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Beaconsfield High School Sixth Form The beginning of the rest of your story

PROSPECTUS 2017 / 2018


Beaconsfield High School has been at the centre of the community for 50 years, discovering talented students and developing them in to rounded, successful and remarkable young adults. We are a modern, diverse, inclusive and dynamic school, a centre of excellence in and out of the classroom, and a community that makes me incredibly proud. At the heart of everything we do is respect – for yourself, for others, for the environment and, of course, for learning. We remain an all girls school, which enables our students to follow their interests without the limitations of gender stereotypes. Our focused environment also facilitates academic progress and understanding of individual potential. We are committed to every student’s development and success. Join us for the next two years and we will help you become a remarkable young adult, successful academically, a happy and confident contributor to society, with the skills of leadership, teamwork, empathy and initiative that will enable you to thrive in everything you do. We look forward to welcoming you into our Sixth Form. Mrs Rachel Smith Headteacher


Our Sixth Form welcomes 180 students in each year, and every single student who joins us, whether existing or from another school, enjoys focused 1:1 attention in an inclusive environment. When you join our Sixth Form you’ll experience team spirit, collaboration and ceaseless support. The school is consistently recognised for its remarkable academic environment and highly competitive results. In 2016 alone, Year 13s achieved exceptional A-Levels, with 45% gaining A*-A and 75% gaining A-B grades. What stands us apart, though, is our holistic approach to development and our broader programme of learning. When you study at Beaconsfield High School you also learn the many vital skills needed to thrive in the worlds of university and work. Mrs Rachel Williams Assistant Head: Director of Sixth Form

I am proud to be part of a school that offers such a high level of teaching and support. We are encouraged to become strong independent women, motivated academic learners and high achieving individuals. Our outstanding academic, sporting and musical achievements are a credit to the determination, resilience and ambition that is instilled within our student body. Beaconsfield High School provides a dynamic and unique environment, which equips students with transferable life skills that ensure our future success. Hannah Ruby Head Girl

Beaconsfield High School’s 2015/2016 Achievements



A*-B Grade A-Levels

100% DANCE



95% of students gained A*-B EPQ





were accepted to the Russell Group

students accepted to OXBRIDGE


of all A-Levels were A*-B


students achieved A* in Biology

Girls’ Grammar Schools in Bucks at A-Level


Introduction to our Sixth Form

The Beaconsfield High School A-Level programme blends academia with leadership, creativity, teamwork, activity, participation and independent thinking. The school believes it is this combination of learning and involvement that prepares you for your next step. Our staff, highly proficient, talented and with broad life experience, prefer a respectful and collaborative approach to working with Sixth Form students. Your contribution to developing your future self is maturity, hard work, commitment and dedication. With a big splash of fun. The Sixth Form management team works closely with the Student Leadership Team (SLT) to ensure the school delivers for our students. Once you join us, the focus is to develop your character, foster your acumen and build your future aspirations. This complements the strong academic focus and sense of independence that we help you grow.

M Sixth Form is a very different world to the earlier years of school, with the expectation that you will take your own initiative to study and learn. With us, you are supported every step of the way through this transition, and your motivation and independent thinking are celebrated. Those driven to apply to Oxbridge colleges are fully guided through the early application process and the school has a strong pedigree of success; recently celebrating 9 offers for 2017/18 as an example. Other routes are also heavily supported, whether a Russell Group university, where typically 75% of students achieve their first choice university, a vocational course, route to work or a creative profession.

STEM is an important focus throughout the school, and advanced science laboratories with breakthrough technology and equipment are just one part of embracing this agenda. Students are encouraged to enter relevant competitions, to engage in groups and clubs for further learning and to imagine the possibilities of a career in areas once not so accessible. We work with both large and small businesses and organisations, including Hitachi and Bosch, to better the school environment and opportunities, from a range of beneficial ‘helping hand’ scholarships for university to exciting and informative lectures and work experience. Dedicated A-Level classrooms and Sixth Form study spaces are just some of the ways we have invested in to make our Sixth Form different. The world of work also influences the many clubs and societies led by students, including MEDSOC, Model United Nations and a Bar Mock Trial. Read on to discover what awaits you when you join the Beaconsfield High School Sixth Form.

“We do our very best to welcome new students and seamlessly integrate them into the school. The induction days and tours give us the chance to get to know each other, and make the first day far more comfortable – and exciting!” Ellie, Year 12


Your Success Milestones

7. The next chapter in your story begins University, career, apprenticeship and more

6. A-Level Results The future starts here, whatever the results

4. UCAS Process Begins Our structured process will safely guide you towards your future successes

2. A Smooth Transition New subjects, new tutor groups, exciting new perspectives!

1. GCSE Results Day You’re in, welcome to the start of your BHS journey!

5. Exam Focus The culmination of seven years of hard work and dedication – we’re here every step of the way

3. Prefect Selection Process Put your leadership skills to the test and shape the school’s future

Your Ambitions Your goal may be to join an Oxbridge college or one of the revered Russell Group universities. Perhaps you want to follow your heart into a creative profession or step straight into an apprenticeship or work. Whatever your career plan or budding ideas for your future we have the skills, experience and know-how to get you there, with a portfolio of subjects to give you a strong, comprehensive grounding that opens doors. The most important thing at this stage is to think carefully about which A-Levels will best work for you. First and foremost, you need to enjoy what you are studying. Two years is a long time and the hard work and dedication required to ensure success has to be balanced with real enthusiasm and motivation. Enjoyment comes when we spend time doing the things we are good at, so consider carefully where your strengths lie.

Dependent on your career ambitions, you may wish to specialise in a certain area of study, or strategically combine certain A-Levels to lead to a particular degree. We have information further on that can guide you. A rounded educational experience at this stage of your life will prepare you for the competitive world of work in the future. When you think of Sixth Form at Beaconsfield High School, think of learning so much more than the theory of ALevels. We give you life skills, work knowledge and experience, and the tools to thrive.

“When it’s time to submit the UCAS personal statement in Year 13 there is a very supportive team that thoroughly checks everything. The staf f suggest tweaks and advise on how to stand out from the competition, giving us the best possible chance of getting places in the top universities.� Charlotte, Year 13

A-Level Programme and Curriculum At Beaconsfield High School we know that preparing for your next step in life takes a combination of many focus areas. We balance a considered programme of study and broader activity for a holistic learning experience that develops in you a deeper knowledge – something that is highly valued by universities and employers alike.

The A-Level Programme 3 A-Levels Enrichment volunteering Extended Project Qualification Lecture series Sports programme Personal Development seminars Duke of Edinburgh scheme (Optional) Fourth A-Level (Optional)

R A-Levels

From 2017 the A-Level system returns to its traditional linear routes. You will study the same three (or in some cases four) A-Levels across your two years in Sixth Form, with exams in Year 13 determining your final result. We offer more than 20 subjects to choose from, including the facilitator subjects as well as specialist courses.

Enrichment Volunteering

From Sports Leaders, where students work in primary schools to support sport and a healthy lifestyle and SQLT supporting learning in school, to virtual learning with underprivileged schools and Sixth Form-led Charities Week, we strongly encourage students to find ways to give back, whether to the school, local community or further afield. It is this sense of citizenship and responsibility that contributes to a rounded adult.


The Extended Project Qualification gives you the opportunity to research a topic that interests you and to create a dissertation, field study/investigation, artefact or performance. It is highly regarded by universities, some of whom will make reduced offers as a consequence, and is excellent evidence of wider reading and knowledge. Special points of interest: The EPQ is equivalent to half an A-level, is run by AQA and can earn you UCAS points. It is graded from A* to E and can be based on a subject you are already studying or a subject you would like to study at university or follow as a career. Last year 75% of our students achieved grades A* to A!

Lecture Series

We invite a range of organisations – from local and national businesses, to universities, alumnae, literary and political figures – to present weekly lectures to our Sixth Form. This broadens your knowledge, opens your eyes to other perspectives and possibilities and gives you a greater learning experience. Topics can range from choosing your degree and writing your personal statement, to starting a career in law or the latest developments in healthcare. Organisations in the past have included esteemed establishments including King’s College and Birmingham University

Sports We don’t sit on our laurels at Beaconsfield High School, in fact we have a remarkable PE department run by staff who compete at national sporting level themselves. The team loves to encourage the student body into sport, whether you’re studying at A-Level, you’ve played hockey your whole life or fancy having a go at netball for the first time; that’s why all Sixth Formers take part in PE at least once a week.

Personal Development You’ll take part in weekly seminars, workshops and debating forums that broaden your horizons, knowledge and skills. The focus will be on personal, social, health and citizenship education (PSHCE), interwoven with sessions on planning your future. Expect topics such as communication skills, mindfulness, CV writing, personal statement preparation, cooking on a budget, diversity and equality, mental health and managing your finances.

Duke of Edinburgh (Optional) We are a directly Licenced centre offering Gold, Silver and Bronze level, with in-house, experienced leaders. After your experiences on the DofE scheme you’ll be a confident and self-assured person, who is self-aware, empathetic and interacts effectively and harmoniously with other people. Combine these attributes and attitude and you’ll directly influence how successful you are, in both your personal and working life.

Fourth A-Level (Optional) This option is only recommended for exceptionally talented students who are very academic and driven, and who are comfortable with the additional commitment needed to achieve the highest levels of success. Please see the FAQs for more information on when to consider a fourth A-Level.

“There are a range of leadership opportunities, including Prefect roles, work experience placements and student mentoring. It’s a great way to take on responsibility and develop important life skills.� Hannah, Year 12

Enriching Experiences Student Leadership We have a very active, vocal and confident student body, led by a strong Sixth Form Student Leadership team made up of Head Girl, Deputies and Prefects. Staff not only respect the voice of the student body, but relish the opportunity to work with them to develop and enact change. The Student Council and the Prefect team unite students across all years, meeting regularly to discuss and action improvements and new ideas. The Sixth Form Working Party focuses on the needs of the Sixth Form, with big plans for continuous improvements to the facilities, such as study areas and classes and learning opportunities like travelling experiences, such as to South Africa. The Quality Learning team (QLT) works alongside staff to consider ways to improve quality and aptitude for students. This is delivered in school by Sixth Form learning assistants who work with younger years, and members of the QLT also provide learning assistance to local primary schools, visiting on a weekly basis. There are a whole breadth of societies in operation at the school, and there is always hunger for new groups to be created. These are typically led and organised by Sixth Formers, allowing for further leadership opportunities and educational gain, and are attended by Sixth Form and younger students with mutual interests. Will you be joining any of our clubs? Why not start your own? MEDSOC | MUN | Amnesty International | Science Club | Bar Mock Trial Economics Society | Becky Highlights Magazine and more

Creative spirits Expand your creative self in drama, dance, music and art when you join our Sixth Form. From school plays to the Rock Challenge dance competition, the chance to join our Senior Choir and Senior Strings, plus our Symphony Orchestra and Wind Band, and take part in annual concerts – we offer exciting and thrilling opportunities to become the best you can be. For artists, our hallways are your gallery; but we don’t just stop there, we work with local businesses to showcase your talent to the wider community too.

Passion for sport Whatever your sporting ability, your interest and enthusiasm will be celebrated and encouraged with us. You may join one of our elite teams, including indoor hockey, netball and gymnastics and compete at national level or get involved in senior netball, swimming, cross country and hockey that are open to all. All Sixth Formers can take on the Level 3 Sports Leaders award, which also offers UCAS points.

Social Butterflies Our community spirit is not just developed during school time - our Events Prefect is tasked to develop a calendar of fun events to ensure Sixth Formers connect across the two years. Our PE department runs an annual Sports Dinner to celebrate the amazing achievements of our students and, of course, the finale event is the Prom, a glamorous event to bid farewell to your time with us!

K Exclusive facilities

With valuable input from the Year 12 Working Party we have developed dedicated areas for Sixth Formers, including study and social areas, and a silent zone for focused learning. We are continuously working to create an environment conducive to the dedication and focus our Sixth Formers give to their studies.

Mobile technology/BYOD

The school is a Bring Your Own Device spot, and we encourage you to bring your preferred devices to school to aide your learning. We have improved Wi-Fi available to all students, and also offer training on how to keep yourself safe online.

Educational visits We offer students a range of opportunities for external learning and experiences, across our whole spectrum of subjects. If politics or history interests you, the Model United Nations club gets involved in inter-school and international conferences. And each year we nominate students to take part in the Lessons from Auschwitz event, where students visit the site and pass on their experiences and new perspectives when they return. For the musically talented, our bi-annual trips offer the chance to immerse yourself in a musical hotspot – we visited Prague in 2016, and in 2018 will visit either Venice or Barcelona. Our Sports and Physical Education students visit various countries to learn more about the sport and its connection to the culture. Australia is next on the list! There are few places that combine so many natural wonders as Iceland, which is why our Geography department takes Sixth Formers every 2-3 years. Waterfalls, glaciers, geysers and extreme temperatures are just some of the marvels you’ll learn more about. Our Dance department leads a tour to New York, where America’s artistic heart lies, to enable students to be inspired by some of the greatest performers of the moment. CERN is the European Organization for Nuclear Research, one of the world's largest and most respected centres for scientific research – and our students have the chance to visit the site and expand their scientific minds. Our full tour listing is on the website.

“One of the reasons students join our Sixth Form is because of the Learning Support team. Very few schools of fer such attentive help, where students with learning dif ficulties are fully supported and are helped to achieve the best possible results.� Simran, Year 12

Support Every Step of the Way The Sixth Form Management Team Our students enjoy a close and supportive relationship with the Sixth Form management team. Directed by Mrs Williams with Year 12 headed up by Mrs Sanders and Year 13 by Dr Boxall, our students feel understood, encouraged and reassured that their futures are in good hands. There are enthusiastic support staff exclusively available to Sixth Form students, who are strategically placed at the centre of the Sixth Form building. Students pop by on a daily basis for advice and guidance on all manner of educational, career and personal matters. The inclusive supportive heart of Beaconsfield High School couldn’t be more obvious than from this hub of activity.

Tutoring Sixth Form students have one-to-one support from their tutors, whether from a mentoring, nurturing or coaching perspective. Additionally, once the Year 13s have left after A Levels their tutors work directly with the Year 12s to support them on the UCAS process and, where appropriate, full support is given to prepare early entrants for Oxbridge.

Example UCAS timeline Dates/deadlines


16 March

Imperial College Admissions team present ‘Why Bother?’

20 March

University of Birmingham visit to discuss the university and course choices Kings College Admissions team present ‘Personal Statements’

24 April 2 May Throughout June 7 July April – July 4-14 July w/c 4 Sept 15 - 29 Sept 2 October 3–14 October 15 October 6 November 30 November 15 December

Planning My Future evening – parents/students PSHCE acTviTes Imperial College deliver Personal Statement/UCAS statement wriTng sessions Students draU personal statements in EPQ lessons Students to hand in draU personal statements to tutors for review, before further work over the summer holidays Students to hand in second draU to tutors for final check Tutors to return personal statements in tutor Tme Subject teachers/tutors UCAS references deadline UCAS Apply Drop in sessions at lunchTme Early applicants’ deadline (Oxbridge, Medicine, DenTstry, Veterinary Science) Tutors’ UCAS reference window closes DEADLINE for students to pay and send the applicaTon to Sixth Form Office Sixth Form Office deadline for all applicaTons to have been checked and approved before sending on to UCAS

15 Jan 2018

6pm deadline for all applicaTons (see below); any applicaTon received by UCAS aUer this date will be treated as a ‘late applicaTon’ by UCAS (see for more details)

Late Feb 2018

EXTRA opens for eligible students – see Sixth Form Office for more details Deadline for students applying for a Diploma in FoundaTon Studies in Art/Media/Design

March 2018

University coaching We coach students in preparation for the interviews and the additional tests required by the top universities. Mock interviews, practice for admission tests like TSA, STEP and AEA, along with role play and seminars all thoroughly prepare you for this part of the process. This kind of support ensures that 75% of our students achieve an offer at their first choice university. Our librarian also helps to hone your skills in research and referencing in readiness for in-depth study, tests and dissertations at University.

Career coaching Preparation for future careers starts in earnest during Sixth Form. Your ambitions may well not be the same as some of your peers but whatever route you are thinking of going, our expert team – who come from many different avenues themselves – will expertly advise you. One-to-one consultations cover the whole journey, from considering the best line of work, to degrees, vocational courses and higher apprenticeships, and making the transition from student to employee. If your next step is straight into work we’ll help you prepare, from briefing you on the expectations that will be placed on you to how to write your rolewinning CV. It’s an exciting time, whatever route you choose, and we’re right there with you. We arrange events and activities to support your ambitions Career speed dating | Lectures by industry experts | Higher Education Fairs | Apprenticeship talks | Professional interviews

“The 6th Form management team is very supportive and is there to help us with whatever problem we may face, whether it be an issue with school or something personal.� Claire, Year 13

Learn More About Our Sixth Form Open Evenings & Tours We host open evenings and tours to give potential students and their parents a taste of what our Sixth Form is like, as well as the opportunity to learn more about the subjects, teachers and additional learning initiatives. Please check our website for dates.

Meet Your Peers We offer a series of induction days for you to connect with your future peers and to immerse yourself in the experience of our Sixth Form. We’ll invite you in to meet with the Sixth Form leaders and team, take tours of the school and our extensive facilities and also spend time with the Prefect team to understand more about our leadership opportunities. And once you join us as a Year 12 you can look forward to team building days and activities, like the Bushcraft event we have planned for September that will unite you with the Year 13s.

Be Social Another great way to keep up-to-date with everything the school and Sixth Form are doing – whether you are already a student or joining us afresh – is to follow our social media channels. We’re looking forward to seeing you there!


Apply to Join Us

We welcome students who are driven, have a strong work ethic, are academically ambitious and have a vision for their future. To join our Sixth Form, you will need a minimum of 368 points from your best 8 GCSE results. The following must apply: •  GCSE Maths and English Language must be at Grade 5 or above

•  You must achieve the minimum GCSE grades required in your intended subjects of study, as detailed in our Curriculum Criteria table •  We receive a recommendation from your current school (external students only) How the points system works: Grade Points































Please complete the Application Form and return it by the deadline to the Sixth Form Office or email to You can review each subject in detail on our website. Postal Address: Sixth Form Applications Beaconsfield High School Wattleton Road Beaconsfield HP9 1RR

Note: We will do everything we can to run the courses outlined on our curriculum. However, where we don’t have sufficient interest we may need to cease certain courses and will work with you to find another that is suited to your strengths and your future aspirations.


University Degrees

Suggested A-Level Course Combinations

American Studies Archaeology Dance English Fine Art/Art History Government & PoliTcs Modern Foreign Language Music Theology Agriculture/Biochemistry Biology/Botany/ Ecology/Zoology Chemical Engineering

English or History Most subjects acceptable Dance English + MFL useful Art + porfolio History, PoliTcs + English & MFL PoliTcs, History, Economics, Maths, MFL or Geography A-Level in the main language + one other language Music + Grade 7 performance preferred RS not essenTal + MFL, English or History Chemistry essenTal + Maths, Physics or Biology Chemistry & Biology Two of Chemistry, Maths or Physics Chemistry and at least one from Maths, Physics or Biology


Maths typically Chemistry and two from Maths, Physics or Biology

Engineering (including Civil, Electronic/Electrical, ProducTon & Mechanical)

Maths & Physics essenTal

Food Science/NutriTon Geology Maths Medicine Nursing Opthalmic OpTcs Pharmacy/Pharmacology Physics Veterinary Science Accountancy

Chemistry may be preferred CombinaTon of the sciences + Geography useful Maths essenTal + Chemistry & Biology Chemistry and two from Maths, Physics or Biology Chemistry & Biology preferred Minimum of two sciences Chemistry and two from Maths, Physics or Biology Physics and Maths Chemistry, Biology & Physics Maths preferred


Maths & Physics useful. ApTtude for Art desirable + porfolio

Business Studies Economics EducaTon

Maths, Business Studies, MFL, Economics useful Maths/Economics preferred + History A-Level in specialist subject + GCSE English & Maths


Geography preferred + Biology, MFL, History, Maths, Chemistry useful

Other courses

Science Courses

Computer Science DenTstry

Leisure Industry Law

Business Studies/Economics useful History, MFL, English, PoliTcs, Maths + criTcal thinking all useful

Philosophy Psychology

Maths, PoliTcs & MFL useful Psychology or a science useful

Sociology (including social work)

Economics, History, Maths useful (A-Level Sociology not always required)

A-Level Course Art

Entry Criteria (368 points + the below) GCSE Grade B Art / GCSE Grade B TexTles


GCSE Grade A Science

Business Studies

GCSE Grade B English + Maths


GCSE Grade A Science


GCSE Grade B Dance / GCSE Grade B English + some dance experience

Drama and Theatre Studies

GCSE Grade B Art / equivalent experience


GCSE Grade B English + Maths

English Language and Literature

GCSE Grade B English Language + Literature

English Literature

GCSE Grade B English Literature + Language


GCSE Grade B Geography

Government and PoliTcs

GCSE Grade B English or History


GCSE Grade B Graphics + Maths + Science

History and Early Modern History

GCSE Grade B History


GCSE Grade A LaTn

MathemaTcs and Further MathemaTcs

GCSE Grade A Maths + Higher Maths

Media Studies

GCSE Grade B English Language

Modern Foreign Languages: French and Spanish

GCSE Grade A French + Spanish


GCSE preferred + Grade 5/6 on an instrument


GCSE Grade A Science (+ GCSE Grade A Higher Maths recommended)


GCSE Grade B Maths + Science

Religious Studies: Philosophy of Religion and Ethics

GCSE Grade B Philosophy & Ethics


GCSE Grade B English

Sports and Physical EducaTon

GCSE preferred + GCSE Grade B Science


GCSE Grade B TexTles + Maths + Science

The minimum grade for A-Level Art is GCSE Grade B TexTles/Art. Those wishing to apply also have the opTon to complete a set of acTviTes before an interview with the Head of Art. For students applying to join us for A-Level sciences from other schools, a GCSE Grade A for AddiTonal Science is an acceptable alternaTve to Higher Maths.


The Route to Your Sixth Form Open Evening Sept 2016

Application Deadline Nov 2016

GCSE Predictions requested

Induction Days 21-22 June 2017 Meet Your Peers!

Subject interest and timetable checked

Conditional offers issued to external applicants

Results Day 24 Aug 2017

Welcome to your Sixth Form! 6th Sept 2017

“The teachers are very approachable and want to help us to achieve our full potential. They are more than happy to provide support both in and out of lessons.� Caroline, Year 13



Are the entry requirements the same for external applicants as they are for existing students? The application process and requirements are exactly the same, although every applicant is reviewed and considered individually. What is the dress code for Sixth Formers?

We expect you to wear smart/casual clothing and shoes at all times. Trainers and leggings are not permitted. Sixth Form privileges include a dress down day once a month. More detailed information on the dress code will be in your information pack. I’m thinking about taking a fourth A-Level. What do I need to consider? We highly recommend that any student considering 4 A-Levels should achieve at least 440 points at GCSE. You should consider all other commitments, as the results for your best 3 A-Levels should remain the priority. What are facilitating subjects? Do I need to study three to get a place at University? The 8 recognised facilitating subjects are Mathematics and Further Mathematics, English Literature, Physics, Biology, Chemistry, Geography, History and Languages (Classical and Modern). Not all of your courses have to be facilitating subjects, although if you are unsure at this stage what you would like to study at university, taking at least two facilitating subjects will give you a wider range of choice. Do I have to do the EPQ as part of my A-Level programme? I’d rather focus on another area of interest. The EPQ is widely recognised and valued by universities, and by including it in the programme we are ensuring you have the best possible opportunity to access your preferred university.

E What will the size of the classes be?

Until students have chosen their preferred courses, we cannot advise. However, these are always developed to create the optimum learning environment. Is it possible to amend my options once the application form has been submitted? We will always try to accommodate changes after the submission deadline however, if we have started planning our option blocks and timetables, we cannot guarantee that a change will be possible. Any request to change should be made in writing and submitted to the Sixth Form office. Can I change a subject if I find I am not enjoying it once I have started? Within the first two weeks of the new term we will try to accommodate changes wherever possible, dependent on space in the new subject choice, option blocks and timetables. After this time it will not be possible, due to the pace of work for A-Level students. How will you determine my predicted grade for UCAS?

The grade is based on the professional judgement of our staff and will take into account internal and any external exam results, along with your attitude and commitment to learning. We have an excellent reputation for accurate predictions. Is there any financial support to assist my time in Sixth Form?

The Government offers financial support, via the 16-19 Bursary, to families in need when students embark on Further Education after the age of 16. Further information about this is available on our website.

“The school gives us the opportunity to make a dif ference by involving us in important decisions and enabling us to voice our thoughts through groups, such as the school’s Working Party and the Student Council.” Josephine, Year 13

Beaconsfield High School Sixth Form



A level (2 year) Fine Art Course (linear) Year 12 The course will contain Component 1 - Portfolio to include skills-based work (September – January) and Component 2 Internally set Assignment (February – May). Areas of study will include: drawing and painting, print making, sculpture (wire and new-clay), photography, mixed-media, including collage and assemblage. How the work is assessed: The work is assessed internally according to 4 different areas and marked out of total of 96 (24 being the maximum mark for each area): 1) Developing ideas. 2) Exploring materials, techniques and process. 3) Recording ideas. 4) Presenting a personal response. Component 1 – Portfolio The emphasis of this component will be on the development of understanding and skills using an appropriate range of materials, processes and techniques in preparation for the A level course in year 13. Component 2 – Internally Set Assignment (10 hours) This should demonstrate the student’s ability to produce sustained work from an initial starting point to a realisation and apply the skills acquired during the first part of the course. The set assignment will consist of a choice of questions to be used as starting points. Students are required to select one. Students will be provided with the questions at the beginning of February.  All work is set and marked by the school and internally moderated. The marks in year 12 for the first year of the course do not count towards the A level qualification in year 13 but serve as a prediction for achievement in year 13. Year 13 The course will contain two components of work, Component 1 Personal Investigation (September – January) and Component 2: Externally Set Assignment (February – May). Component 1 Personal Investigation 60% of the total A Level marks 96 marks (September – January)  The emphasis of this component will be on a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes. The written material must confirm understanding of creative decisions, providing evidence of all four assessment objectives. In addition is must be a logically structured extended response between 1000 – 3000 words of continuous prose. Component 2 Externally Set Assignment 40% of the total A Level marks 96 marks (February – May) January)  Students select one of eight starting points. The externally-set assignment period will last from 1 February until the deadline for receipt of marks. Candidates should produce preparatory work and a finished piece or pieces. Candidates should be selective when deciding what to submit for this unit.  Towards the end of this period candidates complete 15 hours of unaided, supervised time, the first 3 hours of which should be consecutive. Work produced for this unit, including that produced during the 15 hours, will be marked as a whole. The work produced during the 15 hours must be a clearly defined selection of work that makes up a whole, leading to a finished piece or pieces.  Set by AQA, marked by the centre and moderated by AQA by visit to the centre. Visits will normally take place in June. Essential Information and Features of the New Specification from September 2015:  AS and A2 levels are now linear, i.e. assessments are in the final year of the course. AS is decoupled from A2 level, i.e. AS results do not count towards A2 level.  Previous experience of GCSE Art/Textiles is not essential. Interested Internal Candidates without GCSE Grade B in Textiles or Art will be required to complete a range of set tasks and attend an interview with Mrs Brown prior to acceptance on the course.  Equipment required for the course will be varied and parents will be contacted to provide payment towards course materials via Scopay, in the Autumn/Spring Term.  Students will be expected to make visits to galleries relevant to the themes they are working on as well as staff organised trips. They should also visit graduate shows - essential for information on future degree courses.  Most students who opt for art and design are considering it as a career and will therefore be looking to prepare a portfolio for interview onto Foundation courses. This is the recommended course to take before deciding on what specialist area you are intending to study at degree level. External Candidates



Previous experience of GCSE Art/Textiles is not essential to apply for the A level course. Interested External Candidates without GCSE Grade B in Textiles or Art will be required to complete a range of set tasks and attend an interview with Mrs Brown prior to acceptance on the course. Please contact Mrs Brown, Head of Art on 01494 673043 or


Examination Board:  OCR    Content is split into six teaching modules:       

Module 1 – The development of practical skills in  b iology  Module 2 – Foundations in biology  Module 3 – Exchange and transport  Module 4 – Biodiversity, evolution and disease  Module 5 – Communication, homeostasis and energy  Module 6 – Genetics, evolution and ecosystems 

Module 1 of the specification content relates to the practical skills learners are expected to gain throughout the  course, which are assessed through written examinations and also through the Practical Endorsement. The  Practical Endorsement is teacher assessed throughout the course, over a range of 12 core competencies, and is  reported separately to the A‐level grade as a Pass/Fail. Learners will also be assessed for their mathematical  competence in quantitative skills.   

How this course is assessed   


What is assessed 

Percentage of A2 

Assessment method 

01  Biological  processes 

Content from modules  1, 2, 3 and 5 

37% of A level 

100 marks  2 hours 15 minutes  Written paper 

02   Biological  diversity 

Content from modules  1, 2, 4 and 6 

37% of A level 

100 marks  2 hours 15 minutes  Written paper 

03   Unified Biology 

Content from all  modules (1 to 6) 

26% of A level 

70 marks  1 hour 30 minutes  Written paper 

04   Practical  endorsement 

Practical skills 

Reported separately  

Internal assessment 

Essential Information     

Students are expected to undertake 5 hours per week of self‐study outside of scheduled lessons.  A scientific calculator is essential and a lab coat is optional.  Biology leads to many future courses/degree subjects, for example, Medicine, Veterinary Science,  Pharmacology, Zoology, Biological Sciences, Marine Biology, Neurobiology and Natural Sciences.  Should you require additional information, please contact Mrs Harratt, or your daughter’s Biology teacher. 

How can parents help?      

By encouraging pupils to take responsibility for their own learning, e.g. in personal organisation of notes  and in study habits at home, such as making time for regular study.  Encouraging students to take an interest in science stories in the news, e.g. new drug developments, world  disease.   Encouraging reading and use of scientific journals many of which are available in the LRC, e.g. ‘Scientific  American’ or ‘New Scientist’.  Pointing out programmes of scientific interest, e.g. Horizon (BBC2) or Equinox (C4) or similar programmes.  Encourage students to undertake relevant work experience for their chosen career path during the  summer holidays.  Visit sites of scientific interest, e.g. The Eden Project, The National History Museum. 

 Inspiring Science at Beaconsfield High School 

As part of our commitment to inspire greater achievement in science and to encourage more of our students to  consider careers in STEM fields, the school has recently built three new state‐of‐the‐art science laboratories. One  of these is a dedicated A level teaching space, which will be used for some of our A level Biology lessons.   



Examination Board:  AQA      Business Studies is a practical course that investigates enterprise and equips students with the skills to start  their own business.  Students study both small and larger, established businesses, exploring strategy in a global  business context.      Course modules:      •

1 What is business?  

2 Managers, leadership and decision making  

3 Decision making to improve marketing performance  

4 Decision making to improve operational performance  

5 Decision making to improve financial performance  

6 Decision making to improve human resource performance  

7 Analysing the strategic position of a business   

8 Choosing strategic direction   

9 Strategic methods: how to pursue strategies   

10 Managing strategic change   

  All units are compulsory   There is no coursework for this subject   UNIT  








Business 1  

2 Hours  





Business 2  

2 Hours  





Business 3  

2 Hours  



  How does Business Studies differ from Economics?      Business Studies is a practical subject which examines how a business operates internally and on a global level.       Economics looks at how individuals, businesses and nations make economic decisions. It is a more theoretical  subject  where  students  will  learn  to  apply  the  ‘economist’s  toolkit’  (a  range  of  economic  models)  to  explain  recent and current economic issues.      Essential Information      • The department is looking for highly committed students, willing to under‐take independent research  and take some responsibility for their own learning   • Should you require additional information, please contact Mrs Reid at school.     

How can parents help?      • By providing additional resources and a home environment that is conducive to learning.   • By encouraging regular discussion of current business news.      Career Opportunities      Business administration and management, marketing, human resource management, accountancy etc.     



Examination Board:  OCR    Content is split into six teaching modules:       

Module 1 – Development of practical skills in chemistry  Module 2 – Foundations in chemistry  Module 3 – Periodic table and energy  Module 4 – Core organic chemistry  Module 5 – Physical chemistry and transition elements  Module 6 – Organic chemistry and analysis 

Practical skills are embedded throughout all the content of this specification.  Learners will be required to  develop a range of practical skills throughout the course in preparation for the written examinations, in the  broad areas of implementation, analysis and evaluation skills.      How this course is assessed   


What is assessed 

Percentage of A2 

Assessment method 

01  Periodic table,  elements and  physical chemistry  02   Synthesis and  analytical  techniques  03   Unified Chemistry   

Content from modules  1, 2, 3 and 5 

37% of A level 

100 marks  2 hours 15 minutes  Written paper 

Content from modules  1, 2, 4 and 6 

37% of A level 

100 marks  2 hours 15 minutes  Written paper 

Content from all  modules (1 to 6) 

26% of A level 

70 marks  1 hour 30 minutes  Written paper 

04 Practical  endorsement 

Practical skills 

Reported separately  

Internal assessment 

Essential Information      

Lab coats and appropriate footwear are essential for all practical work  A scientific calculator will be required  Chemistry leads to many future courses/degree subjects, for example, Medicine, Veterinary Science,  Engineering and Natural Sciences  Should you require additional information, please contact Mrs Manners, or your daughter’s Chemistry  teacher  See additional information on the intranet 

How can parents help?      

By encouraging pupils to take responsibility for their own learning, e.g. in personal organisation of notes  and in study habits at home, such as making time for regular study.  Encouraging students to take an interest in science stories in the news, e.g. global environmental problems.  Encouraging purchase and use of scientific journals, e.g. ‘Scientific American’ or ‘New Scientist’.  Pointing out programmes of scientific interest, e.g. Horizon (BBC2) or Equinox (C4) or similar programmes.  Encouraging students to join RSC ChemNet, cost £10/£15 which provides useful information and resources. 

  Inspiring Science at Beaconsfield High School  As part of our commitment to inspire greater achievement in science and to encourage more of our students to  consider careers in STEM fields, the school has recently built three new state‐of‐the‐art science laboratories. One  of these is a dedicated A level teaching space, which will be used for some of our A level Chemistry lessons.   

DANCE Examination Board: AQA

Component 1 (50% of total A Level Marks) – Performance and Choreography, practical examination Component 2 (50% of total A Level Marks) –

Critical Engagement, written exam

The A-level Dance specification aims to cultivate creativity in students by allowing individual enquiry within the areas of performance, choreography and critical engagement with professional repertoire through both practical and written responses. Students are required to develop, demonstrate and articulate practical and theoretical knowledge, understanding and experience of: • technical and performance skills • the process and art of choreography • the interrelationship between the creation, the presentation and the viewing/appreciation of dance works • the development of dance placed within an artistic and cultural context • professional dance works and the significance of these works • subject specific terminology and its use. This specification requires students to develop an in-depth knowledge and understanding of two set works and their corresponding areas of study. The areas of study and set works provide an appropriate focus for students to critically engage with dance and understand the interrelationship between the creation, presentation and viewing/ appreciation of dance. Set Work 1 - Rooster (Christopher Bruce 1991) Area of Study 1 - Rambert Dance Company (formerly Ballet Rambert) 1966–2002 Set Work 2 - Sutra (Sidi Larbi Cherkaoui 2008) Area of Study 2 - The independent contemporary dance scene in Britain 2000–current How this course is assessed Practical examination - 80 marks - 50% of overall grade: • Solo performance linked to a specific practitioner within an area of study • Performance in a quartet • Group choreography Written examination (2hours 30 minutes) - 100 marks - 50% of overall grade: Two sections: • Section A: short answer questions (25 marks) and one essay question (25 marks) on the compulsory set work/area of study. • Section B: two essay questions on the second set work/area of study (25 marks for each essay).

Essential Information • Students should have a genuine interest in choreographing and performing dances. • The course is an excellent foundation for any arts degree. • Theatre visits are an essential element; approximately 3 per year. • Should you require additional information please contact Miss Lasocki at school.

How can parents help? • Encourage students to make independent theatre visits • Students will need to rehearse outside school hours when working towards a practical assessment.

ECONOMICS Examination Board: AQA Economics is an increasingly popular subject at A level, no doubt due to the current economic climate and the subject’s high standing with Russell Group Universities. Students will be introduced to microeconomics and macroeconomics, developing an understanding of how firms compete within the global economy and how governments seek to manage their economies. Course modules Component 1: Markets and market failure Scarcity and choice, How competitive markets work, Competition and market power, Labour market, Market failure and government intervention. Component 2: National and international economy Economic policy objectives and indicators of macroeconomic performance, Aggregate demand and aggregate supply, The application of policy instruments (monetary, fiscal & supply-side policies), The global context, The financial sector. Component 3: Economic principles and issues This component will be fully synoptic in nature, drawing on all material studied for components 1 and 2 over the 2 years. Students will be required to apply their understanding of microeconomics and macroeconomics to a range of data and articles. How this course is assessed COMPONENT



% of A Level

Paper 1

Markets and market failure

2 hours


Paper 2

National and international economy

2 hours


Paper 3

Economic principles and issues

2 hours


How does Economics differ from Business Studies? Economics looks at how individuals, firms and nations make economic decisions – students will be studying areas such as demand and supply, elasticity of demand and supply, externalities, economic growth, interest rates, inflation and unemployment. Students will learn to apply the ‘economist’s toolkit’ (a range of theoretical models) to recent and current economic problems. Business Studies is a more practical subject which examines how a business operates. Essential Information  The department is looking for highly committed students, willing to undertake independent research and take responsibility for their own learning.  The course requires you to be reasonably confident in terms of mathematical and analytical skills.  Should you require additional information, please contact Mrs Reid at school. How can parents help? The study of Economics requires knowledge or recent economic events in the UK and elsewhere, and students will be expected to show familiarity with ‘recent historical data’ – broadly defined as the last 7 to 10 years. Parents can help by discussing economic developments so that students have plenty of practice in applying the economic theory to explain items and data that appear in the newspapers and on the television. We encourage students to subscribe to The Economist which offers a heavily discounted subscription rate to us through school. Career Opportunities Government and Public Administration, Banking, Accountancy, Business Management, etc. Economics is a rigorous discipline and can therefore also be used to gain entry to such degree courses as Law. It is accepted by Oxford and Cambridge universities as an entry requirement to degree courses.

ENGLISH LANGUAGE AND LITERATURE Examination board: Edexcel Components: Component 1 Exam 40% of the qualification Component 2 Exam 40% of the qualification Component 3 Coursework 20% of the qualification Six texts to be studied over two years, including the anthology. This course offers the lover of words the opportunity to expand literary and linguistic horizons. All types of language are studied in a range of ways alongside literature. A variety of analytical skills are used. Students need to be able to analyse what they read and communicate their ideas effectively in writing. Component 1 Overview of content Students study Voices in Speech and Writing: an Anthology One drama text from a prescribed list

Written examination 2 hours 30 minutes Section A: one comparative essay question on one unseen extract selected from 20th and 21st century sources and one text from the anthology. Section B: Drama Texts: one extract-based essay question on the chosen drama text.

Component 2. Varieties on Language and Literature. Students study a wide range of non-fiction texts on a chosen theme, in preparation for responding to an unseen text. Two literary texts from a chosen theme; one compulsory prose fiction text from a choice of two and one other literary text. Themes: Society and the Individual Love and Loss Encounters Crossing Boundaries

Written examination 2 hours 30 minutes

Component 3 Investigating and Creating Texts.

Internally assessed Two pieces of writing to be produced; one piece of fiction and one piece of non-fiction writing. One analytical commentary to be produced. Word count: 2,500-3,250: 1500-2000 words for the original writing and 1000-1250 for the commentary.

Students study a chosen topic. Two texts relating to their chosen topic; one fiction and one non-fiction text are studied.

Open text – clean copies. Two sections Section A: Unseen Prose Nonfiction Texts: one essay question on an unseen prose non-fiction extract. The unseen extract is linked to the studied theme. Section B: Prose Fiction and Other Genres: one comparative essay question on one prose fiction anchor text and one other text connected with a chosen theme.

A total of 36 marks for the writing and 24 marks for the commentaries is available.

Example texts: Voices in Speech and Writing; an Anthology All My Sons – Arthur Miller A Streetcar Named Desire – Tennessee Williams Elmina’s Kitchen – Kwei Armah Equus – Peter Shaffer The History Boys – Alan Bennett Top Girls – Caryl Churchill Translations – Brian Friel Sample texts: Tess of the D’urbervilles – Thomas Hardy Selected Poems – Sylvia Plath The Great Gatsby – F Scott Fitzgerald/ Great Expectations – Charles Dickens Othello A Raisin in the Sun – Lorraine Hansbury The Wife of Bath’s Prologue and Tale – Geoffrey Chaucer The Whitsun Weddings – Philip Larkin

There are many more text choices available. This is just a small selection. Free choice of two texts.

ENGLISH LITERATURE Examination Board: OCR Three Components over 2 years: Component 1 Exam 40% of A Level Component 2 Exam 40% of A Level Component 3 Coursework 20% of A Level Eight texts to be studied over 2 years including at least two examples of each of the genres of prose, poetry and drama across the course as a whole. For additional information please contact Dr Boxall. Component 1 Shakespeare. Drama and poetry pre-1900. 2 Close reading in chosen topic area Comparative & contextual study 3 Critical piece OR creative writing piece & commentary. One comparative essay.

Examination Closed text 2 hours 30 minutes Marks: 60 40% Closed text 2 hours 30 minutes Marks: 60 40%


Literature post-1900 Coursework Marks: 40 20%

Essential information  The course develops GCSE Literature work and will appeal to all good readers and those who enjoy expressing their opinions and justifying their comments on texts.  Students need to be able to analyse what they have read and to communicate their ideas clearly and effectively in writing.  English Literature is a popular qualification for a wide range of courses in higher education or for future careers. How can parents help?  Parents can encourage students to keep up with wider reading and essay writing demands of the subject through emphasising the importance of consistent effort throughout the year.  Some parents may wish to read set texts to help provide more opportunities for students to articulate their responses.  Trips to the theatre or readings of poetry and prose will broaden a student’s knowledge and enthusiasm. Example texts Component 1 Section 1 Coriolanus Hamlet Measure for Measure Richard III The Tempest Twelfth Night

Drama Christopher Marlowe – Edward II John Webster – The Duchess of Malfi Oliver Goldsmith – She Stoops to Conquer Henrik Ibsen – A Doll’s House Oscar Wilde – An Ideal Husband

Poetry Geoffrey Chaucer – The Merchant’s Prologue & Tale John Milton – Paradise Lost Books 9 & 10 Samuel Taylor Coleridge – Selected Poems Alfred, Lord Tennyson – Maud Christina Rossetti – Selected Poems

Component 2 American Literature 1880– 1940 F Scott Fitzgerald: The Great Gatsby, John Steinbeck: The Grapes of Wrath or The Gothic Angela Carter: The Bloody Chamber, Frankenstein, Mary Shelley or Dracula Bram Stoker or Dystopia Margaret Atwood: The Handmaid’s Tale, George Orwell: Nineteen Eighty-Four or Women in Literature Jane Austen: Sense and Sensibility, Virginia Woolf: Mrs Dalloway or The Immigrant Experience Mohsin Hamid: The Reluctant Fundamentalist, Henry Roth: Call It Sleep We are currently studying texts for The Gothic Section. Component 3 Sample texts include: The Glass Menagerie, Tennessee Williams, Atonement, Ian McEwan, Arcadia, Tom Stoppard, and Ariel, Sylvia Plath.


Examination Board:  AQA    The Geography department is fully staffed by specialists who have many years of experience delivering A level  courses.  Geography  consistently  gets  some  of  the  very  best  A  level  results  in  the  school,  for  example  the  highest  %  grade  A  at  AS  in  2015  and  highest  %  grade  A*  in  2016.  In  the  past  few  years  a  number  of  the  successful BHS applicants to Oxford or Cambridge University have studied Geography at A level. Many other  students go on to study Geography and related degrees at a wide variety of very good universities.    Course Modules:   Unit 1 Water and carbon cycles: focus is the major stores of water and carbon at or near the Earth’s surface  and the relationships associated with them.  Unit 2 Coastal systems and landscapes: a chance to build on your existing GCSE knowledge of coasts.  Unit  3  Natural  hazards:  a  combination  of  the  tectonic  hazards  that  you  last  studied  in  year  nine  and  the  weather hazards of GCSE.  Unit 4 Contemporary urban environments: a chance to build on your GCSE knowledge of urban areas  Unit 5 Changing places: a new topic with a focus on how people engage with places, their experience of them  and the qualities they ascribe to them.  Unit 6 Global systems and global governance: focus here is globalisation and the changes associated with it  that have been a key feature of global economy and society in recent decades.  At the end of the course you sit two exams, both worth 40% of the A level. A physical paper covers units 1‐3  and a human paper covers units 4‐6.  Coursework: Individual Investigation worth 20% of the A level. Students will extend the fieldwork and other  geographical skills that they developed at GCSE.     Essential Information   As a highly dynamic and academic subject Geography welcomes students who are keen to understand how  they interact with the world in which they live. You will be looking at real‐life issues from across the world,  with  a questioning  and  problem  solving  approach  forming  the  basis  of research‐based  enquiry  learning.  You  will  be  encouraged  to  make  informed  decisions  and  are  made  aware  of  the  need  to  justify  your  choices.  This  course  will  stretch  and  challenge  you  but  it  will  equip  you  with  the  transferable  skills  necessary for success in both higher education and the world of work. You will really enjoy your learning,  with a number of new topics included that you will not have come across before. You will meet the needs  of  this  highly  rewarding  course  in  many  ways  including  through  group  work,  discussion,  independent  study, presentations and residential field work.   In each area of the course you will consider your own values and attitudes to various issues and support  your learning with specific case studies and examples from the real world. You will also develop a variety  of geographical skills, which will help broaden and deepen your knowledge and be employed with a much  greater degree of independence than GCSE.   Geography bridges the gap between the Arts and Sciences in a way that no other subject can. It provides  you  with  a  wide  variety  of  transferable  skills.  Therefore  it  is  an  excellent  qualification  for  literally  hundreds of careers. A few examples include law, travel and tourism, planning, marketing, environmental  management, finance, journalism and education. For further details please speak to a Geography teacher  or see the posters in K3 and K7.   Should you require additional information, please do not hesitate to contact Mr Gough at the school via  email: gough‐     What about fieldwork?   There is a five day fieldwork course based in Swanage, Dorset during the spring of Year 12, which covers  many aspects of physical and human geography. This includes visits to the world famous Lulworth Cove,  Durdle Door, Chesil Beach and Studland Beach.   Following the great success of our previous four visits to the glaciers and geysers of Iceland, we offer this  fantastic opportunity to all sixth form Geography students at some point during their A level course. The  next trip is due to depart at Easter 2019.    How can parents help?   Buy a broadsheet newspaper regularly and encourage your daughter to read it as well as watching the  news – aspects of the A level geography course are reflected here every day.     


Examination Board:  Edexcel     A Level Government and Politics is incredibly interesting, challenging and relevant. It is a dynamic subject,  constantly evolving to reflect the ever changing political environment in both the UK and the world.   Through  their studies, students will achieve a thorough knowledge and understanding of political systems and  ideologies.      What will I study and how is it assessed?  There three externally examined papers.    Component 1: UK Politics   Written examination: 2 hours: 33⅓ % of the qualifica on.  Content overview:  Political Participation, students will study:  democracy and participation, political parties, electoral systems,  voting behaviour and the media.  Core Political Ideas, students will study:  Conservatism, liberalism, socialism.  Assessment overview  Candidates will complete three essays from a choice of six questions.    Component 2: UK Government   Written examination: 2 hours:  33⅓ % of the qualifica on  Content overview:  UK Government, students will study: The constitution, parliament, Prime Minister and executive, relationships  between the branches.  Optional Political Ideas, students will study:  One idea from the following: anarchism, ecologism, feminism,  multiculturalism, nationalism.  Assessment overview  Candidates will complete three essays from a choice of six questions.    Component 3: Comparative Politics   Written examination: 2 hours:  33⅓ % of the qualifica on  Content overview:  USA Government and Politics:  The US Constitution and federalism, US congress, US presidency, US Supreme  Court, democracy and participation, civil rights.  Candidates will reflect on how the US political system compares  to that of the UK and the impact of the US in global politics.  Assessment overview:  Candidates will complete a range of both short answers and essays.        Essential Information     We do not expect any prior knowledge of politics for students starting the course – all we ask for is an  interest in learning and a work ethic to keep up‐to‐date with the news.   A visit to the Houses of Parliament will be arranged during the course.  There are also regular opportunities  to attend lectures, debates and other development opportunities offered outside of school.   This is a subject combines well with many other subjects – especially History, English, Modern Foreign  Languages & Economics, but students have also successfully combined it with sciences.   Russell Group universities consider it a “useful A‐Level qualification” to access a broad range of courses at  the top universities (including History, Law and MFL).   Should you require additional information, please contact Mrs Williams at school on:   willia‐      How can parents help?   Buy a good – i.e. broadsheet – newspaper (Times, Telegraph, Guardian, Financial Times, Independent).   Discuss current affairs and show an interest in news and news based programmes.   Subscribe to “The Week” magazine – a summary of the main events of the week’s national and international  news.   Listen to Pienaar’s Politics – a weekly programme available on BBC Radio / BBC iPlayer / BBC Podcast. 

ART & DESIGN– GRAPHIC COMMUNICATION   Examination Board:  AQA    This course is based on non‐examination assessment i.e. coursework. The course is split into four components.  Component 1 and 2 are completed in Year 12 and component 3 and 4 in Year 13. Students A‐level grade will be  based on their work towards Components 3 and 4. The first year of the course will involve familiarising students  with the assessment criteria and developing students’ skills, knowledge and understanding of the subject.  Students predicted grade for UCAS will be based on their work in component 1 and 2.    Course components of the first year:    Component 1 – Portfolio  The portfolio projects in Year 12 and 13 are worth 60% of the A Level marks. This is a portfolio of work than spans  over two internally set projects.     The two projects in Year 12 are based on Typography and London. This project is 18 weeks long.  During this  period, students create two and three dimensional work which can be linked to illustration, advertising,  marketing, packaging design and communication graphics.     Students will produce practical and critical work in one or more areas of study, for example, interactive media  (including web, app and game design), advertising, packaging design, design for print, illustration, communication  graphics, branding, multimedia, motion graphics, design for film and television.    Component 2 – Externally Set Assignment  The externally set assignments in Year 12 and 13 are worth 40% of the A Level marks and consist of projects that  are set externally by the exam board and supervised for 10/15 hours.     The supervised element focuses on the development of ideas and can take a variety of forms such as drawings,  photographs, computer‐aided designs, models and/or design sheets and will focus on one of the five allocated  topics set by AQA.      Portfolio     A selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study.  An understanding of working methods such as model‐making, constructing and assembling also needs to be  evident.   Critical/contextual work which could include written materials, such as journals, reviews, reflections and  evaluations, annotations and historical background material. Evidence gathered from a gallery/museum visit  for example would also be appropriate.   Extended projects, based on an idea which demonstrates the candidate’s ability to sustain work from an  initial starting point through to a realisation. This work should include evidence of their ability to research,  develop and link their work in a meaningful way to related materials.   Work should demonstrate the use of appropriate tools and equipment.   Sketchbooks, workbooks and journals.   Candidates will need to carefully select, organise and present their work to ensure that they meet the  required assessment criteria.     




Examination Board:  Edexcel    The History department continues to be a vibrant and innovative department which offers a range of historical  studies to our students. The courses we teach allows our students to engage with a wide variety of historical  events, people and developments and are designed to enthuse our students, allowing them to achieve the very  best results they can.      Modern History                                    Paper 1       Britain Transformed: 1918 ‐ 97  Paper 2    The USA 1955 – 92: Conformity & Challenge  Paper 3    Ireland & the Union: 1774 – 1923  Paper 4     Coursework: Choice of topic      Or              Early Modern History  Paper 1  England 1509 – 1603: Authority, Nation & Religion  Paper 2    Luther & the German Reformation 1515 ‐ 55  Paper 3    The Witch Craze in Britain, Europe & North America 1580 – 1750  Paper 4     Coursework: Choice of topic    Course Structure:   

Essential information:     Due to the popularity of History in year 12, we offer two courses to students.  One focuses on Modern  History, whilst the other focuses mainly on the Early Modern period.     Experience tells us that as long as students enjoy History as a subject, they will enjoy studying either course.     These courses enable students to study some of the formative developments in British, European and world  History, and the way these affected the lives of people living through them.     The History department is noted for the educational visits we offer to support students’ learning. In July 2012  and July 2014 we offered 5‐day trips to Berlin which developed our student’s historical knowledge and  contextual understanding of the periods we cover. We also aim to offer annual research opportunities to the  National Archives to provide an opportunity to engage with primary source material.     The History department has a continuing track record of success in achieving high grades, entrance into top  universities and offering all of our students the best possible chance of fulfilling their potential.     History is valuable for the transferable skills it develops – and as such is highly recognised by institutions and  employers; historians are found in many professions – especially law, journalism and finance.     It combines well with many other subjects – especially English, Modern Foreign Languages, Politics, &  Economics, but many students have successfully combined it with sciences.     Should you require additional information, please do not hesitate to contact Miss Green at the school via  email: green‐     



Examination Board: OCR    A Level Examination All units to be taken at the end of Year 13  Unit 1: 33% of A Level  Latin Language, unseen translation   Students will build on grammar and translation skills covered at GCSE, extend their Latin vocabulary and  understand the rules of verse scansion. They will be required to:   Translate a passage of unseen narrative into English   Translate a passage of unseen verse (Ovid) into English   Scan two lines of verse    Unit 2: 17% of A level  As in Unit 1, students will deploy their grammatical understanding and knowledge of vocabulary in this  unit.  There is a choice:  EITHER  Latin Comprehension    Demonstrate understanding of a passage of unseen prose text (Pliny) through comprehension,  translation and questions on syntax and accidence  OR Prose Composition:    Translate unseen material from English into Latin    Unit 3: 25% of A Level  Latin Prose Literature  Students will study selections from Cicero's speech Pro Milone both in Latin and in English translation.   They will be required to:    

Understand and respond to passages from the Latin texts  Demonstrate knowledge and understanding of the wider context of a set text  Critically analyse the literary style, characterisation, argument and literary meaning of a passage  from a set text  Write at length, drawing upon the study of a set text, as well as material studied in translation 

 Unit 4: 25% of A Level  Latin Verse Literature  Students will study verse texts by poets such as Ovid, Propertius, Tibullus and Virgil. This paper will test  students in the same way as the Prose Literature paper.   

Essential information    An appealing range of classical literature to be studied both in prose and verse   A varied course, developing a combination of linguistic skill and literary appreciation   A versatile subject, which goes well alongside sciences, humanities, English and Maths – a strong third  option for students wishing to study medicine   An academically rigorous field of study which will mark students out as high calibre in UCAS applications    How can parents help?   Read the literature to be studied in English translation and discuss with their daughters   Encourage their daughters to attend Latin texts study days and talks   Test for vocabulary and grammar learning 


  A‐Level Mathematics is an excellent foundation for both further study and employment. It remains a  particularly impressive qualification that demonstrates core intelligence, a logical mind and excellent problem‐ solving skills.    This course will deepen your understanding of quadratics, geometry, trigonometry, algebra, equations, vectors  and more!  It will develop your knowledge of mathematical principles in order to analyse problems logically and  effectively.    A Mathematics A Level can lead to any number of educational and career opportunities. Learning maths is so  valuable because mathematics forms the basis of so many systems and processes. Many occupational fields  require advanced study of maths, making the A Level Mathematics course one of the most versatile you can  study.     Over two years you will study modules of Pure Mathematics and two applied modules (Statistics  and  Mechanics ).     Upon successful completion of the course you will receive an A‐level in Mathematics issued by Edexcel. There is  no coursework and modules will be examined in 13.     Essential Information     You will need to have a minimum GCSE Grade A (or its equivalent) in Mathematics    The majority of the concepts in the A‐Level Mathematics course rely significantly upon Algebra and your  teachers will assume that your subject knowledge gained at GCSE is both strong and sound.     To assess progress and ensure students practice and consolidate mathematical knowledge, teachers set  regular topic assessments, online tests as well as exercises from textbooks.   To supplement your studies you are required to subscribe to Integral Maths – details which will be  provided at the start of the academic term.   You will also be required to purchase the course textbooks and the Mathematics Department does have a  stock of second hand books for sale.   Early in September your Algebra skills will be evaluated and students who are unable to demonstrate  fluency and competency will be directed to additional sources of support.    It is recommended that students have access at home to the internet so that they can use the  mathematics area of the Beaconsfield High School Virtual learning Environment (VLE). This gives students  access to a range of resources including Boardworks, and numerous teaching websites.   It can be useful if alternative text books to those recommended by the school are available to students to  give them extra practice in more challenging topics.  In particular there is a series of revision books  relating to the course that give further practice to students.    Please note that we are not offering AS Mathematics in accordance with school policy.                                       


FURTHER MATHEMATICS    Students studying Further Mathematics obtain two Advanced Levels over the two years, one in Mathematics  and one in Further Mathematics.    Over  the  two  years  you  will  study  equally  weighted  modules  (Further  Pure  Mathematics,  Statistics,  Decision  Maths and Mechanics)    The modules will be taken in the summer of year 12 for A level and year 13 for Further Maths.     Student  must have  achieved  A*  at  GCSE.  It  goes  without  saying  that  students  who  really  enjoy  mathematics  and in particular solving complex problems will flourish on this course and we cannot underestimate that you  will need to have a very high degree of both fluency and competency in Algebra. Although Additional Further  Mathematics is not a requirement, it is beneficial qualification.    It is crucial that you consider very carefully whether Further Mathematics is for you and we recommend that  you discuss your suitability with your current maths teacher as the option of AS Further Mathematics may not  be available.     Further  Mathematics  not  only  provides  the  best  foundation  for  those  aiming  to  continue  studying  Mathematics,  but  also  delivers  superb  support  for  Economics,  Computing,  Engineering  and  Sciences.    The  challenge provided is an excellent preparation for studying at a greater depth in most other subjects.     


Examination Board:  AQA    Course modules – please note that the Media Studies syllabus is changing in 2016‐17; below is the present  syllabus as an example of what we do:    Module 1  Investigating Media  Module 2  Creating Media    How this course is assessed – AS and A level Media    Module 









Essential Information     This is an academic course and not an apprenticeship for a career in the media   Students should have a genuine curiosity about the media and take an independent approach to study   It is essential that students maintain an awareness of current affairs   Should you require additional information, please contact Mr McClean at school    How can parents help?     Parents could help by providing their daughter with regular access to a quality – i.e. broadsheet ‐ daily and  Sunday newspaper.    The following general textbooks are recommended for AS level –           Julia Burton, Elspeth Stevenson: AQA Media Studies (Nelson Thornes) 978‐0‐7487‐9814‐8    David Probert, Andrew Graham: AQA Advanced Media Studies (Philip Allan 2008) 978‐1‐84489‐418‐5  Rayner et al:  AS Media Studies: The Essential Introduction, Second Edition  (Routledge 2004) 0‐415‐32966‐3    Unit 1: Investigating Media     Students study a range of media texts, concepts and contexts.   Media platforms covered are e‐media, broadcasting and print.   Includes cross‐media studies from broadcast fiction, film fiction, documentary, music.    Unit 2: Creating Media     Coursework consists of two linked production pieces and a written evaluation.   Provides opportunities to demonstrate research, technical and creative skills.    The range of texts studied will include:    Broadcasting: television, radio, film, adverts, trailers    Print: newspapers, magazines, adverts, marketing and promo material    Looking ahead– Course Modules in Year 13    Module 3   Critical Perspectives (Examination – 50%) – students study key areas of the media such as new technology and  identities and then apply these to case studies of their choice  Module 4  Research and Production (Coursework ‐ 50%) – students create a linked practical production piece and  dissertation based on an area of the media which interests them   

Examination Board: AQA  French A‐level – 2 year linear course with all assessment at the end of Year 2 

A Level Examination  Paper 1    Listening, Reading and Writing exam (2 hr 30 min)   40% of A Level  Paper 2  Writing exam (2 hrs)  30% of A Level  Paper 3   Speaking exam (16‐18 min +5 min preparation time)  30% of A Level  Course content  Aspects of French‐speaking society: current trends  • The changing nature of family  • The 'cyber‐society'  • The place of voluntary work    Aspects of French‐speaking society: current issues  • Positive features of a diverse society  • Life for the marginalised  • How criminals are treated    Artistic culture in the French‐speaking world  • A culture proud of its heritage  • Contemporary francophone music  • Cinema: the 7th art form    Aspects of political life in the French‐speaking world  • Teenagers, the right to vote and political commitment  • Demonstrations, strikes – who holds the power?  • Politics and immigration    We will also study a set literary text and French film in detail which will be assessed in the written exam  (Paper 2)  Part of the French A Level consists of an Individual research project. Students identify a subject or key  question, based on a country/community where French is spoken. Students select information from  varying sources and present and discuss findings in the speaking assessment (Paper 3).  How can parents help?   Try to organise a visit to target‐language country (during holiday time).   Practise conversation/testing for knowledge of vocabulary/grammar etc.   Help with research into chosen individual research project for Oral Discussion, and the set literary text  and film for the written exam.   Provide access to foreign press and/or television channels.  I chose to study French at A‐level because I was interested in becoming more confident with a foreign language.  I loved the language and wanted to be better at it. I didn’t expect to enjoy French as much as I do and in the first  few weeks of A‐level study alone, my confidence has grown and I’ve found lessons really fun; I’m really happy  to have chosen it and I recommend that anyone interested in French seriously considers studying it further.  (Orlaith Fox)  I took French A level because I think that being fluent in a foreign language is an important skill to have in today's  society. I found GCSE French interesting and fun, and wanted to study the language in greater detail, to improve  my fluency, and to have the opportunity to learn more about French culture. French A‐level is so interesting and  being in a smaller class means you can have debates more easily. I find it really compliments my other subjects  and will show universities I have a wide range of skills. (Grace Alexander) 

MODERN FOREIGN LANGUAGES FRENCH and SPANISH Examination Board: AQA SPANISH A Level Examination in Y13 Students will study technological and social change, looking at the multicultural nature of Hispanic society. They will study highlights of Hispanic artistic culture, including a focus on Spanish regional identity and the cultural heritage of past civilisations. They will learn about aspects of the diverse political landscape of the Hispanic world. Students will explore the influence of the past on present-day Hispanic communities. Throughout their studies, they learn the language in the context of Hispanic countries and issues and influences which have shaped them. Students will study texts and film and will have the opportunity to carry out independent research on an area of their choice. TOPICS: Core content 1. Social issues and trends 2. Political and artistic culture 3. Grammar Options 4. Works: Literary texts and films ASESSESSMENT Paper 1: Listening, reading and writing What's assessed •

Aspects of Hispanic society

Artistic culture in the Hispanic world

Multiculturalism in Hispanic society

Aspects of political life in Hispanic society


How it's assessed •

Written exam: 2 hours 30 minutes

100 marks

50% of A-level

Listening and responding to spoken passages from a range of contexts

Students will have individual control of the recording

Reading and responding to a variety of texts written for different purposes

All questions are in Spanish, to be answered with non-verbal responses or in Spanish

Translation into English; a passage of minimum 100 words (10 marks).

Translation into Spanish; a passage of minimum 100 words (10 marks).

MODERN FOREIGN LANGUAGES FRENCH and SPANISH Paper 2: Writing What's assessed •

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


How it's assessed •

Written exam: 2 hours

80 marks in total

20% of A-level

Expected to write two essays on either two set texts or a text and a film from a choice of two questions on each. Students are advised to write approximately 300 words per essay. Paper 3: Speaking What's assessed •

Individual research project

One of four sub-themes ie Aspects of Hispanic society or Artistic culture in the Hispanic world or Multiculturalism in society

How it's assessed •

Oral exam: 21–23 minutes (including 5 minutes preparation time)

60 marks in total

30% of A-level

Discussion of a sub-theme with the discussion based on a stimulus card (5 – 6 minutes). The student studies the card for 5 minutes at the start of the test (25 marks). Presentation (2 minutes) and discussion (9 – 10 minutes) of individual research project (35 marks). How can parents help? Try to organise a visit to target-language country (during holiday time). Practise conversation/testing for knowledge of vocabulary/grammar etc. Help with research into chosen topic for Oral Discussion. Provide access to foreign press and/or television channel


Examination Board:  Edexcel    Course modules  Module 1  Performing Music      Module 2  Composing      Module 3  Developing Musical Understanding 

How this course is assessed  Module  Performing     



Assessment Overview 


● A public performance of one or more pieces, performed as a  recital.  ● Performance can be playing or singing solo, in an ensemble,  improvising, or realising music using music technology.  ● The total performance  me across all pieces must be a minimum  of 8 minutes.  ● Performances must be recorded a er 1 March in the year of  certification.  ● Total of two composi ons, one to a brief set by Pearson and one  either free composition or also to a brief.  ● One composi on must be from either a list of briefs related to the  areas of study, or a free composition, carrying 40 marks for this  component. This composition must be at least 4 minutes in  duration.  ● One composi on must be from a list of briefs assessing  compositional technique, carrying 20 marks for this component.  This composition must be at least 1 minute in duration, unless the  brief specifies a longer minimum duration.  ● Total  me across both submissions must be a minimum of 6  minutes.  ● Knowledge and understanding of musical elements, contexts and  language.  ●  Applica on  of  knowledge  through  the  context  of  six  areas  of  study, each with three set works.  ● Applica on of knowledge to unfamiliar works.    The areas of study are: Vocal Music, Instrumental Music, Music for  Film, Popular Music and Jazz, Fusion, New Directions.  ●  One  wri en  paper  of  2  hours  will  be  taken,  with  a  total  of  100  marks. 

(60 marks) 


30% (60 marks) 

Developing Musical  Understanding 

40% externally  assessed 

Essential Information  This course is suited to anyone who has a keen interest in performing, creating and listening to different  styles of music and who wishes to broaden their experience and deepen their understanding of both live  and recorded music.  At both Advanced Subsidiary Levels (AS) and A2, students experience all three main  musical disciplines of performing, composing and listening and understanding. We advise that students are  at least Grade 6 on their chosen instrument at the beginning of the A‐Level course. This will allow them to  access the highest grades for the performance module.   The content of musical elements, musical contexts and musical language is taught through the context of six Areas of Study, each containing two Set Works at AS and an additional Set Work at A level.

This AS/Advanced GCE in Music can lead to further study in music or performing arts in higher education at  degree or HND level and may lead on to a career in the music industry.     How can parents help?   Music  students  should  involve  themselves  in  regular  ensembles.  Listen  as  widely  as  possible  to  all  aspects of music and where possible attend live performances.   Maintain regular instrumental lessons to ensure playing is at an appropriate standard.   Access to music scoring software at home will assist composition. However, this is not essential.  

SPORTS AND PHYSICAL EDUCATION A LEVEL PHYSICAL EDUCATION (AQA) Physical Education should equip students with both a depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural and practical aspects of physical education. The subject is assessed both theoretically and practically. Theoretical Assessments comprised of two written exam papers Paper 1 : Factors affecting participation in physical activity and sport Written Exam 2 hours 105 marks 35% of A level Section A : Applied anatomy and physiology Students should develop knowledge and understanding of the changes within the body systems prior to exercise, during exercise of differing intensities and during recovery. Students should be able to interpret data and graphs relating to changes within the musculoskeletal, cardio-respiratory and neuro-muscular systems and the use of energy systems during different types of physical activity and sport, and the recovery process. Section B : Skill Acquisition This section focuses on how skill is acquired and the impact of psychological factors on performance. Students should develop knowledge and understanding of the principles required to optimise learning of new, and the development of existing skills. Section C : Sport and Society Students should develop knowledge and understanding of the interaction between, and the evolution of, sport and society. Students should be able to understand, interpret and analyse data and graphs relating to participation in physical activity and sport Paper 2 : Factors affecting optimal performance in physical activity and sport Written exam: 2 hours - 105 marks 35% of A level Section A : Exercise physiology and biomechanics Students should understand the adaptations to the body systems through training or lifestyle, and how these changes affect the efficiency of those systems. Students should have a knowledge and use of biomechanical definitions, equations, formulae and units of measurement and demonstrate the ability to plot, label and interpret biomechanical graphs and diagrams Section B : Sport psychology In this section students will develop knowledge and understanding of the role of sport psychology in optimising performance in physical activity and sport. Section C : Sport and society and technology in sport Students should develop knowledge and understanding of the interaction between, and the evolution of, sport and society and the technological developments in physical activity and sport. In this section, students should be able to select and justify their selection of technology for analysis of physical activity and sport/ Practical Assessments Practical performance in physical activity and sport either as a player or coach Internal assessment, external moderation 90 marks 30% of A-level

What's assessed Students are required to either perform as a player or a coach in a fully competitive performance setting. Students are also required to submit a written or verbal analysis of their performance. Students assessed as a performer or coach in the full sided version of one activity plus: written/verbal analysis of performance.


Examination Board: OCR  This specification is divided into topics, each covering different key concepts of physics. As learners progress  through the course they will build on their knowledge of the laws of Physics, applying their understanding to  solve problems on topics ranging from sub‐atomic particles to the entire universe.    Content is split into six teaching modules:       

Module 1 – Development of practical skills in physics  Module 2 – Foundations in physics  Module 3 – Forces and motion  Module 4 – Electrons, waves and photons  Module 5 – Newtonian world and astrophysics  Module 6 – Particles and medical physics 

Physics is a practical subject and the development and acquisition of practical skills is fundamental. Practical  skills are embedded throughout the content of this course and provide learners with the opportunity to  develop experimental methods and techniques for analysing empirical data.  Learners will be required to  develop a range of practical skills in preparation for the written examinations, in the broad areas of planning,  implementation, analysis and evaluation.      How this course is assessed    Component 

What is assessed 

Percentage of A2 

Assessment method 

01   Modelling Physics 

Content from modules  1, 2, 3 and 5 

37% of A level 

100 marks  2 hours 15 minutes  Written paper 

02   Exploring Physics 

Content from modules  1, 2, 4 and 6 

37% of A level 

100 marks  2 hours 15 minutes  Written paper 

03   Unified Physics 

Content from all  modules (1 to 6) 

26% of A level 

70 marks  1 hour 30 minutes  Written paper 

04 Practical  endorsement 

Practical skills 

Reported separately  

Internal assessment 

Essential information  

Advanced level physics can serve as a stepping stone for a wide range of careers in the physical  sciences and engineering. It is also a popular choice for students planning careers in Medicine,  Dentistry, Architecture and Finance.  More information about careers that stem from Physics can be  found on the Institute of Physics website at 

Although studying mathematics is not a requirement for taking A Level Physics, it should be recognised  that there is a strong mathematical component to the physics course and a confident ability in  mathematics is beneficial when studying advanced level Physics. For anyone considering taking a  degree in Physics or Engineering then an Advanced GCE in Mathematics would be essential. 

Should you require any additional information, please contact Mrs Inkpen or another member of the  physics team. 

Inspiring Science at Beaconsfield High School  As part of our commitment to inspire greater achievement in science and to encourage more of our students to  consider careers in STEM fields, the school has recently built three new state‐of‐the‐art science laboratories.  One of these is a dedicated A level teaching space, which will be used for some of our A level Physics lessons.   

PSYCHOLOGY Examination Board: AQA ·

A level syllabus code 7182

Psychology is defined as the scientific study of the mind and behaviour. Psychologists study how people feel, act and think. They try to find out how we learn, understand, remember and forget things. They are interested in the full range of behaviour, including; how we make decisions, how we influence each other’s’ behaviour, what causes stress or mental illness. They study these problems by both observation and experiment, involving both people and animals. To find out more about the subject, explore the British Psychological Society research digest: Career Opportunities All universities accept A Level Psychology, with most counting it as a science ‘A’ level. It has a wide variety of applications including clinical psychology, educational psychology, counselling, human resource management, medicine, nursing, physiotherapy, teaching, sports studies, occupational psychology, criminology, careers in the police force and armed services. Psychology fits well with any other subject you might choose to study at A’ level, because it has elements in common with the Humanities and Scientific or technical subjects. A level syllabus content - Compulsory Topics Social Influence, Memory, Attachment, Psychopathology, Approaches in psychology, Biopsychology, Research methods, Issues and Debates in psychology Optional Topics Option 1: One from: Relationships, Gender, Cognition and development Option 2: One from: Schizophrenia, Eating behaviour, Stress Option 3: One from: Aggression, Forensic psychology, Addiction A-Level Exams Paper One: Introductory topics in psychology ·

Content covered; Social Influence, Memory, Attachment, Psychopathology


2 hours long, and 33% of A’ level

Paper Two: Psychology in context ·

Content covered; Biopsychology, Research methods, Issues and Debates in psychology


2 hours long, and 33% of A’ level

Paper Three: ·

Content covered; 3 of the optional subjects above with one taken from each group


2 hours long and 33% of A’ level

RELIGIOUS STUDIES: PHILOSOPHY OF RELIGION & ETHICS Examination Board: OCR A Level in Religious Studies (H573) Course modules

Learners take 3 COMPONENTS: 1.Philosophy of Religion (e.g. Arguments about the existence or non-existence of God, the nature and impact of religious experience) 2. Religion and Ethics (e.g. debates surrounding the significant idea of conscience, sexual ethics and the influence on ethical thought of developments in religious beliefs) 3.Development in Religious Thought (Christianity) (e.g. significant social and historical developments in theology and religious thought, key themes related to the relationship between religion and society). How this course is assessed: All examinations at the end of Y13.




Philosophy of Religion

33.3% of total A Level


Religion and Ethics

33.3% of total A Level


Devemopment in Religious Thought

33.3% of total A Level


Essential Information  It is a REFORMED subject A Level exams.  The 3 modules are studied simultaneously throughout Y12 and Y13. Each module has its own teacher.  There will be exams for each component of the course.  You will need to approach new ideas, new opinions and issues critically. Enjoying a good debate and an interest in current affairs is helpful.  Over two years the course will teach you to critically think and argue for yourself, to understand and analyse a diversity of opinion and ideas; to form and communicate a logical argument. This course offers the opportunity for learners to apply their knowledge and skills to contemporary issues.  It is a highly regarded academic subject which leads to many degree courses including Law, Medicine, Management Consultancy, Journalism and Media, Politics, Policy Research and Third Sector, and any career where you are dealing directly with people. How can parents help? Students will be given a wide range of learning material that can be obtained from libraries , the VLE and retailers dependent on student needs and interests within the subject.

SOCIOLOGY Examination Board: AQA Make a fresh start, try something new! Sociology offers you the opportunity to understand the world you live in. A set of fascinating units including the study of Crime and Deviance, Beliefs, Education and Families and Households will inspire you to question your views and develop your understanding of the way we live and why. Subject content includes Education with Theory and Methods  The role and functions of the education system, including its relationship to the economy.  Differential educational achievement of social groups by social class, gender and ethnicity in contemporary society.  Relationships and processes within schools, with particular reference to teacher/pupil relationships.  The significance of educational policies, including policies of selection, marketisation and privatisation and policies to achieve greater equality of opportunity or; the impact of globalisation on educational policy. Crime and Deviance  Crime, deviance, social order and social control  The social distribution of crime and deviance by ethnicity, gender and social class, including recent patterns and trends in crime  Globalisation and crime; the media and crime; green crime; human rights and state crimes  Crime control, surveillance, prevention and punishment, victims, and the role of the criminal justice system and other agencies. Theory and Methods  In-depth study of the methods used by sociologists in the course of their research, their relationship to sociological theories; analysis and evaluation of application and usefulness.

Families and Households  The relationship of the family to the social structure and social change, with particular reference to the economy and to state policies.  Changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life course, including the sociology of personal life.  Gender roles, domestic labour and power relationships within the family, the nature of childhood.  Demographic trends in the United Kingdom since 1900: birth rates, death rates, family size, life expectancy, ageing population, and migration and globalisation. Beliefs in Society  Ideology, science and religion, including both Christian and non-Christian religious traditions  The relationship between social change and social stability, and religious beliefs, and organisations  Religious organisations, including cults, sects, denominations, churches and New Age movements,  The relationship between different social groups and religious/spiritual organisations  The significance of religion and religiosity in the contemporary world, including the nature and extent of secularisation in a global context, and globalisation and the spread of religions. Assessment Paper 1 Education, Theory and Methods Paper 2 Topics in Sociology Paper 3 Crime and Deviance, Theory and Methods

Each paper takes 2 hours They are each worth one third of the course Papers include short answers and extended writing

ART & DESIGN – TEXTILES   Examination Board:  AQA    This course is based on non‐examination assessment i.e. coursework. The course is split into four components.  Component 1 and 2 are completed in Year 12 and component 3 and 4 in Year 13. Students A‐level grade will be  based on their work towards Components 3 and 4. The first year of the course will involve familiarising students  with the assessment criteria and developing students’ skills, knowledge and understanding of the subject.  Students predicted grade for UCAS will be based on their work in component 1 and 2.    Course components of the first year:    Component 1 ‐ Portfolio  The portfolio project in Year 12 is worth 60% of their first year assessment. This is a portfolio of work that spans  over two internally set projects.     This project is based on a theme, such as London, and is 18 weeks long.  During this period pupils create two and  three dimensional work which can be linked to one or more areas of study, for example, fashion design, fashion  textiles, costume design, digital textiles, printed and/or dyed fabrics and materials, domestic textiles, wallpaper,  interior design, constructed textiles, art textiles and installed textiles.    Students explore prints and print designs, fabric decoration, manipulation and experimentation and focus on  research and development skills. It is expected that these detailed investigations will result in a final product.    Component 2 – Externally Set Assignment  The externally set assignments in Year is worth 40% of their first year assessment and consists of a project that is  set externally by the exam board and supervised for 10/15 hours.     The supervised element focuses on the development of ideas and can take a variety of forms such as drawings,  photographs, computer‐aided designs, models and/or design sheets and will focus on one of the five allocated  topics set by AQA.      Portfolio     A selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study.  An understanding of working methods such as model‐making, constructing and assembling also needs to be  evident.   Critical/contextual work which could include written materials, such as journals, reviews, reflections and  evaluations, annotations and historical background material. Evidence gathered from a gallery/museum visit  for example would also be appropriate.   Extended projects, based on an idea which demonstrates the candidate’s ability to sustain work from an  initial starting point through to a realization. This work should include evidence of their ability to research,  develop and link their work in a meaningful way to related materials.   Work should demonstrate the use of appropriate tools and equipment.   Sketchbooks, workbooks and journals.   Candidates will need to carefully select, organise and present their work to ensure that they meet the  required assessment criteria.   


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Beaconsfield High School Sixth Form Prospectus 2017-18  

Join Beaconsfield High School's Sixth Form and begin the rest of your story.

Beaconsfield High School Sixth Form Prospectus 2017-18  

Join Beaconsfield High School's Sixth Form and begin the rest of your story.