Post 16
Information
Booklet
2016 - 2017
HABERDASHERS’
ASKE’S
HATCHAM COLLEGE
Promoting Excellence
Post 16 Information HAHC 2016 - 2017
Contents
Welcome from Vice Principal
Welcome from Assistant Principal
Welcome from Head of Year 12
A typical day at Hatcham College
Key Contacts
Key information about Hatcham Sixth Form
Hatcham Sixth Form Transition Program
Sixth Form Subject Choice
A Level Ancient History (Classics)
A Level Biology
A Level Business Studies
A Level Chemistry
A Level Computing
Cambridge Technical Introductory Diploma in IT
A Level Economics
A Level English Literature
A Level Fine Art
A Level French
A Level Geography
A Level German
A Level Government and Politics
A Level History
A Level Latin
A Level Mathematics and Further Mathematics
A Level Media Studies
A Level Music
A Level Philosophy
A Level Photography
A Level Physics
A Level Product Design
A Level Psychology
A Level Religious Studies
A Level Sociology
A Level Spanish
A Level Theatre Studies
Extended Project Qualification
Knowledge Day (PSHCE)
Meet the Prefect Team!
Hatcham Sixth From Enrichment Activities
Hatcham Sixth Form UCAS Program
Hatcham Sixth Form Careers and Employability Service
Useful Resources for Decision Making
Entry Requirements 2017
Options Block 2017-2018
FAQs
Page 2
3
4
5
6
7
8
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
31
32
33
34
35
36
37
38
39
40
41
42
44
45
47
49
50
51
52
Sixth Form Information
Welcome from Vice Principal
Dear Parents and Students,
Welcome to Hatcham College Sixth Form.
My name is Ms Agboola and I am one of the three Vice Principals at the college. One of my responsibilities is to
have oversight of Key Stage 5. To this end I work very closely with an exceptionally committed and highly qualified
Sixth Form Leadership Team to ensure the successful day to day running of our Sixth Form as well as its longer term
strategic development. We strive to ensure that all of our Sixth Form students experience an excellent and wellrounded education during this critical phase of their journey that prepares them for destinations of their choice.
Further, we work very hard to deliver on our promise of the Hatcham Advantage. This is the combination of
tradition and innovation in our Sixth Form that results in a wide and rich range of opportunities, experiences and
contacts that sets our students apart and serves as a springboard for success.
We are extremely proud of our Sixth Form students who act as important role models for our younger students and
active leaders in our wider community. It follows that we have high expectations of them in terms of dress, conduct
and effort. We match this with significant investment in their wider development and comprehensive support that
is tailored to their evolving needs; this is especially important in year 12 as students adapt to the significantly
increased demands and rigour of A Level study.
We continue to invest in our Sixth Form, in our staff and students so that we are all best placed to form the
productive partnerships necessary to support our students in achieving success. I am confident in the experience
and expertise of my Sixth Form Leadership Team and invite you, parents and students, to closely work with us so
that the next two years are enjoyable, productive and successful.
Ms Agboola
Vice Principal
Page 3
Post 16 Information HAHC 2016 - 2017
Welcome from Assistant Principal
Dear Parents and Students,
Welcome to Hatcham College Sixth Form.
My name is Mr Cambridge and I am one of the two Assistant Principals in the Sixth Form Leadership Team. One of
my areas of focus is the day to day running of the Sixth Form and I work closely with the Heads of Year and Tutors
to ensure that students are following an exciting and inspiring pastoral programme which will enable them to
develop the skillset to succeed in the next stage of their lives.
All Hatcham College Sixth Form students are encouraged to participate in the strong and mainly student led
enrichment, leadership and community programme. This programme is designed to support students to ensure
that they have a competitive edge when they begin to write their UCAS application. It is also intended that this
programme will allow students to develop self-discipline, communication and leadership skills. The enrichment,
leadership and community programme includes a number of different activities which include: working towards a
Duke of Edinburgh Award – a scheme very successfully run at Hatcham, becoming a school prefect or house
captain, playing a sport, volunteering in the local community, raising money for charity, taking part in the debate
team or helping our younger students learn to read or with their numeracy.
As a College we understand that the transition from GCSE to A Level needs to be monitored carefully to ensure that
all students make excellent progress. To support students in managing this change the Sixth Form Team has
developed a robust program of academic and pastoral activities designed for the first Askean term, our Transition
Programme. Heads of Department in every subject have specially designed programmes of learning which induct
students into the specific requirements of their subjects, whilst also teaching them and assessing them on content.
At Hatcham College we are committed to working alongside students and their families. At our Year 12 Parent’s
Information evening parents get the opportunity to meet their son/daughter’s tutor who will be their first point of
contact for any questions or concerns they may have. Please do not hesitate to contact me for any Sixth Form
related matters and I look forward to welcoming you all to Hatcham College Sixth Form.
Mr Cambridge
Assistant Principal
Page 4
Sixth Form Information
Welcome from Head of Year 12
Dear Parents and Students,
Welcome to Hatcham College Sixth Form
My name is Mr Crowley and I am the Head of Year 12. I am responsible for the pastoral care of all Year 12 students.
This is provided in the first instance by our dedicated tutor team; however, the pastoral and academic well-being of
all Year 12 students is my overall responsibility.
Getting Year 12 ‘right’ is crucial; not just too overall A Level success, but also for the next steps students will
embark on once they complete their time at Hatcham College. The move up from Key Stage 4 to Key Stage 5 means
a significant increase in challenge in all subjects, and a new degree of freedom and autonomy compared to that
which students were used to during their GCSEs. The student’s tutor and subject teachers are experts at guiding
students through Year 12. As a College we have well prepared support systems for any students who struggle to
meet the challenges.
The success of Year 12, as with the whole Sixth Form, revolves around the partnerships between staff, students,
parents and community. We don’t only set high expectations of students, but also of ourselves. An outstanding
education is a fundamental right and we are privileged to be able to facilitate that. Our successes in doing this
revolve around how well we can all work together to ensure all students make excellent progress. As well as what
students stand to gain from their A Levels, we also ask that students think about what it is that they have to offer
the wider community. We actively encourage all students to take part in our well-developed enrichment
programme. All Hatcham College students have great potential and we want to help them harness it, our
partnership is key to their academic success.
Mr Crowley
Head of Year 12
Page 5
Post 16 Information HAHC 2016 - 2017
A Typical Day at Hatcham Sixth Form
I have been a student at Hatcham for six years. My day at Hatcham starts with form at 8:30 where we have been
working hard researching and discussing our future options with our tutors. We are mentored regularly and have
meetings with our tutors where we review and set our targets on a three-weekly basis. This helps focus our
studies. I study Chemistry, Maths and Biology and enjoy the way that the teachers provide us with materials that
we find engaging and challenging for the whole class.
In my study periods I have the option of studying in the focussed environment of the library or study area, often
leading to debating areas of contention in the Sixth Form common room. At lunch I attend choir - a Hatcham
speciality, Amnesty club to broaden my interest in wider political debate, or socialise in the new Sixth Form
common room. Recently, I have joined Top 8 and will be involved in student-led projects that will help to further
the Sixth Form. To help me prepare for this significant leadership role I was mentored by a former prefect. This
opportunity is really important for us as it allows us a chance to demonstrate our impact on our wider community,
being given the option to make a difference.
After school I attend one of the many extra-curricular
activities offered by the school including Excellence Club
(a student-organised group which discusses current
issues and debates), Orchestra, Netball or Choir.
Excellence Club has certainly increased my passion for
the subjects that I am taught; to have a regular forum to
read around the subject and increase my knowledge
beyond the curriculum is a really useful addition to my
studies.
I enjoy studying at Hatcham as I am always supported by
my teachers and I feel a strong sense of community with
the other students.
Agnes Delap, Year 13
Page 6
Sixth Form Information
Key Contacts
Vice Principal:
Ms K. Agboola ([email protected])
Assistant Principals:
Mr C. Cambridge ([email protected])
Mr C. Wadey ([email protected] )
Heads of Year:
Year 12
Mr D. Crowley ([email protected])
Year 13
Ms C. McIlwain ([email protected])
Administration:
Ms A. Kothari ([email protected])
Careers:
Mr T. Shenbanjo ([email protected])
Inclusion:
Ms J. Monk – Assistant Principal ([email protected])
Page 7
Post 16 Information HAHC 2016 - 2017
Key information about Hatcham Sixth Form
Our curriculum
Students excel at Haberdashers’ Aske’s Sixth Form and go on to destinations of their choice. The majority of our
students receive offers to study at Russell Group universities, including Oxford and Cambridge. Additionally, some
of our students gain places on competitive apprenticeships and school leaver programmes. We offer a wide range
of A Level courses and we have a strong track record in academic qualifications and in supporting young people
into university. The academic attainment of our Sixth Form students is our priority; however, we believe that being
in the Sixth Form should also prepare young people to leave as well-rounded individuals who have a contribution to
make to their local, national and international communities. Therefore, as a student at Hatcham College, students
will not only be given an excellent academic education, they will also be able to take up a range of enrichment,
leadership, community and extension activities that will contribute to the development of their character.
Student entitlement
The courses at Hatcham College are taken over two years, with the majority of subjects having examinations now
at the end of two years but with a few still retaining the AS examination at the end of Year 12. With rare
exceptions for very able and gifted applicants, all our students take three subjects which they study over two years
to A Level. Prospective students can choose subjects from our option blocks that are based on our long experience
of running a successful Sixth Form and on advice we have from universities to ensure that subject choices will
provide a pathway to higher education. In addition, more able applicants should opt to study for the Extended
Project Qualification, which is equivalent to half an A Level and is highly regarded by universities. While the Project
promotes the development of independent research and study skills, students will be allocated a supervisor who
will support them as they put together their project in Year 12 and early Year 13.
Higher demand
All students will find that their A level programme is very demanding and the jump from GCSEs to A Levels is
significant. It is important that students are realistic about the significantly increased work load and commitment
required to succeed on their A Level program. They will need to commit to undertaking at least 5 hours per week of
high quality independent study per subject in order to keep up. It is not unusual for some students that have done
well GCSE to receive grades much lower than what they are used to whilst they transition to A Level study.
Students will be supported via a programme of transition activities led by both subject areas and the pastoral team.
Further, when not in lessons they will benefit from having time in the supervised study area incorporated into their
timetable so that they have a quiet place to study as well as access to a member of staff. This helps ensure that all
non-contact periods are used productively.
Assessment
We monitor student progress very closely in the first term and beyond to ensure that if they need support, they
receive it. The first formal assessment point will be in October. At this stage teachers will be providing feedback on
whether students have successfully passed the transition programme, are meeting Sixth Form expectations and are
on track to meet the academic demands of A Level study. Students will be assessed a further four times over the
course of year 12, in November, January, March and May. These assessments will be holistic in that they will take
Page 8
Sixth Form Information
into account performance in class and homework but will also include a formal assessment which will be
moderated within each department.
Working with families
We are committed to the aim of every student achieving their full potential; personally, academically and socially.
We believe that we can achieve this aim by working together with families. Therefore, even though we will be
helping students developing into a confident, well-rounded young adult, we will also keep parents informed about
their child’s progress and invite them in to work with us in providing the best possible advice and guidance for each
of our students. Parents are encouraged to contact subject teachers for a subject concern, or a tutor or a member
of the Sixth Form Leadership Team for concerns across a range of subjects.
Sixth Form Expectations
As leaders in our community we have very high expectations of our Sixth Form students whilst affording them
increasing privileges during their time in the Sixth Form. In brief, these can be summarised as 95% attendance and
punctuality; full adherence to the Sixth Form Code of Conduct; full adherence to the Sixth Form Dress Code.
Students should dress for the Sixth Form as they would for work in a smart office environment. Our Sixth Form
students act as influential role models for our younger students. Therefore, it’s important that our students act and
look the part!
Haberdashers’ Aske’s Hatcham College Sixth Form is an exciting, vibrant and academic place to start one’s future.
We are looking forward to working with our new year 12 cohort in 2017.
Page 9
Post 16 Information HAHC 2016 - 2017
The Hatcham College Sixth Form Transition Programme
We are dedicated to ensuring the smooth and effective transition from the requirements and expectations of GCSE
level, to those of A level study. All students are enrolled in the programme from the beginning of the first term. The
transition programme consists of two parts; in class activities and out of class activities.
In class Transition Programme:
The in class transition programme is planned by subject leaders and delivered by subject teachers during lessons. It
focuses on bridging the gap from GCSE to A Level in terms of the knowledge, understanding and skills needed.
By the end of the first six weeks of lessons at Hatcham College all students will:
•
have a clear understanding of what is expected of students in lessons
•
understand the assessment objectives for each of their subjects and how to develop the skills required to
effectively demonstrate these
•
know where to access wider reading that will help them contextualise and extend their learning
Out of class Transition Programme:
The out of class transition programme is delivered in tutor time, assemblies and a dedicated double period every
week.
These out of class activities in the first six weeks of term will:
•
help students to develop a clear learning goals
•
enable students to develop strategies that they can use to organise their time
•
ensure students can confidently commit to studying three A Levels because they are clear about what their
course will entail and what success looks like
What will the out of class transition programme involve?
The out of class transition programme includes a variety of interactive workshops, master classes and tutorials
delivered by sixth form leaders, external facilitators and student prefects. We know that these have a positive
impact on student motivation and performance. Specific titles include:







Page 10
Goal setting and developing a vision
Learning styles
How to evaluate and monitor progress
How to access and use academic sources such journals
Developing effective systems to managing work load and time
Meta-cognition
Effective study skills and revision techniques
Sixth Form Information
Sixth Form Subject Choice
At Hatcham, we are fully aware of the importance of our Sixth Form Students enrolling on to the right A Level
subject combinations. Certain fields of work and/or degree programmes require students to have studied specific
subjects. Advice on subject choice is provided throughout the application and enrolment process by our award
winning in-house careers consultant, Mr Shenbanjo, and our Sixth Form Leadership Team. Specific pathway
examples are given below.
To study Medicine, Dentistry, Veterinary Medicine, Pharmacy or Biochemistry students must have studied
Chemistry at A Level
To study English at degree level students will need to have studied English literature at A Level.
However, Economics and Psychology degrees do not require students to take the subject at A Level. Our dedicated
Sixth Form Team are available to both current and prospective students for personalised information, advice and
impartial guidance on subject choices, degree courses and employment pathways.
Some A Level subjects are favoured by universities, will open up university career choices and may make students
more employable. These A Levels are known as ‘facilitating’ subjects. At Hatcham College, we pride ourselves on
our academic curriculum and our proven track record of delivering facilitating subjects. Our subject blocks are also
designed to allow our students to choose the largest possible combination of facilitating subjects from:









English literature
History
Modern languages – e.g. French, German
Classical languages – e.g. Latin (if sufficient demand)
Mathematics and Further Mathematics
Physics
Biology
Chemistry
Geography
Some universities openly discourage students from taking certain combinations of A Level subjects, particularly
when subjects are very similar such as Business Studies and Economics. For this reason, these subjects cannot be
taken together at Hatcham. If your son/daughter has already identified possible career paths and university courses
of interest, we actively encourage them to research university A Level requirements.
Hatcham College has developed close links with a number of employers and universities. These links have put
Hatcham College students at the forefront when preparing for both Higher Education and employment. By liaising
with tertiary partners, we are able to identify subject combinations and degree choices that may be advantages for
students. For example, some universities will accept lower A Level grades for joint language and subject degrees.
Page 11
Post 16 Information HAHC 2016 - 2017
A Level Ancient History (Classics) – OCR (H407)
Ancient History is valuable because it offers much perspective on our society, a vantage point from which to assess
how we do things now. Apart from that, it is a chance to engage deeply with a period that many of us find
fascinating. It is very well respected by universities and employers.
Modules:
Greece, 1 paper, 2 hours 30 minutes:
Relations between Greek and non-Greek states, 492–404 BC
The Politics and Culture of Athens, c.460– 399 BC
Rome, 1 paper, 2 hours and 30 minutes:
The Julio-Claudian Emperors, 31 BC–AD 68
The Breakdown of the Late Republic, 88– 31 BC
At Hatcham there are several Classics-related several day trips and one residential trip each year. Recent
destinations have been Pompeii, Herculaneum, Greece, Cambridge University Classics Department, the
Haberdashers’ Classics evening, the Ancient Technology Centre, the Museum of London, Fishbourne and
Lullingstone Villas.
‘Learning Classics is like holding the key to another world! Through unlocking the language, I have also learnt to
unlock its ancient culture and history. The subject gives you so much more of a rounded experience than learning a
modern language or history alone. The literature I have studied is beautiful and thrilling, and has also shed light on
my study of modern literature. I now understand and appreciate my own language much more as a result of
studying Greek and Latin grammar.’
Daisy Flynn, Hatcham Sixth Form Latin student
Entry Requirements – Grade B/5 and above in GCSE English and/or a humanities subject
Page 12
Sixth Form Information
A Level Biology - OCR (H420)
Biology is the science of life. It involves the study of a wide range of exciting topics, ranging from molecular biology
to the study of ecosystems and from microorganisms to mammoths.
We have sequenced the human genome and we know the complete arrangement of the three thousand million
bases that make up human DNA. In Kenya 350 people die every day from AIDS and in South East Asia the skies are
dark with smoke as the last Bornean rainforests are burned to grow oil palms. Biologists are concerned with all
these issues. They work in the fields of cell biology, medicine, food production and ecology... and the work they do
is vital to us all.
Students will need to have an interest in the living world around us. They should be someone who is willing to take
charge of their own learning and are able to apply their knowledge to unknown situations
Biology is a great choice of subject for people who want a career in health and clinical professions, such as
medicine, dentistry, veterinary science, physiotherapy, pharmacy, optometry, nursing, zoology, marine biology or
forensic science.
The Biology Specification is made up of six compulsory units.
These units include:
• Development of practical skills in biology – skills of planning, implementing, analysis and evaluation.
• Foundations in biology – cell structure, biological molecules, and cell division.
• Exchange and transport – exchange surfaces, transport in animals and transport in plants.
• Biodiversity, evolution and disease – The immune system, biodiversity and evolution.
• Communication homeostasis and energy – Communication and homeostasis, excretion, photosynthesis
and respiration.
• Genetics, evolution and ecosystems – cellular control, inheritance, biotechnology and ecosystems.
Prospective students should spend some time researching the Biology Specification before making a decision about
whether it is the right subject for them. All prospective students are invited and encouraged to attend our Open
Days/Evening where members of the Biology department will be on hand to give them more information and
answer any questions about the course.
Entry Requirements – Grade B and above in GCSE Biology
(Grade BB – Double award Science) with Grade B and above in the Biology component)
Page 13
Post 16 Information HAHC 2016 - 2017
A Level Business Studies- AQA (7132)
Degrees in business and management are among the most popular among students. The focus of these degrees is
to prepare students for working within all organisations and to gain a greater understanding of how organisations
operate - what they do, their styles of management and their business strategies. Marketing degrees look more
closely at understanding consumer behaviour – from understanding the psychology of advertising, to developing a
grasp of how the economic climate impacts particular sectors.
A number of key skills will be developed throughout the course. With group work a key part of many courses,
students will have built up their teamwork and leadership skills, and be able to demonstrate their ability to
consider all things related to establishing their own business and marketing a product.
The nature of business degrees and the practical experience that students gain will mean they are well placed to
get a job in the City or in one of the top companies that recruit graduates for their annual programmes. These
graduate schemes give individuals a good general grounding in business and the chance to focus on a particular
area, such as human resources, finance or marketing.
The topics that are covered include:
• Finance and Accountancy (using financial data to measure and assess performance)
• Marketing (Analysing markets and selecting marketing strategies)
• Human Resources (Developing and implementing workforce planning and reviewing employee relations
• Operational Management (investigating operational strategies such as innovation, Location and Lean
Production)
Paper 1: Business 1
• Written exam: 2 hours
• 100 marks in total
• 33.3% of A Level Questions
Three compulsory sections:
• Section A has 15 multiple choice questions (MCQs) worth 15 marks.
• 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: Business 2
• Written exam: 2 hours
• 100 marks in total
• 33.3% of A Level Questions Three data response compulsory questions worth approximately 33 marks each
and made up of three or four part questions.
Paper 3: Business 3
• Written exam: 2 hours
• 100 marks in total
• 33.3% of A Level Questions One compulsory case study
All three papers will be sat at the end of the two year course.
Entry Requirements – Grade 4/C and above in GCSE English and Mathematics
Page 14
Sixth Form Information
A Level in Chemistry A – OCR (H432)
Chemistry is one of the popular subjects at A Level and beyond. It is a varied and exciting subject which uses many
skills developed during mainstream GCSE education. Students will need to have an interest and a clear scientific
approach and sound analytical skills. It will be assumed for the purpose of teaching that most students undertaking
the course will have sound GCSE knowledge in the subject.
The Chemistry specification is made up of both Theoretical and Practical sessions.
The Modules covered include:
Module 1 – Development of practical skills in chemistry
Module 2 – Foundations in chemistry
Module 3 – Periodic table and energy
Module 4 – Core organic chemistry
Module 5 – Physical chemistry and transition elements
Module 6 – Organic chemistry and analysis
Students will be required to sit 3 papers / components:Component 01 – Assessing content from modules 1, 2, 3 and 5.
Component 02 – Assessing content from modules 1, 2, 4 and 6.
Component 03 – Assessing content from all modules (1 to 6)
Recent students who have studied Chemistry have been successful in gaining places on varied degree courses
including Dentistry and Medicine at both Russell group and Oxbridge universities.
Prospective students should spend some time researching the Chemistry Specification before making a decision
about whether it is the right subject for them. Students can contact the Chemistry department directly should they
require any additional information regarding the course.
Entry Requirements – Grade B and above in GCSE Chemistry
(Grade BB – Double award Science with Grade B and above in the Chemistry component)
Page 15
Post 16 Information HAHC 2016 - 2017
A Level Computing – AQA (7517)
In studying Computing we begin to understand the technologies, theory and protocols behind computers and the
Internet. Through this students will understand what is behind radical changes in the modern world made through
increasingly powerful and available computational power.
Digital systems have become a critical component of our entire society; there is a significant shortfall between
estimated numbers of graduates with Computer Science knowledge and jobs requiring this understanding.
Topics assessed through exam include:













Fundamentals of programming – students learn to adapt and create programs
Fundamentals of data structures – ways of storing and working with connected data
Fundamentals of algorithms – understanding some common algorithms to solve specific problems and
creating your own algorithms to solve problems
Theory of computation
Fundamentals of data representation – learning computers can represent different real world
information digitally
Fundamentals of computer systems – how various computer hardware components work
Fundamentals of computer organisation and architecture – the role of the internal hardware
components in a computer system
Consequences of uses of computing – Individual (moral), social (ethical), legal and cultural issues and
Opportunities
Fundamentals of communication and networking
Fundamentals of databases
Big Data
Fundamentals of functional programming
Systematic approach to problem solving
There is also a practical project through which students develop practical skills in the context of solving a realistic
problem or carrying out an investigation.
Studying Computing teaches a set of rigorous techniques and methods which can be applied outside of the field of
computing including; approaching problem solving using modelling, decomposing into solvable parts and
generalising to known solutions. With its emphasis on abstract thinking, algorithmic and mathematical reasoning,
Computing is a good foundation for further study
"Studying computer science at A-level both challenged and introduced me to a more structured, computational
method of approaching difficult tasks. Learning a programming language, gives you the basic building blocks to
create any type of software - the challenge is putting them together. Learning about the hardware making up
devices that are so prominent in modern life, databases and networks that are the backbone of all businesses and
algorithms used as the base of many software applications gives me confidence that I have the tools to take on
modern life."
Entry Requirements – Grade B and above in computing and/or ICT at GCSE. Prospective students should
also be able to programme.
Page 16
Sixth Form Information
Cambridge Technical Diploma in IT-OCR (05840)
This vocational qualification is for learners who prefer to study IT in a context that allows them to learn and be
assessed in ways that are practical and relevant to the IT sector.
This qualification is not just about being able to use computers. It has been designed in response to feedback from
employers that they need people who are able to help them develop their systems or the systems for their
customers, use IT as a tool to analyse data and develop applications. Therefore, this qualification is designed to give
learners a range of specialist knowledge and transferable skills in the context of applied IT, providing them with the
opportunity to enter an apprenticeship, move directly into employment, or progress to a related Higher Education
(HE) course.
Learners will take five units, made up of three mandatory and two optional units. The mandatory units are
Fundamentals of IT and Global information. These units provide learners with an insight into the IT sector, as they
investigate the pace of technological change, IT infrastructure, and the flow of information on a global scale, as well
as the important legal and security considerations.
In addition, learners are required to complete three further units, one of which must be the designated mandatory
unit for their chosen pathway, thereby ensuring that they are specialising in a specific area as part of their study
programme. They will be firmly en route to achieving a qualification that is relevant to their career aspirations as
well as equipping them with relevant employability skills. The remaining optional units chosen will support and
enhance the skills that learners are developing in a particular pathway, thus enabling them to gain a deeper
appreciation of a specific industry, occupation or occupational group.
The pathway will be determined by the subject leader who will choose from:
•
•
•
•
IT Infrastructure Technician
Emerging Digital Technology Practitioner
Application Developer
Data Analyst
Assessment
Units 1 and 2 are assessed by external exam
The remaining 3 units will be assessed by subject teachers
Progression
Learners could progress into further education or university study, a Level 4 apprenticeship such as Network
Engineer or Software Developer or into employment in the IT sector in areas such as technical support, digital
technologies, application development or data analysis.
Entry requirements – although there are no formal entry requirements for this course it is
advantageous if students have studies IT/Computing at GCSE. As this course will be studied alongside
other A Levels, the general Sixth Form entry requirements apply.
Page 17
Post 16 Information HAHC 2016 - 2017
A Level Economics – AQA (7136)
What skills will students develop whilst studying A-level Economics?
It is expected that they will build on the key skills that were developed at GCSE. These skills include:
•
The specification balances economic theory with application to current economic problems and issues.
•
The subject enables students to learn in-demand transferable skills such as critical thinking, problem
solving and data handling.
What topics are covered in Year 12?
1) The operation of markets and market failure:
• Economic methodology and the economic problem
• Price determination in a competitive market, production, costs and revenue
• Competitive and concentrated markets
• The market mechanism, market failure and government intervention in markets.
2) The national economy:
• The measurement of macroeconomic performance
• How the macro economy works: the circular flow of income, AD/AS analysis, and related concepts
• Economic performance
• Macroeconomic policy.
Economics is highly considered by Oxbridge and Russell Group universities as one of the more challenging social
sciences. As it is a subject unique in its field, it deserves the attentions of students who wish to be challenged with
rigorous and challenging materials.
Assessment of Economics
The A-level has three, two hour written exams.
Paper 1: Markets and market failure: students answer two questions,
Paper 2: National and international economy: students answer two questions,
Paper 3: Economic principles and issues:
How can students make the most of studying Economics at A-level?
Economics requires a great deal of further reading for students. Regular examination of business news, market
information and blogs will help increase the chances of getting the most out of the subject.
The most important skill in economics is being able to evaluate the impact of policy on the macro and
microeconomic environment, and therefore an interest in the political world can also help in this topic. There are a
wide range of resources available such as ‘The Economist’, ‘The Financial Times’ and other online materials and
economic blogs including the BBC and other media sites.
Entry Requirements – Grade 5 and above in English and Mathematics at GCSE
Page 18
Sixth Form Information
A Level English Literature – AQA (7712)
Studying English means studying literature in many forms. This demands great commitment and a variety of skills,
not least of which is a genuine desire to read books of all genres and periods, from Chaucer onwards. English
Literature includes studying novels, plays, poetry, non-fiction and short stories. Students will be able to make some
choices about their areas of study, especially in their non-exam assessment, but they should also expect to study
texts outside of their current experience. Students will learn to use critical concepts and terminology with
understanding and discrimination. They will be encouraged to reflect on their own responses to texts, considering
other readers’ interpretations, with awareness of the contexts in which texts were written.
Recently graduated students who have studied this subject have been successful in gaining places on degree
courses such as English, PPE, Journalism and Law at universities such as Cambridge, Oxford and Bristol.
To do well at A level students will need to be a self-motivated and independent reader with a love of literature.
They will be expected to write weekly essays so good organisational skills are essential as is the ability to write
fluent, well-structured arguments. All prospective students are encouraged to attend our Open Evening where
members of the English department will be on hand to give additional information and answer any questions about
the course.
The three units of the course consist of:
Paper 1: Love through the ages
Study of three texts: one poetry and one prose text, of which one must be written pre-1900, and one Shakespeare
play. Examination will include two unseen poems.
Paper 2: Texts in shared contexts
Modern times: Literature from 1945 to the present day.
Study of three texts: one prose, one poetry, and one drama, of which one must be written post-2000. Examination
will include an unseen extract.
Paper 3 – Non-exam assessment: Independent critical study: Texts across time
Comparative critical study of two texts, at least one of which must have been written pre-1900.
One extended essay (2500 words) and a bibliography.
Year 12 student feedback:
“English is great! We get to read different books and develop our understanding of different people and places. In
essence, English is a tool and with it we can learn more about our world and the amazing people in it”.
“English improves our analytical skills and encourages us to think more deeply from different perspectives”.
“We have great teachers who are supportive and help to make the transition from GCSE to A-Level better”.
Entry Requirements – Grade B/5 and above in both English Language and English Literature at GCSE.
Page 19
Post 16 Information HAHC 2016 - 2017
A Level Fine Art – Edexcel (9FA0)
It is a prerequisite that students have studied a GCSE Art & Design subject, have an aesthetic understanding and a
genuine interest in different types of photography, its history and purpose.
The Fine Art course develops student’s working knowledge of materials, practices and technology within art.
Drawing skills are essential. Students develop the skills to interpret and convey ideas and feelings using art, craft
and design and also written analysis. This is in the form of critical analysis via essays, extended responses and
statements and also visual accounts. Artist research and connecting your findings to your own work is mandatory.
Students also develop your understanding of the place of art, craft and design in history and in contemporary
society.
It is expected that students will develop as independent artists and attend the compulsory life-drawing sessions,
visit museums and galleries and maintain a sketchbook and analysis book.
Exhibition of students’ work will conclude the course. Recently graduated students who have studied this subject
have been successful in gaining places on degree courses such as Art and Architecture at universities such as Bristol
and Westminster as well as Art Foundation courses at Camberwell and Ravensbourne Colleges.
Painting and Drawing
• Some of the following paint qualities — plasticity, opacity, translucence, malleability and transparency of
the media
• The relationships between hues, tints and tones
• The use of a range of tools with which to apply paint, such as brushes, knives, sponges, fingers and rags
• Some of the following materials for drawing — graphite, wax crayon, oil pastel, soft pastel, aquarelle,
charcoal, ink, chalk, conté crayon, paint and dyes.
Printmaking
• Surface qualities and the transmission of the qualities of block, plate or screen to a printing surface such as
paper or fabric
• The appropriateness of the medium to images and the ability to realise the full potential of their ideas
through the techniques of printmaking
• Some of the following printing processes: screen printing — in which stencils are used to control the
distribution of ink; intaglio printing — in which lines are incised into blocks or plates; relief printing — in
which the image is transferred via the raised surface of the block.
Sculpture
• Producing forms in three dimensions, utilising volume, space, materials and movement
• Some of the following processes — fixing or joining materials such as card, metals and plastics using
processes such as soldering, brazing, welding, gluing, jointing, riveting and bolting
Entry Requirements – Grade B and above in Art & Design at GCSE
Page 20
Sixth Form Information
A Level French – AQA (7652)
Which topics are covered?
Aspects of French-speaking society: current issues
and trends
The changing nature of family
The ‘cyber-society’?
The place of voluntary work
Positive features of a diverse society
Life for the marginalised
How criminals are treated
Aspects of political life in the French-speaking world
Teenagers, the right to vote and political
commitment
Demonstrations, strikes – who holds the power?
Politics and immigration
Literary Texts and Films
Individual Research Project
Grammar
Artistic culture in the French-speaking world
A culture proud of its heritage
Contemporary francophone music
Cinema: the 7th art form
How can students make the most of studying a language at A-level?
Dedicate 20 minutes every day to read, listen or write something in the language? Little but regular exposure will
really help them to discover new words, understand tense usage and the differences in sentence structures to that
of English.
Read the dictionary - it is unbelievably beneficial for learning. By flicking through the dictionary students will find
new words, expressions and idioms, all of which they can include in their writing and speaking exams. They can
even look up more colloquial language to use in class or with friends to form more casual conversations.
Set their Internet homepage to the news in the target language - the topics they cover are all relevant to
contemporary society so the exam questions could be based on things that have happened all over the world.
Noticing the headlines and reading any relevant articles will enable them to be exposed to current affairs.
Buy some novels or DVDs or download songs that are in the target language - with the Internet and online shopping
students don't even need to leave the house to get themselves some new material to help them fall in love with
languages.
Go abroad - see, touch, smell, taste and hear the country where the language is spoken. Our senses are perfect for
immersing ourselves into another culture and students really appreciate the language a lot more when they can
use it alongside things that are commonly associated with it.
Recent students who have studied French have been successful in gaining places on degree courses both at Russell
Group and Oxbridge universities.
One of our current Yr13 students in French says that “learning a language at A Level broadens your horizons and
gives you a different perspective on world issues. It also helps you understand your own language better.” Another
student commented “another language makes you stand out in your university application and looks great on your
CV.”
Entry Requirements – Grade B and above in French at GCSE
Page 21
Post 16 Information HAHC 2016 - 2017
A Level Geography – Edexcel (9GE0)
There has never been a better or more important time to study Geography. With growing interest in issues such as
climate change, migration, environmental degradation and social cohesion. Geography is one of the most relevant
courses students could choose to study. Geographers are also highly employable. Whatever passion for the world,
fascination with landscapes or concerns about inequality geography will provide students with knowledge and
transferable skills that will reward them personally and advance them professionally.
The Geography Specification (2016) is made up of a range of topics covered in three papers.
Paper 1
This paper is focused on physical process within our Dynamic Planet. There are 2 compulsory topics that form this
unit and one option topic;
Topic 1: Tectonic Processes and Hazards –
Tectonic processes, a study of the causes of tectonic hazards, the impact of tectonic activity on people, and
responses to tectonic hazards.
Topic 2: [Option] Coastal Landscape Systems, Processes and Change. A study of one landscape system and the
physical and human processes influencing change over time and space.
Topic 5: The Water Cycle and Water Insecurity - Water cycle, human and natural factors that impact on water
cycling, consequences for water security and future water conflicts.
Topic 6: The Carbon Cycle and Energy Security - Carbon cycle, human and natural factors impacting on carbon
cycling, the consequences for ecosystems and management strategies.
Paper 2:
Topic 3: Globalisation - A study of the roots of globalisation, its causes and consequences for different people and
places.
Topic 4: Shaping Places - A study of how and why places are shaped and changed, the meanings and identities
attached to different places and the consequences for different people.
Students choose one from:
• Option 4a: Regenerating Places
• Option 4b: Diverse Places.
Paper 3:
Synoptic investigation of a contemporary geographical issue
Coursework:
Non-Examined Assessment (NEA)
A level Independent Investigation - recommended word count 3000–4000 words. Students can write about a topic
of their choice, based on data gathered through fieldwork.
Recently graduated students who have studied this subject have been successful in gaining places on degree
courses such as English, PPE, Journalism and Law at universities such as Cambridge, Oxford and Bristol.
The Entry Requirements – Grade B and above in Geography.
Page 22
Sixth Form Information
A Level German – AQA (7662)
The course enables prospective students to build on and develop the skills acquired at GCSE. Students follow a
stimulating course of study and benefit from extensive support from knowledgeable and experienced staff. Equal
emphasis is placed on improving their listening, speaking, reading, translation and writing skills. The study of
grammar remains a key focus to develop the student’s ability to write and speak grammatically and syntactically
accurate German.
The following topics are studied with the aim of allowing students to enrich their vocabulary and broaden their
range of expression.
Year 12
Term 1 – Unit 1: Family in a changing world
Term 2 – Unit 2: The digital world
Term 3 – Unit 3: Youth Culture: Music, Fashion and TV
Term 4 – Unit 4: Celebrations and Traditions
Term 5 – Unit 5: Art and Architecture
Term 6 – Unit 6: Berlin’s Cultural Life Present and Past
Year 13
Term 1 – Unit 7: Immigration
Term 2 – Unit 8: Integration
Term 3 – Unit 9: Racism
Term 4 – Unit 10: Germany and the European Union
Term 5 – Unit 11: Young People and Politics
Term 6 – Unit 12: German Reunification and its Consequences
In addition, a range of films and literary texts are studied.
The A Level is a linear course one in which students are required to sit examinations at the end of the second
year:



Paper 1: Listening, Reading and Writing
Paper 2: Writing
Paper 3: Speaking
Studying German at A-Level not only provides students with a valuable insight into the culture and society of
German–speaking countries past and present, but also allows them to develop transferable skills and is proven to
enhance their long-term employment prospects.
A Year 13 student: ‘I have found German A-Level to be a valuable experience and a qualification worth pursuing. A
language at A-Level sets you apart from other candidates when applying for university and work.’
Entry requirements: Grade B or above in German at GCSE
Page 23
Post 16 Information HAHC 2016 - 2017
A Level Government and Politics – OCR (H495)
As a student of Government & Politics will learn about, and engage in, political debates and study how decisions
are made within the British, US and international frameworks. Students take four modules across the Sixth Form.
There is a trip to the UK Parliament and you will be encouraged to attend master classes; the department has also
run trips to Brussels and Washington DC.
Year 12
Unit 1: People and Politics - What is Politics? Why does it matter? Power, Authority, Government, Democracy,
Participation, Ideologies, Parties, Elections, Pressure groups.
Unit 2: Governing the UK - Constitutions, Parliament, Prime Minister, Cabinet, Judges, Laws, Rights
Year 13
Unit 3: Representative Processes in the USA - Elections, Voting, Parties, Pressure Groups, Racial and Ethnic Politics
Unit 4: Global Political Issues - Conflict and War, Terrorism and WMDs, Poverty and Development,
Environmentalism and Sustainability, Human Rights and International Law
The course will allow students to develop a critical awareness of current affairs and political knowledge. It is a wellrespected and influential academic course, valuable not only as a qualification, but as part of a wider education. No
prior study of Politics is required, though they should have an interest in and opinions on, current affairs.
The first unit, ‘People and Politics’, will introduce students to what Politics is, examining the UK's political parties
and pressure groups, investigating elections and the nature of - and controversies over - our democracy. The
second unit, ‘Governing the UK’, introduces them to the way in which the country is run by developing a critical
understanding of the role of parliament, the law and the constitution. In the second year of Sixth Form, students
will build on this to study the way in which US politics does – and doesn’t – work. Looking at recent elections and
debates in the USA, they will examine Barack Obama’s successes and failures, explain the importance of ethnicity in
US politics and look at the role of money in elections. They will simultaneously study some of the most important
issues affecting us all as global citizens and weigh up the dangers to modern society caused by terrorism, nuclear
weapons and climate change.
Students who have recently studied Government & Politics have been successful in gaining places on degree
courses such as Politics, History, PPE and Law at universities such as Cambridge, Kings College London and Bristol.
Government & Politics is studied alongside a variety of other A Level courses including History, Sociology,
Economics and English.
Entry Requirements – Grade B/5 and above in English and a humanities subject at GCSE
Page 24
Sixth Form Information
A Level History – Edexcel (9HI0)
History at A Level consists of four units; two are studied per year, with one of the units being coursework in Year
13. The History Department has developed links with King’s College London and as such, students have benefited
from classes prepared by King’s lecturers and postgraduate students. There are also regular opportunities to attend
master classes.
History is a popular and successful subject in the Hatcham Sixth Form. History is highly valued by universities and
employers alike: recent students have gone on to work in varied careers including journalism, the law, education
and business. Studying History at Aske’s is not only a good route to obtaining high grades and career success; it is
also an enjoyable and crucial part of a wider education. History gives us the understanding and skills necessary to
comprehend and analyse the world around us. Students will learn to use information effectively, weigh up
conflicting evidence before making important decisions and learn to be analytical and critical when considering
information presented to them. History will allow them to debate – expressing a clear personal point of view and to
understand how and why humans have behaved as they have – and maybe to learn from their mistakes.
Year 12
Paper One: 1E Russia, 1917-91: From Lenin to Yeltsin - Study in breadth with interpretations. Pupils will investigate
the key political, social and economic features of communist rule in Russia during the 20th Century. This was an era
that saw its authority and influence rise to the status of a superpower and then decline later in the century.
Paper Two: 2E.1 Mao’s China, 1949 – 76 – Study in depth. Pupils will investigate the transformation of communist
China in the years 1949 – 76. This was a period of intense political and social change in China. The aftershocks of
this are still being felt today as China emerges as a great economic and political power in the world.
Year 13
Paper 3: Britain loosing and gaining an Empire 1773 – 1914
Study in breadth with aspects in depth. Pupils explore the development of the British Empire and the role trade
and the Royal Navy played in its development. Pupils will then look in depth at various case studies of the
development and impact of the Empire around the world.
Coursework - The purpose of the History coursework is to allow student to develop skills in analysis and evaluation
of interpretations of History as part of an independent research assignment. Pupils will focus on understanding the
nature and purpose of the Historian's work and form a critical view on a question, problem or issue.
In this rapidly changing world, employers and universities want young people to be independent thinkers, openminded, and good at problem-solving; all skills which History demonstrates. Students who have studied this subject
in recent years have gone on to study History, Classics, History & Politics and PPE at prestigious universities
including Oxford, Durham, York and Manchester.
Student quote: Studying History at A-Level has been challenging yet interesting. It has made me think about the
world and especially the development of prominent countries such as China and Russia. I feel History has helped
me interpret and understand key ideas.
Entry Requirements – Grade B and above in History and grade 5/B and above in English at GCSE
Page 25
Post 16 Information HAHC 2016 - 2017
A Level Latin – OCR (H443)
Our focus is on leading our students to gain a large and rich Latin vocabulary and a clear view of accidence and
grammar, and to be opinionated and well informed on Latin literature as art and in context.
With the first goal in mind we give students a handbook of grammar and vocabulary, which is the material for
weekly short tests. Students should revise the vocabulary and grammar a little each day in order to make long-term
progress, which will be evident in the tests.
We also set weekly essays on the set texts, in which students are required to cite wider reading that strengthens
their responses. Class discussions help students make their opinions better sourced and more nuanced.
There will be four exams, all in summer 2018:
-
Unseen Translation (H443/01, 1 ½ hrs.): translating a passage of Livy and translating and scanning part of
one of Ovid.
Prose Composition or Comprehension (H443/02, 2 hrs.): answering comprehension, translation and
grammar questions on an unspecified prose author.
Prose Literature (H443/03, 2 hrs.): commenting on and translating part of a set section of Tacitus Annals 1,
16-30, and Seneca, Letters 51, 53, and 57, and (in English) Letters 21 and 54 and Tacitus Annals XV 60-64.
Verse Literature (H443/04, 2 hrs.): commenting on and translating sections from Ovid, Amores 1.1 & 2.5,
Propertius 1.1 and Tibullus 1.1 and Ovid, Heroides VI 1–100 & 127–164, X 1–76 & 119–150 English: Ovid,
Heroides IV, VI, X.
We have several day trips and one residential trip each year. Recent destination have been Cambridge University
Classics Department, the Haberdashers’ Classics evening, the Ancient Technology Centre, the Museum of London,
Fishbourne and Lullingstone Villas, Pompeii and Herculaneum, and Greece. Students will be eligible for our trip to
Rome in February.
Latin is very well regarded by universities as it requires and fosters both logical and aesthetic thinking. Recent
Hatcham Latinists have gone on to Oxford, Cambridge and other Russell Group-member universities. Candidates
with Latin A Level stand out to employers in all industries.
‘Learning Classics is like holding the key to another world! Through unlocking the language, I have also learnt to
unlock its ancient culture and history. The subject gives you so much more of a rounded experience than learning a
modern language or history alone. The literature I have studied is beautiful and thrilling, and has also shed light on
my study of modern literature. I now understand and appreciate my own language much more as a result of
studying Greek and Latin grammar.’
Daisy Flynn, Hatcham Sixth Form student
Entry Requirements – Grade B and above in Latin and grade 5/B English Language at GCSE
Page 26
Sixth Form Information
A Level Mathematics - Edexcel (9371/2)
Why study A Level Mathematics? A Level Mathematics is the fastest growing subject at A Level and beyond. It offers
students with good understanding of Maths and the chance to study it at a higher level. It also provides thorough
grounding in the mathematical tools and techniques often needed in the workplace. The logic and reasoning skills
developed by studying A Level Maths make sure the qualification is widely respected even in non-mathematical areas.
Why study A Level Further Mathematics? Further Mathematics is a qualification which both broadens and deepens the
mathematics covered in A Level Mathematics. It is designed to be learnt alongside A Level Mathematics over a two year
course. Students taking Further Mathematics overwhelmingly find it to be an enjoyable, rewarding, stimulating and an
empowering experience. For someone who enjoys Maths, it provides a challenge and a chance to explore new and/or
more sophisticated mathematical concepts. It also enables students to distinguish themselves as able mathematicians in
the university and employment market.
Specification of A Level Mathematics - The full Maths A Level is made up of six units – three in Year 12 and a
further three in Year 13. Pure Mathematics makes up two thirds of the A Level qualification and provides the
techniques in Algebra, Geometry, Trigonometry and Calculus that form the fundamental building blocks of the
subject. Mathematical applications make up the remaining third of the qualification and there are various options
to suit the particular needs of individual students. The applications fall into three strands:
• Decision Maths – the study of networks, algorithms, sorting, linear programming and mathematical
modelling.
• Mechanics – the study of forces, energy, motion, kinematics projectiles, mathematical modelling,
moments, collisions and stability.
• Statistics – the study of probability, data handling, probability distribution, estimation, correlation and
regression and testing hypothesis.
Students can focus on one strand or study a mixture of any two.
Specification of A Level Further Mathematics - A Level Further Mathematics is made up of six units. Many
combinations of units are allowed for A Level Further Mathematics. There are two Further Pure units available and
any of the applied units listed for A Level Mathematics may be used towards A Level Further Mathematics.
What degrees can A Level Mathematics lead to? A Level Maths provides a foundation for further studies in a
variety of subjects such as computing, computing science, philosophy, psychology, management, medicine and all
engineering and science degrees.
What careers can Maths Lead to? Finance and banking, natural and life sciences, art and design, business
consultancy and operational research, engineering, actuary and insurance, IT and computers, Medicine and Health
and Education.
All prospective students are invited and encouraged to attend our Open Days/Evening where members of the
Mathematics department will be on hand to give you more information and answer any questions about the
course.
Entry Requirements – Grade 7/A and above in Mathematics at GCSE
Page 27
Post 16 Information HAHC 2016 - 2017
A Level Media Studies – AQA (2570)
The power of the mass media in modern society is undeniable, so to be informed citizens of the world it is essential
that young people understand the way in which it works. The media affects almost every aspect of our lives and
shapes contemporary existence from social networking with friends to influencing general election results and in
this subject we look to ask questions as to why these things happen the way that they do. Students who thrive in
Media Studies are creative, independent learners with good written communication. Student satisfaction within
this subject is amongst the very highest in the college with students often commenting on the quality of teaching
and range of interesting topics that are covered.
The Media Studies course is as follows:
•
•
•
•
MEST 1 – An exploration of the key aspects of Media Studies: Media forms, Institutions, Genre,
Representation, Audience, Ideology and Narrative. This culminates in a 2 hour exam at the end of year 13.
MEST 2 – Students must work in groups to produce a moving image product that meets a set brief from the
exam board. They then work individually to create linked print or e-media content. This is completed with a
1500 word evaluative essay.
MEST 3 – An exploration of current media issues and debates and the study of media theory such as
Marxism, Post Modernism and Globalisation. This culminates in a 2 hour exam at the end of year 13.
MEST 4 – A critical investigation of a topic that is decided by the students themselves. The 2000 word essay
is accompanied by a linked practical production
Recent Media Studies students have gone on to claim places at universities such as Goldsmiths, Sussex and Leeds
amongst others. Other former students have gone on to have very successful careers in the media by working for
institutions such as the BBC whilst others have prospered as freelancers.
Prospective students should spend some time researching the Media Studies Specification before making a decision
about whether it is the right subject for them. All prospective students are invited and encouraged to attend our
Open Evenings where members of the Media Studies department will be on hand to give you more information and
answer any questions about the course.
“Media quickly became my favourite subject as you get to study such a wide range of topics and it really opens your
eyes to the world. The mix of practical and written theoretical work has really helped me in my other subjects too
because you are encouraged to conduct a lot of independent research.”
Sing Hempsey (Year 13)
Entry Requirements – Grade C/4 and above in English at GCSE
Page 28
Sixth Form Information
A Level Music – Edexcel (9MU0)
The A Level Music course supports students in forming personal and meaningful relationships with music through
the development of musical knowledge, understanding and skills. Students will be encouraged to engage critically
and creatively with a wide range of music and musical contexts, develop an understanding of the place of music in
different cultures and contexts, and reflect on how music is used in the expression of personal and collective
identities. This qualification will allow students to develop particular strengths and interests, encourage lifelong
learning and provide access to higher education and university degree courses in music and music-related subjects,
as well as music-related and other careers. The EDEXCEL Music course is split into 3 component parts which are
completed over two years:
Component 1: Performing
•
•
30% of the qualification
60 marks- externally assessed
Assessment overview
 A public performance of one or more pieces, performed as a recital.
 Performance can be playing or singing solo, in an ensemble, improvising, or realising music using music
technology.
 The total performance time across all pieces must be a minimum of 8 minutes.
 The standard of performance expected for the highest mark bracket is Grade 8
Component 2: Composing
•
•
30% of the qualification
60 marks- externally assessed
Assessment overview



Total of two compositions, one to a brief and one either free composition or also to a brief.
One composition must be from either a list of briefs related to the areas of study, or a free composition.
This composition must be at least 4 minutes in duration.
One composition must be from a list of briefs assessing compositional technique Total time across both
submissions must be a minimum of 6 minutes.
Component 3: Appraising
•
•
40% of the qualification
100 marks- Written examination: 2 hours
Assessment overview
 One written paper of 2 hours, with a total of 100 marks.
This paper comprises two sections: A and B.
Section A: Areas of study and dictation
Three questions related to the set works (audio and skeleton score provided).
One short melody/rhythm completion exercise
Page 29
Post 16 Information HAHC 2016 - 2017
Section B: Extended response two essay questions
Essay one asks students to draw links from their study of the set works to the
music heard as an unfamiliar extract.
Essay two gives a choice of three questions that ask students to evaluate the
musical elements, context and language of one set work. Each option will be from a
different area of study as follows:
Vocal Music / Instrumental Music / Music for Film /
Popular Music and Jazz / Fusions / New Directions
Music at Hatcham College
The College has a flourishing Music Department and is proud of the consistently high quality of its music making.
The College offers all students taking A Level Music the opportunity to take instrumental lessons, which are
timetabled on a rota to ensure the same academic lessons are not missed regularly. The College also runs a variety
of ensembles and choirs to suit a range of musical styles and abilities, including Symphonic Band, String Orchestra,
Soul Band and a variety of choirs.
Entry Requirements – Grade B and above in Music at GCSE
Page 30
Sixth Form Information
A Level Philosophy – AQA (2175)
Philosophy can be described as deep thinking and love of ideas and knowledge. It’s also the study of how to
construct logical and sound arguments. Philosophy is one of the oldest disciplines and has engaged some of the
greatest thinkers since the beginning of time. Philosophy is less of a subject but more of a way of thinking - a way of
questioning. Philosophy is an excellent subject to study alongside humanities, arts and sciences. An ability to think
clearly is essential as is the ability to write clearly and fluently.
You should enjoy thinking, arguing and debating new ideas. You should also be someone open to new ways of
thinking. You must be able to engage with big ideas and deep debates and be prepared to read philosophical texts.
It will be assumed for the purpose of teaching that most students undertaking the course will have no previous
experience in the subject.
There are 4 units covered and examined in two 3-hour papers. There is no coursework in this subject.
• Epistemology (AS)
• Philosophy of Religion (AS)
• Ethics (A2)
• Philosophy of Mind (A2)
Recently graduated students who have studied this subject have been successful in gaining places on degree
courses such as Philosophy, English, History and Politics at universities such as Cambridge, Bristol, Manchester and
Oxford.
In the Philosophy department we are passionate about examination success however we also believe that studying
Philosophy can provide you with a new way of looking at the world and an approach to thinking that will enrich
both your professional and personal life.
‘Philosophy has really taught me how to think about the world and see my ideas from a new perspective’ – Hatcham
College Philosophy Student class of 2016
‘I can’t wait to start my Philosophy degree. I know it will help me develop the skills to become a Barrister’
Hatcham College Philosophy Student class of 2015
Philosophy Team:
Mr C Cambridge M.A.
Assistant Principal,
Head of Philosophy,
Teacher of Philosophy of religion and Ethics
Mr S Thompson M.A.
Teacher of Epistemology and Philosophy of
mind
Please note – we will offer RS or Philosophy and the final decision will based on student interest
Entry Requirements – Grade B/5 and above in English and a Humanities or Social Science subject at GCSE
Page 31
Post 16 Information HAHC 2016 - 2017
A Level Photography – Edexcel (9PY0)
The A level Photography course is a dynamic and challenging option where students develop their digital, analogue
and analytical skills. Exhibition and presentation are a large part of the Photography experience.
The Photography course develops a working knowledge of SLR cameras, dark room practices, as well as learning
about digital photography and the use of Photoshop. It is expected that students will visit galleries and exhibitions
in their own time and use the resources found within their own work. Students develop the skills to interpret and
convey ideas and feelings using photographic techniques and also written analysis. This is in the form of critical
analysis via essays, extended responses, statements and also visual accounts. The research of other Photographers
and connecting findings to individual work is mandatory.
An exciting exhibition of students’ work will conclude the course. Recently graduated students who have studied
this subject have been successful in gaining places on degree courses such as Photographic Arts, Film and TV at
universities such as UEA and Westminster and Art Foundation courses at various colleges.
Film-based Photography
• The use of light as the most important element in photography.
• Film types, film speeds, specialised films which will facilitate the processes of generating and developing
ideas.
• View point, composition, focus, shutter speed, exposure.
• Dark-room techniques involving the recognition of appropriate paper types, developing and printing,
emulsions, exposures, tone and contrast acquisition and manipulation of the image through computers,
scanners, photocopiers and, view point, composition, focus, shutter speed, exposure.
• Dark-room techniques involving the recognition of appropriate paper types, developing and printing,
emulsions, exposures, tone and contrast acquisition and manipulation of the image through computers,
scanners, photocopiers and computer software.
Digital Photography
• The use of light as the most important element in photography.
• The basis of digital photography, including the pixel and digital processing, viewpoint, composition, focus,
shutter speed, exposure.
• The use and qualities of image acquisition hardware and software and image manipulation and analogies
between digital and other forms of photography.
• The relationships between colour and tone for screen- and print based media.
• The use of a range of source material, software and hardware in the generation and development of ideas.
Film and Video
• Storyboards, scripting, camera angles, viewpoints, length of shot, cutting
• Qualities of lighting in both studio- and location-based work.
• Various animation processes, such as stop-frame, rostrum and 3D modelling
• Qualities and functions of various film and video formats, for example 16mm film, analogue video, digital
video, .flv, .mov,
• The use of sound, narration and storyline and their relation to moving images.
• Editing, including knowledge of the variety of ways in which images might be juxtaposed to create
appropriate effects.
Entry Requirements – Grade B and above in an Art and Design course at GCSE
Page 32
Sixth Form Information
A Level Physics – AQA (7408)
Why Physics?
• Insight into how entire universe works & nature of existence.
• Provides highly sought after skills, in demand and in shortage.
• When the average graduate job has 52 applicants, physics provides a rare advantage and head turning
qualification that puts them at an advantage over others.
The A Level Specification topics include:
• Mechanics: Forces and Motion
• Electro theory & practice: The behaviour, movement of charge.
• Wave theory & practice: Behaviour and uses of waves.
• Quantum & atomic Theory: Nature & behaviour of atomic and subatomic particles .
• Field Theory: The behaviour and use of the universal fields.
• Electromagnetism: Nature, behaviour, uses & applications.
• Nuclear, Radioactivity & Particle theory:
• Cosmology: The structure, behaviour and nature of the universe
• Medical Physics: Uses and applications of Physics in medicine.
Careers
• The range of careers physics permeates and helps with is endless; many people don’t think of or know.
• Archaeological investigation.
• Geophysics: earthquakes, earth analysis and investigation.
• Logistics: Working out and running efficient networks.
• Computing: from design and manufacture of components, to computers and creation of artificial virtual
world in games.
• Telecommunications
• Materials: Designing materials for everything from chemical, clothes, medical implants and tools to aero
engines and satellites.
People with Physics A Levels may become Physicists, answering the deep and unsolved mysteries of the universe
but they also very commonly become highly successful engineers, medics, researchers and are highly sought after
The City for jobs in finance. It is the leading subject for developing thinking skills and problem solving abilities which
are key to highly paid and high level jobs. A level physics has a 40% mathematical content but it does not go far
beyond A* GCSE level, A level maths would only be required if wishing to take it at University.
Extra Provision:
Any club or society that students wish to run in the area of physics will be supported. The physics department
encourages extra curricula activities to be student instigated and led (supported by the staff), meaning students will
gain experience and enjoyment in the areas that they find most rewarding
In the past these have included In schools events, clubs and sessions such as astronomy, engineering and research
as well as trips to university departments, research labs and particle accelerators such as CERN Geneva are
offered. Help and advice is available on getting onto excellent master classes and courses.
In advance
Prospective students are encouraged to read articles in newspapers, science magazines and books that capture
their interest.
Entry Requirements – Grade B and above in GCSE Physics
(Grade BB – Double award with Grade B and above in the Physics component)
Page 33
Post 16 Information HAHC 2016 - 2017
A Level Product Design – Edexcel (9DT0)
Product Design is an exciting and challenging course and is designed to extend and develop your individual ability
to design successful and inventive products for industry. The course content builds on a student’s previous KS4
experience in Engineering, RM, Textiles or Graphics. The course will encourage students to make use of tacit
knowledge and reflective practices in order to work with tasks that are challenging and often require definition.
The Product Design (Resistant Materials) specification is made up of four units as follows:
The Four units combine to include:
Unit 1: Developing a portfolio of Creative Skills
In this unit students are given the opportunity to develop their creative, technical and practical skills through a
series of product investigation, design and manufacturing activities.
Unit 2: Design and Technology in Practice
In this unit students will develop their knowledge and understanding of a wide range of materials and processes
used in the field of design and technology.
Unit 3: Designing for the future
In this unit students will develop their knowledge and understanding of a range of modern design and
manufacturing practices and contemporary design issues.
Unit 4: Commercial
In this unit students are given the opportunity to apply the skills they have acquired and developed throughout the
course of study, to design and make a product of their choice that comply with the requirements of a resistant
materials technology product.
During the course students will be designing and evaluating 3D products and exploring innovative production
methods and processes. They will accumulate a range of practical skills, whilst learning to transform their ideas into
a finished project. They will also develop experimental, analytical and documenting skills, helping them to evolve as
a designer.
A level marks breakdown:
60% - Coursework (Year 12 and Year 13 projects)
40% - 2-hour examination paper set and marked by Edexcel.
The course will enable students who have studied Product Design to gain places on degree course specialising in
design and engineering. This will enable students to follow career paths in either design based areas, notably
Product designer / Automotive designer / Interior designer / Industrial designer / Animator / Theatre designer /
Furniture designer / Architect / Inventor & Entrepreneur
Or in engineering based areas, notably: Civil engineer / Mechanical engineer / Automotive Engineer (F1)
All prospective students are invited and encouraged to attend our Open Days/Evening where the Product Design
department will be on hand to give you more information and answer any questions about the course.
Entry Requirements – Grade B and above in an Art and Design subject at GCSE
Page 34
Sixth Form Information
A Level Psychology- AQA (7182)
Psychology is one of the fastest growing subjects at A Level and beyond. Its growth in popularity has been
enormous (perhaps a good topic for a psychological enquiry). It is a varied and exciting subject which uses many
skills developed during your mainstream GCSE education. Prospective Students will need to have an interest in the
human mind, a clear scientific approach and sound analytical skills. They should be someone who enjoys writing
essays and reading text. It will be assumed for the purpose of teaching that most students undertaking the course
will have no previous experience in the subject.
The Psychology Specification is made up of both Compulsory and Optional topics.
The Compulsory topics include:
•
•
•
•
•
•
Social Psychology (Conformity, Obedience, Resistance to Social Change)
Memory (Short-term / Long-Term Memory, Models of Memory, Eyewitness testimony)
Attachment (Caregiver-Infant Interactions, Bowlby’s Theory, Institutional care)
Psychopathology (Definitions of Abnormality, Biological and Psychological Explanations and Treatments)
Approaches to Psychology (Learning Theory, Cognitive, Biological and Psychodynamic Approaches)
Biopsychology (Nervous and Endocrine Systems, Functions on the Brain, Biological Rhythms and Brain
Imagery)
The Optional topics that we will cover include:
•
•
•
Relationships (Formation, Maintenance and Break-up of Relationships, Evolutionary Explanations, Virtual
and Parasocial Relationships)
Schizophrenia (Symptoms, Biological and Psychological Explanations, Drug Therapies
Forensic Psychology (Problems in Defining Crime, Offender Profiling, Psychological Explanations of
Offender Behaviour and Dealing with Offending Behaviour)
Recent students who have studied Psychology have been successful in gaining places on degree courses such as
Psychology, Criminology, Economics, Law, Dentistry and Medicine at both Russell group and Oxbridge universities.
Prospective students should spend some time researching the Psychology Specification before making a decision
about whether it is the right subject for them. All prospective students are invited and encouraged to attend our
Open Days/Evening where members of the Psychology department will be on hand to give them more information
and answer any questions about the course.
“A Level Psychology didn’t just provide me with an A Level, it provided me with a framework of how human beings
interact with one another, how our brains can control our diet and how mental disorders, like Schizophrenia, can
develop” – Psychology Student 2014-2016
Entry Requirements – Grade B/5 and above in English and Mathematics GCSE
Page 35
Post 16 Information HAHC 2016 - 2017
A Level Religious Studies – AQA (7062)
To enjoy an A level in Religious Studies students must have an enquiring mind, an interest in Philosophy and Ethics
and a desire to examine some of the most compelling questions which face humankind. Prospective students do
not need to have a personal religious belief, although it’s fine if they do have one. The A level course – like the
GCSE – is not a training course for religious leaders! This subject has something extra – real value added features:
Topics include;
Area A: Philosophy of Religion
1. A study of the philosophical arguments for the existence of God:
o Design - key concepts, strengths & weaknesses
o Cosmological - key ideas, strengths and weaknesses
2. A study of the problem of evil and suffering
o Problem of evil/suffering, different types of problems and solutions
3. A study of philosophical debates about miracles
o Concept of miracle
o Reasons to believe in miracles
o Philosophical problems with relation to Hume
Area B: Ethics
1. A study of ethical concepts:
o Religion and morality
o Utilitarianism
o Situation Ethics
2. A study of ethical dilemmas:
o Issues of war and peace
o Sexual ethics
‘RS is fantastic. It helped me to learn how to think about the world today’ – Hatcham College Philosophy Student
class of 2016
‘I never thought I’d enjoy RS this much. I love looking at the Problem of Evil and really questioning how and why evil
exists’ Hatcham College Philosophy Student class of 2015
Philosophy Team:
Mr C. Cambridge M.A.
Assistant Principal,
Head of RS,
Teacher of Philosophy of religion
Mr A. Arnell M.A.
Teacher of Ethics
Please note – we will offer RS or Philosophy and the final decision will based on student interest
Entry Requirements – Grade B/5 and above in English and Mathematics GCSE
Page 36
Sixth Form Information
A Level Sociology - AQA (7191/2)
Sociology is a dynamic and popular subject at A Level and beyond. It requires students to adopt a range of
theoretical perspectives and use them to analyse recent social phenomena and provide explanations of them.
Students learn both sociological theory and how sociological research is conducted. They will need to have an
interest in current events, a desire to share ideas and listen to those of others; most importantly they will not be
someone who is content with saying, “That’s just the way it is”, in response to any questions. The course is 100%
exam assessed, and students will need to enjoy independent research and essay writing to be able to prepare for
excellent exam performance.
The Sociology Specification (2015) is made up of both Compulsory and Optional topics.
The Compulsory topics include:
• Education with Research Methods: Students will engage with a substantial range of historical and
contemporary research on educational issues, for example, classic studies such as ‘Learning to Labour’
(Willis, 1977) and more recent research such as ‘Racism and Education, Conspiracy or Coincidence’
(Gilborn,2008). Students will learn the basics of sociological research and apply their learning to research in
educational fields.
• Crime and Deviance with Research Methods: As above, students will engage with classic studies into crime
and deviance such as ‘Suicide’, (Durkheim, 1897) as well as more contemporary research, such as ‘9/11 Ten
Years Later’ (Griffin, 2011). Students will develop their understanding of research methods and apply it to
researching crime and deviance.
The Optional topics that the department can choose from:
1. Culture and Identity
2. Families and Households
3. Wealth, Poverty and Welfare
4. Beliefs in Society
5. Mass Media
6. Power and Politics
Recent students who have studied Sociology have been successful in gaining places on degree courses such as
Sociology, Psychology, Criminology, Anthropology, History, English Literature and Economics at a wide range of
universities, including Russell group.
The full specification is available on the AQA exam board website. Prospective Students should read this to help
them decide whether this is the right course. All prospective students are invited and encouraged to attend our
Open Days/Evening where the Sociology department will be on hand to give you more information and answer any
questions about the course.
Entry Requirements – Grade B/5 and above in English and Mathematics at GCSE
Page 37
Post 16 Information HAHC 2016 - 2017
A Level Spanish – AQA (7691)
Which topics are covered?
Aspects of Hispanic society: social issues and trends






Modern and traditional values
Cyberspace
Equal rights
Immigration
Racism
Integration
Artistic culture in the Hispanic world



Modern day idols
Spanish regional identity
Cultural heritage
Aspects of political life in the Hispanic world



Today’s youth, tomorrow’s citizens
Monarchies and dictatorships
Popular movements
Students will also study Literary Texts and Films, partake in an Individual Research Project and have additional
Grammar sessions.
How can students make the most of studying a language at A Level?
Dedicate 20 minutes every day to read, listen or write something in the language? Little but regular exposure will
really help them to discover new words, understand tense usage and the differences in sentence structures to that
of English.
Read the dictionary - it is unbelievably beneficial for learning. By flicking through the dictionary students will find
new words, expressions and idioms, all of which they can include in their writing and speaking exams. They can
even look up more colloquial language to use in class or with friends to form more casual conversations.
Set their Internet homepage to the news in the target language - the topics they cover are all relevant to
contemporary society so the exam questions could be based on things that have happened all over the world.
Noticing the headlines and reading any relevant articles will enable them to be exposed to current affairs.
Buy some novels or DVDs or download songs that are in the target language - with the Internet and online shopping
students don't even need to leave the house to get themselves some new material to help them fall in love with
languages.
Go abroad - see, touch, smell, taste and hear the country where the language is spoken. Our senses are perfect for
immersing ourselves into another culture and students really appreciate the language a lot more when they can
use it alongside things that are commonly associated with it.
Recent students who have studied French have been successful in gaining places on degree courses both at Russell
Group and Oxbridge universities.
Entry Requirements – Grade B and above in Spanish at GCSE
Page 38
Sixth Form Information
A Level Drama and Theatre Studies – AQA (7262)
Theatre Studies is a demanding A level being both academic and practical. This is also a brand new A Level course
with the AQA board. Students should be someone who enjoys performing, as well as writing critical evaluations of
play texts. They will need the academic rigour of researching theatrical theory. The course will involve taking part in
devised and scripted drama productions, as well as studying plays and playwrights. These include working on
extracts from plays by well-known dramatists and applying theories of theatre practitioners.
Component 1. Drama and theatre.
What is assessed?
 Your knowledge and understanding of drama and theatre.
 Study of two set plays.
 Your analysis and evaluation of the work of live theatre makers.
How is it assessed?


Written exam of 3 hours at the end of Year 13.
Open book exam worth 80 marks/40% of A level.
Component 2. Creating original drama.
What is assessed?


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.
How is it assessed?



Working notebook (40 marks)
Devised performance (20 marks)
60 marks in total/30% of A level.
Component 3: Making theatre (practical)
What is assessed?


Practical exploration and interpretation of Extract 1, 2 and 3, each taken from a different play.
Methodology of a prescribed practitioner must be applied to extract 3. Extract 3 is to be 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.
How it is assessed?



Performance of Extract 3 (40 marks)
Reflective report (20 marks)
60 marks in total 30% of A level.
What can students do after the have completed the course?
Further study in Drama, Theatre Studies and Performing Arts in Higher Education at Degree level. A career in the
performing arts industries. The course also complements a full range of subjects such as English, History,
Psychology, Art, Media and is useful in building confidence, improving presentation and public speaking skills in a
wide range of high level careers.
Entry Requirements – Grade B and above in Theatre Studies at GCSE
Page 39
Post 16 Information HAHC 2016 - 2017
Extended Project Qualification
The Extended Project Qualification (EPQ) is an extra-curricular project of independent study, offered by the AQA
exam board. The EPQ allows each student to embark on a largely self-directed and self-motivated venture.
Students must individually choose a topic; plan, research and develop their idea and decide on their finished
project.
A project topic may be directly related to a student’s main study program, but should look beyond the
specification. A finished product may take the form of a:



Research based written report
Production* (e.g. a charity event, fashion show or sports event, etc.)
An artefact* (e.g. a piece of art, a computer game, or realised design, etc.)
*Students who choose these projects must still include a written report of 1-3000 words.
Students must also record progress of their project process in their Production Log. The process of recording and
completing a Production Log is as important as the finished product. Both the Production Log and the Product will
be assessed.
Before students begin researching and writing their projects, they receive taught sessions on how to conduct
research, take notes, and keep their log and academic study skills, in general.
Students are assigned a non-subject specialist tutor who will meet with them during the planning, research and
writing of the project to offer guidance and support. The supervisor is not responsible for the grade that the
individual student receives; their role is to provide impartial guidance and support. They will provide feedback on a
draft, but the whole aim of the project is for students to follow instruction from their taught sessions and conduct
independent research.
Students who undertake the EPQ are all significantly challenged by the experience and they all gain a great deal
from the process. Not just in terms of academic learning, but also in their study skills, time and project
management and their preparedness for undergraduate study.
Universities all over England are enormously keen on Sixth Form students taking on the EPQ, including the Russell
Group of Universities and Oxbridge. Research intensive universities, in particular, value the skills students learn
from completing the EPQ, which are developed through undergraduate study. Whilst the EPQ provides students
with the opportunity to study in areas of personal interest, an EPQ qualification can be part of an attractive student
profile, which may enable them to secure their first choice university. Although universities will not normally offer
students a place based on completing the EPQ, the project itself is an attractive additional extra that university
admission teams look at and is hugely beneficial to a student’s research, study and academic writing skills.
The Hatcham EPQ program is supported by Goldsmiths University, who open their library services to Hatcham EPQ
students, for a 12 month period.
Page 40
Sixth Form Information
Knowledge Day (A unique Hatcham take on PSHCE)
PSHCE or Knowledge Day as we call them at Hatcham College is a planned, developmental programme of learning
through which young people acquire the knowledge, understanding and skills they need to manage their lives now
and in the future. Our Knowledge Day programme is designed to provide students with unique and active learning
opportunities so that our young adults can embrace change, feel positive about their identity and enjoy healthy,
safe, and fulfilled lives. Students are taught how to recognise and mange risks and understand their role as active
participants in modern British society.
Our PSHCE curriculum is primarily delivered across
four Knowledge Days which take place throughout
the academic year and during assemblies and tutor
time sessions. The curriculum is based on three
core themes within which there will be broad
overlap and flexibility:



Health and Wellbeing
Relationships
Living in the Wider World
To fully prepare students for life beyond Hatcham College all Key Stage 5 students will deepen their knowledge and
understanding of:






Page 41
Sex and relationship education
Money management
Alcohol and drug awareness
Study skills
Careers guidance
Higher Education
Post 16 Information HAHC 2016 - 2017
Meet the Prefect Team!
Hatcham Sixth Form takes student voice and leadership seriously. One of the ways that students can participate in
developing our community is by becoming a Prefect. Our prefects work in teams of eight, led by a Senior Prefect
(one of our 'Top Eight') to develop an area of our school. This year, our prefects have set up mentoring programs
and redesigned the common room. As individuals, they are motivated and ambitious and together they make a
fabulous team. If you are interested in becoming a prefect, please speak to our Head Girl (Funmi Akinola) or
Head Boy (Alan Taylor) to arrange some prefect shadowing during Term 1 and 2. Formal hustings will take place
in January.
Please read these introductions written by our Prefect Team, once they had successfully been elected to their
positions.
Aishath Abdul-Matheen – Sixth-Form Leader
Hi, my name is Aishath and I am a part of the new Top 8 team. Fundamentally, I aim to be a representative of the
entire student body and specifically in Sixth Form. My main responsibility, or role, in the Top 8 is managing the
Sixth Form. The action plan to meet our aims is three fold. Firstly, I plan to communicate with the whole of the
student body to get an idea of the main issues that our team should draw our attention to. Secondly I want to work
alongside teachers and the senior management to ‘tweak’ and enhance the ideas put forward. Finally, I want to be
able to present our ideas to the student body, so that students get a chance to engage and give feedback to us. To
sum, I am excited to work alongside my team to make our vision a reality.
Jacob Smith – Upper School Leader
My name's Jacob and I am really excited to be representing the Top Site. My aims are to keep the top site running
smoothly and to do something fun for all ages. What about my vision for the Top 8 as a whole? I have two main
goals. Firstly, I just want to make sure we leave a lasting impact somewhere in the school, so that we’re
remembered for something positive! Secondly, I think the Top 8 should use our position to actually form a link
between students and departments to try to make things happen. It’s not too extravagant a vision so let’s make it
happen!
Ella Rose Graham – Lower Site Leader
Hi, my name's Ella and I am very excited to be part of this year’s Top 8 team and the prefect responsible for
Jerningham site. I plan on spending lots of time at the lower site - visiting forms, leading assemblies and helping out
in house events. My goal for this year is to represent the student body, specifically KS3, and ensure all the students
feel that their voices are valued and heard - creating an enjoyable school environment.
Agnes Delap – Mentoring leader – English
My name is Agnes Delap and I am part of this year's new Top 8 team. As leader of the English Mentoring Scheme
my main aim this year will be to encourage students to push themselves to develop their English skills and
experience English at a higher level. As well as providing students with support, this scheme will help create a
bridge between A level and GCSE English. I look forward to listening to any suggestions that students have about
this new mentoring project.
Page 42
Sixth Form Information
Ned Howarth – Mentoring leader - Maths
I am excited to have landed a place in the Top 8 and look forward to the forthcoming year with enthusiasm and
determination. My dream, as a member of the Top 8, is to see the school maximise the academic and social
potential of all its students, to ensure greatness from all pupils after graduation. I would like to emphasise a more
independent and professional working environment for students throughout their time at Askes, yet also for
students to feel as though they are comfortably part of a supportive and strong community. I am sure me and my
fellow Prefect Team will do the best that we can to ensure that this year at Hatcham will be another successful one.
Ahmad Khan – Events and Clubs
The Top 8 is comprised of a unique set of individuals who are inclined to work with the school, both teachers and
students. We each have our own specialties we exceed in and will use our arsenal of tools to innovate and improve
upon already existing activities/procedures. We each have a designated role that suits us and we feel comfortable
with it. As I'm a bold, courageous and outgoing character, my role is to be the events co-ordinator. I am the person
you come to see if you have any ideas for events such as the Winter Ball and so on. For such events to happen, a
clear and concise plan has to be established in addition to staying within the necessary budget.
The Hatcham Prefect Team, with Mr D Jones, Principal
Page 43
Post 16 Information HAHC 2016 - 2017
Hatcham Sixth Form Enrichment Activities
At Hatcham we pride ourselves with offering a host of Post 16 enrichment activities. Below are some of the current
activities we currently have on offer for our Sixth Form students:
Art, Design and Technology

Life Drawing and Project Development
Co-curricular activities and projects







Amnesty International club
Debate Club
Film Club
Empowerment and Excellence clubs
Extended Project Qualification (EPQ)
MedSoc & Oxbridge clubs
Guest speaker and Master class programme
Performing Arts




Chamber Orchestra and Strings Orchestra (by invitation only)
Grade 5 Music Theory
Senior Choir, Soul Band, Gospel Choir
Drama festivals and annual production
Inclusion


Homework club/supervised study
Young carers club
Sport and PE




Athletics
Boxing
Rugby
Netball
Duke of Edinburgh Award

Bronze, Silver and Gold Awards
Volunteering
•
•
•
Mentoring and tutoring younger students
Annual volunteering expedition to South Africa
Sports coaching
There is also a wide range of international trips to destinations ranging from Peru to New York
Page 44
Sixth Form Information
Hatcham Sixth Form UCAS Program
The process for choosing Higher Education courses begins towards the end of Year 12. The University and Colleges
Admission Service (UCAS) is the centralised system which co-ordinates all university offers and acceptances
throughout the year.
Hatcham gives all possible support and guidance to individual students during the process, including advice on
what happens if a student decides to take a ‘gap’ year or for some reason has to defer their application for another
year. We have a dedicated team of staff to oversee the process; the first port of call for students should be their
tutor and/or subject teacher in the area they wish to apply for.
The summer term of Year 12 should be used to research & prepare for the application. Students will find a host of
information which will support their research.
Subject Research:

Find out which subjects they really want to study further. Find out what is typically studied in these
subjects at university level, and whether or not this is of interest to them.
We believe that a student’s final choice should be a mix of what they are good at, what they are
interested in and what will allow them to pursue a career in an area of interest to them.

Courses:



Find out about the different courses on offer and how these relate to the subjects they have studied.
There are many courses students may not have heard of or not realised were available, these need to be
researched.
Find out what the course may lead to, or not. Where do most graduates from this course end up?
Universities:

Students should research the universities and not rely on what people may have told them. There are many
misconceptions regarding certain universities.
Entry requirements:

It is vital students are aware of what courses/universities require in terms of grades, experience and other
skills etc. Students should aim for courses that are inspirational and realistically within their reach.
Thorough research is the key to choosing a place which is going to provide inspiration and enjoyment for the next
three years. There are over 50,000 courses to choose from so research can be daunting for students.
Page 45
Post 16 Information HAHC 2016 - 2017
Sources of information at a glance
UCAS student all enquiries phone contact: 0371 468 0469
UCAS website – this is the one-stop site with all the information that students need to get started:
www.ucas.com/ucas/undergraduate/choosing-course
What Uni http://www.whatuni.com/
Free online comparison website for the best University & degree courses - degree course rankings, university
reviews, degree course details, university profiles plus advice on Finance, Accommodation and more.
Impartial feedback from 3rd year students on Universities: the National Student Survey www.thestudentsurvey.com
Comparison tool for University results and data – www.unistats.direct.gov.uk
University Open Days book into these from summer term onwards – www.opendays.com
As well as researching subjects, universities & courses, students need to be actively acquiring further knowledge,
skills and insight, outside of the classroom, into the areas they wish to study and/or pursue. Not only will this aid
them in their choice of course but for many universities it is a vital prerequisite before any offer is to be made.
Taster days
Universities have subject specific events to trial subjects and see the university departments. We strongly
encourage students to visit the Institutions they wish to apply for and authorise 2 days absence from College for
Open Days. Students need to book these online on the individual University website
Summer schools
Some universities, companies & organisations provide taster summer schools. This information is available from
the University websites.
Lecture List
Students can find out about lectures happening all over the UK to enrich their subject knowledge www.lecturelist.org
Ted Talks – www.ted.com
University of Oxford podcasts www.podcasts.ox.ac.uk on iTunes – itunes.ox.ac.uk
Page 46
Sixth Form Information
Hatcham Sixth Form Careers & Employability
Service
Careers Education, Careers Guidance and Employability Related Learning are integral to a students’ development
and growth at Haberdashers’ Aske’s Hatcham College and serve as a preparation for our students’ transition to
adulthood. The presence of career related activities provide the connection between learning and earning,
equipping our students with the knowledge, skills and attributes needed to enter and thrive in the working world.
The Careers Education, Guidance and Employability Programme at Year 12 will assist students with the following:
Self-Development – Students understand themselves and the influences on them, build a track record of their
experiences and achievements and develop their capabilities.
Careers Exploration – Students identify, investigate and explore opportunities in learning and work.
Career Management – Students are able to make and adjust plans to manage change and transition.
Career Education & HE Awareness
Career Education and HE Awareness is all about raising students’ awareness of opportunities, challenging
stereotypes and raising aspirations. By the end of KS5 all students should have a better understanding of how their
educational choices and performance are directly linked to their career capital, social mobility, employment
prospects and future outcomes. Career Education & HE Awareness will be delivered through various trips and the
colleges UCAS Programme, both of which encourage students to understand themselves better, investigate course
opportunities.
ULAS @ KS5
I would like to take this opportunity to tell you a bit about ULAS, ULAS is an innovative free software tool that will
further close the gap between students and employers. It is an innovative platform which will help further connect
our students to fantastic opportunities from leading organisations and universities. All students will be able to use
the tool. The use of such a platform will enable us to boost our students’ opportunity awareness through
personalised updates for the latest leading university and apprenticeship opportunities, students will receive more
information about ULAS over the coming weeks.
Year 12 Work Experience & Volunteering
Work Experience & Volunteering are both integral elements of our Key Stage 5 curriculum, we give Sixth Form
students the opportunity to complete work experience and gain a deeper knowledge of the subjects and careers
they are considering. We ask all Year 12 students gain experience through volunteering, work shadowing and
through the attendance of university master classes and other career or course related events that are relevant to
them.
Haberdashers' Aske's Hatcham College is at the heart of the local community and the involvement of our Sixth
Form pupils in assisting within our own federation and in external organisations such as nurseries, primary schools,
Page 47
Post 16 Information HAHC 2016 - 2017
homes for the elderly, a school for severely disabled children, local hospitals and hospices is accredited by
Vinspired and the Duke of Edinburgh. The Sixth Form Volunteering Program is an important part of the Sixth Form
experience, it is one incredibly enabling and is one of the key ingredient in our creation and moulding of the young
professionals of tomorrow and improve our local community by lending a helping hand. Students are encouraged
to choose their own volunteering activity using the Vinspired website (www.vinspired.com), joining The Challenge
NCS (www.ncsthechallenge.org), signing up for opportunities at Volunteer Centre Lewisham
(www.volunteercentrelewisham.org.uk) or by canvassing and finding a local organisation that accepts volunteers
like the Lewisham Red Cross Charity Shop, New Cross Learning Community Library and many others.
Volunteering has many benefits, by volunteering students will:

Learn or develop a new skill

Be a vital part of their community

Gain a Motivation and sense of achievement

Boost their career options

Be exposed to new interests and hobbies

Be exposed New experiences

Meet a diverse range of people
Employability and work-readiness is incredibly important to universities and employers and while qualifications
remain essential, with very few exceptions, they are no longer the only consideration, by gaining work experience
and volunteering students can gain a real advantage when applying for university, college or work.
Mr T Shenbanjo
Page 48
Sixth Form Information
Useful Resources for Decision Making
Below are some useful websites which are vital for careers research:
Website Name
HAHC Career
Service
National Career
Service
Studential
Summary
HAHC Career Service Hub
Web Address
www.haaf.org.uk/Career-Service
Careers Profiles & Information Hub
Student Information Hub
https://nationalcareersservice.direct.gov.uk/advice/
planning/jobfamily/Pages/default.aspx
www.studential.com
Barclays Life Skills
Employability Activity Hub
www.barclayslifeskills.com
Where STEM Can
Take You?
Future Morph
STEM Careers Information Tool
www.wherestemcantakeyou.co.uk
STEM Careers Information Tool
www.futuremorph.org
Engineering
Development Trust
Apprenticeships
STEM Careers Information Tool
www.etrust.org.uk
Apprenticeship Information Hub
www.gov.uk/apply-apprenticeship
www.thebigchoice.com
Go Think Big
Apprenticeship and School Leaver
Programme Information Hub
Work Experience Information Hub
Student Ladder
Work Experience Information Hub
www.studentladder.co.uk
Careers in Sport
Sports Related Information Hub
www.careers-in-sport.co.uk
Vinspired
Student Volunteering Hub
www.vinspired.com
Best Course4Me
University Course Comparison Tool
www.bestcourse4me.com
Open Days
University Open Day Directory
www.opendays.com
ULAS
Sixth Form Progression Tool
www.ulas.co.uk
WhatUni
University Comparison Tool
www.whatuni.com
The Student Room
Student Information Hub and Forum
www.thestudentroom.co.uk
UCAS
University Information Hub
www.ucas.com
Sta Travel
Gap & Volunteering Information Hub
www.statravel.co.uk
Not Going To Uni
Gap, Apprenticeship and School
Leaver Information Hub
www.notgoingtouni.co.uk
The Big Choice
Page 49
www.gothinkbig.co.uk
Post 16 Information HAHC 2016 - 2017
Entry Requirements 2017
Category
Requirement
General
English and Maths at grade C/4 or above
Hatcham Entry
Requirements
Pathway
Pathway 1 – 3 A Levels + EPQ or 4 A Levels (Oxbridge, Russell Group)
requirements
6 A*-A grades and English and Maths at grade B/6 or above
Pathway 2 - 3 A Levels + application for EPQ
6 A*-B including English and Maths at grade B/5 or above
As we are an academic Sixth Form, many of our students will be on pathways 1 or 2.
There will be a limited number of spaces for students on pathway 3:
Pathway 3 - 3 A Levels or 2 A Levels + Cambridge Technical Introductory Diploma in IT
6 A*-C including English and Maths at grade C/4 or above
Subject
Specific
Requirements
A minimum of a B Grade at GCSE in the subject of your choice
Other subject-specific requirements
Languages
The ability to write and speak fluently would allow a student to take the subject
at A Level without a GCSE in the language
Further
A minimum of a Grade A*/8 in GCSE Mathematics
Mathematics
Music
If not taken at GCSE, a minimum of Grade 5 must have been completed to take
the course
Page 50
Sixth Form Information
Option Blocks 2017-18
Students will choose one subject from each block, up to three subjects in total. Students on Pathway 1, and those
opting for Music may choose 4 subjects pending approval of the Sixth Form Team.
Block A
Biology
Chemistry
English Literature
Fine Art
Block B
Biology
Business Studies
Chemistry
Computing
Block C
Product Design
Chemistry
English Literature
French
Government and
Politics
Mathematics
Photography
Psychology
IT Vocational
Economics
Geography
German
History
Mathematics
Philosophy or RS
Physics
Psychology
History
Mathematics
Media Studies
Physics
Psychology
Sociology
Block D
Theatre Studies
Further Mathematics
Music
Spanish (if sufficient
demand)
Classics (if sufficient
demand)
The course offer is subject to review in the light of student numbers.
If there is a combination of subjects which you think you would like to choose but does not work in these blocks,
please ensure you speak to a member of the Sixth Form Team.
In addition, you will be able to study for an Extended Project Qualification. Most of the work is carried out
independently but you will be assigned a supervisor for one lesson a week in Year 12.
Page 51
Post 16 Information HAHC 2016 - 2017
FAQs
ADMISSIONS QUESTIONS
ANSWERS
When is the deadline for
applications?
How many external applicants were
admitted last year?
The official deadline to submit applications is 15th December 2016.
However, we may consider strong applications after this date on a
first come first served basis if there are spaces on courses.
The number of external students that joined our Sixth Form last year
was 51%.
Where else can I find information
regarding admissions?
Further information regarding admissions can be found on our
website at www.haaf.org.uk
Whom can I contact at the school for
information or if I have question?
If further information is required or an individual meeting is required
with the Vice Principal or Assistant Principal, appointments can be
made with the school at [email protected]
GENERAL QUESTIONS
ANSWERS
How many Students are there in
Sixth Form
Currently we have over 370 students studying with us in Sixth Form.
This provides the perfect environment for us to deliver small group
teaching but also ensure a wide range of subjects and activities is on
offer.
How many A Levels can I take?
You take three A levels. In exceptional circumstances and for
student on Pathway 1, we may consider four on a case-by-case basis.
In such circumstances the student will have to take all four subjects
for two years.
Typically what GCSE grades do I need
to study the subjects of my choice?
Students will need a B to study a subject of their choice at A Level.
Subjects that have not been taken previously or are going to be
started from scratch in August will require the minimum Hatcham
requirements of 6 grades A*-B at GCSE with English and Maths at
Grade B/4 or higher.
What is the Extended Project
Qualification and why might it be
important for me to choose this
option?
An Extended Project Qualification is a very detailed research paper
designed to let students develop skills required for university.
What is the Enrichment offer?
Every week, Hatcham students will be required to take part in an
enrichment activity designed to develop their interests, leadership
and citizenship experiences. You can choose from a range of
activities to ensure you develop the qualities and depth of CV we
expect from Hatcham students.
What other facilities are there for
students?
Our Learning Resource Centre contains all the books that our
students require from their courses and is amply packed with
Page 52
Students research and write up their project during Year 12 and early
Year 13. Typically 5000 words for an essay and 3000 for a piece of
creative work, this forms the basis of many personal statements and
interviews at university, and is well-regarded because it shows a
deeper understanding of an area of academic interest.
Sixth Form Information
resources that have been carefully selected from University reading
lists. The Sixth Formers have a common room specifically for their
use. The gym, with state of the art investment from 2015, is free to
use for all our Sixth Form students.
What support is available to me
throughout my time at Hatcham?
Vice Principal – Ms K. Agboola
Mr Agboola has oversight of the Sixth Form (Key Stage 5). To this
end she ensures that the Sixth Form Leadership Team are successful
in day to day running of the Sixth Form as well as its longer term
strategic development. She is available by appointment to discuss
issues with students and parents.
Assistant Principal – Mr C. Cambridge
Mr Cambridge is in charge of the day to day running of the Sixth
Form, and leads the care structure of the team. He is available by
appointment to discuss issues with students and parents.
Head of Year 12 – Mr D. Crowley
Mr Crowley is responsible for the pastoral care of all Year 12
students. He is responsible for the pastoral and academic well-being
of all Year 12.
Careers and Employability Practitioner – Mr T. Shenbanjo
Mr Shenbanjo is available to all our students as a primary form of
guidance when discussing future careers paths and university
applications.
SENCO – Ms J. Monk
If you have any access arrangements for examination or would like
to be tested for any learning support, Ms Monk leads a team that
will be able to help and support your learning at the school.
Do you help me apply to university?
What is the success rate for offers to
Oxbridge?
What other universities and colleges
do students go to?
Page 53
Our Tutor Team
Our experienced tutors are most students’ first port of call if they
want advice and guidance. Tutors have regular mentor meetings
with students to discuss goals and targets as well as aspirations and
how to achieve them. The tutor is the main author of the UCAS
reference and all have received training to help our students search
for post-Sixth Form options.
Haberdashers’ Aske’s Hatcham College is a specialist provider of
exceptional information and support for further education. A high
proportion of our students successfully enter higher education,
including Russell Group and Oxbridge.
The offer success rate for students applying to Oxbridge is 100%.
We support a wide range of courses at Hatcham and you may want
to go to specialist establishments or organisations post Sixth Form.
With our eclectic mix of courses, we support all our students in
achieving their own personal goals.
Post 16 Information HAHC 2016 - 2017
INDUCTION QUESTIONS
ANSWERS
When is induction this year?
Induction will take place in July 2017 and after enrolment in August
2017
What does induction consist of?
Students will experience a number of taster sessions where teachers
showcase A Level learning
There will be a Freshers’ Fair, where students can get a flavour of our
extra-curricular activities on offer.
Current students will lead activities to demonstrate our unique
student-focused ethos.
My family are planning a holiday
around this time; does this mean my
application will be turned down?
What is an accelerator pack?
Page 54
Please contact us to discuss this further
During the induction day students will be provided with exercises
which help to bridge the gap between GCSEs and A Levels.