necessary in the modern world, especially in a commercial, European context. Students learn to communicate confidently and effectively in the language, which is taught through the study of a range of topics, designed to provide an insight into contemporary society and cultural background of Spain and Spanish-speaking countries. The study of A Level Spanish should be enjoyable, developing an awareness of how the language works. It is intended to be challenging and intellectually rewarding. For the one-year AS Level qualification, students study aspects of Hispanic society (current social issues and trends), artistic culture in the Hispanic world and an example of Spanish literature or cinema. For the two-year A Level qualification, students study the same AS Level topics, as well as aspects of political life in Hispanic society and an example of both Spanish literature and cinema. Entry Requirements: at least a Grade B in Spanish at GCSE. AS Level Spanish and A Level Spanish are two separate qualifications. AS Level examinations are taken at the end of Year 12, A Level examinations at the end of Year 13. Students make use of a wide range of resources in Spanish, including books,

newspapers, magazines, radio, television, DVD recordings and music. They are expected to complete personal research and make use of the internet where appropriate. Aims of the course: • enable students to attain a high level of competence in the language • broaden opportunities for leisure and travel • enhance employment prospects both in the UK and abroad • provide an insight into another culture and society • provide students with a sound basis for further study Alongside the traditional University courses in modern languages, there are a large number of options combining Spanish with Law, Business Studies, Media Studies or Science. Demand for people skilled in such areas is great and is increasing. A Level Spanish is a distinct advantage for those seeking a career in travel and tourism, the media, the EU, translating and interpreting, foreign trade and banking and many more. Furthermore, as a traditional academic discipline, Spanish is highly regarded by employers and can lead to a career in law, journalism, politics, marketing, management and the Civil Service. Competence in foreign language skills is certain to enhance career prospects in general.

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French A Level French is a demanding and intellectually stimulating course, which aims to provide students with the foreign language skills necessary in the modern world, especially in a commercial, European context. Students learn to communicate confidently and effectively in the language, which is taught through the study of a range of topics designed to provide an insight into contemporary society and cultural background of France and French-speaking countries. The study of A Level French should be an enjoyable experience, developing in the students an awareness of how the language works, and is intended to be both challenging and intellectually rewarding. Language is learned in the context of a range of settings: For the one-year AS Level qualification, students study aspects of Frenchspeaking society (current social issues and trends), artistic culture in the French-speaking world and an example of French literature or cinema. For the two-year A Level qualification, students study the same AS Level topics, as well as aspects of political life in the French-speaking world and an example of both French literature and cinema. Entry Requirements: at least a Grade B in French at GCSE. AS Level French and A Level French are two separate qualifications. The AS

Level examinations are taken at the end of Year 12, and the A Level examinations are taken at the end of Year 13. Students make use of a wide range of resources in French, including books, newspapers, magazines, radio, television, DVD recordings and music. They are expected to complete personal research and make use of the internet where appropriate. Aims of the course: • Enable students to attain a high level of competence in the language • Broaden opportunities for leisure and travel • Enhance employment prospects both in the UK and abroad • Provide an insight into another culture and society • Provide students with a sound basis for further study Alongside the traditional University courses in modern languages, there are a large number of options combining French with Law, Business Studies, Media Studies or Science. Demand for people skilled in such areas is great and is increasing.

â&#x20AC;˘Â French exchange students from Limoges during their visit to Sacred Heart in November, 2015

A Level French is a distinct advantage for those seeking a career in travel and tourism, the media, the EU, translating and interpreting, foreign trade and banking and many more. Furthermore, as a traditional academic discipline, French is highly regarded by employers and can lead to a career in law, journalism, politics, marketing, management and the Civil Service. Competence in foreign language skills is certain to enhance career prospects in general.

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Geography The A Level Geography course follows the AQA speciﬁcation.

Questions are a mixture of short answer, levels of response and essays.

The course includes an even balance of physical and human geography. A range of case studies, near and far, are incorporated into the course.

Component 3 is a geographical investigation based on ﬁeldwork data. The following write-up should be 3,000-4,000 words (20% of total grade).

The course provides a good base for a range of degree courses and employment.

Geography is a very versatile subject. Careers with Geography as a component include: • Local Government • Civil Service • Surveying • Civil Engineering • Land/Estate Management • Local Authority • Planning Departments • Tourism

The physical geography content include: • Water and carbon cycles • Coastal systems and landscapes • Hazards (volcanic, seismic and storm) The Human geography content includes: • Global systems and global governance (globalisation, responses to globalisation, world trade and investment, Antarctica) • Changing places (economic and population changes) • Contemporary urban environments (including changes over the last century and some of the challenges) There is also an individual investigation based on an issue or question chosen by the student and based on ﬁeldwork data collected by the student. Altogether for the full A Level, there are three assessment components at the end of the two year course. Components 1 and 2 are examinations that are each 2hr 30 minutes (each 40% of total grade).

Entry Requirements A GCSE grade C is normally required from pupils studying Geography, ideally at higher tier. Students who have not taken Geography at GCSE level and want to take it, should discuss this with the Head of Geography. Some pupils, who have not studied Geography at GCSE, have gone on to take Geography A Level and obtained a successful grade.

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Health and Social Care This is a dual award A Level (AQA A Level Health and Social Care Double Award) A Level Health and Social Care has been designed to provide students with knowledge and understanding of this vocational area.

Year 13 Students study a further four units. Two of the units are externally examined; two are portfolio units which are internally assessed. Examinations are 2 hours and consist of structured questions. All units are equally weighted.

The course allows pupils to: • Develop and sustain an interest in health, early years care and education, social care community and issues affecting care sectors • Acquire knowledge and understanding of health, early years care and education and issues affecting the health and social care sector • Develop skills that will enable them to make an effective contribution to the care sector including skills and research, evaluation and problem solving in a work-related context • Apply knowledge, understanding and skills • Prepare for further study and training

The broad spectrum of topics covered gives students the opportunity to focus on a speciﬁc pathway, i.e. in health , social care, children and young people and community justice sectors.

Course Content The full award is the equivalent of 2 A Levels. Grading is identical to A Level (A* – E). The course consists of 8 compulsory and optional units.

All portfolio work must be completed by the end of April. Candidates are awarded 2 grades (A* – E) at the end of Year 13.

Year 12 Students study four units. Two of the units are externally examined; two are portfolio units which are internally assessed. Examinations are 1.5 hours and consist of structured questions. All units are equally weighted.

Entry Requirements 5 GCSEs at Grade C or above. GCSE Health and Social Care is not a prerequisite for this course, but students should have passed a GCSE Science subject. Assessment is either by external examination or portfolio work. Examinations are in June and marked by AQA. Portfolio work is marked by the College and moderated by AQA.

Work experience is a requirement of this course. This will be a two-week placement at the end of Year 12. The qualiﬁcation allows for a number of progression routes i.e. to further or higher education, training or employment.

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Degree courses students have followed after successfully completing this course include: • General and Mental Health Nursing • Midwifery • Occupation Health Practitioner • Dental Hygienist • Paramedic • Health Visitor • Social Work • Probation Oﬃcer • Environmental Health • Human Resources • Health Education • Primary Teaching Many University courses related to the health sector, e.g. Nursing, Midwifery, Occupational Health and Speech and Language Therapy.

‘I joined Sacred Heart in Sixth Form and all the pupils made me feel very welcome. I’ve made lots of friends. Teachers challenge me, helping me to reach my potential in all subjects’ James Kay Year 12 ‘I love this school - I’m studying IT and Business Studies (BTEC). The College helps motivate students and it’s a great environment to learn in’ Ashadhi Orshilla Year 13

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Mathematics Sacred Heart is a Specialist College for Mathematics and Computing. There is a well equipped specialist Mathematics block. The following qualification can be gained from this opportunity: AQA General Certificate of Education A Level Year 12 - AS Level Three modules are studied leading to the AS qualification: Core 1: This unit includes: algebra, coordinates of circles, basic calculus and circle properties. Core 2: This unit includes: further algebra, sequences, trigonometry, exponentials and logarithms as well as further calculus.. Decision 1: Algorithms, networks, matchings, linear programming, travelling salesperson problem. Year 13: A2 Level A further three modules are studied: Core 3: Further trigonometry, much more substantial calculus, numerical integration and further study of algebra and logarithms. Core 4: Vectors, growth and decay, differential equations, algebra and further study of sequences. Statistics 1: Numerical measures, probability, binomial distribution, normal distribution, estimation correlation and regression.

Entry Requirements Students need to have achieved at least a grade B at GCSE. Each module is worth a third of the marks for the AS qualification. The marks are earned by examination for Core 1 & Core 2 and for Statistics 1 by a mixture of examination (70% of the marks for the module) and coursework (30% of the marks for the module). A2 assessment follows the same model as A/S, with coursework completed in Mechanics 1. Features of the course • Good continuity with the GCSE • Texts that we use in support are ‘user friendly’. However, additional notes will also be given where necessary • Designed to encourage active rather than passive learning • Makes use of calculators in a sensible way to aid understanding • The AS will be taken after one year and may or may not be followed by the A2 A pass in AS or A2 Mathematics is an ideal qualification for entry to higher education in many fields of study, including: Mathematics itself, all Science subjects, Medicine and Veterinary Science, Engineering, Accountancy and Computer Science.

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Further Mathematics Further Mathematics is open to students who have GCSE A/A* grades in Mathematics and wish to have a degree and career involving mathematics. Year 12 - AS Level Three modules are studied leading to the AS qualiﬁcation: Further Pure Mathematics 1: Algebra and Graphs, Complex Numbers, Roots and coeﬃcients of a Quadratic Equation, Series, Calculus, Numerical Methods, Trigonometry, matrices and Transformations. Mechanics 1: Newton’s laws of motion, Projectiles, Statistics, Forces, Momentum and Mathematical Modelling. Mechanics 2: Moments and Centres of Mass, Kinematics, Uniform Circular Motion, Work and Energy, Verticular Circular Motion. Year 13 - A2 Level A further three modules are completed: Further Pure Mathematics 2: Statistics 2 Discrete Random Variables, Poisson Distribution, Continuous Random Variables, Hypothesis Testing and Contingency Tables Test. Decision 2: Critical Path, Analysis, Allocation, Dynamic Programming, Network Flows, Linear Programming and Game Theory. AS has three modules, each module represents a third of the marks. A2 has

a further 3 modules. AS and A2 modules are combined to give a full A Level grade in Further Mathematics. Further Mathematics may also include students from other sixth forms who wish to make use of the teaching provided by the Specialist College. Entry Requirements Grade A* GCSE Mathematics or a grade A combined with AS Level Use of Maths. Students should also be taking A Level Mathematics. A pass in AS or A2 Further Mathematics is an ideal qualiﬁcation for entry to higher education in many ﬁelds of study including: Mathematics itself, all Science subjects, Medicine and Veterinary Science, Engineering, Accountancy and Computer Science. It is especially useful in applying to some of the more traditional universities.

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Physical Education Sacred Heart PE department has an excellent record in team sports. The achievements have placed it as one of the most successful providers in the area. There have been major advances in the facilities available to students, linked to the building of an impressive sports hall and teaching block. Qualification gained: General Certificate of Education A Level There are three main areas of study: • Anatomical and Physiological aspects of Sport • Psychological aspects of Sport and Physical Education • Historical, Social and Cultural Aspects of Physical Activity AS Unit 1 Opportunities for and the effects of leading a healthy lifestyle. Written paper - 2 hours, 60% total AS mark 30% of total A Level mark. Will require candidates to answer questions on applied physiology, skill acquisition and opportunities for participation. Section B will examine the application of theoretical knowledge to a practical situation. Unit 2 Available in June only. Analysis and evaluation of physical activity as performer and/or in an adopted role(s).

Internal assessment with external moderation - 40% of total AS Marks 20% of total A Level marks. Candidates are assessed on their ability to perform, analyse and evaluate the execution of core skills/techniques in isolation and a structured practice as either a player/performer and in an adopted role or in two roles. A2 Unit 3 Available in June only. Optimising performance and evaluating contemporary issues within sport. Written paper - 2 hours, 30% of total A Level mark. Section A looks at how the application of physiological factors can optimise performance. Section B looks at how the application of psychological theories can optimise performance. Section C evaluates contemporary inﬂuences in sport and their impact on the performer. Unit 4 Available in June only. Internal assessment with external moderation 20% of total A Level marks. Candidates are assessed on their ability to perform, analyse and evaluate their own performance of the core skills/ techniques in a competitive situation as either a player/performer or in an adopted role.

Dan Purvis (2002 - 2007) Dan Purvis, 25, is one of the UKâ&#x20AC;&#x2122;s most successful ever gymnasts. He has won gold medals at the European Championships (2012) and the Commonwealth Games (2014). He also won a cherished bronze medal for Team GB at the Olympic Games (2012) in London. He represented Great Britain at the 2015 World Gymnastics Championships in Glasgow in October 2015 and is hoping to be selected for Team GB at the 2016 Olympic Games in Rio, Brazil. Dan regularly returns to his former school Sacred Heart, including as guest of honour at our Prizegiving Night in 2015.

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Evaluate performances and identify weakness and suggest appropriate corrective measures. Assessment objectives A01 - Candidates should demonstrate knowledge and understanding of physical activity. A02 - Candidates should demonstrate the ability to apply skills, knowledge and understanding in physical activity. A03- Candidates should demonstrate the ability to analyse and evaluate, critically, physical activity. Entry requirements It is not a pre-requisite to have studied GCSE PE in order to study A Level PE. However, it does give candidates a foundational advantage. A Level PE splits into two sections. The theory section is worth 70% whilst the practical section is worth 30% of the overall marks. A grade B or higher is recommended in PE and a good ability in Biology. Students are encouraged to take on coaching qualiďŹ cations alongside their studies e.g. Sports Leadership. On completion of the A Level PE course, students have an ever-growing number of Higher Education and career choices open to them relating to the ďŹ eld of Physical Education and Sport. There are University courses ranging from Sports Science to Sports Equipment Technology and careers available as a Sports Coach, Sports Psychologist, Dietician or many other jobs in the Leisure industry.

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Psychology AS Level The main purpose is to prepare learners to progress to a qualification in the same subject but at a higher level of or requiring more specific knowledge, skills and understanding. Further purposes are to: Prepare learners to progress to a qualification in another subject area Prepare learners for employment Provide personal growth and engagement in learning. Research Methods - 01 Candidates become familiar with four techniques for collecting and analysing data: Self Report, Observation, Experiment and Correlation. Psychological themes through Core Studies - 02 A Level Builds on the AS and focuses mainly on ways that Psychology is applied. Candidates have 3 areas to study: Research methods (Component 01) Learners will need to be familiar with planning and conducting research, data recording, analysis and presentation, report writing, science in psychology. and they will be expected to carry out their own small scale practical activities and reflect on their experiences. Psychological themes through core studies (Component 02) - Learners will need to be familiar with the ten key themes and the classic and contemporary core study located

within each, methodological issues relating to the core studies and debates in psychology. Applied psychology (Component 03) Learners will need to be familiar with one compulsory section, Issues in Mental Health, which provides an introduction to the topic. Other topics are criminal psychology, sports and exercise psychology. Entry requirements A good general level of performance at GCSE level. GCSE Grade B or above in Psychology or Science, Mathematics and English is preferred. Psychology involves trips to forensic conferences and lots of practical and group activities. The course is suitable for those who wish to study an academic path in Psychology at degree level. Careers include Child Psychology, Criminal Psychology (police), Social Work, media, teaching, advertising, recruitment and management, particularly personnel departments.

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AS Computing (two year course) Here are some of the key benefits of our new Computer Science specifications: Focused on programming, it builds on GCSE Computing and emphasises the importance of computational thinking as a discipline. An expanded maths focus is embedded within the course. The ICT content of the new specifications is appropriate to a Computer Science qualification. Computational thinking will be at the core of the specification. The AS Level in Computer Science is a linear qualification with 100% external assessment. This qualification consists of two examined components (01 and 02), both examinations are of 1 hour and 15 minutes duration, each with a 50% weighting.

Computing principles (Component 01) Characteristics of contemporary systems architecture: Operating systems software and software development, introduction to programming. Exchanging data: Databases, networks and web technologies. Data types, representation and structures: Using Boolean algebra. Legal and ethical issues: Computing-related laws. Algorithms and problem solving (Component 02) Elements of computational thinking: Understanding computational thinking Problem solving and programming: Programming techniques, software development methodologies. Algorithms: Analysis and design.

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Information Technology Cambridge Technical Introductory Diploma (equivalent to A2) This course is a practical skill based course and grades are awarded as Pass, Merit, Distinction or Distinction*. There are 5 units in total over the 2 years – 2 of which are externally assessed, the other 3 internally marked and externally moderated. Students will need a good level of literacy to complete portfolio work. Students will also need access to MS Oﬃce Professional Software at home to include MS Access. IT is a skill that is required in everyday life and in most career routes. Speciﬁc degree courses can be taken in IT or as a combination with other subjects. Compulsory Units Fundamentals of IT (EXAM) A sound understanding of IT technologies and practices is essential for IT professionals. Information learnt in this unit will create a solid foundation in the fundamentals of hardware, networks, software, the ethical use of computers and how businesses use IT. After completing this unit, the knowledge, skills and understanding you have developed will underpin your study for the additional units. Knowledge gained in the study of this unit will also help prepare you for

relevant industry qualiﬁcations such as CompTIA A+, CompTIA Mobility+ and Cisco IT Essentials. Global Information (EXAM) The purpose of this unit is to demonstrate the uses of information in the public domain, globally, in the cloud and across the Internet, by individuals and organisations. You will discover that good management of both data and information is essential and that it can give any organisation a competitive edge. This unit will provide you with a greater understanding of how organisations use information sources both internally and externally and the types of information you will encounter. The skills gained by completing this unit will give you knowledge of the functionality of information and how data is stored and processed by organisations. You will also learn about how individuals use information of various types.

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Followed by 3 further units in one of following 4 pathways: (Coursework) Data Analyst This pathway focuses on the data analytics business. Students will learn how organisations evaluate risks with data and analyse statistical information to determine whether they could accidentally damage business potential or identify opportunities to increase business potential. Applications Developer This pathway focuses on the development of a range of applications across platforms and sectors. Students will gain the right combination of knowledge, understanding and skills required for the 21st century, enabling them to demonstrate the skills of writing speciﬁcations, and the design, build, testing and implementation of applications. Emerging Digital Technology Practitioner This pathway focuses on the use and development of virtual and augmented reality and emerging technologies for application across a range of sectors, to include: mobile technology, digital marketing and the visualisation of Big Data. IT Infrastructure Technician This pathway focuses on the design, implementation and management of an organisation’s IT Infrastructure. Plus, the activities and roles that are carried out in the workplace such as selecting hardware and software for clients, and learning how to build, upgrade or develop computer systems and networks that are safe and secure.

New UCAS points tariﬀ information for grades D* (Distinction*) equal to A* (at A Level) D (Distinction) equal to A M (merit) equal to C P (Pass) equal to E OCR Cambridge Technical Introductory Diploma

Grade

Tariﬀ points

Size band: 4 Grade bands: 4-14

‘At A Level I chose to study Ethics and Philosophy, Psychology, and IT. At AS Level I also studied Business Studies. I have enjoyed this range of subjects as they have given me a good basis for further academic study at University and have provided me with lots of diﬀerent options. I have found these subjects really interesting and enjoyable’ Lydia Marsh, Year 13

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The One-Year Foundation Business Programme This comprises ICT, GCSE Mathematics and English and Edexcel BTEC Level 3 Certificate in Business. It is a course suited to those pupils who have not achieved 5 GCSEs including English and Maths The 30-credit BTEC Level 3 Certificate in Business extends a learner’s programme of study and gives a vocational emphasis on real business issues. It gives learners the knowledge, understanding and skills that they need to prepare for employment and progression opportunities to higher education. It attracts UCAS points equivalent to one GCE AS Level qualification. This BTEC Business qualification has been developed in the business sector to provide learners with the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life. Each unit focuses on a range of real businesses, familiar and unfamiliar, for students to research and collect evidence for their assignments.

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Theatre Studies The subject content details the knowledge, understanding and skills that students are expected to develop throughout the course of study. The subject content for A Level Drama and Theatre is divided into three components: • Drama and theatre • Creating original drama • Making theatre Guidance is also provided on the theatrical skills students will need to work on. In the practical components students may specialise in performing, lighting, sound, set, costume, puppets and/or directing.

Methodology of a prescribed practitioner must be applied to Extract 3. Performed as a ﬁnal assessed piece (students may contribute as performer, designer or director). Reﬂective report analysing and evaluating theatrical interpretation of all three extracts

Assessments Component 1: Drama and theatre Knowledge and understanding of drama and theatre; study of two set plays; analysis and evaluation of the work of live theatre makers. Written exam: 3 hours Open book. Component 2: Creating original drama (practical). Process of creating devised drama. Performance of devised drama (students may contribute as performer, designer or director). Devised piece must be inﬂuenced by the work and methodologies of one prescribed practitioner. Component 3: Making theatre (practical). Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a diﬀerent play.

‘I am studying A Levels in Maths, Biology, History and PE. I’ve been a part of the last three College productions, this year playing Liesl in The Sound of the Music. It was such a rewarding experience and one I hope to enjoy in the future’ Beth Cheminais Year 12

Some of our

‘Class of 2015’ with staﬀ

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Sacred Heart Catholic College Liverpool Road Crosby Liverpool L23 5TF email: oďŹ&#x192;ce@sacredheart.sefton.sch.uk web: sacredheart.sefton.sch.uk tel: 0151 931 2971