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S. Peter’s Collegiate School Sixth Form Prospectus 2012 - 2013


WELCOME TO OUR SIXTH FORM CONSORTIUM S. Peter’s Church of England Collegiate School and St. Edmund’s Catholic School have always maintained very close educational links, particularly at Sixth Form level. This became established on a more formal basis in 1989 and a thriving joint Sixth Form community has since developed which offers the stimulus of academic excellence, coupled with the security of a familiar social environment. The distinct Christian ethos within the provision of Post-16 Education at both schools is readily recognisable to the onlooker. Supported by our respective Bishops and Governors, we strive to create a Christian centre of excellence in which approximately 420 young people are able to fulfil their potential. Both Schools retain their own distinct perspectives within the compulsory Religious Education element of the course, whilst opportunities for joint approaches to academic, social, moral and cultural activities are actively encouraged. In September 2000 Wolverhampton Girls’ High School entered into this existing consortium arrangement, offering places to S. Peter’s and St. Edmund’s students on certain courses not operating in our two schools. At the same time, Girls’ High School students were offered the same opportunity to embark on certain courses that were not available to them in their own school. The success experienced during the initial period of these arrangements has encouraged all three schools to continue the same commitment for the academic year 2010/2011. The consortium plays an active role within Wolverhampton sixth form provision. Teaching groups may contain students from one, two or all three schools and are co-taught by specialist staff from each institution. Great emphasis is placed upon the suitability of students for the wide range of courses on offer, which lead to valuable qualifications under the AS/A2, Applied A Level, BTEC Level 3 structures, as appropriate to the needs of the individual student. Work placements can also be offered, either as an essential part of the assessed work leading to a vocational qualification, or as an opportunity for students to gain first hand experience of an area in which they have a career interest. A wide variety of subjects is on offer, with sensible and effective group sizes geared to foster teamwork and co-operation, whilst offering an atmosphere of academic rigour, competition and debate. Relationships with staff have more in common with the student/tutor model within Higher Education establishments, than the pupil/teacher experience through their first five years of Secondary School. A team of highly qualified and experienced staff, committed to the value of the Sixth Form, offers excellent tuition within a curriculum that is extensive, courses that are demanding and a learning atmosphere that is exciting. Expert Careers guidance, in addition to support within the Connexions framework, a variety of Sporting activities, Work Experience and a variety of enrichment activities, all combine to complete this picture of a successful and forward-looking learning environment of which, so many young people want to be a part.


S.PETER’S MISSION STATEMENT The mission of our school, rooted in our common life as a worshipping Christian community, is to educate the whole person so that everyone may find the keys to become all that God has uniquely put it within them to be.

AIMS At the heart of our school: 

will be a Christian education as observed in the doctrines and practices of the Church of England.

we will promote opportunities for worship, prayer and reflection offered to God and central to the life of the school, rooted in the Scriptures and in our participation in The Holy Eucharist.

relationships at all levels will reflect the great and equal value placed by God on each human being as revealed in the life, death and resurrection of Jesus Christ.

a sense of curiosity and excitement about the world will be stimulated in students to encourage each individual to search for truth, meaning, purpose and a faith by which to live.

the joy of discovery and the discipline of study will be directed to prepare students for adult life in their work, homes and families, leisure pursuits and relationships.

we will develop a breadth of educational experience for students so that our technological expertise is well balanced by humanities, scientific, language, aesthetic, creative, vocational and social learning activities.

the curriculum will promote high expectations, recognising different styles of teaching and learning, breadth of achievement and methods of assessment, and will demonstrate equal concern for the educational needs and aspirations of all.

adults and students within our community will be valued in a spirit of mutual respect and tolerance to challenge all forms of stereotyping, prejudice and discrimination.

students will be encouraged to develop physical and recreational skills and interests that will enrich their lives, and promote a keen, sympathetic awareness and stewardship of the world, its environment, cultures and lifestyles.

we will help students to find a true vocation in life, to prepare them for the world of work and their lives as active citizens in the community.

we will nurture active partnerships at every level which reflects the school’s place and role in the community.


S.PETER’S SIXTH FORM GUIDANCE & INCLUSION The Sixth Form Team: Mrs Marie-Thérèse Rollins – Assistant Principal/ Director of Sixth Form Studies mtrollins@speters.org.uk Mrs Louise Roberts-Thomas – Deputy Director of Sixth Form Studies lrthomas@speters.org.uk Mrs Debbie Scott & Mrs Pam Smith – Sixth Form Administration Assistants 6thform@speters.org.uk Help will be given to all Sixth Form students to: i. Choose appropriate Level 3 (AS / A2), Level 3 Applied (AS / A2) courses. ii. Select and apply for higher education courses or a career. PROGRESS Progress will be monitored regularly through the review and reporting system. Performance will be measured against GCSE scores. Feedback will be given regularly through Reviews and Report: Year 12 Reviews: November, January, April – Report: June Year 13

Reviews: October, December – Report: March

To commence Level 3 (A2) courses students will be required to have made good progress. EXPECTATIONS You will be expected to: 

Take a greater responsibility for your own learning through reading more widely around your chosen subjects and undertaking individual study.

Make a considerable contribution to classroom discussion.

Use your study time purposefully.

 Complete all work on time Take part in:  Extra Curricular Activities SUCCESS Success depends on your willingness to:      

Work consistently throughout the course Spend a minimum of 2.5 hours per night and 5 hours at the weekend at home on your studies each week. Take a full part in the life of the school. Accept and act upon advice offered by your tutors. Reach an attendance record of at least 95% Be punctual.


SUPPORTIVE ACADEMIC ENVIRONMENT      

A well-qualified staff A productive student-teacher relationship An effective pastoral team A strong parent-school link A supportive monitoring system Careers and university support and guidance

OPPORTUNITIES OFFERED TO OUR STUDENTS:        

Orchestra / Choirs and Bands Drama productions Duke of Edinburgh awards Opportunities to become a Buddy / an Ambassador / a Prefect Charity work Visits and Exchanges Youth Alpha Welcome Club

LINKS WITH UNIVERSITIES We have an excellent partnership with several universities including Oxford, Cambridge, Aston, Birmingham and Wolverhampton, who provide each year workshops opportunity for our students. OUR STUDENTS’ DESTINATIONS Of the 117 students who completed their A levels in 2011:  105 went on to study their chosen subject at the university of their choice,  5 decided to take a gap year before pursuing further studies in higher education,  7 started employment. A small number of students completed AS qualifications and decided to leave after the end of Year 12. All were guided onto placements at alternative education providers with a vocational focus. It is worth noting that many students return to S. Peter's several times after they have left, in order to join in specific events or to simply let us know how they are doing. It is not unusual to see several ex-students in school at the end of the summer term gaining experience in a teaching or mentoring role.


EXAMINATION RESULTS – SUMMER 2011 Introduction I must congratulate all students who sat examinations during the summer from Years 12 and 13. They worked extremely hard and overall results were the best ever for the school. Good luck to all our former students who are currently embarking on college or university courses or indeed the world of work. Special thanks from myself and all students go to the teaching staff who have demonstrated professionalism and diligence in ensuring each and every student is given the best opportunity available. This year the school achieved many record figures, A Level  16 A* grades awarded.  A* - B % increased by 11% to 47%  A* - C % above 70% for the first time  21 subjects attained a 100% pass rate GCSE Year 11  Highest ever 5A*-C of 89%  5 A*-C with English and Maths of 82%  91% of students attained a C in English, 87% in Maths, 88% in Science  32 students attained 7 or more A*/A grades  46% of students attainted 3A* A grades I commend to you our 2011 examination results. Yours sincerely,

Adrian Richards Principal


A Level Point Scores

Grades in GCE A/AS examinations score the following points

GCE AS

GCE A A* A B C D

A B C D E

BTec

Score 140 120 100 80 60 50 40 30 20

Distinction Merit

E

Pass

No of pupils in relevant age group:

117

Average UCAS Points score per candidate:

271.8

S. Peter's Distribution (A/AS Results)

Percentage

0-60 points

61 - 119 points

120 180 points

181 239 points

240 300 points

301 359 points

360 or more points

Average score per candidate

6

2

16

18

33

13

29

271.8


Post 16 outcomes over time

There has been a significant increase in the average point score per subject entry - this means that students have improved the grades they attain. The national average point score is usually around 210 points so outcomes for 2011 are above this figure. The second chart shows the steady improvement over time in the proportions of students attaining the highest grades.


Year 13 GCE A Level Results – Summer 2011 Y13 A Level

Art

Biology

*A A B C D E U Total

0 0 2 6 3 1 0 12

2 4 3 7 8 7 2 33

Business Business Studies Applied Chemistry 1 1 2 3 1 0 0 8

0 8 0 0 0 0 1 9

Class Civ

1 4 8 2 0 0 1 16

English English Economics Electronics Lang/Lit Literature

0 0 1 0 0 0 0 1

0 1 2 2 2 0 1 8

Y13 A Level

Gov Politics

Health and Social Care

History

ICT

Maths

Music

PE

*A A B C D E U Total

2 1 4 0 1 0 0 8

0 13 0 2 0 1 1 17

1 1 3 5 3 0 0 13

0 0 3 4 1 2 0 10

6 9 1 8 6 3 0 33

0 1 1 2 2 0 0 6

0 4 7 5 3 3 1 23

0 3 0 1 0 0 0 4

0 6 6 3 1 0 0 16

0 1 2 5 6 0 0 14

Physics

Product Design

Psychology

1 2 4 0 5 1 1 14

0 0 4 4 3 0 0 11

0 0 0 1 1 0 0 2

French

Further Maths

Geography

General Studies

0 1 3 0 1 0 0 5

1 2 4 1 1 1 0 10

0 3 9 8 3 2 0 25

1 0 1 3 5 3 0 13

RE

Science Applied

Spanish

Textiles

Theatre Studies

0 2 1 5 1 0 0 9

0 0 0 0 3 3 1 7

0 0 0 0 3 1 0 4

0 2 0 0 1 1 0 4

0 0 7 2 0 0 0 9


Destination of Upper Sixth Form Students 2011

Surname ALBANESE AUJLA BANNER BARNARD BARRETT BENNETT BENNETT BICKERDIKE BOULTON BREWERTON BROOM BROWN BROWN BROWNE CAPEWELL CARNEY CARPENTER CARTER CASTLE CHAGGER CHAND CHOUDHURY COATES COLMAN COMER CONSTERDINE COOPER COUPER CUNNINGHAM DAVIS DHANOA DUGMORE DUGMORE ESPIN-BRADLEY EVANS FAIRFIELD FINNEGAN FOX FREEMAN GILL GILLOTT-CAIN GLADWIN GRAHAM GRAY HALCRO HALL HAMBLETT HAMMOND HARRIS HARRISON HAWKINS HIPKISS HITCHCOT HOWELLS INGLEBY JAMES JOHAL JOHAL KAINTH KANDA KILGALLON KORPAL

Forename Joseph Gurpreet Samuel Kirsty Chloe Jasmine Tasha Greg Tiffany Robert Jonathan William Beth Helena Jennifer Jonathan John Alice Harry Manraj Serina Sabir Michael Daniel James Ben Bethan Chloe Victoria Katarina Manvir Thomas Sam Harriet Samantha Alex Hannah Daniel Adam Amarjeet Oscar George David Jordan Alexander Aaron Scott Bethany Ryan Daniel Oliver Emily Francis Elisabeth Lucy Rhiannon Aaron Amun-Preet Sonam Natasha Joseph Veenam

Destination ABERYSTWYTH UNIVERSITY STAFFORD UNIVERSITY BANGOR UNIVERSITY LOUGHBOROUGH UNIVERSITY BATH UNIVERSITY BIRMINGHAM CITY UNIVERSITY KEELE UNIVERSITY LANCASHIRE UNIVERSITY DERBY UNIVERSITY EMPLOYMENT KEELE UNIVERSITY GAP YEAR ABERYSTWYTH UNIVERSITY WOLVERHAMPTON UNIVERSITY WORCESTER UNIVERSITY ANGLIA RUSKIN UNIVERSITY WOLVERHAMPTON UNIVERSITY BRISTOL UNIVERSITY DURHAM UNIVERSITY BIRMINGHAM CITY UNIVERSITY WOLVERHAMPTON UNIVERSITY ASTON UNIVERSITY COVENTRY CITY UNIVERSITY WOLVERHAMPTON UNIVERSITY SHEFFIELD UNIVERSITY INTERNATIONAL MARKETING DERBY UNIVERSITY ABERYSTWYTH UNIVERSITY UNIVERSITY OF CHESTER WOLVERHAMPTON UNIVERSITY IMPERIAL UNIVERSITY WORCESTER UNIVERSITY NEWMAN UNIVERSITY COLLEGE BIRMINGHAM OXFORD BROOKES UNIVERSITY BIRMINGHAM CITY UNIVERSITY LIVERPOOL INSTITUTE OF PERFORMING ARTS BRISTOL UNIVERSITY SWANSEA UNIVERSITY WINCHESTER UNIVERSITY WOLVERHAMPTON UNIVERSITY ABERYSTWYTH UNIVERSITY BANGOR UNIVERSITY BANGOR UNIVERSITY ASTON UNIVERSITY BIRMINGHAM UNIVERSITY EMPLOYMENT PLYMOUTH UNIVERSITY COVENTRY CITY UNIVERSITY MANCHESTER UNIVERSITY LEICESTER UNIVERSITY UNIVERSITY OF CHESTER LANCASHIRE UNIVERSITY BIRMINGHAM CITY UNIVERSITY CARDIFF UNIVERSITY LIVERPOOL INSTITUTE OF PERFORMING ARTS LOUGHBOROUGH UNIVERSITY PORTSMOUTH UNIVERSITY STAFFORDSHIRE UNIVERSITY WOLVERHAMPTON UNIVERSITY LIVERPOOL JOHN MOORES UNIVERSITY WALES/CARDIFF INST NOTRE DAME UNIVERSITY


KUNGWENGWE LEADBEATER LEE LEE MCCALLA MCINNIS MCKENZIE MITCHELL MOBLEY MOORE MUNRO MUNTON-EVANS NEWBOULD NICKLIN NOAKES O'DONNELL PEARCE PEARSON PHILLIPS PINCHES POOLER POTTER PRYOR-ANDREWS RAJ RAZA RILEY ROBERTS ROBERTS RYAN SAHOTA SAMUELS SANGHA SHARMA SHEMAR SHINH SIMMS SMITH SMITH SPENCER STUART TAKHAR TAYLOR THOMPSON TOPHAM TROTT TUSTIN VERNON WALFORD WALKER WALTERS WEST WHITE WILLIAMS WRIGHT

Gary Rebekah Joseph Richard Patrice Leah La-Toyah Philippa Alastair Manraj Jason Connor Harriet Claire Bethany Rosie Anthony Matthew Niki Dan Natalie Aimee Amelia Natasha Hasan Oliver Matthew George Katy Shubnit Ryan Harnick Ajay Priya Amrit Louis Hayley Tashan Vicky George Harkaran Sian Jessica Jacob Rebecca Ian Emma Keiron David John Rhiannon Emily Adam Melanie

ST GEORGES UNIVERSITY OF LONDON GAP YEAR UNIVERSITY OF CHESTER BATH UNIVERSITY NEWCASTLE UNIVERSITY COVENTRY CITY UNIVERSITY NOTRE DAME UNIVERSITY WORCESTER UNIVERSITY SWANSEA UNIVERSITY LONDON MET UNIVERSITY STAFFORD COLLEGE - CARPENTRY EMPLOYMENT WOLVERHAMPTON UNIVERSITY WRITTLE COLLEGE, ESSEX UNIVERSITY COLLEGE OF BIRMINGHAM LIVERPOOL UNIVERSITY WORCESTER UNIVERSITY STAFFORD COLLEGE - CARPENTRY GAP YEAR BIRMINGHAM CITY UNIVERSITY WOLVERHAMPTON UNIVERSITY NORTHAMPTON UNIVERSITY NEWMAN UNIVERSITY COLLEGE BIRMINGHAM UNIVERSITY OF LONDON WOLVERHAMPTON UNIVERSITY GAP YEAR ASTON UNIVERSITY SHEFFIELD HALLAM UNIVERSITY ABERYSTWYTH UNIVERSITY COVENTRY CITY UNIVERSITY NEWCASTLE UNIVERSITY BANGOR UNIVERSITY STAFFORDSHIRE UNIVERSITY GOLD UNIVERSITY LEICESTER UNIVERSITY SHEFFIELD HALLAM UNIVERSITY UNIVERSITY COLLEGE BIRMINGHAM LIVERPOOL UNIVERSITY LINCONSHIRE UNIVERSITY BIRMINGHAM CONSERVATOIRE L'POOL JOHN MOORES UNIVERSITY WOLVERHAMPTON UNIVERSITY WORCESTER UNIVERSITY GAP YEAR BIRMINGHAM CITY UNIVERSITY BIRMINGHAM UNIVERSITY WOLVERHAMPTON UNIVERSITY EMPLOYMENT COVENTRY CITY UNIVERSITY EMPLOYMENT SOUTHAMPTON UNIVERSITY WORCESTER UNIVERSITY EMPLOYMENT LIVERPOOL UNIVERSITY

Music Examination Results September 2010 – July 2011 Name

Instrument

Grade

Anna Churn Joanne street Peter Rayner Sam Watson Andrew Price Ian Tustin Grace Mason

Clarinet Clarinet Drum Kit Tenor Horn Trumpet Violin Trombone

7 7 5 8 6 8 6

Pass, Merit, Distinction P M D M P P M


CHOOSING COURSES Consider the following questions  What would you like to do as a career?  What subjects do you need to study at university for your chosen career? What are your personal strengths, preferences and interests? COURSE OPTIONS In recent years, post 16 education has undergone a number of changes. These changes were designed to encourage students to study a wider range of subjects and to combine academic and vocational courses, where appropriate. LEVEL 3 (AS / A2 / BTEC) 

The entry requirement for Level 3 (AS / A2 / Applied / BTEC) courses is a minimum of 5 A* C GCSE grades, an average GCSE points score of 40, in addition to the specific entry requirements, for each subject. Students achieving this level will embark upon 3 or 4 advanced level courses. A* = 58pts / A = 52pts / B = 46pts / C = 40pts / D = 34pts / E = 28pts / F = 22pts / G = 16pts

There are 3 types of courses offered: Level 3 Applied, Level 3 BTEC, Level 3 (AS / A2).

Level 3 AS courses last for 1 year and are examined in the Summer Term. They are somewhere between GCSE and Level 3 A level in degree of difficulty. A Level 3 AS course can lead to a qualification in its own right or it can be the first half of a full Level 3 A Level course.

After AS examination results and following advice from teaching staff, students opt for subjects to take in Year 13 in order to complete Level 3 courses. The second year of a Level 3 A Level course is referred to as an A2 course.

It is possible to combine Level 3 Applied or BTEC with Level 3 AS/A2.


The A level course consists of two distinct parts: • An Advanced Subsidiary (AS) which represents the first half of an A level and consists of 2 or 3 modules • An A2 course which represents the second half of a full A level course and consists of a further 2 or 3 modules. The following features should be noted: • AS and A2 each represent 50% of the final A level grade. • The AS examination is based on a level reasonably expected of a student after 1 year of A level study which is not as high as that expected at A2. • Students must follow and pass an AS course of study before being accepted onto an A2 course. • An AS can be taken as a stand-alone qualification. • Units/modules in many subjects may sometimes be taken in the January examination series. Students can re-sit unit modules in order to improve their grades. • A Double Award Applied course is worth 2 A levels. The general pattern we have adopted is for students to complete AS at the end of their first year of study and A2 at the end of their second year. Students in Year 12 can choose to take 3, 4 or 5 AS levels depending on their results at GCSE and go on to study 3 or 4 A2 courses depending on AS results and personal preference. The BTEC and Applied A levels Courses These are more practical and work related A level courses. They have a vocational element and involve higher coursework content than traditional A levels. They are an excellent choice for students who prefer more practically based learning.


OPTION BLOCKS The majority of subjects are arranged in four option blocks: A, B, C, D and E. We recommend that you choose 3 or 4 subjects. These subjects must be from different option block. If your combination of subjects does not fit into our Option grid please let us know in the space provided on the application form. NOTE There will also be the opportunity for students to retake GCSE Maths and/or English Language. EXAMINATIONS Please also see EXAMINATION RESULTS’ section. In January and also in May/June of Year 12, students will sit external modular examinations. Students, who reach an acceptable standard in their AS examinations, will progress to three A2 courses in Year 13. However, an able student may decide to continue with four A2 courses or alternatively a student who would find three A2 courses difficult may decide to continue with two A2 courses and combine it with a relevant work experience and a General Study course. Failure to reach an appropriate standard at the end of Year 12 would result in the student being advised to continue their educational pathway via other routes. IMPORTANT DATES FOR YOUR DIARY     

Application deadline: 6th January 2012 Guidance and discussion interviews: January / February 2012 Conditional places offered: April / May 2012 Sixth Form Induction days: 10th and 11th July 2012 GCSE Results and guidance day: 23rd August 2012

STUDENT’S PROFILES The following examples are a selection of Y13 students’ profiles and provide a brief insight into the life at S.Peter’s Sixth Form from a student perspective. Name: Chinzia Chambers – Y13 Courses studied: A-levels in Health and Social Care, Applied ICT and Applied Science. How has S.Peter’s helped me? St Peters has helped me increase my confidence by encouraging me to take part in activities I would never have done before. It has also prepared me for university by making me familiar with the requirements of independent studying. Which extra-curricular activities did you enjoy most? Netball because it was a sport that I really enjoyed taking part in and I found that I was very good at it, which again helped me boost my confidence. Why S.Peter’s? You are encouraged to explore every aspect of education and this helps you achieve the best and reach your full potential. The teachers are always happy to help and sometimes arrange sessions with you if you find a particular area of study harder to understand or have missed a previous lesson. Where next? Birmingham City University to study Adult Nursing. Any advice? Study subjects you find interesting and work hard but find a balance with social life. Try to organise your workload and take advantage of what the school has to offer. Don’t get stressed or worry too much and if you ever need help just ask.


Name: Matthew Leach – Y13 Courses studied: Maths with Statistics and Decisions, Music, German and R.E How has S.Peter’s helped you? The school has helped me become a responsible, mature individual, and has built my confidence and independence. The relationship between student and teacher is not only through academic studies but there is also a great sense of pastoral care from each member of staff. Also, extra-curricular are really well developed as the staff put a lot of effort and time into each activity. Which extra-curricular activities did you enjoy the most? Music – Choir, Concert Band, Big Band Why S.Peter’s? It has a very good history and tradition of academic studies but equally with teaching and caring for the whole student. This means that they care, teach, help and aid, they don’t just teach the subject. Where next? Royal Northern College of Music to study Music (BMus Hons) Any advice? The amount of work that you put in, will predict exactly what you get out. If you throw yourself into the school family and life then you will not only get good grades but also an enjoyable experience. Name: Rebecca Roberts – Y13 Courses studied: Biology, Chemistry and Psychology A Levels with History AS. How has S.Peter’s helped you? S.Peters has helped me to become the person I am today. The experiences I have had both academically and socially have influenced my life in many different ways and created fond memories that I will never forget. The school community is very supportive with staff and students always willing to help. Which extra-curricular activities did you enjoy the most? Netball Club – It’s a good way to escape and just have fun, forgetting about any stresses you may have. It’s also a good way to meet new friends and I liked how students from all years interact and play matches with each other. Why did you stay on at S.Peter’s? Having been here since year 7 and enjoying school life so much I never considered going anywhere else. Everyone is so friendly and approachable and the teachers are enthusiastic about the subjects they teach making the lessons more interesting and not boring. Where next? Going to University either here in England or abroad in America to study Psychology. Any advice? Work hard and put in the extra effort for your studies as it will be worth it but most of all enjoy sixth form! Name: George Chatham – Y13 Courses studied: Government and Politics, English Literature and Geography A-Levels with French AS How S. Peter’s has helped you? There is a strong focus on the ‘whole’ student at S. Peter’s. Not only do they push for academic success, but every attention is paid to development in confidence and advancement of skills needed in preparation for life outside school. Teachers are more than willing to donate their own time if it means benefit for the student, something that is extremely reassuring to know if, at any time, you’re having difficulties. Which extra-curricular activities did you enjoy the most? Sport teams were a fantastic way to meet new people and compete on a city-wide level. Opportunities are also there in sixth form to lead a ‘welcome club’ for year seven students, to help them to integrate into their new school. Musical and dramatic prospects are also numerous and these have the ability to bring the whole sixth form together. Why S. Peter’s? The amalgamation of academic study, extra-curricular activities and social occasions lead students to become extremely independent with regards to personal organisation and time management. All this takes place in a focused but friendly atmosphere where staff and students are able to work harmoniously in order to achieve students’ full potential. Where next? Hopefully study for a Law degree in London, Manchester or Nottingham. Any advice? There is no substitute for hard work; success is there for the taking for anyone willing to pursue it at S. Peter’s. Two years here will soon fly by but they will contain some of the best days of your life. Name: Hibah Sheikh – Y13 Previous school: Codsall Community High School Courses studied at S.Peter’s: A level Maths, Biology and Chemistry and AS German. How has S.Peter’s helped you? My confidence has definitely improved due to the opportunity to apply to become an ambassador, buddy or perfect in the sixth form. Also with the close relationship to the lower school my interpersonal skills with people younger than myself have developed.


Which extra - curricular activities did you enjoy the most? Welcome club for the new year seven was always enjoyable, I was able to share my experiences and advice which was hopefully helpful. Why S.Peter’s? The environment, not only in the common room, but all around the site is really friendly. The school offers great facilities, and the staff are always there for guidance and support. Where next? Liverpool John Moors University to study pharmacy. Any advice? Keep on top of everything, and make sure you find the right balance between your studies and social life. Also make the most of your time at St Peters, as it goes really quick. Name: Leon Ferguson – Y13 Courses studied: Biology, Chemistry, Economics and Maths How has S.Peter’s helped you? It has helped develop my character and my individual learning skills. It also helped me decide what I would like to study once I leave sixth form. Which extra-curricular activities did you enjoy the most? I thoroughly enjoyed teaching Badminton to new year 7 in the first two months of the school year. I also enjoyed planning and leading out in a variety of events raising money for charities. Why S.Peter’s? The enthusiasm of the staff members at this school is second to none. They inspire and engage students throughout the lesson by employing a variety of teaching styles. They go the extra mile to help you gain full understanding of your subject. Where next? I am hoping to study medicine once I complete my studies here. Any advice? Work hard and reap the rewards. Try and get integrated into the sixth form as much as possible as it will equip you with key life skills and will play a massive part in developing your character. Name: Carys Tudor – Y13 Courses studied at S. Peter’s: Product Design, German and Physics A Levels, Maths with Mechanics at AS How has S. Peter’s helped you? The Staff are friendly, helpful and are always prepared to discuss any subject difficulties you may have. What extra-curricular activities did you enjoy the most? Being involved in the Sixth Form Showcase was a great experience and provided the opportunity for students to work together to create a unique production. Why S.Peter’s? I have been a student at S. Peter’s since Year 7, and although I looked at other Sixth Forms, I decided that S. Peter’s was still the best choice for me. Also, as S. Peter’s is a Design Technology school, the facilities here for design are excellent. Where next? University to study Product Design Any advice? Product Design is an intensive subject, and you need to keep up to date with your coursework. In other subjects the same commitment is required. Also try to take advantage of some of the many extra-curricular activities, which will involve you in wider school life. Name: Jonathan Ashby – Y13 Courses studied: Maths, Further Maths, Electronics and Physics A levels. How has S.Peter’s helped you? It has definitely encouraged me to develop a lot of independence and pick up many new things that I wouldn’t have even known about had I not attended. Academically, the constant stream of feedback from teachers really helped me focus on what to revise, but left me the freedom to choose exactly how to do that. They also helped me navigate through the minefield that is university applications from beginning to end. Which extra-curricular activities did you enjoy most? Music. I had already started my alto saxophone tuition before attending S. Peter’s, but pretty soon I joined the concert band and choir, originally to develop my skills, but after a few months, it was a really great social experience too. I was also offered the loan of a baritone saxophone and the opportunity to play and improvise in the jazz band, which is something I could never have done otherwise. Why S. Peter’s? The inclusive state of mind everyone carries around with them. If you want to get involved in something, there’s always a way to do it. For example, I haven’t done any form of art for many years, but when I needed to do some digital art for a side project I’d been working on, I was able to just walk in and use the department’s Macs and graphic tablets. Also, if you’re struggling in class, the teachers are always prepared to put in the extra mile to bring you back into the pack. Any advice? Everyone will be telling you to start revising early, and you’ll think you can coast it, which you can, up to a point, at which point you really need to buckle down. If you do the little and often that all the teachers encourage you to, it’ll fly past and you’ll realise your potential.


ENRICHMENT ACTIVITIES All students are given the opportunity to follow a course of enrichment studies. This gives the students a chance to explore areas other than their academic courses. Students are expected to choose courses to fill a minimum of two lessons, though many choose to do more. STUDENT SUPPORT The objective of Student Support is for you to gain some life skills in work related areas as well as contribute to Citizenship. You will be based within school, in areas in which you have a particular interest. E.g. Science Labs, Resources, Office, Library. WORK EXPERIENCE Work experience will enable you to experience the world of work. Good for anyone who wishes to enter teaching or the health service or gain valuable experience in a field they intend to study at university. This is looked on favourably by universities whose courses are very popular. YOUTH ALPHA 'Youth Alpha' is a structured course run by students, and is an opportunity to talk about the big issues in life, concerning Christianity and your faith. There will be refreshments at each session, followed by a talk and a discussion. In the middle of the course, there will be an opportunity to go on the 'Youth Alpha FIRST AID Learn Fist Aid in 12 weeks and gain a certificate in the process. COMMUNITY SPORTS LEADERSHIP AWARD (CSLA) CSLA helps participants to develop vital skills for life and to make real and lasting differences to their communities. By teaching people to organise and plan, to motivate others, communicate effectively and work in a team, the award can be a stepping stone to employment, further education and volunteering in the community. E-SPORT Choose from a variety of sporting activities run by our PE Department. Activities include, Indoor Football, Cricket, Rounders, Basketball, Volleyball, Squash and many more. Please note that some sports will incur a small fee. E-THEATRE TECHNOLOGY Interested in backstage theatre work? All aspects covered including: sound, lighting, set building etc. When choosing this option you must also be available to assist with theatre productions both in and out of school time. LAMDA LAMDA is an independent drama school, dedicated to the vocational training of actors, stage managers and technicians in the skills and levels of creativity necessary to meet the highest demands and best opportunities in theatre, film and TV.

Prospectus Booklet 2012  

Prospectus Booklet 2012