WELCOME
You’re probably reading this because you’re in Year 11, and planning
the next step. If so, then you’ve got a lot to look forward to. Most Sixth
Formers would say that their sixth form years are the best years of their lives
– so far. Sixth Form is about growing into adulthood and preparing to leave
home.
Probably the best preparation for adulthood is to do hard things. The
Emmanuel Sixth Form will certainly push you out of your comfort zone.
Your social circle will be wider, and competition will be stronger; you may
decide to take on the Duke of Edinburgh Challenge, get involved in service
in the community, learn to play an instrument, play your sport at a new
level, take a lead part in the Sixth Form Production, apply to Oxbridge, sing
in front of two thousand people, teach your subject to a group of Year 8 children on a visit, travel
to Zambia to help AIDS orphans,…
Of course, principally Emmanuel College is a place for serious academic study but we are also
committed to providing a holisitic education with an emphasis on developing character. And there
is this difference from Year 11: you choose only subjects that interest you and that you’re good
at. you might want to turn to page 11 first and see what we offer. The list has recently grown to
include drama, philosophy and Latin, and there are BTEC courses in science as well as engineering
and business.
You’ll also have independent study periods: time when you’re responsible for getting on on your
own. If you are up to date with work you can choose whether to study in the subject department,
Sixth Form Centre or library (using their laptop computers), take a break in the Sixth Form
Refectory or work out in one of the state-of-the-art fitness rooms. Successful independent study is
about time-management and self-discipline – exactly the skills you’ll need at university.
Are you up for the challenge?
J P Winch, Principal
3
IMPORTANT DATES
GCSE Results: Thursday 21 August 2014 at 10.00am
Please let College know if you are not able to collect your results on this day. Alternative
arrangements can be made if you wish the results posted or faxed to you.
Registration for Sixth Form: Tuesday 26 August 2014 at 9.00am
This date is compulsory for anyone wishing to join the Sixth Form. External students must bring their
GCSE results slips with them. Places will only be available to external students after all Emmanuel
students have been seen. All students who wish to enrol in the Sixth Form need to demonstrate
proficiency in English and Maths by achieving a GCSE C grade in the subjects. Where students fail
to achieve the C grade special consideration will have to be formally requested from the Principal.
External applications: Tuesday 26 August 2014 at 12.00pm
Start of College Term: Tuesday 2 September 2014 at 8.25am
Year 12 Visit (compulsory): Wednesday 3 to Friday 5 September 2014
This booklet should be kept
safely until the Autumn when
it will prove to be an
important resource when
starting Sixth Form courses.
4
VISION AND VALUES
Emmanuel College is a well respected City Technology College in
which you will find the highest standards of post-16 education
delivered within a caring Christian environment. Our aim is to
help young men and women achieve their best academically
and to develop their character to make a positive difference to
the world they live in as they become the leaders of the future.
Again, probably the best preparation for adulthood is to
do hard things. Academically we focus on traditional,
facilitating A Levels which are still the ‘gold standard’ for
universities and employers. Every student in the sixth
form will be challenged to serve others in a leadership
role and this may be anything from leading a choir,
coaching or mentoring younger students or working
with orphans in Africa.
We have carefully thought through the core values
listed in the Mission Statement which underpin
all we do in College. They are based on the
character of Christ. Staff recognise that they
apply in the first place to them but similarly, as
leaders in the student body, sixth formers take the
lead in living out our core values.
If you are in year 11 at Emmanuel, or thinking of trying a new school and
feel excited at the thought of taking on the sixth form challenge, then we would love to work with
you, but places are limited and competition strong so please look carefully at the general and
specific criteria in this booklet, fill in an application and choose your subjects.
Year 11 students from Emmanuel should bring their option form to a meeting with their the
member of senior staff who signed off their report.
External applicants should fill in an application and send it to Mr. James. There is a taster day on
Monday June 30 and you will be invited for an interview with Mr. James.
Enrolment will be on Tuesday 26th August.
5
WHAT ARE WE LOOKING FOR IN
PROSPECTIVE SIXTH FORM STUDENTS?
There is competition for the 140 places on offer
in each year of the Emmanuel College Sixth
Form, and entry is based upon merit. Preference
will be given to students who:
• are academically capable of dealing with
the rigour of their chosen course;
• have demonstrated in their school career
to date that they are a giver rather than a
taker.
The Emmanuel Sixth Form is a supportive
environment in which students are challenged
to achieve their personal best and inspired
to serve others with their talents. There is
an opportunity on the application form for
applicants to outline how they would contribute
in an environment such as this.
A. General admissions criteria
• Five GCSEs at C grade or higher including
English and Maths
• A specific recommendation from relevent
subject teachers
• An exemplary conduct record from January
to June
• An attendance of 93% in Years 10-11, or a
relevant medical explanation
• A willingness to participate in the Sixth Form
Leadership Programme
• Willingness to commit to all aspects of the
Learning Agreement
6
B. Subject specific admissions criteria
Entry into the individual A/AS Level Courses is
dependent upon specific entry requirements
as detailed by each subject together with
a re c o m m e n d a t i o n f ro m t h e H e a d o f
Department.
Note that a minimum grade B is required
by many subjects. Some subjects, such as
mathematics, chemistry, biology, physics
and languages where the jump to A level is
particularly challenging, will require candidates
to have a strong A or even A* at GCSE.
Entry into Applied A Level practical and BTEC
Courses is dependent upon the recommendation
of the Head of Department rather than specific
grades and therefore require a departmental
interview to demonstrate specific skills, or the
submission of a portfolio.
C. External admissions
Emmanuel welcomes applications from other
schools and is the richer for it when students
join from elsewhere.
Where students apply from other schools the
Principal will seek references from the previous
school in relation to the above points. Where
Emmanuel GCSE requirements do not match
the courses studied the Principal will exercise
his discretion in making the offer of a Sixth
Form place.
Internal
Tests
Internal
Tests
Dispatch of
UCAS Forms
Year
Internal Tests
13
Year
12
Scottish
Borders
Visit
Academic
Tutorials
Academic
Tutorials
AUTUMN TERM
External
Examinations
for some
courses
Rehearsal
Examinations
Rehearsal
Examinations
Academic
Tutorials
Academic
Tutorials
SPRING TERM
External
Examinations
Leavers’
Dinner
External
Examinations
External
Examinations
Academic
Tutorials
Completion
of UCAS
forms
External
Examinations
SUMMER TERM
OVERVIEW OF YEAR 12 AND 13
M AY B A N K H O L I DAY W E E K
EASTER
FEBRUARY HALF TERM
CHRISTMAS
NOVEMBER HALF TERM
7
ACADEMIC RESPONSIBILITIES
From the beginning of Sixth Form courses,
whether A /AS Level or vocational, students
are expected to work in a self-motivated
and responsible way to produce work of the
highest quality.
Lessons
Students develop the skill of noting the most
important ideas, concepts and arguments in
a concise fashion. Further help in note taking
is outlined in academic diaries. Students
should arrive punctually for every lesson
and immediately catch up on any work
that is missed for whatever reason. Some
time is invested at weekends revising the
work covered that week so that mastery is
achieved. This also clarifies any problems
of understanding that arise. Those students
unable to maintain this routine are put on
a supervised programme of directed study
until they catch up.
Independent Study
The purpose of independent study (IS)
is to encourage a deeper understanding
of the subjects studied, and to develop
organisation, responsibility and self
motivation. The choices involved require
students to manage their own learning
outside of taught lessons and are good
preparation for adult life.
The following independent study facilities are
available for the responsible majority to use:
•
•
•
•
•
8
The Sixth Form Centre, in which the
atmosphere is of focused, but not
necessarily silent, work. There are plenty
of computers, as well as access to library
resources next door;
The library, available for silent study
and research, equipped with laptop
computers;
IT Open Area computers, some of which
are usually available for silent IS;
Specialist rooms for music, art and
technology students, which may be used
with the agreement of departmental
staff;
The Fitness Centre.
Young adults in the workplace or in Higher
Education are expected to manage their
time themselves, and similarly students
who are up to date with their work in the
Emmanuel Sixth Form will be allowed to take
breaks to socialise or keep fit, subject to the
recommendation that:
•
•
no more than 50 minutes per week be
spent in the Sixth Form Refectory;
no more than two non-contact periods
per week be spent in the cardio or
weights rooms.
Students who struggle to study
independently – who miss deadlines or
submit substandard work – may be referred
by their teacher to attend directed study (DS)
for the following week in supervised rooms.
Good use of independent study allows
students to have a life beyond College. If
the working day is used well, a routine of
two hours’ study each evening (a little more
at weekends and in the build up to exams)
should suffice to manage a typical A Level
workload. This is why we recommend that
you do not take on paid work during the
week and the Learning Agreement requires
a maximum of 10 hours paid work be
undertaken in term time. For many students
even this could jeopardise their chances of
long term success.
Tutorials
Each Sixth Form student has a form tutor
who they will meet daily. They will also be
assigned an Academic Tutor who will meet
with them throughout the year. These
interviews enable the College to assess
individual progress whilst also giving them
the chance to share areas of difficulty and
concern with a member of staff who will be
looking out for their personal interests over
the next two years.
Periodic Testing
As well as class tests, there are formal
exams in every subject in October and
February of Year 12 and January of Year
13. These are very important asessments
to help staff monitor progress.
A-Level students sit AS examinations in
each subject in May/June of Year 12 and
these results decide whether or not a
student will continue on each course.
These tests are also used to predict final
results for university admissions tutors.
The tests will be rigorous from the outset,
and results and class attendances will be
reported to parents in writing.
Those who excel may be nominated
by the Principal as being suitable for
Oxbridge application.
Timetable and External Assessment
•
A sixth former’s week is made up of
twenty nine periods of teaching plus
two periods of Philosophy, Theology
and Ethics (PTE) or Guidance and two
periods of Games.
•
All courses are a two year
commitment and once a course has
begun it is expected that the student
will see it through to conclusion.
•
All students sit AS examinations
in June and students are expected
to prepare for these exams so
thoroughly that they will not need to
resit in Year 13.
•
All courses run in response to
demand, and where there is
oversubscription the Principal will
make final decisions about entry. It is
hoped that no subject will have to be
withdrawn through lack of numbers.
9
SIXTH FORM UNIFORM
Sixth Formers wear a distinctive uniform designed to project a professional, business-like image.
Sixth Formers are naturally a focus of inspiration to younger students, and the way in which
they dress sets a lead; it is therefore vitally important that a high standard be set in respect of
both smartness and modesty and that Sixth Form uniform embodies equality and a sense of
community. All uniform should be purchased from the College shop.
Students wear a black blazer, white shirt/blouse and black trousers and black skirts. All boys wear
a College sixth form tie which is supplied directly by the College.
All students wear plain black, sensible, polishable shoes. Unlike younger students, some sixth
form boys wear shoes with minimal metal accessories which are part of the shoe design and not a
fashion statement, but shoes with other distinctive fashion features, moccasins, training shoes and
boots are not worn as a normal part of day wear. Stilettos, sharp-heeled shoes or ballet pumps
are not worn for health and safety reasons, and girls’ heels are kept to less than 4 cm (measured
where the heel meets the instep). In the summer, girls may opt to wear flesh coloured tights
rather than the normal black tights.
Girls limit their jewellery to a single ring, a single discreet gold or silver chain with a pendant
(which must also be discreet), a small stud in each ear lobe and a slender gold or silver bracelet;
boys, a single ring. Students are asked to remove any item of jewellery which is gaudy,
conspicuous or otherwise out of line with these guidelines, and confiscation follows any repeat
offence. Girls may wear make up, but this must be tasteful and discreet.
Hair is worn in a modest, smart and professional style rather than as a fashion statement. Some
sixth form girls choose to dye their hair a single natural colour, or subtly to enhance a single
natural colour. The emphasis is again upon what is discreet and tasteful: peroxide, jet black or
non-natural colour dyes are not used, and hair is not styled in two noticeably different colours.
Girls who choose to wear their hair down are asked to avoid a style obscuring the eyes or face.
Any hair adornments are either metallic or in darker colours.
Sixth form boys keep their hair to a single natural colour, again avoiding peroxide, jet black or
non-natural colours. Boys do not wear their hair over the collar or eyebrows, spiked or pig-tailed,
or take a ‘stepped’, a ‘number one’ or a ‘number two’ haircut. Some boys choose to return after a
holiday period with a fully grown, tidy beard, but unsightly stubble is not permitted.
Hair treatments can be an expensive business! Sixth
Formers who are concerned that their plans may
be unacceptable are advised to check beforehand
with a senior member of staff. It has been necessary
in the past, reluctantly, to enforce correction of a
haircut or treatment which has breached the spirit
of this guidance, resulting in expensive correction
or a student being asked to remain at home until an
appropriate style has been restored.
Girls’ skirts are worn to within one inch of the knee.
Boys’ ties are worn to cover all the buttons of the shirt.
Coats and bags are kept to plain non-garish colours
which should not be highly fashionable, expensive or
otherwise a focus for theft or envy! Denim clothing,
paramilitary coats or coats and bags with adornments
or labelling are not appropriate for College use.
Outdoor coats are removed before entering the
building.
10
Assessment
primarily
by exam
CHOOSING SUBJECTS
Arts and Humanities
Science and Technology
English Literature
Mathematics with Mechanics
English Language
Mathematics with Statistics
Geography
Further Mathematics (2 A Levels)
History
Physics
Religious Studies
Chemistry
Philosophy (to AS Level only)
Biology
French
Sports and Physical Education
German
Technology (50% exam, 50% coursework)
Economics
Business Studies
Art
Drama
Music
Latin (to AS Level only)
Assessment
primarily
by coursework
BTEC National Certificate in Business(Equivalent to 2 A Levels)
Applied ICT
Applied Science
BTEC National Certificate in Science (Equivalent to 2 A Levels)
BTEC National Diploma in Engineering (Equivalent to 2 or 3 A Levels)
How do I decide the best subjects for me?
An exciting thing about being a Sixth Former is that you study only the A Level subjects you choose. That’s
great, because few of us are good at everything! There are six questions to ask:
1. Am I more ‘Arts’ or ‘Sciences’? See below on this.
2. What do I enjoy? What would it be a pleasure for me to spend two years studying?
3. What am I good at? What comes naturally to me? (Ask your parents, and teachers and friends who
know you!)
4. What do I want to do next? What will open doors for the future? If you don’t yet know what you want
to do next that’s OK; choose subjects that keep your options wide open.
5. What subjects work well together? What subjects make sense in combination? The way the table is
organised above may help.
6. How do I want to be assessed? Some people are better at exams and some better at coursework.
How many subjects should I do?
You need to finish Year 13 with three strong A Levels. For many students the best way to do this is to
complete four A Levels. For some who start four, it may become clear in Year 12 that three A2 subjects are
stronger than the fourth, but we do not encourage students lightly to drop a subject. For other students
it is better to concentrate on three A Levels from the start Senior staff will advise you about this important
decision as you apply.
Am I ‘Arts and Humanities’ or ‘Science and Technology’?
According to The Open University, “The arts and humanities… are all concerned with cultural expression
and how it has come to take the forms that exist today… You’ll gain insight into the modern world
we live in and how we got to where we are. And you’ll pick up skills in information management and
analysis, communication and presentation, and the valuable ability to think both creatively and critically.”
science and mathematics, on the other hand, involve the unfolding discovery of order and pattern in our
universe. Studying sciences enhances our understanding of the world, allowing us to improve our social
and economic future, and it fills us with awe and wonder. Maths is at the heart of advances in science
and technology, as well as providing problem-solving and decision-making tools for many areas of life.
Engineering and technology put science and maths principles to work to create products which make our
lives easier, and require the ability to solve problems imaginatively.
Most (but not all) of us are more one column than the other. But there’s nothing wrong in choosing two
closely related subjects and one contrasting one from the other column.
11
COMPULSORY CURRICULUM
GCSE REQUIREMENTS
All students in the Sixth Form are expected to have scored at least a C grade in GCSE English Language
and Mathematics.
PHILOSOPHY, THEOLOGY AND ETHICS
How then should we live?
The aim of this course is to enable students to understand, articulate and critique their world
view and the world views of those around them in order that they may be able to approach truth
claims and ethical choices in a reasoned and consistent manner.
Key Objectives
• Students will be able to understand the most significant global world views and the beliefs
that constitute them.
• Students will be able to apply their knowledge and understanding of world views to enable
them to make consistent and well informed responses, both intellectually and practically, to a
range of truth claims, contemporary ethical issues and global / future challenges.
• Students will be able to present their understanding and their own conclusions with clarity
and persuasiveness in a range of settings.
Course Description and Organisation
Students will take four units in total taking two in each year of study: World Views and Culture
and Contemporary Issues in Society are studied in Year 12 while Global and Future Challenges
and Forming a Personal Response are studied in Year 13.
Each unit will be awarded one of four grades: fail, pass, merit or distinction
Each unit contains one assessment task which will be formally marked. In addition, students are
required to maintain a PTE file which will contain lecture notes, notes from further reading and a
journal entry for each week using the pro forma provided.
Each student will be expected to write, present and defend a debate speech during their course.
Their performance in the debate will be assessed. In the event that a student does not pass this
element of the course, an opportunity for a second speech will be provided.
Each week sessions will begin in the Lecture Theatre where a short introduction will be provided
and through which students will be introduced to the key questions that they will be considering
throughout the session. Some weeks students will remain in the Lecture Theatre to consider the
issues for the whole session although many weeks will involve discussion in seminar groups led
by the PTE teaching team.
Every effort will be made to provide students with the opportunity to hear experts speak on their
area of specialism throughout the course and as such a good proportion of lectures will be given
by guest speakers as well as by Emmanuel staff who are able to deliver content in a similarly
expert manner.
Debates will take place in three groups so that every student has the opportunity to present a
debate speech at some point during the course. Although there is only one assessment task for
each unit, there will be a requirement for students to submit elements of this assessment as the
unit progresses.
12
PHYSICAL EDUCATION / COMMUNITY ACTION
Students have the opportunity to select from a range of physical activities such as aerobics,
badminton, weights, trampolining, rugby, swimming and many more. The activities change
every six weeks and the emphasis is on enjoyment and the development of new skills. Some of
the activities offered will take place off the College site.
There is the opportunity to get involved in College teams for rugby, hockey and netball and
students can also develop their coaching and refereeing skills. Students can take the Community
Sports Leader Award, a national award organised through the Central Council for Physical
Recreation. It is designed for those who wish to acquire confidence and ability in organising
groups in games and physical recreation. The course lasts 18 weeks and takes place during PE
time.
As already noted The Duke of Edinburgh’s Award Scheme is available to those wishing to take
the Gold or Silver Award. The Award covers recreation, new skills, community service and
expeditions in the hills. Sessions are organised in PE time and after College.
It is possible to get involved in community service during PE time if a student proposes a
suitable suggestion for the type of service they would like to give. This facility can also be used to
gain valuable work experience.
INDEPENDENT STUDY TIME
All sixth form students have Independent Study periods when they are not being taught. These
periods are spent in personal study as detailed on page 6.
This private study will incorporate research using books, periodicals, ICT facilities and other
resources to enhance academic studies and career and university planning.
SPECIAL EVENTS
All lower sixth form students (Year 12) embark upon a three-day induction visit at the beginning
of the year. The cost of this tour will be around £200. This can be paid in installments over the
autumn term.
The Principal hosts a Leavers’ Dinner for the Upper Sixth Form immediately prior to the
commencement of their study leave in May.
Each December the sports teams go on a tour to different parts of the
British Isles.
As for the rest of College, the Christmas Carol Service and Presentation Evening are compulsory
evening events, and attendance at Sports Day is compulsory.
There are many more outward bound, residential and overseas visit opportunities which are
communicated to students in September.
13
OPTIONAL CURRICULUM
ART
AS/A Level (Examination Board: AQA)
Entry Requirement
Students should achieve at least a B grade at GCSE plus a portfolio. In addition students must have a subject
teacher recommendation.
Course Description and Organisation
If you enjoy working with images and particularly enjoy drawing, painting and three dimensional work,
then you should study Art. You will be given the widest possible opportunities to explore ideas, materials
and processes. Critical awareness and historical knowledge provide a crucial basis for developing ideas. A
series of illustrated talks are given during lessons and the department will also run trips to relevant galleries
and museums.
All Year 12 and 13 students are encouraged to develop their ability in drawing. Drawing is considered to be
an essential discipline; sketchbooks are regularly reviewed. Students must also develop an understanding
of the theory and history of art in relation to their practical work. Individual tutorials are regularly given
and each student will follow a programme of work based on his or her own particular interests and level of
ability.
Ambitious work is always encouraged, in terms of both the scope and the quality of the final works.
Students may be expected to attend evening sessions during the week in order to keep up with their
practical work in addition to regular lengthy homeworks and personal study periods.
Assessment Arrangements
All work is assessed according to four objectives based on developing ideas, recording information, analysis,
and ability to produce a personal response.
Project/Coursework Details
In Year 12
Unit 1
Portfolio (80 marks) 50% of total AS marks, 25% of total A-Level marks
A portfolio of work that demonstrates the depth and breadth of the course based on at least one idea,
concept, theme or issue.
Unit 2
Externally set Assignment (80 marks) 50% of total AS marks, 25% of total A-Level marks
Create a unit of work and sit a 5 hour controlled test based on starting points which are set by the exam
board.
Work produced can take the form of preparatory work and finished piece(s) or wholly developmental work.
In Year 13
Unit 3
Personal Investigation (80 marks) 25% of total A Level marks
Personal investigation candidates develop work in response to an idea, theme, content or issue. Practical
work is supported by 1000-3000 words.
Unit 4
Externally set Assignment (80 marks) 25% of total A Level marks
Create a clearly defined unit of work and sit a 15-hour controlled test based on starting points set by the
exam board. Work will lead to a final piece or pieces.
Career Opportunities
Everything that we look at around us has been designed or conceived by designers and craftspeople. The list
of career opportunities is therefore large. Below are a few possible jobs in art. Animator, Architect, Careers in
Art Galleries/Museums, Art Therapist, Display/Window Dresser, Exhibition Designer, Fashion Designer, Fine
Artist, Florist, Furniture Designer, Graphic Designer, Illustrator, Interior Designer, Landscape Designer, Makeup Artist, Packaging Designer, Photographer, Costume/Set Designer, Art & Design Teacher, Photographer,
Model Maker, Jewellery Maker, Web/Author Designer, Sign Writer, Traditional Crafts Worker, Special/Visual
Effects Designer, Textile Designer, Cartoonist, TV/Film Director.
14
BIOLOGY
AS/A Level (Examination Board: OCR)
Entry Requirement
Students should achieve a high B grade (seperate award) or a strong A grade (dual award) and at least a B
grade in both English and Mathematics. In addition students must have a subject teacher recommendation.
Course Description and Organisation
AS Units
A: ‘Cells, Exchange and Transport’: explains the structure of the cells, how they functions and how they
differentiate into new types of cells from stem cells. Transport includes transport in both plants and animals,
as well as the gas exchange systems. This unit accounts for 15% of the A level marks.
B: ‘Molecules, Biodiversity, Food and Health’: this starts with Biological molecules, DNA and RNA, and
enzymes. It continues with diet, food production and health and disease. Biodiversity covers classification,
evolution and how we maintain biodiversity. The visit to Edinburgh Zoo effectively supports this unit. This
unit accounts for 25%of the A level marks.
C: ‘Practical skills in Biology 1’: assesses the practical skills in Biology. This unit accounts for 10% of the A
level marks.
A2 Units
D: ‘Communication, Homeostasis and Energy’: covers the more demanding concepts of respiration and
photosynthesis. The nervous and endocrine (hormonal) systems and the kidneys are covered in the
Communication and Homeostasis topics. This unit accounts for 15% of the A level marks.
E: ‘Control, Genomes and Environment’: looks at genetics in more detail and covers some of the
controversial topics such as genetic engineering, gene therapy and genetic fingerprinting. This topic also
includes how animals and plants respond to their environment and the affect the environment has on them.
The visit to St Mary’s Island supports this unit. This unit accounts for 25%of the A level marks.
F: ‘Practical skills in Biology 2’: assesses the practical skills in Biology. This unit accounts for 10% of the A
level marks.
Assessment arrangements
Units A and B to be assessed in June of Year 12,
Units D and E to be assessed in June of Year 13,
Unit C and F are the practical skills component, assessed during the course.
Practical skills
Units C and F are assessed practical activities involving a qualitative, quantitative and evaluation task, all of
which is conducted as an examination.
Career opportunities
Biology is classed as a facilitating subject for university entry and as such opens up a huge range of possible
degree choices for further study. Twenty-five courses at university require at least an AS Biology qualification
as an entry requirement. Careers in life sciences include medicine, dentistry, veterinary science, pharmacy,
pharmacology, dietetics, biochemistry, biomedical material science, immunology, virology, biotechnology,
genetics, ecology, psychology and many more!
15
OPTIONAL CURRICULUM
BUSINESS STUDIES
AS/A Level Examination Board: AQA
Entry Requirement
Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
The course covers all aspects of Business Studies including:
• Starting a Business
• Financial Planning
• People in Business
• Marketing and Competition
• Strategic Planning
• Business Environment
• Managing Change
Project/Coursework Details and Deadlines
The course is predominantly assessed via external written examinations, some of which are based on case
studies.
Career Opportunities
The A Level Business course is excellent preparation for further study or training and employment.
BTEC LEVEL 3 NATIONAL DIPLOMA IN BUSINESS
Entry Requirement
Students must have a subject teacher recomendation.
Course Description and Organisation
The course is broadly equivalent to two A levels. It is graded as Pass, Merit, Distinction or Distinction star.
The course is comprised of four mandatory and four optional units. The mandatory units cover:
• The Business Environment
• Business Planning
• Introduction to Marketing
• Business Communications
Project/Coursework Details and Deadlines
The BTEC course is a work-related A-level qualification which is predominantly assessed by coursework.
Career Opportunities
The BTEC Business course is excellent preparation for either working life or further study.
16
CHEMISTRY
AS/A Level (Examination Board: AQA)
Entry Requirement
Students should achieve a high B grade (seperate award) or a strong A grade (dual award) and at least a B
grade in both English and Mathematics. In addition students must have a subject teacher recommendation.
Course Description and Organisation
A/S Units 1-3 & A2 Units 4-6
A/S
At AS Level candidates are given a solid grounding in foundation Chemistry. The specification introduces
the chemical reactivity of atoms and molecules and provides an understanding of their structures. The
development and use of the periodic table is explained. The introduction of Practical Skills Assignments
(PSA) and an Investigative Skills Assessment (ISA) into the specification allow pupils to gain credit for work
done in routine class practicals as well as an Invesigative Assignment. Assessment becomes linked to the
work of the course, and moves away from formulaic testing.
A2
At A2 Level the specification develops the concepts of physical chemistry introduced at AS. Candidates
will study kinetics, equilibria, organic chemistry and spectroscopic techniques to determine the molecular
formulae and structures of organic compounds. Candidates will continue to be assessed through PSA,
gaining credit for work done in routine class practicals. This is again in tandem with an Investigative Skills
Assessment.
Assessment Arrangements
Unit 1 Foundation Chemistry (16% of A Level)
75-minute written paper including short and long written answers
Unit 2 Chemistry In Action (23% of A Level)
105-minute written paper including short and long written answers
Unit 3 Investigative and Practical Skills - Internal Assessment (10% of A Level)
This involves doing at least two ISA practicals and tests during the course, during normal
class time.
Unit 4 Kinetics, Equilibria and Organic Chemistry (20% of A Level)
105-minutes written paper including short and long written answers
Unit 5 Energetics, Redox and Inorganic Chemistry (20% of A Level)
Unit 6 Investigative and Practical Skills - Internal Assessment (10% of A Level)
This involves doing at least two ISA practicals and tests during the course, during normal
class time.
Career opportunities
Almost anything, but particularly medicine, veterinary science, dentistry, pharmacy, research and
development e.g. chemicals, mining, pharmaceuticals; manufacturing & service e.g food, paper,
brewing, transport, public analyst; finance, law, politics etc. Whether the career is directly related or not, a
qualification in Chemistry is highly regarded as a sound basis for employment.
17
OPTIONAL CURRICULUM
DESIGN AND TECHNOLOGY: SYSTEMS AND CONTROL
AS/A Level (Examination Board: AQA)
Entry Requirement
Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
A Level Technology is a very successful course and is well regarded by university admission tutors who value
the analytical and evaluative skills it fosters. The course gives students the opportunity to study, propose and
realise prototype solutions to designing-and-making situations closely linked to the real world of product/
system manufacture.
There are 4 units of assessment, two for the AS award and two for the Advanced GCE award.
AS
Unit 1 – Materials, Components and Applications
Unit 2 – Learning Through Designing and Making
(2 Hour Written Paper)
(Coursework)
A2
Unit 3 – Design and Manufacture (2 Hour Written Paper)
Unit 4 – Design and Making Practice (Coursework)
Assessment Arrangements
50% Coursework
50% Written Examinations
The subject matter does favour students who have followed an electronic products or system and control GCSE
but due to the broad range of topics covered, including electronic, electrical, mechanical and pneumatics; it
is possible for students from other Technology disciplines to achieve success.
Project/Coursework Details and Deadlines
The highlight of the course in Year 12 is the 50 hours of practical work, which can be one or more manufactured
outcomes accompanied by a design portfolio.
The A2 part of the course also consists of a 60 hour major practical project and accompanying design portfolio,
which should build on the skills and knowledge gained throughout Year 12.
Students are given access to all of the equipment and expertise available in the department to complete their
practical work, and some of the projects completed in previous years would not be out of place if manufactured
by degree-level students.
Career opportunities
Technology is an obvious choice for anyone wanting a career in all forms of engineering. The subject is also
valued by admissions officers as it compliments mathematics, the sciences and economics, for people wanting
to follow careers in management, marketing, law and accountancy, to name just a few.
18
DRAMA AND THEATRE STUDIES
AS/A Level (Examination Board: AQA)
Entry Requirement
Students should achieve at least a B grade at GCSE plus you will be required to audition. In addition students
must have a subject teacher recommendation.
Course Description and Organisation
This course allows students to develop their acting skills, directing and devising skills; and to further develop
their understanding of the history of theatre, influential practitioners and playwrights. The course is equally
practical and academic and students will work in groups for performance units and study of set texts.
Students will work individually for reviews of live theatre productions, practitioners and playwrights at work.
To complete the course students will be required to sit a written exam on set texts and live performances as
well as present practical performance work to an invited audience in both Years 12 and 13.
Assessment Arrangements
AS Course Outline
Unit 1: WRITTEN EXAM (60%)
The study and review of live theatre productions seen and practical study of the AS level set play A
Doll’s House by Henrik Ibsen.
Unit 2: PRACTICAL EXAM (40%)
Performance of an extract from a scripted play.
Study of influential playwrights and practitioners.
A2 Course Outline
Unit 3: WRITTEN EXAM (60%)
Study of two set – A View from the Bridge by Arthur Miller (20th century theatre) and A
Servant of Two Masters by Carlo Goldoni (pre twentieth century theatre).
Unit 4: PRACTICAL EXAM (40%)
Performance of a devised piece of drama.
Study of influential theatre practitioners and theatre companies.
Project/Coursework Details and Deadlines
Students should be aware that this course requires a commitment to working with others towards deadlines.
Group work homework will be necessary and therefore students will be required to rehearse after school
and during DS periods. To ensure that AS Level Unit 1 is completed students will be required to take part in
all organised visits to the theatre and will be encouraged to see as much performance work as is possible.
Written exams will take place in May of each year and the practical performances in March or April. The
written exams are externally set and marked, whereas the practical work is internally assessed and then
moderated by a visiting AQA moderator.
Career Opportunities
Drama and Theatre Studies illustrates to a university or employer an ability to be creative and work
collaboratively with others as part of a productive team. It is an essential preparation for a degree in Drama
or Drama School training. As a subject it also combines well with other Arts subjects, History and English
Literature or Language. Careers possibilities following additional training include: performer, actor, director,
producer, teacher, drama and theatre workshop leader, youth worker, and children’s entertainer. In addition
all roles within the theatre require a keen interest in drama, from dressers to stage managers to theatre
administrators.
Skills developed during this course are also relevant to many academic and professional occupations. The
armed forces, emergency services, medical profession and financial sector all recognise the skills developed
during drama work and use role-play extensively within their training.
Additional Information
Please note, to complete this course it is essential to visit the theatre up to four times each year and to
purchase plays for practical performances. Therefore it is advised that there will be a cost of approximately
£50-£60 per year to complete the course. In addition, for practical work, theatre studies students will need
to wear a Drama Department T-Shirt which can be purchased from the college uniform shop (approximately
£8). A pair of black jazz pants, jogging bottoms or thick leggings will also be needed, along with practical
footwear.
19
OPTIONAL CURRICULUM
ECONOMICS
AS/A Level (Examination Board: OCR)
Entry Requirement
Students should achieve at least a B grade in Business Studies or B grade in Maths or English at GCSE. In
addition students must have a subject teacher recommendation.
Course Description and Organisation
This course comprises 4 assessment units (2 for AS and 2 for A2).
Economics is the study of how society allocates scarce resources between competing claims on their use.
Economic issues affect the lives of everyone: when we decide which goods to buy, how we divide up our
work and leisure time, how businesses survive, and what policies governments use to run the country.
Economics examines the issues and develops models of human behaviour. These models allow us to some
extent to analyse problems, predict outcomes, and evaluate policies. How is money defined and what are
interest rates and exchange rates? Is free trade a good thing? Why do unemployment and inflation keep
going up and down and fluctuate between regions and countries? How do taxes affect the behaviour of
firms and consumers?
AS Units
Unit 1: F581. Markets in Action,
• The reasons for individuals, organisations and societies having to make choices
• Competitive markets and how they work
• Market failure and government intervention
Unit 2: F582. The National and International Economy
• Aggregate demand and aggregate supply and their interaction
• Government economic policy objectives and indicators of national economic performance
• The application of macroeconomic policy instruments and the international economy
A2 Units
Unit 3: F584. Transport Economics
• Transport, transport trends and the economy
• Market structures and competitive behaviour in transport markets
• Market failure and the role of intervention in transport markets
• Transport economics and government policy
Unit 4: F585 The Global Economy
• Macroeconomic performance
• Trade and integration
• Development and sustainability
• The economics of globalisation
In each of these A2 units, we will build on the economic insights and principles learned in the AS units, and
concentrate more on analysis, economic theory and evaluation.
Assessment Arrangements
Each AS unit has a 1 hour 30 minute exam, made up of a data response question and an essay. Each A2
unit, which is synoptic, has the same method of assessment, but is a 2 hour exam.
Career opportunities
Many degree courses involve an element of economics and so it is relevant to a wide range of subjects, but
it is particularly useful for careers in Law, Accountancy, Business and Finance.
20
BTEC NATIONAL DIPLOMA / EXTENDED DIPLOMA IN ENGINEERING
Examination Board: EDEXCEL
Entry Requirement
Students must have a subject teacher recomendation.
Course Description and Organisation
The course involves 12 units of study for the National Diploma, resulting in an award of 2 – A Levels or 18
units of study for the Extended Diploma, resulting in an award of 3 – A Levels. The units cover a wide range of
Engineering disciplines such as: CNC machining, Computer Aided Design, Electronics, Fabrication, Mathematics,
Further Mathematics and Electrical Principles. Where possible the units are taught using a reasonable amount
of practical work, especially through the completion of a major project. Visits to Engineering companies also
play an important role in the course.
Assessment Arrangements
Student progress is assessed through the completion and grading of regular assignments for each unit. All
units are internally assessed and externally moderated before final grades can be awarded. Students achieve
points for each unit which can eventually lead to an award of two grades at Pass, Merit or Distinction for the
National Diploma or three grades at Pass, Merit or Distinction for the National Extended Diploma. Pass grades
equate to E’s, Merit grades equate to C’s and Distinction grades equate to A’s.
Project/Coursework Details and Deadlines
Assignments are set continuously throughout the two years of the course for each of the units studied. None
of the units has an externally set examination but several units have internally set tests which are used as part
of the grading criteria.
Career opportunities
The course has a broad scope and therefore it prepares students for work in a variety of engineering companies
with a wide scope of career choice. Students who perform well and achieve high grades are well placed to
apply for university courses in a wide range of engineering disciplines.
21
OPTIONAL CURRICULUM
ENGLISH LANGUAGE
AS/A Level (Examination Board: AQA Specification B)
Entry Requirement
Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
This A level will comprise 4 assessment units (2 for AS and 2 for A2). There will be certification of individual
units.
AS Units (1706)
Unit 1 – ENGB1
Categorising Texts (2hr written examination; 60% of AS, 30% of A Level)
The aim of this unit is to introduce candidates to methods of exploring and understanding spoken and written
language in use. Candidates will be required to use linguistic methods to analyse and investigate a variety of
texts taken from everyday sources. The unit also focuses candidates’ attention on the linguistic aspects of three
specific social contexts: language and gender, language and power, language and technology.
Unit 2 – ENGB2
Creating Texts (coursework; 40% of AS, 20% of A Level)
The aim of this coursework unit is to allow candidates the opportunity to develop and reflect upon their own
writing expertise. Candidates will be required to produce a folder comprising two pieces of original writing
and two commentaries which explore the writing process and assess the success of the individual pieces.
A2 Units (2706)
Unit 3 –ENGB3
Developing Language (2½ hour written examination; 30% of A Level)
This unit builds on AS knowledge and skills, with an additional focus on two new areas of language study:
Child Language Acquisition and Language Change.
Unit 4 – ENGB4
Investigating Language (coursework; 20% of A Level)
The aim of this coursework unit is to develop candidates’ ability to explore and analyse language data through
a variety of methods. The coursework folder (2500-3000 words in total) will comprise two individual pieces
of writing: a language investigation (research project) and an informative media text.
Assessment Arrangements
Candidates may achieve an A-Level qualification by taking assessment units in stages. The normal pattern
envisaged will be for candidates to complete AS at the end of their first year of study and A2 at the end of their
second year of study.
Project/Coursework Details and Deadlines
Unit 2: Creating Texts AS – March Year 12
Unit 4: Investigating Language A2 – March Year 13
Career Opportunities
Similarly to A Level English Literature, this course will allow ready access into most university arts courses. It
will be a valued qualification for those seeking vocational degrees in Law, Education, Management, Marketing
and Personnel, to mention but a few.
22
ENGLISH LITERATURE
AS/A Level (Examination Board: OCR)
Entry Requirement
Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
This A level will comprise 4 assessment units (2 for AS and 2 for A2). There will be certification of individual
units.
AS Units (H071)
Unit 1 – F661
Poetry and Prose 1800-1945 (closed text, written examination; 60% of AS, 30% of A Level)
Candidates answer two questions: one on a specified poem from the selected poems of the poet studied;
the other on the prose text studied.
Unit 2 – F662
Literature Post-1900 (coursework; 40% of AS, 20% of A Level)
The aim of this coursework unit is to encourage interest and enjoyment in contemporary literary studies and
for candidates to develop an understanding and appreciation of literary texts in the light of other readers’
views and an ability to link and explore relationships between texts in different ways. Candidates are
required to cover three texts written after 1900, including one written since 1990. The unit comprises two
tasks: close reading of one text/re-creative writing with commentary; then an essay on two linked texts.
A2 Units (H471)
Unit 3 –F663
Drama and Poetry pre-1800 (closed text, written examination; 30% of A Level)
Candidates will study a play by Shakespeare for Section A. Section B requires candidates to explore
contrasts, connections and comparisons between one other drama text and one poetry text.
Unit 4 – F664
Texts in Time (coursework; 20% of A Level)
The aim of this coursework unit is to encourage candidates to develop further the research skills acquired
at AS level and to synthesise knowledge and understanding acquired through their studies in an extended
study of three literary texts across at least two of the genres of poetry, prose and drama, selected from any
period and also across periods.
Assessment Arrangements
Candidates may achieve an A-Level qualification by taking assessment units in stages. The normal pattern
envisaged will be for candidates to complete AS at the end of their first year of study and A2 at the end of
their second year of study.
Project/Coursework Details and Deadlines
Unit 2: Literature Post-1900 – March Year 12
Unit 4: Texts in Time – March Year 13
Career Opportunities
An A Level in English Literature will allow ready access into most university courses and will be positively
helpful in refining your powers of communication in other subjects. All arts degrees require English; other
vocational courses which prefer it are Law, Architecture, Business Management and Education.
23
OPTIONAL CURRICULUM
GEOGRAPHY
AS/A Level (Examination Board: EDEXCEL)
Entry Requirement
Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
This specification consists of 4 units, two to be studied at AS and the remaining two in Year 13.
AS Unit 1 Global Challenges
The World at Risk
Going Global
AS Unit 2 Geographical Investigations
Extreme Weather
Rebranding Places
A2 Unit 3 The Contested Planet
Energy Security, Water Conflicts,
Biodiversity under Threat
Superpower Geography
Bridging the Development Gap
The Technological Fix
A2 Unit 4 Geographical Research. Students choose to study one of the following options:
Tectonic Activity, Cold Environments
Life on the Margins, Cultural Diversity
Pollution and Human Health
Consuming the Rural Landscape
Assessment Arrangements
All assessment is through written examinations as below:
Unit 1 1.5 hours (60%)
data response and guided essays
Unit 2 1 hour (40%)
longer responses including investigative (fieldwork) skills
Unit 3 2.5 hours (60%)
extended essays and a short synoptic essay based on pre-release materials
Unit 4 1.5 hours (40%)
one long report based on chosen option with pre-release materials
Fieldwork opportunities are integrated into the scheme of work and to that extent candidates will be
expected to undertake fieldwork during the course. To that end a residential field visit is planned together
with other one-day and half-day visits in the locality. In past years, the cost of such activities has been
around £280.
Further study and career opportunities
There are a number of Geography and geography-related degree courses available, especially in areas of
environmental and earth science, together with demographic and development studies. Geography A-level
is highly regarded for the breadth of skills acquired and is considered for entry to both science and artsbased degrees.
Many Geography graduates enter related professions for example, meteorology, environmental
management, hydrology, surveying, transport and planning. Others use the degree as a stepping stone into
other areas such as accountancy, law, business, banking or retail management.
24
HISTORY
AS/A Level (Examination Board: AQA)
Entry Requirement
Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
The course covers three main elements which are covered in both the AS and A2 exam: Medieval British
History; Medieval European History and Coursework.
Assessment Arrangements
AS
Two written papers
100% of AS
50% of A Level
A Level One written paper
30% of A Level
Coursework
20% of A Level
In British History students will study the period 1060-1216 over the course of two years. The main topics to
be covered will be:
The Norman Conquest and its impact on England;
The Angevin Kings and the development of the English monarchy.
In European History students will study:
The Crusading Movement and the Latin East, 1095-1204.
The A-level coursework will be an investigation of an historical issue chosen by students based on the study
of Medieval Heresy 1150-1380. Students will be expected to show the use of historical sources and reach a
reasoned conclusion on their chosen question. The study will be expected to be about 3,500 words and
submitted to the exam board by the 1st of April in the year of the examination.
Career Opportunities
A-Level History is necessary as a qualification for studying History at university. The analytical and
argumentative skills covered in the subject can also support applications for such subjects such as Law and
English.
History is suitable as a general qualification for jobs requiring the skills of communication- oral and written
analysis e.g. journalism, law, civil service, police work and information services. More specific careers are
those of archivists, museum workers, archaeologists, antiques specialists/restorers, museum curators and
History teachers.
25
OPTIONAL CURRICULUM
APPLIED INFORMATION AND COMMUNICATION TECHNOLOGY
AS/A Level Single Award (Examination Board: OCR)
Entry Requirement
Students should achieve at least a B grade at GCSE in ICT or Mathematics. In addition students must have a
subject teacher recommendation.
Course Description and Organisation
This course comprises 6 assessment units (3 for AS and 3 for A2).
AS (H115)
Unit 1: Using ICT to Communicate (portfolio assessment)
You will create a portfolio of different communications and the technologies that support them.
Unit 2: How Organisations use ICT (external assessment)
You will study how organisations use ICT to access and exchange information.
Unit 3: ICT Solutions for Individuals and Society (portfolio assessment)
You will produce a presentation of the results of an investigation using a spreadsheet to analyse numeric
data.
A2 (H515)
Unit 9: Working to a Brief (external assessment)
You are asked to find the solution to a brief chosen from a list of briefs set by OCR.
Unit 10: Numerical Modelling using Spreadsheets (portfolio assessment)
You will create a spreadsheet that uses some of the more specialist and complex spreadsheet facilities.
Unit 12: Publishing (portfolio assessment)
You need to create a newsletter to meet a client’s requirements.
Assessment Arrangements
For the AS GCE two units will be assessed internally, through a teacher-assessed portfolio and one unit will
be assessed externally with the assessment set and marked by OCR. These three units will be equally sized
and equally weighted. External assessments are 90 minutes and have pre-released case-study material.
Portfolio Assessment
Internally assessed units take the form of a portfolio of work designed to enable students to demonstrate an
understanding of the content of the unit. Each internal assessment is set by the College, is internally marked
and externally moderated by OCR.
Career Opportunities
This is a broad-based qualification in Applied ICT. The qualification is designed to provide a progression
route to higher education and further training for employment.
26
LATIN
AS Level (Examination Board: AQA)
Entry Requirement
Students should achieve at least a A grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
The AS course in Latin extends over two years and students study the subject for two periods a week. The
only external exam is at the end of year 13.
Students of AS will develop their analytical and evaluative skills which are excellent attributes both for
higher education and the world of work.
The language element of the course will develop a high level of competence in Latin as well as a sensitive
and systematic approach to language in general. Students will also develop their language skills through
the study of prescribed verse and prose texts such as the works of Ovid and Cicero. It will be necessary to
demonstrate an understanding of literary techniques and make a personal response to the texts.
Assessment Arrangements
There are two exams, one for language and one for literature.
The language paper offers two options. Candidates may either do two translations into English or the
easier translation plus some sentences from English into Latin. Throughout the course GCSE grammar
is developed and there is a Defined Vocabulary list. Any words which do not appear on this list will be
glossed on the question paper.
The literature paper consists of two set texts. Students will study approximately 225 lines from each set
text. From June 2015 to June 2017 the AS texts will be Ovid Metamophoses and Cicero De Imperio. In the
exam candidates will be required to
•
translate sections of the Latin text into
English
•
demonstrate an understanding of Latin
literary techniques
•
evaluate evidence and draw conclusions
using appropriate reference or quotation
•
produce personal responses which show
an understanding of the text.
Career Opportunities
Latin is a general qulaification respected for
the academic rigor and skills of analysis and
communication.
27
OPTIONAL CURRICULUM
MATHEMATICS
AS/A Level (Examination Board: OCR (MEI)
Entry Requirement
Students should achieve at least a A grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
Students are asked to choose between Mathematics with Statistics and Mathematics with Mechanics. For each
course, there are six modules, 4 of which are core modules and two applied modules, which are chosen to suit
a student’s interests and abilities.
AS Level (3 modules)
•
C1: Mathematical Modelling, Algebra, Co-ordinate Geometry, Polynomials
•
C2: Algebra, Sequences and Series, Trigonometry, Calculus, Curve Sketching
And either
•
M1: Modelling, Vectors, Kinematics, force, Newton’s Laws of Motion
Or
•
S1: Processes, Data Presentation, Probability, Discrete Random Variables, Binomial Distribution
A2 Level (3 modules)
•
C3: Proof, Logarithms, Functions, Calculus, Numerical Methods (including coursework)
•
C4: Sequences and Series, Trigonometry, Parametric Equations, Calculus, Vectors (including a
comprehension)
And either
•
M2: Force, Work, Energy and Power, Momentum and Impulse, Centre of Mass
Or
•
S2: Bivariate Data, Poisson Distribution, Contingency Tables, Normal Distribution
As a general rule, the mechanics course is taken by students who also study Physics and Engineering and the
statistics course by students who may be studying Geography, Economics and a variety of other courses.
Assessment Arrangements
Year 12 (AS): 3 modules equally weighted.
Year 13 (A2): 3 modules equally weighted. C3 contains a coursework element (20%). C4 contains a
comprehension paper (20%)
Career Opportunities
An A Level in mathematics is very valuable as a supporting subject to many courses at Advanced GCE and
degree level, especially in the sciences and geography, psychology, sociology and medical courses.
A Level Mathematics is a much sought after qualification and is often a requirement for the vocational
qualifications related to these areas.
Higher Education courses or careers that either require A Level Mathematics or are strongly related include:
economics, medicine, architecture, engineering, accountancy, teaching, psychology, physics, computing,
ICT.
People entering today’s most lucrative industries need to be confident using mathematics on a daily basis. To
be sure of this, many employers still look for a traditional mathematics A Level qualification. Researchers at
the LSE have recently found that people who have studied mathematics can earn up to 11% more than their
colleagues, even in the same job.
Even in areas where pure mathematics isn’t required, other mathematics skills learned, such as logical thinking,
problem solving and statistical analysis, are often desirable in the workplace. Mathematics is the new lingua
franca of commerce, business and even journalism.
28
MATHEMATICS AND FURTHER MATHEMATICS
AS/A Level (Examination Board: OCR (MEI)
Entry Requirement
Students should achieve A* grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
This course counts as 2 A-Levels – one in Mathematics and one in Further Mathematics and they will be
graded individually. This course is designed for very capable and enthusiastic Mathematicians and builds
extensively on the standard Mathematics A-Level.
As well as the 4 core modules (C1-C4), covered in A-Level Mathematics, the Further Maths Core element
includes FP1, FP2 and FP3, involving further calculus and trigonometry as well as co-ordinate systems,
complex numbers, matrices and proof.
Candidates will also cover the applied modules in mechanics (M1, M2 and M3) and statistics (S1 and S2)
Assessment Arrangements
Year 12: Candidates will normally sit the six modules required for A-Level Mathematics: C1-C4, S1, M1 – all
equally weighted, with C3 containing a coursework element (20%) and C4 a comprehension exam (20%)
Year 13: A further 6 modules, including the core FP1, FP2 and FP3 modules. The other modules are
made up of a combination of the applied modules, usually S2, M2 and M3. However in discussion with
the mathematics department, students can opt to study S3, NM (Numerical Methods), NC (Numerical
Computation), DE (Differential Equations), D1, D2 and DC (Decision Mathematics). It is possible to take
more than the required 12 modules, taking forward the best 12 marks (certain criteria apply)
Modules can then be combined in various ways to obtain the two qualifications (A2 Mathematics and A2
Further Mathematics).
It is possible to gain an A2 in Mathematics and an AS in Further Mathematics, where 9 modules are taken in
total, include at least C1-4, FP1
Career Opportunities
Students who wanted to continue their study of mathematics after A Level to degree level, postgraduate
level or research are encouraged to do further Mathematics. A good number of Further Mathematics
students go on to study Engineering at university.
Students wishing to study at one of the Russell Group universities, should study the informed choices guide.
For a good number of the science and the engineering courses, Further Mathematics is noted as a useful
qualification.
29
OPTIONAL CURRICULUM
MODERN LANGUAGES
AS/A Level (Examination Board: OCR)
Entry Requirement
Students should achieve at least a A grade at GCSE. In addition students must have a subject teacher
recommendation.
Course Description and Organisation
French and German are both offered at A level. The course aims to equip students with highly developed
linguistic skills which will enable them to understand and communicate in the language at an advanced
level. The course is based upon a number of topics which are firmly rooted in the culture of the target
language country.
The full A level qualification comprises four units, details of which are set below:
AS Level - Topics include aspects of daily life, leisure and entertainment, communication and media,
education and training.
Speaking 1
Section A : Role-play
Using the target language, candidates explain the English stimulus material.
Section B: Topic discussion
Candidates discuss a topic in detail, explaining facts, ideas and justifying points of view.
Listening, Reading and Writing 1
Candidates will be presented with extended listening and reading texts.
Some exercises will involve a non-verbal response whilst others will require answers in the
foreign language.
A2 Level - Topics include society, the environment, science and technology and culture.
Speaking 2
Section A: Discussion of article
Candidates discuss ideas presented in the stimulus article which is in the target language.
Section B: Topic discussion
Candidates choose a topic of interest and analyse ideas, develop and justify points of view.
Listening, Reading and Writing 2
Candidates answer a range of questions based on a number of extended reading and
listening passages. Candidates also attempt an extended essay based on one of the topics
studied.
Assessment Arrangements
Speaking 1 - 15% of A Level, 30% of AS
Listening, Reading and Writing 1 - 35% of A Level, 70% of AS
Speaking 2 -15% of A Level
Listening, Reading and Writing 2 - 35% of A Level
Career Opportunities
At the present time, many employers are unable to find enough linguists to fill vacancies in an extremely
wide range of jobs in business, industry, advertising, banking, finance, public relations, marketing,
engineering and law.
30
MUSIC
AS/A Level (Examination Board: EDEXCEL)
Entry Requirement
Students should achieve at least a B grade at GCSE plus you will be required to audition. In addition
students must have a subject teacher recommendation.
Course Description and Organisation
This well structured syllabus allows students to develop their skills in both composition and performance. At
the same time there is a high listening content which ensures that essential musical skills are given attention.
Links are made within the syllabus between listening, composition and performance topics.
Assessment Arrangements
AS
Unit 1 Performing Music
End of year 5-6 minute recital.
Unit 2 Composing
Three-minute composition from a choice of
briefs.
The writing of a CD sleeve note relating to the composition.
Unit 3 Developing Musical Understanding
End-of-year examination based on three areas of study: listening, set works and harmony.
A2
Unit 4 Extended Performance
End of year 12-15 minute recital
Unit 5 Composition and Technical Study
Free composition, lasting approximately three minutes, to a chosen brief.
A technical study (harmony, counterpoint or popular song)
Unit 6 Further Musical Understanding
End of year examination based on three areas of study: listening, set works and continuity
and change in instrumental music.
Project/Coursework Details and Deadlines
The written examinations and recitals will take place in April/May of Years 12 and 13. the composition(s) and
technical exercises are done under controlled conditions at different times throughout the course.
Career Opportunities
The broad outlook of the A-level course provides access to degree courses in Music and many other arts subjects.
It also provides a sound basis for careers in the following areas: composing, performing, music education,
music therapy, arts management, recording, broadcasting, publishing, journalism, libraries, museums, music
retailing and music technology.
31
OPTIONAL CURRICULUM
PHILOSOPHY
AQA – An Introduction to Philosopy AS
Entry Requirement
Students should achieve at least a B grade in Maths and English at GCSE.
Why Choose Philosophy AS?
This is an addition to our subjects and is intended to show that you can think creatively and grasp difficult
concepts. The course is therefore of interest to those who are interested in Philosophy and who want to
show they have transferable skills relevant to work and study at the highest level.
The course is a two year AS course which will be taught during the time the rest of Years 12 and 13
will study PTE and will provide a similar educational breadth but working at a deeper level and providing
a more traditional qualification.
There will be two written exams.
In June Year 12 on An Introduction to Philosophy. Unit 1 Modules will include:
• Reason and experience
• Why should I be moral?
In June of Year 13 An Introduction to Philosophy- Unit 2 Modules will include:
• The value of art
• God and the world
The AS in Philosophy is a complementary study for students studying Science, Mathematics, Languages
or Humanities subjects and provides the same function as Critical Thinking and General Studies but in the
context of a highly respected A-level subject. It is therefore an ideal fourth subject for able students who
are sure of their three A-level subjects but who want to show a breadth of study. It is also a very interesting
subject which deals with the moral, spiritual and political ideas which underpin society and life in general.
32
PHYSICS
AS/A level (Examination board: AQA)
Entry Requirement
Students should achieve a high B grade (seperate award) or a strong A grade (dual award) and at least a B
grade in both English and Mathematics. In addition students must have a subject teacher recommendation.
Course Description and Organisation
AS (Year12)
In Year 12 the course is divided into two theory units and a practical unit. Unit 1 is entitled ‘Particles, Quantum
Phenomena and Electricity’ and has a strong emphasis on modern physics. Unit 2 builds upon classical physics
principles as we study ‘Mechanics, Materials and Waves’. Practical skills are assessed at various points in the
latter stages of the year and students also complete an Externally Marked Practical Assessment (EMPA), that is
a practical examination, which complements their studies for Units 1 and 2.
A2 (Year13)
As well as an introduction to new topics, the Year13 course has a synoptic feature running throughout it,
building upon Year 12 material. The two theoretical units are ‘Fields and Further Mechanics’ and ‘Nuclear
and Thermal Physics, and Option’. The option topic will be taken from Astrophysics, Medical Physics, Applied
Physics or Turning points in Physics. As with the Year 12 course, practical skills will be assessed during laboratory
activities and in completing an EMPA.
Assessment Arrangements
Unit 1: Particles, Quantum Phenomena and Electricity (20% of A level)
75 minutes written paper of structured questions
Unit 2: Mechanics, Materials and Waves (20% of A level)
75 minutes written paper of structured questions
Unit 3: Investigative and Practical skills in AS Physics (10% of A level)
Internal verification of practical skills assessment and practical examination.
Unit 4: Materials and Further Mechanics (20% of A level)
105 minutes written paper of structured questions
Unit 5: Nuclear and thermal Physics, and Option (20% of A level)
105 minutes written paper of structured questions
Unit 6: Investigative and Practical skills in A2 Physics (10% of A level)
Internal verification of practical skills assessment and practical examination.
Career Opportunities
A Physics A Level can open many doors into higher education. It is also highly valued by many employers.
A physics student can expect to choose from careers in physics itself, electronic, aeronautics, engineering,
geology and computing, among others. A Physics A Level is also a common choice for those pursuing careers
in medicine, architecture, aviation and the armed forces.
33
OPTIONAL CURRICULUM
RELIGIOUS STUDIES
AS/A Level (Examination Board: EDEXCEL)
Entry Requirement
Students should achieve at least a B grade at GCSE. In addition students must have a subject teacher
recommendation.
Assessment Arrangements
AS (Year 12)
2 units assessed by written examinations:
Unit 1: 1 hour 45 minutes
Unit 2: 1 hour 15 minutes
A2 (Year 13)
2 units assessed by written examinations:
Unit 1: 1 hour 45 minutes
Unit 2: 1 hour 15 minutes
Course Description and Organisation
There are two units in each year: Foundations and Investigations in Year 12; Developments and Investigations
in Year 13.
Developments builds on work done in Foundations and both involve 2 elements: Christianity (Christian beliefs
about God and Jesus in various historical contexts) and New Testament (a study of John, the fourth gospel).
In Investigations students consider the European Reformation of the 16th century and write one extended essay
about it. Implications involves interacting with an extract from a published anthology and has been designed
to build on the knowledge, understanding and skills developed in Units 1, 2 and 3.
Project/Coursework Details and Deadlines
There is no coursework element, although the Foundations unit provides for a balance of teacher-directed
and more independent student enquiry. It gives students the opportunity to undertake individual research
into a topic and requires students to study independently and to use, and evaluate, a wide range of source
material.
Career Opportunities
Religious Studies will develop interpretative, analytical and evaluative skills. Such skills are useful in many
areas including education, journalism, medicine and law.
34
VOCATIONAL A LEVEL IN APPLIED SCIENCE
AS/A Level Examination board: AQA
Entry Requirement
Students should achieve at least a BB grade in Dual Award Science. In addition students must have a subject
teacher recommendation.
Course Description and Organisation
The GCE Applied Science is a broad-based award designed to provide a general vocational introduction to
science.
It is designed to provide a progression route to higher education and further training for employment.
There will be opportunities for candidates to experience actively the scientific environment through work
experience, links with local employers, case studies and research.
Students can take a 6-unit A Level (equivalent to 1 A Level).
Assessment Arrangements
One third of the qualification is externally assessed through written examinations, two thirds of the
qualification is internally assessed (and externally moderated ) through a series of portfolio assignments.
Project/Coursework Details and Deadlines
Assignments are carried out for each unit when appropriate throughout the two year course for submission
in June.
Career Opportunities
University courses in sports related subjects
including personal performance, coaching,
physiotherapy, sports management and sports
physiology also a range of technical, medical
and nursing courses. Former advanced
science students have also gained university
places in primary education , forensic science,
equine studies, quantity surveying and social
work.
Other Relevant Information
An awareness of industrial environments
and ethos is developed through a series of
organized visits at regular intervals throughout
the course to local manufacturing and service
science industries, hospitals and university
departments.
Further Details
Students can choose to enhance their science
course with further GCEs in Mathematics
or Science or add to their other studies in
Languages , Humanities or Arts.
35
OPTIONAL CURRICULUM
BTEC LEVEL 3 NATIONAL DIPLOMA IN SCIENCE
Entry Requirement
Students must have a subject teacher recommendation.
Course description and organisation
The BTEC Level 3 National Diploma is a broad-based award designed to provide a general vocational
introduction to science, giving students the skills they need to either move on to higher education or go
straight into employment.
BTEC qualifications can be taken as well as, or in place of, A levels. The Edexcel BTEC Level 3 Diploma in
Applied Science is a 120-credit qualification that consists of 12 units (equivalent to 2 A levels). The course
runs for two years.
Assessment arrangements
The course is internally assessed throughout the year and externally moderated through a series of
assignments.
Career Opportunities
BTEC routes can lead to careers in industry such as the health service, government establishments and
educational institutions. Fields of work include research and development and scientific analysis, and there
are job opportunities in almost every industry, from food and drink to pharmaceuticals. They are valued
by colleges, universities, employers and professional bodies across the United Kingdom and recognised
throughout over 80 countries worldwide.
Other relevant information
An awareness of industrial environments and ethos is developed through a series of organised visits at
regular intervals throughout the course to local manufacturing and service science industries, hospitals and
university departments.
Further details
Students can choose to enhance their science course with GCEs in Maths or Science or add to their other
studies in Languages, Humanities or Arts.
36
SPORT AND PHYSICAL EDUCATION
AS/A Level (Examination Board: AQA)
This course is run as a full A Level course over two years.
Entry Requirement
Students should achieve at least a B grade at GCSE and regularly participate in a recognised sporting club.
In addition students must have a subject teacher recommendation.
Course Description and Organisation
AS part of course covers
Unit 1 Applied Physiology, Skill Acquisition and Opportunities for participation.
Unit 2 Analysis and evaluation of physical activity as performer and/or in adopted roles.
A2 part of course covers
Unit 3 Optimising performance and evaluating contemporary issues. Covered in three sections
i) Physiology and Biomechanics
ii) Sports psychology
iii) Social and cultural aspects.
Unit 4 Optimising practical performance in a competitive situation.
Assessment Arrangements
For AS
One written examination of 2 hours duration. (On units 1 &2) [30% of A-level]
Practical based coursework on Unit 2 [20%]
For A2
One written examination of 2 hours duration. (On unit 3) [30%]
Practical & written coursework. Choosing one role from performer, coach or official. (Unit 4) [20%]
Project/Coursework Details and Deadlines
At AS
Choose 2 from 3 roles – performer, coach and official. Practical assessment of ability to perform, analyse
and evaluate core skills within a chosen activity.
At A2
Choose 1 from 3 roles – performer, coach and official. Practical assessment of ability to perform, analyse
and evaluate core skills within a chosen activity.
Career Opportunities
A Level Sports and Physical Education supports applications to university courses such as Sports Sciences,
Physiotherapy, Recreation and Leisure Studies.
37
2012 - 2013 RESULTS
Advanced Level (Year 13)
Subject
Applied ICT
Applied Science
Art
Biology
Business Studies
Chemistry
Drama
Economics
English Language
English Literature
French
Further Mathematics
Geography
German
History
Mathematics with Mechanics
Mathematics with Statistics
Music
Physical Education
Physics
Religious Studies
Technology
No. of
entries
8
10
3
25
5
17
4
22
26
18
15
4
11
10
19
22
14
4
5
18
16
14
No. of students achieving each grade
(grades A*-E are full passes)
A*
A
1
5
2
1
1
6
2
1
1
2
3
4
6
4
5
3
5
3
7
6
1
3
5
5
4
4
4
1
3
5
3
B
2
4
2
8
1
5
C
2
5
1
4
4
4
D
4
1
7
9
4
5
1
4
2
9
6
5
3
2
7
6
5
3
1
2
2
2
1
4
1
1
1
4
5
1
2
8
E
U
7
1
2
2
3
3
2
4
AS Level (Year 12)
Subject
No. of
entries
Applied ICT
Applied Science
Art
Biology
9
7
10
45
Business Studies
Chemistry
Drama
Economics
English Language
English Literature
French
Further Mathematics
Geography
German
History
Latin
Mathematics with Mechanics
Mathematics with Statistics
Music
Physical Education
Physics
Religious Studies
Technology
8
38
8
32
42
23
11
12
22
21
25
1
22
44
4
13
29
27
8
No. of students achieving each grade
(grades A-E are full passes)
A
1
B
2
D
5
1
1
9
E
3
10
C
1
5
4
10
2
11
2
12
1
7
15
8
4
8
5
11
5
1
12
22
1
3
11
10
2
10
6
7
12
7
2
3
2
3
10
1
8
1
10
10
5
5
1
7
7
5
1
6
1
2
5
3
3
3
2
4
2
2
6
11
3
2
9
9
5
2
4
5
1
2
1
2
3
2
1
4
4
7
1
U
1
5
1
5
1
1
2
BTEC (Year 13)
Subject
Business
Engineering
Science
38
No. of
entries
20
13
16
Distinction*
Distinction
Merit
Pass
4
12
9
1
4
3
4
6
6
Incomplete/Fail
WORK PLACEMENTS
Work experience is desirable for some students contemplating certain careers. Students are
encouraged to make use of Wednesday afternoon (PE time) and holiday periods for gaining such
experience. These placements are organised to a large extent by students themselves with appropriate
assistance from College.
The aim of the work placement is focused either towards the student’s course of study or towards
their career aspirations. In some cases students may be asked to complete a specific assignment
relating to their subject area during this placement.
OUTSIDE STUDY VISITS
Various study visits are organised throughout the course during the College day particularly in Applied
Subjects. On occasions these are organised by students and enable them to pursue their studies in
Business, Scientific and Engineering settings. Rather than operating a ‘Letter to Parents’ system about
every visit, students hold a permission file which logs all visits alongside parental signatures.
A one-week Geography Field Trip is also a compulsory element within A Level Geography. Approximate
cost: £400.
The Year 12 Scottish Borders visit is a team-building, leadership training and social event designed
to prepare students for sixth form life. Approximate cost: £200.
Additional visits to lectures, exhibitions, businesses and the like are organised on a departmental
basis and costs are applied as necessary.
COURSEWORK MARKING
It is important to note that when coursework is marked by a member of staff the grades remain
provisional until confirmed by the examination board. If a student has any query about a mark
their teacher has allocated to their coursework, they should ask their teacher to explain how the
grading has been arrived at. Any further query should be directed in the first instance to Mrs
Rickman. Where a student, after speaking to Mrs Rickman, continues to believe the mark allocated
to their coursework does not fairly reflect the quality of their work, they should request a review
in writing to the Principal. This should be done within three weeks of receiving notification of the
grade, unless there are exceptional circumstances. The Principal will convene a meeting for the
student and their parent(s) to present their case. The member of staff who has marked their work
will be present at the meeting.
At the end of this meeting the Principal’s decision will be final and a written record will be made of
the decision, and reasons for it, within a follow up letter to the student’s parent(s).
39
COURSEWORK RULES
Important Notice to
Candidates
GCE, GCSE and BTEC
EXAMINATIONS:
COURSEWORK AND PORTFOLIOS
These pages tell you about some things that
you must, and must not, do when you are
completing coursework.
Before you submit any coursework for
marking, you will be asked to sign an
authentication statement confirming that you
have read and followed these regulations.
If there is anything that you do not
understand, you must ask your teacher or
lecturer.
Coursework provides you with an
opportunity to do some independent
research into a topic. The research you do will
involve looking for information in published
sources such as textbooks, encyclopaedias,
journals, TV, radio, and the world wide web.
Using information from published sources
(including the internet) as the basis for your
coursework is a great way to demonstrate
your knowledge and understanding of a
subject, but you must take care how you use
this material - you cannot copy it and claim it
as your own work.
The regulations state that:
The work which you submit for
assessment must be your own.
You must not copy from
someone else or allow another
candidate to copy from you.
If you use the same wording as a published
source, you must place quotation marks
around the passage and state where it came
40
from. This is called referencing. You must
make sure that you give detailed references
for everything in your work which is not in
your own words. A reference should show the
name of the author, the year of publication
and the page number: For example: Phillips,
D.C. (2004) Perspectives on Learning,
Teachers College Press, p.164
For material taken from the internet, your
reference must show the precise web page
and the date on which it was accessed, not
just the search engine used to locate it. This
can be copied from the address line. For
example:http://www.bbc.co.uk/schools/16/
sosteacher/history/49766.shtml, accessed on
14 Jan 2009.
You must also include a bibliography at the
end of your work, which lists the full details
of publications you have used to research
your project. For example:Morrison, A. (2000)
Mary, Queen of Scots, London: Weston Press.
If you copy the words or ideas of
others and don’t show your sources
in references and a bibliography,
you will be committing plagiarism
— and that’s cheating.
Preparing your coursework — good
practice
If you receive help and guidance from
someone other than your teacher, tell your
teacher who will record the nature of the
assistance given to you.
If you worked as part of a group on a project,
for example, undertaking field research, you
must each write up your own account of the
project. Even if the data you have is the same,
the description of how that data was obtained
and the conclusions you draw from it should
be in your own words.
You must meet the deadlines that your
teacher gives you for submitting drafts and
final pieces of work. Your teachers are there
to guide and assist you — showing them your
work as it progresses will allow you and your
teacher time to sort out any problems before
it is too late.
Take care of your work and keep it safe. Don’t
leave it lying around where your classmates
can find it. If it is stored on the computer
network, keep your password secure. Collect
all copies from the printer and destroy those
you don’t need.
Don’t be tempted to use essays from online
essay banks — you will be running the risk of
being caught out. Electronic tools can detect
this sort of copying.
•
•
•
•
the piece of work will be awarded zero
marks.;
you will be disqualified from that unit
for that exam session;
you will be disqualified from the
whole subject for that exam session;
you will be disqualified and barred
from entering again for a period of
time.
Your awarding body will decide which penalty
is appropriate.
REMEMBER –
IT’S YOUR AWARD SO IT NEEDS TO BE
YOUR OWN WORK.
More about plagiarism
Plagiarism involves taking someone else’s
words, thoughts or ideas and trying to pass
them off as your own. It is a form of cheating
which is taken very seriously.
Don’t think you won’t be caught. There are
many ways to detect plagiarism:
• Markers can spot changes in the style of
writing and use of language.
• Markers are highly experienced subject
specialists who are very familiar with work
on the topic concerned — they may have
read the source you are using (or even
marked the essay you have copied from!)
• Internet search engines and specialised
computer software can be used to
match phrases or pieces of text with
original sources and to detect changes
in the grammar and style of writing or
punctuation.
Penalties for breaking the regulations
If your work is submitted and it is discovered
that you have broken the regulations, one of
the following penalties will be applied:
41
SIXTH FORM STATISTICS
2008 2009
2009 2010
2010
2011
2011
2012
2012
2013
2013
2014
Number of Students in Year 12
129
128
130
142
142
135
Number doing A-Levels only
80
77
98
99
121
110
Number doing Applied courses only
3
9
11
15
5
9
Number combining A Level with
Applied courses
46
42
21
28
16
16
2006 2007
2008 2009
2008
2010
2009
2011
2010
2012
2011
2013
Percentage of A Level grades A-E
100%
100%
100%
100%
100%
Percentage of A Level grades A-C
85.0% 82.3% 84.4% 85.9% 90.5% 88.7%
Percentage of A Level grades A-B
62.8% 55.9% 57.8% 59.8% 63.4% 67.4%
Sixth Form Results
100%
Average points score per entry
95.4
91.8
93.5
93.3
96.2
99.1
Average points score per entry for
rigorous traditional A Levels
98.2
92.7
97.2
95.2
98.3
100
Vocational course grades A - E
100%
100%
100%
100%
100%
100%
Vocational course grades A - C
78%
75%
73%
69%
73%
80%
UCAS TARIFF
UCAS operates a ‘points’ system for university entrance and these points are awarded as follows:
Points
BTEC
Extended
Diploma
420
D*D*D*
400
D*D*D*
380
D*DD
360
DDD
320
DDM
280
DMM
260
BTEC
Diploma
D*D*
MMM
DD
200
MMP
DM
160
MPP
MM
140
A*
PPP
MP
100
80
60
A
B
PP
C
C
50
40
AS Level
D*D*
240
120
A Level
A
B
E
C
30
D
20
E
When being offered places at university, the offer may be couched in terms of grades or points.
Students achieving instrumental grades for musicianship through the AEB grading system, and those
passing LAMDA public speaking exams, receive UCAS points. Please ask for more information if this
applies to you.
43