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A Level Options A Level & BTEC Level 3 Options 2021-2023


OUR CORE VALUES z

We respect the needs and rights of each member of our community.

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We show care, kindness and compassion to others.

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We are supportive of each other.

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We embrace diversity and celebrate individuality.

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We are responsible and honest in our actions.

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We promote a sense of personal identity and a global mindset.

OUR MISSION We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.

OUR AIMS z

To promote a culture of excellence in teaching and learning.

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To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.

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To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly interconnected world.

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To ensure a supportive, happy and secure environment for learning.

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To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.

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To encourage the physical and emotional wellbeing of each individual.

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To use innovative pedagogy and technology to enrich learning.

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To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.

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To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.

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The DBIS Community


Welcome to the Senior School Discovery Bay International School is a community that encourages all of its students to recognise and achieve their potential. Our learning philosophy recognises students as individuals who are supported in their academic and holistic development. Our shared values underpin all that we do and are referenced throughout our teaching and cocurricular programmes. Our learners are encouraged to pursue their passions and to challenge themselves when faced with difficulties. The goal of our Senior School programme is to maximise the chances for all students to progress to their chosen higher education destination or preferred career paths. This is done through a rigorous AS/A Level programme underpinned by a comprehensive academic support framework. Equally, a core curriculum, which includes Physical Education and Learning for Life, will provide Year 12 and Year 13 students with a balanced and well-rounded programme. The Learning for Life Programme for Year 12 & 13 students covers the following topic areas: Personal Wellness; Money Skills; Professional Identity; Work Experience and the University application process. Year 12 and Year 13 will experience learning across two well-resourced campuses and will be supported by a team of specialist teachers. This is aided by small class sizes, where strong relationships are formed and there is a genuine sense that we are all working together towards the same outcomes. Positive relationships are recognised as a leading factor in student learning and this is something that is a strong feature of our school. In addition to our A level programmes, we currently offer the BTEC National Business and BTEC National Travel & Tourism qualifications to those students entering Year 12. These qualifications are each designed to occupy one-third of a typical study programme and can be taken alongside A levels. Our experienced professionals deliver high-quality teaching of subject content and related skills, alongside providing wide-ranging learning opportunities across the various qualifications offered in our Senior school. Our staff recruitment process is a global one, leading to exciting and innovative ideas in the classroom. Our students can expect a truly international education. Our emphasis on preparing our students for success both in school and also in life beyond our campus is evident in the approach taken to teaching and learning. We place a focus on students exploring ideas and developing their own creative solutions to problems, and staff are always ready to provide support in these endeavours. When students depart Discovery Bay International School, they leave a very special environment that has prepared them for their place in the global community. I look forward to working with you all. Regards, Simon Oakley Head of Secondary

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Options Blocks Having recently received early subject preferences from the students, we are pleased to share the final options blocks for the A-Level 20212023 programme. We have endeavoured to meet the desired subject combinations of the cohort, however, in a small number of instances it has not been possible to provide all students with their preferred 3 or 4 subjects. Students are expected to select three subjects, each one from a different option block. For example, a student may opt for Biology (Block 1), Geography (Block 2) and English Literature (Block 3). Some may wish to choose 4 subjects, but with this comes a significant increase in workload and should be carefully considered after conversations with respective teachers. A BTEC subject is considered the equivalent of one A Level, students opting for these courses will still select a total of three (or four subjects) for Year 12. Block 1 Biology

Block 2 Chemistry

Block 3 English Literature BTEC Business Geography Music Business Studies

Physical Education

Physics

Block 4 *Further Mathematics Psychology

Block 5 *Further Mathematics Art & Design: Fine Art Media Studies BTEC Travel & Tourism Mathematics Spanish

Whilst we will work to ensure that each of the combinations can be offered, there can be no guarantees that we can cater successfully to these combinations. In this instance, staff will contact students and parents to discuss possible alternatives. *Please note: If you are choosing Further Mathematics it must be chosen in both Block 4 and Block 5. Alongside the optional subjects, all students will take part in Physical Education (non-examined) Learning for Life (personal development).

z z

Students will also have a number of supervised study sessions each cycle where they will be expected to independently prepare for their lessons.

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How to select subjects The selection of subjects for study in Year 12 and 13 is an important time in any student’s academic journey. Selections at this stage will impact choices that are available for study at higher education and as a result a great deal of care must be taken in deciding what subjects to study. The task may seem daunting in the first instance but with careful planning and support from the school, students will begin Year 12 with confidence in their decisions. The key areas that should be considered when making subject choices are:

Passion for the subject Students should always consider subject areas where they have a genuine passion for study. During the two year course, there will be times where content and time management becomes more challenging and these are much easier to overcome when there is a passion for the subject.

Personal Strengths An important part of learning is to reflect on areas of personal strength and development. These should be considered when making choices for an A Level course of study. Recognition of the way you learn may provide insight into subjects where success can be achieved.

Higher Education and Career Goals Consideration of study beyond school is critical in the option selection process. Some university courses have prerequisite study requirements at school and it is important that potential future options are kept open. Further information about higher education can be found by visiting the following websites: This is an excellent resource for learning more about universities & career paths in general. It has some very useful guiding questions to get started - Target Careers This is a very useful website to read more about subjects in certain areas, whether students know which degree they would like to study or not, this website can provide more insight into subject areas Informed Choices This is a great starting point for considering degrees in the US, even if students have no idea what they want to study at this point Big Future This article will be of interest to students considering Australian Universities, recommended to use after students have made some initial decisions about subjects & courses - Choosing an Australian University If you need any further advice, please contact either Mr Tom Lemon (tlemon@ dbis.edu.hk) or Mr Peter Roberts (proberts@ dbis.edu.hk).

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Timeline for choosing and confirming student’s Year 12 subject choices E-booklet & associated subject videos published Initial option choices open Initial option choices closed Option blocks finalised Final e-booklet sent to parents Online Parent Q&A with Subject specialist Final option choices open Final option choices closed Options confirmation sent to students and parents

Friday 25th September Friday 25th September Monday 5th October Monday 12th October Friday 16th October Wednesday 28th October Thursday 29th October Friday 6th November Friday 20th November

Information pertaining to the securing of places and payment of the deposit will be sent out alongside the options confirmation letters on Friday 20th November.

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Student Support University Guidance and Pathways During Year 12, students will be offered a great deal of advice in anticipation of applying to higher education institutions in Year 13. All students will receive individual support in making sure their applications are completed to a standard that reflects them as learners and are submitted at the appropriate time. Where necessary the school will directly contact individual universities to clarify entry requirements. Students will also have the chance to participate in a number of university fairs that are held throughout Hong Kong (please be aware this will depend on HK Government regulations with regards to public gatherings). This will give students a chance to meet with representatives face to face to discuss their personal application.

Learning Support All learners have natural strengths and areas for development. The Learning Support faculty help to put in place structures that will aid learning in the classroom for students that have identified learning needs. This support can be either in or out of lessons from subject specialists or other staff across the Secondary School. It is recognised that all learners are different and Learning Support ensures that individual pathways are established.

Pastoral Support Pastoral care at Discovery Bay International School has been developed to ensure that all students are supported, as individuals, to achieve their potential across all aspects of school life. The DBIS values, mission and aims underpin the pastoral care provision and provide a framework for the way we support the young people in our care. The form tutor plays a fundamental role in guiding individuals within their tutor group. The tutor is the first point of contact for teachers, students and parents. Through individual contact during registration time and one to one tutoring, for m tutors make a significant contribution to the student’s social and academic development. Further support is available through the Year Group Leader and Head of Secondary, where necessary counselling services are available for students in need of emotional and mental health support.

Entry Requirements Minimum entry requirements for Senior School are 5 grade C/4 IGCSEs across students results. Furthermore, we would expect higher grades (B+/5+ grades) in students chosen A Level subjects. Please note: while we follow the entry requirements as much as possible we also take into account individual circumstances when accepting students. In such cases, a meeting will be arranged between the student and their parent/s, and the Head of Secondary, Year Group Leader and respective Curriculum Group Leader/s.

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Art & Design Edexcel Art and Design (Fine Art) 9FA0 Overview 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. Students should use a variety of tools, materials and techniques, as appropriate, for recording their surroundings and source materials.

Areas of Study Painting and drawing z z z

z

z

characteristics of materials such as plasticity, opacity, translucence, malleability and transparency properties of colour, such as hue, tint, saturation, tone and colour perception materials such as graphite, wax crayon, oil pastel, soft pastel, aquarelle, charcoal, ink, chalk, contÊ crayon, gouache, watercolour, acrylic paint, oil paint, dyes and computer software the use of a range of tools, such as artists’ brushes, decorators’ tools, knives, sponges, digital software, fingers, card squeegees, scrapers, sticks, found objects and natural forms the potential for exploring combinations of materials, such as combining drawn and painted elements, collage, found objects, including inert materials to add textures/impart meaning.

Printmaking z z

print qualities and how they result from different printmaking tools, materials and processes printing processes such as screen printing, intaglio printing, relief printing.

Sculpture z z

z

z

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producing forms in three dimensions, utilising volume, space, materials and movement modelling techniques such as the manipulation of plastic materials such as clay, plaster or wax using hands, tools or using 3D software carving techniques such as cutting and abrading construction techniques such as fixing or joining materials such as card, metals and plastics, using processes such as soldering, brazing, welding, glueing, jointing, riveting, bolting and 3D printing materials such as wood, stone, plaster, leather, clay, textiles, card, plastics, wax, recyclable materials, ready-mades and found objects/materials.


Lens-based image making z

z z

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the production processes of artworks in a range of lens and timebased media, such as mixed media, installation, site-specific, montage, digital, film and video, animation and sound elements that can contribute to lens-based image making such as lighting, sets, environments and sound qualities and functions of various film and video formats, such as 8mm film, analogue video, digital video, HD, 4K, .flv, .mov, .wmv, animated gif editing, including knowledge of the variety of ways in which images might be juxtaposed to create appropriate effects, such as in-camera editing, non-linear, offline edits, use of timekey, compression, in and out points.

Assessment & Examination Component 1 Paper code: 9FA0/01 Title: Personal Investigation z

Internally set, assessed by the teacher and externally moderated.

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Written & practical components

60% of the total qualification

This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s).

Component 2 Paper code: 9FA0/02 Title: Same title as Component 1 z

Externally set, assessed by the teacher and externally moderated.

z

Preparation & 15 hours of examined practical

40% of the total qualification

This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s) in response to an externally set theme.

The link to the Edexcel Art Specification can be found here.

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Biology Edexcel Biology A (Salters-Nuffield) (9BN0) Overview The aims of this course are to enable students to: z

Develop knowledge and understanding of the essential areas of Biology and how they relate to each other

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Attain competence and confidence in a variety of practical, mathematical and problem solving skills

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Develop an interest in, and enthusiasm for, the subject, including developing an interest in further study and careers associated with the subject

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Develop an understanding of how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.

Areas of Study The course is split into eight distinct topics. Topics 1-4 are covered during the AS course (Y12) and topics 5-8 during the A2 course (Y13). Students are also required to complete twelve core practicals during the course.

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Topic 1: Lifestyle, Health and Risk Students build on their understanding of the circulatory system and the importance of lifestyle choices to health with particular reference to the heart and circulation. Topic 2: Genes and Health Students consider biological principles through the context of genetic disease, DNA and protein synthesis, enzymes and monohybrid inheritance. This also allows for discussion of the surrounding social and ethical issues. Topic 3: Voice of the Genome This includes cell structure and ultrastructure, cell division, the role of stem cells, gene expression, cell differentiation and tissue organisation, along with the role of the genotype, epigenetics and the effect of environment on phenotype. Topic 4: Biodiversity and Natural Resources Students look at adaptation and natural selection and how this leads to evolution, combined with concerns about disappearing biodiversity, issues of sustainability and the conservation of endangered species. To p i c 5 : O n t h e W i l d S i d e T h i s b u i l d s a n a p p r e c i a t i o n t h a t photosynthesis is the process that underpins ecosystems. Students consider whether climate change will lead to extinction of species or evolution by natural selection. Topic 6: Immunity, Infection and Forensics Looking at how forensic pathologists use analytical techniques to determine cause of death of an organism, students consider infectious diseases. Topic 7: Run for your Life Centered on the physiological adaptations that enable animals and humans, to undertake strenuous exercise students explore the links between an animal’s physiology and its performance.


Topic 8: Grey Matter This topic demonstrates how an understanding of brain structure and functioning is relevant to issues such as the response to stimuli and the development of vision and learning.

Assessment & Examinations Science Practical Endorsement Students must carry out a minimum of twelve practical activities which together meet the requirements for the qualification: six for the AS qualification and an additional six for the A2 qualification. Students' practical work will be assessed by teachers, using common practical assessment criteria (CPAC) that are consistent across exam boards.

AS Biology This is a linear qualification taken in May 2021. This will not contribute towards the final A2 grade if the student continues to study towards A2 biology in Y13. Paper 1: Lifestyle, Transport, Genes and Health

Paper 2: Energy, Exercise and Co-ordination

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Assessment is 1 hour 30 minutes

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Assessment is 1 hour 30 minutes

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The paper consists of 80 marks

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The paper consists of 80 marks

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Paper code: 8BN0/01

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Paper code: 8BN0/02

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50% of total qualification

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50% of total qualification

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A2 Biology This is a linear qualification taken in May 2022. The AS exam in 2021 will not contribute towards the final grade at A2. Paper 1: The Natural Environment and Species Survival

Paper 2: Energy, Exercise and Co-ordination

Paper 3: General and Practical Applications in Biology

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Assessment is 2 hours

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Assessment is 2 hours

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Assessment is 2 hours

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The paper consists of 100 marks

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The paper consists of 100 marks

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The paper consists of 100 marks

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Paper code: 9BN0/01

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Paper code: 9BN0/02

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Paper code: 9BN0/03

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33.33% of total qualification

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33.33% of total qualification

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33.33% of total qualification

Potential Pathways Studying biology can lead to numerous career pathways, some of which are outlined below. Please take a look at the Royal Society of Biology for more information. z

Botanist

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Biochemist

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Biochemical engineer

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Forensic Science

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Nursing

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Medicine

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Dentist

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Pharmacist

Required materials/equipment/books Year 12

Salters-Nuffield AS/A Level Biology 2015 (Salters-Nuffield Advanced Biology (SNAB))

9781447991007

AS/A Level

Year 13

Salters-Nuffield A Level Biology Student Book 2 + ActiveBook (Salters-Nuffield Advanced Biology (2015))

9781447991014

A Level

Link to the Salter-Nuffield A Level Biology specification can be found here

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Edexcel Overview The BTEC Level 3 Subsidiary Diploma in Business is an Applied General qualification. It is for Year 12 and 13 students who want to continue their education through applied learning and who aim to progress to higher education and ultimately employment in the business sector. The qualification is equivalent in size to one A Level and aims to provide a coherent introduction to study of the business sector.

Areas of Study Pearson BTEC Level 3 Subsidiary Diploma in Business consists of two mandatory units and 3 optional units. These comprise of: Year 12 Components (Mandatory)

Year 13 Components (Optional Units - Please be aware these may change)

Exploring business Learners will: - Explore the features of different business organisations and what makes them successful - Investigate how businesses are organised - Examine the environment in which business organisations operate.

Training and Development Learners will - Investigate training and development in a selected business - Examine the planning and delivery of training programmes in a selected business - Develop an appropriate induction programme for a group of new starters in a selected business.

Research and plan a marketing campaign Learners will: - Explore how different markets are researched using different models and tools - Explore approaches to product marketing nationally and internationally - Develop a plan for a marketing campaign for a new product.

Branding Learners will - Investigate the role of branding in a selected business - Review how branding is used by a selected business - Recommend changes to a brand for an existing product. Career Planning Learners will - Explore employment opportunities to target progression - Examine personal skills and goals to produce a personal career development plan - Develop communication and interview skills to improve employment prospects

BTEC BUSINESS

BTEC Subsidiary Diploma in Business Studies

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Assessment & Examinations This course is 100% coursework based. The methods of assessment will and can be through a wide variety of methods which will reflect what you have achieved during the course, for example photographs, presentations, reports, video footage, and role plays. The course is internally assessed although at least 2 units of work will be sent to an external verifier. Students will keep a portfolio of their work. This includes items such as: photographs, video footage, assignments, computer printouts, questionnaires, checklists, or projects, etc. The evidence will demonstrate what you have learnt and will be looked at during moderation by our assessors.

Grading This course is the equivalent of 1 A level. A Pass is the equivalent of an E, a merit is the equivalent of a C, and a Distinction is the equivalent of an A. This also applies to the equivalent UCAS points.

Required materials/equipment/books A course book is being published this year for this course.

Potential Pathways for further study There are many career pathways for Business students such as Accounting and Finance, Management, Consultancy, Retail and Sales, Marketing and Human Resources etc. Link to the Specification can be found here Link to a BTEC guide for learners and parents can be found here

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BTEC Subsidiary Diploma Travel & Tourism Edexcel Overview The BTEC Level 3 Subsidiary Diploma in Travel and Tourism is for Year 12 and 13 students who want to continue their education through applied learning and who aim to progress to higher education and ultimately employment in the travel sector. The qualification is equivalent to one A Level and aims to provide a coherent introduction to study of the travel sector.

Areas of Study The Subsidiary Diploma consists of two mandatory units and 2 optional units. These include: Year 12 (Mandatory Units)

Year 13 (Optional Units - Please be aware these may change)

The Travel and Tourism Industry Learners will: - Investigate types of travel and tourism, customers and their needs - Explore the contribution of travel and tourism to the economy of global destination - Research travel and tourism organisations - Examine factors affecting the travel and tourism industry.

Worldwide Travel and Tourism Destinations Learners will - Understand how location and features can contribute to the appeal of worldwide destinations and the types of tourism and activities they support - Explore international gateways and transport options to access worldwide destinations - Investigate the suitability of travel plans and itineraries to meet the needs of specified customers - Examine the popularity of worldwide destinations.

Customer Service in Travel and Tourism Learners will: - Explore how effective customer service contributes to organisational success - Demonstrate customer service in different travel and tourism situations - Review effectiveness of own performance in customer service to add value to travel and tourism organisations - Plan to monitor and improve customer service to achieve organisational objectives.

Travel and Tourism Enterprises Learners will: - Carry out market research to identify a new travel and tourism enterprise idea to meet the changing needs of consumers - Develop a start-up plan for a new travel and tourism enterprise to meet the changing needs of consumers - Prepare a marketing strategy to launch the new travel and tourism enterprise to raise consumer awareness - Carry out a pitch for the new travel and tourism start-up plan in order to generate interest in the new travel and tourism enterprise.

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Assessment & Examinations This course is 100% coursework based. The methods of assessment will and can be through a wide variety of methods which will reflect what you have achieved during the course, for example photographs, presentations, reports, video footage, and role plays. The course is internally assessed, however, at least 2 units of work are externally verified. Students must keep a portfolio of their work as evidence. This includes course work, such as: photographs, video footage, assignments, computer printouts, questionnaires, checklists, or projects, etc. The evidence will demonstrate what you have learnt and will be looked at during moderation.

Grading This course is the equivalent of 1 A level. A Pass is the equivalent of an E, a merit is the equivalent of a C, and a Distinction is the equivalent of an A. This also applies to the equivalent UCAS points.

Required materials/equipment/books A course book is being published this year for this course.

Potential Pathways for further study There are many career pathways for Travel and Tourism students such as Air cabin crew, hotel manager, tour manager, tourism officer and travel agency manager.

Links to the Specification Link to the Specification can be found here Link to a BTEC guide for learners and parents can be found here

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Cambridge Assessment International Education: 9609 Overview AS/A Level Business is designed to prepare students for both further studies at Higher Education and for the workplace. The course offers a mix of business theory and practical skills, all of which are applied in a contemporary context. Through Business, students will learn about interactions within the marketplace and strategic planning for organisations. They will develop an understanding of the key aspects of business associated with day-to-day operations, including accounting and human resource management.

Areas of Study There are 5 topics that will be studied in the first year, with all students covering the AS Level content in Year 12. Those continuing into Year 13 will revisit the same topics but will look at more complex theory associated with each, they will also study the area of strategic management. The topics are 1) Business and its environment 2) People in organisations 3) Marketing 4) Operations and project management 5) Finance and Accounting 6) Strategic management (A Level only)

Business Studies

Business Studies

Assessment & Examination Students completing the AS Level qualification will sit two externally assessed papers at the end of Year 12. Students who follow the A Level pathway will sit the same two papers in Year 12 and a third paper in Year 13.

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Component Paper 1 - Short Answer & Essay

AS

A Level

40%

20%

60%

30%

0%

50%

Section A: Four short answer questions (20 marks) Section B: One essay from a choice of three questions (20 marks) Based on the AS Level syllabus content 40 marks Paper 2 - Data Response Data response questions based on AS Level syllabus content 60 marks Paper 3 - Case Study Five questions and one essay (from a choice of two) based on a case study Based on the additional A Level syllabus content and also assumes knowledge and understanding of the AS Level syllabus content 100 marks

Potential Pathways for Business Students There are many career pathways for Business students such as Accounting and Finance, Management, Consultancy, Retail and Sales, Marketing and Human Resources etc.

Required materials/equipment/books Students should have their own laptop for the course Core textbook; Cambridge International AS & A Level Business Coursebook, Peter Stimpson & Alastair Farquharson, third edition, ISBN number 978-1-107-67736-4 Links to the Specification can be found here

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Chemistry Edexcel International A Level Chemistry (YCH11) Overview The aims of this course are to enable students to: z

Develop knowledge and understanding of the essential areas of Chemistry and how they relate to each other

z

Acquire competence and confidence in a variety of practical, mathematical and problem solving skills

z

Develop an interest in, and enthusiasm for, the subject, including developing an interest in further study and careers associated with the subject

Areas of Study The course is split into six distinct units. Units 1-3 are covered during the IAS course (Y12) and Units 4-6 during the A2 course (Y13). Unit 1: Structure, Bonding and Introduction to Organic Chemistry Unit 2: Energetics, Group Chemistry, Halogenoalkanes and Alcohols Unit 3: Practical Skills in Chemistry I Unit 4: Rates, Equilibria and Further Organic Chemistry Unit 5: Transition Metals and Organic Nitrogen Chemistry Unit 6: Practical Skills in Chemistry II

Assessment & Examinations The IAS consists of three externally-examined units (Units 1-3). The IAL consists of six externally-examined units (Units 1-6). The course is modular with students being assessed on units of learning at appropriate stages throughout the course; examinations will be taken in January and June in Year 12 and Year 13.

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Paper 1: Structure, Bonding and Introduction to Organic Chemistry (January 2021)

Paper 2: Energetics, Group Chemistry, Halogenoalkanes and Alcohols (June 2021)

Paper 3: Practical Skills in Chemistry I (June 2021)

z

Assessment is 1h30 minutes

z

Assessment is 1h20 minutes

z

Assessment is 1h20 minutes

z

z

Paper code: WCH11/01

z

Paper code: WCH13/01

Paper code: WCH13/01

z

z

40% of the total IAS

z

20% of the total IAS

20% of the total IAS

z

z

20% of the total IAL

z

10% of the total IAL

10% of the total IAL

This paper will assess the knowledge and application of experimental techniques. Students will develop their understanding through carrying out a range of practical experiments and investigations

This paper will assess the following content: Amount of Substance, atomic structure and the Periodic Table, bonding, structure and core Organic chemistry 


This paper will assess the following content: Energetics and introductory kinetics, inorganic chemistry of Groups 1, 2, and 7, further Organic chemistry and spectroscopy

Paper 4: Rates, Equilibria and Further Organic Chemistry (January 2022)

Paper 5: Transition Metals and Paper 6: Practical Skills in Organic Nitrogen Chemistry Chemistry II (June 2022) (June 2022)

Assessment is 1h45 minutes

z

Assessment is 1h45

z

Assessment is 1h20

z

z

z

Paper code: WCH14/01

Paper code: WCH15/01

Paper code: WCH16/01

z

20% of the total IAL

20% of the total IAL

z

z

10% of total qualification

This paper will assess the following content: Redox equilibria, the chemistry of transition metals and complex ions and organic synthesis pathways

z

This paper will assess the following content: Chemical kinetics, entropy and equilibria, further Organic chemistry of carbonyl compounds and spectroscopy

This paper will assess the knowledge and application of experimental techniques. Students will develop their understanding through carrying out a range of practical experiments and investigations

Potential Pathways Studying Chemistry can lead to numerous career pathways including, Medicine, Dentistry, Pharmacy Chemical Engineering, Biochemistry, Forensic Science, Climate change Science, Environmental Science

Required materials/equipment/books

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Year 12 (IAS)

Edexcel International AS Level Chemistry Student Book 1 (Edexcel International A Level)

9781292244860

AS/A Level

Year 13 (IAL)

Edexcel International A Level Chemistry Student Book 2 (Edexcel International A Level)

9781292244723

A Level

Year 12/13

Pearson Edexcel International AS/ A Level Chemistry Lab Book

9781292244716

AS/A Level

Link to the Edexcel International A Level specification can be found here  


International A Level English Literature Pearson Edexcel International IAS: Advanced Subsidiary (XET01) IA2/IAL, A Level (YET01) Aims of the course is to enable students to read widely and independently set texts and others that they have selected for themselves. engage critically and creatively with a substantial body of texts and ways of responding to them. develop and effectively apply their knowledge of literary analysis and evaluation. explore the contexts of the texts they are reading and others’ interpretations of them. undertake independent and sustained studies to deepen their appreciation and understanding of English literature, including its changing traditions.

z z z z z

Areas of Study Unit

Content

Unit

Content

1

z Post 2000 poetry z Post-2000 prose

3

z Post-1900 unseen poetry 
 z Prose

2

z Pre-1900 Drama z Post-1900 Drama

4

z Pre-1900 poems from one literary

movement z Shakespeare


Assessment & Examinations Unit 1 Post-2000 Poetry and Prose (AS Level): Externally assessed 
50% of the total IAS 25% of the total IA2 Unit 2 Drama (AS Level): Externally assessed 50% of the total IAS 25% of the total IA2 Unit 3 Poetry and Prose (A Level): Externally assessed 
25% of the total IA2 Unit 4 Shakespeare and Pre-1900 Poetry (A Level): Externally assessed 
25% of the total IA2

Potential Pathways after A Levels Marketing, advertising, journalism, teaching, publishing, communications, librarianship, lawyer, digital copywriter, lexicographer, writer, careers in the public sector. Please access the link to the exam board website here Please access the link to the course specification here

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Geography Cambridge Assessment International Education: 9696 Overview Geography develops students' understanding of different issues affecting people, places and environments in both space and time. Cambridge International AS and A Level Geography will help learners to develop the skills that will prepare them for successful university study.

Learners will develop: z

an understanding of the principal processes operating within physical and human geography as well as the effects of change on these two areas.

z

an awareness of the usefulness of geographical analysis to understand and solve contemporary human and environmental problems.

z

the ability to handle and evaluate different types and sources of information.

z

the skills to think logically and present an ordered and coherent argument in a variety of ways.

Areas of Study Year 12 (AS) Components Physical Topics

Human Topics

Hydrology and Fluvial Systems - The processes, landforms and management of rivers. Atmosphere and Weather - Factors affecting the global energy budget, weather processes and phenomena. Rocks and Weathering - Plate tectonics, weathering and slope processes.

Population - Population change, food security and management. Migration - Internal and International migration. Settlement - Changes in rural settlements, issues of urbanisation and management.

Year 13 (A Level) Components

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Physical Topics

Human Topics

Choose 2 of the 4 optional topics - Tropical Environments - Coasts Environments - Arid and Semi Arid environments - Hazardous environments Students will study the characteristics, landforms, issues and management in each environment.

Choose 2 of the 4 optional topics - Production, location and Change - Economic Transition - Global Interdependence - Environmental Management Students study the characteristics, issues and management of human environments.


Skills needed: z

Map reading.

z

Analyse and Extract information from photographs.

z

Draw and analyse a variety of graphs such as divided bar graphs, scatter graphs, triangular graphs, and dispersion graphs.

z

Extract and analyse pieces of text and numerical data.

Assessment & Examination AS Level - End of Year 12 Paper

Content

Weighting

Paper 1: Physical Geography

Section A: Three data response questions (30 Marks) Section B: One structured question from a choice of 3 including an essay question. Length: 1 hour 30 minutes

50% of AS Level 25% of A Level

Students answer questions on two of the optional topics. Each topic consists of one structured question (10 marks) and a choice of essay questions (20 marks) Length: 1 hour 30 minutes

25% of A Level

Paper 2: Human Geography

50% of AS Level 25% of A Level

A Level - End Of Year 13 Paper 3: Advanced Physical Geography Paper 4: Advanced Human Geography

25% of A Level

This is a modular course meaning that the AS level is worth 50% of the overall A Level. It is possible to drop this subject at the end of Year 12.

Potential Pathways This course is suitable for those who wish to pursue Geography at degree level. There are many different career pathways for Geography students such as Environmental Consultants, Cartographer, town planner, GIS officer, Conservation officer and Landscape Architect.

Required materials/equipment/books - A folder - A laptop Textbook: Cambridge International AS and A level Geography Second Edition by Nagle and Paul Guiness ISBN number: 978-1-471-86856-6

A link to the specification can be found here

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Mathematics 24

Mathematics Edexcel International A-Level in Mathematics: YMA01 Aims of the Course The aims and objectives of these qualifications are to enable students to: z

Develop their understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment.

z

Develop abilities to reason logically and recognise incorrect reasoning, to generalise and to construct mathematical proofs.

z

Extend their range of mathematical skills and techniques and use them in more difficult, unstructured problems.

z

Develop an understanding of coherence and progression in mathematics and of how different areas of mathematics can be connected.

z

Recognise how a situation may be represented mathematically and understand the relationship between ‘real-world’ problems and standard and other mathematical models and how these can be refined and improved.

z

Use mathematics as an effective means of communication.

z

Read and comprehend mathematical arguments and articles concerning applications of mathematics.

z

Acquire the skills needed to use technology such as calculators and computers effectively, recognise when such use may be inappropriate and be aware of limitations.

z

Develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general.

z

Take increasing responsibility for their own learning and the evaluation of their own mathematical development.


Areas of Study AS - Level Pure Mathematics 1

Algebra and functions; coordinate geometry in the (x, y); trigonometry; differentiation; integration.

Pure Mathematics 2

Proof; algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; exponentials and logarithms; trigonometry; differentiation; integration.

Statistics 1

Mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random v a r i a b l e s ; d i s c re t e d i s t r i b u t i o n s ; t h e N o r m a l distribution.

A-Level Pure Mathematics 3

Algebra and functions; trigonometry; exponentials a n d l o g a r i t h m s ; d i f f e re n t i a t i o n ; i n t e g r a t i o n ; numerical methods.

Pure Mathematics 4

Proof; algebra and functions; coordinate geometry in the (x, y) plane; binomial expansion; differentiation; integration; vectors.

Mechanics 1

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.

Assessment & Examination Each unit is externally assessed, has a written examination of 1 hour and 30 minutes and is out of 75 marks.

Potential Pathways Some of the most interesting and well-paid careers revolve around Maths. Careers in finance, medicine, engineering, and business are all open to people with a background in Mathematics, as are careers in technology. Maths being at the very core of all new technological developments.

Required materials/equipment/books Students will need the course books, a scientific calculator and are recommended to also have a graphical calculator (please speak to the teacher before you purchase one as some models are not allowed in examinations).

Link to course specification click here

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Further Mathematics

Further Mathematics Edexcel International - YFM01 Aims of Course The aim of this course is to offer a challenging qualification, which both extends and deepens your knowledge and understanding beyond the standard A level Mathematics. It makes the transition from A-Level to degree courses which are mathematically rich that much easier as for many courses you will be familiar with content for the first year. It is important to note that a student must have a real passion and flare for Mathematics in order to succeed in this course. The course requires the student to attend 9 hours of lessons per week as they would sit 2 A-Levels. The normal A-Level in Year 12 and then study Further Mathematics in Year 13.

Areas of Study (in addition to the A-Level Course) Further Pure Mathematics 1 - Complex numbers; roots of quadratic equations; numerical solution of equations; coordinate systems; matrix algebra; transformations using matrices; series; proof. Further Pure Mathematics 2 - Inequalities; series; further complex numbers; first order differential equations; second order differential equations; Maclaurin and Taylor series; Polar coordinates. Statistics 2 - The Binomial and Poisson distributions; continuous random variables; continuous distributions; samples; hypothesis tests. Mechanics 2 - Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies. Mechanics 3 - Further kinematics; elastic strings and springs; further dynamics; motion in a circle; statics of rigid bodies. Decision Mathematics 1 - Algorithms; algorithms on graphs; algorithms on graphs II; critical path analysis; linear programming.

Assessment & Examination Each Unit (as above)

1 hour 30 min Examination 75 Marks

Required materials/equipment/books Students will need the course books, a scientific calculator and are recommended to also have a graphical calculator (please speak to the teacher before you purchase one as some models are not allowed in examinations).

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Potential Pathways after Further Mathematics A-Level If you are planning to take a degree such as Mathematics, Engineering, Sciences, Computing, Finance/Economics this could be a beneficial course. Link to course specification and be found here

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Media Studies Cambridge Assessment International Education: 9607 Overview The Cambridge Assessment International Education AS or A Level Media Studies encourages learners to be: z

confident, using theoretical approaches to decode media tests and contents, and applying systematic procedures to understand audience behaviour

z

responsible, challenging ideas about the nature of the media and their effects, considering the social, cultural and ethical dimensions

z

reflective, developing an awareness of personal assumptions and being prepared to adopt alternative positions in order to make sense of these

z

innovative, using creative strategies to communicate ideas, to tell stories and to demonstrate aesthetic awareness

z

engaged, by adopting a critical stance in relation to the media and its products, while retaining an appreciation of the complex pleasures for audiences and users.

Areas of Study

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AS Level Components

A Level Components

Coursework: Magazine Production. Exam, Section A: Media Texts Exam, Section B: Media Contexts

Coursework: Music Campaign Production. Exam, Section A: Media Debates Exam, Section B: Media Ecology


Assessment & Examination AS Level: Examination

AS Level: AS Level Coursework

2 hour written examination Section A - analysis of unseen clip from television drama. Section B - essay question based on a news industry case study. Each Section is worth 25 marks. (50 marks) 50% of the AS Level 25% of the A Level

Foundation Portfolio Students complete a production project including research, preproduction, production, postproduction and evaluation of the front cover, contents page and double page feature article for a new magazine. (50 marks). 50% of the AS Level 25% of the A Level

A Level: Examination

A Level: A Level Coursework

2 hour written examination Sections A - 2 questions from choice of 3 based case studies of Media Regulation and power and the media Section B - 1 synoptic question based on media ecology. Each Section is worth 30 marks. (60 marks) 25% of the A Level

Advanced Portfolio Students complete a production project including research, preproduction, production, postproduction and evaluation of a music video, band/artist website and digipak. (50 marks). 25% of the A Level

Potential pathways after A Level Media Studies The course is recognised by universities and employers as proof of knowledge and understanding of the media and its role in our daily lives. Learners develop a set of transferable skills, including the skill of thinking critically about mediated information, understanding its rhetorical qualities, and being aware of the significance of its conditions of production and reception. Learners will also be able to practise this skill to communicate their own ideas in a variety of forms. These skills can be applied across a wide range of degree subjects or employment within areas such as performing arts, broadcast and media, publishing and journalism, advertising, marketing and graphic design, arts, crafts and design, information technology, travel and tourism.

Requirements resources/equipment Students will need their own laptop for the course (an external hard drive is also useful). There is no official textbook for this course (as yet).

Link to Course Specification Please access the course specification here

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Music Cambridge Assessment International Education AS & A Level Music: 9483 Overview AS/A Level Music enables students to develop an appreciation of music through listening, composing and performing. Students develop aural appreciation of a variety of Western and nonWestern musical styles, genres and traditions developing an informed critical response to music. They will also develop creative and interpretative skills through composing and performing in Western and/ or non-Western traditions with a deepened understanding of music in its wider cultural context. Students will communicate understanding confidently, supporting judgements with evidence-based arguments and develop the skills and understanding needed for the study of music in higher education and/or lifelong learning.

Areas of Study AS Level Components

A Level Components

Paper 1

Candidates will take 2 of either:

A: Compositional Techniques and Performance Practice B: Understanding Music C: Connecting Music

Component 3: Extended Performance

Component 2: Practical Musicianship A: Performing B: Composing

Component 4: Extended Composition Component 5: Investigating Music

Assessment & Examination Paper 1

2 hour listening paper with 3 sections: A: Compositional Techniques and Performance Practice B: Understanding Music C: Connecting Music

60% of the AS, 30% of the A Level. Externally assessed.

Component 2

A: Performing: candidates will submit a 6-10 minute performance

40% of the AS level, 20% of the A-level Internally assessed and externally moderated

B: Composing: candidates will submit 2 contrasting compositions Component 3

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Performing; 15-20 minute performance and a 1000-1500 word research project Externally assessed

25% of the A-level


Component 4

Composition; 6-8 minute composition and a 1000-1500 word research project

Externally assessed 25% of the A-level

Component 5

Investigating Music; a 2500-3000 word essay and a 500 word reflective statement Externally assessed

25% of the A-level

Potential Pathways After A-level Whilst Music can be a useful subject for Arts and Media courses at university, the most obvious degree pathway is going on to a degree in Music, which can lead to a range of exciting career options, including becoming a professional musician, a sound technician, a music therapist, a teacher, a composer for genres such as film, media, arcade and TV, or a private tutor.

Required materials/equipment/books Students will need to complete grade 5 music theory following the ABRSM syllabus in the first term of the course and must be taking lessons on an instrument with a teacher. Exam specification link is here

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Physical Education Cambridge Assessment International Education: 9396 Overview The aims of a course of Cambridge International AS or A Level Physical Education are: z

To provide a knowledge and understanding of the conceptual basis, structure and function of a selection of physical education activities.

z

To develop understanding and problem-solving skills (interpretation and evaluation).

z

To develop planning and practical skills for effective performance.

z

To foster an ability to relate practice to theory, and theory to practice.

z

To develop an understanding of the physiological, socio-cultural and psychological factors which influence physical education.

z

To provide an experience which is valuable, both as a means of personal development and as a foundation for employment or more advanced study.

z

To develop the capacity to think critically about the relationships between the different factors influencing performance.

z

To develop a capacity to explain global trends in physical education and sport.

Areas of Study

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AS Level Components

A Level Components

Section A: Applied anatomy and physiology. Section B: Acquiring, developing and performing movement skills. Section C: Contemporary studies in physical education and sport.

Section A: Exercise and sport physiology. Section B: Psychology of sport performance. Section C: Olympic Games: a global perspective.


Assessment & Examination AS Level: Examination

AS Level: AS Level Coursework

2 ½ hours written examination covering Sections A, B and C as outlined above. Each Section will be worth 30 marks. (90 marks)

Two activities/sports. (Each sport marked out of 30 marks)

70% of the AS Level

Design, explain and follow an action plan for improvement in one of their chosen activities. (30 marks)

35% of the A Level

30% of the AS Level 15% of the A Level

A Level: Examination

A Level: A Level Coursework

2 ½ hours written examination covering Sections A, B and C as outlined above. Each Section will be worth 30 marks. (90 marks)

Two activities/sports. (Each sport marked out of 30 marks)

35% of the A Level

Evaluate and appreciate a live performance in one of their chosen activities. (30 marks) 15% of the A Level

Potential Pathways after A Levels z

Sports Science

z

Nutritionist

z

Physical Education Teaching

z

Coaching

z

Sports Psychology

z

Sports History

z

Physiotherapy

z

Occupational Therapy

z

Personal Trainer

Required materials There is currently no set textbook - relevant resources and reading materials are available in the library. For more information please visit Cambridge International AS/A Level in Physical Education.

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Physics Edexcel International A Level Physics: YPH1 Overview The aims of this course are to enable students to: z

Develop knowledge and understanding of the essential areas of Physics and how they relate to each other

z

Acquire competence and confidence in a variety of practical, mathematical and problem solving skills

z

Develop an interest in, and enthusiasm for, the subject, including developing an interest in further study and careers associated with the subject

Areas of Study The course is split into six distinct units. Units 1-3 are covered during the IAS course (Y12) and Units 4-6 during the A2 course (Y13). Unit 1: Mechanics and Materials Unit 2: Waves and Electricity Unit 3: Practical Skills in Physics I Unit 4: Further Mechanics, Fields and Particles Unit 5: Thermodynamics, Radiation, Oscillations and Cosmology Unit 6: Practical Skills in Physics II

Assessment & Examinations The IAS consists of three externally-examined units (Units 1-3). The IAL consists of six externally-examined units (Units 1-6). The course is modular with students being assessed on units of learning at appropriate stages throughout the course; examinations will be taken in January and June in Year 12 and Year 13.

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Paper 1: Mechanics and Materials (January 2021)

Paper 2: Waves and Electricity (June 2021)

Paper 3: Practical Skills in Physics I (June 2021)

Assessment is 1h30 minutes

Assessment is 1h30 minutes

Assessment is 1h20 minutes

Paper code: WPH11/01

Paper code: WPH12/01

Paper code: WPH13/01

40% of the total IAS

40% of the total IAS

20% of the total IAS

20% of the total IAL

20% of the total IAL

10% of the total IAL

This paper will assess the following topics:

This paper will assess the following topics:

Mechanics, Materials

Waves and Particle Nature of Light, Electric Circuits

Paper 4: Unit 4: Further Mechanics, Fields and Particles (January 2022)

Paper 5: Thermodynamics, Radiation, Oscillations and Cosmology (June 2022)

Paper 6: Practical Skills in Physics II (June 2022)

Assessment is 1h45 The paper consists of 90 marks Paper code: WPH14/01 20% of the total IAL This paper will assess the following topics:

Assessment is 1h45 The paper consists of 90 marks Paper code: WPH15/01 20% of the total IAL This paper will assess the following topics:

Assessment is 1h20 The paper consists of 120 marks Paper code: WPH16/01 10% of total qualification This paper will assess the knowledge and application of experimental techniques. Students will develop their understanding through carrying out a range of practical experiments and investigations

Further Mechanics, Electric and Magnetic Fields, Nuclear and Particle Physics


Thermodynamics, Nuclear Decay, Oscillations, Astrophysics and Cosmology

This paper will assess the knowledge and application of experimental techniques. Students will develop their understanding through carrying out a range of practical experiments and investigations. 


Potential Pathways after A Level Studying Physics can lead to numerous career pathways and areas, including: Aerospace and defence, Energy and Renewable Energy, Engineering, Aviation, Meteorology and climate change, Telecommunications.

Required materials/equipment/books Year 12 (IAS)

Edexcel International AS Level Physics Student Book 1 (Edexcel International A Level)

9781292244877

AS/A Level

Year 13 (IAL)

Edexcel International A Level Physics Student Book 2

9781292244778

A Level

Year 12/13

Pearson Edexcel International AS/ A Level Physics Lab Book

9781292244754

AS/A Level

Link to the Edexcel International A Level Physics Specification here

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Psychology Cambridge Assessment International Education: 9990 Overview Students studying Psychology at A Level will explore a number of diverse approaches to understanding human behaviour, and assess the origins of pathologies such as phobias and depression. Psychology is classified as a science and students will examine the nature of scientific enquiry through the study of research methods and be able to apply this to a number of core studies. Successful learners will be able to: z Understand the nature of scientific enquiry and apply this to the study of human behaviour and experience. z

Evaluate the methods used to study human behaviour.

Areas of Study AS Level

A Level

Paper 1) Approaches, Issues and Debates • Learning Approach • Cognitive Approach • Social Approach • Biological Approach • Issues and Debates

• Specialist Options Theory (Abnormality and Organisations) • Specialist Options Application (Abnormality and Organisations)

Paper 2) Research Methods

Assessment & Examination AS Level

Content

Weighting

Paper 1

Approaches, Issues and Debates

50% of the AS Level 25% of the A Level

Paper 2

Research Methods

50% of the AS Level 25% of the A Level

Paper 3

Specialist Options Theory

25% of the A Level

Paper 4

Specialist Options Application

25% of the A Level

A Level

All papers last 1 hour 30 minutes. This is a modular course meaning that the AS level is worth 50% of the overall A Level.

Potential Pathways for Psychology students Pathways include: teaching, marketing, psychologist, human resources manager, police officer and counsellor. Some of these roles require further study at university level.

Required materials/equipment/books 36

Textbook: Cambridge University Press A Level and AS Psychology Coursebook (9990) by Russell, J, Lintern, F, Gauntlett, L and Davies, J A Link to the specification can be found here


Spanish AQA A Level (7692) Overview The aims of a course of the AQA A-Level Spanish are for students: z

To u s e t h e S p a n i s h l a n g u a g e s p o n t a n e o u s l y t o i n i t i a t e communication; ask and answer questions; express thoughts and feelings; present viewpoints; develop arguments; persuade; and analyse and evaluate in speech and writing.

z

To apply knowledge of pronunciation, conjugation, word order, vocabulary and idiomatic expressions to communicate accurately and coherently, using a range of expression – including the list of grammar for the course.

z

To use language-lear ning skills and strategies, including communication strategies such as adjusting the message, talking around unknown language, self-correction and repair strategies.

z

To listen and respond effectively to spoken passages including some extended passages from a range of different contexts and sources, adapted as necessary, covering different registers and types, including authentic communication involving one or more speakers.

z

To read and respond to a variety of texts including some extended texts written for different purposes and audiences drawn from a range of authentic sources, such as media, and including contemporary, historical and literary, fiction and non-fiction texts, adapted as necessary.

z

To summarise information from spoken and written sources, reporting key points and subject matter in speech and writing.

z

To complete a research project on a subject of the student’s choosing on anything related to the Spanish-speaking world to present and discuss effectively in the oral exam.

Areas of Study A Level Components

A Level Components Year 2

1. Aspects of Hispanic Society: Current trends

1. M u l t i c u l t u r a l i s m i n H i s p a n i c Society

2. Artistic Culture in the Hispanic World

2. A s p e c t s o f P o l i t i c a l L i f e i n Hispanic Society

3. One film: Pan’s Labyrinth by Guillermo del Toro.

3. One book: The House of Spirits: Isabel Allende 4. One research project for the speaking exam: on a topic of the student’s choice on the Hispanic world.

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Assessment & Examination A Level: Examination Paper 1 2 ½ hours on listening, reading and writing. This includes comprehension, summarising, and translation from Spanish and into Spanish. 50% of the A Level Paper 2 2 hours writing. This includes one essay on the film studied (from a choice of two) of approximately 300 words; and one essay on the book studied (from a choice of two) of approximately 300 words, making two essays totalling approximately 600 words. The questions are provided on the day by the exam board. 20% of the A Level Paper 3 21-23 minutes speaking. This includes a five minute discussion on the cultural elements studied using a stimulus card provided by the exam board on the day. This is followed by a two minute speech where the student presents his or her research project. This is followed by a 9-10 minute further discussion in Spanish on the project.

Potential Pathways after A Levels Common University Courses z

Spanish Studies.

z

International Business: languages are often offered as a combined course with Business in many universities.

z

Many other courses are offered with Spanish combined with other subjects, e.g: Psychology and Spanish Studies (Lancaster University).

Common Careers pursued by students with a degree in languages.

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z

civil service

z

education

z

hospitality and tourism

z

International Business

z

IT and telecommunications

z

marketing and publishing

z

media and journalism

z

recruitment and human resources

z

retail sales and customer service

z

Translation and interpretation

z

transport and logistics

For more information please follow this link: Spanish Specification


All DBIS Secondary students will continue to take part in Physical Education lessons throughout Year 12 & 13, participating in 2 core Physical Education lessons per 2 week cycle. Students will be given the opportunity to develop and sustain a healthy active lifestyle and become life-long-learners. We strive to raise the levels of participation and commitment to sport across all phases of the school. Students will be encouraged to work together in order to develop a variety of skills including teamwork, resilience and sportsmanship. As a PE department, we will challenge students to perform at their best, celebrate their achievements and support them throughout their learning journey. We will harness the value of sport and physical education in promoting wellbeing for all members of the DBIS community. Students will participate in the following activities: z z z z z z z z z

International Games/Invasion Games Fitness Swimming Striking & Fielding Athletics Waterpolo Personal Survival/Lifesaving Net Games Sport Education

Learning for Life Overview Learning for Life education is a non-academic subject through which pupils develop the knowledge, skills and attributes they may need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work.

Areas of Study L4L addresses both pupils’ current experiences and preparation for their future. The Programme of Study therefore provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. This is grounded in the established evidence base for effective practice within PSHE and the UNESCO education framework. More on this and other relevant research can be found in the evidence and research section of the PSHE Association website. Many of the learning opportunities, particularly in key stage 4, refer to ‘managing’ or ‘responding to’ challenging situations. By these terms we mean a variety of strategies which, depending on the context, might include: being able to identify risks or warning signs; resisting internal or external pressures; making informed decisions; exit strategies for unsafe situations; and knowing whom, how and when to ask for help, including reporting concerns. The programme of study also offers career exploration, study management and the development and care of our physical and mental health.

Non-Examined subjects

Physical Education

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Profile for DBIS

2021-23 | DBIS A Level & BTEC Level 3 Options  

2021-23 | DBIS A Level & BTEC Level 3 Options  

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