Charters Sixth Form Curriculum Guide

CHARTERS SIXTH FORM

CURRICULUM GUIDE

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CONTENTS Curriculum Offer and Entry Requirements 2022

2

3

Art and Design

4-5

Biology

6-7

Business A Level

8-9

Business BTEC

10-11

Chemistry

12-13

Computer Science

14-16

Design Technology

16-17

Drama and Theatre Studies

18-19

Economics

20-21

English Language

22-23

English Literature

24-25

French

28-29

Geography

30-31

History

32-33

Mathematics

34-35

Further Mathematics

36-37

Media Studies

38-39

Music

40-41

Photography

42-43

Physical Education A Level

44-47

Physical Education BTEC Sport

48-51

Physics

52-53

Psychology

54-55

Religious Studies (Philosophy and Ethics)

58-59

Sociology

60-61

Spanish

62-63

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Curriculum Offer and Entry Requirements 2022 ENTRY REQUIREMENTS •

5 GCSEs (or BTEC equivalent) at grade level 9 – 4 including English Language and Mathematics.

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GCSE English Language or Literature is required for almost all subjects at A Level/ Level 3 BTEC

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GCSE Mathematics is required for many subjects – please check individual subject requirements

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In addition you must have an ability to demonstrate a good attitude towards learning across KS4

We strongly advise that students look closely at the subject specific entry requirements

Subject Specific Entry Requirements - new requirements coming soon

STATEMENT OF INTENT FOR SIXTH FORM Our Sixth Form students will be well-rounded intellectually, socially and emotionally. They will be equipped with the skills and knowledge for life, work and learning in order to be able to flourish within a decent society.

This means:

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Ensuring academic challenge, support and a love of learning

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Creating structures and spaces that allow relationships to thrive

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Developing individuals who are empathetic and articulate, confident and resilient

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Cultivating the appreciation of human endeavour and achievement

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ART AND DESIGN STATEMENT OF INTENT FOR ART AND DESIGN Charters School Art and Design students will be inspired by opportunities to make discoveries and adopt a ‘what if’ approach, using a broadening range of mediums and processes. Through research, experimentation, recording their environment and the world around them, they will be equipped to communicate through creative individual and personal outcomes; generating an increasing enjoyment and interest.

COURSE DETAILS This course provides opportunity to develop important transferable skills such as cognitive and creative skills, self-confidence, communication and self-management, problem solving and critical thinking.

Component 1 – Personal Investigation. This comprises of 3 elements – supporting studies, practical work and a written personal study, which comprises 12% of the final mark. This is the coursework and represents 60% of the total qualification.

Component 2 – Externally Set Examination. The examination paper is issued at the beginning of the Spring term and comprises of 2 major elements supporting studies and practical work. The external assessment of 15 hours is the final examination and is normally completed over 3 days.

It represents 40% of the final grade.

COMPLEMENTARY SUBJECTS Art and Design is a versatile course which encapsulates essential transferable skills. Owing to its very nature of reflecting societal issues, it attracts students with a wide range of interests and is a great combination with many other subjects on the curriculum.

Here are some examples of previous A Level art students who have combined their studies with :Mathematics and Physics to study Architecture Textiles and Business to study Fashion History and English to study Art History English and Geography to complete a teaching degree

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FUTURE OPPORTUNITIES Art and Design provides you with essential life skills as well as specific skills related to competence in art and design. The study of this subject is widely credited with developing and nurturing all-round problem-solving skills, research skills, visual analysis, the ability to find creative solutions and make critical judgements, plus the capacity to work outside your comfort zone.

Previous Charters A’ Level art students have used these skills in such careers as architecture, illustration, art teaching, floristry, interior design, garden design, graphics design, freelance photography, fine art painting, set and costume design and fashion. But the opportunities are endless and also include animation, print making and product design.

Careers appreciating creative skills include arts administration, art/fashion critique, art journalism, arts travel, conservator, museum or gallery curation

BE INSPIRED BY EXPLORING FURTHER Listen to : https://www.artworkarchive.com/blog/the-best-art-podcasts-of-2021 Here, you can find inspiration for your next piece or career, solidarity that you are not alone in your questions, fears, emotions, or career path, and assurance that there’s no one recipe for success.

Visit: https://www.theguardian.com/artanddesign+tone/reviews https://manchesterartgallery.org/products/graysons-art-club-the-exhibition/ https://www.tate.org.uk/

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BIOLOGY STATEMENT OF INTENT FOR BIOLOGY We encourage Biology students at Charters School to develop an understanding and appreciation for the life surrounding them. We offer a supportive yet challenging environment with varied opportunities to explore the natural world through research, group experiments and enquiry-lead learning.

COURSE DETAILS Content is split into six teaching modules: Module 1: Development of Practical Skills in biology (‘Practical Activities’) 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 Practical Activities are delivered throughout the course and lead to the Practical Endorsement if students demonstrate competency in the specified Common Practical Assessment Criteria (CPAC) used by all exam boards.

COMPLEMENTARY SUBJECTS Biology is a fascinating subject, the study of which will see you learn about the natural world and all the living things within it. Biology A Level complements many subjects including sharing content across Chemistry, Maths, Geography, Psychology and PE.

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FUTURE OPPORTUNITIES Gaining an A-level in this subject opens up a vast range of opportunities for both university degrees and career options, many of which can take you all around the world.

Careers directly related to Biology include medical professions, pharmacy, physiotherapy, biomedical engineering, research science (life sciences), microbiology, marine biology, conservation, and ecology, environmental management, food science, agricultural engineering and zoology.

The transferable skills developed would also be useful in a diverse range of careers including: law, business analysis, psychology (Biology is a requirement for some Psychology degrees).

BE INSPIRED BY EXPLORING FURTHER Why Bees are Disappearing Available at :http://www.ted.com/talks/marla_spivak_ why_bees_are_disappearing? language=en Honeybees have thrived for 50 million years, each colony 40 to 50,000 individuals coordinated in amazing harmony. So why, seven years ago, did colonies start dying en-masse?

A New Superweapon in the Fight Against Cancer Available at : http://www.ted.com/talks/paula_hammon d_a_new_superweapon_in_the_fight_agai nst_cancer?language=en Cancer is a very clever, adaptable disease. To defeat it, says medical researcher and educator Paula Hammond, we need a new and powerful mode of attack.

Why Doctors Don’t Know About the Drugs They Prescribe Available at : http://www.ted.com/talks/ben_goldacre_ what_doctors_don_t_know_about_the_dr ugs_they_prescribe?language=en When a new drug gets tested, the results of the trials should be published for the rest of the medical world — except much of the time, negative or inconclusive findings go unreported, leaving doctors and researchers in the dark.

Junk DNA by Nessa Carey Our DNA is so much more complex than you probably realize, this book will really deepen your understanding of all the work you will do on Genetics. Available at amazon.co.uk The Red Queen Its all about sex. Or sexual selection at least. This book will really help your understanding of evolution and particularly the fascinating role of sex in evolution. Available at amazon.co.uk Frankenstein’s cat Discover how glow in the dark fish are made and more great Biotechnology breakthroughs.

Available at amazon.co.uk

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BUSINESS A LEVEL STATEMENT OF INTENT FOR BUSINESS Business students at Charters School will be enthusiastic and curious about the modern day management of business with the ongoing opportunities and threats faced in the dynamic market place. Students are required to be critical and reflective in their learning and to understand business behaviour from a range of perspectives, they must be willing and able to challenge the assumptions made through theory.

COURSE DETAILS Theme 1: In this theme, students are introduced to the market, explore the marketing and people functions and investigate entrepreneurs and business start up.

Theme 2: In this theme, students explore the finance and operations functions, and investigate external influences on business.

Theme 3: In this theme, students develop their understanding of the concepts introduced in Theme 2 and explore influences on business strategy and decision-making.

Theme 4: In this theme, students develop their understanding of the concepts introduced in Theme 1 and explore business activity in a global context.

COMPLEMENTARY COURSES Business Studies works well with any subject at A level but is particularly well suited to A level Mathematics and A level Economics

FUTURE OPPORTUNITIES Marketing, Human resources, Accountancy, Law, Project management, teaching and many other roles.

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BE INSPIRED BY EXPLORING FURTHER Sunday Times business insert (round up of the weeks business news) Steve Jobs: The Exclusive Biography by Walter Isaacson Summary of Shoe Dog: by Phil Knight (Story of Nike)

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BUSINESS BTEC STATEMENT OF INTENT FOR BUSINESS Business students at Charters School will be enthusiastic and curious about the modern day management of business with the ongoing opportunities and threats faced in the dynamic market place. Students are required to be critical and reflective in their learning and to understand business behaviour from a range of perspectives, they must be willing and able to challenge the assumptions made through theory.

COURSE DETAILS Unit 1: Exploring Business: In this unit, you will gain an overview of the key ingredients for business success, how businesses are organised, how they communicate, the characteristics of the environment in which they operate, and how this shapes them and their activities. You will also look at the importance of innovation and enterprise to the success and survival of businesses, with the associated risks and benefits.

Unit 2: Developing a Marketing Campaign: Marketing is a dynamic field central to the success of any business. You will gain an understanding of how a marketing campaign is developed. You will explore different stages of the process that a business goes through when developing its campaign and develop your own campaign for a given product/service.

Unit 3: Personal and Business Finance: This unit includes aspects of both personal and business finance. Personal finance involves the understanding of why money is important and how managing your money can help prevent future financial difficulties. It is vital you understand the financial decisions you will need to take throughout your life and how risk can affect you and your choices. This unit will also give you an insight into where you can get financial advice and support.

The business finance aspects of the unit introduce you to accounting terminology, the purpose and importance of business accounts and the different sources of finance available to businesses. Planning tools, such as cash flow forecasts and break-even, will be prepared and analysed. Measuring the financial performance of a business will require you to prepare and analyse statements of comprehensive income and statements of financial position.

Unit 27: Work Experience in Business: In this practical unit, you will learn about different types of work-related learning and their benefits. You will learn what information you need before starting the placement, and how the placement can help you to develop key competencies needed for employability, such as self-management, team working, problem-solving and communication skills. You will learn more about the expectations of different roles. You will research and take on relevant work experience, and evaluate your performance through a reflective journal.

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COMPLEMENTARY SUBJECTS Any subject goes well with Btec Business

FUTURE OPPORTUNITIES Marketing, Human resources, Accountancy, Law, Project management, teaching and many other roles

BE INSPIRED BY EXPLORING FURTHER "Start with Why: How Great Leaders Inspire Everyone to Take Action" by Simon Sinek Business Review Summary of Shoe Dog: by Phil Knight (Story of Nike) Steve Jobs 2015 (The film)

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CHEMISTRY STATEMENT OF INTENT FOR CHEMISTRY Chemistry students at Charters School will develop understanding and awareness of the science that surrounds them and how chemical reactions are an integral aspect of their daily lives. They will develop technical expertise with a range of equipment, and knowledge of how science and technology changes society, from forensics to formulations and combustion to climate change. Transferable skills, such as the scientific methods and data analysis, will prepare them with the knowledge needed for their future as an informed citizen, alongside providing strong foundations for a specialised scientific career

COURSE DETAILS 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 The Practical Activities are delivered throughout the course and lead to the Practical Endorsement if students demonstrate competency in the specified Common Practical Assessment Criteria (CPAC) used by all exam boards.

COMPLEMENTARY SUBJECTS Chemistry is an exciting A-Level choice that partners practical skills with a deep understanding of theory and mathematical work. Chemistry is a challenging subject, and often works best in partnership with Maths/Further Maths and the Science subjects (Biology & Physics) as there are shared skills and, in some cases, (e.g. Biology) shared theory.

FUTURE OPPERTUNITIES Chemistry is most commonly associated with Medicine, but in truth is valued by many Universities, courses and professions due to its academic rigour and challenge. We have had students go on to study Medicine, Pharmacy, Dentistry, Veterinary Science, Law, Engineering, Apprenticeships, Business, and more.

In all cases the same skills apply, and they can be found across the A-Level Chemistry course analytical, evaluative, problem-solving, mathematical, literacy, communication, teamwork and leadership.

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BE INSPIRED BY EXPLORING FURTHER A Crash Course in Organic Chemistry https://www.ted.com/talks/jakob_magolan_a_crash_course_in_organic_chemistry How Big is a Mole? https://www.ted.com/talks/daniel_dulek_how_big_is_a_mole_not_the_animal_the_other_one The Chemistry of Cookies https://www.ted.com/talks/stephanie_warren_the_chemistry_of_cookies Molecules of Murder: https://pubs.rsc.org/en/content/ebook/978-1-78262-474-5 Periodic Tales – Hugh Aldersley Williams Bad Science – Ben Goldacre

Uncle Tungsten – Oliver Sachs

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COMPUTER SCIENCE STATEMENT OF INTENT FOR COMPUTER SCIENCE Students of Computing will become digitally literate, able to develop their ideas and express themselves through information and communication technology. They will learn how to use programming languages to design algorithms which solve computational problems. Students opting to study ICT at KS4, will also acquire practical skills to become confident users of creative media and an understanding of how wider digital media plays an important role in their everyday lives.

COURSE DETAILS Component 1: Computer systems (Y12) – This component introduces students to the internal workings of the Central Processing Unit (CPU), the exchange of data and will also look at software development, data types and legal and ethical issues.

Component 2: Algorithms and programming (Y12 and Y13) – In this component students will learn what is meant by computational thinking, the benefits of applying it and the principles of solving problems by computational methods. Students will learn to use algorithms to describe problems, and to analyse problems by identifying the component parts.

Component 3: Programming project (Y13) – This component is a non-examined assessment in which students are expected to analyse, design, develop, test, evaluate and document a program written in a suitable programming language. Students are expected to apply appropriate principles from an agile development approach to the project development.

COMPLEMENTARY SUBJECTS This is a versatile course that provides students not only with subject specific knowledge but also logical and problem solving skills which are applicable across a wide range of subjects. It is particularly well suited to mathematics, further mathematics and physics.

FUTURE OPPORTUNITIES There are a wide range of careers that can be accessed through a degree in computer science including many fields that have not yet been invented! Software Engineer, Artificial intelligence, systems analyst, games developer to name but a few.

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BE INSPIRED BY READING FURTHER Books Geek Heresy by Kentaro Toyama The Code Book by Simon Singh

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DESIGN TECHNOLOGY STATEMENT OF INTENT FOR DESIGN TECHNOLOGY Design Technology students at Charters School will be using an iterative design approach to widen their understanding of a variety of materials and manufacturing processes through a series of design and make projects. They will develop an awareness of the current social and environmental impacts that Design Technology has during the entire product lifecycle.

COURSE DETAILS Pearson Edexcel Level 3 Advanced GCE in Design Technology (Product Design) (9DT0) Students work will be assessed in 2 component parts.

Component 1: Principles of Design and Technology written examination which is 2 hours 30 minutes in length accounts for 50% of the qualification.

Component 2: Independent Design and Make Project (NEA) The portfolio will contain approximately 40 sides of A3 paper (or electronic equivalent).

There are four parts to the assessment: Part 1: Identifying and outlining possibilities for design Identification and investigation of a design possibility, investigation of client/end user needs, wants and values, research and production of a specification Part 2: Designing a prototype Design ideas, development of design idea, final design solution, review of development and final design and communication of design ideas Part 3: Making a final prototype Design, manufacture and realisation of a final prototype, including tools and equipment and quality and accuracy Part 4: Evaluating own design and prototype Testing and evaluation

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COMPLEMENTARY SUBJECTS A-Level Design Technology (Product Design) provides the students with an opportunity to consider their ideas and products ready for the ‘real world’ Factoring in aspects from scale of production to new technology and the developing world. Complementary subjects which go well with Product Design include Physics, Maths, Chemistry, Art, Business, Economics.

FUTURE OPPORTUNITIES With a qualification in Product Design you can go onto study: Architecture Engineering: Mechanical/Civil/Product/Electrical/Aeronautical Electronics, Furniture Design, CAD, CGI, Product Design Industrial Design/Website/Graphic/Theatre/Interior/Modelmaking.

BE INSPIRED BY EXPLORING FURTHER Structures or Why Things Don’t Fall Down -J E Gordon The Design of Everyday Things - Donald A. Norman Podcast: The Honest Designers Show Youtube channel The B1M - YouTube

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DRAMA AND THEATRE STUDIES STATEMENT OF INTENT FOR DRAMA AND THEATRE STUDIES Drama and Theatre students at Charters School will explore their creativity through a variety of styles, themes and topics. Students will become confident and independent thinkers, who are able to critically analyse the roles within theatre and live productions. Students will have an appreciation of their own work and others, always demonstrating respect and empathy. They will participate in an engaging, practical curriculum, that supports the development of new acting skills, as well nurturing existing talent.

COURSE DETAILS Component 1: Theatre Workshop (YR 12) – This component requires students to demonstrate skills and understanding in a text-based performance; either as actors or designers.

Component 2: Text in Action (YR 13) – This component requires students to demonstrate skills and understanding of text based and devised performance, as well as the ideas and influences of particular theatre practitioners, companies and styles.

Component 3: Text in Performance (YR 12 and 13) – This component is a written exam.

Students will study three set texts: Hedda Gabler, Saved and The Curious Incident of the Dog in the Night Time from the perspectives of directors, actors and designers.

COMPLEMENTARY SUBJECTS The is an academic subject so will work well alongside most A-level courses. English Literature and the analysis skills covered here work well in partnership with the Drama course.

FUTURE OPPORTUNITIES The possibilities are endless. Drama will enable you to demonstrate many skills which employers, colleges and universities will be looking for.

A number of students forge successful careers as Actors, Directors, Lighting or Sound Designers, Costume, Hair and Make-Up Designers or Stage Designers.

There are many other career paths within the industry including Stage Managers, Press and PR Managers and Producers.

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BE INSPIRED BY EXPLORING FURTHER The Curious Incident of the Dog in the Night-Time by Mark Haddon and adapted for the stage by Simon Stephens Use the National Theatre or Drama Online services to access a range of free recorded theatre productions.

‘Three on the aisle’ podcast ‘Twins talk theatre’ podcast

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ECONOMICS STATEMENT OF INTENT FOR ECONOMICS Economics students at Charters Schools will develop an enthusiasm for the subject, appreciating the contribution of economics to the understanding of the wider economic and social environment. They will use an enquiring, critical and thoughtful approach to the study of economics and develop an ability to think as an economist. Students will develop qualities and attitudes which will equip them for the challenges, opportunities and responsibilities of adult and working life.

COURSE DETAILS Unit 1: Students are introduced to economic methodology and the economic problem, individual decision making, price determination in a competitive market, production, market structures, the labour market, the distribution of income and wealth, the market mechanism and government intervention in markets.

Unit 2: Students are introduced to macroeconomic performance, circular flow of income and aggregate demand and supply, economic growth, unemployment, inflation, financial markets and the international economy.

Unit 3: This unit is an amalgamation of Units 1 and 2 and students are required to analyse the relationships between micro and macroeconomics.

COMPLEMENTARY SUBJECTS Economics goes well with all subjects. A’Level Maths would be a good subject to choose alongside especially if you are considering doing a degree in Economics. A’Level Business also goes well with the subject.

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FUTURE OPPORTUNITIES Professional economist, civil service, stockbroker, consultancy, banking and finance, journalism and accounting as well as so many other opportunities that include marketing, quantity surveyor, teaching and statistician.

BE INSPIRED BY EXPLORING FURTHER Doughnut Economics - Kate Raworth 23 Things They Don’t Tell You About Capitalism – Ha-Joon Chang Great Economists: How Their Ideas Can Help Us Today – Linda Yeuh The Economist magazine

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ENGLISH LANGUAGE STATEMENT OF INTENT FOR A LEVEL ENGLISH LANGUAGE English Language A Level students at Charters School will develop interest in and enjoyment of the subject through reading widely, critically and independently across centuries, genre and gender. Students will gain an advanced understanding of language study and will develop their own writing style and identity to be able to write for a variety of audiences and purposes. By analysing language through the ages, students will discover how language is used and how it’s changed over time. We will also cover the variations and manipulations that have caused the English Language to evolve over centuries, up to the modern day. As well as covering the broader themes that affect language, students also study the technical and factual elements too. By understanding scientific elements such as phonology, syntax and grammar students enhance their knowledge of linguistics and their writing ability.

COURSE DETAILS Component 1: ‘Language, the Individual and Society’. This component introduces students to language study, exploring textual variety and children’s language development. This area of study introduces students to methods of language analysis to explore concepts of audience, purpose, genre, mode and representation. It also introduces students to the study of children’s language development, exploring how children learn language and how they are able to understand and express themselves through language. The exam paper is split into two sections: Section A - Textual Variations and Representations Section B - Children's Language Development Component 2: ‘Language Diversity and Change’. The aim of this area of study is to allow students to explore language diversity and change over time. Students will study the key concepts of audience, purpose, genre and mode and will explore language in its wider social, geographical and temporal contexts. They will explore processes of language change. This part of the subject content also requires students to study social attitudes to, and debates about, language diversity and change. The exam paper is split into two sections: Section A - Diversity and Change Section B - Language Discourses Component 3: Non-exam assessment: ‘Language in Action’. The aim of this area of study is to allow students to explore and analyse language data independently and develop and reflect upon their own writing expertise.

Students produce:

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a language investigation (2,000 words excluding data)

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COMPLEMENTARY SUBJECTS English Language is a unique A Level in that it compliments such a wide range of other subjects, whilst developing vital skills that branch across all areas of study, such as essay writing, data analysis and the understanding and application of theory. More specifically, our module ‘Children’s Language Development’ complements Psychology perfectly as it focusses on human behaviours and how we learn in our younger years. Sociology and Geography link well as we explore social and geographical elements to language diversity and social attitudes in unit 2. If you love History, Language change over time is covered on this course as well as language representation in the Media, therefore working side-by-side with Media Studies A Level perfectly. Coursework requires students to carry out their own language investigation, recording, analysing and evaluating data which will help students with any STEM study at A Level too. Lastly, by focussing on the specific ‘building blocks’ of communication, English Language A Level accompanies study in MFL

FUTURE OPPORTUNITIES As with English Literature, the future opportunities that are open to you by studying A Level Language are vast and diverse. All future prospects, whether this be Further Education or in the world of work, prize the ‘soft transferable skills’ such as communication, empathy, adaptability but this course will act as a transition for further study -the skills you learn will be invaluable for essay writing, dissertations, report writing and presentations which is vital in any University course no matter what the field of study. Possession of an English A Level is valued in professions such as Media, production, PR, Law, management, teaching, journalism, public relations, librarianship, information management and advertising, to name but a few. All future prospects listed under English Literature apply for English Language too.

BE INSPIRED BY EXPLORING FURTHER Coursebook: A/AS Level English Language for AQA Student Book (ISBN: 978-1-1074-6562-6) Netflix- ‘Babies’ – two part series from 2020. ‘Explained’ – particularly series 1 episodes entitled ‘Political Correctness’ and ‘!’ as well as series 3 ‘apologies’. Lastly, the documentary ‘The Creative Brain’ is also an engaging watch.

Podcasts- ‘The History of English Podcast’ by Kevin Stroud, ‘University of Oxford MSt English Language’ and ‘English: Language of Opportunity’ by the Open University.

TED Talk - https://www.ted.com/playlists/228/how_language_changes_over_time Blog Read- https://www.english.com/blog/english-language-has-changed/ News article- https://www.theguardian.com/science/2019/aug/15/why-its-time-to-stop-worrying-aboutthe-decline-of-the-english-language British Museum exploration - https://www.bl.uk/british-accents-and-dialects/articles/lexical-change-in-the -english-language English A Level students will also be given premium access to subscription services such as Massolit and The English and Media Centre for their wider reading.

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ENGLISH LITERATURE STATEMENT OF INTENT FOR ENGLISH English students at Charters school will be prepared for and capable of communicating effectively in the modern world in order to achieve success. Through the study of language, students will develop an appreciation for the writer’s craft and the skills required to express oneself clearly. An advanced vocabulary and a broad range of reading skills will further students’ abilities to communicate in a mature, coherent manner whilst appreciating alternative viewpoints and perspectives. The study of literature will further develop students’ analytical skills and also encourage them to appreciate the aesthetic and entertaining qualities of high calibre literary texts.

COURSE DETAILS Component 1: Drama and poetry pre-1900 This component requires learners to study and respond to three texts. Learners are expected to demonstrate their appreciation of the significance of cultural and contextual influences on the writers, readers and/or audiences and be able to explore relationships between their chosen texts. This section requires learners to read texts in a variety of ways and respond critically and creatively. The texts currently studied are Shakespeare’s ‘The Tempest,’ poetry by Rossetti and ‘A Doll’s House’ by Ibsen.

Component 2: Comparative and contextual study This component requires learners to study two dystopian texts, currently ‘The Handmaid’s Tale’ by Margaret Atwood and ‘1984’ by George Orwell. Learners are also required to read widely and independently in their chosen topic of study.

Component3: Literature post-1900 The aim of this internally assessed component is to encourage individual study, interest and enjoyment of modern literature and for learners to develop an appreciation of how writers shape meanings in texts through use of language, imagery, form and structure. They will develop an understanding of texts informed by an appreciation of different interpretations. They will further develop an ability to explore connections across texts, such as stylistic, thematic or

COMPLEMENTARY SUBJECTS English Literature is a facilitating subject and is well respected by the top universities. It works particularly well with: History, Film or Media, Psychology, Drama, Theatre Studies, a foreign language, or indeed anything contrasting. Universities and employers like to see well rounded students; you do not need to stick to one discipline.

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FUTURE OPPORTUNITIES Communication skills are prized as one of the top three skills sought after by employees and as such, English has an excellent ‘economic’ value. ‘Soft transferable skills’ such as empathy, critical thinking, problem solving, and communication benefit all career paths! Potential careers using English are diverse: law, politics, marketing and communications, journalism, creative writing, teaching, project management, speech and language therapy, research assistant, teaching, copy writer, editor, tourism, human resources, broadcaster, speech writer, editor, forensic linguist, etc…

BE INSPIRED BY EXPLORING FURTHER https://www.ted.com/talks/tomas_elemans_the_inspiring_truth_in_fiction https://www.ted.com/talks/ christian_wickert_how_fiction_can_help_us_better_understand_our_reality ‘How to Read Literature,’ Terry Eagleton ‘Shakespeare’s Language,’ Frank Kermode

Podcast: https://www.bbc.co.uk/programmes/b09k0nzl https://www.barnsley.ac.uk/app/uploads/2021/03/Dystopian-Audio-Book-List-1.pdf https://www.theguardian.com/books/audio/2012/jun/08/future-dystopia-utopia-bookspodcast Website: https://www.bl.uk/ Search the catalogue for online access to thousands of articles relevant to your studies.

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Bethany Yr13 Subject studied English Literature, Music, Maths, Futher Maths AS

Why I chose to study at Charters I went to Garth Hill College for years 7-11 and when it came to choosing a Sixth Form I knew I wanted a change - more to help me prepare for the transition to university than anything else.

Charters seemed to have a good reputation and an excellent music course

What I hope to do when I leave school I am applying to study English Literature at Oxford University.

Post-university, I am looking to pursue a career in publishing, possibly as a Developmental Editor.

For those who don't know, a Developmental Editor reads early manuscripts of novels and critiques the plot, character development and structure in order to help an author improve their work and refine their ideas. As an avid reader, I can't think of a more exciting career!

What am I enjoying the most about sixth form For me, the most engaging part of Sixth Form has been completing an Extended Project Qualification (EPQ). I am writing a 6000-word dissertation on the representation of young gay men in Young Adult fiction. This process has involved reading lots of novels and criticism of the genre and then developing a coherent argument which is expressed concisely and eloquently.

Being able to dedicate a large amount of time to something I am passionate about is great, especially as I will get a recognised and respected qualification at the end of the project.

One piece of advice that I would share with Y11 students Always focus on the things you love, whether that be when choosing options, attending extracurricular clubs or even choosing which Sixth Form to attend. What matters most to you? Make that your priority. When it comes to applying for university in year 13, admissions tutors want to know that you are passionate about your chosen subject. Begin cultivating this love early, and these next few years will be significantly more straightforward.

What surprised me the most about sixth form Although I had few expectations, I think I was most surprised by how small and safe the Sixth Form community feels. The Sixth Form here is distanced enough from the lower school to be a community of its own, while still benefitting from the facilities and diversity of teaching that can be offered by a larger school. For me, fitting in at Charters hasn't been a challenge at all!

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Emma Yr13 Subject studied Chemistry, Biology, Maths, Further maths (AS)

Why I chose to study at Charters I have been studying here since year 7 and really like how supportive all the teachers are. There is a really good aspiring high programme at Charters that gives great advice when applying for Medicine or to Oxbridge

What I hope to do when I leave school Study Medicine

What am I enjoying the most about sixth form Seeing my friends every day and doing science practicals

One piece of advice that I would share with Y11 students Match the hour of classwork with an hour of work at home, it will really help you when it comes to revising for PPEs. Even it will feel like ages away, they come round faster than you’ll realise.

What surprised me the most about sixth form How much more independent study you have to do compared to when studying for GCSEs.

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FRENCH STATEMENT OF INTENT FOR FRENCH Language students at Charters School will be equipped with the skills necessary to interact in everyday situations in French and Spanish-speaking countries. They will be confident communicators, capable of articulating ideas, desires and needs in various contexts. They will appreciate the value of language-learning and understand more about the cultures of the languages studied. This understanding will help them develop a greater sense of their own identity and appreciate the values and diversity of local and global communities. Through language-learning, they will develop a range of soft skills, including independence, resilience, research and teamwork.

COURSE DETAILS Paper 1: Listening, reading and translation. Paper 1 is based on four themes: the evolution of French society; political and artistic culture of the French-speaking world; immigration and multicultural society in France; France under occupation in World War II.

Paper 2: written response to works and translation.

Students study a literary text (No et Moi) and a film (Intouchables).

Paper 3: Speaking Paper 3 is based on four themes: the evolution of French society; political and artistic culture of the French-speaking world; immigration and multicultural society in France; France under occupation in World War II. There is also an independent research project.

COMPLEMENTARY SUBJECTS A-level French is a vibrant course that attracts students with a wide range of interests.

Therefore, it combines well with many other subjects on the curriculum.

The exposure to the media, literature and cinema of the French-speaking world develops students’ analytical skills which complements the skills gained through the study of English Literature, Film and Media. Those with a scientific or mathematical mind often appreciate the logic of the grammar. The study of French history, politics and society greatly interests historians, sociologists and psychologists.

Students develop a range of transferable skills including presentation and debating, research, analysis, problem solving, teamwork and communication. The study of languages is highly regarded by top academic universities, including Oxbridge, and can also work well as a third subject for prospective students of Medicine.

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FUTURE OPPORTUNITIES By studying a foreign language at A-level, students add some highly desirable skills to their set.

These include enhanced problem-solving skills, improved verbal abilities, enhanced memory, flexible and creative thinking, and greater cultural awareness. All of which are highly attractive to potential employers, especially when combined with a sound command of an ever-growing world language. In addition, students of French are equally at ease working independently or in a team, according to the demands of the task in hand.

By choosing to study French at university, students open up a range of professional and personal possibilities, including living and working abroad. It can lead to a wide variety of career paths, which may include the media, law, politics, civil service, marketing and public relations.

At degree level, French is offered in combination with a vast number of other subjects, such as international management, accounting, film studies, business, global communications, and film and television, to name but a few. The study of French at A-level does not close the door to Medicine or Law at university.

BE INSPIRED BY READING FURTHER www.1jour1actu.com- Website with articles/videos covering a wide range of topics from current affairs to quirky facts and questions. www.lumni.fr/- Articles and resources which link very closely to the topics covered at A Level.

Create a playlist of French-language songs on YouTube, Spotify, Amazon Music, etc Intouchables- Set film for Edexcel course. Available on Clickview (Title- Untouchables)

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GEOGRAPHY STATEMENT OF INTENT FOR GEOGRAPHY Geography students at Charters School will be motivated and well-rounded decision makers who show an appreciation of the interconnectedness of the diverse physical and human world. Students will explore contemporary issues at a local, national and global scale to gain an insight into alternative viewpoints that enables them to make informed judgements and evidenced conclusions.

Through fieldwork, students will develop enquiring minds and gain geographical skills and help them understand their place in creating a sustainable future.

COURSE DETAILS Paper 1 (Physical): Tectonic processes and hazards, Coastal Landscapes and Change, The Water Cycle and Water insecurity and The Carbon Cycle and Energy Security.

Paper 2 (Human): Globalisation, Regenerating Places, Superpowers and Migration, Identity and Sovereignty.

Paper 3 (Synoptic): This paper is a synoptic investigation which is based on a geographical issue within a pace-based context that links to the synoptic themes of players, attitudes and actions and futures and uncertainties rooted in two or more of the compulsory content areas.

Non-Examined assessment: Students will create and undertake a Geographical enquiry which will involve the collection of fieldwork and the presentation, analysis and evaluation of results.

COMPLEMENTARY SUBJECTS Geography combines well with most subjects, both arts-based subjects like English and History and science-based subjects like Maths, biology, chemistry and physics. You may already be thinking ahead to potential university and career choices, so it is worth bearing in mind that geography is a broad-based subject that fits well for your future progression. Of course, many A -Level students do not yet have a clear idea of what kind of career they might want to pursue so if this is the case, Geography is an A Level that gives you the chance to keep your options open as it covers both arts and science components.

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FUTURE OPPORTUNITIES Geography can lead to a variety of different university courses as well as careers. Due to the uniqueness of Geography as a subject it is considered a ‘science’ by universities as well as an arts subject, which can lead to many different university degrees such as History, Law, Sport Science, Geography, Geology, Environmental Science, Modern Foreign Languages, Politics and Economics. Studying Geography at A-Level also allows students to develop skills which are useful to future careers. Careers for Geographers include, sustainability, energy supply, law, hazard planning and prevention, aid work, politics, town planning and many more.

BE INSPIRED BY EXPLORING FURTHER Books ‘Factfulness’ by Hans Rosling ‘Disaster by Choice’ by Ilan Kelman

‘Prisoners of Geography’ by Tim Marshall ‘The Power of Geography’ by Tim Marshall

Magazines Geographical Review (available in-dept for an annual subscription).

Podcasts Ask the Geographer- Royal Geographical Society

Websites https://timeforgeography.co.uk/ - lots of useful videos and information regarding geographical topics as well as information about Geography careers and degrees.

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HISTORY STATEMENT OF INTENT FOR HISTORY History students at Charters School will be curious and inspired by the dilemmas, choices and beliefs of people in the past. Through the study of local, national and international events they will develop a greater sense of their own identity and through this appreciate the values and diversity of the wider community in which they form a part. They will answer questions of the present by engaging with the past and in doing so develop skills that will enable them to play a full part in a democratic society.

COURSE DETAILS AQA History 7042/HS – 80% Examined and 20% Non-Examined Assessment Component 1 – Tsarist and Communist Russia 1855-1964 – 40% of A-Level • 2.5 hour assessment based on three essay questions from a choice of four Component 2 – The Making of Modern Britain, 1951-2007 – 40% of A-level • 2.5 hour assessment based on three essay questions from a choice of four Component 3 – NEA German Unification and the Challenge of Nationalism – 20% of A-Level • 3000 word essay in response to an identified enquiry question.

COMPLEMENTARY SUBJECTS History A-level is a course primarily for inquisitive, thoughtful and questioning students. It requires organisational and extended writing skills.

Therefore, the subjects that compliment it most directly include: English Literature and Language, Geography, Philosophy and Ethics, Sociology and Economics. However due to the focus on extended writing skills and the ability to construct persuasive arguments through essays, History can also compliment subjects where those skills are less essential such as Mathematics, Sciences, Languages, Music and Art.

FUTURE OPPORTUNITIES History A-Level provides an excellent base for a variety of university courses such as: History, Geography, Politics, Economics, Philosophy, Law, PPE, Journalism and English Literature. Aside from university degrees, History A-Level will equip students with essential life skills including: extending writing, constructing arguments, being well informed about our country and others around the world, learning academic discipline, growing confidence in your abilities, research skills, sorting the relevant from the irrelevant, to name but a few.

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BE INSPIRED BY EXPLORING FURTHER Books on History as a subject include: E.H. Carr’s classic ‘What is History?’.

For an updated critique on this is the recently published ‘What is History, now?’ by Hele Carr and Suzannah Lipscomb.

For specific new works which have recently redefined areas of our historical knowledge: ‘She-Wolves’ by Helen Castor which evaluates the most significant women in Medieval England.

‘Black and British’ by David Olusoga which aims to improve education around Britain’s multi-racial past.

‘The Anglo-Saxons' by Marc Morris which is a fresh look at an established period of history, aiming to debunk some common myths.

‘The Silk Roads’ by Peter Frankopan which aims recontextualised our understanding of history away from a West-European worldview.

Some interesting podcasts include: Versus History, Hardcore History (by Dan Carlin) and The Rest is History (Tom Holland and Dominic Sandbrook)

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MATHEMATICS STATEMENT OF INTENT FOR MATHEMATICS AND FURTHER MATHEMATICS Mathematics students at Charters School will be equipped to deal with the mathematics they will encounter in everyday life. Students will be encouraged to be independent learners, and to develop the confidence and resilience to try different approaches in order to reach a solution.

They will be analytical, logical and able to think critically, while developing the mathematical literacy needed to interpret problems and present their ideas coherently.

SUMMARY OF CURRICULUM: MATHEMATICS The course provides opportunities to develop skills in working with mathematical information, as well thinking logically and independently. There are three overarching themes which are inherent throughout the course. These include mathematical argument and proof; mathematical problem solving and mathematical modelling. Students are required to develop skills in these areas, working scientifically throughout both the pure and applied areas of the course.

COURSE DETAILS The course is assessed by three papers at the end of Year 13. Papers 1 and 2 are Pure Mathematics and paper 3 is Applied Mathematics (Statistics and Mechanics). Each paper is 2 hours and has 100 marks available. All papers are evenly weighted. Calculators are a requirement for all papers.

COMPLEMENTARY SUBJECTS Mathematical and statistical problem solving, data analysis and interpretation skills are all developed through the study of A-level Mathematics and are considered valuable in a broad range of subject areas including any of the sciences, geography, psychology, pe.

FUTURE OPPORTUNITIES Mathematics allows you to analyse patterns, structures and problems, which will in turn, help you to develop a critical eye. This will be useful in both further study and future careers. Finally, your logical abilities will be developed so that you will have tools needed to tackle a number of diverse areas, from managing your finances to planning projects.

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BE INSPIRED BY EXPLORING FURTHER Throughout history different mathematicians have approached problem solving in different ways.

That is what makes Maths such an inspiring subject. e.g. https://youtu.be/LN--erHStqA Or perhaps a more “appealing” watch: https://www.youtube.com/watch?v=D3tdW9l1690 Problem solving activities: Maths Feast materials | AMSP If you wanted to do a bit of mathematical related reading (in no particular order): • Why do Buses Come in Threes? (Rob Eastaway/Jeremy Wyndham) • Professor Stewart’s Hoard of Mathematical Treasures (Ian Stewart)

• The Hidden Mathematics of Sport (Rob Eastaway/John Haigh) UKMT Challenge tasks Senior Mathematical Challenge archive | UK Mathematics Trust (ukmt.org.uk)

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FURTHER MATHEMATICS SUMMARY OF CURRICULUM: FURTHER MATHEMATICS Further Mathematics provides the opportunity for students to extend and deepen their knowledge and understanding further, building beyond the standard A level course. Students will use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts. Students will also be required to clearly communicate the mathematical rationale for their decisions. This course is studied in addition to the A level mathematics course.

COURSE DETAILS The course is assessed by four papers at the end of Year 13. All papers are 75 marks in total, 90 minutes long and count for 25% of the final grade. Papers 1 and 2 are Core Pure Mathematics, paper 3 is Further Pure 1 and paper 4 is Further Statistics 1. Calculators are a requirement for all papers.

COMPLEMENTARY SUBJECTS Overwhelmingly, students taking Further Mathematics find it to be an enjoyable, rewarding, stimulating and empowering experience.

For more able A level Mathematics students it enables them to distinguish themselves as able mathematicians both for university applications and in the employment market.

For students who enjoy mathematics, it provides a challenge and a chance to explore new and/ or more sophisticated mathematical concepts.

Studying Further Mathematics • broadens their mathematical skills and promotes deeper mathematical thinking; • helps ensure a successful progression to mathematics-based subjects at university; • is a requirement for entry to prestigious mathematics-based courses at leading universities and improves their chances of an offer at many others; • is a way to make their university application stand out; • is not just for students who want to become engineers or physicists

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FUTURE OPPORTUNITIES Any student applying to study a science, technology, engineering, or other mathematics-related degree, such as economics, should consider taking Further Mathematics to at least AS level.

BE INSPIRED BY EXPLORING FURTHER There are lots of excellent about both mathematics and mathematicians, such as The Man Who Loved Only Numbers: a biography of Paul Erdös, one of the most prolific mathematicians ever!

For other recommended reads, try: Recommended Books (maths.org) Collections of problems and questions: Advanced Problems in Mathematics by Stephen Siklos It has an excellent selection of graded problems, including hints, solutions and discussions for each.

Examples of Interesting Maths: https://youtu.be/lubGnk0UZt0 https://youtu.be/un-pTKfC1dQ

UKMT Challenge tasks Senior Mathematical Challenge archive | UK Mathematics Trust (ukmt.org.uk)

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MEDIA STUDIES STATEMENT OF INTENT FOR MEDIA STUDIES Media Studies students at Charters school will be able to analyse and appreciate the craft involved in communicating media messages in a global arena. They will be able to decode implicit and explicit messages across a range of media, recognising bias and demonstrate understanding concerning how representations are constructed for a specific purpose and audience. They will analyse media language which will inform their own design, filming and editing choices ensuring their cross-media productions target specific audiences. They will be encouraged to explore and apply media theory, research industrial context and work with media professionals to gain experience and insight concerning a media career.

COURSE DETAILS Component 1: In this component, students will develop knowledge and understanding of key aspects of the theoretical framework – media language and representation assessing media language and representation in relation to two of the following media forms: advertising, marketing, music video or newspapers. They will also develop understanding of Media Industries and Audiences and assessment for this will be on two of the following media forms – advertising, marketing, film, newspapers, radio, video games – and media contexts.

Students will study products from specific media industries and for specific audiences, set by the examination board, to develop their knowledge and understanding of those areas of the theoretical framework. They will also explore how media products relate to their social, cultural, historical, political and economic contexts.

Component 2: For this component, students are required to study three media forms in depth, exploring all areas of the theoretical framework – media language, representation, media industries, and audiences – in relation to audio-visual, print and online products set by WJEC. Students will study examples of • television • magazines • blogs and websites selected by the examination board. .

Students will explore these three media forms through close analysis of the set products, comparing their use of media language and the representations they offer in relation to relevant social, cultural, economic, political and historical contexts. Students will study the role of media industries in shaping media products, as well as considering the way in which both mass and specialised audiences are targeted and addressed Component 3: For this component, students are required to demonstrate their understanding of the framework in their own cross-media production. The production must be based on two media forms and completed in response to a choice of briefs set by WJEC. This must be accompanied with a written Statement and Aims that outlines their aims and intentions for their cross-media production. 500 words. This will be assessed with the cross-media production and will enable students to explain the ways in which they will apply knowledge and understanding of the theoretical framework to the production and target the intended audience.

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COMPLEMENTARY SUBJECTS Complementary subjects include Psychology, Sociology - subjects that explore theoretical concepts within the world; but also English and History examining and analysing texts with contextual understanding.

FUTURE OPPORTUNITIES A good degree in a subject like Media Studies can develop a wide range of transferable skills including analysis, visual communication, problem solving, as well as communication, presentation and organisational skills. At University level, pupils may go on to a production course alongside filmmaking or graphic design; or students may choose to explore a communication or liberal arts degree. Some possible career paths for Media Studies include: Journalist, Digital marketer, Public Relations, Social Media Manager, Film/Tv production co-ordinator

BE INSPIRED BY EXPLORING FURTHER David Gauntlett: Media, Gender and Identity Podcast: ACA-Media – An academic perspective on media On YouTube: Stuart Hall ‘Race, Gender, Class in the Media’ 39

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MUSIC STATEMENT OF INTENT FOR MUSIC Music students at Charters School will be creative in the way they make, listen to, explore, and appreciate music. They will be capable of critical, and analytical listening, which will in turn help them understand the processes of performance and composition. They will be inspired to discover new styles of music, both as listeners and performers. They will have opportunities to make music that play to their existing strengths and challenge them to develop new skills. They will explore the cultural significance of music and its influence on society today and gain an understanding of how the development of music through history sits within the wider cultural and political stories of societies.

COURSE DETAILS • Component 1 – Performing: This component requires students to plan, prepare and perform a solo recital on an instrument of their choice, lasting a minimum of 10 minutes.

• Component 2 – Composing: Learners are required to create two compositions with a combined duration of at least 4 minutes. One is written to a brief set by the examination board and the other is a free choice composition.

• Component 3 – Listening and appraising: This component culminates in a written examination in which four Areas of Study will be tested: o AoS1: Instrumental Music of Haydn, Mozart and Beethoven o AoS2: Popular Song: Blues, Jazz, Swing and Big Band o AoS5: Programme Music 1820-1900 o AoS6: Innovations in Music 1900 to the present day Students will study a range of set works and pieces chosen to exemplify the genres covered.

COMPLEMENTARY SUBJECTS Music is an academic subject which works well alongside all other A Levels. Music is very mathematical in nature, and so Music and Maths complement each other well, as do Music and Languages. However, it can work well with any combination of subjects and is highly regarded by top academic universities, including Oxbridge, as well as for a third subject for those applying for Medicine.

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FUTURE OPPORTUNITIES The varied nature of the course enables students to develop highly desirable skills in areas such as self-management, creativity, data analysis, performance, team-work, problem-solving, and communication, all of which makes them an attractive prospect for employers. Choosing to study Music at university can lead to a huge variety of career paths, including broadcasting, publishing, law, politics, and the Civil Service. An A Level in Music can open doors into areas such as being a sound technician, music therapist or teacher, or to work in television, radio, or arts administration. It is highly regarded as an academic subject and so could complement future studies leading to a professional career. Music does not stop you getting into professions such as Law and Medicine.

BE INSPIRED BY EXPLORING FURTHER Nicolas Cook: A Short Introduction to Music A Level Music Seminars and Revision from LSO Discovery (available on YouTube) Alex Ross: The Rest is Noise (also available as a podcast)

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PHOTOGRAPHY STATEMENT OF INTENT FOR PHOTOGRAPHY Photography students at Charters School will have gained high levels of creative thinking allied to advanced technical skills, underpinned by research of historical and contemporary contexts and the exploration of photography’s contribution to visual culture.

COURSE DETAILS In Component 1, (the coursework worth 60%) students develop work based on an idea, issue, concept or theme leading to a finished outcome or a series of related finished outcomes.

Practical work will make connections with some aspect of contemporary or past practice of artist(s), designer(s), photographers or craftspeople and includes written work of no more than 3000 words which supports the practical work.

In Component 2, (the exam worth 40%) students respond to a stimulus, provided by AQA, to produce work which provides evidence of their ability to work independently within specified time constraints, developing a personal and meaningful response which addresses all the assessment objectives and leads to a finished outcome or a series of related finished outcomes.

The exam is a practical exam (15 hours long) spread over three days in which the students produce their final portfolio piece.

COMPLEMENTARY SUBJECTS A Level Photography is an exciting course that embraces a wide variety of motivations and interests that sixth form students have in the visual arts and the wider community of digital media.

Our students choose photography for lots of different reasons and will often have a wide variety of subject choices. They choose Photography based on the high achieving results and the opportunity to be part of a creative and dynamic course. They choose Photography for the opportunity to develop a professional level portfolio, having access to industry standard software and a dedicated computer suite.

Subjects such as Psychology, History, English and Art have historically helped students to achieve high standards in their portfolios. Students with a scientific background enjoy the technical aspects of the equipment used in digital and traditional darkroom photography, whilst students with a creative interest find the development of a portfolio a rewarding outlet.

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FUTURE OPPORTUNITIES On completion of the A level, you'll have a unique and compelling body of work for the marketplace.

Becoming a photography professional opens doors to a wide range of careers within a global landscape of creative industries.

Photography students can progress to an Art Foundation level before moving on to a degree course if your portfolio of work demonstrates the strengths required by the university.

Past students have gained places on Photography degrees at UCA and the universities of Bournemouth, Falmouth, Bristol and Southampton.

Our students go on to work in fields from editorial and fashion to movie stills and medical photography

BE INSPIRED BY EXPLORING FURTHER Book: Carol Squiers: What is a Photograph? This book explores what photography means in the 21st century.

Podcast: This Week in Photos https://thisweekinphoto.com/category/twip-episodes/ This Week in Photo is a great starting point for keen photographers. This Week in Photo covers all things photography – if you want to stay up to date with the latest news, it’s a must-listen.

On YouTube: Learn My Shot

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PHYSICAL EDUCATION A LEVEL STATEMENT OF INTENT FOR PHYSICAL EDUCATION At Charters School, through Physical Education, students will be inspired to be active, healthy and deeply enthused by physical activity. Students will develop a love of learning in PE in an environment where they are supported to develop physically and intellectually, and can perform in a range of challenging situations. Students will be able challenge themselves as part of a team and individually.

In PE, students will develop their knowledge about the positive effects of exercise on their physical, social and mental health, and develop a passion and life-long commitment for exercise.

Students will also develop practical skills across a range of activities, as well as improving personal skills which will enable them to perform in a range of situations, including those that can involve working together in a competitive environment.

Students will experience a wide range of sporting activities that are underpinned by a broad, but increasingly complex, set of skills and abilities. It is our commitment to provide an environment that encourages a desire to participate in a range of activities or their chosen specialist sport / sports into adult life.

COURSE DETAILS Component 1: Physiological Factors Affecting Performance (30% of total A-Level)

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Anatomy & Physiology – The structure and function of the human body

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Exercise Physiology – The study into what happens to your body during physical exercise Biomechanics – Focus on the mechanics of movement. It involves the study of force and its effect on human movement in physical activities and sports Component 2: Psychological Factors Affecting Performance (20% of total A-Level)

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Skill Acquisition – Focus on what the coach/teacher does to help people learn new skills and

keep current skills at a high level

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Sport Psychology – Ways in which the coach/teacher can help a sportsperson’s mind-set

before, during and after performance Component 3: Socio-cultural issues in physical activity and sport (20% of total A-Level)

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Sport & Society – learners will develop their knowledge and understanding of how physical

activity and sport have developed through time and the factors that shape contemporary sport Contemporary issues in physical activity and sport – learners will develop their knowledge and understanding in; Ethics & Deviance in sport, the positive and negative impacts of commercialisation & media in sport, the important and developing influences of modern technology in sport and finally the routes to sporting excellence in the UK Component 4: Performance in Physical Education (30% of total A-Level)

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Performance or coaching – learners are required to demonstrate effective performance,

the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions Evaluation and Analysis of Performance for Improvement (EAPI) – learners will observe a live or recorded performance by a peer in their own assessed performance activity or another activity from the approved list. Through observation, learners will provide an oral response analysing and critically evaluating the performance.

COMPLEMENTARY SUBJECTS This course will prepare learners for the further study of PE or sports science courses. Other complimentary subject to take alongside PE are psychology, business, sociology, geography and biology.

FUTURE OPPORTUNITIES Learners will develop the transferable skills in PE which allows for many future opportunities in industry as well as University courses. PE is the perfect prerequisite for the following University courses: Sport Science Sports Management Healthcare Exercise & Health Strength & Conditioning Nutrition Sports Rehab Physiotherapy Medicine Sport Psychology

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PHYSICAL EDUCATION CONT...

PE will provide learners with the prerequisites to the following jobs: Sports coaching PE Teacher Physiotherapy Gym Manager Personal Trainer Sport Psychologist Lecturer Sports Management Working for a NGB of a particular sport Sporting Events

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BE INSPIRED BY EXPLORING FURTHER PE Review Magazine resources – resources to help supplement knowledge & understanding in A-Level PE. https://www.hoddereducation.co.uk/magazines/magazines-extras/pe-review-extras

Netflix films & documentaries – BTEC Sport & A-Level PE (The Last Dance – can also be added to this list)

Survival of the fittest: understanding peak physical performance by Mike Stroud This book sets out the genetics , exercise, diet and science that allows humans to perform at their peak.

The Sports Gene : Talent , Practice and the truth about Success by David Epstein Provides a powerful and convincing analysis of how genes influence all our lives, especially the careers of elite sportsmen

Bounce: The myth of talent and the power of practice by Matthew Syed Mr Syed draws on a

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PHYSICAL EDUCATION BTEC SPORT STATEMENT OF INTENT FOR PHYSICAL EDUCATION At Charters School, through Physical Education, students will be inspired to be active, healthy and deeply enthused by physical activity. Students will develop a love of learning in PE in an environment where they are supported to develop physically and intellectually, and can perform in a range of challenging situations. Students will be able challenge themselves as part of a team and individually.

In PE, students will develop their knowledge about the positive effects of exercise on their physical, social and mental health, and develop a passion and life-long commitment for exercise.

Students will also develop practical skills across a range of activities, as well as improving personal skills which will enable them to perform in a range of situations, including those that can involve working together in a competitive environment.

Students will experience a wide range of sporting activities that are underpinned by a broad, but increasingly complex, set of skills and abilities. It is our commitment to provide an environment that encourages a desire to participate in a range of activities or their chosen specialist sport / sports into adult life.

COURSE DETAILS The course offers flexibility for students to progress to larger-size qualifications or specialise in a specific area. It provides opportunity for students to showcase their skills through practical assessments as well as underpinning knowledge and skills needed to meet requirements in the sporting industry. In addition, the course develops transferable skills such as communication, team working and leadership skills.

The course provides work-related learning, giving learners an edge and opening the door to higher education or employment in sport sectors. The BTEC Sport course offers clear progression routes: such as BSc in Sport, Physical Education and Coaching Science. Also supports progression into direct entry level roles such as physical activity leader or fitness/ leisure assistant. Furthermore, it provides opportunities for a potential career in Personal Training, Sports Management and Sporting Events.

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Equivalent in size to one A Level.

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4 units of which 3 are mandatory and 2 are external.

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Mandatory content (83%).

External assessment (67%).

The Pearson BTEC Level 3 National Extended Certificate in Sport covers the key knowledge and practical skills required in the vocational Sport sector.

It consists of: Three mandatory units: Unit 1 – Anatomy & Physiology

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Written examination set and marked by Pearson.

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1.5 hours.

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80 marks.

Learners explore how the skeletal, muscular, cardiovascular and respiratory systems function and the fundamentals of the energy systems.

Unit 2 – Fitness Training and Programming for Health, Sport and Well-being

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A task set and marked by Pearson and completed under supervised conditions.

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In Part A, learners will be given a case study one week before a supervised assessment

period in order to carry out preparation.

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In Part B, the supervised assessment period is 2.5 hours as timetabled by Pearson.

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Written submission.

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60 marks.

Learners explore client screening and lifestyle assessment, fitness training methods and fitness programming to support improvements in a client’s health and well-being.

Unit 3 – Professional Development in the Sports Industry

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Internally assessed

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Coursework Learners explore the knowledge and skills required for different career pathways in the sports industry. Learners will take part in, and reflect on, a personal skills audit, career action plan and practical interview assessment activities.

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PHYSICAL EDUCATION BTEC SPORT CONT...

Learners will complete one of the three optional units, which are: Unit 4 – Sports Leadership

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Internally assessed

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Coursework Learners study what makes a good leader, the different capacities of this role, and the leadership skills and techniques necessary when leading activities in different roles.

Unit 5 – Application of Fitness Testing

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Internally assessed

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Coursework Learners gain an understanding of the requirements of fitness testing and learn how to safely conduct a range of fitness tests for different components of fitness.

Unit 6 – Sports Psychology

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Internally assessed

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Coursework This unit covers the psychological dimensions of sport, and introduces psychological techniques that can be used to enhance performance.

COMPLEMENTARY COURSES BTEC Sport is an exciting and wide-ranging course, encompassing a variety of other subjects.

This course will prepare learners for the further study of Sport, PE or sports science courses. Other complimentary subject to take alongside BTEC are psychology, business, sociology, geography and biology.

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FUTURE OPPORTUNITIES Learners will develop the transferable skills in BTEC Sport which allows for many future opportunities in industry as well as University courses. Sport is the perfect prerequisite for the following University courses:

Sport Science Sports Management Healthcare Exercise & Health Strength & Conditioning Nutrition Sports Rehab Sport Psychology Sport will provide learners with the prerequisites to the following jobs: Sports coaching PE Teacher Gym Manager Personal Trainer Sport Psychologist Lecturer Sports Management Working for a NGB of a particular sport Sporting Events

BE INSPIRED BY EXPLORING FURTHER Click here for more information

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PHYSICS STATEMENT OF INTENT FOR PHYSICS Physics students at Charters School will develop understanding and awareness of the Physics that surrounds them. They will learn to evaluate critically how science and technology changes society. With varied opportunities to learn through research, discovery and developing their practical skills, students will be engaged in and enjoy their learning. Students will develop teamwork skills, apply numeracy, and learn to effectively communicate their knowledge. These transferable skills will prepare them for their future in society and any career path they choose, alongside providing strong foundations for specialised Physics and Engineering Careers.

COURSE DETAILS Content is split into six teaching modules Module 1 – Development of practical skills in physics Module 2 – Foundations of physics Module 3 – Forces and motion Module 4 – Electrons, waves and photons Module 5 – Newtonian world and astrophysics Module 6 – Particles and medical physics The Practical Activities are delivered throughout the course and lead to the Practical Endorsement if students demonstrate competency in the specified Common Practical Assessment Criteria (CPAC) used by all exam boards

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COMPLEMENTARY SUBJECTS Physics A Level has a strong emphasis on developing a wide variety of skills, meaning it could complement any other subject.

The following subjects are those with an amount of cross over in both skills and content, so would be ideal candidates to study alongside Physics: Maths, Further Maths, Chemistry, Biology

FUTURE OPPORTUNITIES Due to the skills focus, an A Level Physicist will be able to demonstrate competency in a wide range of areas, including mathematical problems, analysis and evaluation skills and use of language to convey complex subject matter in a clear and concise way. It is therefore considered a desirable option for numerous courses and future careers including engineering, architecture and research.

In particular, Physics would be highly desirable for any STEM field.

BE INSPIRED BY EXAPLORING FURTHER Book: A Short History of Nearly Everything, Bill Bryson Book: Surely You're Joking Mr Feynman: Adventures of a Curious Character, Richard P Feynman Online Clips: Minute Physics and NASA TV

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PSYCHOLOGY STATEMENT OF INTENT FOR PSYCHOLOGY Psychology students at Charters School will be inquisitive and motivated to learn more about the key issues and debates within the study of human behaviour. They will develop a greater sense of ethical issues surrounding the study of human behaviour and in turn develop a greater sense of tolerance and understanding. They will explore how understanding psychology has real world applications and how it is crucial to our everyday life. They will learn to challenge and question the power of social influence, conformity and enhance their understanding of mental health related illnesses making them feel more confident, autonomous and equipped for their future lives.

COURSE DETAILS Paper 1: Introductory topics in Psychology: Social Influence, Attachments, Memory, Psychopathology Paper 2: Psychology in context: Approaches, Biopsychology, Research Methods Paper 3: Issues and options in Psychology: Issues and Debates, Relationships, Eating Behaviour, Forensic Psychology

COMPLEMENTARY SUBJECTS Psychology compliments a vast array of A-level subjects. It is a popular choice amongst students taking Biology due to the scientific nature of the subject and the cross-over of the biopsychology unit. There are elements of basic mathematical concepts within the course which would suit students studying mathematics. It is also complimentary of History and Sociology due to the real-life events which have impacted Society that are covered within Psychology.

FUTURE OPPORTUNITIES Psychology is a broad subject which covers various elements of human behaviour therefore it lends itself to a whole host of future opportunities in both academic study and careers.

Psychology can lead to opportunities to conduct own research, careers in law, medicine (due to its scientific nature), forensics, neuroscience, sports and therapy in a variety of fields from mental health to educational. As Psychology focuses on the behaviour of humans, it is beneficial for any career which involves working with people. Studying Psychology lends itself to roles within human resources, management, and marketing.

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BE INSPIRED BY EXPLORING FURTHER Books Freud for Beginners by Richard Appignanesi and Oscar Zarate Introducing Psychology: A Graphic Guide to Your Mind and Behaviour by Nigel Benson Mindwatching: Why We Behave the Way We Do by H.J. Eysenck and Michael W. Eysenck Psychology: A Very Short Introduction by Gillian Butler and Freda McManus Magazines Psychology Review (available in dept) The Psychologist (available in dept)

Websites The British Psychological Society (BPS): http://www.bps.org.uk Podcasts All in the mind – BBC Documentaries The Stanford Prison Experiment Babies – Netflix series

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Lily Yr13 Subject studied Geography, Philosophy and Ethics and Psychology.

Why I chose to study at Charters I chose to study at charters because it was convenient for me, I knew the teachers and the support they could offer me and the study spaces available for me to achieve the best grade.

What I hope to do when I leave school When I leave school, I would like to go to university and study either criminology and psychology or politics and then pursue a career in one of these fields.

What am I enjoying the most about sixth form I enjoy all of my lessons at charters as they are always engaging and not repetitive.

One piece of advice that I would share with Y11 students One piece of advice I have is don’t choose to go to a sixth form/college or specific subject because your friends are going there or doing it! Do whatever you feel most comfortable with even if your friends choose a completely different path.

What surprised me the most about sixth form The amount of homework and independent study that is needed to achieve your ideal grade! Sixth form is very guided with a lot of support and extra work provided but independence is key to excel.

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Sirine Yr12 Subject studied English Literature, Psychology, French.

Why I chose to study at Charters I chose to stay at charters because although it is a close and easily accessible school, the teachers are great, and it creates a sense of comfort previously knowing the staff, students, and school grounds.

Furthermore, Charters school promotes the values of Unity, Respect and Excellence.

Additionally, I have learnt that compared to a college we get more one on one training. therefore, if you feel like you need extra support in a certain area the teachers are happy to help you reach your targets and take time with you. For example, in French we have all been assigned a French tutor to able us to widen our linguistic skills which not every school is fortunate to provide.

Charters has many resources such as the safeguarding team, therefore you know if you need that emotional or academic support there will be a team ready to help you and build you back up.

What I hope to do when I leave school When I leave school, I am hoping to study either French Law or law, alongside forensic psychology.

What am I enjoying the most about sixth form I’m enjoying being able to study subjects that I was able to choose and knowing the benefits of them.

The sixth form environment is very much different to Year11, everyone is much more focused and spend time studying whilst also being united in a sense of helping each other out. I find that we have much more freedom such as BYOD which is beneficial for our studying and allows us to socialise more.

One piece of advice that I would share with Y11 students Chose something that you believe will benefit you! Do not follow the crowd because you might regret your choices, and this could further impact post 18.

I chose subjects I knew I would either enjoy and find interesting to study but also key choices to perhaps widen my options at University or work experience etc.

What surprised me the most about sixth form I would say there is a slight jump from GCSE’s to A level, there is a reason it called “Advanced”. The workload can get a lot however if you manage your time and efficiently use you frees you will be set!

Having missed a lot of school due to Covid impacted some of our learning skills. However, like mentioned previously sixth form is a smaller environment meaning teachers are everywhere to support you including emotionally or academically.

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RELIGIOUS STUDIES (PHILOSOPHY AND ETHICS) STATEMENT OF INTENT Religious Studies students at Charters School are interested and motivated by events, people and beliefs. As part of a local and wider community they are up to date with news and current affairs. They read and learn about issues as well as learning from them. Pupils engage in dialogue and debate and enjoy critical thinking. Pupils study a wide multi-faith curriculum debating current affairs with thought-provoking topics.

COURSE DETAILS Component 01: Philosophy of religion Students study philosophical language and thought, and issues and questions raised by belief: Ancient philosophical influences The nature of the soul, mind and body Arguments about the existence or non-existence of God The nature and impact of religious experience The challenge for religious belief of the problem of evil Ideas about the nature of God Issues in religious language.

Component 02: Religion and ethics Students explore key concepts and the works of influential thinkers, ethical theories and their application: Normative ethical theories The application of ethical theory to two issues: business ethics and medical ethics Ethical language and thought Debates surrounding the significant idea of conscience Sexual ethics and the influence on ethical thought of developments in religious beliefs.

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COMPLEMENTARY SUBJECTS An exciting and interesting course which provides a critical approach to the consideration of moral and philosophical issues. An integral part of the course is to apply theories to contemporary issues of importance for example Euthanasia and Business Ethics. The Course fits in well with Humanities, English, Social Science subjects, Business and Science. Many of our students go on to study Law & Politics at University.

FUTURE OPPORTUNITIES Students are expected to have an interest in current affairs, to use an enquiring critical and empathetic approach to the study of religious, political and legal events and ethical developments in society. The Course gives students opportunities to think critically, to discuss and debate. Students are given opportunities to present on a given subject and many find it increases their confidence and ambition to participate in current issues of the day. Careers associated with the course are Legal, Political, Business, Journalism, Medical.

BE INSPIRED BY EXPLORING FURTHER There are many books about Philosophy, Ethics & Religious Issues. Some contemporary takes on some of the key thinkers such as Plato, Aristotle, St Thomas Aquinas are as follows: History of ideas https://www.bbc.co.uk/programmes/b04bwydw Panpsycast https://thepanpsycast.com/ In our Time https://www.bbc.co.uk/programmes/b006qykl Justice Michael Sandel https://www.youtube.com/watch?v=kBdfcR-8hEY

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SOCIOLOGY STATEMENT OF INTENT FOR SOCIOLOGY Sociology students at Charters School will be curious and motivated to learn more about key sociological issues within British society. They will develop a greater understanding and awareness of social, political, legal and educational changes in society and their implications.

They will develop a greater sense of tolerance and understanding of class, gender and ethnic diversity and differences in society and of the role and purpose of key institutions.

COURSE DETAILS 100% EXAMINATION Paper 1: Education with Theory and Methods (2 hours – 33%) Paper 2: Topics in Sociology: Beliefs in Society and Families and Households (2 hours – 33%)

Paper 3: Crime and Deviance with Theory and Methods (2 hours – 33%)

COMPLEMENTARY SUBJECTS Sociology compliments all A-level subjects, especially those which require an analytical way of thinking. It particularly compliments History, Philosophy, Psychology and English. Research methods is also focused upon in Sociology which is beneficial for other subjects which require independent research such as Geography.

FUTURE OPPORTUNITIES Many students of Sociology go on to study not only Sociology at university, but also a range of other courses such as law, journalism, and social policy. The subject helps develop a range of excellent academic skills, from independent research to detailed analysis of evidence, that will prepare you for many university courses and careers.

Sociology can unlock doors in various careers, such as in education, healthcare, law, government and politics and research.

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BE INSPIRED BY EXPLORING FURTHER Books Chavs: The Demonization of the Working Class, Owen Jones Living Dolls, Natasha Walke A Beginners Guide to Social Theory, Shaun Best

Magazines Sociology Review The Economist

Podcasts BBC Thinking Allowed

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SPANISH STATEMENT OF INTENT FOR SPANISH Language students at Charters School will be equipped with the skills necessary to interact in everyday situations in French and Spanish-speaking countries. They will be confident communicators, capable of articulating ideas, desires and needs in various contexts. They will appreciate the value of language-learning and understand more about the cultures of the languages studied. This understanding will help them develop a greater sense of their own identity and appreciate the values and diversity of local and global communities. Through language-learning, they will develop a range of soft skills, including independence, resilience, research and teamwork.

COURSE DETAILS Paper 1: Listening, reading and translation Paper 1 is based on four themes: the evolution of Spanish society; political and artistic culture of the Spanish-speaking world; immigration and multicultural society in Spain; the Franco dictatorship and the transition to democracy.

Paper 2: written response to works and translation Students study a literary text (Como Agua Para Chocolate) and a film (Volver).

Paper 3: Speaking Paper 3 is based on four themes: the evolution of Spanish society; political and artistic culture of the Spanish-speaking world; immigration and multicultural society in Spain; the Franco dictatorship and the transition to democracy. There is also an independent research project.

COMPLEMENTARY SUBJECTS A-level Spanish is a vibrant course that attracts students with a wide range of interests.

Therefore, it combines well with any other subject on the curriculum. A-level students combine Spanish with any other subject, from Music to Mathematics and Biology to Sociology. Those with a scientific or mathematical mind often appreciate the logic of the grammar. Those who study English Literature and other discursive subjects usually excel when presenting ideas verbally or on paper.

The study of languages is highly regarded by top academic universities, including Oxbridge, and can also work well as a third subject for prospective students of Medicine or Law..

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FUTURE OPPORTUNITIES By studying a foreign language at A-level, students are able to add some highly desirable skills to their set. These include enhanced problem-solving skills, improved verbal abilities, enhanced memory, flexible and creative thinking, and greater cultural awareness. All of these are highly attractive to potential employers, especially when combined with a sound command of an evergrowing world language. In addition, students of Spanish are equally at ease working independently or in a team, according to the demands of the task in hand. By choosing to study Spanish at university, students open up a range of professional and personal possibilities, including living and working abroad. It can lead to a wide variety of career paths, which may include the media, law, politics, civil service, marketing and public relations. At degree level, Spanish is offered in combination with a vast number of other subjects, such as international management, accounting, film studies, business, global communications, and film and television, to name but a few.

BE INSPIRED BY EXPLORING FURTHER https://www.bbc.com/mundo - Spanish-language news stories from around the world https://www.practicaespanol.com/ - quirky Spanish-language news stories, most with sound files, video links and language activities https://www.ver-taal.com/ - language activities based on authentic Spanish adverts, trailers, news reports and songs

Create a playlist of Spanish-language songs on YouTube, Spotify, Amazon Music, etc The New Spaniards, John Hooper - fantastic guide to modern Spanish history and culture, available on Amazon Homage to Catalonia - George Orwell’s classic account of his involvement in the Spanish Civil War Los Funerales de la Mamá Grande, Gabriel García Márquez - collection of short stories by the legendary Colombian author.

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For more information on Sixth Form life and to find more details on the subjects we offer please visit our website www.chartersschool.org.uk

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