Sixth Form Prospectus 2021 by SibfordOxon

SIXTH FORM PROSPECTUS 2021

A PLACE WHERE YOU CAN DEVELOP INTELLECTUALLY, SOCIALLY AND PERSONALLY

AN INTRODUCTION FROM THE HEAD It is a great pleasure to welcome you to our 2020/21 Sixth Form prospectus. Our Sixth Form is a thriving, vibrant and energetic community where students make the transition from school life to the world of higher education, work and a remarkably broad range of further destinations. What makes Sibford Sixth Form different to other Sixth Forms and colleges? Fundamentally, you will be known and valued as part of our community – whatever your particular strengths might be. We believe in the importance of young people having a voice and to be able to make a difference to the world around them.

however, we take pride in those students who wish to follow a different path – perhaps into an apprenticeship, straight into work or maybe into a gap year. We also have a well-established international element to our Sixth Form and this brings its own cultural diversity and a global element to our community. This diversity in our Sixth Form is a great preparation for the ‘real world’ which awaits at the end of post-16 study.

Academic results are very important indeed – but they are not the sole goal of education. We aim to give a platform to our students which is not stuffy or pretentious but where individuals and values truly matter. So we will support you in your aspirations, we will guide you when times are tough (and there will always be tough times) and we will celebrate with you in your success. Our Sixth Form centre is a warm, happy and vibrant part of the wider school community. Walking through the doors you are immediately greeted by the common room and the kitchen / diner. Sociable and welcoming, there is perhaps more of a ‘higher education’ feel to this part of the building. Students have considerable autonomy and are expected to ‘get the balance right’ between work and play. Leadership and personal responsibility are very important to us. We do not have a Head Girl or Boy – but a Sixth Form leadership team who play a key role in leading the life of the school. However, leadership opportunities are myriad and Sixth Form students are quick to find ways to make their voices heard and their actions count. We have a relatively small Sixth Form community which means that students are well-known and they receive personalised guidance and direction. One of our great strengths is the breadth of students that you will meet within the community and to this end we have students who are taking courses to many diverse destinations.

We believe in young people having a voice and to be able to make a difference to the world around them

The curriculum in our Sixth Form is truly holistic. So whilst you may wish to take the three sciences and Mathematics, or another ‘traditional’ route, we are also able to offer a great breadth of choice to those looking to study here. We will work hard to try and get the best combination of subjects for you. Careers advice is very strong, as are study skills and UCAS preparation. You will have an individual tutor and plenty of advice and guidance on hand. There is a great deal going on for our Sixth Form students. Sport is thriving at Sibford School with many of our students competing at a national and sometimes international level. We have particular strengths in swimming, triathlon and traditional sports such as hockey, rugby, cricket, netball and football. We also have the facilities to match within our 50 acre site. Extra-curricular activities and community service are welldeveloped and there are regular lectures and trips organised to enrich daily life. Opportunities to get involved in drama and music are well-established and the likes of Duke of Edinburgh (through to Gold level) and adventurous international trips are part of our DNA. There is something very special about the Sixth Form here at Sibford. We would be delighted to hear more about you and how you might contribute to our community. Toby Spence Head

You might be following a purely academic route, and we celebrate those students who are looking to join some of the very best universities in the world. At the same time

WELCOME TO SIBFORD SIXTH FORM Welcome to Sibford Sixth Form: a place where you can develop intellectually, personally and socially. We are a small, close knit community that offers students high levels of support, care and guidance. Sibford Sixth Form actively supports students in building on academic success and preparing students for their adult life: vocationally and academically. Individualised courses Sibford Sixth Form offers individualised courses tailored to suit each student’s needs. The courses are challenging, exciting and relevant for each student. We aim to ensure all our Sixth Formers fulfil their potential. Individual attention Sibford Sixth Form is a caring but challenging environment where students can develop intellectually, socially and personally. You will be treated as an adult and receive individual attention and teaching from subject staff, tailored to your learning style and needs.

Students’ needs, dreams and wishes are at the heart of all we offer at Sibford

Tutor support Alongside this you will also have close, personal attention and support from your tutor and this will enable you to reach for success in all aspects of your courses and grow in maturity, confidence and resilience. Additional workshops Specialist subject staff have the time to share their knowledge with students beyond the classroom, often running additional workshops and tutorials. This means that any difficulties you have will be identified early. Extra support is available for all students. You will be encouraged to aim high and be supported when the challenges are tough.

Warmth and support Students’ needs, dreams and wishes are at the heart of all we offer at Sibford. Personal attention will be given to the academic development and welfare of all students, from those who live down the lane to those who have travelled across the world to join us. The Sixth Form is characterised by warmth and support, which places value on respect, trust and understanding. Cate Mallalieu-Needle Head of Sibford Sixth Form

SIXTH FORM SUPPORT An extensive programme of support is offered to ensure all Sixth Form students are fully prepared for the challenges of Sixth Form and are able to make a successful transition from GCSE to the increased demands of KS5 learning. Taster Lessons These give Year 11 students the opportunity to try A Level lessons in a variety of individually chosen subjects. Year 11 students will work alongside Year 12 & 13 students and experience A Level learning and teaching. Students joining Sibford Sixth Form from other schools will be able to experience a taster day following application. Year 12 Induction This will introduce students to the content of the courses they intend to study as well as outlining the expectations of studying in Year 12. Any preparatory work will also be given by departments. It is intended that the induction will be fully interactive to ensure that students are actively involved and are given every opportunity to begin to explore the areas they will be specialising in. Tutorial Programme Offered throughout Year 12 These weekly sessions will be led by tutors and will focus on the development of key skills for success in the Sixth Form. Students will be guided and supported to learn skills which will be central to their success. Key

Students will be guided and supported to learn skills that will be central to their success

topics covered will include: the effective use of private study time, revision techniques and how to be a successful learner, as well as advice on job applications and interview skills. All Sixth Form students will have regular individual academic mentoring from their tutor where individual progress is considered and reviewed. Post 18 Options / Higher Education Preparation The aim of these events is to support students in making important decisions about their future. The UCAS application process will be fully explained so that students can make appropriate choices. They will also receive advice on how to make successful applications.

INTRODUCING THE SIXTH FORM LEADERSHIP TEAM

I joined Sibford in Year 7 and since then I have grown and developed, discovered friends and passions while always being encouraged to hold true to myself. One of the many elements of Sibford that never ceases to impress me is the diverse range of extra-curricular activities the school offers, whether that be in academia, sport or the arts. Some of my fondest memories have been taking part in the school productions and Lamda lessons; they have inspired my love of acting and enabled me to be accepted into the National Youth Theatre. After Sixth Form I aim to go to university to study Human Sciences before applying to drama schools.

I joined Sibford School in Year 3, I was a student who didn’t enjoy school and struggled hugely academically. However, Sibford changed this for me and enabled me to find my strengths and find a love for learning. I never realised that I would be able to excel intellectually. However, the small classes provided me with the confidence to excel in my education. The support that Sibford offered additionally gave me the opportunity to be the best version of myself. The Sibford community has constantly offered me support and kindness which has made my school career perfect. This support system within the school has allowed me to find my passion for Fashion.

As someone who isn’t a Quaker, I have come to have the highest respect for the beliefs and teachings that the school holds at its heart, they are lessons that I will carry with me throughout my life. Every student can pursue their areas of interest with teachers who both push you as well as instilling their own knowledge and enthusiasm for their subject within you. It is an honour to be a member of a Sixth Form that has allowed me to flourish intellectually, socially and creatively.

After being at Sibford for 10 years I can confidently say that I have made the happiest memories. I am now ready to use the skills that Sibford have provided me with and move onto the next path in my life and study Fashion at university. I can confidently say that the Sibford Sixth Form and general ethos of the school have shaped me into a kind, caring and ambitious individual who now extremely enjoys school and learning. Freya Dibling School Captain

Seamus Casey School Captain

Despite joining Sibford School part way through the Autumn term in Year 9, I immediately felt like a member of the community. Sibford has helped me develop my confidence, from hardly being able to answer my name in the register, to having to stop myself from answering every question asked in class. Due to the small class size I’ve been able to ask questions whenever I needed to, and have developed great relationships with my classmates and my teachers. Sibford has offered me numerous opportunities that have been perfect for me, including building a demonstrator fusion reactor and hosting an inter-school debating event. After Sibford, I intend to go to university to study Natural Sciences. Ethan Hadley School Captain

I’ve been at Sibford since Year 4 and with every year I have been here, I have grown in confidence and as a person. Sibford has allowed me to develop intellectually whilst also supporting me pastorally and helping me to overcome challenges. It has provided the quiet learning spaces I need to thrive academically and has supported my goal to study engineering at university. Since being in the Sibford Sixth Form, the opportunities outside of my academic studies have been extraordinary. Whether that has been as part of the debating society not only competing for the school but organising the Sibford inter-school Model United Nations event, as part of an expedition to go Ladakh next year or as part of the CREST award team, designing and building an experimental fusion device. Opportunities like these have been incredible and have allowed me to develop the skills I will need in later life. Charlotte Harries-Harris House Captain

I have attended Sibford for almost 9 years now and each year has been a whole different experience than the last. Attending this school for so long on its own should show perspective students and parents why it is worthwhile attending this wondaful community. The Sibford 6th Form has done non short of a miracle on my learning skills and on myself in general. the 6th form has taught me to become a self-sufficient learner and has helped me to understand the importance of this in the ‘real world.’ The Quaker principles are held high within the community here, and this is the glue that helps bind together out forgiving society.

helped me to discover myself and there is no doubt it will do it for you too. Charlie Bothwell Sports Captain

I joined Sibford halfway through Year 7, after living overseas with my family. My Sibford journey has been so unique; I have made incredible friends, had incredible opportunities (which I was always encouraged to pursue) and have had many experiences that I will treasure . When joining the school I didn’t have a full grasp of UK academics but I found that my teachers were really patient with me, and took time to ensure that I was able to reach the best of my ability. Due to the time invested in me, encouragement, fun, and learning opportunities, I decided to stay on for Sixth Form. I have done so many incredible things during my time at Sibford, especially during my first year of Sixth Form, that has provided me with excellent skills and experience. My plan post A Levels is to study Musical Theatre at a conservatoire. For me, my Sibford journey has been strongly centred on my love of music. Sibford has a wonderful creative arts curriculum, and environment, setting me up for the next stage of my journey. Sixth Form is a phenomenal space to be in, with the support of the Head of Sixth Form, tutors and teachers - I know that when I leave, I will be taking with me lovely memories, a set of results that I am proud of and a positive view of the future (whatever it may hold). Sibford is a loving community, with incredible values and I am honoured to be a part of this year’s Sixth Form leadership team. Olivia Carey House Captain I joined Sibford at the end of Year 9 and I am currently studying A-level biology, geography and BTEC media. Before Sibford I was

we are an extremely close knit community at Sibford and this works completely in our favour, I have grown close with so many people in my own year and the year above me over the past year that I never thought would every happen, this shows how close we all are together. Sibford school has

really struggling to fit in and to improve academically and I was not receiving the extra help that I needed. The biggest change when I joined Sibford was that everybody was so encouraging and supportive of my learning, no matter who they were. The SFL staff have always been there for me and helped me to understand how I learn best. Sibford has allowed me to grow academically and socially into the person I am today, and I am forever thankful to the opportunity my parents gave me to study here. As a weekly border I have grown to know people from all around the world and this has helped my personal development as well as my social skills. On top of this, boarding allows me to develop other crucial life skills such as independence and living away from home. I also enjoy having access to the swimming pool and the climbing wall along with the beautiful grounds after school. I decided to stay at Sibford for Sixth Form because of the school’s ethos and community along with the small class sizes and excellent teaching; it provided the perfect working environment for me. Ben Epps Deputy Sports Captain

When I joined Sibford in Year 9 I had very little confidence in myself and my abilities. Sibford provided an atmosphere that allowed me to develop my confidence and a sense of responsibility. I believe this is due to the unique environment created by the ways students and teachers interact which creates a strong community that is scarcely found elsewhere. There are many opportunities for extracurricular activities that allow students to either develop in areas they are familiar with or to try something new. I have personally been involved in the Duke of Edinburgh award scheme and am currently completing my gold award. I have also participated in a variety of musical activities from playing in band at a live venue to performing in the orchestra at the school Christmas concert. After Sibford, I aim to attend university and

develop my interests further by studying music production and sound engineering. Tom Kitchen House Captain

I decided to join the Sixth Form at Sibford having had 5 happy years in the senior school. Sibford has provided a good environment for me to develop both academically and as a person. Initially I found it difficult to adjust to the change from primary to secondary school, however the feel of community creates a very friendly environment in which everyone feels welcome. My time at Sibford has helped me grow in confidence and offered me numerous opportunities to push myself from doing an EPQ to being captain of several sports teams. These experiences have taught me dedication and leadership skills that I will be able to take with me in the future. I am currently really enjoying studying English Literature, Geography A Levels and business BTEC. I think that the Sixth Form at Sibford is unique, offering a perfect balance between a friendly school atmosphere and one in which you are supported and encouraged to step out of your comfort zone and seize success.

Ester Rippon Sports Captain I have been at Sibford since Year ten and I have enjoyed every moment of it. Within the first few days of being at Sibford I felt like I had been there forever. Everyone is so welcoming, and the school has a very calming effect which has allowed me to become more confident in myself. Sibford has also encouraged me to continue my love of sport. Sport is a big part of my life having taken part in triathlon from a young age. I am the first to admit that a big part of triathlon for me is the social side. I love training with my club as it makes training a lot more fun and enjoyable. I

started racing in local events and then progressed to race the National Super Series. Sixth Form has allowed me to work with younger students in the triathlon club and pass on my love and knowledge of triathlon. Sibford has been a very supportive and happy environment for me to complete my studies. The small classes have given me the confidence to ask when I need help and has enabled me to build strong relationships with my teachers and peers. In the future, I plan on going to university to study Nursing. I believe Sibford has given me the confidence to pursue this. Sibford is a very caring school and I feel very lucky to be part of it. Katie Pamphlett Sports Captain

I joined Sibford in September 2015, at the beginning of Year 9 and went on to do my GCSEâ&#x20AC;&#x2122;S and now moving on to my A Levels. I have been a boarder from the beginning of my journey at Sibford and I have learnt many things including being more independent. This has helped me to become the person I am today. Being part of such a friendly community has opened new doors for me. Being a boarder has made me friends for life and being around people has helped me in ways that are going to be beneficial in the future. The Sixth Form is the area of the school in which we spend most our day and it is such a nice environment. Everyone gets on and teachers are always there for anything that is needed. The Sixth Form is small which makes everyone know each other quite well and this also allows teachers to have more one on one time with their students which is something that helps me. In the future I would like to study marketing at University. Maxi Gholam Boarding Captain

I left Hong Kong late last summer to join in Year 12. My dad had researched and enthusiastically persuaded me to only consider Sibford School. Things moved fast and I could hardly believe it when I unpacked my case here just a few days later. This decision has been life-changing and beyond my expectations. At the interview I was apprehensive about boarding and my learning ability, but everyone I met was genuinely kind, welcoming and supportive, especially the Head and Deputy Heads, who also helped me to decide on my subjects. Also, the facilities have a great atmosphere, especially the Sixth Form common room, Library and Art rooms. After confirming my subjects (Business, Media and Art), I was determined to immerse myself in the Sibford ethos. The balance of freedom, discipline and responsibility has helped me to study better whilst making great friendships, enjoying new extra-curricular activities, and allowing exploration of beautiful Oxfordshire and beyond. Upon my return to Hong Kong for the summer vacation, I realized how my outlook and awareness of opportunities have been broadened. Support from staff and colleagues remains just as strong and friendly as the first day tour. I am most grateful to them, especially in helping me to develop self-confidence. Fun stuff like forming a band, playing and singing at school events, cooking and trying new sports also helps with that. I now realise that even a simple act of kindness or encouragement is sometimes all it takes to help one change for the better. I am therefore honoured to be appointed Boarding Captain, and look forward to drawing on my own experiences and appreciation of Sibford to guide and help others. For the future, I aim to pursue a career in Interior Design, and aim to study this at university but for now, I am looking forward to making the most of the time that I have left at Sibford School. Natalie Pearse Boarding Captain

November 2020

New Prospectus available Details of all courses outlined

5th November 2020

Sixth Form Open Evening

15th January 2021

Application deadline

February 2021

Applicants to be interviewed

March 2021

Offers of places (firm, provisional, no offer)

23rd June 2021

Year 12 Transition day

26th August 2021

GCSE results Confirmation of places

1st September 2021

Year 12 Induction day

2nd September 2021

Autumn Term commences for all Year Groups

SCHEDULE OF APPLICATIONS

SCHEDULE OF APPLICATIONS FOR 2021

Choose any 3/4 subjects from any of the sections below. Finalised Option Blocks will be set in January to ensure the best fit of subject combinations.

A LEVELS BIOLOGY

CHEMISTRY

PHYSICS

MATHEMATICS

FURTHER MATHEMATICS

ENGLISH LITERATURE

HISTORY

GEOGRAPHY

RELIGIOUS STUDIES

MFL

DRAMA

ART

TEXTILES

MUSIC

ECONOMICS

PSYCHOLOGY

BTEC AND OCR NATIONALS LEVEL 3 (A LEVEL EQUIVALENT) BTEC BUSINESS

BTEC IT

EPQ L3 EXTENDED PROJECT QUALIFICATION (more than 50% of an A Level)

BTEC MUSIC

BTEC SPORT

BTEC MEDIA

OTHER COURSES AVAILABLE ESOL IELTS PREPARATION

ESOL INTENSIVE ENGLISH

GCSE ENGLISH

GCSE MATHS

SUBJECT OFFER FOR 2021/2022

SUBJECT OFFER FOR 2021/22

A LEVEL

Exam Board: OCR

ENTRY REQUIREMENT GCSE Art Grade 6 / Textiles Grade 6

The Fine Art endorsement is suitable for those students who wish to follow a course with a greater focus on painting and drawing. Students will also have the opportunity to work in film and video, sculpture, mixed media, photography and screen printing. The Art, Craft and Design endorsement is suitable for those students who wish to explore a wider range of media, including ceramics and textiles as well as those offered as part of the Fine Art endorsement.

Students must follow the Fine Art endorsement if they are also studying for A level Textiles. Both courses foster independent learning and research skills in students, whilst providing them with a solid grounding in practical techniques. Students are encouraged to explore and refine their ideas, taking into account their own emerging style. Recording information through drawing or related means, forms the basis of these studies as well as critical and contextual studies. Sibford Sixth Form Art students benefit from having their own personal studio space in which they can work at any time throughout the day.

COMPONENT 01: PERSONAL INVESTIGATION • Non exam assessment (internally assessed and externally moderated) • 120 marks • 60% of the total A Level

COMPONENT 02: EXTERNALLY SET TASK • An externally set project culminating in a 15 hour exam (internally assessed and externally moderated) • 80 marks • 40% of the total A Level

This component involves: A portfolio of practical work demonstrating personal response to a starting point. A related personal study (1000+ words).

The exam board will provide learners with a choice of theme, briefs and stimuli. Please note: this is a two year course.

ART

ART: FINE ART

A LEVEL

Exam Board: Edexcel (Biology A Salters-Nuffield specification)

ENTRY REQUIREMENT GCSE Biology Grade 7 or combined Grade 7 GCSE Mathematics Grade 6 GCSE English Language Grade 6 The above represent recommended grades. Each student will be considered on an individual basis.

This course teaches Biology using exciting and motivating concepts that draw on contemporary and cutting-edge developments in the biological sciences. These include the health risks of smoking and obesity; genetic counselling; global warming; GM crops; DNA fingerprinting; the spread of pathogens; the destruction of natural habitats; drug abuse in sport and recreational drug use. Practical work is seen as an integral accompaniment to theory work. The course provides the opportunity to develop many skills including research, communication and IT. You will also develop an appreciation of the social, moral and ethical complexities of the subject. A LEVEL 9BN0 (2 YEARS) Paper 1: The Natural Environment and Species Survival • 2 hour exam • 33.33% of total A Level Topic 1: Lifestyle, health and risk Topic 2: Genes and healh Topic 3: Voice of the genome Topic 4: Biodiversity and natural resources Topic 5: On the wild side Topic 6: Immunity, infection and forensics Paper 2: Energy, Exercise and Coordination • 2 hour exam • 33.33% of total A Level Questions on topics 1 - 4 plus Topic 7: Run for your life Topic 8: Grey matter

Paper 3: General and Practical Applications in Biology • 2 hour exam • 33.33% of the total A Level award Questions from topics 1 - 8 A pre-released scientific article will underpin one exam question. Practical Endorsment for Biology (No exam assessment) Pass/Fail There may be an opportunity for students to sit an AS at the end of Year 12, but this will be decided on an individual basis.

BIOLOGY

A LEVEL

Exam Board: OCR (Salters)

ENTRY REQUIREMENT GCSE Chemistry or Combined Science Grade 7 GCSE Mathematics Grade 6 GCSE English Language Grade 6

The above represent recommended grades, but each each student will be considered on an individual basis.

The excitement of contemporary Chemistry is conveyed through this course. It explores the frontiers of research, applications of Chemistry and how Chemistry influences our lives; relating these concepts to the theoretical ideas that students need for A Level studies. The course is full of practical activities and research providing the opportunity to present ideas as written or verbal reports. Opportunities exist for you to improve your ability to think clearly and logically, using ICT in developing your understanding of Chemistry. A LEVEL CHEMISTRY H433 (2 YEARS) Elements of life Developing fuels Elements from the sea The Ozone story What’s in a medicine? The Chemical Industry Polymers and life The oceans Developing metals Colour by design

Paper 3: Practical Skills in Chemistry • 1 hour 30 minute exam • 60 marks • 22% of total A Level Practical Endorsement for Chemistry (No exam assessment) Pass / Fail. There may be an opportunity for students to sit an AS at the end of Year 12, but this will be decided on an individual basis.

Paper 1: Fundamentals of Chemistry • 2 hours 15 minute exam • 110 marks • 41% of total A Level Questions covering theory and practical skills. Paper 2: Scientific Literacy in Chemistry • 2 hour 15 minute exam • 100 marks • 37% of total A Level Questions covering theory, practical skills and chemical literacy.

CHEMISTRY

A LEVEL

Exam Board: AQA ENTRY REQUIREMENT GCSE Design Technology is not a requirement for students who want to take the A Level course. Each student will be considered on an individual basis. Good sustainable design is vital to our world and our economy. Attractive styling attracts us to a product whilst graphic design is used to promote it through the medium of marketing. Although many people will say that the UK is no longer a manufacturing nation, nothing could be further from the truth. Many of the traditional ‘heavy’ industries may have gone, but there is still a strong demand for students in the design, engineering and construction industries. These industries need innovative people who are capable of developing material and manufacturing solutions for tomorrow’s problems. This course is aimed at students who enjoy problem solving, critical thinking and design products that solve real life situations. You will get the opportunity to critically analyse a range of products and examine how they were manufactured. This course provides you with a solid base from which to develop your design and making skills. The course will enable you to use the full range of materials to become designers and engineers of the future.

Paper 1 Technical Principles. Detailed knowledge of materials and processors Industry principles and practices • 2 hour 30 minute written exam • 120 marks • 30% of total A Level

Non-Exam Assessment (NEA) Design and make a prototype solving a real-life situation. A substantial design folder and working prototype. • 100 marks • 50% of total A Level

Paper 2 Designing and Making principles Design theory and history Moral, cultural and ethical role Design for manufacture and standards • 1 hour 30 minute written exam • 80 marks • 20% of total A Level

DESIGN TECHNOLOGY

DESIGN TECHNOLOGY: PRODUCT DESIGN

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT The content of the A Level specification follows on from the AQA GCSE Drama specification enabling a smooth transition. However, GCSE Drama is not a requirement for students who want to take the A Level course. Each student will be considered on an individual basis. This course is designed for students who enjoy reading, writing about and watching plays and taking part in drama as a performer, director or designer. Students will get the opportunity to: • Create, perform and respond to drama and theatre • Develop the creativity and independence to become effective theatre makers • Explore the relationship between theory and practice in a range of theatrical styles and periods and historical, social and cultural contexts • Learn how relevant research, independent thought and analysis of live theatre production can inform decision making in your own practical work and put this understanding into practice • Experience the ways in which theatre makers collaborate to create theatre. You will communicate your ideas about two set texts in a written exam. The set texts represent significant drama through the ages and include: ‘Antigone’, ‘Much Ado About Nothing’, ‘The Servant of Two Masters’, ‘The Caucasian Chalk Circle’, ‘Yerma’, ‘The Glass Menagerie’, ‘Metamorphosis’ and ‘Our Country’s Good’.

You will develop your acting and directing skills as well as your drama knowledge and understanding, staging extracts from three different plays as well as creating your own original devised piece.

1. DRAMA AND THEATRE • Written exam: 3 hours • Open book 80 marks • 40% of A Level Section A: one question on one of the set plays (25 marks). Section B: one two-part question on a given extract from one of the set plays (25 marks). Section C: one question on the work of theatre makers in a single live theatre production (30 marks).

2. CREATING ORIGINAL DRAMA • Working notebook (40 marks) • Devised performance (20 marks) • 30% of A Level Process of creating devised drama. Performance of devised drama (students may contribute as performer, designer or director).

You will see a wide range of live theatre in a variety of styles to help inform your own ideas. You will also research the work of key practitioners whose techniques you will draw upon when creating your own work.

This component is marked by teachers and moderated by AQA. 3. MAKING THEATRE • Performance of Extract 3 (40 marks) • Reflective report (20 marks) • 30% of A Level Practical exploration and interpretation of three extracts each taken from three different plays. 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. This component is marked by AQA.

DRAMA & THEATRE

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE English Grade 6 GCSE Maths Grade 6

This course aims to develop an interest and enthusiasm for Economics by developing an understanding of the current economic issues, problems and institutions which affect everyday life. It will also explain, analyse and evaluate the strengths and weaknesses of the market economy, setting them both in a national and an international context. The course will help students to develop the knowledge of the key concepts which will enable them to understand and explain the issues involved. Students will therefore develop skills and attitudes which will equip them to face the challenges, opportunities and responsibilities of adult working life. The course at AS and A Level is divided into two parts: 1. Micro-Economics Individuals, Businesses, Markets and Market failure 2. Macro-Economics The National and International Economy. AS Paper 1: The Operation of Markets and Market Failure • 1 hour 30 minute written paper (including multiple choice and data response questions) • 70 marks • 50% of the total AS Level The nature and purpose of economic activity, economic resources, scarcity, choice and the role of markets with the part played by businesses, consumers and governments. Paper 2: The National Economy in a Global Context • 1 hour 30 minute written paper (including multiple choice and data response questions) • 70 marks • 50% of the total AS Level The circular flow of National Income, Aggregate Demand and Supply, the objectives and tools of government economic policy.

A LEVEL This will build upon and extend the ideas and concepts developed at AS level in both Micro and Macro Economics. Paper 1: Markets and Market Failure • 2 hour written paper (including data response and essay questions) • 80 Marks • 33.33% of total A Level A more detailed examination of the activities of businesses and market, with a review of the issues raised by inequalities of income and wealth. Paper 2: National & International Economy • 2 hour written paper (including data response and essay questions) • 80 marks • 33.33% of total A Level An in-depth study of the four macro-economic objectives and government policy, with an increased focus on the international context. Paper 3: Economic Principles and Issues • 2 hour written paper (including multiple choice and data response questions) • 80 marks • 33.33% of total A Level An overview of issues raised in both Micro and Macro Economics.

ECONOMICS

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE English Grade 6 GCSE English Literature Grade 6 (if studied) Grade 5 will be considered depending on circumstances The A Level English Literature course is exciting and dynamic, introducing students to a range of challenging texts from the classics to contemporary fiction, in a variety of forms and genres. Students enjoy engaging, lively discussions and thought-provoking reading assignments. The AQA course trains students to read critically and encourages the craft of academic writing. It offers new ways of looking at texts and particularly stresses links and comparisons between different works of literature. This is an academic, rigorous course, which is an excellent introduction to the serious study of literature; it is also valuable preparation for further study in a variety of fields. There is overlapping content in the AS and A level English Literature B specifications meaning that, at A Level, students can increase their confidence with those texts studied at AS level, as well as mastering new skills and texts in preparation for the final examination. The content of the AQA GCE offers a wide choice of set texts and places emphasis on genre and theory. The texts chosen interconnect, influence and illuminate each other, encouraging independent study. A LEVEL (2 YEARS) Unit 1A: Aspects of Tragedy • 2 hour 30 minute exam • Closed book • 75 marks • 40% of A Level Study of three texts: one Shakespeare; one drama; one further text (one of these being pre-1900). Unit 2A: Elements of Crime Writing OR Elements of Political Writing • 3 hour exam • Open book • 75 marks • 40% of A Level Study of three texts: one post-2000 prose; one poetry; one further text (one of these being pre-1900). Critical Anthology • Non-exam assessment • 50 marks • 20% of A Level Two written essays, one on a poet and one on a prose text. These are analysed through areas in the Critical Anthology.

16 14

ENGLISH LITERATURE B

(worth more than 50% of an A Level)

LEVEL 3

Exam Board: AQA

ENTRY REQUIREMENT No specific GCSE requirements This course provides an exciting and challenging opportunity for students to work on a project of their own choice under the guidance of a supervisor. This involves applying organisational skills and strategies to meet your stated objectives. Your supervisor will work with you to guide and facilitate your learning and to deliver taught skills such as project management, time management, research and presentation skills. Throughout the project you will have regular tutorials and review meetings with your supervisor and record all aspects of your work in a project log. The format of the project will either be a 5,000 word report or an artefact such as a video, performance, CD, script, exhibition plus a 1,000 word report. ASSESSMENT • No formal examinations. • The project is centre marked and externally moderated. Assessment falls into 4 key areas: 1. Planning and managing 2. Research and use of resources 3. Development and realisation of project 4. Evaluation

Everything you need to know about the EPQ By Annabel Heseltine, editor of School House Magazine

“The EPQ can be thought of like a mini thesis. It presents pupils with a chance to pursue a topic of study which is totally of their own choosing and unconstrained by an exam syllabus. “There are a number of factors that have led to its popularity in recent years. In the first instance, there can be little doubt that the desire to secure places at a leading Russell Group university is the key factor that motivates pupils to pursue it as a course of study. With fierce competition for places at the best universities, the EPQ is becoming one way in which pupils can stand out from the crowd. “The EPQ also allows pupils to do something totally different and outside of the mainstream of their in-class subject choices. It gives pupils an opportunity to explore fields of study not open to them in the usual A Level subject choices.”

EPQ

EXTENDED PROJECT QUALIFICATION

A LEVEL

Exam Board: OCR

ENTRY REQUIREMENT Grade 6 Geography and Grade 5 English GCSE is recommended A passionate interest in your world! This specification is designed to highlight the main issues and concepts that young adults are likely to encounter in their current and future lives, so that they can make better informed decisions and be sensitive to a wide range of viewpoints and challenges. Fieldwork plays an important part in this subject. Recent fieldtrips have included Swanage and Barcelona, investigating how Bournemouth has rebranded itself and also the study of coastal processes. A LEVEL (H481) EXAMINED AT THE END OF YEAR 13 Unit 01: Physical Systems • 1 hour 30 minute exam • 22% of the total A Level Landscape Systems Earth’s Life Support Systems Fieldwork

Unit 04/05: Independent Investigation • Non-exam assessment • 20% of the total A Level

Unit 02: Human Interactions • 1 hour 30 minute exam • 22% of the total A level Changing Spaces: Making Places Global Connections Geographical Skills Unit 03: Geographical Debates • 2 hours 30 minute exam • 36% of the total A Level (optionality – two of five to be studied) 1. Climate Change 2. Disease Dilemmas 3. Exploring Oceans 4. Future of Food 5. Hazardous Earth Geographical Skills

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GEOGRAPHY

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT There is no specific requirement. However, it is recommended that students wishing to study A Level History have Grade 6 in GCSE English and a Grade 6 in History. History at A Level requires skills of analysis, a willingness to take intellectual risks and a love of the subject. The learning environment is dynamic: lessons mostly take the form of a seminar with students being asked questions or working independently or together to address key questions. Students are expected to read widely both within and outside the core topics in order to build and broaden their own experience of history: ‘ownership’ of the subject content and the ideas and themes which drive it are essential. Component 1: Breadth Study (1C: The Tudors, 1485 - 1603) • 2 hour 30 minute exam • 80 marks • 40% of A Level The study of significant historical developments over a period of around 100 years and associated interpretations of historians. Students are required to evaluate the accuracy of three different interpretations using their own knowledge. Wider knowledge of the views of Tudor historians or the reasons for these is not required. In addition, students answer two essay questions.

Component 2: Depth Study (2O: Revolution and Dictatorship: Russia and the Soviet Union, 1917 - 1953) • 2 hour 30 minute exam • 80 marks • 40% of A Level The study in depth of a period of major historical change or development and associated primary evidence. Students are required to know something about the individuals who generated these sources as well as the wider historical circumstances in which they were produced. In addition, students answer two essay questions. Component 3: The Decline of Spain, (1550 - 1665) • 20% of A Level Students submit an essay of approximately 3,500 to 4,500 words which address how far Spain declined. The topic is address thematically ( i.e. in political, military, imperial, economic and social terms) as well as historiographically (i.e. evaluating the different ways in which historians have addressed the issue of decline). This is a fascinating area of study which has the additional advantage that is accessible because the reasons for decline and the scope of historical discussion concerning these are clearly delineated.

HISTORY

A LEVEL

Exam Board: Edexcel

ENTRY REQUIREMENT GCSE Mathematics Grade 6 (7 or higher is strongly recommended) Through Mathematics, students develop their abilities in logical thinking, formulating problems, following a structured approach to solving them, making deductions and analysing complex situations. These skills are critical to success in many degree courses and careers so it is no wonder universities hold A Level Mathematics in high regard. Whereas in the past there were options in terms of which modules could be studied, the entirety of the course is now compulsory and includes three main areas of study; Pure Mathematics, Mechanics and Statistics. A LEVEL • 3 equally weighted Exam papers, 2 Pure and 1 Applied (Statistics and Mechanics). Pure Maths We continue to stretch our knowledge through the study of more complex trigonometry, further calculus and vectors, with an emphasis on becoming more mathematically minded in our approaches. Statistics Furthers students’ conceptual understanding of statistical methods, including applications of methods to large data sets. Mechanics More complex situations are modelled with the use of mathematics, enhancing students’ understanding of the physical applications of forces. There may be an opportunity for students to sit an AS at the end of Year 12, but this will be decided on an individual basis.

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MATHEMATICS

A LEVEL

Exam Board: Edexcel

ENTRY REQUIREMENT GCSE Mathematics Grade 6 (7 or higher is strongly recommended) You must also be studying A Level Mathematics Further Mathematics is a full A Level, which adds to the breadth of topics covered and enhances the experience and understanding of the vast subject that is Mathematics. It consists of various module options and takes students beyond the Mathematics A Level syllabus to begin studying topics that are typically seen during the first year in university science or engineering courses. The possible course of study is outlined below. A LEVEL â&#x20AC;˘ 4 equally weighted exam papers. Core Pure Mathematics 1 and 2 These are the only compulsory modules and enable students to study problems involving series, complex numbers, matrices, proof, polar coordinates, hyperbolic functions and differential equations. There are then a number of options from which two must be studied. Options include but are not limited to: Further Pure Mathematics Students begin to study more complex problems involving numerical methods, conic sections, complex numbers, matrix algebra and proof, first order differential equations, second order differential equations, Maclaurin and Taylor series, vectors and calculus.

Decision Mathematics This is the study of algorithms and involves being able to follow, as well as create, processes that enable tasks to be done more efficiently or by a computer. It involves the study of algorithms on graphs, the route inspection problem, critical path analysis and linear programming. There may be an opportunity for students to sit an AS at the end of Year 12, but this will be decided on an individual basis.

Mechanics Add further complexity to the study of kinematics and dynamics. It introduces momentum, elastic collisions and the concepts of work, energy and power.

MATHEMATICS (FURTHER)

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE French/Spanish Grade 5 or above The above represent recommended grades. Each student will be considered on an individual basis.

This specification is designed to be taken over one or two years. The course fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. The content is suitable for students who wish to progress to employment or further study, including a modern languages degree. AS The AS course is fully co-teachable with the first year of the A Level course, enabling flexibility for students as they plan their course of study. Paper 1: Listening, reading and writing • 1 hour 45 minute written exam • 45% of the AS Aspects of society: current trends Artistic culture Grammar. Paper 2: Writing • 1 hour 30 minute written exam • 25% of the AS One text or one film from the lists in the specification. Grammar. Paper 3: Speaking • 12-14 minute oral exam • 30% of the AS One sub-theme from Aspects of society: current trends and one sub-theme from Artistic culture.

A LEVEL This specification has been designed to be studied over two years.This qualification is linear which means that students will sit all their exams at the end of the course. Paper 1: Listening, reading and writing • 2 hours 30 minute written exam • 50% of the A Level Aspects of society: current trends Aspects of society: current issues Artistic culture Aspects of political life Grammar. Paper 2: Writing • 2 hour written exam • 20% of the A Level One text and one film or two texts from the list set in the specification. Grammar. Paper 3: Speaking • 21-23 minute (including 5 minutes preparation time) oral exam • 30% of the A Level Individual research project. One of four sub-themes: • Aspects of society: current trends • Aspects of society: current issues • Artistic culture • Aspects of political life

MODERN FOREIGN LANGUAGES

A LEVEL

Exam Board: OCR

ENTRY REQUIREMENT GCSE Music Grade 7 or above Proficiency on at least one instrument (or voice) approximately Grade 6 Standard or above and a firm grasp of conventional musical notation; some ability on the piano is desirable. Each candidate will be considered on an individual basis.

The OCR Advanced GCE specifications extend the musical skills of Performing, Composing and Appraising in ways that emphasise their interdependence. There is increased choice within the specification to focus on performance or composition. There are no limits on the instruments (or voices) and types of repertoire which may be presented in performance and the study of the widest possible range of music, including folk, popular and classical traditions of non-Western origin as well as those of jazz and Western classical and popular traditions, is encouraged.

Please note, there are two possible Music courses, A Level and BTEC. The A Level course is detailed here and the BTEC on page 28. We will be offering just one of these courses, based on the most suitable qualification for the applicants.

Both AS and A2 specifications offer scope to develop creativity using music technology and in non-Western traditions, as well as more traditional tonal and nontonal Western composing skills.

MUSIC

A LEVEL

Exam Board: Edexcel

ENTRY REQUIREMENT GCSE Physics or Additional Science Grade 7 GCSE Mathematics Grade 6 The above represent recommended grades Each student will be considered on an individual basis.

This course combines theoretical study of Physics principles as well as the uses and applications of Physics. Topics such as mechanics, waves, materials and electricity are studied in the first year. In the second year, particle physics, further mechanics, electric and magnetic fields and cosmology are key topics. There are plenty of opportunities for practical work in the laboratory. There is a high level of Mathematics required for the course and it is highly recommended that students taking Physics also study A Level Mathematics. A LEVEL (2 YEAR) Unit 1: 9PHO/01 • 1 hour 45 minute exam • 90 marks • 30% of total qualification This unit involves the study of Mechanics Electric circuits Further mechanics Electric and magnetic fields Nuclear and particle physics Unit 2: 9PHO/02 • 1 hour 45 minute exam • 90 marks • 30% of total qualification This unit involves the study of Materials Waves and particle nature of light Thermodynamics Space Nuclear radiation Gravitational fields Oscillations.

Unit 3: 9PHO/03 • 2 hour 30 minute exam • 120 marks • 40% total qualification The paper will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on students’ experiences of the core practicals. Unit 4: 9PHO/04 Science Practical Endorsements No exam assessment Pass/Fail There may be an opportunity for students to sit an AS at the end of Year 12, but this will be decided on an individual basis.

PHYSICS

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE Science Grade 5 GCSE English Grade 5 GCSE Maths/Statistics Grade 4 Psychology is the science of the mind and of behaviour. On this course we consider reasons why people conform and obey authority, how best to define abnormality, ways to treat mental disorders as well as understanding how our memories work and the reasons why we forget. Studying Psychology encourages a questioning and analytical mind as well as helping to develop the important skills of summary and report writing. AS LEVEL 7181 (1 YEAR) Paper 1 – Introductory Topics in Psychology • 1 hour 30 minute exam • 72 marks • 50% of AS Level Topics covered: Social influence, Memory and Attachment.

A LEVEL 7182 (2 YEAR) Paper 1 – Introductory Topics in Psychology • 2 hour exam • 96 marks • 33.33% of A Level Topics covered: Social influence, Memory, Attachment and Psychopathology.

Paper 2 – Psychology in Context • 1 hour 30 minute exam • 72 marks • 50% of total AS Level Topics covered: Approaches in Psychology, Psychopathology and Research Methods

Paper 2 – Psychology in Context • 2 hour exam • 96 marks • 33.33% of A Level Topics covered: Approaches in Psychology, Biopsychology and Research Methods. Paper 3 – Issues and Options in Psychology • 2 hour exam • 96 marks • 33.33% of A Level Topics covered: Issues and debates in Psychology plus three optional units to be decided.

PSYCHOLOGY

A LEVEL

Exam Board: OCR

ENTRY REQUIREMENT GCSE English Grade 6 GCSE Religious Education / Religious Studies short or full course Grade 6 (preferable but not essential)

This qualification is designed to nurture the development of critical and reflective thinking with the aim of developing a greater understanding and appreciation of religious beliefs and teachings, as well as the disciplines of ethics and philosophy of religion. Emphasis is placed on critical analysis and the construction of balanced, informed arguments within the context of a religious, philosophical and ethical awareness. This course aims to thoroughly engage learners and develop an interest in Religious Studies, which extends beyond the classroom and can be applied to the world around them. Advanced Level Religious Studies aims to encourage learners to: • develop interest in a rigorous study of religion and belief and relate it to the wider world • develop knowledge and understanding appropriate to a specialist study of religion • develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies • adopt an enquiring, critical and reflective approach to the study of religion The knowledge and skills that you will develop from studying this course would be particularly useful for careers in law, education, social work, politics, medicine, administration and the media. However, the subject material is also pertinent for your general personal development. A LEVEL H573(A) Three components will be studied: 1. Philosophy of Religion 2. Religion and Ethics 3. Developments in Religious Thought (from a Christian perspective)

ASSESSMENT Assessment is by three 2 hour written examinations covering all three components. Please note: this is a two year course.

This course is a two year course. Topics range from ancient influences on Religion Philosophy and Ethics to twentieth century perspectives.

RELIGOUS STUDIES

RELIGIOUS STUDIES

A LEVEL

Exam Board: OCR

ENTRY REQUIREMENT GCSE Textiles or Art Grade 6 This course allows students to extend and develop their skills in a wide range of media. Students are encouraged to pursue their own particular interests, be that constructed or surface design textiles. They are encouraged to explore and refine their ideas taking into account their own emerging personal style. Recording information, through drawing or related means, forms the basis of these studies. The course fosters independent learning and research skills in students, whilst providing them with a solid grounding in practical techniques. Critical and contextual studies are fundamental. Sixth Form Textiles students benefit from having their own personal studio space in which they can work at any time throughout the day. COMPONENT 01: PERSONAL INVESTIGATION Non exam assessment (internally assessed and externally moderated) • 120 marks • 60% of the total A Level This component involves: A portfolio of practical work demonstrating personal response to a starting point. A related personal study (1000+ words).

COMPONENT 02: EXTERNALLY SET TASK An externally set project culminating in a 15 hour exam (internally assessed and externally moderated) • 80 marks • 40% of the total A Level The exam board will provide learners with a choice of theme, briefs and stimuli. Please note: this is a two year course.

TEXTILES

BTEC & OCR NATIONALS QUALIFICATIONS

BTEC AND OCR NATIONALS QUALIFICATIONS In 2021 we will be offering 6 BTEC / OCR Nationals subjects: • • • • •

Business Studies (Level 3) Information Technology Media: Creative Digital Media Production Music Sports and Physical Activity

Sibford’s BTEC results are consistently excellent. Steph McGovern, BBC journalist and presenter says: “I know from personal experience how BTEC, with its mix of academic and practical learning, helps all kinds of young people to engage with the subjects that they feel passionate about in a way that works for them.” Doctor Who, Jodie Whittaker, the first female Time Lord, completed a BTEC Level 3 National in Performing Arts at Kirklees College in Huddersfield, before going on to the Guildhall School of Music & Drama. Other celebrities who studied BTECs during their education include: • Amir Khan, professional boxer • Candice Brown, Great British Bake Off winner 2016 • Tom Heel, keyboard and guitar player for Paul Weller/The Jam • Oliver Savile, actor in the West End’s ‘Wicked’ • Ash Dykes, explorer and extreme athlete • Idris Elba, actor famous for The Wire and Luther Grades awarded are pass, merit, distinction or distinction*. Pass - E grade equivalent at A-Level Merit - C grade equivalent Distinction - A grade equivalent Distinction A* - A* grade equivalent

BUSINESS STUDIES

BTEC LEVEL 3

Equivalent to one A Level

As a thriving department, we are constantly reviewing our provision and looking at different ways to accommodate the different learning needs of our students. The course structure is as follows: Year 12

Year 13

Unit 2 Design a Marketing Campaign 90 GLH (Examinable)

Unit 1 Exploring Business (Coursework) 90 GLH

Unit 3 Personal and Business Finance 120 GLH (Examinable)

Unit Recruitment and Selection (Coursework) 60 GLH

MUSIC

BTEC LEVEL 3

National Diploma / Certificate in Music Exam Board: Pearson Equivalent to one A Level

ENTRY REQUIREMENT GCSE Music Grade 4 Proficiency on at least one instrument (or voice). Each candidate will be considered on an individual basis The course enables students to develop practical skills, knowledge and understanding relevant to the music industry. There are many performance, recording and creative opportunities in addition to a timetable of classroom based learning. THE COURSE IS EQUIVALENT TO ONE A LEVEL All students undertake three mandatory units: • Ensemble performance techniques • Professional practice in the music industry • Creating a music product • Pupil’s own choice of a specific area of interest Please note: both of the Music A-Level and Music BTEC Level 3 are two year courses.

Please note, there are two possible Music courses, A Level and BTEC. The BTEC is detailed here and the A Level course on page 21. We will be offering just one of these courses, based on the most suitable qualification for the applicants.

SPORT & PHYSICAL ACTIVITY

TECHNICALS LEVEL 3

Exam Board: OCR Equivalent to one A Level

ENTRY REQUIREMENT There are no formal entry requirements for this qualification. This qualification is not just about being able to play sport, it will provide learners with the skills, knowledge and understanding to progress into Higher Education on a sport-related programme such as Sport & Physical Education, Sport Science, Sport Coaching and Development or Sport and Leisure Management. Learners will take between five and six units made up of mandatory and optional units: Everybody will study the following mandatory units: • Body systems and the effects of physical activity • Sports coaching and activity leadership • Sports organisation and development. These units will give learners an understanding of sport in the wider contexts of coaching and leadership, anatomy and physiology, the body’s short and long-term responses to physical activity and the framework of sport in the UK and the organisations involved. Learners will also develop transferable skills such as planning, communication, adaptability and leadership. Every unit must be passed for learners to be awarded the qualification. Qualifications are graded using a Pass, Merit, Distinction and Distinction*.

COURSE CONTENT Certificate (180 GLH): Year 1

Extended Certificate (360 GLH): Year 2

Unit 1 Mandatory (90 GLH): Body systems and the effects of physical activity. • 1 hour 30 minutes written paper.

Unit 3 Mandatory (60 GLH): Sports organisation and development. • 1 hour 30 minutes written paper.

Unit 2 Mandatory (90 GLH): Sports coaching and activity leadership Internally assessed through coursework assignments and externally moderated.

Unit 5 (60 GLH): Performance analysis in sport and activity Internally assessed through coursework assignments and externally moderated. Unit 6 (60 GLH): Organisation of a sports event Internally assessed through coursework assignments and externally moderated.

The Extended Certificate includes units already studied in Year 1 and Units 5 and 6 may vary depending on which optional units have been selected to study.

INFORMATION TECHNOLOGY

BTEC LEVEL 3

Certificate and Extended Certificate Exam Board: Edexcel Equivalent to one A Level

ENTRY REQUIREMENT Learners should have qualifications at, or equivalent to, Level 2 and an interest in and aptitude for Information Technology. This qualification is designed for learners who are interested in an introduction to the study of creating IT systems to manage and share information, alongside other fields of study, with a view to progressing to a wide range of Higher Education courses, not necessarily in IT. This BTEC in IT is a vocational course that encourages students to select and use IT appropriately. It will enable students to build a strong set of transferable skills. This course will suit students who are positive and self-motivated and who can manage their time effectively. The course is taught through a combination of formal teaching and independent research and investigation. ASSESSMENT The qualification consists of 3 mandatory units and 1 optional unit. Two units are taught in each of Year 12 and 13. Mandatory units: 1. Information Technology Systems 2. Creating systems to manage information 3. Using Social Media in business Optional units: 1. Data modelling 2. Website development. Two units are externally assessed.

MEDIA

MEDIA: CREATIVE DIGITAL MEDIA PRODUCTION BTEC LEVEL 3

Exam Board: Pearson Equivalent to one A Level

ENTRY REQUIREMENT There are no specific GCSE entry requirements although a level 4 and above in English or English literature is recommended. Students will also benefit from having an interest in film and television production. Candidatesâ&#x20AC;&#x2122; applications will be considered on an individual basis. The qualification provides a coherent introduction to the study of creative digital media production at this level. Learners develop an understanding of media industries through analysing media representations alongside pitching and producing their own media projects. It is designed for post 16 learners who aim to progress to higher education and ultimately to employment, as part of a programme of study alongside other BTEC Nationals or A Levels. This course will suit students who are positive and self-motivated and who can manage their time effectively. The course is taught through a combination of formal teaching and independent research and investigation. Note: External assessments take place at the end of the second year of the course â&#x20AC;&#x201C; no accreditation is given for Year 1. Learners must complete the 2 year course in order to obtain certification.

CANDIDATES COMPLETE 4 UNITS IN TOTAL AS OUTLINED BELOW Unit 1: Media Representations Exam. 2 hours. External Unit 8: Responding to a commission Exam. 5 hours. External Unit 4: Pre-production portfolio Internal Unit 10: Film production (Fiction) Internal

Support is offered to any student entering the Sixth Form who feels they would benefit from the support of a specialist SfL tutor. We offer a variety of tuition for KS5 students. You can opt for one or more individual weekly tutorial sessions with a member of the SfL team. Our aim is to underpin learning and work towards transition to Higher Education studies. There is a focus on relevance to study, overlearning, motivation and ‘little and often’. The broad areas considered to create targets are: • • • • • •

Effective study skills Assistive technology Time management and organisation Reading for research Writing: assignments, essays, reports Establishing learning priorities

The SfL team will carry out the necessary assessments for access arrangement applications for public examinations and will help you with the preparation of your CV and personal statement.

Students are supported to develop Study Skills throughout Years 12 and 13. These sessions sit alongside academic and vocational subjects and include a wide range of areas such as note-taking, summarising, avoiding plagiarism, writing essays, and active reading strategies. All of the sessions are designed to enhance student performance at A Level and BTEC as well as prepare students for their life at University or in the world of work or apprenticeship. In addition to the taught sessions, students also have the opportunity to ‘drop in’ for support or guidance with specific areas of the curriculum and this is provided on a small group or one-to-one basis throughout the academic year.

STUDY SKILLS DEVELOPMENT

STUDY SKILLS DEVELOPMENT (PHSE PROGRAMME)

SUPPORT FOR LEARNING

SUPPORT FOR LEARNING (SfL)

ENGLISH LANGUAGE ADVANCEMENT AND IELTS PREPARATION COURSE (for speakers of other languages)

ENTRY REQUIREMENT You will have completed Year 10 and 11 at Sibford School or enter the Sixth Form with an IELTS score of at least 5.5. Note: For those who need further English language before progressing to A Levels we also offer an Intensive English Course. Please ask for a copy of our ESOL brochure. The English Language Advancement and IELTS Preparation Course is offered as a full subject option for all Year 12 and 13 overseas students. It will help you to advance your general language skills while also providing specialist preparation for the IELTS (International English Language Testing System) exam.

You will study essential English grammar, vocabulary and language skills and will also spend time reading, writing, speaking and listening. You will also receive support with exam techniques and self-correction techniques and undertake regular practice exams.

ASSESSMENT The exam consists of four sections: • speaking • listening • reading • writing

ESOL

Extra-curricular opportunities encourage students to develop new skills, take risks, experiment with new experiences and consequently grow in self-confidence. A range of enrichment opportunities will be offered to Sixth Form students and will include: • • • • • • • •

Supporting students in the lower school as mentors Working within departments or with students in tutor groups Theatre visits Sport tours Young Enterprise Scheme Visits abroad World Challenge Charity work

SIXTH FORM LEADERSHIP TEAM A team of senior students are chosen each year to lead the Sixth Form. These prestigious students will oversee the direction of the Sixth Form and will represent the Sixth Form at formal events. Other leadership opportunities include:

SIXTH FORM LEADERSHIP TEAM

ARTS, LANGUAGES, SCIENCE Selected students will be able to extend their leadership skills within selected subject areas. Students will be expected to work within departments to offer support and expertise to students in the lower school. Opportunities for mentoring and training will be given for students.

CHARITIES GROUP The Charities Group offers students the opportunity to organise fundraising events and make decisions about which causes to support. FAIRTRADE GROUP The Fairtrade Group promotes the use of Fairtrade products in school and increases awareness of issues surrounding Fairtrade. They also take the lead in organising awareness raising events.

EXTRA-CURRICULAR ACTIVITIES

PSHE will cover a wide range of relevant topics of interest to Sixth Form Students such as personal financing, making successful applications, interview skills, effective study skills and developing successful skills for learning and life.

To ensure all students are prepared for the world of work and can gain valuable experience and insight into future possible areas, all students in Year 12 undertake a period of work experience during Curriculum Enrichment Week.

VISITING SPEAKERS & CITIZENSHIP

DUKE OF EDINBURGHâ&#x20AC;&#x2122;S GOLD AWARD The DofE Scheme gives young people the chance to serve their local community and to gain a sense of achievement. Often students will already have completed their Bronze Award, however, it is possible to have direct entry into the Award at Gold Level. DofE is a non-curricular activity which is greatly valued by employers and universities.

VISITING SPEAKERS

An extensive programme of professional, external speakers will be organised. Topics will be diverse and relevant to post 16 students and will include: ethical and moral issues, politics, personal safety and making successful post 18 applications.

WORK EXPERIENCE

PSHE

DUKE OF EDINGURGH

In addition to organising social events for the lower school, such as the Christmas Ball, Sixth Form students also get to enjoy a number of events aimed exclusively at them. These include: • Team Building Activities • Foxtrot Excursion • Leavers’ Ball and ceremony.

SPORT This helps to not only develop their personal fitness, but also provides an opportunity for pupils to develop many social attributes as well as supporting their mental wellbeing. Every Wednesday afternoon all Sixth Form students partake in an engaging games afternoon where they can choose activities including basketball, badminton, table tennis and gym. The afternoon also provides training /matches for many of our team sports For a small school we are delighted not only with our level of success in the local area and beyond, but also pride ourselves on the number of pupils competing on a regular basis.

Sixth Form students are actively encouraged to develop their leadership skills by assisting the PE Department in running many of our lunchtime and after school clubs. This creates a great opportunity for developing a fantastic community feel throughout the school as well as enabling Sixth Form students to gain valuable life experience which will strengthen any potential university or employment applications.

The Sixth Form Centre at Sibford School is fully equipped for the needs and requirements of young adult learners. It provides comfort and support for a variety of learning styles as well as areas for students to relax in each other’s company. PRIVATE STUDY AREAS Effective use of private study and independent study is the key to success in the Sixth Form. The designated study areas ensure that Sixth Form students are fully supported and encouraged to work independently. FLEXIBLE STUDY AREAS All students learn in different ways. To ensure that all learning styles are catered for, the Sixth Form Centre provides a range of soft chairs, sofas, tables and study areas to ensure that students can select their preferred method of learning. Students are also provided with café tables so that groups can share and extend their learning together.

IT Sixth Form students are expected to bring their own devices to school. IT facilities are also available in the Sixth Form centre for the exclusive use of Sixth Form students. These resources ensure that students are able to use their independent study time effectively, enabling them to build on and extend the class learning. RECREATIONAL FACILITIES Social time is important for full enjoyment of Sixth Form life as it creates positive working relationships and engenders supportive groups. To ensure that all students are able to make the most of their educational experience, the Sixth Form centre includes a modern, well equipped kitchen area exclusively for Sixth Form students.

SIXTH FORM RESOURCES

SPORT

Sport is an integral part of Sixth Form life, enabling all pupils to engage in physical activity on a regular basis.

SOCIAL ACTIVITIES

BOARDING

BOARDING AT SIBFORD Boarding at Sibford School is an enriching, positive experience where all are encouraged to live adventurously. Sibford welcomes both day pupils and boarders. A number of our Sixth Form students choose one of our boarding options because boarding can provide a valuable opportunity to experience independent living in preparation for university or leaving home. Sixth Form boarders find that the staff support and supervision in the evenings helps them focus on school work, manage distractions and gain the qualifications they are aspiring to achieve. WHY BOARD AT SIBFORD SCHOOL? Boarders have the opportunity to take responsibility for assisting in the organisation of extra-curricular activities and trips, and find they are able to develop their selfconfidence and leadership skills as senior members of the school community. Homely feel Our two boarding houses are staffed by friendly, experienced House Parents that take a genuine interest in the academic and pastoral welfare of the students and work hard to create a family style environment. Living arrangements Margaret Fell is our boarding house for girls from Year 6 through to Year 13. The House Parents are Joyce Scannell and Michael Maguire. The house has a large, homely lounge where the girls can relax, watch television/DVDs and even play the piano. The Margaret Fell kitchen is a popular gathering place and has witnessed numerous baking activities. All the girls have their own individual lockers. Upstairs the house has ten shared rooms, some containing four beds and some containing two beds. There is also a single room en-suite room. All rooms provide the students with space for private study. Fielding is the boys Boarding house, and accommodates pupils from Year 6 through to Year 13.

The House Parents are Victoria Baker, David Brassett and Tara Louise Cheetham who provide a family atmosphere while at the same time giving the students additional independence in recognition of their age and in preparation for university or leaving home. Downstairs the students can enjoy relaxing together in the large common area which includes a lounge with comfortable sofas, TV room, pool table and study area. There is also a well-equipped kitchen and breakfast bar. In the social areas, students can play pool, watch films or form study groups together. Excellent pastoral care The boarding environment is sensitive to the needs of all individuals. Our aim is to have an emphasis on the pastoral support that strongly reflects the schoolâ&#x20AC;&#x2122;s ethos and provides outstanding care for boarders. Our House Parents and pastoral staff are always on hand to talk to boarders and ensure they are having the best possible experience. We appreciate that living away from home is a big change, so we keep a watchful eye to support and help the children and make they are comfortable and feel part of the family. Staff get to know our boarders well, and, like parents, try to keep informed of their progress at school, whilst also giving them a secure home to retreat to from the pressures of academic work.

BOARDING BOARDING OPTIONS We offer various boarding options here at Sibford School with family and work life in mind: Full boarding Full time boarders live on site in a boarding house at Sibford School for seven nights a week during term time. The school is responsible for the pupilâ&#x20AC;&#x2122;s care and well-being 24 hours a day. Full boarding fees include: - Accommodation - Laundry - Help with travel arrangements - Health care - All meals during the week Weekend brunch and Sunday evening meal at weekends plus a food allowance and a supply of staple foods (milk, bread, fruit etc.)

Weekly boarding This option works well for students who have a lengthy daily commute to Sibford School, but still want to travel back home at weekends. Students have the option to arrive on Sunday night or Monday morning and depart on Friday afternoon or Saturday morning. Students can now regularly stay for one to five nights a week, meaning the school can work effectively around family life and work commitments. Occasional boarding This boarding option means pupils can board for the occasional night if they wish. The cost includes 24-hour care, full board with meals and bed linen. We offer a 50% discount on the cost of occasional boarding should your child be staying over as the result of a school-based event such as an open evening, sports fixture or school trip.

Over the last 3 years, 90% of our students have gone on to study at Universities. These include:

Sibford School Sibford Ferris I Banbury I Oxfordshire I OX15 5QL Telephone: +44 (0)1295 781200 Email: For general enquiries: office@sibfordschool.co.uk For admissions enquiries: admissions@sibfordschool.co.uk Social:

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