Sixth Form Prospectus 2015 by DesboroughCollege

Desborough College

Sixth Form Prospectus

Welcome to the Desborough Sixth Form Prospectus Desborough College offers an innovative curriculum and outstanding support, care and guidance to our Sixth Form students. Our Sixth Form continues to attract more young people, boys and girls, from Maidenhead and beyond as word spreads about the excellent teaching the Sixth Formers experience here. Our prospectus will provide you with information about the courses we offer and also an insight into life in our school. Studying at Desborough College is a unique experience, and we look forward to having the opportunity of working with you through the most crucial phase of your education so far. Paul Frazer, Principal

Desborough is an academy under the sponsorship of The Education Fellowship, which was founded in 2012 to deliver an excellent education to students of all backgrounds.

â&#x20AC;&#x153; The Sixth Form students have high aspirations and believe they are being well prepared for life after schoolâ&#x20AC;? Ofsted 2014

The Education Fellowship

Educational Excellence

“I can honestly say that my decision to stay on to the Sixth Form at Desborough has been one of the best I have made”

my choice my future There is a positive work ethic within the common room, directed not only at academic achievement but also at extra-curricular activities. Desborough has always put a great deal of emphasis on sporting success, and the strong link we now have with Radley College has opened up more new and exciting opportunities. This partnership has led to a lecture programme of highly influential people, such as the politician Theresa May and the cricketer Andrew Strauss . Our Sixth Form students are very ambitious, with many aiming to join top universities including those within the Russell Group. By joining Desborough’s Sixth Form you will be giving yourself a great chance to succeed in academic and non-academic fields whilst always feeling part of a close community.

Simran Rai, Head Boy

sixth form life

“ Students comment on the privileges of the Sixth Form; they are given more responsibilities both with the prefect system and the Student Voice Forum. They also praise provision of a quiet study area, the internal careers fair and the ‘open door’ policy by careers and guidance teachers.” Ofsted 2014

Academic, artistic, sporting and personal enrichment We are proud to say that we educate the whole student. We take our pastoral responsibilities very seriously and we believe that this is where enrichment plays a key role. There is an emphasis on personal development

and leadership, with our core values of motivation, pride, care, responsibility and respect underpinning our approach to learning and achievement. Our Sixth Form leadership team and our dedicated tutors all play a key role in valuing and enriching every student.

We have a strong tradition of sporting excellence and success in a range of different sports. Our fixture list includes local grammar and independent schools, against whom we have always achieved impressive results. Many of our students achieve representative honours at different levels.

Academic and vocational excellence

Our Sixth Form team and our dedicated tutors track and monitor the progress of every student very closely. Students and parents receive a report at the end of each half term detailing their attitude to learning and the grades they are achieving in all of their subjects.

A lack of progress by any of our students is seized upon, and a programme of intervention and additional support is put in place to raise their achievement.

Independent study

Our dedicated and supervised Sixth Form study area, fully equipped with ICT resources, develops studentsâ&#x20AC;&#x2122; independent study skills and supports their achievement.

Our students attend conferences, exhibitions and lectures to extend and enrich their love of learning and enhance their opportunities for success in their chosen subjects. Our own Autumn Lecture Series includes a great many inspiring speakers such as Rory Tapner (CEO, Coutts Bank), Sir Charlie Mayfield (CEO, John Lewis), BBC film producer John Bridcut and former England cricket captain Andrew Strauss. Each year a number of our students attend conferences and workshops through our partnership with Radley College. Beyond the classroom we offer a wonderful array of international and domestic excursions to broaden the horizons, aspirations and experiences of our students. These include ski trips, sports tours, a tour of the Houses of Parliament, field trips etc.

â&#x20AC;&#x153; In 2014 nearly all Year 13 students achieved the A level grades needed to take up places at university or institutions of higher education. Students comment on the helpful advice and guidance they are given by teachers in preparing their university applications.â&#x20AC;? Ofsted 2014

Some of you will know from a young age exactly what it is you want to do and the path to get there. For others you will look to be inspired by your experiences in the curriculum to guide your choices in the Sixth Form and beyond. Each of our students has his or her strengths and weaknesses, interests and talents. Some of you will know from a young age exactly what it is you want to do and the path to get there. For others you will look to be inspired by your experiences in the curriculum to guide your choices in the Sixth Form and beyond. The Desborough personalised curriculum offers different pathways for Sixth Form study. A levels suit students who enjoy and succeed in purely academic subjects. You will need to achieve well in or be

courses

comfortable with examinations and feel confident that the results of your end of course examinations will accurately reflect your ability. Students wishing to follow an A level course will have achieved a grade B or above in the equivalent subject at GCSE. The BTEC qualification has been established for over 25 years and is respected by employers and universities. The UCAS points from BTECs are accepted on a wide range of university courses. BTECs suit students that achieve well in continuous assessment, knowing that initial work can be improved before final submission. Students wishing to follow a BTEC course will have achieved a grade C or above in the equivalent subject at GCSE or the BTEC level 2 course. You may wish to take a combination of A levels and BTECs if this suits your interests and gives you the right mix of study. In this way we are able to offer a fully personalised curriculum.

Reformed A Levels

At Desborough College we will, where it is possible and practical to do so, teach the AS in the first year and for the AS examinations to be taken. The grades will be a useful guide to a studentâ&#x20AC;&#x2122;s progress and for use in university applications.

A levels are undergoing significant reform over the next three years as new style A levels replace the old ones.

The new style A levels have been designed primarily to be taught as discrete courses lasting two years, whilst a separate AS course has been developed as a one year course. The AS examination grades, in these new courses, will no longer contribute to the A level grade.

The main exception to this rule is English Literature where no AS level examination will be offered as the AS course content will not have been covered. Students of art or photography will only be entered for AS examinations if they are not studying the subject to A level.

Click on the button to learn more.

GCE AS and A2 Courses Applied Business

Art

Biology

Chemistry

Computer Science

Drama & Theatre Studies

Economics

English Language

English Literature

Further Mathematics

Geography

Government & Politics

History

ICT

Mathematics

Modern Foreign Languages

Physical Education

Photography

Physics

Product Design

Psychology

BTEC National Diplomas Level 3 - equivalent to one A level Applied Science

Business

Construction and the Built Environment

ICT

Public Services

Music

Travel & Tourism

AS/A2 in Applied Business Course Description The AQA AS and Advanced GCE in Applied Business enables students to develop both a broad understanding of Applied Business principles and gives them the opportunity to focus on a specific pathway, for example: Marketing, Finance, Human Resources and Administration. In addition, the qualification covers a mixture of teaching and learning experiences from the theoretical through to those with a clear practical emphasis.

Course Content AS: UNIT 1 – Investigating Business In this portfolio assessed unit, candidates will explore the aims and objectives of businesses, the needs of their customers and how these are met through the use of the marketing mix. UNIT 2 – People in Business Candidates will study the roles and responsibilities of people in business and the qualities an employer looks for in its employees. They will investigate the training and development opportunities available to individuals and why motivation is vital in retaining staff. UNIT 3 – Financial Planning and Monitoring In this externally assessed unit, candidates will be assessed on their ability to calculate business costs, revenues and hence profits and be required to know how managers use this information in decision making. A2: UNIT 8 – Business Planning In this portfolio assessed unit, students prepare a structured business plan for a new product or service. The plan should be suitable to present to an external lender, who might provide finance for a new or existing business, or to an internal stakeholder, such as a senior manager. UNIT 9 – Marketing Strategy Students consider the importance of marketing strategies and tactics for businesses as they attempt to meet different customer needs and successfully deal with a variety of competitors. Students learn how to use quantitative and qualitative information when recommending a marketing strategy and associated mix of marketing activities. UNIT 11 – The Marketing Environment In this externally assessed unit, students investigate how the marketing environment helps to determine the marketing strategies of profit and not-for-profit businesses. Candidates will explore the different aspects of the marketing environment, such as changes in consumer incomes and technology, and will learn how changes in the marketing environment can alter the costs, revenues and profits of businesses. http://www.aqa.org.uk/subjects/business-subjects/as-and-a-level/applied-business-8610

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Entry Requirements At least a B grade in GCSE Business Studies plus a grade C in English

Assessment AS Coursework Unit 1 – Investigating business Unit 2 – People in Business Exam Unit 3 – Financial Planning and Monitoring

70 marks 70 marks

A2 Coursework Unit 8 – Business planning Unit 9 – Marketing Strategy Exam Unit 11 – The Marketing environment

70 marks 70 marks

60 marks

Future opportunities The qualification allows for a number of progression routes.

Higher Education: The course provides a sound basis for progression to a range of Higher Education courses; BA degrees in Business, Business management, International Business, Marketing and Accountancy.

Employment: Career opportunities are very wide reaching as students will gain a real understanding of how businesses operate and the different functional areas within a business.

Further Information For further information please contact Mr. D Lowden – Head of Business and Economics

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AS/A level in Art and Design Course Description We will be teaching the new specification A level Art and Design from September 2015. This is most likely to be the Edexcel specification, the course content for which is highlighted below. Please note that as of September 2015, an AS exam sat will NOT contribute to a final A level grade. They will be regarded as separate qualifications. You will embark on a two year A level in Art and Design with an option to formally take the AS if you plan not to study it further. This decision to cease studying for the A level will be taken in February of the AS year. To take the AS and try to continue would place you at a significant disadvantage since you would need to produce a second personal investigation whilst others would not. The Edexcel Specification covers all endorsed and unendorsed titles including Photography.

Course Content Component 1: Personal Investigation – 60% of final grade, essay (12% of m arks) The Personal Investigation project is a developmental project that encompasses the breadth and depth of skill required to complete the course. Students will be expected to build competency with a range of resources and media to enable them to fully realise their creative designs. This component allows students to generate and develop ideas, research primary and contextual sources, recording practical and written observations, experiment with media and processes, and refine ideas towards produced personal resolved outcomes. Drawing is an essential skill for studying Art and Design GCE and it forms a core element of the course through observational drawing, mark-making and the manipulation of media. Students must present a personal and meaningful response as their final outcome, that realises intentions and demonstrates consistent skill. The practical element of the course is supported and informed by a 1,000 word essay that critically analyses the work of artists relating to the topic. This essay is worth 12% of the overall qualification. Component 2: Externally Set Assignment – 40% of final grade, including 15 hour controlled exam . The Externally Set Assignment comprises of two major elements – preparatory studies and a 15 hour period of sustained focus, under exam conditions. Edexcel provide a suggested starting point and students have the opportunity to demonstrate and deliver a body of work in response. This will demonstrate the depth and breadth of skill developed during the Personal Investigation.

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Entry Requirements 5 A*-C including English and at least a B grade in GCSE Art and Design.

Assessment The new specification will include a Personal Investigation and Externally Set Assignment. Both projects are marked against a set of four assessment objectives as outlined below. AO1 - Develop ideas through sustained and focused investigations informed by contextual sources. AO2 – Explore and select appropriate resources, media and techniques, refining work as it develops. AO3 – Record ideas, observations through drawing, annotation and analysis. AO4 – Present a personal, quality outcome that realises intentions and makes links to artists. Should candidates wish to study only the AS part of the course, the ESA will start 1st of February. Candidates not sitting the AS exam will have the opportunity to develop and extend upon their Personal Investigation into the second year of study.

Future Opportunities Most artists and designers choose to continue their studies at Foundation Art & Design at colleges or Universities. Foundation courses are stepping stone between the A level and Degree level courses and provide an opportunity to refine artistic practice. Foundation courses also provide a broader range of specialist endorsements including illustration, sculpture and digital art. After Foundation and Degree courses there are numerous routes in which to refine and develop artistic skills. Careers include curator, architect, designer, gallery coordinator, photographer, product designer, freelance illustrator and art therapy courses. Alongside other creative subjects, creative industries are now worth over £71 billion to the UK economy, and have grown faster than any other sector providing a wide variety of career opportunities.

Further Information For further information please contact

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AS / A level in Biology Course Description We will be teaching the new specification A level Biology from September 2015. This is most likely to be the EDEXCEL specification, the course content for which is highlighted below. Please note that as of September 2015, an AS exam sat will NOT contribute to a final A level grade. They will be regarded as separate qualifications and it is likely that students will take the AS exams as a progress test. Therefore in your second year, you will therefore be examined on ALL the topics from the two years of study.

Course Content AS has 4 taught modules and 9 Core practicals that are completed during the course: 1. ‘Lifestyle, Health and Risk’. Biological molecules (monomers & polymers, carbohydrates, lipids, water) & Circulation and Health (The Heart & Blood Vessels, Blood clotting, CVD and risk factors) 2. ‘Genes and Health’. Exchange and Transport (transport across cell membranes, gas exchange in the lungs) & Genetics (DNA, genes & chromosomes, DNA replication & protein synthesis, enzyme action, genetic disease, inheritance) 3. ‘Voice of the Genome’. Cells (structure of prokaryotic and eukaryotic cells; the cell cycle and cell division, fertilisation, stem cells, epigenetics) 4. ‘Biodiversity and Natural Resources’. Biodiversity (classification & taxonomy, genetic diversity, conservation of biodiversity) & Plants (plant cell, plant resources, drug testing, plant antimicrobials) A level has a further 4 taught modules and 9 more Core practicals that are completed during the second year: 5. ‘On the Wild Side’: Photosynthesis and Ecology (biochemistry of photosynthesis, chloroplasts, primary productivity, climate change evidence, carbon cycle, ecological study of a habitat, succession) 6. ‘Immunity, Infection and Forensics’. Disease and the Immune response (bacteria & virus structure, TB & HIV, non-specific responses, B and T cells, antibiotics, hospital acquired infections) Forensics (determination of time of death, use of PCR, DNA profiling) 7. ‘Run for your life’. Physiology of exercise (muscle contraction, biochemistry of respiration, control of heart rate, effects of exercise on breathing, homeostasis, over-exercise issues and treatments)

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8. ‘Grey Matter’ The Nervous system (nerve cell structure, action potential, synapses, the mammal eye, the human brain, MRI & CT scanning, brain development, habituation, brain diseases), Responses in plants (IAA and tropisms, flowering and phytochrome), Using Genetics (genome sequencing & personalised medicine, drugs from GMOs, risks & benefits of GMOs) More information can be found here: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/biology-a-2015.html#tab-1 Entry requirements Ø 5 A*-C including English and at least a B grade in GCSE Mathematics* Ø A minimum of a B grade in Dual Award Science * Overall, a minimum of 10% of the Biology exam marks will be awarded for mathematics at Level 2 or above

Assessment The AS is assessed in summer of year 12 by two, 1 hour 30 minute papers. Additionally, students are expected to have completed nine core practicals which can be examined in the exam papers. The A level is assessed in the summer of year 13 by three, 2 hour papers. Additionally, students are expected to have completed eighteen core practicals over the 2 years, which can be examined in the exam papers. The A-level assessment is as follows: Paper 1: • covers topics 1-6 above plus relevant practical skills • 2 hours written exam; 33% of A level • Mixture of context based short and long answer questions. Paper 2: • Covers topics 1-4 and 7-8 above plus relevant practical skills. • 2 hour written exam; 33% of A level • Mixture of context based short and long answer questions. Paper 3: • Covers topics from 1-8 above including a section based on a pre-released Scientific Article plus relevant practical skills • 2 hour written exam; 33% of A level • Will include synoptic questions that may draw on two or more different topics For AS, the exams follow a similar structure of papers 1 & 2, but with less difficulty with the exception that topics 5-8 are not covered.

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Higher Education and Possible Careers Although not always an absolute requirement, a biology A level gives you an excellent basis from which to embark on a wide variety of potential degree subjects, including (but not exclusively): Medicine, veterinary medicine/science, dentistry, biological/biomedical sciences, biochemistry, genetics, pharmacy/pharmacology, cell biology, cellular and molecular medicine, microbiology, pathology, immunology, neuroscience, and biotechnology. Career opportunities include academic or industrial research, medical diagnostics, medical sales/marketing/advertising, clinical research/trials, and research analyst plus a wealth of other careers that value the sorts of analytical skills gained from a science degree.

Further information & Reading For further information please contact Mr Brockett or Mr McInerney. A list of recommended reading around the subject is available on the school website.

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AS/A level Chemistry Course Description We will be teaching the new specification A level Chemistry from September 2015. This will be the OCR A specification, the course content for which is given below. Please note that as of September 2015, an AS exam sat will NOT contribute to a final A level grade. They will be regarded as separate qualifications. It is possible to sit an AS in many of your chosen A level subjects and then choose not to continue to study that subject in your second year. However, if you do this, your AS grade will not form part of the final qualification. In your second year, you will therefore be examined on ALL the topics from the two years of study.

Course Content AS (H032) Module 1 – Development of practical skills in chemistry Module 2 – Foundations in chemistry Module 3 – Periodic table and energy Module 4 – Core organic chemistry A Level (H432) All AS modules Module 5 – Physical chemistry and transition elements Module 6 – Organic chemistry and analysis http://www.ocr.org.uk/qualifications/as-a-level-gce-chemistry-a-h032-h432-from-2015/

Entry Requirements •

5 A*-C including English and at least a B grade in GCSE Mathematics.

•

At least a B grade in GCSE Chemistry (if doing separate sciences) or a B grade in core and additional sciences (double science award)

•

At least a B grade in GCSE Mathematics

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Assessment The course will be examined in May/June of each year. The assessment will be as follows: AS

Title M arks Duration M odules covered Percentage of final grade

Paper 1 Breadth in chemistry 70 1 hour 30 minutes 1-4 50

Paper 2 Depth in chemistry 70 1 hour 30 minutes 1-4 50

A level

Title M arks Duration M odules covered Percentage of final grade

Paper 1 Periodic table, elements and physical chemistry 100 2 hours 15 minutes 1, 2, 3 & 5 37

Paper 2 Synthesis and analytical techniques

Paper 3 Unified chemistry

100 2 hours 15 minutes 1, 2, 4 & 6 37

70 1 hour 30 minutes 1-6 26

In addition A level students will, upon successful completion of at least 12 practical sessions, receive a practical endorsement. This will be reported separately from the examination grade.

Future Opportunities Although not always an absolute requirement, a chemistry A level gives you an excellent basis from which to embark on a wide variety of potential degree subjects, including (but not exclusively): Medicine, veterinary medicine/science, dentistry, pharmacy, pharmacology, chemical engineering, nanoscience, materials science, food science, forensic science, biochemistry. Career opportunities include academic or industrial research, medical diagnostics, medical sales/marketing/advertising, environmental law, medical patenting law, pharmaceuticals, space exploration, forensic science and much more! Employers also value the sorts of analytical skills gained from a science degree.

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AS/A2 in Computer Science Course Description OCR Computer Science is relevant to the modern and changing world of computing. This new course will: • • • •

Focus on programming and emphasise the importance of computational thinking as a discipline. Have an expanded maths focus, much of which will be embedded within the course. Put computational thinking at its core, helping students to develop the skills to solve problems, design systems and understand human and machine intelligence. Allow student to apply the academic principles learned in the classroom to real world systems in an exciting and engaging manner.

Course Content AS Computer Science 01 COM PUTING PRINCIPLES This component will be a traditionally marked and structured question paper with a mix of question types: short-answer, longer-answer, and levels of response mark-scheme-type questions. It will cover the characteristics of contemporary systems architecture and other areas including the following: The characteristics of contemporary processors, input, output and storage devices Software and software development Programming Exchanging data Data types, data structures and algorithms Legal, moral, ethical and cultural issues.

02 ALGORITHM S AND PROBLEM SOLVING This component will be a traditionally marked and structured question paper and will include a mix of question types: short-answer, longer-answer, and levels of response mark-scheme-type questions. There’ll be a short scenario/task contained in the paper, which could be an algorithm or a text page-based task, which will involve problem solving. Other areas covered include the following: Elements of computational thinking Problem solving and programming Algorithms. Return to Contents

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A Level Computer Science 01 COM PUTER SYSTEM S This component will be a traditionally marked and structured question paper with a mix of question types: short-answer, longer-answer, and levels of response mark-scheme-type questions. It will cover the characteristics of contemporary systems architecture and other areas including the following: The characteristics of contemporary processors, input, output and storage devices Software and software development Exchanging data Data types, data structures and algorithms Legal, moral, cultural and ethical issues.

02 ALGORITHM S ANDPROGRAM M ING This component will be a traditionally marked and structured question paper with two sections, both of which will include a mix of question types: short-answer, longer-answer, and levels of response mark-scheme-type questions.

SECTION A Traditional questions concerning computational thinking: Elements of computational thinking Programming and problem solving Pattern recognition, abstraction and decomposition Algorithm design and efficiency Standard algorithms.

SECTION B There’ll be a scenario/task contained in the paper, which could be an algorithm or a text pagebased task, which will involve problem solving.

03 PROGRAMMING PROJECT External postal moderation or repository. Students and/or centres select their own user-driven problem of an appropriate size and complexity to solve. This will enable them to demonstrate the skills and knowledge necessary to meet the Assessment Objectives. Students will need to analyse the problem, design a solution, implement the solution and give a thorough evaluation.

http://www.ocr.org.uk/qualifications/as-a-level-gce-computer-science-h046-h446-from-2015/

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Entry Requirements 5 A*-C and at least a B in English, Maths and ICT.

Assessment AS Computer Science Assessment Overview (FIRST EXAM JUNE 2016) 01 Com puting Principles Externally marked question paper (70 marks / 1 hr 15 mins) Mix of question types: including short-answer, longer-answer, and levels of response markscheme-type questions. 02 Algorithm s and problem solving Externally marked question paper (70 marks / 1 hr 15 mins) Traditional questions concerning computational thinking. Mix of question types: including short-answer, longer-answer, and levels of response markscheme-type questions. There will be a short scenario/task contained in the paper, which could be an algorithm but will involve problem solving.

A level Computer Science Assessment Overview – (FIRST EXAM JUNE 2017) 01 Com puter system s Externally marked question paper (140 marks / 2 hr 30 mins) Mix of question types: including short-answer, longer-answer, and banded mark-scheme-type questions.

02 Algorithm s and Program m ing Externally marked question paper (140 marks / 2 hr 30 mins) Two sections: A – Traditional questions concerning computational thinking. Mix of question types: including short-answer, longer-answer, and levels of response markscheme-type questions. B – Scenario/task contained in the paper, which could be an algorithm but will involve problem solving. Return to Contents

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Short-answer, longer-answer questions, and levels of response mark-scheme-type questions.

03 Program m ing project Internally assessed, externally moderated 70 marks Centres select their own user-driven problem of an appropriate size and complexity to solve. This will enable them to demonstrate the skills and knowledge necessary to meet the Assessment Objectives.

Higher Education and Possible Careers The course will give students a clear progression into higher education. The course was designed after consultation with members of BCS, CAS and top universities.

Further Information & Reading OCR Computing for AlLevel OCR Computing for A level – F451 – Computing Fundamentals Revision Guide OCR Computing for A level – F452 – Programming Techniques and Logical Methods Revision Guide OCR Computing for A level – F453 – Advanced Computing Theory Revision Guide OCR Computing for A2 level – F453 – Advanced Computing Theory Revision Guide

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AS/A2 in Drama and Theatre Studies Course Description At AS and A2 level pupils follow the Edexcel Drama and Theatre Studies Specification. This exciting course is both practical and academic in content and approach. The focus of the course is the imaginative realisation of theatre, not just academic study. Throughout the course students will be invited to create their own performance approach to a range of texts, explore contemporary staging of plays and devise their own productions and performances. They will be given the opportunity to work with professional actors and directors, see a range of theatre and work with other AS/A2 students from neighbouring schools and Radley College. Theatre trips are an essential part of the curriculum for sixth form students and visits to local venues and London theatres occur frequently. Acting workshops also form an important part of pupils’ training and the department has strong links with Norden Farm Centre for the Arts. All trips and workshops help students to appreciate Drama as a transitory ‘live’ art form and many of them form compulsory preparation for written exam work or coursework.

Course Content AS Course: Unit 1 requires students to study two contrasting texts and a theatre practitioner through practical exploration and written coursework. Unit 2 comprises the performance of two separate texts to an audience, alongside a brief written rationale. A2 Course: Unit 3 demands the creation of original devised drama, alongside extensive written coursework. Unit 4 Sections A and B require the study of a set text (Woyzeck – Buchner) from a director’s, designer’s and actor’s perspective; Section C comprises a study of theatre in context, alongside a live theatre evaluation. Link to exam board syllabus http://www.edexcel.com/quals/gce/gce08/drama/Pages/default.aspx

Entry Requirements 5 A*-C and at least a B grade in Drama and English Language / Literature.

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Assessment UNIT 1 – Internally assessed coursework unit – 40%. Exploration of Drama and Theatre. Practical Assessment takes place during exploratory workshops and DVD evidence is moderated by exam board. Written Assessment comprises 3,000 word Evaluation Notes and 1,000 word Evaluation of Live Theatre. UNIT 2 – Externally assessed examination unit – 60%. Theatre Text in Performance. Performance of a monologue or duologue plus a 500 word Written Performance Concept. Performance of a published play. UNIT 3 – Internally assessed coursework unit – 40%. Exploration of a Dramatic Performance. Practical Assessment is based on the rehearsal process and the final performance. Written assessment comprises 3,500 Structured Written Document Evidence. UNIT 4 – Externally assessed examination unit – 60%. Theatre Text in Context. Written assessment comprising 2.5 hour written examination. Sections A and B based on set text in rehearsal and performance. Section C based on comparison of a live performance of a Shakespeare play with original performance conditions and context.

Higher Education and Possible Careers Drama and Theatre Studies is a recognised academic qualification for entry onto Higher Education courses and the examination is accepted by all universities. Typically, previous candidates have gone onto study Acting, Theatre Studies, English, Media, Politics, Languages, Law and Business Studies. A Higher Education qualification in drama has been welcomed in employment areas such as Law, Marketing, Public Relations, Advertising and Teaching.

Further Information & Reading Text Books: Edexcel AS Drama and Theatre Studies, Student Text Book – ISBN 978-1-84690-240-6 Edexcel A2 Drama and Theatre Studies, Student Text Book – ISBN 978-1-84690-238-3 Play scripts: The Trial – Berkoff – ISBN 0-906399-84-X A Midsummer Night’s Dream – ISBN 978-0-521-61871-7 Woyzeck – Buchner (any edition)

Please contact Mrs Turner or Mrs Holyoake-Lloyd for further information on the AS / A2 courses.

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AS/A2 in Economics Course Description We will be teaching the new specification A level Economics from September 2015. This is the Pearson Edexcel specification, the course content for which is highlighted below. Please note that as of September 2015, an AS exam sat will NOT contribute to a final A level grade. They will be regarded as separate qualifications. It is possible to sit an AS in any of your chosen A level subjects and you may then choose not to continue to study the subject in your second year. However, if you do, your AS grade will not form part of the final qualification. In your second year, you will therefore be examined on ALL the topics from the two years of study. The Pearson Edexcel Level 3 Advanced GCE in Economics A is structured into four themes and consists of three externally examined papers. Students build knowledge and understanding of core economic models and concepts in Themes 1 and 2, and then build on this and apply their knowledge to more complex concepts and models in Themes 3 and 4. Students will need to apply their knowledge and understanding to both familiar and unfamiliar contexts in the assessments and demonstrate an awareness of current economic events and policies.

Course Content AS: Theme 1: Introduction to markets and market failure. This theme focuses on microeconomic concepts. Students will develop an understanding of: • • • •

nature of economics how markets work market failure government intervention

Theme 2: The UK economy – performance and policies. This theme focuses on macroeconomic concepts. Students will develop an understanding of: • • • • • •

measures of economic performance aggregate demand aggregate supply national income economic growth macroeconomic objectives and policy

A level: As above PLUS

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Theme 3: Business behaviour and the labour market This theme develops the microeconomic concepts introduced in Theme 1 and focuses on business economics. Students will develop an understanding of: • • • • • •

business growth business objectives revenues, costs and profits market structures labour market government intervention

Theme 4: A global perspective This theme develops the macroeconomic concepts introduced in Theme 2 and applies these concepts in a global context. Students will develop an understanding of: • • • • •

international economics poverty and inequality emerging and developing economies the financial sector role of the state in the macroeconomy.

http://qualifications.pearson.com/content/dam/pdf/A%20Level/economics-a/2015/specification-andsample-assessment-materials/PearsonEdexcel-Alevel-EconomicsA-AccreditedSpec-August14.pdf

Entry requirements At least a C grade in GCSE Business and a B grade in GCSE English

Assessment The new specification will include three written papers in May/June each year. The assessments are as follows: For AS Paper 1: Introduction to markets and market failure. 50% of the total qualification

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Overview of assessm ent Written examination The paper comprises two sections. Section A comprises a range of multiple-choice and short-answer questions. Students answer all questions. Section B comprises one data response question broken down into a number of parts, including a choice of extended open-response questions; students select one from a choice of two. Duration: 1 hour 30 minutes. 80 marks available. Paper 2: The UK economy – performance and policies 50% of the total qualification Overview of assessm ent Written examination. The paper comprises two sections. Section A comprises a range of multiple-choice and short-answer questions. Students answer all questions. Section B comprises one data response question broken down into a number of parts, including a choice of extended open-response questions; students select one from a choice of two. Duration: 1 hour 30 minutes. 80 marks available. For A level Paper 1: Markets and business behaviour 35% of the total qualification Overview of content Paper 1 will assess microeconomics and questions will be drawn from Themes 1 and 3. Overview of assessm ent Written examination. The paper comprises three sections. Students answer all questions from Section A and Section B, and one from Section C. Section A comprises a range of multiple-choice and short-answer questions. Section B comprises one data response question broken down into a number of parts. Section C comprises a choice of extended open-response questions; students select one from a choice of two. Duration: 2 hours. 100 marks available.

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Paper 2: The national and global economy 35% of the total qualification Overview of content Paper 2 will assess macroeconomics and questions will be drawn from Themes 2 and 4. Overview of assessm ent Written examination. The paper comprises three sections. Students answer all questions from Section A and Section B, and one from Section C. Section A comprises a range of multiple-choice and short-answer questions. Section B comprises one data response question broken down into a number of parts. Section C comprises a choice of extended open-response questions; students select one from a choice of two. Duration: 2 hours. 100 marks available. Paper 3: Microeconomics and macroeconomics 30% of the total qualification Overview of content Paper 3 will assess content across all four themes. Students are required to apply their knowledge and understanding, make connections and transfer higher-order skills across all four themes. Overview of assessm ent Written examination. The paper comprises two sections. Each section comprises one data response question broken down into a number of parts, including a choice of extended open-response questions; students select one from a choice of two. Duration: 2 hours. 100 marks available.

Further Information For further information please contact Mr Cantillon

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AS/A level in English Language Course Description We will be teaching the new specification A level English Language from September 2015. This is most likely to be the Eduqas specification, the course content for which is highlighted below. Please note that as of September 2015, an AS exam sat will not contribute to a final A level grade. They will be regarded as separate qualifications. It is possible to sit an AS in English Language and you may then choose not to continue to study the subject in your second year. However, if you do, your AS grade will not form part of the final qualification. In your second year, you will therefore be examined on all the topics from the two years of study.

Course Content AS: Component 1: Analysis of texts in contexts – spoken language of the media and the use of written language. Component 2: Using language – investigating data and critical and creative writing. A Level Component 1: Language concepts and issues – analysis of spoken language and language issues. Component 2: Language change over time – language change and language in the twenty-first century. Component 3: Creative and critical use of language. Component 4: Language and identity – word language investigation based on the study and research of a topic related to language and identity, http://www.eduqas.co.uk/qualifications/english-language/

Entry Requirements 5 A*-C including English Literature and at least a B grade in English Language.

Assessment AS level – Consists of two examinations, each paper being two hours long and sat in May/June each year. Component 1: Analysis of texts in contexts – two hour examination – 50% of final qualification.

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Component 2: Using Language – two hour examination– 50% of final qualification. A level- Consists of three examinations, each paper being between one and three quarter hours and two and a quarter hours long and sat in May/June each year. Component 1: Language concepts and issues – two hour examination – 30% of final qualification. Component 2: Language change over time – two and a quarter hour examination – 30% of final qualification. Component 3: Creative and critical use of language – one and three quarter hour examination – 20% of final qualification. Component 4: Language and identity – non-exam assessment of 2500-3500 words – 20% of final qualification.

Higher Education and Possible Careers Although not always an absolute requirement, an A level in English Language gives you an excellent basis from which to embark on a wide variety of potential degree subjects, including (but not exclusively): Media Studies, Classics, English, French, History, Politics, Teacher Training, American Studies, Drama, European Studies, History of Art, Italian and German.

Further Information For further information contact lauragater@desborough-college.net

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A level in English Literature Course Description We will be teaching the new specification A level English Literature from September 2015. This is most likely to be the Eduqas specification; the course content for which is highlighted below. This course will run as a two year A level course and there will not be an option to sit an AS qualification at the end of Year 12.

Course Content Component 1 –Poetry: pre and post 1900. Component 2 – Drama: Shakespeare and two further plays, one pre-1900 and one post-1900. Component 3 – Unseen Texts: Analysis of unseen prose and poetry. Component 4 – Prose Study: 2500-3500 word assignment based on the reading of two prose texts from different periods, one pre-2000 and one post-2000. http://www.eduqas.co.uk/qualifications/english-literature/a-level/

Entry Requirements 5 A*-C including English Language and at least a B grade in English Literature.

Assessment The new specification will include three written papers in May/June each year and one non-exam assessment in the form of a 2500-3500 assignment. Component 1: Poetry – 2 hour examination – 30% of final qualification. Component 2: Drama – 2 hour examination – 30% of final qualification. Component 3: Unseen Texts – 2 hour examination – 20% of final qualification. Component 4: Prose Study – Non-examination assessment – 20% of qualification.

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Higher Education and Possible Careers Although not always an absolute requirement, an A level in English Literature gives you an excellent basis from which to embark on a wide variety of potential degree subjects, including (but not exclusively): Classics, English, French, History, Politics, Teacher Training, American Studies, Drama, European Studies, History of Art, Italian, German

Further Information For further information contact lauragater@desborough-college.net

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AS/A2 in Further Mathematics Course description We will be teaching MEI OCR Mathematics, which will include Core 1, Core 2, Further Pure 1, Statistics 1, Decision 1, and Mechanics 1 in the first year and Core 3, Core 4, Further Pure 2, Statistics 2, Mechanics 2 and Mechanics 3 in the second year.

Course Content AS Core 1: Extends the students’ knowledge of Basic Algebra, Indices, Surds, and Straight Line Graphs and also teaches; Coordinate Geometry (Parabolas, Cubic Functions and Circles), Polynomials, and Mathematical Proof. Core2: Extends the students’ knowledge of Trigonometry, including using radian measure and applying these skills to navigation and surveying problems. It teaches Sequences and Series, which are important in economics – a simple example being compound interest. Students learn about Integration and Differentiation, which is widely used for rates of change, as well as introducing Logarithms and Exponentials. Further Pure 1: This module introduces Matrices and their applications to transformations and solving simultaneous equations. Complex numbers and their geometrical representation and using them to find non-real roots of polynomial equations. This course also includes Algebra looking mainly at polynomial equations and the relationships between their roots and their coefficients, as well as Proof by Induction, Series, Graphs and Inequalities. Statistics 1: Extends the students’ knowledge of Probabilities (Venn diagrams, conditional probability and the binomial model of probability), Averages, Ranges (mid-range, Interquartile range and Standard Deviation), Presenting data (Cumulative Frequency Graphs, Histograms, Box Plots), and also teaches new skills like Hypothesis Testing and Discrete Random Variables. Decision 1: This is an enjoyable module teaching the students Algorithms which are used in coding and decoding information, including securing communication over the internet. The work on Graphs introduces the idea of graphs as a collection of points (nodes/vertices) connected by links (arcs/edges). It also shows how graphs are used to model many situations involving connections such, as the London Underground. It also teaches Networks, Critical path analysis, and Linear programming, which is used in business to minimise costs or maximise profit. Mechanics 1: A highly useful module for those Physicists or students interested in an Engineering career. It teaches the students about the mathematics to model systems in Motion. It covers Projectiles, Vectors, Motion under Constant Acceleration, the use of calculus to model motion and the application of Newton’s Laws. A2 Core 3: Further extends the students’ knowledge about Proof, Differentiation, Integration and introduces them to Natural Logarithms, Functions, Numerical Solutions of Equations, and Functions. There is a coursework component comprising 20% of this module. Core 4: Introduces students to the concepts of Paramedic Equations, Differential Equations, Vectors, Trigonometric Identities and Equations, and the Binomial Expansion as well as Partial Fractions. There is a comprehension component which is always a bit of fun.

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Further Pure 2: This module further develops the students’ knowledge of Calculus, Matrices, and Complex numbers, which can, surprisingly, be used to solve mathematical problems that do not themselves involve complex numbers, such as deriving trigonometric identities. Let’s also not forget that Euler’s Equation, in which imaginary numbers and irrational numbers are combined to give an unexpected result! This module also introduces Power Series and Hyperbolic functions, which are great fun. Statistics 2: Introduces the Poisson distribution which is used to model situation in which events occur randomly, independently and at a uniform average rate. Students also learn about the normal distribution, Bivariate data, as well as extending knowledge of Samples and Hypothesis Testing. Mechanics 2: This introduces students to a model for friction, Moments of Forces, and Centre of Mass, whose position must be considered in the design of many familiar objects such as stepladders and furniture, to ensure they are stable. It also looks at Energy, work and powers, Frameworks, as well as Impulse and Momentum, which are concepts that are used in modelling collisions. Mechanics 3: The students will learn about the principles of Circular Motion, which allows us to calculate safe speeds for vehicles to move round a bend without skidding. The study of Elastic Strings and Springs has many applications, including the design of car suspension. Students will also learn about Columns of Revolution and Centres of Mass, Dimensions and Units, and Modelling Oscillations, which occurs naturally in many situations, such as in wave motion or a simple pendulum.

Entry Requirements Mathematics is one of the more difficult A-Levels and would be most suitable to students achieving A* - A grades in Mathematics. However, we will also accept students achieving a B grade in Mathematics but strongly suggest they attend the A level Bridging Course which will start after the main June Examinations have finished.

Assessment Core 1, Core 2, and Statistics 1 are examined at the end of Year 12. Core 1 is a Non-Calculator examination, while Core 2 and Statistics 1 are both calculator papers. Each of these papers are split into a Section A part and a Section B part. Section A tends to be short straight forward questions and Section B tends to be longer multistep questions. Each paper is an hour and a half. Core 3, Core 4 and Mechanics 1 are examined at the end of Year 13. Core 3 includes a Coursework Component comprising 20% of the module, which needs to be finished by April. Core 4 comprises of two papers. The first is an hour and a half and the second is a one hour Comprehension Paper. Mechanics 1 is an hour and a half and like the AS modules is split into a Section A and Section B part.

Higher Education and Possible Careers Careers may include Physics, Economics, Computer Science, and Engineering. It is also highly regarded by many other courses, such as medicine, because of the analytical and logical reasoning skills learned in A-Level Mathematics.

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AS/A2 in Geography Course description We will be teaching the 2008 Edexcel B specification for AS and A level Geography. The Geography A level for 2015 will continue to be taught in the traditional format of an AS sat at the end of year 12 and A2 at the end of year 13. Both years continue to count towards the final A level grade with AS and A2 both accounting for 50% of the final grade.

Course content AS: Unit 1 – Global Challenges • •

World at Risk (Types and nature of Hazards, Hazard trends and patterns, Causes of Climate Change, Impacts of Climate Change, Responses to Climate Change, Hazards in the future) Going Global (Globalisation, Global Groups, Global Networks, Population, Migration, Megacities, Sustainability)

Unit 2 – Geographical Investigations • •

Crowded Coasts (Competition for the Coast, Conflict on the Coast, Increasing risks at the Coast, Managing the Coast) – Also includes Fieldwork Investigation on Coasts Rebranding (Rebranding, Rebranding Strategies, Urban Rebranding, Rural Rebranding) – Also includes Fieldwork Investigation on Rebranding

A2: Unit 3 – Contested Planet • • • • • •

Energy Security (Causes, Impacts, Responses, Key Players and Trends) Water Conflict (Causes, Impacts, Responses, Key Players and Trends) Biodiversity Under Threat (Causes, Impacts, Responses, Key Players and Trends) Superpowers (mCauses, Impacts, Responses, Key Players and Trends) Bridging the Development Gap (Causes, Impacts, Responses, Key Players and Trends) Technological Fix (Causes, Impacts, Responses, Key Players and Trends)

Unit 4 – Geographical Research •

Tectonic Activity and Hazards (Tectonic Hazards and Causes, Tectonic Hazards and Physical Impacts, Tectonic Hazards and Human Impacts, Tectonic Hazards and Responses)

For more information on the specification and content visit the GCE Edexcel B Geography website at: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2008.html

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Entry requirements 5 A*-C including English and at least a B grade in GCSE Geography.

Assessment The AS specification is assessed through two examinations during May in year 12. One exam is heavily linked to the completion of a fieldwork investigation. The A2 specification is assessed through two further exams during June in year 13. Both of these exams include responding to a pre-release. For AS Paper 1 (Unit 1 above) • • • •

1 hour 30 mins Section A contains a mixture of short questions Section B contains two essay questions 60% of AS level and 30% of A level

Paper 2 (Unit 2 above) • • •

1 hour 15 mins 6 mini essay questions (some based on fieldwork) 40% of AS level and 20% of A level

For A2 Paper 3 (Unit 3 above) • • • •

2 hours 30 mins Section A contains Section B contains 3 essay questions based on a pre-release 60% of A2 and 30% of A level

Paper 4 (Unit 4 above) • • •

1 hour 30 mins One essay question based on a pre-release and research 40% of A2 and 20% of A level

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Future opportunities Geography has been defined amongst the key 'facilitating' or 'hard' subjects in a guide by the Russell Group (20 leading UK universities). Additionally Geography has been identified as one of 10 recession-proof subjects (The Telegraph). Geography provides an excellent base to study the following degrees: Geography (Human/Physical), Environmental Geography, Marine Geography, Geology, Oceanography, Leisure and Tourism, Earth Science, Archaeology, International Relations, Politics, Environmental Science, Sustainability, Urban Planning, Economics, Biodiversity, Biology, Marine Biology. Geography enables a wide range of career opportunities; however it is particularly helpful and necessary for the following fields: Environment/Conservation/Sustainability, Geology, Weather, Climate Change, Renewable Technology, Forestry, Development, Urban Planning, Transport, Tourism, Economics as well as a wealth of other careers that value the sorts of research and analytical skills gained from Geography.

Further information For further information please contact Mr Collins at TobiasCollins@desborough-college.net

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AS/A2 in Government & Politics Course Description We will continue to teach the current AQA A level specification, any changes to make this a linear course have yet to be decided. The specification requires students to study: AS: The Governm ent & Politics of the United Kingdom : the system of ruling the United Kingdom, the role of politicians, pressure groups and the party system and how these groups affect the outcome of elections. A2: The Governm ent & politics of the USA: a study of politics in the USA, the Federal Government system, and how the role of the individual states affects the national government. The Presidential Election, including a study of the primaries, caucuses and the Electoral College System.

Course Content: AS/A2 level AS: UNIT 1 GOVP1 Participation & voting behaviour Political parties Electoral Systems Pressure Groups & Protest Movements AS: UNIT 2 GOVP2 The British Constitution Multi Level Governance The Core Executive Parliament A2: UNIT 3a GOV3A Political parties Voting behaviour The Electoral Process & Direct Democracy Pressure Groups A2: UNIT 4a GOV4A Constitutional Framework of Government Judiciary: The Supreme Court Congress The Executive

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Entry Requirements 5 A*-C including English and at least a B grade in GCSE or English.

Assessment AS: Two 1 hour 30 minute exams, max 80 marks per paper A2: Two 1 hour 30 minute exams, max 80 marks per paper

Future Opportunities Although not always an absolute requirement, a Government & Politics A level gives you an excellent basis from which to embark on a wide variety of potential degree subjects, including (but not exclusively): History, in all its forms, Politics, International Relations, English, Law, Languages, Sociology, Psychology, Criminology, American Studies, Teaching, Classical Studies, European Studies, Archaeology, Economics, Philosophy, History of Art. It is an excellent complement to History A level Career opportunities include Marketing, Sales and Advertising Professionals, Management trainees, Education Professionals, Business and Financial Professionals, International Manager, Financial crimes investigation, IT, Web project officer, Politician, Arts, Design, Social & Welfare Professionals, Police Officer, Foreign Office, Civil Service.

Further Information For further information please contact Mrs Murphy or Mr Wyles. http://www.aqa.org.uk/subjects/government-and-politics

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AS/A level in History Course Description We will be teaching the new specification A level History from September 2015. We have decided to remain with our current exam board AQA believing that they continue to offer us the best support and range of topics to suit needs of the department. The specification for the course is highlighted below. Please note that as of September 2015, an AS exam sat in History will NOT contribute to a final A level grade. They will be regarded as separate qualifications. It is possible to sit an AS in History and you may then choose not to continue to study the subject in your second year. However, if you do continue to A level your AS grade will not form part of the final qualification. In your second year, you will be examined on the same topics but in greater depth. A level History provides a broad, coherent and satisfying course of study for students. The specification requires student to study: • • • • •

the history of more than one country or state or the history of more than one period aspects of the past in breadth, through period(s) or theme(s), and in-depth significant individuals, societies, events, developments and issues within a broad historical context developments affecting different groups within the societies studied a range of appropriate historical perspectives, for example: aesthetic; cultural; economic; ethnic; political; religious; scientific; social or technological.

Course content: A level Component 1: The Making of a Superpower: USA, 1865–1975 Part One: From Civil War to World War, 1865–1920 • The Era of Reconstruction and the Gilded Age, 1865–1890 o The weaknesses of Federal Government: Johnson, Grant and the failure of Radical Reconstruction o The limits of foreign engagement and continuation of isolationism: the continuation of the Monroe Doctrine; territorial consolidation (Alaska) and tensions over Canada • Populism, Progressivism and Imperialism, 1890–1920 o Political tensions and divisions: the reaction against Big Business at national and state level o Economic change and developments: the rise of US dominance as an economic and industrial power and the consequences of this o Social developments: mass immigration and urbanisation and their consequences; the position of African-Americans o Foreign affairs

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Part Two: Crises and the Rise to World Power, 1920–1975 • Crisis of identity, 1920–1945 o Domestic politics: Harding, Coolidge and Republican conservatism; Hoover and the Depression o FDR and the New Deals: o The economy: boom to bust and recovery; o Social and cultural developments: ‘ o Social, regional and ethnic divisions o The USA and international relations • The Superpower, 1945–1975 o Domestic politics: Truman, Eisenhower Kennedy, Johnson and Nixon o Economic change and developments: the rise of the consumer society and economic boom o Ideological, social, regional and ethnic divisions o The USA and international relations: the Cold War; the Vietnam War o The USA by 1975: its place as a Superpower; the limits of social cohesion; new cultural developments, including the role of women and the position of African-Americans. A Level Component 2: The English Revolution, 1625–1660 Part One: The Origins of the English Civil War, 1625–1642 • The emergence of conflict and the end of consensus, 1625–1629 o The legacy of James I: religious issues and divisions; relations between Crown and Parliament o Monarchy and Divine Right o Challenges to the arbitrary government of Charles I: o Parliamentary radicalism; personalities and policies of parliamentary opposition to the King • An experiment in Absolutism, 1629–1640 o Charles I’s Personal Rule o Religious issues o Political issues: the role of Wentworth; policies in Ireland and England; o Radicalism, dissent and the approach of war: • The crisis of Parliament and the outbreak of the First Civil War, 1640–1642 o The Divided Political Nation 1640: o Pym and the development of parliamentary radicalism: o Conflicts between Crown and Parliament o The slide into war Part Two: Radicalism, Republic and Restoration, 1642–1660 • War and radicalism, 1642–1646 o The First Civil War: the strengths and weaknesses of the political and military leadership of the Royalist cause o The First Civil War: the strengths and weaknesses of the political and military leadership of the Parliamentary forces o The intensification of radicalism: o The end of the First Civil War • The disintegration of the Political Nation, 1646–1649 o Political and religious radicalism: o Political and religious divisions o The Second Civil War and the reasons for its outcome o The problem of Charles I: divisions within the army and Parliament; the trial and execution of the King Return to Contents

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33 •

Experiments in Government and Society, 1648–1660 o The Third Civil War: the attempted Royalist revival o Political radicalism o Oliver Cromwell and the Protectorate: o The monarchy restored

A level Component 3: Coursework. A piece of coursework on a subject of the student’s choice. It may not be directly related to any content already studied. It must cover a chronological period of 100 years. http://www.aqa.org.uk/subjects/history/as-and-a-level/history-7042

Entry Requirements 5 A*-C including English and at least a B grade in GCSE History or English.

Assessment A2 assessment is a combination of two written examinations and a piece of coursework which is internally marked and externally moderated. The chronology of the course must cover a period of 200 years. Paper 1: Examining component 1: 40% of A level Paper 2: Examining component 2: 40% of A level Coursework: Component 3: 20% of A Level. AS assessment is by two written examinations, they are based upon the same topics but considered over a shorter period of time. There is no coursework requirement.

Future Opportunities Although not always an absolute requirement, a History A level gives you an excellent basis from which to embark on a wide variety of potential degree subjects, including (but not exclusively): History, in all its forms, Politics, International Relations, English, Law, Languages, Sociology, Psychology, Criminology, American Studies, Teaching, Classical Studies, European Studies, Archaeology, Economics, Philosophy, History of Art. Career opportunities include Journalist, archaeologist, Marketing, Sales and Advertising Professionals, Management trainees, Education Professionals, Business and Financial Professionals, International Manager, Financial crimes investigation, IT, Web project officer, Politician, Arts, Design, Social & Welfare Professionals, Police Officer, Foreign Office, Civil Service.

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AS/A2 in Information Technology (IT) Course Description AQA ICT brings the study of ICT up to date for the 21st century. It has the backing of a range of industries, higher education and the National Computing Centre.

Course Content INFO1 – Practical Problem Solving in the Digital World This unit should provide students with the opportunity to develop their knowledge and understanding of the development of ICT systems through practical experience in using a range of applications software in a structured way. Students should then be able to apply the skills, knowledge and understanding gained from this practical work to the solution of problems.

INFO2 –Living in the Digital World This unit is designed to give students the wider picture of the use of ICT and to enable the understanding of basic terms and concepts involved in the study of the subject. Students should be able to discuss and comment on issues from a position of knowledge and they can do this only if they have the knowledge and understanding that underpins the subject. Students should be encouraged to consider the important issues involved in the use of ICT by themselves and by others. Students should also study the immediate effect on themselves and also the longer term effects on society and the world in general.

INFO3 – The Use of ICT in the Digital World This unit looks at the fast changing subject of ICT, including developments in technology and ICT system capabilities, and how this might affect the world that makes use of ICT. The content is designed to address issues associated with the management of ICT and its use within organisations. A range of organisations should be studied, including charities, clubs and societies, small, medium and large businesses, both national and multi-national public and private organisations. The number of people involved could range from one or two to many thousands. Each organisation will have the same ICT-related issues to consider on a scale appropriate to their own needs, for instance, the introduction and testing of ICT systems, the training and support needed for users of ICT systems, the outside organisations which affect the way the organisation runs its ICT.

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This unit provides students with the opportunity to complete a substantial project involving the production of an ICT-related system over an extended period of time. In so doing, students will enhance their transferable practical skills. The unit is designed to be taught alongside or after Unit 3 and topics covered in Unit 3 may provide the stimulus for work for this Unit 4.

http://www.aqa.org.uk/subjects/ict-and-computer-science/as-and-a-level/information-andcommunication-technology-2520

Entry Requirements 5 A*-C including English and Maths and at least a B grade in ICT.

Assessment Unit 1 - INFO1 Practical Problem Solving in the Digital World 50% of AS, 25% of A level 1 hour 30 minutes examination 80 marks Section A: short answer questions Section B: structured questions

Unit 2 - INFO2 Living in the Digital World 50% of AS, 25% of A level 1 hour 30 minutes examination 80 marks

Unit 3 - INFO3

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The Use of ICT in the Digital World 30% of A level 2 hour examination 100 marks Section A: structured questions based on pre-release material Section B: questions requiring extended answers Section A: short answer questions Section B: structured questions

Unit 4 - INFO4 Coursework: Practical Issues Involved in the Use of ICT in the Digital World 20% of A level Coursework project report, marked by centre and moderated by AQA 70 marks Students complete a project involving the production of an ICT-related system over an extended period of time

Higher Education and Possible Careers The course has been developed for students who wish to progress to higher education or to the world of work, where understanding how ICT can be used in society and organisations, and the implications of its use, will be a valuable asset.

Further Information & Reading Information and Communication Technology for AQA AS(AQA AS Level) Essential ICT A level: ICT for AQA AS level (Student Handbook) Essential ICT A level: ICT for AQA A2 level (Student Handbook)

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AS/A2 in Mathematics Course Description We will be teaching MEI OCR Mathematics, which will include Core 1, Core 2, and Statistics 1 in the first year and Core 3, Core 4, and Mechanics 1 in the second year.

Entry Requirements Mathematics is one of the more difficult A levels and would be most suitable to students achieving A* - A grades in Mathematics. However, we will also accept students achieving a Bgrade in Mathematics but strongly suggest they attend the A level Bridging Course which will start after the main June Examinations have finished.

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AS/A2 in MFL Course Description • • • • •

Skills students will develop include: a lasting appreciation of language and learning an ability to comprehend German in a wide range of contexts an ability to communicate readily in German for a variety of purposes useful knowledge of and insights into German-speaking cultures, both contemporary and historic valuable skills for foreign travel, further education and employment This A level requires students to complete all four units; 2 units at AS level and a further 2 units at A2 level. The specification is available for assessment in the June series. This course is particularly suitable for students who have studied GCSE German.

Course Content AS For all four AS topics, the sub-topics must be studied. However, the bullet points given under the sub-topics are only suggestions as to the general areas which could be covered as part of the teaching programme. They are neither prescriptive nor exhaustive and are not to be covered in a specific order, but are intended to clarify the scope of each sub-topic and will be used as a general steer by question setters in the preparation of examination papers and assessment tasks. As Knowledge of Society is not a discrete assessment objective in the subject criteria for Modern Foreign Languages, there is no requirement to study the topics in the context of the target language-speaking country/community. However, assessment material will include authentic sources; AS LEVEL MEDIA POPULAR CULTURE HEALTHY LIVING/LIFESTYLE FAMILY/RELATIONSHIPS A2 LEVEL ENVIRONMENT THE MULTICULTURAL SOCIETY CONTEMPORARY SOCIAL ISSUES CULTURAL TOPIC

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Link to exam board syllabus http://www.aqa.org.uk/subjects/german/a-level/german-2660/spec-at-a-glance

Entry Requirements 5 A*-C and at least a B-grade in chosen language.

Assessment Unit 1 French [FREN1]; Germ an [GERM1]; Spanish [SPAN1] 2 hours

70% of the total AS marks

Listening, Reading and Writing

35% of the total A level marks

Unit 2 French [FRE2T/V]; Germ an [GER2T/V]; Spanish [SPA2T/V] 35 minutes (including 20 minutes preparation

30% of the total AS marks

time)

15% of the total A level marks

Speaking Unit 3 French [FREN3]; Germ an [GERM3]; Spanish [SPAN3] 2½ hours Listening, Reading and Writing

35% of the total A level marks

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Higher Education and Possible Careers Where will success take me? Apart from being beneficial at a personal level, your A level in Modern Foreign Languages can help with quite a few career paths. For those who want to specialise in language, there’s translation or teaching. Or maybe you want to work in sales and logistics or the travel and tourism industry. But even as, say, an engineer or designer, being proficient in a language will give you broader career options and make you instantly marketable.

Further Information & Reading www.aqa.org.uk

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AS/A2 Physical Education Course Description In the practical component of the course students will enhance and refine the skills and techniques required to perform effectively in a range of physical activities, as well as applying these skills in different roles, such as performer, leader/coach and official within physical activities. The theoretical part of the course develops pupils’ knowledge and understanding of the requirements of a balanced, active, healthy lifestyle and how the body systems respond to the demands of physical activity. Students explore the most suitable practice methods and the theories of learning. Students are required to understand and critically evaluate contemporary issues, culture and how they may influence physical activity and participation amongst young people.

Course Content AS: 1. Anatomy and Physiology (The skeletal and muscular systems, motion and movement, and the cardiovascular and respiratory system in relation to the performance of physical activity). 2. Skill Acquisition (Classification of motor skills and abilities, the development of motor skills, information processing theory, motor control of skills in physical activity and the theories of learning skills). 3. Socio-Cultural (Physical activity, sport and culture, and contemporary sporting issues). 4. Practical Sport (Performance in two different activities and the evaluation and planning for the improvement of performance). A level: As above plus: 5. Historical Studies (Popular recreation in pre-industrial Britain, rational recreation in postindustrial Britain, 19th century public schools, the development stages of athleticism in 19th century public schools, case studies, and Physical Education in state schools). 6. Sport Psychology (Individual aspects of performance, group dynamics of performance and audience effects, and mental preparation for physical activity). 7. Exercise and Sport Physiology (Energy concepts and systems, components of health related fitness, application of the principles of training, and performance enhancement). 8. Practical Sport (Performance in one activity and the evaluation, appreciation and improvement of performance). http://www.ocr.org.uk/qualifications/as-a-level-gce-physical-education-h154-h554/

Entry Requirements 5 A*-C including a B grade in English and Science. In Physical Education students must achieve at least a B grade with a minimum of a C grade in the written GCSE PE examination.

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Assessment The current specification includes one written paper in May/June in each year plus a practical assessment. The assessments are as follows: AS: Two units in Year one: G451 A two hour written examination, covering topics 1 to 3 above. The examination makes up 30% of the overall A level grade.

• • G452

Two practical performances (from two different activity profiles). An oral response to a live sporting performance (EPIP). These components make up 20% of the overall A level grade.

• • •

A level: Two further units in Year two: G453 A two hour 30 minutes written examination, covering topics 5 to 7 above. The examination makes up 35% of the overall A level grade.

• • G454

One practical performance. An oral response to a live sporting performance (E & A). These components make up 15% of the overall a-level grade.

• • •

Higher Education and Possible Careers A level Physical Education can lead to a number of career opportunities in both higher education and employment. Some of the main avenues are as follows: -

Reading Sports Science, Sports Management, and Physiotherapy at University. Physical Education teaching or Sports coaching. Health and Fitness Instructor, Leisure and Tourism employment.

Further Information & Reading For further please contact Mr Hamilton (Curriculum Leader for PE) at your earliest convenience. Further reading – OCR AS Physical Education Student Book by Dave Carnell. Published by Pearson Education Limited. ISBN - 9780435466770 Return to Contents

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AS/A level in Photography Course Description We will be teaching the new specification A level Photography from September 2015. This is most likely to be the Edexcel specification, the course content for which is highlighted below. Please note that as of September 2015, an AS exam sat will NOT contribute to a final A level grade. They will be regarded as separate qualifications. It is possible to sit an AS in any of your chosen A level subjects and you may then choose not to continue to study the subject in your second year. However, if you do, your AS grade will not form part of the final qualification. In your second year, you will therefore be expected to produce a second Personal Investigation to support your portfolio. You will embark on a two year A level in Photography with an option to formally take the AS if you plan not to study it further. This decision to cease studying for the A level will be taken in February of the AS year. To take the AS and try to continue would place you at a significant disadvantage since you would need to produce a second personal investigation whilst others would not. The Edexcel Specification covers all endorsed and unendorsed titles including Art and Design.

Course Content Component 1: Personal Investigation – 60% of final grade, essay (12% of m arks) The Personal Investigation project is a developmental project that encompasses the breadth and depth of skill required to complete the course. Students will be expected to build competency with a range of digital manipulation techniques, lens based media processes and critical analysis skills. This component allows students to generate and develop ideas, research primary and contextual sources, recording practical and written observations, experiment with media and processes, and refine ideas towards produced personal resolved outcomes. Students will be expected to be competent with digital camera processes, photo editing software and light-sensitive materials. They will also support their practical studies with critical analysis of photographers to demonstrate an understanding of meanings and contexts. The practical element of the course is supported and informed by a 1,000 word essay that critically analyses the work of artists relating to the topic. This essay is worth 12% of the overall qualification. Component 2: Externally Set Assignment – 40% of final grade, including 15 hour controlled exam The Externally Set Assignment comprises of two major elements – preparatory studies and a 15 hour period of sustained focus, under exam conditions. Edexcel provide a suggested starting point and students have the opportunity to demonstrate and deliver a body of work in response. This will demonstrate the depth and breadth of skill developed during the Personal Investigation.

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Future Opportunities Photographers often continue to study and develop skills at a Foundation Art and Design course, alongside other artistic skills. Photography is a growing and popular subject that is continually changing and evolving as new technologies are developed. Skills developed on the course will translate well to a digital media or technology based career and of course, continued study at University for Photography. Photographer career options are wide and varied – ranging from freelance photographer, advertising and commercial photography, scientific photography, photojournalism and independent businesses. Jobs within the Photography sector are steadily growing each year and offers healthy opportunities.

Further Information For further information please contact Miss Rhodes.

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AS/A level Physics Course Description We will be teaching the new specification Edexcel A level Physics from September 2015. Please note that for anyone who starts in September 2015, AS exams will NOT contribute to a final A level grade - they will be regarded as separate qualifications. We expect that we will still sit the AS exam in the summer of year 12, as a valuable progress check.

Course Content AS only: Mechanics Electrical circuits Materials Waves and Particle Nature of Light AS and A2: Further Mechanics Electric and Magnetic Fields Nuclear and Particle Physics Thermodynamics Space Nuclear Radiation Gravitation Oscillations M ore information can be found here: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/physics-2015.html http://qualifications.pearson.com/content/dam/pdf/A%20Level/Physics/2015/Specification%20and%20sample% 20assessments/PearsonEdexcel-Alevel-Physics-Spec-updated.PDF

Entry Requirements 5 A*-C, including grade A in Dual Award Science and Maths. If you don’t quite get these, we can look at how close you got and what your score was on the physics part of the science GCSE. You are severely limiting your chance of doing well at A level Physics if you do not also do an A level in maths.

Assessment The AS is assessed in summer of year 12 by two 1hr 30 minute papers The A2 is assessed in summer of year 13. There are three papers in total, the last of which is a synoptic paper covering everything in the course.

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Higher Education and Possible Careers Physics is probably the most versatile, useful A level there is. It will be accepted for virtually any degree, is required for many, and a good physics grade is a badge of academic excellence that any University will take notice of. For any course at University with a slightly scientific focus, physics will either be essential or very highly desirable. As well as the obvious route of physics and all the aspects from quantum physics to cosmology that physics covers, it is a must for courses in engineering and very strongly recommended for courses such as medicine. A physics degree is a ticket into a huge range of careers. As well as academic careers, physicists are in demand pretty much everywhere. A physics graduate has been taught how to think – how to model and understand complicated systems and processes, how to deal with and interpret data and, in general, how to understand how things work. There is a huge demand for physicists in the City and the financial sector as a whole, and physicists are instrumental in several aspects of healthcare, but any organisation that has anything complicated going on would love to have a physicist to work things out for them! People with a physics degree work on modelling fires inside nuclear submarines, designing new inhalers for medical treatments, modelling weather and heat flows inside a house (in order to maximise energy efficiency), be in charge of sorting out a company’s database for dealing with customer complaints, as well as working as professional researchers in Universities. Angela Merkel, the German Chancellor, is a Physics graduate. Physics really does lead to just about anything.

Further Information & Reading A list of recommended reading around the subject is available on the school website.

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AS/A2 in Product Design Course Description The course undertaken is an AQA AS/A2 Level in Design Technology Product Design.

Course Content

AS Section A: At AS level candidates should develop an understanding of the physical and mechanical properties of a broad range of materials and components. They should understand why these are used in specific applications with particular emphasis on the life-cycle of products including manufacture, use and disposal. Candidates should have a good understanding of the methods by which materials and components can be manipulated to manufacture products. Through study and first-hand experience in practical project work, candidates will also develop knowledge of the health and safety issues relevant to working with materials. Coursework projects may also provide an opportunity for students to learn about the use of computer aided design (CAD) and computer aided manufacture (CAM), and the use of basic quality control measures. In addition to this, through study and detailed analysis of a wide range of products, candidates should begin to develop knowledge and understanding of the broader issues for the designer such as: environmental sustainability of products and their manufacture, ergonomic and anthropometrics, inclusive design, and consumer safety. Section B: Design and M arket Influences Through study and detailed analysis of a wide range of products, candidates should begin to develop knowledge and understanding of the broader issues for the designer such as: environmental sustainability of products and their manufacture, ergonomic and anthropometrics, inclusive design, and consumer safety. Section C: Processes and M anufacture Candidates should have a good understanding of the methods by which materials and components can be manipulated to manufacture products. Through study and first-hand experience in practical project work, candidates will also develop knowledge of the health and safety issues relevant to working with materials. Coursework projects may also provide an opportunity for students to learn about the use of computer aided design (CAD) and computer aided manufacture (CAM), and the use of basic quality control measures. A2 As above but for detailed focus on all elem ents. Design and M arket Influences e.g. the evolution, selection and application of materials for the manufacture of modern products. How the use and conservation of both energy and raw materials affect the selection and application of materials for the production and function of products today. Processes and M anufacture e.g. the application of materials and components to suit specific production processes, from one-off to mass-production. http://www.aqa.org.uk/subjects/design-and-technology/a-level/design-and-technology-product-design-3d-2550

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Entry Requirements 5 A*-C and at least a B grade in Resistant Materials or Graphics.

Assessment AS 60% Coursework (Portfolio and Product) 40% Exam. A2 60% coursework (Design Portfolio and Project) 40% Exam.

Higher Education and Possible Careers Career opportunities include academic or industrial practices in engineering, a pathway to architecture, job roles working in any workshop situation, product design and development, manufacture, Graphics for marketing etc. Opens doors to engineering, architecture and product design in Universities as well as putting a student in a good position to gain an apprenticeship in a variety of industries.

Further Information & Reading Text Book: AQA A level Design and Technology: Product Design (3-D Design) (Aqa Design for A level): Product Design (3-D Design) AS/A2) Research into designers and Design: Memphis Movement.

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AS/A level in Psychology Course Description Students have the opportunity to learn how to analyse arguments and evidence, test hypotheses and make informed judgements – all skills valued by Higher Education institutions and employers. What skills will I learn? This course will help you develop a number of skills: • How to view the world around you from different perspectives • How to plan and conduct scientific investigations • How to analyse and interpret data • Critical reasoning skills • How to put across your point of view fluently

Course Content 2.1

AS Subject content

Social influence; Memory; Attachment; Approaches in psychology; Psychopathology; Research methods 2.2

A level Subject content Compulsory content

Social influence; Memory; Attachment ;Psychopathology; Approaches in psychology; Biopsychology; Research methods; Issues and debates in psychology Optional Option 1 Relationships; Gender; Cognition and development Option 2 Schizophrenia; Eating behaviour; Stress Option 3 Aggression; Forensic psychology; Addiction Link to exam board syllabus http://filestore.aqa.org.uk/resources/psychology/specifications/AQA-7181-7182-SP-2015-V10.PDF

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Entry Requirements 5 A*-C and at least a B-grade in mathematics or statistics.

Assessment Paper 1 (A level): Introductory topics in psychology What's assessed Compulsory content 1–3 above Assessed • written exam: 1 hour 30 minutes • 72 marks in total • 50% of AS Questions • Section A: multiple choice, short answer and extended writing, 24 marks • Section B: multiple choice, short answer and extended writing, 24 marks • Section C: multiple choice, short answer and extended writing, 24 marks + Paper 2 (A level): Psychology in context What's assessed Compulsory content 4–6 above Assessed • Written exam: 1 hour 30 minutes • 72 marks in total • 50% of AS Questions • Section A: multiple choice, short answer and extended writing, 24 marks • Section B: multiple choice, short answer and extended writing, 24 marks • Section C: multiple choice, short answer and extended writing, 24 marks Paper 1 (A2): Introductory topics in psychology What's assessed Compulsory content 1–4 above Assessed • Written exam: 2 hours • 96 marks in total • 33.3% of A level Questions • Section A: multiple choice, short answer and extended writing, 24 marks • Section B: multiple choice, short answer and extended writing, 24 marks • Section C: multiple choice, short answer and extended writing, 24 marks • Section D: multiple choice, short answer and extended writing, 24 marks Paper 2 (A2): Psychology in context What's assessed Compulsory content 5–7 above Assessed • Written exam: 2 hours • 96 marks in total • 33.3% of A level Questions • Section A: multiple choice, short answer and extended writing, 24 marks • Section B: multiple choice, short answer and extended writing, 24 marks • Section C: multiple choice, short answer and extended writing, 48 marks Paper 3: Issues and options in psychology What's assessed Compulsory content 8 above Optional content, one from option 1, 9–11, one from option 2, 12–14, one from option 3, 15–17 above Assessed • Written exam: 2 hours • 96 marks in total • 33.3% of A level Questions • Section A: multiple choice, short answer and extended writing, 24 marks • Section B: one topic from option 1, 9–11 above, multiple choice, short answer and extended writing, 24 marks Return to Contents

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52 • •

Section C: one topic from option 2, 12–14 above, multiple choice, short answer and extended writing, 24 marks Section D: one topic from option 3, 15–17 above, multiple choice, short answer and extended writing, 24 marks

Higher Education and Possible Careers Where will success take me? Psychology can help your career either directly or indirectly. Of course, if you wish to become a psychologist, therapist or mental health worker, this A level is of direct value. Amongst other potential fields, this course can lead into criminology and also sport science and in contrast it can support in the area of human resource and management and like areas.

Further Information & Reading www.aqa.org.uk

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Applied Science Subsidiary Diploma Course Description This Applied Science course is a Level 3 BTEC and provides an ideal progression route from year 11. This is a good alternative to science AS/A level qualifications and will help students prepare for further science qualifications or for employment in many scientific fields. The content of the course represents how all three science subjects, biology, chemistry and physics, are employed in real life situations and therefore the students will be required to apply their knowledge to a range of different assignments for organisations that use science. You will be taught by: -Development of practical skills through regular lab based practical activities. -Technical lessons to develop knowledge and apply skills learned. After a number of lessons on a certain topic, students will then be set an assignment to complete. These are usually practically based and are written up for a portfolio.

Course Content The Subsidiary Diploma course consists of 6 units: Year 12 UNIT 1: Fundamentals of Science: The Periodic Table & Moles (chemistry), Cells (biology), Energy transfer (physics) & Communication UNIT 2: Working in the Science Industry: Procedures, Communication, Lab design, Information systems and Health & Safety UNIT 4: Scientific Practical Techniques: Analytical Techniques, Purity of Substances, Use of Instruments & sensors Year 13 – The Optional units The final units followed will be decided with the students and will be 3 units from: UNIT 11: Physiology of Human Body systems Investigating the cardiovascular, respiratory, digestive and lymphatic systems and the organisation of cells and tissues. UNIT 13 : Biochemistry and biochemical techniques Investigating biological molecules, enzymes, metabolic pathways and the structure of proteins. UNIT 18 : Genetics and Genetic Engineering Investigating the principles of Mendelian genetics and develop knowledge and practical techniques used in commercial, analytical and research laboratories such as extracting DNA and performing PCR. UNIT 20 : Medical Physics techniques Investigating medical physics techniques such as x-rays, ultrasounds, diagnostic imaging and magnetic resonance imaging (MRI) and radiotherapy. Understand the importance of radiation safety. Link to exam board syllabus: http://qualifications.pearson.com/en/qualifications/btec-nationals/applied-science-2010.html#/tab-1 Return to Contents

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Entry Requirements Ø 5 A*-C and at least a C grade in English and Maths. Ø Students should have at least a Pass (Merit is recommended) in BTEC First Applied Science Level 2 or GCSE grade CC in iGCSE Science. Applied Science is an engaging but also demanding course and students without these grades will find the work very challenging.

Assessment Students will need to be fully committed to the course as all of the assessment is achieved through coursework assignments; These will be set and marked by your tutors. There are no exams as part of this course. As well as a laboratory notes folder, you will keep a separate portfolio of your assignments which will be moderated by an external assessor at the end of each year. All assessment tasks must be completed and to be successful, students will need to carry out extensive background reading and research into the areas covered in lessons.

Higher Education and Possible Careers The course provides the knowledge, understanding and skills for student wishing to progress to a degree or higher education studies in: Applied Science, Sports Science, Medical Science, Biotechnology or Environmental Science courses. The course also prepares students who wish to gain employment in the science industry or with organisations that use science such as: Laboratory Technician/Analyst, Medical Physics Technician, Forensic Science Service.

Further Information & Reading Please see Mr Brockett or Mr McInerney. Alternatively, you could talk to one of the students currently on the course in year 12 . Please see the school website for suggested reading.

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BTEC Business Course Description BTEC Nationals are QCF Level 3 qualifications designed to provide highly specialist work-related qualifications in a range of vocational sectors. They give learners the knowledge, understanding and skills that they need to prepare for higher education or employment.

Course Content Year 1 UNIT 1 – The Business Environment The unit introduces learners to a range of business activities. They will consider the purposes of different organisations and the influence of stakeholders and how businesses organise themselves through strategic planning and organisational structures. Learners then explore the dynamic nature of organisations through studying the impact of external (political, legal and social) influences on business operations. UNIT 2 –Business Resources At the core of every organisation are the human, physical, technological and financial resources that enable it to function. Understanding how these resources are managed is one of the keys to assessing how well the organisation is performing. For an organisation to survive its finances need to be sound and secure. The second part of the unit explores the sources of financial resources available to organisations. UNIT 29 – Understanding Retailing The aim of this unit is to introduce learners to the important role that retailing plays in the UK economy; and how it is the final part of the supply chain, before products and services reach the end customer. Learners will examine the structure of the retail industry, the process of distribution, the importance of sales and service functions and how the sector responds to change. Year2 UNIT 3 – Introduction to Marketing Marketing is at the heart of every organisation’s activity. Its importance is also growing in the noncommercial, public and voluntary sectors. Also, at the heart of marketing is the customer. This unit will introduce learners to some of the tools and techniques all types of organisations use to achieve their objectives. The segmentation and targeting of groups of customers is a key marketing technique and this is studied in detail. UNIT 4 – Business Communication The aim of this unit is to show learners that the collection and management of business information, and the successful communication of that information throughout a business, is critical for the future prosperity of the organisation. A business needs accurate and relevant information from internal and external sources in order to operate profitably. Proper collection of data creates an environment where informed decisions can be taken for the benefit of the business.. UNIT 5 – Business Accounting The unit is divided into two parts. The first develops an understanding of the accounting processes necessary to provide accurate and relevant financial information. The second part covers the practical aspect of carrying out those accounting activities. http://qualifications.pearson.com/en/qualifications/btec-nationals/business-2010.html#/tab-1 Return to Contents

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Entry Requirements Business Studies grade C or Pass at BTEC Level 2

Assessment Assessment is 100% coursework, internally assessed. Students will be expected to produce a detailed portfolio of work throughout the duration of the course and adhere to strict deadlines

Future Opportunities The qualification allows for a number of progression routes.

Higher Education:

The course provides a sound basis for progression to a range of Higher Education courses; BA degrees in Business, Business management, International Business, Marketing and Accountancy

Employment: Career opportunities are very wide reaching as students will gain a real understanding of how businesses operate and the different functional areas within a business.

Further Information For further information please contact Mr. D Lowden – Head of Business and Economics

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BTEC Level 3 Construction and the Built Environment. Course Description

The course undertaken is a BTEC Level 3 course that focuses on the built environment.

Course Content • • • • • • • • •

Design in construction and the build environment Sustainable materials and construction Application of science and mathematics in construction Health and Safety in construction Technical Drawing and architectural drawings Surveying in Construction Functions of different elements of low rise construction Functions of different elements of sub and superstructures Contributions of construction on society

Entry Requirements 5 A*-C and at least a B grade in Resistant Materials or Graphics or a Merit in Level 2 Construction Studies.

Assessment 8 Units to be completed. 100% coursework.

Higher Education and Possible Careers Career opportunities include academic or industrial practices in construction, a pathway to architecture, project management, site management, design and development of structures, work on site. Opens doors to architecture and construction work in a range of activities from project managers and directors, to contractors, surveyors, and even engineers. Offers students the chance to get into universities or to join the work force through apprenticeships.

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BTEC level 3 ICT Course Description The BTEC QCF level 3 qualifications are designed to provide highly specialist, work-related qualifications in a range of vocational sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. On successful completion of a BTEC level 3 qualification, a learner can progress to or within employment and/or continue their study in the same or related vocational area.

Course Content The Subsidiary Diploma (1 A level) consists of two compulsory units and four optional units.

Unit 1: Communication and Employability Skills for IT:

The aim of this unit is to ensure that learners understand both the personal attributes valued by employers and the principles of communicating effectively whist developing effective communication skills and addressing your own personal development needs.

Unit 2: Computer Systems:

The aim of this unit is to enable learners to understand the components of computer systems and develop the skills needed to recommend appropriate systems for business purposes and set up and maintain computer systems.

Unit 3: Information Systems: The aim of this unit is to ensure learners understand how organisations use information and the surrounding use of information, know about information systems and develop the skills necessary to produce management information.

Unit 8: E-Commerce: The aim of this unit is to ensure that learners know the technologies involved in e-commerce, understand the impact of e-commerce on organisations and on society, and that they are able to plan e-commerce strategies.

Unit 18: Database Design: The aim of this unit is to enable learners to understand the features of relational databases and develop the skills necessary to design, create, populate and test a relational database incorporating advanced features

Unit 28: Website Production:

The aim of this unit is to enable a learner to understand web architecture and the factors that affect its performance and to be able to design and create interactive websites.

http://www.edexcel.com/quals Entry Requirements 5 A*- C including English and at least a C or Pass grade in ICT.

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Assessment All units are internally assessed and all units must be passed in order to achieve the final Award.

Future opportunities The BTEC level 3 ICT offers an engaging programme for those who are clear about the area of employment that they wish to enter. These learners may wish to extend their programme through the study of a general qualifications such as GCE AS levels, additional specialist learning (for example through another BTEC qualification) or a complementary NVQ. These learning programmes can be developed to allow learners to study related and complementary qualifications without duplication of content.

Further Information & Reading Btec Level 3 National IT Student Book 1 Btec Level 3 National IT Student Book 2

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BTEC Public Services Course Description The qualifications will develop learners’ abilities through the knowledge and skills gained in the program and are suitable for learners who would like to know more about employment in uniformed or nonuniformed public services.

Course Content The Edexcel BTEC Level 3 Subsidiary Diploma in Public Services is a 60-credit and 360-guided-learning hour(GLH) qualification that consists of three mandatory units plus optional units that provide for a combined total of 60 credits.

Mandatory units UNIT 1 – Government, Policies and the Public Services This unit enables learners to develop knowledge and understanding of the UK government policies and the democratic election process. It also enables them to demonstrate the process of developing government policies and how these policies impact on the public services. The unit will explain how government policies are developed, give an understanding of the legislative process and the effects that government policies can have on the public services, the personnel working within them and the provision of services. UNIT 2 – Leadership and Teamwork in the Public Services The ability to lead teams is critical to the public services. This unit introduces learners to the principles of team leadership and teamwork in a public services context. It focuses on helping learners to put theory into practice, ensuring that their teams achieve the required objectives. It is important that team leaders are adaptable and able to develop their own skills to deal effectively with team members, encouraging and supporting them. This unit is designed to help learners understand the importance of leading a team. Learners will investigate the different styles of leadership and how they are used in the public services. Learners will explore effective communication skills and have the opportunity to demonstrate them. UNIT 3 – Citizenship, Diversity and the Public Services The aim of this unit is to provide learners with knowledge, skills, attitudes and values to become thoughtful and informed citizens and public service employees. It is designed to develop an awareness of rights and responsibilities as well as respect for different religious, ethnic and national groups within UK society. Learners will explore the legal and humanitarian rights that citizens are given by legislation within the UK. Relevant theory and strategies to combat discrimination within the public services sector and society will be related to the work that different services do.

Optional Units In year two we also teach two optional units worth 20 credits. The optional units taught each year varies to suit the cohort and their particular interests. http://qualifications.pearson.com/en/qualifications/btec-nationals/public-services-2010.html

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Entry Requirements Business Studies grade C or Pass at BTEC Level

Assessment Assessment is 100% coursework, internally assessed. Students will be expected to produce a detailed portfolio of work throughout the duration of the course and adhere to strict deadlines

Future Opportunities The BTEC National in Public Services are targeted at learners who would like to gain employment in the public services sector and have been developed to provide further training and education and progression opportunities within this sector.

Further Information For further information please contact Mr D Lowden – Head of Business and Economics

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Music: Edexcel BTEC Level 3 Subsidiary Diploma (performance) Course Description The 60-credit BTEC Level 3 Subsidiary Diploma allows for pupils to extend and develop core performance and instrumental skills and covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of emphasis through the optional units including composing and a music project. It is equivalent to one A level.

Course Content The Edexcel BTEC Level 3 Subsidiary Diploma in Music (Performing) is a 60-credit and 360 guided learning hour (GLH) qualification that consists of one mandatory unit plus at least one specialist unit plus optional units that provide for a combined total of 60 credits. Unit 23 Unit 33 Unit 40 Unit 24 Unit 30 Unit 7

Music Performance Techniques Solo Music Performance Skills Working and Developing as a Musical Ensemble Music Project Pop Music in Practice Composing Music

Entry Requirements I will need to review the entry profile of qualifications and/or experience held by each pupil, considering whether the profile shows an ability to progress in a level 3 qualification. For those who do not have a GCSE in music an audition will be needed to show instrumental skill level. To be entered onto the course you may have had • • • • •

a BTEC level 2 qualification in Music a standard of literacy and numeracy knowledge up to four GCSEs at grade A*-C other related level 2 qualifications related work experience/musical experiences and skills

Assessment All coursework is internally assessed then double marked externally. There is no examination unit for this course. Pupils will have allotted controlled assessment time to complete tasks linked to each unit listed above. There will be a minimum of four recording live performances.

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Higher Education and Possible Careers The Level 3 Subsidiary Diploma is accepted at most universities. Pupils are able to study 3 other AS levels or 2 A2 levels alongside the Level 3 Btec Music Performance. The vocational aspect of the course allows for good experience of the music industry and skills required to progress this further into a career path.

Further Information & Reading further research- http://www.edexcel.com/quals/nationals10/music/Pages/default.aspx

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BTEC Travel and Tourism Course description We will be teaching the 2012 BTEC Travel and Tourism through Edexcel. The students will be studying 3 units in year 12 and 3 further units in year 13. All of the units will work towards their final grade at the end of year 13.

Course content Year 12: Unit 1 – Investigating the Travel and Tourism Sector Unit 3 – The UK as a Destination Unit 4 – Customer Service in Travel and Tourism Year 13: Unit 2 – The Business of Travel and Tourism Unit 7 – European Destinations Unit 26 – Researching Current Issues in Travel and Tourism For more information on the specification and content visit the BTEC Travel and Tourism website at:

http://qualifications.pearson.com/en/qualifications/btec-‐nationals/travel-‐and-‐tourism-‐2010.html

Entry requirements 5 A*-C including English

Assessment The BTEC specification is assessed through tasks set throughout each of the 6 topics. With each topic there are specific grading criteria’s to meet. There are no examinations in this course.

Future opportunities Travel and Tourism provides an excellent base to study the following degrees: Geology, Oceanography, Leisure and Tourism, Earth Science, Archaeology, International Relations, Politics, Environmental Science, Sustainability, Urban Planning, Economics, Biodiversity, Biology, Hospitality Services, Airport Services.

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For further details please email us on 6thform@desborough-‐college.net

Travel and Tourism enables a wide range of career opportunities; however it is particularly helpful and necessary for the following fields: Airside services, Airport Management, Tour operations, Customer Service industries. Retail services, Cabin crew.

Further information For further information please contact Mr Myatt at thomasmyatt@desborough-college.net

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For further details please email us on 6thform@desborough-‐college.net

ask

yourself... What GCSE/BTEC grade am I likely to achieve in this course? GCSE and BTEC grades are a sound indicator of A level performance in the Sixth Form.

Did I enjoy the course at GCSE?

Students are more likely to be motivated and engage in self-study if this applies.

Is the course one I haven’t studied before?

What do existing Sixth Formers think of the course?

What do I want to do after Sixth Form?

What are the names of the individual modules that make up the full A level course? Do they sound appealing?

If so, then students should undertake some research e.g. internet, reading, etc. to try and get a “feel” for the subject.

Students should consider the requirements of their next steps whether they are in higher education or the workplace.

Try and speak to some current Sixth Form students and ask them for their honest opinion.

These will help build a picture of what students will be faced with once the course has commenced.

This prospectus is just a small part of the

Sixth Form picture

Designed & produced by SPG, specialists in schools marketing. Tel: 0118 978 2885

www.desborough.org.uk Desborough College Shoppenhangers Road Maidenhead Berkshire SL6 2QB

T: 01628 634505 info@desborough-college.net

Principal: Paul Frazer BA (Hons)

Be part of our

future