Education is a lifelong journey, and I encourage each of you to work hard and continue strive to achieve your own ambitions and contribute to our country’s future.
His Highness Sheikh Mohamed Bin Zayed Al Nahyan President of the UAE and Ruler of Abu Dhabi
42% A*-A A Level Result
72% A*- B A Level Result
88% A*- C A Level Result
60% BTEC Distinction/Distinction * Result
Best School for Post-16 Education in the UAE, Schools Compared Schools Index Top 15 Private Schools in the Middle East Schools Index Top 150 Private Schools in the World Top Recommended 2024, Middle East Schools
Rated Outstanding by British Schools Overseas (BSO) Rated Outstanding by ADEK
WELCOME FROM OUR HEAD OF SIXTH FORM
As Head of Sixth Form, it is my pleasure to welcome students who are about to embark on the final crucial stage of their school education Whether they have been at Cranleigh for many years or are joining this year, we can guarantee that they will enjoy a warm and nurturing, yet academically rigorous experience, with a dedicated team who will ensure that they adapt to the new challenges awaiting them as quickly as possible
This team comprises of a number of dedicated tutors, who each work with a mix of Sixth Form students in vertical tutor groups based around a House system This model is a very effective way for the students to benefit from shared experiences and is supported by experienced Heads of Year, who are focused on monitoring academic and pastoral progress to help drive students to exceed expectations The Careers Team, whose knowledge of university pathways and application processes is extensive, are a prominent feature of the Sixth Form, regularly meeting with students to guide them, as well as hosting University Fairs and providing numerous opportunities to develop their academic and super-curricular profiles
We take pride in the fact that students are given a range of pathways to choose from, including International and UK A-Levels and BTECs This is to ensure that students have a bespoke experience that plays to their strengths Meanwhile, Sixth Form lessons focus heavily on developing independent learning techniques, alongside providing expert subject knowledge and strong guidance with exam techniques
Above all, we pride ourselves on going well beyond the academic curriculum to provide a range of opportunities aimed at extending skills and developing the tools for students to approach the next stage of their lives with confidence This includes completing an EPQ project, exploring a Global Citizenship course and taking on roles as student prefect leaders. Activities such as Model United Nations, ILM Young Leaders course, International Gold Award and IRENA are also available to those keen to widen their portfolio of experiences
I am excited by the prospect of working with you over the next two years as the students complete their Cranleigh journey and I wish you every success on the path ahead
Best wishes,
Richard Hay
ACADEMIC PATHWAYS
SUBJECT ENTRY CRITERIA FOR SIXTH FORM
For entry into Cranleigh Sixth Form, we recommend students achieve a minimum of five Level 6s at (I)GCSE, including English Language and Maths If a Level 5 has been achieved in English Language and/or Maths, students should have achieved a Level 6 in five other subjects Some A-Level subjects may have additional entry criteria or recommendations; it is important that the guidance in this booklet is read carefully, but discussions of subject selections should happen in consultation with Senior Heads of Department
EFFORT AND SCHOOL CONTRIBUTION
Sixth Form study demands independence and a passion for learning While such characteristics may not be refined at the start of the Sixth Form journey, they must be emerging at an advanced level for each pupil Therefore, effort grades and school contribution will also be taken into consideration
PATHWAYS TO SUCCESS
Our Sixth Form CAD pathways support students in choosing a combination of subjects and qualifications that are most suitable for them and their future aspirations We want our students to have a positive, fulfilling two-year Sixth Form experience, and to leave Cranleigh with qualifications that enable them to have wide-ranging choices and opportunities. Importantly, CAD pathways help to foster engaged, active and optimistic young adults who will shape the future of their world
A-LEVELS
THE A-LEVEL CURRICULUM
A Levels are internationally recognised and regarded as academically rigorous, challenging and stimulating They enable students to access the world’s best universities, as well as providing them with the skills and knowledge for entry into both traditional and more innovative careers BTECs are offered in a range of subject areas for students who prefer a course focused on project-based work, with regular deadlines for submission These qualifications provide an alternative route to learning, emphasizing practical application and continuous assessment (details can be found in the pages that follow)
CRANLEIGH SIXTH FORM
It is in no doubt that A Levels are demanding However, at Cranleigh, we offer an exceptional personalised learning environment that supports and motivates each individual; students will be guided by our experienced teachers and supported by the Careers/Futures Team providing every opportunity for success Universities look for young people who not only have an aptitude and passion for a particular field of study but who also demonstrate that they engage with subjects beyond the classroom Our Year 12 students engage in the highly acclaimed Extended Project Qualification programme (EPQ) – equivalent to half an A level Universities and employers hold the EPQ in high esteem as it provides students with an opportunity to develop both their independent study skills and to delve deeper into an area that particularly captivates them Alongside this and their other academic studies, Cranleigh Sixth Formers have access to a fantastic range of Co-Curricular Activities (CCAs) that help develop character and elevate applications.
SELECTING SUBJECTS
Selecting subjects should be seen as an exciting process Whilst there may be some trepidation at embarking on a programme of study in which subject range is focused, A Level study provides an opportunity to engage with subjects in much greater depth and sophistication The pages that follow will give you an insight into the subjects and opportunities available throughout Years 12 and 13
Our advice? Think carefully about any career aspirations you may already have, but above all else, consider the subjects that most excite you – you will have at least five hours of non-contact time per week of each subject so interest and a genuine commitment for that subject are vital! Always ask yourself the following questions:
• What subjects are you successful in?
• Where is your passion?
• Are you looking at a particular career path?
• Are you looking for transferable skills for development?
LEVEL 3 BTEC
HOW ARE BTECS DIFFERENT TO A LEVELS?
A key difference is that BTECs are not assessed by a terminal exam They are largely project and assignmentbased meaning that students are constantly working towards the qualification and know how well they are progressing throughout two-year programme of study Furthermore, BTECs are broken down into units, which means that students have the opportunity to select areas of the subject that most interest them
ARE BTECS WELL REGARDED BY UNIVERSITIES AND EMPLOYERS?
Cranleigh Sixth Formers who opt for a BTEC will engage in the BTEC International Level 3 Subsidiary qualification (360 guided learning hours) which is equivalent to one A level, OR International Level 3 Diploma Enterprise qualification (720 guided learning hours), which is equivalent to two A-Levels BTECs, either on their own or in combination with A Levels, are welcomed by British and many international universities, as well as higher-education institutes for entry to relevant degree programmes Indeed, over 100,000 BTEC students apply to university every year Students need to complete 720 guided learning hours in order achieve equivalency (this can be achieved by taking two subsidiary qualifications or one diploma)
BTECs provide rigor and balance The qualification encompasses applied learning that brings together knowledge and understanding with practical and technical skills Students progressing to higher education need experience of research, extended writing and meeting deadlines Employers look for young people who have a thorough grounding in the latest industry requirements and work-ready skills BTEC qualifications provide the breadth and depth of learning to give learners this holistic experience
SHOULD I CONSIDER A BTEC?
We offer BTEC courses in Enterprise and Entrepreneurship, Engineering, Sport and Performing Arts (Dance)
• Do any of these subject areas interest you?
• Do you like project-based learning?
• Do you perform better over the course of two years rather than in a final set of exams?
• Are you considering a career related to any of these subjects?
If you have answered yes to several of these questions, you may find that a BTEC is ideal for you BTECs are designed to be studied alongside A Levels and EPQ You could choose our “Combined” pathway and opt for one or more BTECs, plus an A level Refer to 'Academic Pathways' section for further information on this
HOW COULD A “COMBINED” PATHWAY WORK FOR ME?
If you are interested in a career in business, you could choose to study BTEC Entrepreneurship, A Level Business and A Level Psychology along with an EPQ investigation focused on 'the Impact of self-belief on the Entrepreneurial mindset'
If you are interested in a career in the sports industry, you could choose to study BTEC Sport, A Level Business and A Level Psychology along with an EPQ question focus of 'Why is sports psychology important to athletic performance?'
If you are interested in a career in Engineering, you could choose to study BTEC Engineering, A Level Physics or A Level Math or A Level Geography along with an EPQ question focus of 'Can zero carbon communities really exist and be sustainable?’
UAE MINISTRY OF EDUCATION EQUIVALENCY
Students who study in foreign curriculum schools, such as Cranleigh, may seek “Equivalency” This means that their schooling is recognised as equivalent to the UAE Ministry of Education High School Leavers Certificate (i e the education received in local schools) in accordance with Articles 4 and 6 of the Ministry of Education Equivalency Decree 199
Emirati students must study the required number of approved AS / A level subjects and also take MoE Arabic and Islamic Studies Emirati students sit the MoE exams for these subjects in Y13
Non Emirati students who are from countries where Arabic is the first language (hereby referred to as Non-Emirati Arab students) must study Arabic up to and including Y13 if seeking equivalency Non-Emirati Muslim students must also take Islamic Studies up to and including Y13 if seeking equivalency
There are exemptions – please see the final section below
WHO NEEDS IT?
Any student who intends to continue Higher Education within the UAE (and other Arab/Gulf countries*) and/or to work for a UAE Government entity in the future.
The approved subjects list, from those that we offer at Cranleigh is:
• Art & Design (not Fine Art or Photography)
• Biology
• Business Studies
• Chemistry
• Computer Science
• Economics
• English Language
• English Literature
• French
• Further Maths
• Geography
*Music / Music Tech, Drama and Politics remain unapproved subjects.
• History
• Mathematics
• Physics
• Psychology
• Spanish
BTEC Subjects - All BTEC subjects offered at Cranleigh are currently approved subjects See the grade requirements section for gaining equivalency for further information.
EXEMPTIONS
Emirati students must attain equivalency
Non-Emirati Arab students can choose to not sit the required number of approved AS / A level subjects if their parents sign the waiver(s) stating that they will not seek equivalency nor intend to study at third level in the UAE Please note that we do not recommend opting out for our Arab students
Non-Arab students do not have to study Arabic or Islamic Studies nor the required number of approved subjects if their parents sign a waiver stating that they will not seek equivalency
UAE MINISTRY OF EDUCATION EQUIVALENCY
WHAT ARE THE GRADE REQUIREMENTS FOR GAINING EQUIVALENCY?
Articles 4&6 - 199 Ministerial Decree:
1 The equivalency of the secondary school completion certificates of private schools that are applying The British System shall be made pursuant to the following terms:
a The general terms stated in article 4 of decree 199 will prevail
b. The student shall complete the 12th Grade (Year 13).
c. The student shall pass five (5) subjects in the average level (IGCSE or GCSE level) with a passing mark (A*, A, B, C, D, E) or (3,4,5,6,7,8,9). Islamic Education and Arabic Language are not to be included in the subjects at both levels The required passing marks must come in subjects on the equivalency list - please see the approved subjects section
d The student shall pass two (2) subjects in the GCE Advanced Subsidiary Level (AS) or one (1) subject in the GCE Advanced Level (A level) with one of the passing marks (A*, A, B, C, D, E). Islamic Education and Arabic Language are not to be included in the subjects at both levels. The required passing marks must come in subjects on the equivalency list - see the approved subjects section
e. For BTEC subjects, equivalency requires a BTEC Level 5 Diploma certificate for one subject (which is 760 guided learning hours) with a passing grade of no less than PP If a student takes the BTEC Level 3 Subsidiary Diploma (360 guided learning hours and equivalent to one A level) they would need a passing grade in one other subject at BTEC Level 3 Subsidiary Diploma level or A level.
CORE CURRICULUM
WHAT IS THE SIXTH FORM CORE CURRICULUM?
The Core Ccurriculum is a programme unique to Cranleigh Abu Dhabi and is a required element of all Sixth Form students' portfolio of courses it is a four-term programme of study where students will have the opportunity to gain an Extended Project Qualification (EPQ)
Students will study modules each week across four terms, giving them the opportunity to both extend and enrich their Cranleigh experience, whilst making valuable connections to their chosen A Level and BTEC subjects the Core Curriculum is a holistic and immersive curriculum giving students the opportunity to both interact with the world around them and more importantly, to figure out how they can become a positive social contributor
WHAT ARE THE MODULES OF STUDY?
Personal & Social Development
Focused on personal, social and mental wellbeing and gives our students the opportunity to focus on themselves and those in their community Students learn the importance of maintaining both physical and mental health through immersive activities exploring nuanced wellbeing practices and how these can be embedded into a community culture
Global Awareness & Citizenship
A module designed to aid students’ understanding of, and positive interaction with, the global community in which they exist This module investigates the globalised and interconnected world through the political, economic and social influences on nation states It introduces students to various political ideologies across the world with Aristotle's lens of ‘entertaining views without needing to accept them as your own’ The module then continues to examine the role of global citizenship in the process of globalisation, international connectedness of global communities, and the UN sustainability goals
Careers & Futures and Work Experience
A module that guides Cranleighans along their journey towards graduation and their future beyond Please see the section 'Careers and Futures' for further details
The Reading Review
This element of the Core Curriculum gives students the opportunity to engage with books and articles that influence and inspire The reading review promotes curiosity and empowers students to share their understanding and takeaways from literature and non-fiction texts, engaging them in discourse and discussion and making them think deeper and more theoretically as well as practically Many of these texts are extensions from the academic curriculum and will provide students with useful material for future university applications
The Extended Project Qualification
This is an independent research project where students choose an area of passion or interest and explore a topic through academic research, analysis and evaluation, thus gaining an invaluable skill set necessary for future success at university See the 'Extended Project Qualification' section for further details on the EPQ programme
CORE CURRICULUM
Unifrog
Unifrog is a comprehensive online platform designed to support students in making informed decisions about their education and career pathways We use this platform across the Senior School It brings together resources for exploring university courses, apprenticeships, and careers, as well as a place for our students to record skills and activities they have taken part in, creating an opportunity for reflection
Careers & Futures
Using various components of the platform, Sixth Form students have been able to not only research their universities and decide on their courses, but Unifrog has offered them opportunities to use the carefully curated resources on the ‘Read, Listen, Watch’ section to enhance their knowledge on different subjects, therefore, giving them insight into areas beyond the classroom Students have also used the platform for templates to help them craft their application essays to different university destinations like UK, US and other European destinations The platform also provides CV writing ‘How-to’ accessible instructions to help students put down their Brag Sheet which they can utilise when applying for work experience placements and internships
Skills
Skills are essential for personal and professional growth, shaping how students engage with challenges and opportunities. They can be broadly classified into soft skills, like communication and teamwork, and hard skills, which are technical abilities gained through specific experiences Recording these skills is paramount to student reflection on their development, and their ability to identify areas for improvement, and demonstrate their strengths in applications for further education, internships and employment Unifrog helps students track their progress, offering a structured way to document and articulate their achievements effectively, setting them up for future success
Below is the list of key skills we focus on at Cranleigh Unifrog’s Skills Tracker allows students to log and reflect on key skills they develop through various activities, helping them build a detailed record to use in applications and interviews
THE EXTENDED PROJECT QUALIFICATION
WHAT IS THE EPQ?
The EPQ is an independent research project that allows students to extend their abilities beyond the A-level syllabus and prepare them for university or future careers The EPQ counts as the equivalent of half an A Level or up to 28 UCAS points It is an independent, research-based project and is marked internally and moderated externally by the exam board There is no final examination
WHY DO THE EPQ?
• Personal interest: The EPQ gives students the opportunity to explore topics based on their interests, experience and aspirations
• Develop critical skills: The EPQ aids the development of vital life skills Students attend classes on philosophy, critical thinking, research skills and project management before starting their own independent projects
• Fosters ‘future-ready’ students: The EPQ bridges a gap between secondary education and university Students with this experience generally perform better in their future studies and in the workplace.
• Enhances application: Universities encourage EPQ projects because they enrich student applications and are excellent preparation for independent study in higher education. The EPQ is often used to distinguish between top students, potentially making the difference between getting into a top university or not
Project outcomes take the form of:
1. A dissertation, e g To what extent does bilingualism affect children's cognitive, social and language development?
2. An artefact, e g 'Designing a solar powered ultraviolet water purification system '
3. A performance, e g ‘How do different genres allow drummers to adapt playing style?”
4. An investigation, e g ‘The effect of foot traffic on the biodiversity of a marshland '
WHAT IS EXPECTED?
For the project, students will be expected to:
• Plan their objectives and manage their own time and work
• Carry out research, selecting and using different resources
• Develop their own ideas and skills as well as the project outcome itself
• Review the project process and present an overview of the project to staff and peers
THE PROCESS AND ASSESSMENT
Taught sessions in class where students will be expected to work independently on their project over three terms (specialist staff are available to guide and mentor)
• Students submit the first draft in Term 3 of Year 12 The full draft is due September of Year 13
• Students will be assessed on the final product via a formal presentation and how they manage the project process; how they perform throughout; how they reflect on the process, and their outcome
YOUR SIXTH FORM
TEACHING AND LEARNING
At Cranleigh, we are dedicated to fostering independent thinking and a love of learning in our students Rather than simply teaching them what to think, we focus on helping them develop the skills to think critically and creatively Our goal is to inspire students to have the confidence, imagination, and integrity to shape their own ideas and develop informed, well-rounded opinions
From the start of our Sixth Form programme, we have prioritised a learning environment that encourages active engagement, self-direction, and collaborative problem-solving While our students often work in small, discussion-based groups, our teaching approach is multifaceted, incorporating a variety of strategies to best support individual learning styles and meet the demands of the A Level curriculum This diverse approach ensures that students are not only intellectually challenged but also remain engaged, motivated, and prepared to succeed across all subjects
Central to this is our emphasis on pre-learning and post-learning We encourage students to engage with material before lessons, providing a foundation for deeper understanding and more meaningful class discussions This approach allows students to come into each session prepared to ask insightful questions, challenge assumptions, and contribute thoughtfully to the learning process The process of pre-learning helps students take ownership of their education, fostering a proactive attitude toward their studies
After lessons, we encourage reflection and consolidation of knowledge, allowing students to review what they've learned, connect new ideas to previous ones, and extend their thinking beyond the classroom This postlearning phase reinforces the concepts discussed and enables students to develop a more comprehensive understanding of the material
At Cranleigh, we also emphasise the development of key personal qualities in our students, such as time management, curiosity, integrity, and independence Whether it’s navigating the complexities of modern technology or leading discussions, we want students to approach their education with professionalism, responsibility, and a sense of ownership This combination of academic rigor and personal growth equips our students to thrive both in their studies and beyond the classroom
CONNECTING ASPIRATION TO OPPORTUNITY
Learning does not exist simply within the confines of a classroom Universities are looking for well-rounded students who demonstrate their interests and ambitions through evidenced action both inside and out of the school walls At Cranleigh, the School is a stage for leadership development, citizenship and governance
Our Sixth Formers are encouraged to embrace the vast opportunities on offer; to build portfolios, participate in competitions, attend conferences and lectures, volunteer and mentor plus initiate and lead many whole School projects and enterprises This also includes participation in Cranleigh’s Co-Curricular Programme which incorporates the Purvis Society, Open Minds lecture series, Debating, Model United Nations, IRENA and much more
PHYSICAL EDUCATION
SIXTH FORM PHYSICAL EDUCATION PROVISION
At Cranleigh Abu Dhabi, our Sixth Form Physical Education programme offers students the opportunity to choose a pathway that aligns with their interests and fitness goals This bespoke approach encourages students to stay active, develop new skills, and build confidence while enjoying a variety of physical activities
Students will select their preferred PE pathway each term, choosing from a range of options tailored to their needs Once allocated, students will remain in their chosen pathway for the duration of the term
COMPETITIVE SPORTS PATHWAYS
For students wishing to represent the school in competitive fixtures, these pathways emphasise technical and tactical development through progressive practices and conditioned games such as football, rugby, and netball
INVASION GAMES
Experience non-traditional invasion games like basketball, handball, and ultimate frisbee This pathway focuses on skill development through gameplay, with less emphasis on competition
PADEL TENNIS
Learn this fun and fast-paced sport, blending elements of squash and tennis Sessions include competitive or non-competitive doubles matches.
FUNCTIONAL FITNESS
Students work on strength, conditioning, and functional movements with guidance from experienced coaches at F45 Sessions include warm-ups, core exercises, strength training, and paired workouts
GOLF
Receive expert coaching at Saadiyat Beach Golf Club to develop skills and improve your game Suitable for all abilities; equipment is provided
YOGA
Specialist-led yoga sessions focus on core strength, flexibility, and stress reduction through tailored exercises suitable for all ability levels
KICKBOXING
Fun, engaging kickboxing lessons led by Emirates Karate instructors Focus on technique, fitness, resilience, confidence, and respect
EXTENSION OPPORTUNITIES
Beyond the extensive CCA programme, the following represents several examples of extension opportunities provided for our Sixth Form students that will enable them to take their learning beyond the classroom and provide them with experiences that fuel their ambitions
ENTREPRENEURSHIP
Mentor at Cranleigh’s Stock-Brokers Cup, lead in the annual philanthropic Enterprise Festival or build an extra qualification by taking a MOOC in a business-related field with a world-renowned University
SCIENCE
Partake in lab-based work experience at NYUAD, join our Bio-Medical Society or work on the Saadiyat Marine Biology Conservation Collaboration working alongside professors and academic researchers
ENGLISH
Get involved with the Creative Mind Series, compete in our public speaking competitions and support/participate in School productions
MATHS
Mentor at Cranleigh Maths Clinics, become a member of the Maths Circle at NYUAD and sign up for the UKMT Senior Mathematics Challenge, as well as be leaders and organisers in our annual Maths Day
HUMANITIES AND DIPLOMATIC RELATIONS
Take part in Change the World Model United Nations, the Law Society or gain work experience at the IRENA Annual Assembly working alongside world leaders of the renewable energy sector
LEADERSHIP
All Year 12s are invited to undertake an accredited leadership qualification from the Institute of Leadership and Management, alongside our Learning to Lead CCA Cranleigh Sixth Formers have numerous opportunities to take on leadership responsibilities heading up Committees and Societies, being awarded a Head of School or House position or even in being a founding member of a new society.
WORK EXPERIENCE
The premise of work experience at Cranleigh is to give Year 12 students a realistic experience of working within their chosen area of focus All year 12 students are encouraged to embark upon meaningful work experiences during the first year of their Sixth Form journey Some Year 12 students choose to partake in a minimum of one week of work experience, while others may take on a longer period of time; this gives students a real-world view of a what a career entails on a continuous and realistic basis, as well as presenting them with opportunities to build valuable employment connections Students may choose to engage in week-long work experiences during Half Term and End of Term breaks, which is again a fantastic opportunity to bolster their academic CV and again important experience of the world of work
PASTORAL AND INCLUSION SUPPORT
PASTORAL SUPPORT IN THE SIXTH FORM
We have a strong and well-founded reputation for our pastoral care across the school – the needs of our pupils as young people and individuals in their own rights are a cornerstone of our work We recognise that becoming a young adult is not always straightforward, and occasionally, life may present unforeseen challenges Pastoral support at Cranleigh is specifically tailored to each child We believe that happy and secure children are more likely to succeed both academically and personally, creating confident and independent learners This continues as part of the foundation of Sixth Form; pupils are centric to their own pathways, but with the ongoing, tailored support of the staff around them
The Sixth Form Tutor Tutors at Cranleigh are critical to the academic success, happiness and wellbeing of our students We believe that success in the classroom stems from students feeling at ease and confident, and because they enjoy being at school - a tutor is integral to supporting a student with finding and maintaining a sense of stability and selfworth Relationships are built on trust, patience, open-mindedness and, above all else, positivity With that in mind, a Sixth Form tutor will be there to:
• Build and foster positive relationships with tutees and their families.
• Set and maintain high academic standards and expectations.
• Monitoring and supporting tutee well-being; offering advice and guidance as pupils move through times of significant academic pressure.
INCLUSION SUPPORT IN THE SIXTH FORM
The Inclusion team at Cranleigh provides dedicated support for sixth-form students with additional learning needs, acting as advocates for their success while developing the student’s own sense of agency Inclusion support is delivered through a purposeful process of skills-based coaching which enables students to develop their self-advocacy, independence, metacognition and critical thinking
The Inclusion team is committed to:
• Embedding inclusive provision as an integral part of school life inside and outside the classroom;
• Identifying and adopting the most effective teaching strategies for students, fostering a strong partnership between teachers, students and the Inclusion team This process enables students to understand, value, and effectively communicate their individual learning preferences
• Collaborating closely with parents to provide guidance and support, as students progress through their selected pathway within the school and transition into the subsequent phase of their education post Year 13
LEADERSHIP OPPORTUNITIES
Sixth Form students are the role models for the rest of the school community Their presence brings a quality and breadth that helps create an all-inclusive, friendly and supportive atmosphere which typifies Cranleigh Sixth Formers are expected to be effective ambassadors for the school and to help with a range of activities from charity work to prefect duties
Our revamped Sixth Form leadership team structure includes Heads of School, Senior Lead Prefects, Heads of Committee (Wellbeing, Charity and Eco), Heads of House, Heads of Majlis and Subject and Pastoral Ambassadors These are positions that involve a rigorous application and interview process during the second term of Year 12 in order to take over from the Year 13 student leadership team by the start of the third term
Beyond membership of the Sixth Form Leadership team, there are further opportunities for students to develop their leadership skills. Amongst other things, students may choose to take the Sports Leader Level 3 Award, progress through the International Gold Award or complete the ILM Level 2 Young Leader Award There are also plenty of opportunities to help lead CCAs for younger students or to support teachers and peers in a variety of activities
Every Sixth form student is expected to build their profile beyond their own academic achievements so that they can develop the tools to thrive in life after Cranleigh Future-ready students will need to exercise leadership and take responsibility for their own success at university, as part of the workforce and in their adult lives The ability to influence people, events and circumstances for the better will be central to the world they are about to step into
CAREERS AND FUTURES
OUR FUTURES PROGRAMME
At Cranleigh, we appreciate the fast pace of change that characterises our world and know the importance of teaching our students the necessary skills which will enable them to engage actively within our increasingly diverse and global society In order to help prepare our students for the future, we focus as much as possible on real-world learning experiences - career advice, work experience and university applications
CAREER GUIDANCE
All Sixth Form students participate in bespoke weekly careers sessions which expose them to the myriad of opportunities that will give them access to universities and future careers They provide a platform for students to reflect on their actions, focus on their goals and aspirations and develop pertinent skills
At the beginning of Year 12 and onto Year 13, students are encouraged to partake in our extensive Co-Curricular (CCA) programme, maximising on research beyond the classroom to gain knowledge and competencies that are going to best complement their future aims and help develop the core competencies universities expect to see in their applicants.
With a rich and extensive connection to universities across the world, the Careers and Futures team organise university fairs during the year where students are exposed to and connect with university representatives, giving students a chance to find out more about the institutions
As noted elsewhere, the Sixth Form offers a wealth of opportunities; Sixth Formers are selected for roles of responsibility within our school Pastoral system, undertaking leadership positions, Prefects and House Captains Others will take on mentorship roles as part of our School Enterprise Programme and Stockbrokers Cup Competition A number of Year 12 students will become ambassadors as part of the prestigious IRENA World Economic Forum The Medical Society, the Law Society and the PWC Talent Academy are other examples of highly valuable opportunities
With the support of our Careers and Futures team, engagement in a structured Careers programme and participation in both super curricular and extra-curricular activities, our Sixth Formers complete their schooling well equipped with the competencies they need to thrive and engage successfully beyond Cranleigh
CAREERS AND FUTURES
UNIVERSITY APPLICATIONS
Our Careers and Futures Team have excellent knowledge and experience of domestic and international university application systems to include British and American universities plus North America, Australia, Europe and Asia
By the start of Year 13, the focus of students’ career sessions has shifted to the immediate future beyond Cranleigh and is directed towards making successful university applications Sixth Formers are guided to make effective use of the Unifrog platform which offers excellent advice and guidance on the application processes
Term 1
• Year 13 students continue with and finalise their Cranleigh Aspirations project which allows them to carry out exploration of the relevant application systems such as UCAS, Common App and OUAC
• They take part in elective workshops and university fairs delivered by a variety of experts and university representatives Additionally, students take part in Personal Statement and Common App essay writing workshops
• Students are supported by the Careers and Futures Team to write their application essays They also have meetings with the Careers and Futures team to ensure that they select a range of institutions in line with their predicted grades as well as bearing in mind the 'best-fit' with the students' 3Ls (Learning, Location, Lifestyle)
Term 2
• Year 13 students engage in a bi-weekly ‘University-Ready Programme’
• They also have access to one-to-one interview preparation sessions as required
• There is guidance and support provided to all students they navigate their university acceptances throughout
Term
• With
SUBJECTS Offered
APPLIED SCIENCE
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA APPLIED SCIENCE
Recommended GCSE Requirement: GCSEs in all Sciences
Additional Recommendations: Maths and Humanities GCSE to high level
COURSE INTRODUCTION
The Subsidiary Diploma course has been designed for learners who wish to pursue a career in science-based industries via higher education, to access graduate entry employment within science Learners will explore the fundamental structure and functions of cells and the substructure International BTECs are internally assessed allowing for practical assignments that combine knowledge and career related skills 25% of these assignments will be set by Pearson to provide additional external standardisation Assignments are scenario based and designed to be work relevant
SKILLS REQUIRED
Students are expected to have strongly developed communication, scientific, mathematical and communication knowledge. In addition, they will apply and develop:
• cognitive and problem-solving skills – using critical thinking, approaching non-routine problems, applying expert and creative solutions, using systems and technology
• interpersonal skills – communicating, working collaboratively, negotiating and influencing, self-presentation
• intrapersonal skills – self-management, adaptability and resilience, self-monitoring and development
There are also specific requirements in some units for assessment of these skills where relevant, for example, where learners are required to undertake real or simulated activities.
FUTURE CAREERS AND OPPORTUNITIES
BTECs are designed for progression into employment and higher education. This qualification is recognized by higher education institutions as fully meeting admission requirements to many relevant courses in a variety of areas of the science sector, for example:
• BSc (Hons) in Chemistry with Analytical Science
• BSc (Hons) in Bioscience
• Higher National Diploma (HND) in Applied Science.
This qualification supports progression to job opportunities in the science industry at a variety of levels. Jobs available in this area include:
• Chemical Technician
• Biomedical Scientist
• Clinical Scientist
• Science Teacher
COURSE CONTENT
ARABIC
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: GCE A-level
Specification Code(s): 9AA0
Recommended GCSE Requirement: Grade 6 in Arabic
Additional Recommendations: Students are not required to have obtained an Arabic GCSE to enroll in this course; however, proficiency in the language is necessary. For more information, please consult a member of the Arabic department
COURSE INTRODUCTION
This course enables students to develop a comprehensive understanding of Arabic in various contexts and genres They will learn to communicate confidently, clearly, and effectively Additionally, students will gain insight into the contemporary society, cultural background, and heritage of countries or communities where Arabic is spoken Designed as a motivating and enriching program, the course allows students to achieve an advanced level of knowledge and understanding of the Arabic language and the culture of the Arabic-speaking world It also equips them with practical, valuable language skills and transferable study abilities that support future academic and professional endeavors
SKILLS REQUIRED
Students must demonstrate the ability to develop critical thinking skills and deepen their understanding of the language to effectively convey meaning. They should also possess strong written communication skills and a broad vocabulary. Engaging critically with texts, films, and other materials will require an appreciation of the creative and cultural uses of Arabic in diverse social contexts.
Arabic language skills are integrated, meaning that students will develop their abilities across all aspects of the language -reading, writing, and listening- in a cohesive and interconnected way.
FUTURE CAREERS AND OPPORTUNITIES
This qualification enhances an individual's employability profile, particularly with UK organizations trading overseas and international companies operating within the UK and globally It opens pathways to a wide range of careers, including journalism, media, education, science, medicine, the civil service, sales, marketing, retail, and charities Additionally, studying Arabic alongside other languages fosters a bilingual mindset, which is highly valued in fields such as politics and international relations On a personal level, it also helps foster intercultural friendships and enhance harmony
CONTENT AND ASSESSMENT OVERVIEW
Students will develop an understanding of:
• Meeting customer needs
• The market
• Managing people
• Entrepreneurs and leaders
Students will develop an understanding of:
• Raising finance
• Financial planning
• Managing finance
• Resource management
• External influences
This theme develops the concepts introduced in Theme 2. Students will develop an understanding of:
• Business objectives and strategy
• Business growth
• Decision-making techniques
• Influences on business decisions
• Assessing competitiveness
• Managing change
This theme develops the concepts introduced in Theme 1. Students will develop an understanding of:
• Globalization
• Global markets and business expansion
• Global marketing
• Global industries and companies (multinational corporations)
Paper 1: Translation into English, reading comprehension and writing (research question) in Arabic
Written examination: 2 hours 30 minutes 40% of the qualification 80 marks
Paper 2: Translation into Arabic and written response to works
Written examination: 2 hours and 40 minutes 30% of the qualification 110 marks
Paper 3: Listening, reading and writing in Arabic
Written examination: 2 hours and 15 minutes 30% of the qualification 60 marks
BIOLOGY
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International A Level
Specification Code(s): WBI/01
Recommended GCSE Requirement: Grade 8 and above
Additional Recommendations: Grade 7 Mathematics
Link to the VLE content: Biology
COURSE INTRODUCTION
Biology is the science of life. Biologists study the morphology, physiology, anatomy, behaviour, origin, and distribution of living organisms from the largest mammals down to our very own microscopic DNA. They work to understand how life evolved and explore the factors that both improve and damage it, using this knowledge to control the spread of disease, manage natural resources, improve public health, animal care and conservation.
As A Level Biology students, learners will explore both theoretical concepts and develop practical scientific skills through a series of investigations conducted throughout the course. They will engage in activities ranging from experimental planning and execution to critical analysis of results and evaluation of methodologies. This comprehensive approach equips students with a deep understanding of the competencies required for pursuing a career in the sciences.
SKILLS REQUIRED
Biology helps to build up research, problem solving, mathematical, organisational and analytical skills. Students learn how to collect and evaluate data, investigate facts and use deduction, put over their point of view effectively and take responsibility for their own learning. It is a content heavy subject that requires a passion to learn and apply the varied concepts.
Biology students are likely to work on group projects which help to build teamwork and communication skills as well as engage in presentations, debate and discussions.
The biological sciences are the most diverse of subjects from molecular biology to the biosphere. A qualification in Biology equips people with skills in literacy, numeracy and social awareness, fostering an ability to make connections between the natural, social, economic, political and technological fields.
FUTURE CAREERS AND OPPORTUNITIES
Biology is an essential A Level for anyone who would like to pursue a career path in health and clinical professions such as medicine, dentistry, veterinary science, physiotherapy, optometry, pharmacy, nursing, zoology, biological sciences and marine sciences There are also massive growth industries in biomechanics, genetics, immunology, biochemical and medical engineering Biology is also a highly analytical and multi-skilled A Level which will develop skills that can be applied to any industry
BIOLOGY
COURSE CONTENT
Unit 1: Molecules, Diet, Transport and Health
• Biological Molecules
• Diet and health
• Heart and Disease
• Cell membrane and movement
• Enzymes
• DNA and protein synthesis
• Inheritance and genetic screening
Unit 4: Energy, Environment, Microbiology and Immunity
• Photosynthesis and carbon cycle
• Ecosystems
• Environmental biology
• Immunity
• Decomposistion & Decay
• Forensic biology
Unit 2: Cells, Development, Biodiversity and Conservation
• Cells
• Development
• Gene Expression
• Plant cells
• Uses of plants as materials and medicines
• Biodiversity
• Conservation
Unit 5: Respiration, Internal Environment, Coordination and Gene Technologies
• Respiration
• Muscles
• Internal Environment
• Nervous System
• Plant hormones
• The brain
• Gene technology
Unit 3: Practical Skills in Biology 1
Unit 6: Practical Skills in Biology 2
BUSINESS
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International A Level
Specification Code(s): YBS11
Recommended GCSE Requirement: Grade 7 in Maths
Additional Recommendations: None
Link to the VLE content: Business
COURSE INTRODUCTION
Entrepreneurs like Branson (Virgin), Dyson (Vacuum cleaners), Gates (Microsoft), and Roddick (Body Shop) exemplify dynamic success, each embodying principles taught in Business courses At its core, Business is about decision-making – whether it’s setting prices for a new product, determining where to sell or produce it, securing funding, motivating staff, or managing customer feedback A Business course invites students to explore these questions from various perspectives, whether analyzing major corporations like Coca-Cola or smaller businesses like a local shop The course also examines how external factors, such as government policies (taxes, interest rates), competition, consumer demand, pressure groups, and business ethics, impact organizations and influence their responses
SKILLS REQUIRED
Students should be able to apply knowledge in various contexts and be willing to conduct research into businesses on a variety of scales ranging from local to international They should be able to analyse issues, form hypotheses and make judgements based on qualitative and quantitative evidence
FUTURE CAREERS AND OPPORTUNITIES
Although few Business courses at university level have A Level Business Studies as a prerequisite, it is a distinct advantage to have studied it Pursuing Business at A Level will give you a solid foundation in Finance, Commerce, Entrepreneurship, Human Resources, Corporate Strategy, Business Administration, Business Management and International Business, all of which are courses that can be studied at university Remember, no matter where you work in the future it will be very likely be a business
COURSE CONTENT
• Meeting Customer Needs
• The Market
• Marketing mix and Strategy
• Managing People
• Entrepreneurs and Leaders
• Planning a Business and Raising Finance
• Financial Planning
• Managing Finance
• Resource Management
• External Influences
• Business Objectives and Strategy
• Business Growth
• Decision-Making Techniques
• Influences on Business Decisions
• Assessing Competitiveness
• Managing Change
• Globalisation
• Global Markets and Business Expansion
• Global Marketing
• Global Industries and Companies
CHEMISTRY
COURSE DETAILS
Exam Board: Pearsons International Edexcel
Qualification Type: A Level
Specification Code(s): YCH11
Recommended GCSE Requirement: Grade 8 or 9 in Chemistry
Additional Recommendations: Grade 8 or 9 in Maths
Link to the VLE content: Chemistry
COURSE INTRODUCTION
A Level Chemistry explores all aspects of inorganic, organic and physical Chemistry with an embedded element of practical skills development Students will synthesise and analyse chemical compounds in the laboratory as well as learn how to identify substances and determine information about properties Alongside this, an in depth understanding of the workings of Chemistry will be developed through an enquiry based approach
SKILLS REQUIRED
Chemistry requires an excellent ability to conceptualize difficult theory Students need to be resourceful in utilizing different sources in order to gain understanding Students will also need to carry out regular and independent reading and note taking in order to consolidate learning Practical investigation skills are essential as there are 10 required practicals throughout the A Level course AS & A2 written papers test knowledge and understanding of the procedures involved and require an evaluation of the techniques adopted
FUTURE CAREERS AND OPPORTUNITIES
Chemistry degrees open many doors in regards to job opportunities Some of these include: Analytical Chemist, Biotechnologist, Chemical Engineer, Healthcare Scientist, Clinical Biochemistry, Forensic Scientist, Nanotechnologist, Pharmacologist, Research Scientist (Physical Sciences), Scientific Laboratory Technician, Toxicologist
COURSE CONTENT
• Formulae, Equations and Amount of Substance
• Atomic Structure and the Periodic Table
• Bonding and Structure
• Introductory Organic Chemistry and Alkanes
• Alkenes
• Kinetics
• Entropy and Energetics
• Chemical Equilibria
• Acid-base Equilibria
• Organic Chemistry: Carbonyls, Carboxylic Acids and Chirality
• Energetics
• Intermolecular Forces
• Redox Chemistry and Groups 1, 2 and 7
• Introduction to Kinetics and Equilibria
• Organic Chemistry: Alcohols, Halogenoalkanes and Spectra
• Redox Equilibria
• Transition Metals and their Chemistry
• Organic Chemistry: Arenes
• Organic Nitrogen Compounds: Amines, Amides, Amino Acids and Proteins
• Organic Synthesis
COMPUTER SCIENCE
COURSE DETAILS
Exam Board: Cambridge International Education
Qualification Type: A-Level
Specification Code(s): Computer Science 9618
Recommended GCSE Requirement: Grade 7 in Computer Science (minimum)
Additional Recommendations: Strong proficiency in Mathematics
Link to the VLE content: Computer Science
COURSE INTRODUCTION
Computer Science fosters innovation through the use of coding and programming skills to deliver new products and solve problems It encourages students to extend themselves through open ended projects Computer Science is considered by many of its practitioners to be a foundational science; one which makes other knowledge and achievements possible
SKILLS REQUIRED
Students who choose Computer Science at A Level want to find solutions to real problems. They use their knowledge to develop systems that others rely on for their businesses daily.
Skills required are:
• High-order, critical thinking skills to help find solutions to problems
• Independence in persevering with problems
• 21st century skills such as tenacity and self-confidence
• Flexibility in learning approaches
• Having the temperament to quickly adapt to new situations
• Creativity: students will find they can unlock their artistic potential and pursue several pathways including developing games, websites and apps
FUTURE CAREERS AND OPPORTUNITIES
A Level Computer Science offers transferrable and desirable professional skills leading to jobs in coding, support, systems analysis, database development, network management, software development, research and many more
Computer Science students stand a good chance of being professionally employed within six months of leaving university Their skills are highly applicable in Business, Finance and Mathematics all of which are highly desirable subjects for routes into Banking, Actuarial Science, Insurance and Research
Computer Science students enjoy the rare and very real prospect of entrepreneurship Developing software and programs can lead to young people owning their own business at an early age
COURSE CONTENT
This course is structured into two discrete halves:
YEAR 12 YEAR 13
• Covers fundamental theory and programming concepts
• Paper 1 and Paper 2 constitute an AS level course
• Covers advanced theory and programming concepts
• Paper 3 and Paper 4 when combined with marks for Paper 1 and Paper 2 complete the requirements for the A level award
COMPUTER SCIENCE
Theory Fundamentals (Written paper)
• Chapters 1 to 8 from syllabus
• 1 hour 30 mins
• 75 Marks
Fundamental Problem-solving and Programming Skills (Written paper)
• Chapters 9 to 12 from syllabus
• 2 hours
• 75 marks
3
Advanced Theory (Written paper)
• Chapters 13 to 20 from syllabus
• 1 hour 30 mins
• 75 marks
Practical
• Chapters 19 to 20 –expect for low-level and declarative programming
• 2 hours 30 minutes
• 75 marks
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA PERFORMING ARTS
COURSE DETAILS
Exam Board: Pearsons Edexcel
Qualification Type: BTEC International Level 3 Subsidiary Diploma
Specification Code : Issue 3
Recommended GCSE Requirement: Grade 6 in GCSE Dance or Drama with previous Dance experience. Additional Recommendations: Dance experience outside of school and/or an involvement in co-curricular dance companies
Link to the VLE content: International BTEC Level 3 Subsidiary Diploma in Performing Arts (Dance)
COURSE INTRODUCTION
The two-year vocational course offers students a practical way of learning that replicates and prepares students to work within the Performing Arts industry. Students will follow a holistic learning journey to develop their creating, performing and reflecting skills through a series of short projects Learners will explore various dance styles, practitioners and choreographic processes to gain a greater understanding of historical and modern dance Learners take ownership of these projects and develop transferable skills that complement all other subject options
SKILLS REQUIRED
This course requires students to possess dedication, creativity, and a passion for performance Strong technical skills in dance are essential, alongside the ability to adapt to various styles and techniques Students will develop teamwork, communication, and self-discipline through rehearsals and group projects Analytical and reflective skills are equally important for evaluating their own work and that of others Time management and resilience will support them in balancing practical and theoretical components This course nurtures well-rounded performers ready for higher education or careers in the performing arts industry.
FUTURE CAREERS AND OPPORTUNITIES
This qualification gives students the X-Factor employees look for in relation to resilience, confidence and personal attributes. Learners who progress to higher education benefit from the skills they develop in research, extended writing and the ability to meet deadlines. It prepares students for work within all areas of the performing arts industry whether that be performing, coaching, teaching, directing, choreographing or therapy.
COURSE CONTENT
Students develop their dance skills by creating and performing a professional dance piece in response to a business brief that represents a dance business scenario provided by the exam board.
explore the global performing arts industry. This then leads to developing knowledge in two contrasting career pathways.
develop their dance skills in a wide range of performance styles on an international scale. They then create a final performance in two chosen styles.
Unit 1:
Creating Performance Material
Unit 2:
Unit 3:
Students
Students
DRAMA AND THEATRE
COURSE DETAILS
Exam Board: AQA
Qualification Type: A Level
Specification Code: 7262
Recommended GCSE Requirement: Grade 7 or above
Additional Recommendations: Performance experience in school shows and presentations
Link to the VLE content: Drama and Theatre
COURSE INTRODUCTION
A-Level Drama & Theatre is a wonderful way to be able to build upon your creative and analytical skills It takes the content of GCSE and allows for more creative freedom, with increased opportunities to explore practitioners of the past, who have shaped performance as we know it today We explore live theatre, a wider range of plays from various historical points and examine how we can make universal themes accessible to a modern day audience Devising work allows for themes and topics to be explored that are of current interest, placing these within the context of a wider range of theatrical skills This is an exciting course, that compliments with all other subject options
SKILLS REQUIRED
You can take A-level Drama and Theatre as either an actor, director, lighting, sound, set or costume designer For any pathway of the course you will need either confidence in your performance skills or a passion for technical and theatrical design There is no requirement to have done GCSE Drama provided you have an interest in Theatre and Theatre-making There is a written examination which accounts for 60% of your overall grade
FUTURE CAREERS AND OPPORTUNITIES
The joy of A-Level Drama & Theatre is the transferable skills offered Previous Drama pupils have gone on to study Acting, Design, Media, Film and Theatre or diversified to politics, law and medicine Any and every future career path will value the skills of teamwork, confidence to present, attention to detail and camaraderie An A-Level in Drama & Theatre highlights all of these transferable skills
COURSE CONTENT
3 hour open book written exam about 2 set texts and live theatre analysis. 80 marks and 40% of A-Level.
Devised performance (20 marks) with accompanying working notebook (40 marks). 30% of A-Level. This is completed as either an actor, director or designer.
Practical script-based coursework. Three performances from extracts of three different plays, demonstrating a range of genre and time period (40 marks). Accompanied by reflective report (20 marks). 30% of A-Level. This is completed as either and actor, director or designer.
Unit 1: Component 1: Drama and Theatre
Unit 2: Component 2: Creating Original Drama
Unit 3: Component 3: Making Theatre
ECONOMICS
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International A Level
Specification Code: XEC11 (AS Level) YEC11 (A level)
Recommended GCSE Requirement: 6 or above in English and Math. Strong quantitative and literacy skills
Additional Recommendations: Proficiency in basic mathematical concepts, such as percentages and graph interpretation
COURSE INTRODUCTION
This course offers an in-depth study of economics, focusing on individual markets, national economic performance, and global economic dynamics It enables students to understand the economic principles governing market behavior, evaluate macroeconomic performance, and explore the impact of globalization on economies Practical application of theory, quantitative skills, and critical thinking prepare students for advanced studies or careers in economics and related fields
SKILLS REQUIRED
Students should possess analytical skills to interpret economic data, critical thinking to evaluate policies, and quantitative skills for calculations and model-based problem solving Strong written communication is essential for articulating complex economic concepts effectively
FUTURE CAREERS AND OPPORTUNITIES
Economics graduates can pursue careers in finance, government policy-making/advisor, international relations, business management, and research This course is a strong foundation for university courses in economics, business, and other social sciences.
COURSE CONTENT
• Introductory Concepts (scarcity, production possibility frontiers, specialization)
• Consumer Behavior and Demand
• Supply and Price Determination
• Market Failure and Government Intervention
• Measures of Economic Performance
• Aggregate Demand and Supply Analysis
• National Income and Economic Growth
• Macroeconomic Objectives and Policies
• Types and Sizes of Businesses
• Revenue, Costs, and Profits
• Market Structures and Contestability
• Labour Markets
• Government Intervention
• Causes and Effects of Globalization
• Trade and the Global Economy
• Exchange Rates and International Competitiveness
• Poverty and Inequality
• Role of the State in Macroeconomy
Unit 1: Markets in Action
Unit 2: Macroeconomic Performance and Policies
Unit 3: Business Behaviour
Unit 4: Developments in the Global Economy
ENGINEERING
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA ENGINEERING
COURSE DETAILS
Exam Board: Pearson
Qualification Type: BTEC International Level 3 Subsidiary Diploma
Additional Recommendations: Students should be passionate about engineering and solving problems.
Link to the VLE content: Engineering-BTEC
COURSE INTRODUCTION
The content of this course is designed in collaboration with employers and representatives from higher education, and relevant professional bodies. In this way, we can ensure that the content is up to date and that it includes the knowledge, understanding, skills and personal attributes required in the Engineering sector. The mandatory content ensures that all learners are following a coherent program of study and that they acquire knowledge, understanding and skills that will be recognised and valued by higher education and employers.
Applied learning is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviours and transferable skills. Transferable skills are those such as communication, teamwork and research and analysis, which are valued in both higher education and the workplace.
SKILLS REQUIRED
The ability to study independently is essential; students will be expected to undertake significant independent research beyond the classroom in order to support their studies The ongoing nature of portfolio assessment and practical project work means that time management is a skill vital to a student's success on the course You must be passionate about Engineering to thrive on this course
FUTURE CAREERS AND OPPORTUNITIES
These qualifications are recognised by higher education providers as contributing to meeting admission requirements for many relevant courses in a variety of areas of the engineering sector, for example:
• BEng (Hons) in Engineering
• BEng (Hons) in Electronics Engineering
• BEng (Hons) in Aerospace Engineering
• BSc (Hons) in Computer Science
• BSc (Hons) in Mathematics
COURSE CONTENT
360 GLH Equivalent in size to one International A Level 360 GLH of units of which 240 GLH are mandatory (at least 180 GLH assessed through a Pearson Set Assignment) and 120 GLH selected from given optional unit list Mandatory content (66.6%). This qualification provides a broad basis of study for the engineering sector. It has been designed to support progression to higher education when taken as part of a program of study that includes other appropriate Level 3 qualifications.
a Team (60 GLH)
Unit 9: Work Experience within the Engineering Sector (60 GLH)
Unit 58: Entrepreneurship within Engineering (60 GLH)
Unit 1: Mechanical Principles (60 GLH)
Unit 2: Delivery of Engineering Processes Safely as
Unit 3: Product Design and Manufacture in Engineering (120 GLH)
ENGLISH LANGUAGE
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International A Level
Specification Code: YEN01
Recommended GCSE Requirement: Grade 7 at GCSE in English Literature
Link to the VLE content: English Language
COURSE INTRODUCTION
English Language is a multi-faceted, ambitious subject, covering aspects of language that are intertwined with our anthropology, history, psychology and politics You will learn about the global development of the English language, including studying topics such as ethnicity, gender, social class, and the media
You will also discover the neurological and psychological processes in how children learn to speak, and to being able to witness those first attempts at reading and writing through placements in our Prep School You will see how much of who you are is what you say and how language is about power and control, identity, culture and politics You will have the opportunity to write creatively, demonstrating your ability to craft your own writing for effect English Language is a rigorous, complex and fascinating subject
SKILLS REQUIRED
A student of English Language can recognise the multi-faceted uses and purposes of the English language and is prepared to delve into the development of the language and society You will be open to language variation and approach theories with an open mind, prepared to discuss them with a critical eye
You will learn new terminology for analysing the English language and learn the skills of transcription You will approach every piece of text with a view to understanding the nuances and decisions made by its creator You must have an excellent grasp of written language and be able to write extensively and critically on a range of texts
FUTURE CAREERS AND OPPORTUNITIES
English Language is a prestigious subject and highly regarded by universities around the world Courses that are an obvious choice include Linguistics, English Language and Literature and Journalism but A Level English Language is an excellent subject to lead you to a wide range of options: History, Law, Psychology, the Classics, Business and Economics, as well as Marketing and the Media
COURSE CONTENT
• How and why writers/speakers present themselves to their audience in a variety of modes
• How writers/speakers choose language to reflect and construct their identity or identities
• How writers create texts for different forms, purposes, audiences, and contexts.
• tThe influence of other languages on the development of English and vice versa
• Significant social and linguistic global history, including colonisation, expansions of empire and developments of technology
• Study a range of specified writing genres and appropriate style models
• Demonstrate their skills as writers in creatively re-creating texts for different context, purpose and audience
Students will select one research focus from four topic areas:
• Contemporary Global English
• Children’s Language Development
• Language and Power
• Language and Technology
ENGLISH LITERATURE
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International A Level
Specification Code: WET0
Recommended GCSE Requirement: Grade 7 at GCSE in English Language and English Literature
Link to the VLE content: English Literature
COURSE INTRODUCTION
The study of Literature lies at the heart of understanding culture, history and human experience. Students will study a range of carefully selected texts that will enable them to engage with human relationships and emotions, politics, philosophy and history.
Students study eight texts covering the genres of prose, poetry and drama (including Shakespeare) by British, American and international authors. Texts are selected from the 16th to 21st centuries. As a result, the experience of an A Level Literature student is wide-ranging, deep-reaching and character building.
SKILLS REQUIRED
Students will be required to be ambitious, analytical and creative thinkers and writers. Independent preparation, be it reading, writing or research, will be required to develop their understanding of the set texts. Essay writing skills are paramount, as are attention to detail, precision and the ability to articulate complex ideas in speech and writing.
FUTURE CAREERS AND OPPORTUNITIES
English Literature is a highly prestigious subject and opens doors to a huge range of university and college courses Apt programmes of study include English Literature, English Language, Law, International Relations, Politics, Philosophy and History, Journalism, Linguistics, Creative Writing, Media and Film, Drama and Theatre Studies Any career that requires critical thinking, interpersonal, presentational and communication skills, will warmly welcome those with a background in English studies
Possible careers range from journalism, marketing, publishing and teaching to law, diplomatic services, and business
COURSE CONTENT
Possible text options for Prose:
• The Kite Runner by Khaled Hosseini
• Brooklyn by Colm Hain
• Life of Pi by Yann Martel
• Purple Hibiscus by Chimamanda Ngozi Adichie
Set text for Poetry:
• The Forward Book of Poetry 'Poems of the Decade' by various authors
Possible text options for Drama, pre-1900:
• Doctor Faustus by Christopher Marlowe
• Othello by William Shakespeare
• Twelfth Night by William Shakespeare
Possible text options for Drama, post-1900:
• A Streetcar Named Desire by Tennessee Williams
• Death of a Salesman by Arthur Miller
• Top Girls by Caryl Churchill
Poetry: unseen poetry analysis
Possible Prose options:
• Never Let Me Go by Kazuo Ishiguro, with Frankenstein by Mary Shelley
• Beloved by Toni Morrison, with Wuthering Heights by Emily Brontë
• The Color Purple by Alice Walker, with Great Expectations by Charles Dickens
Shakespeare Options:
• King Lear
• Hamlet
• Measure for Measure
• The Taming of the Shrew
Pre-1900 Poetry Options:
• The Romantics
• The Victorians
• The Metaphysical
Unit 1: Poetry and Prose (WET01)
Unit 2: Drama (WET02)
Unit 3: Poetry and Comparative Prose WET03)
Unit 4: Shakespeare and pre-1900 Poetry (WET41)
ENTREPRENEURSHIP AND ENTERPRISE
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA
COURSE DETAILS
Exam Board: Pearson
Qualification Types: BTEC International Level 3 Subsidiary Diploma (equivalent to 1x A-Levels – 1 option choice)
BTEC International Level 3 Diploma (equivalent to 2x A-Levels – 2 option choices)
Specification Code: DJCP7
Recommended GCSE Requirement: Grade 5 or above in GCSE (or equivalent) in Maths and English
Additional Recommendations: Previous study of business is not essential but a keen interest in enterprise, business and current affairs is preferred
COURSE INTRODUCTION
The International BTEC qualification is a two-year vocational qualification that involves a learning and assessment style that is different to traditional GCSE and A Level courses as there are no external examinations to write for this course Within this subject we will explore the role of an entrepreneur, investigate the importance of enterprise within the economy and understand how to develop and establish success business enterprises Learners will study a range of mandatory units such as Marketing, Business Finance and forming business enterprises BTEC courses focus on consolidating learning through real life scenarios and experiences as well as developing employability skills such as cognitive and problem-solving skills, interpersonal skills and intrapersonal skills
SKILLS REQUIRED
A keen interest in enterprise, business, commerce and the economy will be necessary Students will have the opportunity to investigate real business enterprises and apply their subject knowledge to theory content Students will have to analyse and evaluate in depth The ability to work independently to carry out further research will be required to develop a breadth of knowledge
FUTURE CAREERS AND OPPORTUNITIES
Suitable for aspiring entrepreneurs or students who wish to continue studying business and entrepreneurial related fields in Higher Education, or who plan to move into a business-related apprenticeship following the completion of Sixth Form Related future careers and pathways may involve marketing, business finance, human resources and operations functions for example
COURSE CONTENT
Subsidiary Diploma: 4 units are completed within 2 years, each of which has coursework assignments to complete.
Unit 2: Research and Plan a Marketing Campaign Unit 3: Business Finance
Unit 37: Innovation and Enterprise
Unit 7: Decision Making Unit 24: Branding
Unit 34: Launch and Run an Enterprise Unit 4: Survival and Growth
FINE ART
COURSE DETAILS
Exam Board: Edexcel
Qualification Type: GCE A Level in Art and Design – Fine Art
Specification Code(s): 9FA0
Recommended GCSE Requirement: Level 6
Additional Recommendations: A portfolio of work showing skill level if no GCSE has been completed.
Link to the VLE content: Fine Art
COURSE INTRODUCTION
Fine art requires engagement with aesthetic and intellectual concepts through the use of traditional and/or digital media, materials, techniques and processes for the purpose of self-expression, free of external constraints Fine art may be created to communicate ideas and messages about the observed world, the qualities of materials, perceptions, or preconceptions It can also be used to explore personal and cultural identity, society and how we live, visual language, and technology Fine Art allows us to consider and reflect on our place in the world, both as individuals and collectively
SKILLS REQUIRED
An art student benefits from a mix of technical, creative, and personal skills to succeed and thrive in their studies
Key skills include the ability to observe details closely and interpret them creatively Proficiency in foundational skills like drawing, painting, and using various art tools and mediums is essential These skills are the building blocks for expressing ideas accurately and confidently While an innovative mindset and a willingness to experiment are crucial for pushing boundaries and developing a unique artistic voice In addition, all art students must be able to assess their work objectively and understand the artistic intentions behind others’ work This includes analyzing technique, style, and meaning Finally, art projects often require significant time and patience Managing deadlines and maintaining consistent practice is vital to improvement
FUTURE CAREERS AND OPPORTUNITIES
•Architect
•Art Director
•Graphic Design
COURSE CONTENT
•Illustration
•Artist
•Art Instillation
Component 1 – 60% of Total Qualification
Overview:
AO1 - Develop ideas through sustained and focused investigations.
AO2 - Explore and select appropriate resources, media, materials,
Techniques & processes.
AO3 - Record ideas, observations and insights relevant to intentions.
AO4 - Present a personal and meaningful response that realises intentions.
Students must work within one of the following titles: Art, Craft and Design, Fine Art, Graphic Communication, Textile Design, Three-dimensional Design, Photography.
•Advertising and Media,
•UI/UX Designer
•Animator and Film
Component 2 - 40% of Total Qualification
Overview:
AO1 - Develop ideas through sustained and focused investigations. AO2 - Explore and select appropriate resources, media, materials,
Techniques & processes.
AO3 - Record ideas, observations and insights relevant to intentions.
AO4 - Present a personal and meaningful response that realises intentions.
Students must continue to work within the same title as component 1.
FRENCH
COURSE DETAILS
Exam Board: Pearson
Qualification Type: International A level
Specification Code(s): YFR01
Recommended GCSE Requirement: Grade 7
Additional Recommendations: None but try to expose yourself as much as possible to French E g.: Watch Netflix in French, YouTube in French, etc
Link to the VLE content: French
COURSE INTRODUCTION
The French International A Level is a rigorous course and a natural progression from our French IGCSE course taught at KS4 The IAL French promotes both spontaneity and the study of grammar, while offering numerous opportunities for students to apply their knowledge independently and creatively Students will develop their ability to express ideas and use language to persuade, analyse, and provide critical responses in both writing and speaking They will also have the opportunity to explore French history and culture through set works that connect to the overarching themes of the course.
SKILLS REQUIRED
Students will be expected to work under their own initiative to learn vocabulary and grammar They will also need to prepare for lessons in advance so that they arrive well-informed about a topic and ready to discuss their ideas Students should ideally have the confidence to communicate with their teachers and classmates in French most of the time
FUTURE CAREERS AND OPPORTUNITIES
Students who complete an A Level in French often pursue degrees like International Studies with French, European Union Studies with French, Law with French, or pure language and translation degrees Careers in diplomacy, international business, tourism, education, or journalism are excellent options A qualification in French is a key asset for any future involving communication, travel, or a global perspective
COURSE CONTENT
Unit 1: Speaking
• Choose and prepare two speaking topics out of four available options.
Unit 2 : Reading, Writing and Listening
• Develop fluency, pronunciation, and enrich vocabulary on the chosen topics. Students will develop their listening, reading and writing skills in French, in relation to the four general topic areas.
• Youth matters
• Lifestyle, health and fitness
• Environment and travel
• Education and employment
3: Speaking and presentation.
Students will enhance their French presentation and debating skills by presenting and defending their views on a chosen issue. They can select any topic, without being limited to the prescribed areas in other units. They will be judged on the quality of their presentation, knowledge, French accent, fluency, and, most importantly, the quality of their argument.
Unit 4: Reading, Writing and Listening
• Technology in the Frenchspeaking world
• Society in the Frenchspeaking world
• Ethics in the Frenchspeaking world
Students will also develop their ability to write in French by studying one from a prescribed set of topics, literary texts and films in French:
• Geography topic
• History topic
• Literary texts (literature)
• Films.
Unit
FURTHER MATHS
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International A level
Specification Code(s): YFM01
Recommended GCSE Requirement: 9 in IGCSE/GCSE Mathemathics
Additional Recommendations: Recommended that students have studies IGCSE Further Mathematics
Link to the VLE content: Further Maths
COURSE INTRODUCTION
Mathematics is both challenging and rewarding During the course students will develop an awareness of the relevance of Mathematics to other fields of study, to the world of work and to society in general They will extend their range of mathematical skills and techniques to enable them to reason logically and to recognise how a situation may be translated into a mathematical model in order to solve real-world problems
SKILLS REQUIRED
Students should take Further Mathematics A Level if they have excelled in Mathematics and enjoy solving problems, having to think logically and working with others It is useful alongside all other A Levels as it shows that students are able to think logically and draw critical and analytical conclusions The most obvious example is Physics, but the transferable skills learned in Mathematics A Level work well with Geography, Biology, Chemistry, Economics and many other subjects
FUTURE CAREERS AND OPPORTUNITIES
A Level Further Mathematics can be a requirement for many Mathematics and Mathematics-based courses at the top universities, and is regarded highly for courses in Physical Sciences, Engineering, Economics amongst many others.
Mathematics is used in many different contexts such as commerce, computing, engineering, social sciences, science and technology. Studying Mathematics helps individuals to develop the problem-solving and logical thinking skills that many university courses and employers require.
Recommended GCSE Requirement: Grade 6 in Geography
Additional Recommendations: If Geography has not been taken as an (I)GCSE then a Grade 6 or higher in another (I)GCSE Humanities subject is required and a consultation with the Head of Department.
Link to the VLE content: Geography
COURSE INTRODUCTION
The Pearson International Advanced Level (IAL) in Geography is a rigorous, internationally recognized qualification that explores physical and human geography It delves into contemporary themes such as climate change, globalization, and sustainable development, examining their impact on different regions and populations
The course emphasizes critical thinking, research, and analytical skills through fieldwork and case studies It prepares students for higher education and careers in areas like environmental management, urban planning, and international relations The IAL is assessed through a combination of examinations and coursework, encouraging students to apply geographical theories to real-world scenarios
SKILLS REQUIRED
The Pearson International Advanced Level (IAL) in Geography is structured to provide students with an in-depth understanding of both physical and human geography The curriculum covers a wide range of topics, including the complexities of environmental management, global development, natural hazards, and urban environments Students are encouraged to develop critical thinking and analytical skills through the study of real-world geographical issues The programme also emphasises the importance of fieldwork and data collection, enabling students to apply theoretical knowledge in practical situations This qualification is well-regarded for its rigor and breadth, preparing students effectively for higher education or professional roles in geography-related fields
FUTURE CAREERS AND OPPORTUNITIES
Typical careers in Geography include; Cartography, Environmental Consultant, Engineering, Town Planner, Systems and Data Analyst, Risk Analyst and International Aid worker. However, due to the multidisciplinary nature of Geography, the career paths which the subject opens up are wide and varied. This is why the Guardian referred to Geography as ‘the must-have A Level’.
GEOGRAPHY
COURSE CONTENT
• World at Risk focuses on physical geography and the interactions between people and the environment.
• Going Global emphasises human geography, examining globalisation and its impacts.
• Crowded Coasts: Focuses on the physical processes and systems shaping coastal environments, offering a detailed study of coastal dynamics.
• Urban Problems, Planning and Regeneration
• Explores the challenges of urban living and working, addressing issues in cities where the majority of the world’s population now resides.
• A1: Atmosphere and Weather Systems
• Focuses on physical processes in the atmosphere, the generation of patterns, and challenges associated with managing weather hazards.
• A2: Biodiversity Under Threat
• Examines natural processes that influence biodiversity, patterns of biodiversity loss, and strategies for its management.
• considering global power, inequality and development from opposite ends of the development spectrum.
• Tectonic Hazards and Activity in depth.
• This option requires independent study, including individual reading and research, enabling students to build a comprehensive portfolio of material.
• The portfolio will serve as a valuable resource, allowing students to select and apply relevant content effectively during the examination.
Unit 1: Global Challenges
Unit 2: Geographical Investigations
Unit 3: The Contested Planet
Unit 4: Geographical Research
GOVERNMENT AND POLITICS
COURSE DETAILS
Exam Board: Edexcel
Qualification Type: A Level
Specification Code: 9PL0
Recommended GCSE Requirement: Grade 6 in English and either History, Business or Geography
Additional Recommendation: An interest in current affairs is essential.
Link to the VLE content: Politics
COURSE INTRODUCTION
Politics, whether you regard the connotations of the word to be exciting, boring or intriguing, is inescapable We are all citizens of the world and as such are involved in politics, whether on a local, national or international scale The study of Government and Politics has never been more important and relevant As the interaction of people becomes increasingly globalised in the 21st century and our futures are being decided by leaders and groups in countries that we may never have been to or studied, it is vital that we have an understanding of how political ideas have evolved and which concepts are currently dominating the political landscape
SKILLS REQUIRED
Students will be expected to work with enthusiasm and to enjoy both independent study and collaborative assignments. No prior knowledge of UK or US Politics is necessary, though having a keen interest in the world around them is a must. The text books and guides are helpful, but the biggest resource will be access to a range of news outlets and journals. Strong essay writing technique, source analysis and an ability to explain ideas concisely is important. There must also be an enthusiasm for debate and a willingness to challenge peers and be challenged by them in a respectful environment.
FUTURE CAREERS AND OPPORTUNITIES
Degree courses include Politics, International Relations, Law, Economics, History, Geography, Journalism and Political Science Future career paths can include working within the Civil Service, Law, Journalism, Political Parties and even the United Nations Politics combines particularly well with History, Geography, Economics, and Business Studies and anyone with an interest in current affairs should consider the subject as a gateway to a better understanding of the world around us
COURSE CONTENT
Political Participation: students will study: Democracy and participation, political parties, electoral systems, voting behaviour and the media
Paper 1: UK Politics
Paper 2: UK Government
Paper 3: Comparative Politics
The constitution, parliament, Prime Minister and executive, relationship between branches Non-core political ideas: Nationalism
The US constitution, US Congress, US presidency, US Supreme Court and civil rights, democracy and participation, comparative theories
GRAPHIC COMMUNICATION
COURSE DETAILS
Exam Board: Edexcel
Qualification Type: GCE A Level in Graphic Communication
Specification Code(s): 9GC0
Recommended GCSE Requirement: Level 6
Additional Recommendations: A portfolio of work showing skill level if no GCSE has been completed.
Link to the VLE content: Graphic Communication
COURSE INTRODUCTION
An art student benefits from a mix of technical, creative, and personal skills to succeed and thrive in their studies
Key skills include the ability to observe details closely and interpret them creatively Proficiency in foundational skills like drawing, painting, and using various art tools and mediums is essential These skills are the building blocks for expressing ideas accurately and confidently While an innovative mindset and a willingness to experiment are crucial for pushing boundaries and developing a unique artistic voice Finally, art projects often require significant time and patience Managing deadlines and maintaining consistent practice is vital to improvement
SKILLS REQUIRED
An art student benefits from a mix of technical, creative, and personal skills to succeed and thrive in their studies
Key skills include the ability to observe details closely and interpret them creatively Proficiency in foundational skills like drawing, painting, and using various art tools and mediums is essential These skills are the building blocks for expressing ideas accurately and confidently While an innovative mindset and a willingness to experiment are crucial for pushing boundaries and developing a unique artistic voice In addition, all art students must be able to assess their work objectively and understand the artistic intentions behind others’ work This includes analyzing technique, style, and meaning Finally, art projects often require significant time and patience Managing deadlines and maintaining consistent practice is vital to improvement
FUTURE CAREERS AND OPPORTUNITIES
•Graphic Design
•Illustration
•Digital Marketing
COURSE CONTENT
Overview:
•Brand Design
•Advertising and Media
•Art Director
•Animator
•Creative Director
AO1 - Develop ideas through sustained and focused investigations.
AO3 - Record ideas, observations and insights relevant to intentions.
AO4 - Present a personal and meaningful response that realises intentions.
Students must continue to work within the same title as component 1.
HISTORY
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International A Level
Specification Code(s): XHI01 and YHI01
Recommended GCSE Requirement: Grade 6 in History
Additional Recommendations: If History has not been taken as an (I)GCSE then a Grade 6 or higher in another (I)GCSE Humanities subject is required and a consultation with the Head of Department.
Link to the VLE content: History
COURSE INTRODUCTION
In a world that is increasingly global in nature, it has never been more vital to develop an understanding of where we have come from in order to shape where we are going By choosing History at A Level, students can expect to grapple with the interaction of political, economic and social causes and consequences of major turning points in history and hopefully gain a better understanding of the events that are prominent in the news today Those who enjoy stories will love the opportunity to pursue a study of the subject in greater depth and breadth than at (I)GCSE level, whilst having the confidence that the skills they have learned thus far will stand them in good stead for the more challenging nature of their studies in the Sixth Form History is recognised as a strong discipline to have studied no matter what university course is being applied for as it teaches vital skills that are indeed universal
SKILLS REQUIRED
Students will be expected to have a keen interest in understanding the world we live in and to discern fact from fiction. A willingness to research independently and work collaboratively, combined with decent organizational skills, will be beneficial as will an enthusiasm for reading widely around the subject Good planning and essay writing technique will be important, as well as an eye for source analysis and an ability to write with precision There will also be plenty of opportunity to debate and present ideas during class discussions
FUTURE CAREERS AND OPPORTUNITIES
History is often considered vital as a stepping-stone to a career in Law, Politics, International Relations and the Media. Other potential career pathways include working within the Civil Service, Research, Business, Finance, Management and Teaching The skillset developed by studying History is highly valued in many fields from Medicine to Criminal Psychology.
COURSE CONTENT
WHI01/01: Depth study and interpretations
French Revolution 17741799,
WHI02/01: Breadth study and source evaluation
Russia 1917-91: From Lenin to Yeltsin
WHI03/01: Thematic study and source evaluation Civil Rights and Race Relations in the USA, 11865-2009
WHI04/01: International Study with Historical Interpretations
The Cold War and Hot War in Asia, 1945-90
MATHEMATICS
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International A Level
Specification Code(s): YMA01
Recommended GCSE Requirement: 8 in IGCSE/GCSE Mathematics
Additional Recommendations: None
Link to the VLE content: Mathematics
COURSE INTRODUCTION
Mathematics is both challenging and rewarding During the course students will develop an awareness of the relevance of Mathematics to other fields of study, to the world of work and to society in general They will extend their range of mathematical skills and techniques to enable them to reason logically and to recognise how situation may be translated into a mathematical model in order to solve real-world problems
SKILLS REQUIRED
Students should take Mathematics A Level if they enjoy solving problems, having to think logically and working with others It is useful alongside all other A Levels as it shows that students are able to think logically and make critical and analytical conclusions The most obvious example is Physics, but the transferable skills learned in Mathematics A Level work well with Geography, Biology, Chemistry, Economics and many other subjects
FUTURE CAREERS AND OPPORTUNITIES
A Level Mathematics is an essential requirement for degrees such as Accountancy and Economics, and is very highly recommended for most STEM (Science, Technology, Engineering and Mathematics) courses.
Mathematics is used in many different contexts such as commerce, computing, engineering, social sciences, science and technology. Studying Mathematics helps individuals to develop the problem-solving and logical thinking skills that many university courses and employers require.
COURSE CONTENT
Algebra and functions
Coordinate geometry in the (x, y) plane
Trigonometry
Differentiation
Integration
Proof
Algebra and functions
Coordinate geometry in the (x, y) plane
Binomial expansion
Differentiation
Integration
Vectors
Proof
Algebra and functions
Coordinate geometry in the (x, y) plane
Sequences and series
Exponentials and logarithms
Trigonometry
Differentiation
Integration
Mathematical models in mechanics
Vectors in mechanics
Kinematics of a particle moving in a straight line
Dynamics of a particle moving in a straight line or plane
Statics of a particle
Moments
Algebra and functions
Trigonometry
Exponentials and logarithms
Differentiation
Integration
Numerical methods
Mathematical models in probability and statistics
Representation and summary of data
Probability
Correlation and regression
Discrete random variables
Discrete distributions
The Normal distribution
P1: Pure Mathematics 1 WMA11
P2: Pure Mathematics 2 WMA12
P3: Pure Mathematics 3 WMA13
P4: Pure Mathematics 4 WMA14
M1: Mechanics1 WME012
S1: Statistics 1 WST01
MUSIC AND MUSIC TECHNOLOGY
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: A Level
Specification Code(s): Music: 9MU0, Music Technology: 9MT0
Recommended GCSE Requirement: Music: Grade 7+, Music Technology: Grade 6+
Additional Recommendations: Music: Students should be able to perform at an ABRSM (or equivalent) Grade 7 standard on their instrument by the end of Year 13. There are no additional requirements for Music Technology.
Link to the VLE content: Music/Music Technology
COURSE INTRODUCTION
Music A Level will support students in forming personal and meaningful relationships with music, through the development of musical knowledge, understanding and skills, including performing, composing and appraising Students will be encouraged to engage critically and creatively with a wide range of music and musical contexts They will develop an understanding of the place of music in different cultures and contexts, and reflect on how music is used in the expression of personal and collective identities
Music Technology A Level will support students in forming personal and meaningful relationships with music technology through the development of knowledge, understanding and skills These include recording, technology-based composition, listening, analysing and producing Students will be encouraged to engage with a wide range of music technology techniques and develop an understanding of the historical and cultural contexts of the use of music technology in the creation and production of music
SKILLS REQUIRED
Music and Music Technology A Level both involve a blend of structured work and independent learning, demanding students to be strong across a number of different areas During both courses, students will be able to: broaden their musical experience and interests; develop as effective, independent learners and as critical and reflective thinkers with enquiring minds; develop their performing skills to demonstrate an understanding of musical elements, style, sense of continuity, interpretation and expression; develop their composing skills to demonstrate the manipulation of musical ideas and the use of musical devices and conventions; and appraise contrasting genres, styles and traditions of music, and develop understanding of musical contexts and a coherent awareness of musical chronology.
FUTURE CAREERS AND OPPORTUNITIES
Both Music and Music Technology A Level courses allows students to develop particular strengths and interests, encourage lifelong learning and provide access to higher education and university degree courses in Music and Music-related subjects. With unique and transferable skills, Music students have fantastic prospects in a variety of industries. Music graduates go on to do a wide range of jobs: 50% work in the creative industry but 50% go on to be employed in the finance, banking, legal and consultancy sector.
MUSIC AND MUSIC TECHNOLOGY
COURSE CONTENT
MUSIC
Performing (30%) 8-12 minutes solo recital performance (60 marks)
MUSIC TECHNOLOGY
Recording (20%)
One studio recording, chosen from a stimulus of 10 songs provided by Edexcel. (60 marks)
Composition (30%)
Two compositions: one to a brief set by Edexcel and one free composition (60 marks)
Composition (20%)
Technologybased composition: one selected from three briefs set by Edexcel and based on synthesis/sampling. (60 marks)
Appraising (40%) 2 hours 10 minutes written examination (100 marks)
Additional Recommendations: A portfolio of work showing skill level if no GCSE has been completed.
Link to the VLE content: Photography
COURSE INTRODUCTION
Photography has been used by practitioners to record, document and present examples of everyday life, in ordinary and extraordinary circumstances. It has also been used as the vehicle for artistic expression, communicating personal ideas about the world around us. It is used to convey personal identity more widely than any other art form, is applied in the creative process across art, craft and design and is widely used in social, commercial and scientific contexts. The development of affordable lens-based technology has changed the way that both professionals and the public use photography.
SKILLS REQUIRED
An art student benefits from a mix of technical, creative, and personal skills to succeed and thrive in their studies Key skills include the ability to observe details closely and interpret them creatively Proficiency in foundational skills like drawing, painting, and using various art tools and mediums is essential These skills are the building blocks for expressing ideas accurately and confidently While an innovative mindset and a willingness to experiment are crucial for pushing boundaries and developing a unique artistic voice In addition, all art students must be able to assess their work objectively and understand the artistic intentions behind others’ work This includes analyzing technique, style, and meaning Finally, art projects often require significant time and patience Managing deadlines and maintaining consistent practice is vital to improvement
FUTURE CAREERS AND OPPORTUNITIES
Studying Art & Design in any of its specifications at A-level is a versatile choice that opens doors to a range of creative, tech-driven, and marketing-related fields It’s ideal if you’re passionate about design, creativity, and communicating visually, and it can lead to a fulfilling career in several rapidly growing industries such as a Graphic Design, Illustration, Digital Marketing, Brand Design, Advertising and Media, UI/UX Designer, Art Director, Animator and Creative Director
COURSE CONTENT
Overview:
AO1 - Develop ideas through sustained and focused investigations.
AO3 - Record ideas, observations and insights relevant to intentions.
AO4 - Present a personal and meaningful response that realises intentions.
Students must work within one of the following titles: Art, Craft and Design, Fine Art, Graphic Communication, Textile Design, Three-dimensional Design, Photography.
Overview:
AO1 - Develop ideas through sustained and focused investigations.
AO2 - Explore and select appropriate resources, media, materials,
Techniques & processes.
AO3 - Record ideas, observations and insights relevant to intentions.
AO4 - Present a personal and meaningful response that realises intentions.
Students must continue to work within the same title as component 1.
Component 1 – 60% of Total Qualification
Component 2 - 40% of Total Qualification
PHYSICAL EDUCATION
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: A Level
Specification Code(s): 9PE0
Recommended GCSE Requirement: Grade 6 in GCSE PE or equivalent in Biology
Additional Recommendations: A keen interest in the sports industry and a background of taking part in sport outside of school would be beneficial.
Link to the VLE content: Physical Education
COURSE INTRODUCTION
The Pearson Edexcel A Level in Physical Education is a dynamic and comprehensive qualification that examines the science behind sports performance, psychology in sport, and the social and cultural impacts of physical activity Combining theoretical study with practical assessment, students explore biomechanics, exercise physiology, and skill acquisition while honing their abilities in one chosen sport This course fosters critical thinking and analytical skills, preparing students for further education and careers in sports science, coaching, teaching, and health professions Assessment includes examinations, practical performance and coursework encouraging real-world application of knowledge
SKILLS REQUIRED
Success in the Pearson Edexcel A Level in Physical Education requires a blend of academic understanding, practical expertise, and dedication. Students should have a strong interest in physical activity, sports science, and the psychological and social factors influencing performance Critical thinking, problem-solving, and analytical skills are essential for interpreting data and applying theoretical concepts to real-world scenarios. Effective time management and the ability to work independently are vital to balancing coursework and practical assessments A commitment to improving performance in a selected sport is also a key component of the program
FUTURE CAREERS AND OPPORTUNITIES
Completing the Pearson Edexcel A Level in Physical Education opens pathways to diverse career opportunities in sports and health industries Students can pursue university courses in sports science, physiotherapy, sports medicine, nutrition and teaching The course also lays a strong foundation for specialized fields like biomechanics, sports psychology, and nutrition With its focus on analysis, research, and performance, the qualification prepares students for higher education and careers in a variety of different sectors
COURSE CONTENT
• Applied anatomy and physiology
• Exercise physiology
• Biomechanics
Assessed in a 2hr 30min exam worth 40% of the overall qualification grade.
• Skill acquisition
• Sport psychology
• Sport and society Assessed in a 2hr exam worth 30% of the overall qualification grade.
Students will participate in one of the sports in the curriculum as either a player or a coach. Students will receive a grade out of 40 marks which equates to 15% of the overall qualification grade.
As a player or coach students will analyse two elements of a physical activity: one physiological and the other either a tactical or technical aspect. Additionally, in the same role students will design, implement, and critically evaluate a Performance Development Programme tailored to enhance performance.
Component 1: Scientific Principles of Physical Education (9PE0/01)
Component 2: Psychological and Social Principles of Physical Education (9PE0/02)
Component 3: Practical Performance (9PE0/03)
Component 4: Performance Analysis and Performance Development Programme (9PE0/04)
PHYSICS
COURSE DETAILS
Exam Board: Edexcel International
Qualification Type: A Level
Specification Code: YPH11
Recommended GCSE Requirement: Level 9 in Physics and Level 9 in Mathematics
Additional Recommendation: Good Level in English
Link to the VLE content: Physics
COURSE INTRODUCTION
Students are expected to apply knowledge, understanding, and skills, including analysing and evaluating scientific information and evidence They should demonstrate knowledge by recalling, describing, and defining, and understanding by explaining and applying concepts Mathematical skills, such as solving equations, using standard form, and working with ratios, are essential, alongside familiarity with SI units, estimation, and measurement limits Practical work is central, with 16 core activities linking theory to practice Students will develop confidence in using apparatus, designing investigations, and analysing data Examinations assess practical skills within core and novel scenarios, with success relying on robust laboratory experience Papers 3 and 6 test planning, risk management, data handling, and critical analysis, including uncertainties and errors
SKILLS REQUIRED
Completing A Level Physics requires strong analytical and problem-solving skills, along with a solid understanding of mathematics, including algebra, trigonometry, and data analysis. Students should have the ability to think critically, interpret scientific data, and evaluate experimental outcomes. Practical skills are essential, such as handling laboratory equipment safely, designing experiments, and analysing results with precision. Time management, attention to detail, and logical reasoning are vital for tackling challenging concepts and calculations. A curious mindset and the ability to connect theory to real-world applications are also important for success in A Level Physics.
FUTURE CAREERS AND OPPORTUNITIES
A Level Physics opens pathways to diverse careers and opportunities It is essential for fields like engineering, medicine, data science, and renewable energy Physics develops analytical, problem-solving, and mathematical skills, valuable in finance, computing, and technology It also leads to roles in research, astrophysics, and teaching The subject’s emphasis on practical skills and critical thinking prepares students for innovation in cutting-edge industries, making it a cornerstone for both academic pursuits and professional success
COURSE CONTENT
• Mechanics
• Materials • Waves and Particle Nature of Light • Electric Circuits
Students are expected to develop experimental skills, and a knowledge and understanding of experimental techniques, by carrying out a range of practical experiments and investigations while they study Units 1 and 2.
• Further Mechanics
• • Electric and Magnetic Fields
• • Nuclear and Particle Physics
• • Thermodynamics
• • Nuclear Decay
• • Oscillations
• • Astrophysics and Cosmology
• This unit will assess candidates' knowledge and understanding of the experimental procedures and techniques that were developed in Units 4 and 5.
Unit 4: Further Mechanics, Fields and Particles WPH14/01
Unit
PSYCHOLOGY
COURSE DETAILS
Exam Board: Oxford-AQA International
Qualification Type: AS and A Level
Specification Code: 9685
Recommended GCSE Requirement: Sciences 6, English 6, Math 6, GCSE Psychology 6 (but not essential to have completed Psychology GCSE)
Link to the VLE content: Psychology
COURSE INTRODUCTION
Psychology is fascinating because many people are interested in why we think and behave the way we do Is behaviour influenced by our biology or our environment? How much choice do we have in what we do? How can we study human behaviour scientifically? Is Psychology even a science? These are some of the questions explored across a number of fascinating topics
SKILLS REQUIRED
Students analyse and evaluate data, develop critical thinking, essay writing skills and research investigation Knowledge and understanding of research methods, practical research skills and mathematical skills are key These skills are developed through study of the specification content and through ethical practical research activities, involving data handling and analysis
FUTURE CAREERS AND OPPORTUNITIES
Studying psychology gives individuals a broad range of skills that span the sciences, humanities and arts, opening up a variety of opportunities with employers Students can study Psychology at university and can then specialize into a range of psychologists in a PhD such as: clinical, educational, forensic or occupational psychologist Students can also take a variety of courses to become counsellors or work within the mental health field
COURSE CONTENT
• Social influence
• Memory
• Psychopathology
• Cognitive development
• Biopsychology
• Research methods
• Psychology of sleep • Schizophrenia
• Advanced Research Methods
• Approaches in Psychology
• Issues and Debates
• Applied PsychologyPsychology in the workplace
SPANISH
COURSE DETAILS
Exam Board: AQA
Qualification Type: A Level
Specification Code): 7692
Recommended GCSE Requirement: Grade 7
Additional Recommendations: None but try to expose yourself as much as possible to French. E.g.: Watch Netflix in French, YouTube in French, etc.
Link to the VLE content: Spanish
COURSE INTRODUCTION
Students will study technological and social change, looking at the multicultural nature of Hispanic society They will study highlights of Hispanic artistic culture, including a focus on Spanish regional identity and the cultural heritage of past civilisations Students will explore the influence of the past on present-day Hispanic communities
Throughout their studies, they learn the language in the context of Hispanic countries and issues and influences which have shaped them Students will study the play La Casa de Bernarda Alba and the film Volver and will have the opportunity to carry out independent research on an area of their choice
SKILLS REQUIRED
Students will be expected to work independently to improve vocabulary and grammar They will also have to come to lessons having researched specific topics and themes and be prepared to discuss thoughts and ideas with teachers and fellow students Spanish will be the main language of instruction and so students must be prepared to present their work in Spanish and maintain a high level of fluency when expressing themselves
FUTURE CAREERS AND OPPORTUNITIES
Language skills alone are already an advantage in potential employers’ eyes, but Spanish even more so, as it’s so widely spoken Many British and American companies conduct business in Spanish-speaking countries, and with over 30 million Spanish speakers in the US alone, it’s a great skill to have if you’re looking to work abroad
The study of Spanish at A Level can lead to a variety of different university courses and careers including, Translation, Travel and Tourism, Marketing, Law, European Studies, Teaching, Business Studies and many more
COURSE CONTENT
1: Social Issues and Trends
• Modern and traditional values (Los valores tradicionales y modernos)
• Cyberspace (El ciberespacio)
• Equal rights
• Analyse and write about the movie.
• Analyse and write about the film.
Political and Artistic Culture
• Modern day idols (La influencia de los ídolos)
• Spanish regional identity (La identidad regional en España)
• Cultural heritage (El patrimonio cultural)
• Today’s youth, tomorrow’s citizens (Jóvenes de hoy, ciudadanos del mañana)
• Monarchies and dictatorships (Monarquías y dictaduras)
• Popular movements (Movimientos populares)
Unit
Unit 2:
The Movie: Volver
Unit 3:
The Book: La Casa de Bernarda Alba
Unit 4:
SPORT
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA IN SPORT
COURSE DETAILS
Exam Board: Pearson Edexcel
Qualification Type: International BTEC
Specification Code: DJJJ5
Recommended GCSE Requirement: Grade 5 in GCSE PE or equivalent in Biology
Additional Recommendations: A keen interest in the sports industry and a background of taking part in sport outside of school would be beneficial.
Link to the VLE content: Sport BTEC
COURSE INTRODUCTION
This course is equivalent in size to one International A Level The International BTEC qualification is a two-year vocational qualification that involves a learning and assessment style that is different to traditional GCSE and A Level courses as there are no external examinations to write for this course This qualification combines academic knowledge and practical application, which allows you to progress to higher education or go straight into employment The Sport pathway is designed to provide an overview of the sector, giving learners the opportunity to gain a broad understanding of the sport industry Learners will study a range of mandatory units such as Health, Wellbeing and Sport
SKILLS REQUIRED
BTEC Sport requires students to engage in both practical and theory related study A keen interest in the sports industry and a background of taking part in sport will be beneficial to students in this subject Students should be able to apply their sporting knowledge to theory content and be able to analyse and evaluate in depth The ability to work independently to carry out further research will be required to develop breadth of knowledge
FUTURE CAREERS AND OPPORTUNITIES
The BTEC Sport course is a career-focused qualification that equips learners with the employability skills needed to progress to employment or further education. Career opportunities and pathways that students can pursue upon completion of this course are: Physical Education Teacher, Sports Coach, Strength and Conditioning Coach, Sports Analyst, Sports Nutritionist, Sports Psychologist, Sports Development Officer and many other jobs within the ever growing sports industry.
COURSE CONTENT
YEAR 12
• Learners will explore the importance of physical activity and wellbeing on different types of participants.
• This will include investigating physical and mental health and suggesting ways to improve them.
YEAR 13
• Learners develop an understanding of the psychological demands of sport.
• This will include personality theory, motivation and techniques to improve sporting performance.
• Learners will explore the structure and function of the skeletal, muscular, cardiovascular and respiratory systems and develop an understanding of the fundamentals of the energy systems.
• Learners will gain an understanding of fitness testing and the importance of health screening and health monitoring tests.
• Learners explore key opportunities and requirements associated with organising sports and fitness events, producing their own promotional materials and planning and delivering a sports event.
Unit 1: Health, Well-being and Sport Unit 27: Sports Psychology
Unit 28: Fitness Testing
Unit 24: Applies Sports Anatomy and Physiology
Unit 30: Organizing Events in Sports and Physical Activities
