Support in the Sixth Form

The Sixth Form can represent a huge difference in terms of workload and expectations. Students often find that the content of A Levels is challenging at first, and may well find things overwhelming in the first term. This is normal, and students generally settle down into a good routine, and begin to rise to the challenges of the more demanding A Level work. Students are supported academically and pastorally by the Sixth Form Team, House Staff and their teachers and mentors. Similarly, the Upper Sixth students provide a welcoming induction programme to help the Lower Sixth to integrate successfully into the school. The Sixth Form team monitors the academic progress of students carefully, ensuring that they remain on track, or receive additional support. Students are met on an individual basis once a term to check on their welfare and to discuss any concerns, future career paths and university plans.

Mentoring Programme

In addition to their academic subjects, students follow a specifically tailored mentor programme that is aimed at the needs of this age group. These sessions occur once a week, in addition to a weekly Sixth Form assembly. Content includes topics such as transition to A Levels, study skills, preparation for application to higher education, healthy relationships, drug and alcohol awareness, emotional wellbeing, sustainability, identity, careers, work readiness, internships, and preparation for life at university.

Higher Education Mentors (HE Mentors)

In order to apply to the UK, students submit their five choices through the University and Colleges Admissions Service (UCAS), an online portal that manages their applications to universities. In addition to writing a personal statement, they will fill in their education, exam results, personal information and the courses they wish to apply to. In addition, the Head of Sixth will provide a reference for the student, with predicted grades.

In the second term of Lower 6th until the second term of Upper 6th , students are assigned a personal HE Mentor. These are usually members of staff experienced in university applications. The mentor works alongside the Director of Sixth to ensure that students receive advice and guidance on suitable university courses. The mentor will deliver content on what makes a successful application, and how to write the personal statement: A requirement for all applications for UK universities. This is often the first time a student has had to write any form of application statement, and as a result they receive individual guidance and feedback, to ensure that they are able to produce the best possible statement of the highest quality.

The school deadline for UCAS submission is early October, to enable students to effectively manage their time, and to ensure they submit competitive applications. It is usual for students to receive offers as early as mid October, under this system.

Once students have submitted their applications, their progress is carefully monitored. Once students have received all of their offers, they make an appointment with the Director of Sixth Form to discuss all of their options, and to receive guidance in making the best choices for final acceptances of offers.

PSHEE Mentors

Students in the first term of the Lower Sixth Form and the final two terms of the Upper Sixth Form will receive tutorial sessions from a PSHEE Mentor. These sessions will consider the wider well being of the student, and in the Upper Sixth Form, will provide life skills sessions on cooking for oneself, first aid, budgeting , where to shop, dealing with culture shock and life during the first few weeks at university.

Support after students leave the Sixth Form

A Level results are published in Mid August. In order to support students at this sometimes confusing time, students are given a pack containing advice on what to do on Results Day. Further to this, the Head of Sixth is always available to offer support and guidance for students at this time.

Support for Medical applications

If your child is applying to study Medicine, Veterinary Science or Dentistry, then they are embarking on one of the most competitive courses they can apply for. As a result, they receive individual assistance and guidance from a member of the Sixth Form team, in addition to the support provided by the HE Mentor and Head of Sixth Form. A designated member of staff provides a weekly session during the ECA period after school. During these sessions students are guided to become familiar with the stringent academic requirements, as well as providing information on the type of voluntary work students need to complete. Students are encouraged to seek individual, regular, meaningful voluntary work in the community, so that they are able to demonstrate the kind of characteristics and commitment admission tutors are looking for. In addition, students are guided through the admissions tests, and provided with additional support on their personal statements and applications. Given the highly competitive nature of applying to the UK, students are also advised to apply to other destinations, and the school has established an excellent reputation and relationship with Irish universities, British universities in Malaysia, local universities and Australian universities. Students are also provided with several rounds of practice interviews, where they are given feedback on their performance. The sessions also cover issues surrounding ethics, the British healthcare system, medical issues in current affairs and students are also encouraged to embark on their own individual area of research and reading. Finally, visiting academic lecturers, medic alumni and university admissions personnel are also encouraged to visit the school.

The Super Curriculum: Academic Enrichment as Preparation for Entry to Competitive Universities

The Sixth Form at KTJ, values and encourages the pursuit of lifelong learning, and the role it plays in preparing students for placement and success at high ranking universities. In today’s competitive market, it is no longer sufficient to get good grades in exams. Admissions tutors are looking for real evidence of a student’s academic interest and motivation for a subject. They also look for evidence of proficiency in the academic skills required at university, such as the ability to work and read independently, effective research and academic writing skills and the ability to be able to construct a bibliography and reference work correctly. University admissions tutors at Oxford and Cambridge state that successful candidates display a real academic curiosity about topics discussed at interview, and can show that they have explored their subject outside of the school curriculum; either through a taster day, a self-guided project, or through on-line exploration or deeper reading into particular interests.

The Super Curriculum at KTJ represents a series of activities and events on offer to sixth form students in order to enable them to think about the subject they wish to pursue at university, in a deep and meaningful manner, that goes beyond the curriculum. This starts in the classroom, with suggested additional reading from teachers and guided study hours suggested. In assembly in the lower sixth form, students are encouraged to think about how they will stand out in applications. This can be in the form of additional reading and research, an extended essay, online courses, attendance of summer schools, university workshops and in house academic lectures. We have an active programme of academic enrichment to help support students to access the additional in depth interest they need to show for successful entrance to high ranking universities. These include:

● Super Curricular Evenings

● Academic lectures and workshops

● Oxbridge ECA

● EPQ

In addition to resources in the school library, students are encouraged to investigate the subject reading lists provided by universities, and can find many of these in the academic enrichment library i n the Sixth Form Centre.

Super Curricular Evenings

These occur once a week in the evening in the Arc. This is usually run by a member of the Sixth Form Team, a visiting academic or a subject teacher. The aim is to provide a seminar style session, where students access and discuss topics that go beyond the curriculum, in any academic discipline.

Academic Lecturs and Workshops

We warmly accept a wide range of academic lectures on a variety of subjects from visiting universities. This can often form the starting point for a student's interest in a subject. In addition, students attend many outside lectures and debates on a regular basis, particularly with the Oxford and Cambridge Society Malaysia.

Oxbridge ECA

This is a weekly meeting for all students who are not only interested in applying to Oxbridge, but who also want to apply to any high ranking university. The workshops for the Lower 6th commence in January, where students learn more about the specific entrance requirements for Oxford, Cambridge and other universities. The college system is explained and students are expected to engage in small seminar style tutorials in subjects they wish to study. In addition we may discuss current affairs, ethics and engage in mini research tasks: All with a view to facilitating academic curiosity and a deeper knowledge of a subject. In the beginning of the Upper 6th , students who are serious about making an application to Oxford or Cambridge, are provided with individual support and guidance for the application process, admissions tests and interviews.

Given the highly selective and competitive nature of applications to Oxford and Cambridge the Head of the Sixth Form makes sure that any students wishing to apply have all the right academic, subject and personal credentials necessary to be considered by these prestigious institutions. In some cases it may be considered that an applicant does not have a competitive enough profile, and these students will be advised accordingly.

Extended Project Qualification (EPQ)

Pursuit of an extended essay provides students with the opportunity to engage in academic enrichment, by enabling them to research a topic and answer a question of their choosing. The process of formulating a thesis or hypothesis, engaging in research and academic writing is a very valuable experience, and provides them with the opportunity to demonstrate knowledge and interest beyond the curriculum. Many students who have completed these essays have gone on to study at Oxford , Cambridge, LSE and Harvard. The students have the opportunity to complete an A Level (the Extended Project Qualification), do an in house KTJ extended Essay or complete a university prize essay. Students are expected to attend lessons for the EPQ and will be assigned a supervisor to help with their project.

Support for students applying to universities in the USA or other non-UK destinations

Individual help and support to all students applying to America and other destinations is provided by our Higher Education and Careers Counsellor. SAT classes are provided, and there are periodical workshops for students to attend to help them choose the right college, write a competitive essay and manage their applications, through the relevant portal.

Support for Law applications

Law applicants also are supported with their admissions tests and to prepare for a successful Law application in a dedicated ECA.

Support for students interested in studying Engineering

There are many ECAs that students can involve themselves in that will help support an Engineering application such as the STEM and Coding Clubs.

Support for students interested in studying Accounting, Economics and Finance

A dedicated Economics and Finance Club has research projects and presentations and enters competitions in order to support their applications.

Accounting

About the course

The Cambridge International AS and A Level Accounting syllabus enables learners to apply their accounting knowledge and understanding in order to analyse and present information, give reasoned explanations, and make judgements and recommendations. The syllabus covers topics such as the recording of financial information, accounting principles and control systems, and the preparation of final accounts for a variety of different organisations and businesses.

Learners find out about raising capital by shares and loans, ratio analysis and cost accounting, and also study the preparation of cash flow statements, cash flow analysis, and standard costing and investment appraisal, among many other topics.

Assessment

Paper 1: Multiple choice

Paper 2: Structured questions

Paper 3: Financial accounting

Paper 4: Cost and manangement accounting

30 multiple choice questions based on the Section 1 and Section 2 of AS Level syllabus content.

Four structured questions based on AS Level syllabus content.

Paper 3 tests Section 3 of the A Level content, but also requires a knowledge and understanding of the AS Level contents. There are three structured

Paper 4 tests Section 4 of the A Level content, but also requires a knowledge and understanding of the AS Level contents. There are two structured questions.

Characteristics of successful students

A successful student should be interested in the course content detailed above, be comfortable in calculating and analysing data and have an ability to plan well. They should be prepared to critically apply, analyse and evaluate information from a wide range of sources and contexts.

Minimum entry requirements/prior learning

We recommend that learners who are beginning this course should have previously completed a Cambridge IGCSE course or equivalent in Accounting.

Further studies and careers

This subject is useful if you are considering a career in accounting and finance but is not essential. Please be aware that some universities will only accept this as a fourth A Level, as it is not a facilitating subject.

Reading list

Accounting - Warren Buffet

Financial shenanigans - H. Schilit

How to read a financial report - J. A. Tracey

Profit first - M. Michalowicz

Visual finance - G. Tsvetanov

Relevance lost - R. S. Kaplan

Art

About the course

The Cambridge International A Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own.

Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.

Assessment

Characteristics of successful students

-Communication skills, especially the ability to communicate concepts and feelings.

-How to record from direct observation and personal experience, research and evaluation skills.

-The ability and confidence to experiment, be innovative, intuitive and imaginative.

-The language and technical terms used in art and design.

-An appreciation of practical design problems and how to solve these.

Minimum entry requirements/prior learning

Students should have a minimum IGCSE (or equivalent) grade B. External students must produce a folio of work and be interviewed to ensure that they have the skills to access all aspects of the course.

Further studies and careers

This subject is useful if you are considering a career in areas of industry related to creativity and specifically design. Some examples of careers include fine artist, illustrator, photographer, animator, graphic designer, arts administrator, printmaker, and teacher / university lecturer. Art graduates can also apply for mainstream graduate jobs and training in a wide variety of industries, such as media, marketing, public relations and even accounting.