Harris Academy East Dulwich Post 16 Prospectus

Sport, Health Sciences and Enterprise

Lord Harris of Peckham

Dr Daniel Moynihan

“I believe that an excellent Post 16 education is the most important start in life we can give young people.

This is why I have created this Academy and the wider Harris Federation. Through this Post 16 it is my intention that when all students leave, they will be well prepared to succeed in the world in whatever walk of life they choose.”

Chief Executive of the Harris Federation of South London Schools

Ed.D, ­­M.A., B.Sc. (Econ)

“The Harris East Dulwich Post 16 aims to be a centre of excellence for students of all abilities and aptitudes. The Post 16 Centre works closely with the other very successful Harris Academies ensuring that the latest training and best ideas are rapidly shared amongst our highly trained and well qualified teachers. With Academy conversion, the facilities available will be unrivalled.

Simply put, East Dulwich offers students the best teachers in the best surroundings and therefore the very best opportunity to do well. As a result of this students achieve good grades and progress on to both higher education and successful careers.”

Harris Girls’ Academy East Dulwich is joining forces with Harris Boys’ Academy East Dulwich to form the co-educational Harris East Dulwich Post Sixteen. Together they will offer an outstanding range of courses, opportunities and facilities; an offer greater than any one school could provide.

Welcome to Harris East Dulwich Post Sixteen Harris East Dulwich Post Sixteen offers our students a full and comprehensive range of Post 16 academic, vocational and enrichment courses for boys and girls. We welcome students of all abilities and backgrounds.

In our first year of reporting our results in 2009, we achieved a pass rate of 100%. 64% of our students exceeded their personal aspirational targets and many are now embarking upon university courses.

It couldn’t be a better time to join us! Why? We have the following to offer: • A thorough induction programme for all new students • The opportunity for students to run their own businesses • A new Head of Sixth Form • A new Post 16 centre • A multi-million pound building project underway • Small teaching groups and one-to-one support from tutors • Rigorous tracking and monitoring to support results • A strong enrichment programme

We encourage our students to take up the many opportunities we offer for leadership and to contribute both to the Academy and to the local community. We want them to feel empowered, to take a leading part in their own Post 16 education.

From September 2010 Harris Boys’ Academy East Dulwich will admit Sixth Form Students into our brand new “state of the art” building for the first time. We will be offering a wide range of academic A level and vocational courses in conjunction with Harris Girls’ Academy East Dulwich. We will be known jointly as Harris East Dulwich Post 16.

Together we will provide outstanding Post 16 teaching and our pledge is to ensure that every student who enrols in our Joint Sixth Form is well supported in order to make excellent progress, to achieve the highest standards and to be fully prepared for higher education or the world of work.

As a Joint Sixth Form we are able to offer so much more to meet individual students’ needs. In this Prospectus you will find a great deal of useful information to help you make important decisions about the next stage in your Learning Journey.

I look forward to meeting you at one of our Post 16 Open Events in the near future.

Bart Cannon Principal of Harris Boys’ Academy East Dulwich

We do everything we can to prepare students for life beyond school. We want them to leave us with the skills and confidence they need to succeed in the future.

Jane Fletcher Principal of Harris Girls’ Academy East Dulwich

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A learning Community We have a broad and motivating range of courses for Post 16 students. In addition to an extensive range of GCE and A/AS levels, we also offer the BTEC National courses, which are equivalent to 1, 2 or 3 A levels depending on the size of course taken.

Our strong recruitment process, which uses diagnostic testing, ensures every student is guided to the right course/s for them. Our study programmes support a wide ability range. We aim to support our students through to university or strong career pathways.

We provide an environment that supports high quality learning.

Studying here is supported at all times through our tutoring system.

The Head of Sixth Form and the Sixth Form Manager oversee the academic progress of every student.

Each student is monitored – half-termly progress is shared with students and their families – and appropriate targets are set.

For full details of all the courses we offer, see page 14.

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Sport, Health Sciences and Enterprise

Students appreciate the friendly, supportive environment and particularly the individual guidance they receive in the small classes.

Ofsted 2008

03

New State-of-the-art Facilities Our multi-million pound building project will provide exceptional new facilities.

In addition to new facilities for English, Maths, ICT, Business, Technology and Media studies, there will be a new Enterprise Suite from where students can test and run their business ideas.

A new Health Sciences department will complement our already excellent PE provision. We have a 25-station fitness suite, dance studio and sports hall. We are currently developing a high quality Sports Lab. We run sports courses in partnership with Millwall Football Club and offer the Level 3 BTEC Extended Diploma in Sport.

We are richly equipped with the latest ICT facilities, including interactive whiteboards and high-speed internet-linked computers. We run an Academy radio station. Students will be able to access a laptop during the Academy day to support their independent learning.

Our multi million pound building project is now underway. Our Post 16 students will gain larger accommodation, access to a new ICT facility, an Enterprise suite for running student businesses and a common room where they can relax together.

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Sport, Health Sciences and Enterprise

All students have access to a wide variety of high quality sports in the well-equipped sports centre. Ofsted 2008

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Enriching Experiences Beyond the classroom, we provide students with a variety of enrichment courses and opportunities.

Our Post 16 Enterprise programme offers students a chance to develop their entrepreneurial talents. Activities help foster key business skills such as team work, communication and presentation. The programme is designed to build the selfconfidence, self-discipline and personal durability needed to succeed in the business world.

In the Autumn term of Year 12 our students take part in a Dragon’s Den project. They are then able to run their own businesses for the rest of their time with us, depositing their takings in our own branch of Natwest bank. They can gain accreditation from their work with their businesses.

Post 16 students take part in our wide range of extra-curricular sports, art and drama activities. They can take the sports leaders award and participate in a range of leadership awards and opportunities.

Students are offered the opportunity to take part in a range of visits and trips. Last year students went to Uganda to take part in voluntary work in a rural community school, teaching lessons, feeding students, and distributing clothing.

The opportunity to develop skills as global citizens and to understand life in a developing nation, is a life-enriching one and not only builds character in our students, but gives them a breadth of experience to support their UCAS applications.

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Sport, Health Sciences and Enterprise

Sixth formers can take advantage of the extended and extra-curricular activities... and provision for enrichment available.

Ofsted 2008

Celebrating Success

Great emphasis is placed on celebrating our students’ achievements. We have a clear sanctions and rewards programme, which is based on that in the workplace. This promotes and recognises excellent or consistent endeavour and prepares students for success in the future.

07

Inspiration and Aspiration Our main focus at Post 16 is to inspire and prepare students for life after school, whatever their aspirations may be.

We aim to develop their decision-making and problem-solving skills as well as their independence.

We have links with business and industry and use these to give students the opportunity to do work experience in an area related to their ultimate career interests. All our vocational courses include a one-day-a-week work placement. At our consultation evening in the Autumn term a wide range of professionals visit the Academy to offer one-to-one support.

A full programme of careers and educational guidance is available.

Connexions advisers run career sessions, focusing on planning for the future and supporting students with their next step. We help in the preparation of CVs, university and job application forms.

We are building links with a number of universities to support our students in their progression to higher education.

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Sport, Health Sciences and Enterprise

Sixth formers have a strong sense of their place within the Academy, feel strongly that their voice is listened to and acted on and are effective ambassadors for the Academy. Ofsted 2008

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Encouraging Self-belief Our Post 16 students are role models for the rest of the Academy. Many are mentors to younger students. They help with a range of Academy events, host public meetings and VIP visits and lead charitable and fundraising events.

Many students take up leadership opportunities. A head boy/girl and a committee of Post 16 leaders are appointed each year along with house captains and senior prefects and we encourage all our Post 16 students to be leaders and to contribute to the life of our community.

Students are expected to wear business dress which is appropriate for the workplace or a professional office environment. Students are expected to wear a suit or a jacket at all times. We ask them to be smart but not to conform to a uniform, so that they are able to reflect their own personalities.

We want our students to be ambitious, to believe that anything is possible, to have all the confidence and self-belief they need to succeed in whatever they choose to do in their life.

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Sport, Health Sciences and Enterprise

Many students grasp opportunities to take leadership roles, influencing the life of the Academy and the wider community in many ways. Ofsted 2008

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Joining us If you would like to apply for a place at Harris East Dulwich Post Sixteen, please fill in the form at the back of this prospectus and return it to the Head of Sixth Form at Harris Girls’ Academy East Dulwich.

If you are applying from another school, we will contact your present school for a reference. We will also send you a date for an interview and a diagnostic test.

The interview is an opportunity for us to find out more about you and your plans and for you to make an informed decision about studying with us.

We warmly invite all prospective parents and students to our open evenings.

We look forward to meeting you.

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Sport, Health Sciences and Enterprise

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AS/A LEVEL COURSES

COURSE CONTENTS AS/A Level Courses Art & Design................................................................... 14 Biology .......................................................................... 15 Chemistry....................................................................... 15 Design & Technology (Textiles)........................................ 16 Design Technology (Graphics with Materials Technology)..................................................... 16 English Language & Literature........................................ 17 French............................................................................ 17 Geography..................................................................... 18 History............................................................................ 18 Mathematics.................................................................. 19 Performance Studies....................................................... 20

Art & Design Students intending to take this course should have a passion for Art and an enthusiasm for investigating and communicating ideas through visual means. Students are provided with opportunities to develop skills through inquiry and practice. Early emphasis is on observational drawing and the study of the formal elements of Art. Students will produce work from a range of disciplines including, drawing, painting, printmaking, sculpture and digital photography.

Year 12 content There are two units of study in Year 12.

Unit 1: Art and Design Coursework

Psychology...................................................................... 21

Coursework submissions should include

Physics............................................................................ 22

• An exploration of a theme

Religious Studies............................................................. 22

• Appropriate research and recording from primary sources

Sociology........................................................................ 23

• Development of ideas, ongoing analysis and review

Spanish........................................................................... 23

BTEC Courses Level 3 Extended Diploma Level 3 BTEC Extended Diploma in Hospitality................ 24 Level 3 BTEC Extended Diploma in Sport and Exercise Science....................................................... 24

Unit 2: Art and Design Externally Set Assignment • The paper consists of one broadbased thematic starting point.

Students have a period of time to prepare for this assignment and are encouraged to demonstrate independence in their ideas, intentions and response.

Level 3 BTEC Extended Diploma in Health and Social Care................................................... 25

Year 13 content

Level 3 BTEC Extended Diploma in Public Services (Uniformed)............................................. 26

Unit 3: A2 Art and Design Coursework

Students are again required to complete two units of study.

Advanced Diploma in Society, Health and Development................................................ 27

Students are expected to submit a second piece of coursework which demonstrates greater effectiveness in their technical skills and creative ideas.

Level 3 Diploma Level 3 BTEC Diploma in IT Practitioners......................... 28

Unit 4: A2 Art and Design Externally Set Assignment

Level 3 BTEC Diploma in Business................................... 28

Students must complete an in-depth study which takes any of the following forms:

Level 3 Subsidiary Diploma Level 3 BTEC Subsidiary Diploma in Performing Arts (Dance)..........................................................29

• A study in the book form, which may include images produced by the student. The study must include a written text between 2000 and 5000 words

Level 3 BTEC Subsidiary Diploma in Media Production (Media).............................................. 30

• A visual display of images collected or produced by the student with a written text of no fewer than 2000 words

Level 2 Courses Level 2 BTEC Diploma/Extended Certificate in Sport...... 30

• The students own presentation on CD or DVD, with a text of no fewer than 2000 words

Level 2 BTEC Diploma/Extended Certificate in Health & Social Care.................................................. 31

Assessment

Level 2 BTEC Diploma/Extended Certificate in Hospitality.... 31

Assessment is through coursework and externally set assignments.

Financial Services............................................................ 32 CoPE Level 2................................................................... 32

Entry requirements

GCSE English.................................................................. 33

5A*– C grades at GCSE including a grade C or above in Art, Graphics or Applied Art.

GCSE Mathematics......................................................... 33

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Sport, Health Sciences and Enterprise

AS/A LEVEL COURSES

Biology

Chemistry

Year 12 content

Year 12 content

This is a one-year course. It comprises 3 units and may be awarded as a discrete qualification or counts for 50% of the full A Level. The first unit, Cells, Exchange and Transport makes up 30% at AS and 15% at A2. The second unit is Molecules, Biodiversity and Human Interactions which makes up 50% at AS and 25% at A2. The final unit is entitled Practical skills in Biology 1, this is where students undertake a practical piece of coursework. These modules develop an understanding of topics as diverse as biological molecules through to Variation, adaptation and evolution.

The three Year 12 units aim to provide an extended foundation in the study of Chemistry. The first unit, Atoms, Bonds and Groups introduces the further study of inorganic chemistry, metals, non-metals and the bonding and structure of substances. The second unit deals with the chemistry of carbon compounds and energy changes associated with their use as a fuel. The effect of their use in this way on the environment is also studied. The third unit is a practical assessment derived from a variety of experimental tasks.

Year 13 content The full A level comprises all of the AS plus units 4, 5 and 6.

The fourth unit, Communications, Homeostasis and Energy, develops an understanding of photosynthesis, respiration, excretion and homeostasis. The next unit explores Control, Genomes and Environment, which includes topics such as Biotechnology and Ecosystems and sustainability. The final unit of study is Practical skills in Biology 2, which involves various practically assessed tasks.

Year 13 content This year one unit extends the studies of carbon compounds and includes industrial analytical techniques. Polymers and their synthesis is included here. The second unit considers reactions and the energy changes associated with them. The third unit is a series of practical assessments derived from a variety of experimental tasks.

Assessment

The Year 12 units will be externally assessed except for the investigation which is teacher assessed and externally moderated.

In year 13 there will be further external assessments but you will also have the opportunity to carry out ecological survey techniques and laboratory based experiments as part of a second internally assessed practical investigation.

To be awarded AS Level you will be examined in all three units, two of these will be by written examinations, the third, practical assessment, undertaken within the Academy laboratories and assessed internally with external moderation. At A2 Level you will again be examined in three units, two in written papers and the practical assessment as for AS but with more advanced analysis of experiments. The practical components of the AS and A2 course comprise together 20% of the total marks. To be awarded A Level your AS and A2 results are combined.

Entry requirements

Entry requirements

Students require grade B or above in Science to grade B or above in Biology/additional Science.

Students are required to obtain a minimum of 5 A*– C grades at GCSE or equivalent, including grade B or above in Chemistry/ Additional Science, including a grade B in Mathematics.

Assessment

Career progression A level Biology prepares students for a wide range of courses in higher education such as: – agriculture, biochemistry, biological sciences, dentistry, ecology, food technology, forestry, medicine, microbiology, molecular biology, nursing, pharmacy, physiotherapy, sports science, veterinary science and many others. The practical skills, experience of data analysis and the ability to express oneself concisely and accurately are useful attributes and help to prepare a young person for a career in a wide variety of fields.

Career progression An understanding of Chemistry is essential for medicine, dentistry, forensic science, pharmacy, geology and archaeology.

Chemistry at A Level is the qualification most needed to join a Science based degree course.

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AS/A LEVEL COURSES

Design & Technology

Design & Technology

(Textiles)

(Graphics with Materials technology)

This course gives you the opportunity to develop your capacity to design and make products and to appreciate the complex relations between design, materials, manufacture and marketing.

This course is ideal if you who intend to continue your studies at higher education, especially if you have your sights set on working in the textile or fashion industry. The subject will enable you to take a broad view of design and technology and to develop a wide range of skills including working with others, thinking creatively and making quality products.

This course will give you the opportunity to develop your capacity to design and build enabling you to appreciate the complex relations between design, materials, manufacture and marketing.

The course is ideal if you intend to continue your studies at higher education, especially if you would like to work in the graphic design industry. The subject will enable you to take a broad view of design technology and to develop a wide range of skills including working with others, thinking creatively and designing quality products.

Over the two years of your A level there are four main study topics and you will take two of those study topics each year.

Over the two years of your A level there are four main study topics and you will take two of those study topics each year.

Year 12 content

Year 12 content

Unit 1: Material, Components and Applications – written paper 2 hours

Unit 1: Product Development

Year 13 content

Each unit is 50% of total AS mark

Unit 3: Further Study of Product Design

Year 13 content

Unit 4: Commercial Product Development

Unit 3: Design and Manufacture – written paper 2 hours

Assessment

Unit 4: Design and Making Practice – coursework 60 hours

There is a 50/50 split between coursework and examined units for this course. In depth writing will be expected in the examined components and good exam technique will be necessary.

Each unit is 50% of the total A level mark

Assessment There is 50/50 split between coursework and examined units for this course. In depth writing will be expected in the examined components and good exam technique will be necessary.

Entry requirements Students must have 5 A*– Cs with a grade B in a Design Technology subject.

Entry requirements

Career progression

Students should ideally have 5 A*– Cs which should preferably include a grade B in Textiles at GCSE.

There are a wide range of higher education courses and employment opportunities available to you in the product design industry.

Career progression There are a wide range of higher education courses and employment opportunities available to you with fashion and textiles qualifications, for example: Fashion promotion, Textile management, Clothing studies with Textiles, Fashion and Design with marketing/Technology, Buyers in the retail industry, Journalism, Garment Technology, Textile and Fashion Design.

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Unit 2: Knowledge and Understanding of Product Design

Unit 2: Learning through Designing and Making – coursework 50 hours

Sport, Health Sciences and Enterprise

AS/A LEVEL COURSES

English Language & Literature Year 12 content In Year 12 students will develop independent reading skills, the ability to discuss how meaning is made and the relevance of social and literary context. They will study poetry, prose and drama texts.

Unit 1: Critical Reading of Literary and Non-Literary texts.

Poetry pre 1900 This unit is based on the comparative analysis of two texts, one of which will be a poem from an anthology of poetry pre-1900 produced by the examination board. The two texts studied will be linked in terms of content, theme or style.

Unit 2: Creative Writing In this unit students produce two pieces of original writing and a commentary on both pieces. One piece must be literary, inspired by wider independent reading. The second must be non-literary for example journalism, reviews, or information texts.

French This course will give you the opportunity to develop your knowledge, understanding and skills gained whilst studying GCSE French. This course is ideal if you intend to continue your studies at higher education or in employment. Students experience a variety of approaches to the teaching and learning of languages which will foster the ability to use the language for different purposes.

Over the two years of your A level there are six main study units and you will take three of those study topics each year.

Year 12 content Unit 1: Listening and Writing Unit 2: Reading and Writing Unit 3: Prepared Oral Topic

Year 13 content Unit 4: Paper 1 – Oral Discussion of Issues Unit 4: Paper 2 – Interpreting Unit 5: Paper 1 – Topics and Texts

Year 13 content

Unit 5: Paper 2 – Coursework

Unit 3: Analysing and Producing Performance Texts

Unit 6: Section (a): Listening and Writing

This unit focuses on texts produced for performance. It encourages the development of extended formal essay-writing skills, independent research and creative writing linked to performance.

Students must produce a folder of work divided into two sections.

For section A students will study two dramatic texts, one of which must be Shakespeare and for section B they will write two original performance texts and evaluate one of them.

Unit 4: Comparative Textual Analysis and Review In this unit students are required to produce a detailed comparative analysis of three unseen texts of different genres, chosen from a range of types and periods.

Assessment There is a mixture of examination and coursework assessment Essay writing skills are vitally important for the course.

Entry requirements Students require a minimum of 5 A*– C grades at GCSE including a grade B or above in English Language or English Literature.

Section (b): Reading and Writing Section (c): Writing in Registers

Progression The specification is designed to: • Promote progression through the AS and Advanced GCE and provide a suitable foundation for study of the subject or related courses in further and higher education • Provide a suitable foundation for direct progression into employment Successful completion of a course based on this specification should give both AS and Advanced GCE students a solid grounding in language skills and knowledge of the culture and society of the target-language countries/communities.

Entry requirements Students must have 5 A*– Cs with a grade B in a Language subject.

Career progression English Language and Literature A level is a widely recognised and popular A level choice and valuable for access to many degrees. Others find the skills of analytical reading, accurate and coherent writing, and insightful use of knowledge developed through the course useful in careers such as journalism, law, business, teaching and marketing.

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AS/A LEVEL COURSES

Geography

History

This course will give you the opportunity to develop your knowledge, understanding and skills gained whilst studying GCSE Geography or Humanities based subject. This course is ideal if you intend to continue your studies at higher education or in employment. Students experience a variety of approaches to the teaching and learning with a range of practical and theoretical components.

The study of History enables students to develop skills that have uses extending far beyond the confines of History itself. At A/S and A level a study of History encourages students not to accept accounts at face value but to question and interpret them, to analyse problems and situations and to put forward and justify their own interpretations of events. History also equips students with the ability to write persuasively to sustain an argument and to evaluate evidence.

AS level The AS Geography course is divided into two key areas:

Year 12 content

Unit 1: Physical and Human Geography

Unit 1: Tsarist Russia 1855 -1917

70% of the AS grade – 2 hour written examination (Structured short and extended questions) – 120 marks

This unit provides an overview of Russian history under the last three Tsars and specifically of the period from the accession of Alexander II during the Crimean War to the revolutions of 1917.

There is an opportunity to examine the role of individuals such as Alexander II, Alexander III and Nicholas II, to examine the factors working for and against change, and to examine how and why individuals and groups reacted to change. There are extensive opportunities to consider a range of interpretations of how Russia developed during this period, when there was a range of opinions about how the Russian structure of government, the economy and society in general should function. The study of events between 1855 and 1914 will enable students to compare, explain and assess the nature, pace and extent of change. The length of the period provides opportunities to assess the impact of change on ideas and attitudes as well as on institutions, to examine social and economic trends as well as key political developments, and to debate interpretations of events, issues and ideas.

Unit 2: Geographical Skills 30% of the AS grade – 1 hour written examination (Structured skills and generic fieldwork questions) – 50 marks

A2 level There are 6 Unit titles, but students will only complete 3 (at least one Human and one Physical) Physical Units: • Plate Tectonics • Weather and Climate • Ecosystems Human Units: • World Cities • Development and Globalisation • Contemporary Conflicts and Challenges

Assessment To prepare students for the external examinations a variety of assessment methods will be used to develop knowledge and understanding. The following methods will occur throughout the year: • Teacher assessment and feedback on class work and homework • Self-assessment on work using marking criteria • Peer assessment of other students work in order to model and develop knowledge and understanding • End of unit exams (mock exams) Successful completion of a course based on this specification should give both AS and Advanced GCE students a solid grounding in geographic studies and the relationship between humans and their environment.

Entry requirements Students must have 5 A*– Cs with a grade B in a Humanities subject.

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Sport, Health Sciences and Enterprise

Unit 2: The Campaign for African-American Civil Rights in the USA, 1950 -1968 This unit provides an opportunity to investigate the issues surrounding the fight for African-American Civil Rights in the USA. Students will need to have a sound understanding of the context of American society in this period. The main emphasis will be on the problems that African-Americans faced and the solutions that they developed for themselves. However, the responses of the courts and Federal Government to the issue of African-American Civil Rights, particularly in the field of education, will also be considered.

Unit 3: The Making of Modern Britain, 1951–2007 ) This unit promotes an understanding of change and continuity over approximately 50 years of British history, during which Britain enjoyed a period of post-war affluence and boom, followed by an era of reaction. Through the study of key events in depth, candidates will be able to demonstrate an understanding of important individuals such as Macmillan, Wilson, Thatcher and Blair, and the interrelationship of such individuals with the ideas that helped bring about the developments in Britain’s changing relations with the world after 1951 and the enduring debate over European involvement.

Candidates will also examine other factors such as the impact of

AS/A LEVEL COURSES

government policies on industrial relations, trade unions and the nature of the relationship between the state and its citizens. As a result of the study of the period as a whole, candidates will be able to demonstrate how issues such as economic performance, party-political reinvention and multiculturalism have changed Britain by 2007.

Maths

Unit 4: Historical Enquiry

In Core Mathematics students will extend their knowledge of GCSE topics such as Algebra and Trigonometry as well as learning new topics such as calculus.

In the final unit students are given the freedom to conduct a historical investigation of their choice. The principal characteristics of this are that: • The work is that of an individual working within a framework • The work is based on a historical investigation and demonstrates some awareness of what different historians think about the topic • A range of sources is considered and evaluated • The topic chosen must arise from the study of, and be placed in the context of, 100 years

AS – Year 12: Consists of studying 3 modules over one year.

A2 – Year 13: Consists of studying 3 further modules.

Subjects studied within AS/A2:

In Mechanics students will learn how to describe mathematically the motion of objects and how they respond to forces acting upon them.

In Statistics students will learn a range of methods aimed at sampling, representing and interpreting sets of data. Students will also study Probability and Hypothesis Testing.

Year 12 content

• The Vietnam War

In Year 12 all students will study AS Mathematics. This consists of 3 modules: Core 1, Core 2 and students’ choice between Mechanics 1 and Statistics 1.

• The extent to which General Haig should be called ‘the Butcher of the Somme’

Year 13 content

Students have covered a range of topics in the past including:

Assessment

Those students who pass the AS course (with an A–D AS grade) will study A2 Mathematics: This consists of 3 modules: Core 3, Core 4 and Mechanics 1 or Statistics 1.

The course is assessed through written examination and an investigative assignment.

Assessment

Entry requirements

All of the units are examined by 1 hour 30 minute examination papers in the January and Summer Examinations period.

• Apartheid in South Africa

There is a minimum requirement of 5A*– C grades at GCSE and a grade B in History or another Humanities subject. As History is very much a literary subject , a grade C or above in English is considered essential.

Career progression Students who have followed this course can progress onto a degree in History. Careers that demand History as a necessary qualification include; Archaeology, Archives work, Architecture, Genealogy, Museum work, Art Restoration, History Teaching, TV/ Radio Research, Building Conservation, Heritage and Tourism jobs.

All students are expected to purchase a graphics calculator, we recommend [Casio PLUS.]

Entry requirements Students require a minimum of 5 A*– C grades at GCSE or equivalent and a grade B on the higher tier paper in Maths.

Career progression A Level Mathematics is a much sought after and highly respected qualification, which can open doors to a wide range of higher education courses and rewarding careers. Higher education courses that require A Level Mathematics include Economics, Teaching, Medicine, Psychology, Architecture, Engineering, Science and Accountancy.

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AS/A LEVEL COURSES

Performance Studies Year 12 content Unit 1: Creating Performance This first unit covers the main elements of dance, drama and music and the ways in which they may work together. Students develop their technical skills in dance, drama and music and in devising a longer piece that makes creative links between the art forms. They are also introduced to the performance process of improvising, rehearsing and performing as a means of creating their own performance material.

Unit 2: Performance Contexts 1 Students study two practitioners, each from a different section as listed in the table below.

For each practitioner, students must study one work. The choice of work is left to the centre’s discretion but it must demonstrate broad trends in the output of that practitioner. Candidates need to be able to comment generally on the relationship between the work studied and the practitioner’s output as a whole. The length of each work studied is not prescribed Section A • Matthew Bourne • Shobana Jeyasingh • Lloyd Newson Section B • Caryl Churchill • Athol Fugard • John Godber Section C • John Adams • The Beatles (at least four contrasting songs should be studied) • George Gershwin (at least four contrasting songs should be studied)

Year 13 content Unit 3: Performance Contexts 2 Students develops the contextual approach to Performance Studies begun at AS. The content of Unit 2 is developed and expanded in this unit by addressing broader contextual issues and focusing on generic trends rather than individual works.

Students study one topic from the following; Topic 1: Post-modern approaches to the Performing Arts since 1960 The end of the twentieth century and the start of the twentyfirst have led to a reassessment of the status of the art of the past. Since the Renaissance, European views of artistic techniques, styles and genres have been ‘evolutionary’, looking for one style or period to evolve into another.

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Sport, Health Sciences and Enterprise

The proliferation of a broad range of artistic styles at the same time has meant that it is increasingly difficult to speak of what is ‘mainstream’ or to see any obvious direction for future developments.

This has meant that the latest developments in performing arts have used earlier styles and approaches in a creative new way.

It is no longer unusual for works to be eclectic and draw on a variety of earlier and contemporary styles. While there are many possible definitions of postmodernism, at its heart lies the notion that styles can be mixed within works and that earlier styles and conventions can be used freely without reference to their original context. The focus of this topic is not on definitions of post-modernism but rather the investigation of how eclecticism and the reinterpretation of the past are features in a range of performing–arts’ works written since the 1960s.

Examples of works should be drawn from across the period and candidates must study a range of nine extracts, three in dance, three in drama and three in music. This extracts should be drawn from the work of at least three practitioners, at least one based in dance, at least one in drama, at least one in music.

Each extract may, therefore, be by a different practitioner.

Topic 2: Politics and Performance since 1914 This topic requires candidates to consider the relationship between performance and politics in works written since the start of World War I. The connection between the politics and performance may be through content, style or structure but in all cases there will be an intention on the part of the practitioner to persuade an audience and to convince them of the need for action. While, therefore, a number of works might be seen as political by audiences, this topic is concerned with performing–arts’ works that seek to challenge the status quo of their time. Works may achieve this through overt protest or implicit critique of one or more aspects of the social order.

Whatever political message is embodied in the extracts studied, candidates should focus primarily on stylistic techniques used by practitioners rather than the political issues themselves.

Topic 3: The Twentieth-Century American Musical This topic examines the emergence of the American musical in the twentieth century: a bringing together of a variety of strands that set a framework for later works. Candidates should demonstrate knowledge of the roots of the musical in operetta and musical comedy (vaudeville and burlesque) and in the spectacular works of the Ziegfeld Follies. Candidates should be aware of how the genre moved towards establishing credible drama rather than being performances that were merely a succession of unrelated songs, comedy routines and dance numbers. Candidates should study the way in which the art forms are integrated within the genre and the ways in which choreographer, composer and lyricist work to produce an integrated work. This will include the dramatic importance of the musical score and the importance of stylistic accessibility for the audience. Individual songs need not be analysed in detail but candidates should be aware of the song-writing styles employed in the extracts studied. The social, cultural and historical context of twentieth-century America, the rise

AS/A LEVEL COURSES

and importance of jazz and impact of the two world wars in fostering an escapist genre should be studied.

Psychology

Topic 4: Approaches to Performance in the Far East

Psychology is the study of mind and behaviour. The AS aims to give an overview of the main areas of the subject, while the A2 allows for some of these areas to be studied in greater depth.

(The specification followed is AQA B).

The aim of this topic is to allow a broad study of non-Western approaches to performance. It will include elements of Kabuki, Noh Plays, Javanese Puppet Theatre, and the drama of specific countries such as Japan, Singapore and Malaysia. Some of these genres are highly disciplined and text-based; others exist primarily through detailed performance conventions or oral tradition.

Each is culturally distinct, yet shares a common geographic provenance. This topic covers performance styles originating in the following countries: Borneo, Brunei, Burma (Myanmar), Cambodia, China (embracing Hong Kong and Taiwan), Indonesia, Japan, Korea, Laos, Malaysia, Singapore, Thailand, The Philippines, Vietnam.The purpose of the topic is to allow candidates to explore three contrasting areas of investigation, which must include a thorough study of each art form for each area.

Unit 4: Performance Project 1. Performance realisation Each student performs from memory one extract from the repertoire he or she has studied for either Performance Contexts 1 or 2. The performance may be either the work of an individual candidate or of a group of up to six students. The performance should last between three and eighteen minutes as each student should have the equivalent of three minutes’ exposure.

2. Student-devised performance Students work in groups of between three and six to create an original piece of performance work that explores techniques and approaches learned during the course. The work is devised from a commission chosen from a set published by OCR in the year of the examination.

The piece should last between 15 and 30 minutes in performance (equivalent to 5 minutes’ exposure per student.)

Assessment Unit 1 is assessed through individual performance in a community piece of theatre and a 3000 word commentary about how the work was developed (70% of the total marks) Unit 2 is assessed through a 2 hour written paper Unit 3 is assessed through a 2 hour written paper

AS level There are two units: Unit 1: Approaches in Psychology, Research Methods and Gender Development.

Unit 2: Social Psychology (Obedience and Conformity), Cognitive Psychology (Memory) and Individual Differences (Anxiety Disorders).

Assessment Each unit is assessed by a one and a half hour exam. Unit 1 is sat in January, and Unit 2 is sat in May.

A2 level There are two more units: Unit 3: Child Development (Social), Psychopathology (Schizophrenia and Mood Disorders), Cognition and Law. Unit 4: Approaches, Debates and Methods.

Assessment Unit 3 is assessed by an exam in January. Unit 4 is assessed by an exam in June.

Entry requirements Students require a minimum of 5 A*– C grades at GCSE or equivalent, including grade C or above at GCSE in English and Mathematics.

Career progression A Level Psychology is accepted by Universities as an excellent foundation for a wide range of degree courses. It is also an asset in health/welfare, law, teaching, marketing, human resources, general management, the police and media.

Unit 4 is through two performance pieces.

Entry requirements Student require a minimum of 5A*– C grades at GCSE and a good level of practical skill in at least one of the following subjects, Drama, Music or Dance.

Career progression The specifications provide a valuable qualification for progression to either Higher Education or the world of work.

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AS/A LEVEL COURSES

Physics

Religious Studies

This course will give you the opportunity to develop your knowledge, understanding and skills gained whilst studying GCSE Physics. This course is ideal if you intend to continue your studies at higher education or in employment. Students experience a variety of approaches to the teaching and learning of Physics which will foster the ability to use a variety of skills for different purposes.

This course will give you the opportunity to develop your knowledge, understanding and skills acquired whilst studying GCSE Religious Studies or humanities based subject. This course is ideal if you intend to continue your studies at higher education or in employment. Students experience a variety of approaches to the teaching and learning with a range of practical and theoretical components.

Year 12 content

AS Level

Unit 1: Mechanics and Radioactivity

Unit 1: Foundations

Unit 2: Electricity and Thermal Physics

Unit 2: Investigations

Unit 3: Topics

Year 13 content

Unit 3: Developments

Unit 4: Waves and our Universe

Unit 4: Implications

Unit 5: Fields and Forces Unit 6: Synthesis

Assessment

Progression

This course is assessed both through end of year exams and coursework.

The specification is designed to:

Unit 1: Foundations – External Examination

• Promote progression through the AS and Advanced GCE and provide a suitable foundation for study of the subject or related courses in further and higher education

Unit 2: Investigations – Coursework

• Provide a suitable foundation for direct progression into employment Successful completion of a course based on this specification should give both AS and Advanced GCE students a solid grounding in Scientific skills and knowledge.

Entry requirements Students must have 5 A*– Cs with a grade B in a related Science subject.

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A2 Level

Sport, Health Sciences and Enterprise

Unit 3: Developments – External Examination Unit 4: Implications – External Examination

Entry requirements 5A*– C’s and a grade B in a Humanities subject.

AS/A LEVEL COURSES

Sociology

on a general topic they have chosen. Student develop the confidence to engage in a discussion in Spanish that relates to their chosen general topic. The general topic areas are;

Year 12 content

• Youth culture and concerns

Students studying this course will acquire a knowledge of contemporary social processes and social changes. They will also learn to evaluate sociological thinking.

• Lifestyles; Health and Fitness

There are two units of study for A/S level

• Education and employment

Unit 1: Culture Identity; families and Households; Wealth; Poverty and Welfare

Unit 2: Understanding and Written Response in Spanish

Unit 2: Education; Health; Sociological Methods

Year 13 content At A2 students will continue to focus on contemporary society but they should demonstrate a wider range and greater depth of knowledge and understanding and more highly developed skills of application, analysis, interpretation and evaluation.

• The world around us; travel, tourism, environmental issues and the Spanish speaking world.

This unit requires students to understand and convey their understanding of Spanish language texts and recordings.

Students are also required to produce an essay to demonstrate an ability to manipulate the Spanish language in continuous writing.

Year 13 content Again there are two units of study.

There are two further units of study.

Unit 3: Understanding and Spoken Response in Spanish

Unit 3: Beliefs in Society; Global Development; Mass Media; Power and Politics

This unit provides students with the opportunity to expand their effectiveness of their Spanish language skills by presenting and taking a clear stance on any issue of their choice. They are expected to interact effectively with their teacher and use the language of debate and argument to discuss the issue they have chosen.

Unit 4: Crime and Deviance; Stratification and Differentiation; Theory and Methods

Assessment All units are examined through written papers.

Unit 4: Research, Understanding and Written Response in Spanish

Entry requirements

This unit requires students to demonstrate the skills of discursive and creative essay writing in Spanish as well as translation from English to Spanish. Students to demonstrate evidence of independent Spanish language reading and research a chosen text, play or film which links with the culture of a Spanish speaking country or community.

5 A*– C at GCSE, a B in Sociology or another Humanities subject.

It is also desirable for students to have gained a grade B in English.

Career progression Students who have studied this course can progress onto a degree in Sociology, Sociology and Cultural Studies, Youth and Community Studies. It is also useful for a wide range of careers particularly those that require an understanding of people and the forces which act upon them e.g. teaching , social work, youth work, nursing, the police force and housing.

Assessment • Listening and writing 30% of AS mark; 15% of A2 mark • Reading and writing 40% of AS mark; 20% of A2 mark • Prepared oral topic 30% of AS mark; 15% of A2 mark • Oral discussion topic 15% of A2 mark • Listening, reading and writing 20% of A2 mark

Spanish

• Chosen text, play or film 15% of A2 mark

This course offers students the opportunity to build on the knowledge, understanding and skills they developed whilst studying GCSE Spanish. Students experience a variety of approaches to the teaching and learning of languages which will foster the ability to use the language for different purposes.

Entry requirements

Year 12 content There are two units of study.

Unit 1: Spoken Expression and Response in Spanish

5 A*– C at GCSE, a grade B or above in Spanish.

Career progression Students undertaking this course will be prepared for a language course at university. Students may also combine a language with and Arts or Social Science course to form part of a combined degree. Studying a language at degree level often includes students spending a year abroad as part of their studies.

This unit rewards students for their ability to converse in Spanish

23

BTEC COURSES

Hospitality

Entry Requirements

Level 3 BTEC Extended Diploma in Hospitality

Career Progression

BTECs are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment. The qualifications also provide career development opportunities for those already in work.

Course structure The Level 3 BTEC Extended Diploma in Hospitality consists of five core units plus thirteen specialist units.

Unit core units (all units must be taken) 1. The Hospitality Industry 2. Customer Care in Hospitality 3. Health, Safety and Security in the Hospitality Industry 4. Hospitality Business Operations 5. Hospitality Team Leadership and Supervision

Unit specialist units (13 units to be chosen) 6. Food Service Operations 7. Alcoholic Beverage Service Operations 8. Kitchen Organisation and Food Safety 9. Food Service Organisation 10. Introduction to European Cuisine 11. Introduction to Asian Cuisine 12. Introduction to Contemporary Cuisine 13. Principles of Healthy Eating 14. Hospitality Business Enterprise 15. E-business for Hospitality 16. Marketing for Hospitality 17. Personal Selling and Promotional Skills for Hospitality 18. Human Resources in Hospitality 19. Understanding Large-scale Events 20. Conference and Banqueting Operations 21. Planning and Managing a Hospitality Event 22. Accommodation Operations 23. Front Office Operations in Hospitality 24. Personal and Professional Development in Hospitality 25. Work-related Project in Hospitality 26. Current Issues in Hospitality

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Sport, Health Sciences and Enterprise

Students must have achieved 5 A*– Cs at GCSE.

This qualification is designed for people who are considering progressing to higher education or entering the hospitality industry with the potential to begin management training.

Sport & Exercise Science Level 3 BTEC Extended Diploma in Sport and Exercise Science The course equips students with the skills and knowledge required for work within the leisure and recreation industry.

Students will benefit from studying a number of core units as well as a range of specialist units according to the route each student wishes to take.

Compulsory core units 1. Anatomy for Sport and Exercise 2. Sport and Exercise Physiology 3. Sport and Exercise Psychology 4. Research Methods for Sport and Exercise Science 5. Research Project in Sport and Exercise Science 6. Sports biomechanics in Action

Optional units 7. Exercise Health and Lifestyle 8. Fitness testing for Sport and Exercise 9. Training and Fitness for Sport 10. Sport and Exercise Massage 11. Analysis of Sports Performance 12. Sports Nutrition 13. Sport and Society 14. Instructing Physical Activity and Exercise 15. Sports Injuries 16. Sports Coaching 17. Practical Individual Sports 18. Practical Team Sports 19. Outdoor and Adventurous Activity 20. Applied Sport and Exercise Psychology 21. Applied Exercise and Sport Physiology 22. Exercise for Specific Groups 23. Work Based Experience in Sport

BTEC COURSES

At Extended Diploma level students study all six core units and twelve optional units.

At Diploma level students study five core units and seven optional units.

At Subsidiary Diploma level students study four core units and two optional units.

Optional units (this is an example – there are 40 optional units to select from) 9. Values and Planning in Social Care 10. Caring for Children and Young people 11. Supporting and protecting adults 12. Public Health

Assessment

13. Physiological disorders

Each unit is assessed through a number of assignments or practical performances.

14. Working in the social care sector

There are no terminal examinations.

16. Applied Sociological perspectives for Health and Social Care

Entry requirements 5 GCSEs grades A*– C or a BTEC First Certificate at merit or above.

Career progression Successful completion of this course can lead to University and specialist study in Physical Education and Sports Sciences.

Students can also move into careers in teaching, recreational management, the health and fitness industries, coaching and the leisure industries.

Health & Social Care Level 3 BTEC Extended Diploma in Health and Social Care This course provides students with a specialist work-related programme of study and will equip students with the key knowledge and practical skills required in the sector. The skills and knowledge acquired are transferable and will therefore enable the learner to meet changing circumstances that arise in care practice and provision.

15. Working in the Health Sector 17. Health Education 18. Nutrition for Health and Social Care 19. Research Methodology for Health and Social Care 20. Complementary therapies for Health and Social Care 21. Introduction to Counselling for Health and Social Care 22. Coping with change in a Health and Social Care context 23. Caring for individuals with additional needs 24. Dealing with Challenging Behaviour 25. Caring for Older People 26. Applied Psychological Perspectives for Health and Social Care At Extended Diploma level students study all eight core units ten optional units.

At Diploma level students study eight core units and four optional units.

At Subsidiary Diploma level students study three core units and five optional units.

Assessment Each unit is assessed through a number of assignments or practical performances.

Students benefit from studying compulsory core units and optional units.

There are no terminal examinations.

Core units

5 GCSEs grades A*– C or a BTEC First Certificate at merit or above.

1. Developing Effective Communication in Health and Social Care

Career progression

2. Equality, Diversity and Rights in Health and Social Care 3. Health, Safety and Security in Health and Social Care 4. Development through Life Stages

Entry requirements

Successful completion of this course can lead to Higher Education. It is also useful for a wide range of careers particularly those that require an understanding of people e.g. teaching, social work, youth work, nursing, the police force and housing.

5. Fundamentals of Anatomy and Physiology for Health and Social Care 6. Personal and Professional Development in Health and Social Care 7. Sociological perspectives for Health and Social Care 8. Psychological perspectives for Health and Social Care

25

BTEC COURSES

Public Services (Uniformed) Level 3 BTEC Extended Diploma in Public Services (Uniformed) BTECs are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment or further education.

Unit core units GLH level 1. Government, Policies and the Public Services 2. Team Leadership in the Uniformed Public Services 3. Citizenship, Contemporary Society and the Public Services 4. Team Development in Public Services 5. Understanding Discipline within the Uniformed Public Services 6. Diversity and the Public Services

Unit specialist units 7. Physical Preparation and Fitness for the Uniformed Services 8. International Perspectives for the Uniformed Public Services 9. Outdoor and Adventurous Expeditions 10. Skills for Land-based Outdoor and Adventurous Activities 11. Skills for Water-based Outdoor and Adventurous Activities 12. Crime and its Effects on Society 13. Command and Control in the Uniformed Public Services 14. The Planning for and Management of Major Incidents 15. Responding to Emergency Service Incidents 16. Uniformed Public Services Employment 17. Understanding the Criminal Justice System and Police Powers 18. Understanding Behaviour in Public Sector Employment 19. Fundamentals of Nautical Studies 20. Communication and Technology in the Uniformed Public Services 21. Custodial Care of Individuals 22. Understanding Aspects of the Legal System and Law Making Process

26

Sport, Health Sciences and Enterprise

Career progression The Extended Diploma and the Diploma are designed for people who are considering progressing to higher education or entering Public Sector employment with the potential to begin management training.

Entry requirements Students must have achieved 5 A*– Cs at GCSE.

BTEC COURSES

Society, Health and Development Advanced Diploma Bringing learning to life Build essential skills and experience The Diploma in Society, Health and Development will give you an understanding of all four sectors: health, social care, the children’s workforce and community justice. It will help you to learn the skills that are important to work successfully in these areas: problem solving, team-working, communication and creative thinking. It will also give you a chance to learn in different settings. You could take part in virtual learning by using computer simulations, or you could experience working with a real employer. You could meet healthcare scientists, community police officers, adult social care workers or even a prosthetic limb designer along the way.

What will I learn?

All levels of the Diploma in Society, Health and Development focus on six main themes: The sectors in context: Focuses on the political, social and economic factors that affect the four sectors today.

Principles and values in practice: The values and principles that underpin and inform the practice of everyone across the sectors.

It puts the person using the service at the centre of provision.

Partnership working: New work practices mean that services work much more closely together to ensure the quality of service provision. For example, in family centres, there will be people from social services, health and the children’s workforce all working to ensure quality and integrated services for children and families.

Communication and information sharing: Good communication is crucial to people working across the sectors.

What are the barriers to good communication, how can they be overcome and are there tensions between good communication and sharing information with other professionals and respecting the privacy of individuals?

Personal and professional development in the work environment: Being able to reflect on own practice is a critical aspect of professional development – what did you do well, what can be improved, how can you improve your practice?

Functional skills in English, Mathematics and ICT Like all Diploma students, you’ll develop a good standard of English, Mathematics and ICT. These subjects are essential to succeed in any business or learning environment, whether you decide to continue in the society, health and development sectors or not.

Personal, learning and thinking skills All Diploma students will develop personal, learning and thinking skills, such as team-working, creative thinking and selfmanagement. These are vital skills in both life and work, and will be useful to you in the future, no matter which path you take.

Work experience Your Diploma will give you the opportunity to do at least 20 days’ work experience. This is a great way to use the knowledge, understanding and skills you have learnt in the classroom, and experience what work is like from the inside.

Career progression A Diploma in Society, Health and Development will give you the skills you need for either university or work, and is a first step towards a career in the sector.

It could lead you to a university degree in childhood studies, dietetics, nursing, community justice, applied criminology or forensic investigation.

Or it could help you begin a career as a teacher, play worker, a healthcare scientist, a probation officer or a victim support worker, depending on what you are interested in.

However, the Diploma in Society, Health and Development doesn’t mean you have to opt for a career in this sector. Because a Diploma teaches a mix of subjects, it will give you the skills that will be welcomed by colleges, universities and employers, no matter what you choose to do.

Assessment All Diplomas will be assessed through both exams and work marked by a teacher. Different parts of each Diploma will be assessed in different ways (for example, your project will usually be assessed by a teacher).

Entry requirements Students must have achieved 5 A*– Cs at GCSE.

Safeguarding and protecting individuals and society: People are often working with the most vulnerable people in society. It is important to understand what needs to be done to ensure that people are kept safe.

27

BTEC COURSES

IT Practitioners

36. Supporting Users and Troubleshooting Desktop Applications on the XP Operating System (Microsoft)

Level 3 BTEC Diploma in IT Practitioners

37. Supporting Users and Troubleshooting the XP Operating System (Microsoft)

BTECs are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment or further education.

Course structure Level 3 BTEC Diploma in IT Practitioners consists of four core units plus specialist units.

Core units 1. Communication and Employability Skills for IT 2. Computer Systems 3. Information Systems 35. Impact of the Use of IT on Business Systems

Unit specialist units – choose a maximum of eight units 4. IT Project 5. Advanced Database Skills 6. Advanced Spreadsheet Skills 7. IT Systems Analysis and Design 8. Communication Technologies 10. Client Side Customisation of Web Pages

47. Networking Essentials (Cisco IT Essentials 2) 48. A+ 220-602 (part of CompTIA A+) 49. IT Essentials (part of CompTIA A+)

Career progression The Extended Diploma and the Diploma are designed for people who are considering progressing to higher education or entering the IT industry with the potential to begin management training.

Entry requirements Students must have achieved 5 A*– Cs at GCSE.

Business Level 3 BTEC Diploma in Business The course equips students with a comprehensive understanding of the essential knowledge and skills needed to help student embark on a wide variety of business careers and specifically focuses on the area of business administration. Students benefit from studying a number of compulsory core units, compulsory specialist units and optional units.

11. Data Analysis and Design

Compulsory core units

12. Developing Computer Games

1. Exploring business activity

13. Human Computer Interaction

2. Investigating business resources

14. Controlling Systems Using IT

3. Introduction to marketing

15. Organisational Systems Security

4. Effective people, Communication and Information

16. Maintaining Computer Systems

Compulsory specialist units

17. Mathematics for IT Practitioners 18. Principles of Software Design and Development 20. Event Driven Programming 21. Website Production and Management 23. Installing and Upgrading Software

5. Working in Administration 6. Managing Business Information 7. Understanding legal aspects of administration 8. Supporting projects

24. Digital Graphics and Computers

Optional units

26. Computer Animation 27. Principles of Computer Networks

(this is an example – there are a further 20 optional units to select from)

28. IT Technical Support

9. Introduction to Accounting

29. IT Systems Troubleshooting and Repair

10. Understanding Financial Accounting

31. Exploring Business Activity (Business Import)

11. Introducing Management Accounting

32. Investigating Business Resources (Business Import)

12. Investigating Accounting Systems

33 Introduction to Marketing (Business Import)

13. An introduction to marketing research

34. e-Commerce

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46. LINUX Operating System (CompTIA LINUX +)

Sport, Health Sciences and Enterprise

BTEC COURSES

14. Understanding relationship marketing 15. Investigating internet marketing 16. Investigating recruitment and selection 17. Understanding aspects of employment law 18. Career Development planning in business 19. Human Resource Management in business 20. Improving performance in the work place 21. Managing a business event 22. Exploring team development 23. Managing physical resources 24. Aspects of Contract and Business Law. At Extended Diploma level students study all four core units, four specialist units and ten optional units.

At Diploma level students study four core units, four specialist units and four optional units.

At Subsidiary Diploma level students study four core units and two optional units.

Assessment Each unit is assessed through a number of assignments or practical performances.

There are no terminal examinations.

Entry requirements 5 GCSEs grades A*– C or a BTEC First Certificate at merit or above.

Performing Arts (Dance) Level 3 BTEC Subsidiary Diploma in Performing Arts (Dance) BTECs are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment or further education.

Course structure Unit core units 7. Performing to an Audience 54. Dance Appreciation

Unit specialist units 5. Rehearsing for Performers 32. Developing Physical Theatre 33. Applying Physical Theatre 34. Circus Acrobatics 35. Circus Trapeze 36. Circus Equilibristics 37. Circus Manipulation 38. Dance Performance 39. Choreographic Principles

Career progression

40. Choreographing Dances

Students can progress directly into employment. Potential careers could include school administrative assistant, investment administrator or facilities manager.

41. Dance Improvisation

It is also possible for students to progress into Higher Education and undertake degree studies such as Business Administration.

44. Applying Classical Ballet Technique

42. The Healthy Performer 43. Developing Classical Ballet Techniques 45. Developing Contemporary Dance 46. Applying Contemporary Dance Technique 47. Jazz Dance 48. Tap Dance 49. Developing Movement Skills 50. Movement in Performance 51. World Dance 52. Urban Dance 53. Exploring Contact Improvisation The Subsidiary Diploma is designed for people who are considering progressing to higher education or considering working within Arts and Media.

Entry requirements Students must have achieved 5 A*– Cs at GCSE.

29

BTEC COURSES

Media Production (Radio)

Sport (Performance)

Level 3 BTEC Subsidiary Diploma in Media Production (Media)

Level 2 BTEC Diploma/Extended Certificate in Sport

BTECs are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment or further education.

Course structure In order to achieve a Level 3 BTEC Subsidiary Diploma in Media Production (Media) learners must complete the two core units, the mandatory specialist unit, and three other specialist units from the Nationals in Media Production (Radio) list.

Unit core units GLH Level 1. Research Techniques for the Media Industries 2. Pre-Production Techniques for the Media Industries

Unit specialist unit (mandatory)

Course structure – all core units must be taken Core units The Body in Sport Health, Safety and Injury in Sport

8. Understanding the Radio Industry

Specialist units – 4 of the following must be taken

Unit specialist units

The Sports Industry

13. Working Freelance in the Media Industries 14. Developing a Small Business in the Media Industries 16. Audio Production Processes and Techniques 35. Interview Techniques for Media Production 36. Presentation Techniques for Broadcasting 37. Soundtrack Production for Television and Film 38. Scriptwriting for Radio 39. Speech Package Production 40. News Production for Radio 41. Radio Drama 42. Radio Studies 43. Music-Based Programming 44. Advertisement Production for Radio

Entry requirements Students must have achieved 5 A*– Cs at GCSE.

Career progression This Subsidiary Diploma is designed for people who are considering progressing to higher education or entering the world of media.

30

The Level 2 BTEC Diploma/Extended Certificate in Sport is a qualification comprising of core and specialist units which cover aspects of knowledge, understanding and competency necessary for employment within the sector. As such this BTEC offers a qualification which can extend a learner’s programme of study and provide vocational emphasis within their programme of study. Equally, this BTEC offers a focused qualification for learners who wish to follow a programme of study that is directly related to their work experience, or to an aspect of employment that they wish to move into in due course.

Sport, Health Sciences and Enterprise

Practical Sport Technical Skills and tactical Awareness for Sport Psychology for Sports Performance Nutrition for Sports Performance Fitness for Sports Performance Lifestyle and Sports Performance The Diploma will give the equivalent of 4 GCSE’s at grade C or above. The Extended Certificate will give 2 GCSE’s at grade C or above. This will allow you to progress onto certain level 3 qualifications.

BTEC COURSES

Health & Social Care

Hospitality

Level 2 BTEC Diploma/Extended Certificate in Health & Social Care

Level 2 BTEC Diploma/Extended Certificate in Hospitality

This BTEC qualification comprises core and specialist units which cover aspects of knowledge, understanding and competency necessary for employment within the sector. As such this BTEC offers a qualification which can extend a learner’s programme of study and provide vocational emphasis within their programme of study. Equally, this BTEC offers a focused qualification for learners who wish to follow a programme of study that is directly related to their work experience, or to an aspect of employment that they wish to move into in due course.

This BTEC qualification comprises core and specialist units which cover aspects of knowledge, understanding and competency necessary for employment within the sector. This BTEC offers a qualification which can extend a learner’s programme of study and provide vocational emphasis within their programme of study. Equally, this BTEC offers a focused qualification for learners who wish to follow a programme of study that is directly related to their work experience, or to an aspect of employment that they wish to move into in due course.

Course structure

Course structure

Core units (Both units must be taken)

Core units (all must be completed)

Communication and Individual Rights within Health and Social Care Sectors

Exploring the Hospitality Industry

Individual Needs within Health and Social Care Sectors

Safety in Hospitality

Specialist units (4 units must be taken)

Specialist units (3 must be completed)

Vocational Experience in a Health or Social Care Setting (60 hours work experience must be completed)

Planning and Running a Hospitality Event

Cultural Diversity in Health and Social Care

Customer Relations in Hospitality

Healthy Lifestyles

Anatomy and Physiology for Health and Social Care

Developing Employability Skills for Hospitality and Related Industries

Human Lifespan Development

Basic Culinary Skills

Creative and Therapeutic Activities in Health & Social Care

Serving Food and Drink

Health and Social Care Services

Accommodation and the Front Office

The Impact of diet on Health The Diploma will give the equivalent of 4 GCSE’s at grade C or above. The Extended Certificate will give 2 GCSE’s at grade C or above. This will allow you to progress onto certain level 3 qualifications.

This BTEC will give the equivalent of 4 GCSE’s at grade C or above. The Extended Certificate will give 2 GCSE’s at grade C or above. This will allow you to progress onto certain level 3 qualifications.

31

BTEC COURSES

Introduction to Financial Services Level 2 Working in the financial services industry involves more than just knowing the products available. Prospective employees are expected to have the necessary personal skills to engage productively with their colleagues, appreciate the need for effective communication skills, have the ability to interact with customers, and deploy the necessary IT skills to operate successfully within the working environment.

The ifs Level 2 Diploma in Introduction to Financial Services is aimed at adults who are looking to start a career in the financial services industry at an entry level, or are looking to take professional exams but require level 2 skills and knowledge as an introduction.

We recognise that the needs of individuals are many and varied and will change as they progress through life. With this in mind, the programme offers a number of option units covering a variety of topical areas.

The ifs Level 2 Diploma in Introduction to Financial Services is offered in partnership with Education Development International (EDI). The combination of ifs’ financial qualifications with EDI’s employability qualifications provides a strong platform from which to begin a career in the financial services industry.

To pass the ifs Level 2 Diploma in Introduction to Financial Services students will need to achieve a pass in the six core units and the three option units. From the three option units, two must be ifs units and the remaining one an EDI unit.

Core units • Personal Financial Planning • Rights and Responsibilities in Personal Finance • Financial Services: The Providers’ Perspective • Employability Skills • Deliver Customer Service • Provide Customer Service within the rules

Option units

Level 2 The Certificate of Personal Effectiveness qualifications at Levels 1, 2 and 3 are currently approved with a certification end date of August 2012.

What is it?

The Certificate of Personal Effectiveness is the QCDA-kitemarked qualification outcome of the ASDAN Award programmes.

The qualifications offer imaginative ways of accrediting young people’s activities. They promote, and allow schools to record, a wide range of personal qualities, abilities and achievements of young people, as well as introducing them to new activities and challenges.

Who is it for?

• Students in Years 10 and 11 or sixth form, either within the whole school PSHE programme or within the option system • “High effort” students, or those described as Gifted and Talented in Key Stage 3 • Students in Post-16 education, embarking on programmes at Levels 1 and 2

Structure The CoPE Student Book comprises 12 modules, each of which is divided into three sections. Each section should take 10 hours, which is worth one credit. Students will need 12 credits to gain the Certificate of Personal Effectiveness. For CoPE Level 1, challenges can come from Section A, B or C; for CoPE Level 2, at least six of the credits must be chosen from the longer challenges of Sections B and C. The module titles are: • Communication • Citizenship and Community • Sport and Leisure • Independent Living • The Environment • Vocational and Diploma Preparation

• Mortgages for Consumers

• Health and Fitness

• Personal Borrowing and Debt Management

• Work Related Learning and Enterprise

• Tax and Benefits

• Science and Technology

• Savings and Investments

• International Links

• Financial Planning for Later Life

• Expressive Arts

• Managing Personal Financial Risk

• Beliefs and Values

• Word Processing

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CoPE

Sport, Health Sciences and Enterprise

GCSE COURSES

English

Mathematics

This is a one year course that will allow students the opportunity to retake English to gain a qualification of a grade C or above.

This course is not available to students who already have a grade C or above in this subject. This will then allow students to use this qualification as part of the entry requirements for level 3 qualifications. The course will cover similar units to those studied at key stage 4.

This is a one year course that will allow students the opportunity to retake Mathematics to gain a qualification of a grade C or above. This course is not available to students who already have a grade C or above in this subject. This will then allow students to use this qualification as part of the entry requirements for level 3 qualifications. The course will cover similar units to those studied at key stage 4.

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Notes –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 34

Sport, Health Sciences and Enterprise

Notes –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 35

BTEC COURSES

Notes –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 36

Sport, Health Sciences and Enterprise

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